e e e e e e e e e he is ready be s welcome to the November 25th
2024 Morehead Area Public Schools Schoolboard meeting the time is 6: pm I'll be calling this meeting to order starting on my left volen present Mark cour president stephus present Bergen present yorkland present vote present everyvone would please stand for the Pledge of
Allegiance I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all item C preview of agenda Dr wck
thank you there are no additions uh or Corrections recommend approval as presented thank you Dave I'll move to approve the agenda as presented Cassidy I'll second I have a motion by Dave second by Cassidy move to approve the agenda as presented any further
discussion on from the board seeing none all those in favor signify by saying I I those opposed same sign motion carries item e we are proud this is the time during the meeting we get to recognize outstanding
achievements of students and staff and community members after the Honor's name has been read they will accept their certificates and a foldo will be taken if you would uh please come up when Laur Lee reads your name off and we'll get to
certificates we are proud of the Morhead High School cross country athletic or athletes Jackie Johnson Sophia Johnson and Wes brewyard who competed in the Minnesota state cross cross country meet on November 2nd Jackie placed
27th Sophia placed 49th and Wes placed 115th MHS cross country is coached by Isaac lunberg Eric Hansen Lisa dunigan uh uh Justin Gul and Corey asfeld
moving on to item F public form uh we don't have anybody for public forum tonight de that is correct thank you oh I'd like to recognize that Melissa arrived at the meeting thank you item two consent agenda all items on
the consent agenda are considered to be routine and have been made available to the school board at least two days prior to the meeting the items will be enacted by one resolution there will be no separate discussion on these items unless a school board member so request in which event that item will be removed
from this agenda and considered under separate resolution to the extent possible School Board member inquiries on the consent agenda items are to be made directly to District administration prior to the time of meeting item a
superintendent we have November 1st or I'm sorry number one we have November 12th 2024 Schoolboard meeting meeting minutes Item B business and administrative Services we we have number one November claims number two
family medical leave number three change of contract number four resignations number five new employees number six affiliation agreement with St Cloud State University Laur Lee I move to approve
the cons consent agenda as presented thank you Melissa I second I have a motion by Laura Lee seconded by Melissa move to to approve the consent to presented any further discussion from the
board seeing there is none all those in favor signify by saying I I I those oppose same sign and the motion carries item three new business item a we have power school behavioral plugin Dr
Larson yes Alex sandal uh Dina students at Horizon East is here uh to give a pres a presentation tonight um we started with the behavioral plugin as a pilot at Horizon um as another way to excuse me try to align our systems
this one is kind of with The Incident Management Behavior so uh we piloted at both East and West last year uh and this year now is expanded to all of our K12 schools so we kind of have a consistent um tool built into power school for some of our Incident
Management so Alex is going to talk a little bit about what they've done at Horizon and then again how they use that data perfect thank you Dr LaRon uh I'm Alex sandal dean of students at east side of the Middle School um thank you for having me this evening members of
the school board I'm going to run through MBA behavior and specifically language of called log entries um MBA stands for Marsha brener and Associates not to be confused with Morehead Business Association when I use that acronym that is the company that I'm
referring to that builds um plugin and additions to power school so that is what MBA comes from what I'd like to cover today when we talk about the MBA Behavior plugin for power school is a little bit of the history of how we got to this point of utilizing this system
um talk about what it is and why we chose to use MBA kind of give you a little bit of an example of how it's utilized at the middle school and actually now across the district K through 12 um and then talk a little bit about the data that we use and how it can help us kind of make decisions and what it actually amounts to at the end
of the process and then at the end if you have any questions you can ask those but also feel free to stop me at any point if anything comes up so a little bit of the history um admittedly I'm only in my ninth year in the district so I can't speak too much longer back in history than that but a
recent history of incident reporting at uh the Middle School specifically where I've been um we had paper incident reports so that was kind of on the transparency three different sheets you'd fill it out one sheet would go to the parents one sheet would go go to the office and then you kept a record for
yourself as the teacher um that system was used up until roughly the covid years or slightly thereafter um we then implemented a system called log entries within power school this was largely used to compile contact with parents so
anytime that I had a student in my class that either attended a Google meet or did not attend a Google meet or I was trying to reach out to that family log entries was meant as kind of a system or a place to house that interaction so I reach out to this family this child attended um and just kind of a running
record of interactions we had with kids when they weren't necessarily in our rooms face to face roughly around that same time at least at the Horizon Middle School level um we started implementing a Google form to kind of digitize the behavior incident reporting so there was a your
very rudimentary Google form that would go to a spreadsheet um kind of a cumbersome system but definitely streamlined in comparison to the actual physical paper copies and then that kind of leads us to today where we kind of melded the log entries that I just referenced and this new Marsha Brunner
Associates online um incident reporting we used that last fall it's housed in power school underneath of that log entries um setting and now it is all on power school there's no Google sheet Google form out there in The Ether they are all housed within pow
school why are we talking about behaviors and specifically a system to Doc doent them um if you think about behaviors there's kind of four stakeholders or groups of stakeholders when we are talking about student behaviors so the students for one are the ones that are displaying the behaviors um for them it is very helpful
to have this documentation that goes across settings so there it's no secret that we have a large buildings large District kids see a lot of adults they go to a lot of different places it's nice to have one system for documenting when we have interactions with those kids um and then with that comes common
expectations so depending on where you are at least at the Middle School level you have a common expectation of where things are logged and then now that we've implemented at K12 a common system is pretty beneficial so kids have common language and understanding of where those behaviors are documented to go along with the students
is of course the families so this system actually emphasizes family contact so a big part of this in conversations with staff is trying to emphasize student had an issue in class please reach out to the family and build that communication kind of te a little bit of teamwork to help support that student um a big thing
too we have no secret that we have families with multiple students sometimes in the same grade level but of course across grade levels um and it's really helpful to have one system for documenting all of this when you have a maybe an elementary student middle school and high school student little
bit less cumbersome and helps families understand how we compile that data staff of course um they are the ones that interact with behaviors the most so in in many cases they want some support with those a a big point with this online system is the followup so we
have a behavior I'm asking for support on it what is done with that so whether that's a behavior interventionist myself dean of students um or Administration something's done with the behavior we need to have a way to get that information back to the teachers and that's what this really helps streamline
um some of the word of mouth things then fall off to the side you don't have side conversations that are taking care of things you actually have one place where things are documented and then also I'll talk about at the end of the presentation we can actually break down where concerns are happening how often location and time and those things
rather than just kind of assuming that lunch is going to be difficult um or the bathrooms are areas of concern we can actually see where that's happening uh the last group Administration so kind of the people that are the decision makers when it comes to a lot of the behavior um we have certain obligations to the
state to document and record behaviors um this opens up some dialogue so we actually on a monthly basis talk about um the student Behavior information that we get and we can have those conversations with staff and then going along with that is kind of that proof of action so it's been brought to your
attention by staff you can you can fall back on this proof that something was done about it um and then from there conversations can happen but at least we have that recorded um and of course looking at specifically with the consistency piece of the elementary level so with five different
elementaries it's really helpful to have that consistency across the middle across the elementary level especially with my experience at the Middle School we are kind of the Melting Pot of all five of those buildings so that has been kind of a nice little shift go ahead lle
um so the teacher puts a behavior in let's say we've got a minor infraction the teacher puts the behavior in and then is that does a email go to parents or parents only see it on power school if they log in or is there a
notification or how is this emphasizing family contact so I do have the on the slide I'll show the kind of the process for it um it emphasizes family contact on either the teacher or the administrator's part there is no automatic like this is going to be sent right to families you just press a
button it automatically goes there's kind of a barrier there in place where teachers then would or any adult that's interacting with the behavior would have to put that effort in to reach out to the families but part of that when you're filling out the log again for you are putting in that I did or did not reach out to families um and the
emphasis then there is please be able to check that box that you did it um to help build that Circle of communication and I'll elaborate a little bit more on that when we get to the levels and kind of an everyday example from Horizon part of this work is identifying the levels of behavior um the document
that you see in front of you is kind of a rough breakdown of how we identify the different levels of behavior this started at the middle school and has adopted across the district um the easiest way to put this is level one behaviors are kind of your gener gener generic behaviors that you see in class
um that teachers manage on a day-to-day basis level two behaviors is where we start to get into more pervasive behaviors that are going to be looked at for support whether it's from myself a Dean type of position or a behavior interventionist and then level three behaviors are kind of those more severe instances that the admin are going to be
involved with directly uh the document also does include kind of the specific examples of behaviors but that is a work in progress as far as trying to coordinate that with a handbook and it's a living document it's not set in Stone so as conversations happen um we can move different behaviors and kind of
align it better especially at the elementary level um that was a process that just took place over the last few months trying to align expectations of level one two and three behaviors across the elementary level so MBA Behavior what it is is just that a digital incident report it's
housed in power school like I explained earlier um log entries this is an example of what that interface looks like um the student that you see there is Mr Tess terson um he is someone that I interact with kind of on a not daily basis but I monkey around with his log
entries to try and build the process that works the best um whenever one is filled out you can see the example there I apologize for the size um the log type there the level two that's where you have the level one two and three things being recorded um and student contact as
it existed during covid is still there it still exists if you are reaching out to a family for any number of reasons um not pertaining to behavior that would still be a place that teachers document that contact so these are the Bas basic examples um I'll work through each level
um I will say that level two is where we spend our time with conversations and most of our time actually allotted by staff um level one these are teacher managed so the behaviors that you would expect honestly to see in a classroom um things that teachers have been dealing with and working through ever since the
position was created um if a student displays that behavior um kind of the line that we've started to draw is if it's something that you feel the parent needs to be notified about that's where we start to get into the actual documentation process um no one really has the time in their day to document
every single blurt or every single time that a kid didn't raise his hand that's not really the intention here it's more to document the conversations that you had with fames so teachers manage that on their own there's no real interaction with an administrator or a support staff
when you're logging a level one behavior um and again it's when you reach out to families if you were to log every single B we' you'd have a very long list of those so once you've reached out to families you're kind of confirming that I've made an attempt to intervene in
this issue level two is where we get to kind of the meat and potatoes of this system um student displays a behavior um of course the staff is going to intervene in the moment so whether it's disruptive behavior whatever it might be in the hallway um the staff will intervene in the moment and then go to
fill out what would be called a level two log entry um myself the behavior interventionists and administrators then get a notification on power school so it's similar to like a notification on your iPhone pops up and I have a little bit of a dashboard that would show me
chest testers had a level two behavior and from there I would call him down and start working through that log so depending on what the behavior is the frequency that that student has displayed the Behavior or kind of the Nuance to whatever it was that's where we deem kind of the necessary action steps whether that's myself contacting
parents spending time in the office if you're losing a privilege um sometimes if it's something based on the handbook language it could end up in a suspension those types of conversations and decisions happen once that log is filled out and we find out about it um if I have now had that conversation with
families I've interacted with that student made my decision I then fill out the rest of that log entry and it goes right on the bottom of that sheet on power school and that's where the teacher can see the followup um rather than needing to send an a separate email um going to their classroom having kind
of separate conversations everything is housed within that one log entry um and that was really kind of the emphasis here is trying to streamline and hous everything in one little spot for the students um and really for the staff to streamline that communication level three behaviors um most often that is
going to be documented after the fact so that's you're getting into kind of your crisis issues um substance possession things like that that are going to be handled in the moment we're going to work through the entire situation and then the law level three will be filled out by myself or administrators typically um very seldom is there a
level three behavior that a teacher fills out and then we follow up with later they're much more handled kind of on a emergent basis if I can use that language now with all of that work that goes into filling out the log entries we get a lot of data um so the the picture
on the bottom here is just one simple snapshot of what um can be pulled from log entries there's a slideshow that I present every month to our staff um it it contains about eight slides of different data points this is kind of for all intents and purposes what it
ends up looking like I can break it down by a lot of different metrics the image that you're seeing there is the level of behavior and the admin action so that seems to be kind of the point that we want to emphasize with log entries as a behavior happened are admin doing something about it so when you look at
that image that's what that data is is the level two behaviors the level three behaviors and the response that admin have had to those um the data if you're looking at a large scale number of students so Horizon East we have 11,000 or 1100 1,48 I think today I checked 1048
students if I'm looking at Large Scale Agate data um I'm looking for times of days that things are happening more frequently locations where behaviors are most prevalent the type of behavior that we are experiencing the most often and then trying to have conversations and figure out what we can do to address
those so for as a specific example this morning um and tomorrow morning at the middle school we're having house meetings to address some of the specific behaviors that we've seen an uptick in and that's a direct response into what we've seen on log entries when you look at data on an individual student basis um at the middle school level we have
bar meetings um that really help identify some of the students that are struggling we have all of these instant reports and all of these this data to go off of um and in rather than just being kind of event session or people talking about the frustrations we can actually look at what's been going on look at what's been tried and then try to have a
little brainstorming session to address the needs of that student um and then if it gets to the point of repeated concerns we can address the handbook um if you're familiar with the handbook at Horizon there's first second and third offenses of issues um and we use that quite a bit to kind of Leverage and
discuss our decision-making rather than pulling my own consequence out of thin air we referen the handbook to be consistent we have two many students we have too many adults that interact with kids to try and come up with our own systems um and the big one that this really helps with um is when a student
and this is actually a specific example where a student has worked with our assistant principal has worked with a behavior interventionist and then worked with me and we were just the three adults that were available at the time of the issue I now have documentation of what was done previous so I'm not just kind of rinse and repeating the same conversation it can be a little bit more
serious or a little bit more specific that they've already had conversations with multiple adults um if it was just me working with all of them of course I could kind of house that information myself but that's not the reality so that's a little bit of what the data can be used for um and like I said we can break it down much
more large scale or get really specific but that's roughly what we use it for on a monthly basis so as Alex pointed out on slide six we have every level has their behaviors green yellow red so we have a consistent K4 one that's used across all
the buildings and then a 581 and a 912 one so uh we worked with 58 because they were first and the 912 aligned up and then we had K4 aligned down so they're pretty much aligned K12 uh but again every building kind of has their own that they've shared with staff um and
then monthly admin share out again kind of the behaviors what you're seeing for each month and so this again brings that dashboard and has it kind of consisted across the district so uh K or K4 just started at quarter two we took some time to create that um high school started it
right away this year and again Horizon's in year two Dave so will the behaviors in our school carry over from like fourth Elementary to middle school and so on for teachers to see or just admin or how old that work not not the level ones but level
twos threes do to all staff will so like if you're the teacher and if you're the teacher you get to see it so like um the one thing here is uh like Alex has haded Horizon if a 7B teacher has an issue of 7A they can write it up if they know the name but they can't see anything they
just can write up because they know the kid unless you have the kid though you can't see the data okay that was my other question then so if you're an art they'll all see it everybody who teaches that kid will see the reports from it they'll have the notification notification yeah excuse me if they're
attached to your roster so if they are if they're a rostered student of yours you have access to that but like Dr Larson said if you know the students name you are able to submit a log for them you only then have access though to that one that you submitted not kind of the laundry list that might be there um
if that student has a few behaviors sure and our support staff expected to fill out the same form or is that then reported to the either a certified teacher or how do that work if it happens that recess or whatever it has to be a like a teacher that has power school access for like a rostered class
um so support staff like peras or lunchroom supervisors they don't have access to that they would report to that classroom teacher or adult with access that's in the area okay I'll clarify that any co- teer and we set up student teachers many
PA professionals at the high school level are considered a co- teer or teacher Aid if you have that role you could enter a log entry so there's less of that at the K4 level and I honestly don't know what that looks like at 5'8
but at the high school Paris definitely have access and if you're a student teacher you will have access oh okay thank you um if I as a teacher file a report and it needed to go to admin or somebody else needed to meet with them uh would I
be automatically notified when the when the admin had met with them like would I get an email notification or something saying this has been closed out no you don't get a notification other than at the top of power school when you log in um the analogy that I use a lot for
staff is like the red notification on an phone when you log into power school at the top it's called log alert report and then a little number next to it for how many you have okay um so that notifies you that one of your students has a log report um if you click on it then you can seek a list of Two Three or whatever
number of log reports are there um and what we've told staff is that don't delete them or clear your notifications until you've seen that there's followup there um once you see that there's followup then you can clear the notification it does not clear the report or the information that's there
it just clears the notification what so when we were doing our visit um Dave and I did a visit over at Horizon and this was something that um she was excited to show us um the report and just the follow through that comes from having it on the in like a electronic
record it just seems really helpful so I thought it was was really neat so thanks for figuring out all out for the kids and the student teachers and um hopefully that'll have some good consequences and parent contacts
too when you asked or you were saying that you do Zoom meetings with parents at times is that correct or did I hear that wrong oh my the reference to that was from Co we would be doing Zoom meetings that's kind of where Dan you could maybe correct me if I'm wrong but that's where log entries really came
kind of to fruition was documenting those interactions with students on L on um Zoom calls or whatever not a physical classroom so now you would do it in person then it's not zoom then it's just no whether it's a parent meeting a phone call I mean if if it the need was there
we could do a zoom call of course to meet with the family but more often it's in person or phone calls okay when you make those phone calls or even in person or possibly if it's a zoom is it recorded at all or is it just uh um you
just talk so the well I guess there's a little Nuance to that I suppose if it's a phone conversation it could be it could be recorded um Minnesota if I'm I hope I'm not misspeaking only one party needs to know that a phone call is recorded so that could happen um if a
meeting happens in the conference room at the middle school that there's a video camera in that room um and then if it was a zoom call yes you would have the feature to record it I have not run into any of those instances um to speak specifically to though yeah I'm just thinking just in case of somebody would
file a complaint it's probably good to have something like that so in situations where we feel that there might be kind of that necessity there'll be multiple adults in those meetings okay sounds good thank you anything else would this tool also be used for
potential mtssb if they looking for referrals that way or is that not are they separate Point yep yep that's I mean once we get there we'll be able to track kind of what's happened what's tried intervention so uh it it can get there we're not ready yet but yes oh that's a it's gonna be long term okay
perfect thanks anything else from the board thank you for coming in tonight Alex and explaining this to us we appreciate absolutely and feel free to reach out if you have questions Beyond now so thank you thank you Item B uh resolution accepting donations Dr damer um thanks tonight we
ask you to um accept the following donations bethan retirement living a monetary donation for transportation funding for student visits thank you Melissa I move to accept the seven $20 donation from Bethany retirement living
as presented and direct Administration to send a thank you thank you Keith I second I have a motion by Melissa second and by Keith move to accept the $720 donation from Bethany retirement as presented in direct Administration to send a thank you any
further discussion on this oh go ahead Dave what levels visit like the retirement living do you know like is it Elementary Middle School I don't have any information but we could get that and let you know more information okay all right
thanks anything else seeing none all those in favor signify by saying I I I those oppose same sign and that motion carries item C first reading of policies Dr W okay thank you starting on page 45 uh let's move to uh start with policy
103 on page uh 47 uh please note the revised policy number there uh this is also being recommended to remove this from policy and move it to a procedure uh to support policy 104 any questions from the
board okay let's move on to page 51 uh please note uh procedures were added in section two uh we'll make that a little more clear once uh we get to uh reading number two but um in the conversation at
the policy review level the were wondering if there were any um complaint forms to fill out and these were the forms that uh we have produced as a result of that concern so we'll have them listed and linked here for folks to
review thank you anything from the board okay we can move on moving on to page 53 policy 302 please note the update to the legal reference on page 54 thank you any questions
okay moving on to page 57 please note the minor language updates to the uh msba model policy in the general statement and section three thank you anything from the
board moving on policy 304 on page 59 please note thatth this is a duplicate policy language in items B and C and we updated the cross reference on page 59 thank you any
questions from the board okay moving on thank you policy 474 page 61 there are no changes to this policy thank you any questions moving on thank you page 63
policy 523 there are language revisions uh to match msba model policy any questions thank you moving on on page 65 policy 536 attendance area the recommendation here is to remove it from
policy and combine it with the new policy number 607 any questions okay moving on on page 67 this is policy 607 this is a new policy as per msba like we stated above um and
policy 536 would be integrated into this one so policy 607 is new and it's as present presented thank you any questions moving on thank you page 69 uh policy 537 there are no changes to this
policy any questions moving on policy 553 on page 73 uh the recommendation is to move this policy to a procedure to support policy
806 any questions from moving on thank you page uh 75 policy 714 uh we discussed this at the last meeting but note the language revisions that are reflected in here starting with page 76 regarding the minimum fund
balance any questions from the board moving on okay thank you page 79 policy 802 please note those minor language changes highlighted there uh with the addition of the design as well
as well as the additional uh the addition of charitable organizations uh language on page 82 any questions moving on page 85 policy 901
Community Education please note the update uh to language in the general statement and also the update to the legal and cross references any questions moving on thank
you page 87 policy 9008 family involvement please note the removal from policy and the recommendation is to move uh to a procedure to support policy 104 mission
statement any questions moving on page 89 policy 923 uh Community involvement uh please note also that the recommendation is to remove this from policy and move
this uh policy to a procedure to support policy 104 mission statement similar to above any questions moving on page 91 policy 924 School District
community relations the recommendation is to remove this policy current policy from the policy manual any questions about that thank you move on to item four superintendent
update I just know that uh the next meeting there is one meeting for the month of December that would be I believe December 16 and at that meeting that is also the uh truth and Taxation meeting uh that by rule has to start after 6 so that's now integrated into
our uh board meeting and with the latest uh Levy run as of 1122 we're still at that um 1.28% decrease over the year prior so it looks it looks like that's going to be
the number that gets locked in from a levy perspective at least on our end so um uh we'll have a little bit more in detail through the tax and TR truth and Taxation presentation uh explaining how we got to that uh
1.28% decrease so that is the um meeting here in December as well as uh the audit will be the focus of the meeting in December 16th okay thank you okay item five close the
meeting Keith move to close the public meeting at 6:34 pm. pursuant to Minnesota statute 13d .03 for the purpose of discussing labor negotiation Dave second have a motion by Keith second and by
Dave move to close the public meeting at 6:34 p.m. pursuant to Min statute 13d .03 for the purpose of discussing labor negotiations any further discussion from the board see none all those in favor
signify by saying I I I the motion carries we'll close this meeting for five minutes to clear the room and then we'll get started at uh 6:40 for e e e
e e e e e e e e e e
e e e LLY move to open the closed meeting at 7:09 p.m. thank you Cassidy a second I have a motion by Laura Lee second and by
Cassidy move to open the closed meeting at 7:09 p.m. any further discussion seeing none all those in F oh slowly all those in favor signify by saying I I I those oppose same sign that motion carries item seven
adjournment Cassidy I move to adjourn I move to approve the adjournment of the November 25th 2024 school board meeting at 7:10 p.m. lur Lee I second thank you move to got a motion by Cassidy second by Laur Lee move to approve the
adjournment of the November 25th 2024 Schoolboard meeting at 7:10 p.m. any further discussion seeing none all those in favor signify by saying I I those opposed same sign and that motion carries this meeting is adjourned thank
you thank you