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MORNING.UH, WE'LL CALL THE MEETING TO ORDER AT 7 31 AND START WITH THE PLEDGE.
I PLEDGE TO ALLEG UNITED STATES OF AMERICA.
[2. Information Items]
JUST TWO INFORMATION ITEMS ON OUR, UM, AGENDA THIS MORNING.SO WE'RE GONNA START WITH OUR, UM, WONDERFUL BROOKE LAWSON AND OUR MENTAL HEALTH PROGRAMMING.
SO I'LL DO A, JUST A BRIEF INTRO.
START WITH THE TOTALLY FINE, TOO.
UM, YEAH, WE'VE, WE, UM, I GUESS A COUPLE MONTHS AGO THOUGHT IT WOULD BE A GOOD OPPORTUNITY AS WE PLAN THINGS OUT TO PROVIDE THE BOARD AND COMMUNITY WITH A REVIEW OF OUR MENTAL HEALTH PROGRAM.
AND, AND WE'VE HAD OUR, OUR FALL PANORAMA SURVEY RESULTS AND ALL OF THAT.
SO THIS IS A GOOD TIME JUST TO EDUCATE AND TAKE A PULSE ON WHERE WE ARE IN TERMS OF MENTAL HEALTH.
AND SO OF COURSE WE HAVE OUR, UH, MENTAL HEALTH COORDINATOR, BROOKE LAWSON AND, UH, BRAD FERRIS, WHO OVERSEES OUR ANALYTICS AND HELPS A LOT WITH ALL OF OUR DATA.
AND I DID JUST GET BACK FROM VACATION, SO
OR DO I NEED TO MOVE THAT CLOSER? ALL RIGHT, PERFECT.
WELL, I THOUGHT I'D GIVE, UM, A QUICK KIND OF, UM, LANDSCAPE BEFORE I STARTED IN THE DISTRICT.
SO, UM, I WAS HIRED IN 2016 AS A RESULT OF THE REFERENDUM.
UM, AS DISTRICT LEADERS WERE, UM, LISTENING TO COMMUNITY MEMBERS AND EDUCATORS, UM, THE TOPIC OF STUDENT MENTAL HEALTH CAME UP OFTEN.
SO, UM, MANY, UM, EDUCATORS SHARED THAT STUDENTS WERE STRUGGLING WITH MENTAL HEALTH ISSUES.
WE DIDN'T HAVE THE STAFF IN OUR SCHOOLS TO SUPPORT THE STUDENTS.
UM, WE HAD SCHOOL COUNSELORS AT EVERY SCHOOL, BUT SCHOOL COUNSELORS ROLE IS NOT REALLY TO PROVIDE MENTAL HEALTH TREATMENT TO STUDENTS.
UM, AND SO THAT CAME UP TIME AND TIME AGAIN, AND THE DISTRICT, UM, DECIDED TO ALLOCATE SOME OF THE REFERENDUM MONEY TOWARDS SUPPORTING THE MENTAL HEALTH NEEDS OF STUDENTS.
SO, UM, MY FIRST TASK WHEN I WAS HIRED WAS TO LOOK AT THE RFPS, UM, THAT THE DISTRICT HAD ALREADY PUT OUT, UM, FROM DIFFERENT COMMUNITY MENTAL HEALTH CENTERS TO PARTNER WITH OUR SCHOOLS TO SERVE OUR STUDENTS.
SO, UM, WE, LIKE I SHARED, WE HAD, UM, SCHOOL COUNSELORS IN ALL OF OUR SCHOOLS, AND WE ALSO WERE IN PARTNERSHIP WITH A COMMUNITY MENTAL HEALTH CENTER.
UM, THEY WERE ONLY IN FOUR OF OUR SCHOOLS.
THEY WERE SERVING ABOUT 50 STUDENTS, AND THEY WERE ONLY ABLE TO SEE STUDENTS WHO HAD MEDICAID AS THEIR PRIMARY INSURANCE PROVIDER.
SO THAT WAS A SMALL NUMBER OF OUR STUDENTS.
AND SO WE NEEDED TO, UM, GO CREATE A PARTNERSHIP THAT LOOKED A LITTLE DIFFERENT THAN THE TRADITIONAL COMMUNITY MENTAL HEALTH SCHOOL-BASED PARTNERSHIP.
UM, WE ALSO, MANY OF OUR SCHOOLS WERE ALREADY TEACHING SOCIAL EMOTIONAL LEARNING.
UM, IT WAS REALLY INCONSISTENT ACROSS THE DISTRICT, SO, UM, IT COULD HAVE BEEN A CLASSROOM TEACHER TEACHING A LESSON, A SCHOOL COUNSELOR OCCASIONALLY DROPPING IN WHEN THEY HAD TIME TO TEACH THAT LESSON.
BUT THERE WASN'T A CONSISTENT SCOPE AND SEQUENCE THROUGHOUT THE, THE WHOLE DISTRICT.
UM, WE ALSO HAD, UM, SOME INCONSISTENT PROCEDURES AROUND SCREENING, UM, STUDENTS WHO WERE AT RISK.
SO WHEN I STARTED, THE DISTRICT WAS AHEAD OF MANY SCHOOL DISTRICTS ACROSS THE STATE, UM, SCREENING AND DOING TRAINING AROUND SUICIDE PREVENTION.
UM, WE WERE LUCKY THAT THE PAYOFF FOUNDATION AND MIKE HAD COME ALONGSIDE THE SCHOOLS, UM, AND HE HAD HELPED PAY FOR A LOT OF SUICIDE PREVENTION TRAINING BEFORE THAT WAS ACTUALLY REQUIRED BY THE STATE.
SO NOW, UM, TEACHERS IN GRADES FIVE THROUGH 12 ARE REQUIRED TO GO THROUGH AN EVIDENCE-BASED SUICIDE PREVENTION TRAINING EVERY THREE YEARS.
UM, ALL OF OUR TEACHERS WERE ALREADY TRAINED WHEN I STARTED, SO, UM, BUT WE DIDN'T HAVE REAL CONSISTENT PROCEDURES AROUND SCREENING STUDENTS WHO WERE, UM, UH, EXPRESSING SUICIDAL IDEATION SAYING THEY WERE THINKING ABOUT HURTING THEMSELVES.
AND WE ALSO, UM, DIDN'T HAVE SPECIFIC PROCEDURES IN PLACE.
IT WAS INCONSISTENT, UM, AROUND STUDENTS THREATENING TO HURT OTHERS.
SO IT LOOKED A LITTLE DIFFERENT, UM, AT, AT ALL OF OUR BUILDINGS.
UM, WE ALSO, ONE THING THAT WE REALLY STRUGGLED WITH AS A DISTRICT WHEN WE HAD STUDENTS WHO WERE IN HIGHER LEVELS OF CARE.
SO STUDENTS WHO MIGHT HAVE BEEN HOSPITALIZED BECAUSE THEY WERE CONSIDERING TAKING THEIR LIVES, OR MAYBE THEY WERE AT A RESIDENTIAL FACILITY BECAUSE THEY HAD STRUGGLED WITH LONG-TERM MENTAL HEALTH ISSUES, WE DIDN'T HAVE A CONSISTENT, UM, WAY TO FOLLOW UP WITH THOSE STUDENTS AND MAKE SURE THAT THAT TRANSITION BACK TO SCHOOL WAS EXTREMELY SMOOTH.
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BACK IN 2018, UM, WE EXPERIENCED THE NOBLESVILLE SCHOOL SHOOTING, AND MANY OF OUR SCHOOL COUNSELORS AND, UM, EVEN MYSELF, WERE ABLE TO HELP SUPPORT, UM, OUR COLLEAGUES IN NOBLESVILLE AND THE STUDENTS AND FAMILIES THERE, BUT WE DID NOT HAVE A CONSISTENT EVIDENCE-BASED CRISIS RESPONSE, UM, PROCEDURE AND TRAINING IN THE DISTRICT.THAT WAS SOMETHING THAT AFTER THAT HAPPENED, UM, MANY OF US IN HAMILTON COUNTY WERE REALLY, UM, YOU KNOW, WE, WE TALKED A LOT ABOUT WHAT WOULD WE DO IF THAT HAPPENED IN OUR SCHOOLS, AND HOW WOULD WE SUPPORT THE MENTAL HEALTH OF STAFF AND STUDENTS.
AND SO THAT WAS SOMETHING THAT WE, UM, THAT WASN'T SUPER CONSISTENT.
WE DIDN'T HAVE A WAY TO MEASURE CLIMATE AND CULTURE.
SO SOME OF OUR SCHOOLS WERE DOING SOME SURVEYING OF STUDENTS, BUT WE DIDN'T HAVE ANYTHING CONSISTENT.
UM, AND WE KNOW THAT CLIMATE AND CULTURE, UM, LEADS TO SAFER SCHOOLS, RIGHT? POSITIVE CLIMATES AND CULTURES LEAD TO SAFER SCHOOLS AND ALSO, UM, HIGH ACADEMIC ACHIEVEMENT.
AND THEN, UM, PRIOR TO LAST SCHOOL YEAR, WE DIDN'T HAVE REALLY, REALLY CONSISTENT TIER TWO SUPPORTS FOR OUR SECONDARY STUDENTS.
SO, AS YOU ALL KNOW, OUR SCHOOL COUNSELORS ARE EXTREMELY BUSY AT THE SECONDARY LEVEL.
THEY HAVE A LOT ON THEIR PLATES.
UM, AND SO THEY'RE DOING SCHEDULING AND, UM, LOTS OF DIFFERENT, UM, SUPPORTS FOR STUDENTS.
AND SO WHEN WE TALK ABOUT TIER TWO, WE'RE TALKING ABOUT, UM, SUPPORTS FOR A SMALLER NUMBER OF STUDENTS.
SO STUDENTS WHO, THE TIER ONE INTERVENTIONS, WHAT WE'RE DOING FOR ALL STUDENTS, UM, ISN'T NECESSARILY WORKING.
UM, AND SO THAT REALLY RESULTED IN A LOT OF TIER THREE REFERRALS, WHICH WERE REFERRALS TO OUR MENTAL HEALTH PROVIDERS, UM, THAT MAYBE WEREN'T ALWAYS NECESSARY OR SOMEWHAT EXCESSIVE.
SO, UM, I WANNA JUST REVIEW WITH YOU QUICKLY, UM, WHAT OUR CURRENT STAFFING AND SUPPORTS LOOK LIKE RIGHT NOW.
UM, WE HAVE 46 SCHOOL COUNSELORS IN THE DISTRICT.
UM, WE HAVE ONE AT EACH ELEMENTARY, UM, TWO AT EACH INTERMEDIATE SCHOOL, TWO AT OUR JUNIOR HIGHS, AND THEN NINE AT EACH HIGH SCHOOL.
UM, WITH OUR SR FUNDS, WE WERE ABLE TO HIRE EIGHT SCHOOL SOCIAL WORKERS LAST YEAR IN JANUARY.
UM, THOSE SCHOOL SOCIAL WORKERS WORK AT OUR SECONDARY SCHOOL, SO WE HAVE ONE AT EACH JUNIOR HIGH, AND THEN TWO AT EACH HIGH SCHOOL.
I'M GONNA, UH, IN A LITTLE BIT KIND OF SHARE WITH YOU, UM, THE UNIQUE ROLE THAT OUR SCHOOL SOCIAL WORKERS PLAY.
UM, WE HAVE 21 SCHOOL BASED THERAPISTS IN THE DISTRICT.
UM, ONE LIFE SKILLS CLINICIAN AND THEN ONE CRISIS LIAISON.
THAT IS THROUGH OUR PARTNERSHIP WITH COMMUNITY HEALTH NETWORK.
UM, WE HAVE SOCIAL EMOTIONAL LEARNING COORDINATORS AT EACH SCHOOL.
SO MOST OF OUR SCHOOLS HAVE ONE SOCIAL EMOTIONAL LEARNING COORDINATOR.
IT'S A STIPEND POSITION, AND THEIR ROLE IS TO JUST OVERSEE THEIR BUILDING'S SEL WORK.
SO, UM, THEY HELP MAKE SURE THAT THEY'RE FOLLOWING THE SCOPE AND SEQUENCE THAT PARENTS ARE GETTING COMMUNICATION, UM, ABOUT THE LESSONS THAT ARE BEING TAUGHT AND SUPPORTING TEACHERS WHO MAY NOT FEEL COMFORTABLE OR MAYBE NEED A LITTLE BIT OF EXTRA HELP WITH THAT WORK.
UM, IN THE DISTRICT, WE HAVE 37 STAFF MEMBERS TRAINED IN OUR CRISIS RESPONSE, UM, TRAINING, WHICH I'LL TALK A LITTLE BIT MORE ABOUT.
BUT THAT TRAINING IS THROUGH THE NATIONAL ASSOCIATION OF SCHOOL, UM, PSYCHOLOGIST.
AND IT WAS ACTUALLY SOMETHING, UM, FOLLOWING THE NOBLESVILLE SHOOTING THAT, UH, ALL OF US IN HAMILTON COUNTY CAME TOGETHER.
SO ACTUALLY ACROSS HAMILTON COUNTY, EVERY SCHOOL DISTRICT HAS QUITE A FEW, UM, COUNSELORS, SOCIAL WORKERS, ADMINISTRATORS TRAINED IN OUR CRISIS RESPONSE, UM, TRAINING.
AND ACTUALLY, UM, THE DOE UM, IS, HAS JUST SENT OUT A BUNCH OF TRAININGS ACROSS THE STATE.
MYSELF AND ANOTHER, UM, TRAINER WILL BE TRAINING, UM, PEOPLE ACROSS THE STATE IN THIS, UM, IN THIS, THIS RESPONSE METHOD.
AND THEN, UM, WE JUST RECENTLY TRAINED, UM, 23 BEHAVIORAL THREAT ASSESSMENT TEAMS AT EACH BUILDING.
SO I'LL TALK A LITTLE BIT MORE, UM, ABOUT OUR BEHAVIORAL THREAT ASSESSMENT TEAMS AND, AND WHAT THAT TRAINING LOOKED LIKE.
UM, I'D REALLY LIKE TO SHARE THIS, UM, THIS TRIANGLE, AND SOME OF YOU HAVE ALREADY SEEN IT BEFORE, BUT THIS REALLY KIND OF, UM, GIVES A GOOD VISUAL OF ALL OF THE SOCIAL, EMOTIONAL AND MENTAL HEALTH SUPPORTS THAT WE HAVE IN PLACE FOR STUDENTS.
SO, UM, WHEN WE TALK ABOUT TIER ONE, WE'RE TALKING ABOUT WHAT WE DO FOR ALL STUDENTS.
UM, AND OF COURSE, WE HAVE OUR SOCIAL EMOTIONAL LEARNING WORK.
UM, YOU'LL SEE THE DIFFERENT TOPICS THAT ARE COVERED, UM, IN OUR SOCIAL EMOTIONAL LEARNING WORK.
UM, WE ALSO, WHEN WE SAY SOCIAL EMOTIONAL LEARNING, IT'S MORE THAN JUST LESSONS.
SO IT'S A FOCUS ON RELATIONSHIP BUILDING WITHIN THE CLASSROOM WITH BETWEEN TEACHERS AND STUDENTS.
UM, IT'S ALSO LOOKING AT SUPPORTIVE DISCIPLINE APPROACHES.
SO MAKING SURE THAT WHEN DISCIPLINE MEANS TO TEACH, AND
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SO THAT WE'RE GIVING KIDS AN OPPORTUNITY TO LEARN FROM THE MISTAKES THAT THEY MAKE.AND ALSO CREATING CONDITIONS WHERE STUDENTS LEARN BEST.
SO THERE'S LOTS OF RESEARCH AROUND CLASSROOM CONDITIONS AND CONDITIONS FOR LEARNING.
AND SO THAT'S ALL A PART OF OUR SOCIAL EMOTIONAL LEARNING WORK.
UM, WE ALSO HAVE SOME MENTAL HEALTH LITERACY AND SUICIDE PREVENTION LESSONS THAT WE'RE TEACHING STUDENTS THAT MOSTLY HAPPENS AT THE SECONDARY LEVEL.
AND THEN, OF COURSE, OUR SCHOOL COUNSELORS, UM, OUR SUPPORT FOR ALL STUDENTS IN THE BUILDING.
SO THEY'RE A TIER TWO SUPPORT.
UM, WHEN WE LOOK AT TIER, OR SORRY, TIER ONE, WHEN WE LOOK AT TIER TWO, UM, OUR SCHOOL SOCIAL WORKERS ARE TIER TWO SUPPORT.
SO THEY'RE NOT A SUPPORT THAT ALL STUDENTS HAVE ACCESS TO.
UM, STUDENTS ARE REFERRED TO THEM.
UM, WE ALSO LOOK AT DIFFERENT SUPPORTIVE PLANS FOR STUDENTS WHO MAYBE, UM, THE TIER ONE SUPPORTS AREN'T WORKING FOR.
SO THOSE LESSONS THAT WE'RE TEACHING, MAYBE THEY'RE HAVING SOME TROUBLE WITH ANGER MANAGEMENT AND THEY WOULD BENEFIT FROM A GROUP, UM, OR MAYBE SOCIAL SKILLS.
AND SO THEY'D BENEFIT FROM BEING IN A GROUP WITH OTHER STUDENTS OR EVEN JUST SOME ONE-ON-ONE SUPPORT.
UM, OUR MENTAL HEALTH CRISIS RESPONSE WORK ALSO FALLS INTO TIER TWO.
SO ANYTIME, UM, OUR BUILDINGS EXPERIENCE A CRISIS SITUATION, OUR CRISIS RESPONSE TEAM IS ABLE TO HELP SUPPORT THEM, UM, SUPPORT THE TEACHERS, SUPPORT THE STUDENTS.
SO, UM, SO FAR THIS YEAR, WE'VE EXPERIENCED FOUR, UM, SITUATIONS OF LOSS, TWO JUST LAST WEEK, UM, WHERE WE LOST STUDENTS.
AND SO OUR CRISIS RESPONSE TEAM COMES IN AND SUPPORTS THOSE, THOSE, UM, TEACHERS AND STUDENTS THROUGH THAT WORK SO THAT THEY CAN ULTIMATELY GET BACK TO THE CLASSROOM AND GET BACK TO LEARNING.
UM, AND THEN AT TIER THREE, THAT'S OUR SUPPORTS WITH OUR COMMUNITY, UM, HEALTH NETWORK THERAPIST.
UM, WE ALSO HAVE SOME SPECIALIZED MENTAL HEALTH SUPPORTS.
SO, UM, I KNOW YOU ALL HAVE, HAVE HEARD ABOUT OUR SUCCESSFUL SCHOOL RETURN PROGRAM.
WE WERE ABLE TO, UM, ENGAGE IN THAT PROGRAM AGAIN THIS YEAR.
BOTH THE THERAPISTS ARE FULL, UM, SUPPORTING STUDENTS, HELPING THEM GET BACK TO SCHOOL, UM, WITH THAT ADDITIONAL SUPPORT.
AND THEN OUR RISK ASSESSMENT, UM, WHETHER THAT BE A SUICIDE RISK ASSESSMENT OR, UM, A BEHAVIORAL THREAT ASSESSMENT, THAT'S A REALLY A TIER THREE.
AND THEN REFERRING STUDENTS FOR A 5 0 4 SPECIAL EDUCATION, UM, TO HAVE AN IEP WOULD BE A TIER THREE SUPPORT.
SO WE'RE GONNA REVIEW A LITTLE BIT OF THE DATA THAT INFORMS THE WORK THAT WE DO AROUND MENTAL HEALTH.
AND I'M GONNA PASS IT OVER TO BRAD IN A MINUTE.
UM, HE'S GONNA SHARE SOME OF OUR PANORAMA DATA.
UM, AND BEFORE HE DOES THAT, I DID JUST WANNA MENTION KIND OF SOME OF THE WAYS WE USE THIS DATA.
SO, UM, OUR BUILDING LEVEL ADMINISTRATORS USE THIS DATA TO INFORM THEIR SCHOOL IMPROVEMENT PLANS.
SO THEY'RE TAKING A LOOK AT THE CULTURE IN THEIR SCHOOL, LOOKING AT WHAT DIFFERENT SUPPORTS AND, UM, THINGS THAT THEY NEED TO PUT IN PLACE TO MAKE THE, THE BUILDING, UM, CLIMATE BETTER.
UM, OUR SCHOOL COUNSELORS AND OUR SCHOOL SOCIAL WORKERS LOOK AT THIS DATA TO HELP INFORM MAYBE SOME OF THE GROUP WORK THAT THEY MIGHT DO.
SO, UM, FROM A BUILDING LEVEL, THEY MIGHT SEE THAT STUDENTS IN THEIR BUILDING HAVE LOW EMOTION REGULATION, AND SO THEY MIGHT OFFER AN EMOTION REGULATION GROUP.
AND THAT GROUP ISN'T, STUDENTS DON'T ENGAGE IN THAT GROUP WITHOUT PARENTAL CONSENT.
SO TYPICALLY THEY SEND A MESSAGE OUT TO ALL PARENTS SAYING, UM, THIS YEAR I'M RUNNING THESE GROUPS.
IF YOU WOULD LIKE YOUR STUDENT TO PARTICIPATE, PLEASE LET ME KNOW.
UM, SO WE REQUIRE CONSENT FOR ANY GROUP WORK THAT OCCURS, UM, OR THEY MIGHT ALSO USE IT TO INFORM LESSONS THAT THEY TEACH.
SO, UM, GRIT YOU'LL SEE IN A MINUTE IS SOMETHING THAT, ESPECIALLY OUR PRIMARY STUDENTS HAVE PRETTY LOW GRIT SCORES.
UM, SO A LOT OF OUR SCHOOL COUNSELORS ARE DOING SOME LESSONS AROUND THAT.
WE ALSO USE IT TO INFORM OUR SOCIAL EMOTIONAL LEARNING WORK.
SO, UM, WE TAKE A LOOK AT THAT, OUR SCORES EACH YEAR, WE MAKE ADJUSTMENTS TO THE LESSONS THAT WE'RE TEACHING TO MAKE SURE THAT THEY'RE RELEVANT AND THEY'RE ADDRESSING THE NEEDS OF THE STUDENTS IN OUR SCHOOLS.
SO, BRAD, IF YOU WANNA GO AHEAD.
UM, DO YOU WANNA, WANT ANSWER THAT? SORRY, WAS RUNNING THIS.
SO BEFORE, UM, WE GET INTO THE ACTUAL DATA ITSELF, I'D LIKE TO GIVE YOU A QUICK ORIENTATION ABOUT WHAT WE ARE LOOKING AT ON THESE SLIDES.
SO WHEN WE LOOK AT PANORAMA SCORES, UM, BROADLY ON, ON THIS SORT OF REPORT, UM, YOU'LL SEE ON THE LEFT, UM, THERE'S KIND OF A KEYWORD, SELF-MANAGEMENT SENSE OF BELONGING.
THAT'S THE SOCIAL EMOTIONAL LEARNING COMPETENCY OR SCHOOL, UH, SUPPORT AND ENVIRONMENT CATEGORY THAT, UH, WE'RE REPORTING ON.
THE NEXT COLUMN IS A PERCENT OF FAVORABILITY PANORAMA, UH, HAS STUDENTS ANSWER QUESTIONS ON A SCALE OF ONE TO FIVE, UM,
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WHERE THEY ARE ASKED TO RESPOND TO A PROMPT FROM STRONGLY DISAGREE TO STRONGLY AGREE, RIGHT? WE'VE ALL TAKEN THOSE SURVEYS.UM, AND SO A FAVORABLE SCORE WOULD BE A SCORE OF FOUR OR FIVE.
SO IF 72 SELF-MANAGEMENT IN K2 WERE AT 72% FAVORABLE, THAT MEANS 72% OF STUDENTS REPORTED A FOUR OR A FIVE, AN AVERAGE OF A FOUR OR A FIVE IN QUESTIONS RELATED TO SELF-MANAGEMENT.
THE, BROOKE, COULD YOU ADVANCE TO THE NEXT SLIDE? MM-HMM.
THE THIRD COLUMN, UM, WHICH YOU'LL SEE ON THE THREE THROUGH FIFTH GRADE AND SIXTH THROUGH 12TH GRADE RESULTS, IS OUR NATIONAL NORMING AGAINST OTHER SCHOOLS WHO TAKE PANORAMA.
SO HERE YOU CAN SEE THAT WE FALL IN THE 80TH TO 80TH TO 90TH PERCENTILE OF ALL SCHOOLS THAT TAKE PANORAMA ON SOCIAL EMOTIONAL LEARNING COMPETENCIES IN GRADES THREE THROUGH FIVE.
UM, YOU CAN GO BACK TO K2, THANK YOU.
AND THEN THE FINAL COLUMN IS THE CHANGE IN FAVORABILITY SINCE THE LAST SURVEY.
SO SELF-MANAGEMENT, FOR EXAMPLE, WE WENT FROM 74% FAVORABLE IN SPRING OF 2022 TO 72% FAVORABLE, UM, IN THE FALL SURVEY THAT WE JUST TOOK.
SO WHEN WE LOOK AT K2, WE TEND TO FLUCTUATE WITHIN THIS RANGE BY A COUPLE OF PERCENTAGE POINTS.
UM, OUR RESULTS IN K2 DON'T TEND TO CHANGE A LOT FROM SURVEY TO SURVEY, UM, FOR THE DISTRICT.
IN THIS CASE, GRIT TOOK A LITTLE BIT OF A HIT.
UM, USUALLY WHEN WE START TO SEE CHANGES OF FOUR OR FIVE OR 6%, THAT'S WHEN WE START TO DIG INTO WHAT ELSE MIGHT BE GOING ON.
WHEN WE LOOK AT OUR THIRD THROUGH FIFTH GRADE SEL COMPETENCIES, UM, WE SAW A LOT OF INCREASE ON THIS SURVEY.
UM, AND AS YOU CAN SEE, WE'RE PRETTY STRONG IN THESE CATEGORIES AS A DISTRICT FALLING IN THE 80TH TO 99TH PERCENTILE, UM, FOR ALL CATEGORIES NOW SUPPORTS AND ENVIRONMENT HAS MORE TO DO WITH HOW STUDENTS FEEL AT SCHOOL.
UM, AND IN OUR THIRD THROUGH FIFTH PERCENTILE, OR THIRD THROUGH FIFTH, UH, SURVEY, WE SHOWED SOME IMPROVEMENT ON THIS, UH, IN THESE AREAS IN THE FALL AS WELL.
NOW IN SIX THROUGH 12TH, WE'RE GONNA TALK ABOUT OUTCOMES IN A LITTLE BIT.
UM, IN SIX THROUGH 12TH, UH, WE DO CONTINUE TO SEE, UM, SOME PERFORMANCE ISSUES IN THE AREA OF GRIT.
UM, BUT AGAIN, WE'RE SORT OF FLUCTUATING WITHIN, UM, THAT ONE TO TWO POINT RANGE.
AND ONE OF THE REAL STRENGTHS OF PANORAMA DATA IS THE LONGITUDINAL DATA THAT IT GIVES US ACCESS TO THE CHANGE OVER TIME.
AND ONE OF THE REALLY BENEFICIAL THINGS THAT WE'VE SEEN, UM, THAT'S BEEN REVEALED AS WE'VE BEEN DOING PANORAMA NOW FOR, UM, A FEW YEARS, IS WE TEND TO SEE AN INCREASE IN SCORES IN THE FALL AND A DECREASE IN SCORES IN THE SPRING, AN INCREASE IN FALL, A DECREASE IN SPRING, WHICH HAS SHOWED US THAT OUR STUDENTS ARE MOST AT NEED OF ADDITIONAL LEARNING AND EMOTIONAL SUPPORTS IN THE SPRING WHEN THERE ARE A LOT OF OTHER STRESSORS, UM, IN PLACE.
AND THEN OUR SUPPORTS AND ENVIRONMENT.
UM, YOU COULD SEE WE HAD A, A LARGE GAIN IN, UM, TEACHER STUDENT RELATIONSHIPS, AND WE'RE SORT OF MIDDLING IN THE MIDDLING PERCENTILE OF ALL SCHOOLS THAT, UM, TAKE PANORAMA.
AND I'LL HAND IT BACK OVER TO BROOKE TO TALK ABOUT SOME OTHER DATA POINTS.
BEFORE YOU HAND IT OVER, I DO WANNA CLARIFY THAT THE GRIT FOR THREE THROUGH FIVE, AS WELL AS THE GRIT FOR SIX THROUGH 12 TENDS TO BE AN AREA OF FOCUS.
THANK YOU FOR POINTING THAT OUT.
AND WE, WE'LL ACTUALLY TALK ABOUT THAT WHEN WE TALK ABOUT OUTCOMES AND OPPORTUNITIES, UM, WITH SOME OF OUR MENTAL HEALTH DATA.
ONE OF THE AREAS WE'RE GONNA TALK ABOUT IS GRIT.
SO, UM, THIS NEXT SLIDE IS, UM, SOME DATA AROUND THE SUICIDE SCREENING, UM, THAT WE DO IN THE DISTRICT.
SO ANYTIME A STUDENT MAKES A THREAT ABOUT HARMING THEMSELVES, UM, WE HAVE A VERY SPECIFIC, UH, PROCEDURE THAT IS FOLLOWED.
UM, WE USE A SCREENING TOOL THAT I WOULD SAY PROBABLY MOST SCHOOL DISTRICTS ACROSS THE STATE USE.
UM, AND IT'S A SERIES OF SIX QUESTIONS THAT STUDENTS ARE ASKED, UM, ABOUT
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THEIR, THE THOUGHTS THAT THEY'RE HAVING.UM, FOLLOWING THAT SCREENING, THEN THE SCHOOL COUNSELOR DETERMINES, UM, KIND OF NEXT STEPS FOR WHAT MIGHT HAPPEN.
UM, THAT ALWAYS INCLUDES US CONTACTING THE PARENT, EVEN IF THE STUDENT ISN'T AT RISK OF HURTING THEMSELVES, WE ALWAYS CONTACT THE PARENT TO LET THEM KNOW, UM, WHAT HAS HAPPENED.
AND SO IF YOU LOOK AT THIS DATA, YOU'LL SEE, UM, IN THE 20 17, 20 18 SCHOOL YEAR, UM, WE HAD PROBABLY SOME OF THE HIGHEST, UM, SCREENERS COMPLETED WITH STUDENTS.
UM, AND THEN WE SAW SOME DIPS, WHICH WE WERE PRETTY PROUD OF.
WE THOUGHT THAT HAVING MENTAL HEALTH THERAPISTS IN OUR SCHOOLS POTENTIALLY MEANT THAT WE WERE GETTING TO STUDENTS QUICKER, UM, AND GETTING THEM THE SUPPORT THAT THEY MIGHT NEED BEFORE THEY ARE THINKING ABOUT HURTING THEMSELVES.
UM, THE DATA FROM 2019 TO 2020 AND THEN 20 20, 20 21 PROBABLY ISN'T OUR MOST ACCURATE BECAUSE OUR STUDENTS WEREN'T ALWAYS IN THE BUILDING AT THAT TIME.
UM, BUT WE SAW ANOTHER JUMP LAST YEAR.
IT WASN'T AS HIGH, UM, IN THE 2017 SCHOOL YEAR.
UM, BUT THIS IS DATA THAT WE'RE CLOSELY PAYING ATTENTION TO, UM, AND THAT OUR, OUR SCHOOLS REALLY TAKE SERIOUSLY.
SO IF WE DO HAVE A STUDENT, UM, THAT IS AT RISK, WE'RE ABLE TO WORK WITH THE STUDENT'S FAMILY AND ALSO OUR MENTAL HEALTH THERAPIST TO MAKE SURE THAT THEY GET THE SUPPORT THAT THEY MIGHT NEED.
UM, AND I MENTIONED WE HAVE A CRISIS LIAISON IN THE DISTRICT THAT'S UNIQUE TO OUR SCHOOL DISTRICT.
UM, HE IS AN EMPLOYEE OF COMMUNITY HEALTH NETWORK.
UM, BUT HE IS ABLE TO HELP STUDENTS TRANSITION OUT OF HIGHER LEVELS OF CARE, SUCH AS THE HOSPITAL OR RESIDENTIAL FACILITY, UM, AND MAKE SURE THAT THEIR TRANSITION BACK TO SCHOOL IS REALLY SMOOTH.
PRIOR TO OUR PARTNERSHIP WITH COMMUNITY, WE MIGHT HAVE A STUDENT WHO WAS AT RISK, AND WE WOULDN'T HAVE ANY INFORMATION ABOUT HOW TO SUPPORT THEM BETTER WHEN THEY RETURN TO SCHOOL.
AND SO THAT'S REALLY IMPORTANT, UM, FOR STUDENTS TO MAKE SURE THAT WE'RE REMOVING BARRIERS FOR THEM TO MAKE SURE THAT TRANSITION BACK TO SCHOOL IS REALLY SMOOTH.
SO THAT'S BEEN A REALLY, UM, IMPORTANT ROLE FOR US.
UM, HIS NAME IS ANDREW AND I, I OFTEN JUST CALL HIM ANDREW
ANDREW'S ABLE TO VISIT, UM, COMMUNITY AND CHECK ON STUDENTS, TAKE THEM THEIR WORK, IF THAT'S WHAT'S NEEDED, COMMUNICATE WITH THE SCHOOL COUNSELOR, SUPPORT THEIR PARENTS AS THEY COME HOME TO MAKE SURE THAT THAT THAT TRANSITION IS SMOOTH.
SO THAT'S SOME OF THE, UM, SUICIDE SCREENING DATA.
UM, AND THEN WE ALSO HAVE SOME DATA AROUND THREAT ASSESSMENT SCREENING.
SO THIS IS WHERE, UM, A STUDENT MIGHT MAKE A THREAT TOWARDS SOMEONE ELSE.
UM, AND WE NOTICED LAST SCHOOL YEAR THAT WE HAD MORE AND MORE, UM, STUDENTS MAKING THREATS TO HER OTHERS.
AND SO YOU'LL SEE THAT REFLECTED IN THIS DATA.
UM, AND WE, UM, WE HAD BEEN EXAMINING DIFFERENT PROCEDURES, UM, THAT WE MIGHT PUT IN PLACE.
SO CURRENTLY IN THE STATE OF INDIANA, UM, THEY DO NOT REQUIRE THAT SCHOOLS HAVE A VERY SPECIFIC THREAT ASSESSMENT PROCEDURE.
UM, SO WE HAVE BEEN WORKING WITH, UM, A NATIONAL EXPERT AROUND THIS.
UM, AND WE JUST TRAINED ALL OF OUR BUILDINGS IN SOMETHING CALLED THE BEHAVIORAL THREAT ASSESSMENT AND MANAGEMENT, UM, SCREENER.
AND IT WAS DEVELOPED BY THE SECRET SERVICE.
SO IT'S A VERY, UM, IT'S A PRETTY VALID TOOL.
AND SO WHEN A STUDENT MAKES A THREAT, WE USE THAT TOOL TO SCREEN, UM, AND THEN MAKE A DETERMINATION ABOUT WHAT THE NEXT STEPS MIGHT BE.
SO SOMEWHAT SIMILAR TO OUR SUICIDE SCREENING.
UM, AND THAT MIGHT LOOK LIKE A, A MORE IN DEPTH THREAT ASSESSMENT.
AND SO WE HAVE A DISTRICT LEVEL TEAM THAT INCLUDES MYSELF AND TWO OF OUR BEHAVIOR, UM, BEHAVIOR.
OH MY GOSH, WHY CAN I NOT THINK OF
WE ALSO WORK WITH OUR SROS, UM, AROUND THIS AS WELL.
IT SHOULD NEVER BE ONE PERSON COMPLETING THIS SCREENING.
AND WE'VE SEEN THAT ACROSS THE COUNTRY.
WHEN ONE PERSON, UM, TRIES TO MAKE THAT DETERMINATION, THEY OFTEN MISS A LOT OF INFORMATION.
AND SO THAT TEAM ALWAYS SHOULD INCLUDE SOMEONE WITH A COUNSELING BACKGROUND, SOMEONE WITH A LAW ENFORCEMENT BACKGROUND, AND A SCHOOL ADMINISTRATOR.
SO THAT TRAINING JUST HAPPENED AT THE END OF AUGUST, AND WE'RE STILL WORKING ON SUPPORTING THE BUILDINGS, UM, THROUGH THAT WORK.
BUT, UM, SO THAT'S SOME DATA AROUND OUR THREAT ASSESSMENT SCREENING.
CAN I ASK A QUESTION ABOUT THAT? MM-HMM.
THAT WAS THE NUMBER OF STUDENTS SCREENED.
SO IN 20 17, 20 18, APPROXIMATELY 250 WERE INDIVIDUAL STUDENTS WERE SCREENED.
[00:25:01]
IT WASN'T LIKE ONE, COULD IT HAVE BEEN ONE STUDENT SCREENED IN THE FALL THEN IN THE SPRING? YES.IT, IT'S NOT, THAT'S NOT INDIVIDUAL.
AND AND THE SAME GOES FOR, WELL, FOR STUDENT THREATS.
I MEAN, WE COULD HAVE ONE STUDENT MAKING A THREAT FIVE TIMES.
SO, UM, WE'RE GONNA SHARE SOME OUTCOME INFORMATION WITH YOU ALL.
UM, BRAD'S GONNA TALK A LITTLE BIT ABOUT OUR PANORAMA OUTCOMES, SOME OF THE THINGS THAT WE'RE EXCITED ABOUT WITH THE PANORAMA DATA, AND ALSO SOME OPPORTUNITIES THAT WE HAVE FOR GROWTH.
AND THEN I'LL SHARE SOME, UM, SOME OUTCOMES FROM OUR MENTAL HEALTH WORK.
BEFORE YOU GO TO THAT SLIDE, ON THE LAST TWO SLIDES YOU HAD, UM, ON THE ONE IT SAID THUS FAR, AND THE OTHER ONE IT DIDN'T, BUT I ASSUME BOTH OF THOSE ARE YEAR TO DATE.
HOW DOES THAT COMPARE TO THE PREVIOUS YEAR, YEAR TO DATE? UM, SO WE HAVE SEEN AN INCREASE AGAIN THIS YEAR IN THE NUMBER OF THREATS.
I WOULD SAY WE'RE PROBABLY ON COURSE FOR THE SUICIDE SCREENINGS.
UM, IT'S SOMEWHAT TYPICAL AS YEARS PASSED.
AND CAN I ASK A CLARIFICATION TOO? MM-HMM.
SO THERE ARE NO QUESTIONS ON PANORAMA THAT WOULD IDENTIFY A STUDENT IN THAT WAY.
UM, WE DON'T ASK STUDENTS THOSE QUESTIONS, UM, BECAUSE THAT, THAT'S DATA THAT, UM, COULD BE REALLY TRICKY, RIGHT? CUZ IT'S ANONYMOUS.
SO, UM, TYPICALLY IT'S EITHER SELF-REPORTED.
A LOT OF TIMES IT'S SELF-REPORTED.
UM, AND WE'RE TEACHING STUDENTS THAT IF THEY'RE EVER FEELING THAT WAY, THAT THEY SHOULD COME TO AN ADULT.
SO THAT'S PART OF THAT SUICIDE PREVENTION, UM, TRAINING THAT WE'RE DOING AT SOME OF THE LOWER LEVELS.
UM, WE'RE ALSO TRAINING STUDENTS THAT IF A FRIEND TELLS THEM THAT INFORMATION THAT THEY SHOULD GO TO AN ADULT, UM, AND TELL AN ADULT.
SO SOMETIMES IT'S FRIENDS COMING DOWN AND SAYING, I'M REALLY WORRIED ABOUT MY FRIEND.
THEY TOLD ME THIS INFORMATION.
SOMETIMES IT'S THROUGH HSC REPORT IT.
UM, SO SOMETIMES WE'RE GETTING REPORTS THROUGH HSC REPORT IT.
SOMETIMES A STUDENT WRITES SOMETHING THAT'S CONCERNING AND A CLASSROOM TEACHER TURNS THAT INTO THE SCHOOL COUNSELOR.
UM, SOMETIMES THE STUDENTS TELLS THEIR TEACHER AND THE TEACHER WALKS THEM DOWN.
SO IT'S LOTS OF DIFFERENT WAYS THAT WE GET THAT INFORMATION.
SO WHEN WE LOOK AT PANORAMA DATA, IT'S IMPORTANT THAT WE FOCUS ON WHAT IT SHOWS THAT WE'RE DOING WELL, BUT ALSO ON WHAT IT SHOWS US THAT WE CAN IMPROVE.
SO FROM A STANDPOINT OF WINS, UH, ON THE MOST RECENT PANORAMA SURVEY, UM, ONE I ALLUDED TO EARLIER, WHICH IS THAT IN ON THE THIRD THROUGH FIFTH GRADE SURVEY, WE'RE IN THE TOP 20TH PERCENTILE, UM, OF ALL SCHOOLS SOCIAL EMOTIONAL LEARNING AREAS EXCEPT FOR GRIT.
UM, GRIT, UH, GRIT, JUST FOR CLARITY IS THE IDEA THAT, UM, IF I HAVE SOMETHING CHALLENGING OR THAT I NEED TO ACCOMPLISH LONG TERM, I CAN STICK WITH IT.
UM, ANOTHER IS A SENSE OF BELONGING, WHICH IS AN AREA, UH, IT'S AN AREA OF DATA THAT WE, A LOT OF SCHOOLS FOCUS ON STRONGLY FOR SCHOOL IMPROVEMENT.
UM, ON OUR THIRD THROUGH FIFTH GRADE SURVEY REMAINS STEADY AT 75, UH, PERCENT FAVORABILITY, UM, WHICH IS IN THE 90TH PERCENTILE OF ALL SCHOOLS IN THE NA NATION THAT TAKE PANORAMA.
UM, THE REAL BIG WIN, UM, AS IT RELATES TO OUR ONGOING SEL WORK IN THE CLASSROOM, UH, IS EMOTION REGULATION.
SO WE HAVE A 4% INCREASE IN FAVORABILITY, UM, TO 52%, UM, WHICH IS IN THE 80TH PERCENT HIGH OF ALL SCHOOLS.
AND THEN, SORRY, I LABELED EMOTION REGULATION AS THE REAL WIN.
BUT THE REAL, REAL WIN IS TEACHER STUDENT RELATIONSHIPS.
SO, UM, THIS IS ANOTHER AREA THAT WE FOCUS ON FOR SCHOOL IMPROVEMENT.
WE SAW 5% FAVORABILITY INCREASE TO 87%, WHICH PLACES US IN THE 99TH PERCENT HIGH ALL SCHOOLS.
SO I WANNA CHIME IN RIGHT THERE FOR A MINUTE, BECAUSE IF YOU RECALL LAST YEAR WHEN WE STARTED OUR SAG, THE SUPERINTENDENTS ADVISORY GROUP, AND WE HAD THE CORE GROUPS MEETING WITH US HERE, OF COURSE, THIS YEAR WE WENT BACK TO THE TRADITIONAL
[00:30:01]
MODEL OF ME GOING OUT.UM, BUT THAT BEING SAID, ONE OF THE THINGS WE FOCUSED ON FROM THAT GROUP, IF YOU RECALL, WAS THE STUDENTS SHARED THAT THEY NEEDED BETTER RELATIONSHIPS WITH THEIR STAFF MEMBERS, WITH THEIR TEACHERS, UM, AND ADMINISTRATION.
AND SO WE LAUNCHED SUPPORTS IN OUR SCHOOL.
WE TALKED ABOUT WHAT STUDENTS SHARE THAT THEY WANTED.
AND I WILL SAY THAT THIS DATA IS GREATLY IN LINE WITH INFORMATION I'VE BEEN HEARING THIS YEAR AS I'VE MOVED AROUND FROM TO BUILDING, TO BUILDING.
THE STUDENTS ARE TELLING ME THAT ONE OF THE THINGS THAT'S WORKING WELL IN THEIR BUILDINGS IS THAT THEY HAVE GREAT RELATIONSHIPS WITH THE TEACHERS.
THE TEACHERS CARE ABOUT THEM, THEY SUPPORT THEM.
UM, KUDOS TO OUR TEACHERS BECAUSE THIS DATA ALSO IS SAYING THAT THE KIDS AREN'T JUST SAYING IT, THEY'RE MARKING IT ON THE SURVEY.
NOW, UM, WITH EVERY WIN THERE'S AN OPPORTUNITY.
SO, UM, WHEN IT COMES TO, UM, OUR SECONDARY SCHOOLS, ONE OF THE THINGS THAT WE NOTICE IS OUR SENSE OF BELONGING.
AGAIN, IT'S VERY IMPORTANT FOR SCHOOL IMPROVEMENT, UM, AT A NUMBER OF SCHOOLS.
AND WE'RE CURRENTLY AT A 44% FAVORABILITY, UM, WHICH IS INCREASING.
UM, WE DO SEE A TREND LINE INCREASE IN OUR SENSE OF BELONGING, UM, AS OUR PRINCIPALS AND OUR LEADERS AT SCHOOLS ACTIVELY WORK ON THIS.
UM, BUT IT REMAINS BELOW OUR FAVORABILITY SCORE, PRE PANDEMIC.
AND SINCE OF BELONGING, UM, CORRECT ME IF I'M WRONG, THE QUESTIONS SURROUND, UM, AMONGST THEIR PEERS AND OTHERS IN THE SCHOOL MM-HMM.
UM, IT'S, IT'S HOW MUCH, WHEN I WALK IN THE DOORS OF A SCHOOL, HOW MUCH DO I FEEL LIKE I FIT THERE? HOW MUCH DO I FEEL LIKE I BELONG THERE? UM, WITH PEERS, UM, AND STAFF AS WELL.
UM, NOW MANY AREAS, UM, SHOWED A DIP DURING THE PANDEMIC.
UM, MANY OF THE TRENDLINE IN OUR TRENDLINES IN OUR SEL COMPETENCIES ARE A TROUGH, RIGHT? SO THEY DIP IN 2021, UM, AND THEN MANY OF THEM START TO CLIMB IN 2022.
UM, AND SO IT'S OBVIOUS THAT WE'RE WORKING OUR WAY OUT OF A LOT OF SORT OF SEL UM, UH, STUMBLING BLOCKS THAT HAPPENED DURING THE PANORA OR THE, THE PANDEMIC.
GRIT REMAINS ACROSS ALL DISTRICT OR ACROSS ALL BUILDINGS, IN ALL GRADE LEVELS.
HSCS, LOWEST AREA OF SEL COMPETENCY.
UM, THE ABILITY TO STICK WITH SOMETHING FOR A LONG TIME, UM, WE'D STAYED FAIRLY STEADY AT 55% FAVORABLE.
UM, BUT THAT PUTS US IN THE 30TH PERCENTILE OF THE NATION.
SO WE'RE STARTING TO FOCUS ON THAT AS A MAR MAJOR AREA FOR IMPROVEMENT.
UM, I WAS JUST GONNA, IF YOU DON'T MIND IF I MENTION BRAD.
UM, SO THE, ONE OF THE SOCIAL EMOTIONAL LEARNING CURRICULUMS THAT WE USE IS CALLED SECOND STEP.
UM, AND THEY'RE A VERY WELL KNOWN CURRICULUM.
AND THEY, TWO YEARS AGO, THEY CAME OUT WITH AN UPDATED VERSION.
IT WAS A DIGITAL VERSION, AND IT FOCUSES, THE FIRST KIND OF, UM, SECTION OF THAT PROGRAM FOCUSES ON GROWTH MINDSET AND SETTING GOALS AND MINDSETS AND BEHAVIORS.
SO THAT'S SOMETHING THAT WE'RE EXCITED ABOUT.
BUT ACTUALLY WHAT WE HEARD FROM OUR TEACHERS LAST YEAR, LAST YEAR WAS THE FIRST YEAR THAT THEY WERE TEACHING THAT IN GRADES K THROUGH FIVE.
AND, UM, WHAT WE HEARD FROM THEM WAS THAT THEY WANTED TO GO BACK AND TEACH SOME OF THE OLD LESSONS, UM, AROUND BEHAVIORS FOR LEARNING.
BECAUSE WHAT THEY WERE NOTICING AS A RESULT, PROBABLY OF THE PANDEMIC, UM, WAS THAT A LOT OF STUDENTS DIDN'T HAVE THOSE IMPORTANT BEHAVIORS FOR LEARNING.
UM, THEY WERE COMING TO SCHOOL, MAYBE THEY'D NEVER BEEN IN SCHOOL BEFORE.
THEY HAD INCONSISTENT, UM, KIND OF TIMES IN SCHOOL.
AND SO WE HAVE UPDATED THE CURRICULUM A LITTLE BIT ON OUR OWN, UM, BASED OFF OF OUR TEACHERS FEEDBACK TO INCLUDE THE SKILLS FOR LEARNING.
AND THEN WE'RE TEACHING THOSE GRIT AND GROWTH MINDSET LESSONS.
UM, THE LAST AREA I WANNA TALK ABOUT IS SCHOOL SAFETY.
SO WE'RE AT A 63% FAVORABILITY, BUT EVER SINCE WE CAME BACK FULL, FULL-TIME, UM, WE'VE SEEN A, A CONTINUAL DECLINE IN THIS AREA.
NOW, I DO LIKE TO CLARIFY WITH THIS, WITH, WITH THIS DATA POINT.
UM, THIS IS STUDENT PERCEPTION DATA.
SO THIS ISN'T REALLY A MEASURE OF HOW SAFE OUR SCHOOLS ARE.
IT'S A MEASURE OF HOW SAFE OUR SCHOOLS FEEL TO OUR, IT'S, UM, AND THEN IT, IT IS OF NOTE THAT DESPITE THE DECLINE, WE REMAIN IN THE 70TH PERCENTILE OF ALL SCHOOLS.
UM, BUT IT IS SOMETHING THAT WE'RE WORKING TO ADDRESS AS WE'VE SEEN THIS CONTINUED FALL.
MAY I, MAY I ASK A QUICK QUESTION IN THAT? ABSOLUTELY.
IN THE, THE QUESTIONING THAT'S COMING THROUGH OR THE INFORMATION SINCE
[00:35:01]
IT'S A STUDENT PERCEPTION, IS THAT WHEN WE USE THE WORD SAFETY, ARE WE USING IT IN PERTAINING TO OUTSIDE SOURCES COMING IN AND IT BEING SAFE FOR OUR STUDENTS? OR IS IT ALSO INCLUDE WHETHER THEIR SURROUNDINGS FEEL SAFE, LIKE BULLYING IN THE SCHOOL, OR THREATS FROM AROUND THEM INSIDE THE SCHOOL DISTRICT? CAN YOU CLARIFY THAT? ABSOLUTELY.SO THE QUESTIONS FOCUS ON BOTH.
UM, PRIMARILY THE QUESTIONS ARE CENTERED AROUND, ARE CENTERED AROUND THE SCHOOL ENVIRONMENT ITSELF.
SO, UM, I CAN READ YOU A COUPLE OF QUICK EXAMPLE QUESTIONS IF THAT WOULD BE HELPFUL.
SO WHEN WE LOOK AT SIX 12, UM, AN EXAMPLE OF A QUESTION WOULD BE, UM, HOW LIKELY IS IT THAT SOMEONE FROM YOUR SCHOOL WILL BULLY YOU ONLINE? UM, HOW OFTEN DO YOU WORRY ABOUT VIOLENCE AT YOUR SCHOOL, UH, AT YOUR SCHOOL? HOW UN UH, HOW UNFAIRLY DO ADULTS TREAT THE STUDENTS? UM, IF A STUDENT IS BULLIED IN SCHOOL, HOW DIFFICULT IS IT FOR HIM OR HER TO GET HELP FROM AN ADULT? THOSE SORTS OF THINGS.
SO THAT COULD COVER OUTSIDE SAFETY, BUT ALSO IF A STUDENT IS FEELING THE EFFECTS OF RACISM OR HOMOPHOBIA OR FEELING BULLIED AND NOT SAFE, THAT'S ALL KIND OF ENCOMPASSED IN THAT, IS THAT CORRECT? UM, THAT IS CORRECT.
THE QUESTIONS DON'T SPECIFICALLY, UM, SPEAK TO ANYTHING EXCEPT BULLYING AND PHYSICAL FIGHTS.
UM, BUT THAT QUEST THAT WOULD SORT OF BE ANSWERED IN THAT, IF THEY'RE FEELING THAT.
UM, ANOTHER, ANOTHER AREA WHERE WE CONTINUE TO, UM, HAVE AN OPPORTUNITY IS THE QUESTION OF HOW OFTEN ARE PEOPLE DISRESPECTFUL TO OTHERS AT YOUR SCHOOL? UM, AND HONESTLY, WHEN WE LOOK AT THE MEDIAN SCORES AT A 32% FAVORABILITY, LIKE THAT IS DRAGGING THAT AVERAGE WAY DOWN.
I WOULD SAY THAT THAT IS ANOTHER AREA.
WHEN I MOVE AROUND TO THE SCHOOLS, I ALWAYS ASK WHAT'S WORKING WELL? AND IF YOU HAD A MAGIC WAND, WHAT WOULD BE ONE THING THAT WOULD IMPROVE YOUR ENVIRONMENT? THAT ALWAYS COMES UP ABOUT STUDENTS RESPECTING EACH OTHER.
AND THEN I SAY, WHAT DOES THAT LOOK LIKE, SOUND LIKE, AND FEEL LIKE? AND THEY GIVE EXAMPLES ABOUT WHAT THEY DEEM AS BEING DISRESPECT MM-HMM.
THAT WAS DEFINITELY A QUESTION FOLLOWING THE PANDEMIC THAT WE SAW A PRETTY LARGE DIP IN.
UM, SO IF WE TALK, IF WE'RE TALKING ABOUT A LOT OF THIS INFORMATION AND IT'S IN PERCENTAGE PERCENTILE, EXCUSE ME.
UM, WE HAVE A RATHER LARGE SCHOOL DISTRICT, AND, UM, I KNOW OVER THE LAST COUPLE YEARS, I'M NOT SURE WHAT THAT PERCENT IS THAT HAS CHOSEN NOT TO PARTICIPATE IN A PANORAMA SURVEY.
SO THE STATUS FROM ONLY THE ONES THAT OBVIOUSLY HAVE PARTICIPATED, CORRECT? MM-HMM.
SO THAT BEING SAID, DO WE HAVE ANY, UM, DATA OR INFORMATION THAT SAYS THAT THAT NUMBER HAS GONE UP OR DOWN IN THE AMOUNT OF STUDENTS THAT HAVE TAKEN THE, THE PANORAMA SURVEY? MM-HMM.
SO IF, LET'S SAY WE HAD, YOU KNOW, 10,000 THAT TOOK IT, NOW WE ONLY HAVE 8,000, OR I DON'T MADE IT UP A NUMBER, BUT, UM, THAT WE CAN, THAT WE KIND OF HAVE AN IDEA OF, OR DID THE NUMBERS GO UP, YOU KNOW? MM-HMM.
IT'S, IT'S USUALLY BETWEEN, UM, AND I CAN GET YOU EXACT NUMBERS, UM, AFTER THE SESSION IF YOU WANT THEM.
BUT IT'S HIS, IT'S USUALLY BETWEEN ABOUT, DEPENDING ON THE SEMESTER, THREE AND A HALF TO FOUR AND A HALF PERCENT OF STUDENT BODY OPT OUT.
UM, THREE TO THREE AND A HALF PERCENT OPTED OUT.
UM, AND THEN I DON'T, WE DO HAVE, UM, LIKE SOLID QUANTIFIABLE NUMBERS ON THE NUMBER OF STUDENTS WHO HAVE TAKEN THE PANORAMA SURVEY, UM, FOR A GIVEN SEMESTER.
AND THAT'S A, I DON'T HAVE THE NUMBERS WITH ME, BUT IT'S A REPORT I'D BE HAPPY TO SEND YOU.
UM, HARRY TOLD ME THAT I NEEDED TO HURRY CUZ HE THINKS THAT FACILITIES IS MORE IMPORTANT THAN MENTAL HEALTH.
SO, UM, I KNOW I'M, I'M GETTING CLOSE TO MY TIME.
SO I WANTED TO QUICKLY JUST TALK A LITTLE BIT ABOUT THE PEOPLE WHO PROVIDE THIS IMPORTANT SUPPORT IN OUR SCHOOLS.
AND, UM, I MENTIONED OUR SCHOOL COUNSELORS ARE THE TIER ONE SUPPORT FOR STUDENTS.
UM, SO THEY ARE SOMEBODY THAT ANY STUDENT CAN COME AND TALK TO WHEN THEY'RE HAVING A HARD TIME.
THEY NEED SOME ADDITIONAL SUPPORT.
UM, WE HAVE A LEADERSHIP TEAM THAT HELPS INFORM KIND OF THE DISTRICT FOCUS.
SO WE, I HAVE A TEAM OF EIGHT COUNSELORS, UM, AT LEAST ONE FROM EACH LEVEL THAT MEETS MONTHLY WITH ME.
UM, WE KIND OF, UH, HELP LEAD THE FOCUS AT THE DISTRICT LEVEL, AND
[00:40:01]
THEN THEY TAKE THAT INFORMATION BACK TO THEIR, UM, PLCS.SO OUR COUNSELORS, UM, AT LEAST MEET ONCE A MONTH AS A PLC.
SO ALL OUR ELEMENTARY COUNSELORS, OUR HIGH SCHOOL COUNSELORS, SINCE THERE'S NINE OF THEM, THEY'RE ABLE TO MEET A LOT MORE FREQUENTLY.
UM, I WAS NOT WORKING HERE BEFORE THE REFERENDUM, SO I DON'T KNOW, IT'S HARD FOR ME TO REMEMBER WHAT IT WAS LIKE TO HAVE ELEMENTARY SCHOOLS WITHOUT ASSISTANT PRINCIPALS, BUT WE DID NOT HAVE ASSISTANT PRINCIPALS IN OUR ELEMENTARY SCHOOLS PRIOR TO THE 2016 REFERENDUM.
AND SO OUR SCHOOL COUNSELORS REALLY HAD TO JUST FILL IN THAT ROLE OFTEN.
AND SO THAT KEPT THEM FROM A LOT OF THE IMPORTANT WORK THAT THEY SHOULD HAVE BEEN DOING.
AND SO THE LILLY WORK REALLY HELPED US TO CLARIFY THAT ROLE, TO SPEND A LOT OF TIME TALKING ABOUT WHAT IS IT THAT WE WANT OUR SCHOOL COUNSELORS TO BE ABLE TO FOCUS ON.
UM, LAST YEAR, THE LEADERSHIP TEAM SPENT THE YEAR UPDATING THE JOB DESCRIPTION, UM, TO MAKE IT MORE, UM, REFLECTIVE OF THE ROLE.
UM, WE SPEND TIME LOOKING AT COUNSELOR FOCUS PROFESSIONAL DEVELOPMENT.
SO WHEN WE HAVE OUR E-LEARNING DAYS, WE MAKE SURE THAT WE HAVE, UM, OPTIONS FOR OUR SCHOOL COUNSELORS SO THAT THEY CAN BE ENGAGED IN, UM, PROFESSIONAL DEVELOPMENT THAT'S RELEVANT TO THEM.
AND THIS YEAR, UM, AS A DISTRICT, WE'RE TALKING ABOUT MULTI-TIERED SYSTEMS OF SUPPORT.
AND SO OUR LEADERSHIP TEAM IS REALLY FOCUSING ON WHAT IS THE SCHOOL COUNSELOR'S ROLE IN THAT.
UM, I MENTIONED, AND I FEEL LIKE I'M FROZEN AGAIN, JEFF.
UM, SO I, I WANTED TO TALK A LITTLE BIT ABOUT OUR SCHOOL SOCIAL WORKERS BECAUSE, UM, THIS IS AN EXCITING NEW IMPORTANT ROLE IN OUR DISTRICT.
UM, AND SO WE'VE, UM, I'M A SCHOOL SOCIAL WORKER BY TRAINING.
UM, SO WE WERE LUCKY, UM, THAT WHEN WE HIRED SCHOOL SOCIAL WORKERS, UM, WE WERE ABLE TO BE REALLY INTENTIONAL ABOUT WHAT THAT ROLE IS.
AND I WOULD SAY ACROSS THE STATE OF INDIANA, THE ROLE LOOKS REALLY DIFFERENT.
KEGLEY AND I SPENT THE FIRST SEMESTER LAST YEAR TALKING WITH OUR ADMINISTRATORS ABOUT THEIR EXPERIENCES WITH SCHOOL SOCIAL WORKERS.
WHENEVER WE HAVE A NEW ADMINISTRATOR COME TO OUR DISTRICT, THEY'RE SHOCKED THAT WE DON'T HAVE SCHOOL SOCIAL WORKERS IN OUR SCHOOLS.
UM, THAT'S A ROLE THAT, THAT, YOU KNOW, ACROSS THE STATE, LOTS OF, LOTS OF DISTRICTS HAVE.
UM, SO WHEN THE TEAM STARTED IN JANUARY, WE WERE REALLY, UM, THOUGHTFUL ABOUT WHAT THEIR ROLE WOULD BE, UM, AND THE SUPPORTS THAT THEY WOULD PROVIDE TO STUDENTS.
SO THEY ARE TIER TWO SUPPORTS.
SO, UM, IT REQUIRES A REFERRAL, UM, FROM SOMEONE IN THE BUILDING, AND THEY MUST HAVE PARENTAL CONSENT TO WORK WITH STUDENTS.
SO WHOEVER MAKES THAT REFERRAL CONTACTS THE PARENT LETS THEM KNOW, UM, THAT THEY'RE REFERRING THE STUDENT.
AND THEN, UM, THE SOCIAL WORKERS WORK WITH THE PARENT, UM, TO PROVIDE SUPPORTS.
SO THEY PROVIDE A LOT OF THERAPEUTIC SUPPORTS.
THEY, THEY DO THERAPY WITH STUDENTS, THEY DO GROUP THERAPY.
UM, THEY SUPPORT TEACHERS, THEY DO PROFESSIONAL DEVELOPMENT WITH TEACHERS.
UM, AND THEY USE THE PANORAMA DATA OFTEN TO DECIDE WHAT TYPES OF GROUPS THEY MIGHT OFFER.
THEY ALSO, WHEN THEY STARTED LAST JANUARY, DID A NEEDS ASSESSMENT OF THEIR SCHOOL AND SPENT A LOT OF TIME TALKING TO STAFF, PARENTS, UM, STUDENTS ABOUT WHAT THE, THE NEEDS WERE AND THEN WHAT SUPPORTS THEY MIGHT PROVIDE.
UM, WE USE A TOOL CALLED THE STRENGTHS AND DIFFICULTIES QUESTIONNAIRE, UM, AS A WAY TO TRACK PROGRESS, UM, TO GET A KIND OF BASELINE MEASURE AND THEN TO PROGRESS MONITOR THOSE SUPPORTS THAT THEY'RE PROVIDING.
SO WE DO HAVE SOME DATA ON OUTCOMES FROM LAST SCHOOL YEAR.
I SHARED THAT WITH YOU ALL, UM, AT THE END OF LAST SCHOOL YEAR, BUT I'LL SHARE IT HERE IN A MINUTE.
UM, BUT THAT IS, UM, THEY'RE REALLY A SHORT TERM SUPPORT, SO USUALLY SIX TO EIGHT WEEKS.
AND THEN IF THE STUDENT ISN'T GETTING BETTER OR SHOWING IMPROVEMENT, THAT MIGHT LET US KNOW THAT THEY NEED TO BE REFERRED TO A MENTAL HEALTH THERAPIST.
SO IF YOU WANNA GO ON TO THE NEXT SLIDE.
UM, SO JUST SINCE JANUARY THEY STARTED IN JANUARY OF 2020, OVER 600 STUDENTS HAVE BEEN RE OR SORRY, 2022.
AND THIS SEMESTER THEY'VE RAN 19 DIFFERENT GROUPS AT THE SCHOOLS THAT THEY'RE WORKING AT.
AND THEN IF YOU WANNA GO ON TO THE NEXT ONE, I'LL SHARE LAST YEAR'S OUTCOME REPORT.
UM, SO LAST SCHOOL YEAR, UM, JUST FROM JANUARY TO MAY, UM, THEY HAD 321 REFERRALS.
WE ACTUALLY DID NOT HAVE EIGHT SOCIAL WORKERS, THEN WE HAD SIX.
UM, SO WE WERE ABLE TO HIRE OUR
[00:45:01]
SECOND, UM, HIGH SCHOOL SOCIAL WORKERS, UM, AT THE, OVER THE SUMMER.THEY SERVE 90 STUDENTS IN THOSE GROUPS.
UM, AND I THINK ONE OF THE MOST IMPORTANT NUMBERS ON THAT, UM, DOCUMENT IS THAT 79% OF THE STUDENTS THAT THEY WORKED WITH SHOWED, UM, IMPROVEMENTS IN THE SYMPTOMS THAT THEY WERE EXPERIENCING, UM, WHEN THEY WERE DONE WORKING WITH THE SOCIAL WORKERS.
SO WE'RE REALLY EXCITED ABOUT THAT ROLE.
UM, WE JUST SUBMITTED A FEDERAL GRANT, UM, TO KEEP OUR SCHOOL SOCIAL WORKERS.
UM, IT'S A SCHOOL-BASED MENTAL HEALTH GRANT THAT WAS A RESULT OF THE, UM, SAFER COMMUNITIES ACT.
SO WE SUBMITTED THAT GRANT TWO WEEKS AGO.
UM, AND WE'LL FIND OUT IN DECEMBER IF WE'RE AWARDED THE GRANT FIVE YEAR GRANT.
UM, SO WE WOULD POTENTIALLY, WE ALSO WROTE INTO THAT GRANT TO HIRE A COUPLE MORE SCHOOL COUNSELORS AT THE HIGH SCHOOL LEVEL.
WE HAVE THE HIGHEST, UM, CASELOAD SIZES IN THE AREA AT OUR HIGH SCHOOLS.
SO WE WOULD ADD SOME MORE SCHOOL COUNSELORS, UM, AND, UM, SOME MORE SCHOOL SOCIAL WORKERS.
UM, AND IT'S KIND OF LIKE A, A LAYMAN BASIC GENERIC TYPE QUESTION.
SO THROUGH THIS REPORT WE'VE TALKED ABOUT LIKE THREE DIFFERENT THINGS, THERAPISTS, SOCIAL WORKER, COUNSELOR MM-HMM.
THOSE ARE THREE SPECIFIC ROLES.
SO I MENTIONED SCHOOL COUNSELORS.
IS THAT TIER ONE SUPPORT FOR ALL STUDENTS? SCHOOL SOCIAL WORKERS WOULD BE THAT TIER TWO SUPPORT AND THEN MENTAL HEALTH THERAPISTS WOULD BE THE TIER THREE SUPPORT.
AND SOCIAL WORK, UM, THE, THE HELP THAT THE SOCIAL WORK IS NOT NECESSARILY COUNSELING.
SO WHEN THEY SEE THAT, THAT HELP THAT THEY NEED, THEN IT WOULD GO TO A COUNSELING LEVEL.
IS THAT CORRECT? SO SCHOOL SOCIAL WORKERS DO PROVIDE COUNSELING AND SCHOOL COUNSELORS DO COUNSELING AS WELL.
IT'S JUST MORE INTENSIVE AS YOU MOVE UP THAT TRIANGLE.
SO JUST TO GIVE EVERYONE AN IDEA, UM, MRS. LAWSON, DR.
KEGLEY AND I SIT DOWN WITH GRANTS OF THIS NATURE AND TALK THROUGH WHAT ARE THE LONG TERM GOALS.
BECAUSE NORMALLY I KNOW THAT DR.
KEGLEY AND, AND MS. LAWSON ARE GATHERING DATA ON SOCIAL WORKERS AND YOU KNOW, THEIR IMPACT AND HOW THAT IMPACTS THE DISTRICT.
AND SO THEN THAT INFORMS ONCE THEY KIND OF GIVE ME THE GO AHEAD, WE SIT DOWN AND TALK THROUGH IF DR.
STOKES, YOU KNOW, THIS IS PART OF THE LONG TERM GOALS OF THE DISTRICT, ET CETERA, ET CETERA, I DON'T MAKE THOSE DETERMINATIONS, BUT I HELP WITH THE PLAN ON HOW WE PHASE THOSE IN LONG TERM.
SO WE AREN'T ADDING THESE, KNOWING EXACTLY WHAT WE'LL BE ADDING, BUT WE'VE TALKED ABOUT THE SUSTAINABILITY LONG TERM AND HOW IT PHASES IN.
SO IT ISN'T LIKE THE GRANT ENDS AND THEN SUDDENLY WE NEED TO FIND DOLLARS FOR 20 NEW POSITIONS.
WE PHASE IN THE THINGS THAT WE ALREADY KNOW SUCH AS SCHOOL COUNSELORS ARE, ARE KIND OF A GIVEN WITH THE RATIOS AND WHERE THEY'RE AT AND THE NEEDS OF STUDENTS.
AND THEN WE PLAN THAT OUT THROUGH THE LIFE OF THE GRANT.
AND CAN I, I WANNA ASK A FEW QUESTIONS.
UM, SOCIAL EMOTIONAL LEARNING HAS BEEN, UM, BROUGHT UP A LOT LATELY AS SOMETHING THAT, UM, SOME PEOPLE WOULD LIKE TO SEE REMOVED FROM OUR SCHOOLS.
IS IT POSSIBLE TO DO THAT, UM, TO JUST TAKE OUT SOCIAL EMOTIONAL LEARNING? OR IS THERE AN INDIANA CODE WRITTEN THAT WE MUST ADDRESS IT? THERE ARE SOME INDIANA CODES THAT INCLUDE TEACHING SOCIAL EMOTIONAL LEARNING.
THEY DON'T DICTATE WHO TEACHES IT OR HOW YOU TEACH IT.
UM, BUT IT IS WRITTEN INTO INDIANA CODE.
AND A COUPLE OF YEARS AGO, UM, THE STATE OF INDIANA CREATED SEL COMPETENCIES AT THE DOE.
UM, AND SO THE STATE HAS SEL COMPETENCIES AND WHAT WE'RE TEACHING IS IN ALIGNMENT WITH THAT.
AND THEN WHEN YOU THINK ABOUT EMPLOYABILITY, UM, WHICH IS REQUIRED, THERE ARE SOME SOCIAL EMOTIONAL LEARNING.
WELL, I WOULD ARGUE THAT MANY OF THEM ARE SOCIAL EMOTIONAL LEARNING SKILLS.
THEY HAVE THREE SPECIFIC ONES THAT THEY DICTATE AS SOCIAL EMOTIONAL LEARNING.
BUT I WOULD SAY PROBLEM SOLVING IS AN SEL, UM, COMPETENCY AND, AND MANY OF THOSE THINGS.
I WAS, YEAH, I WAS GONNA BRING THAT UP.
UM, BECAUSE GRIT WAS ONE OF THE ONES THAT WE WERE FOCUSING ON, WHICH DIRECTLY I THINK CORRELATES TO THE WORK ETHIC, EMPLOYABILITY, UM, SKILL STANDARD.
AND THAT PERSEVERANCE AND ADAPTABILITY ARE THE, UM, SPECIFIC STANDARDS UNDER THAT.
SO I THINK THOSE, UM, STANDARDS ARE ONES THAT CERTAINLY WE'RE GONNA BE FOCUSING ON IF WE'RE GONNA BE BRINGING UP THOSE GRIT SCORES.
I WOULD SAY ALSO THAT WHEN YOU THINK ABOUT, UM, CAREER CTE, CAREER AND TECHNICAL EDUCATION, AND YOU THINK ABOUT WHAT EMPLOYERS ARE SAYING THAT
[00:50:01]
THEY NEED, SOME OF THE SEL TOPICS ARE THE MOST IMPORTANT.YOU KNOW, YOU MAY BE SKILLED IN YOUR CRAFT AT WHAT YOU'RE ABLE TO DO ON THE JOB, BUT IF YOU CAN GET ALONG WITH PEOPLE, IF YOU CAN'T BUILD RELATIONSHIPS, IF YOU CAN'T, YOU KNOW, STAY FOCUSED OR HAVE GRIT WHEN YOU'RE WORKING WITH SOMETHING, YOU PROBABLY ARE NOT GOING TO BE A VALUED EMPLOYEE.
SO IT'S MORE THAN JUST YOUR SKILL SET OF WHAT YOU'RE ABLE TO DO.
THESE, SOME PEOPLE CALL 'EM SOFT SKILLS ARE IMPORTANT.
AND I DO WANNA GO ON RECORD SAYING LAST YEAR WHEN I WAS HIRED, I REMEMBER, UM, HAVING A PRESENTATION AT THE ROTARY AND WE TALKED ABOUT THE FACT THAT SEL IS A LABEL THAT'S BEEN PUT ON THINGS THAT WE'VE BEEN DOING IN EDUCATION FOR 30 PLUS YEARS.
WHY DO I KNOW? BECAUSE I'VE BEEN IN EDUCATION FOR 30 PLUS YEARS AND WE'VE BEEN DOING IT, IT'S JUST BEEN RECENTLY THAT THE TITLE SEL HAS BEEN GIVEN.
BUT IN ALL REALITY, WE'VE BEEN DOING AND TEACHING PERSEVERANCE AND GRIT.
WE'VE BEEN TEACHING THESE TYPES OF SKILLS IN OUR SCHOOL DISTRICTS FOR YEARS.
THEY'VE JUST RECENTLY GOTTEN THE LABEL.
AND I THINK IT'S IMPORTANT, I, I MENTIONED THIS EARLIER ABOUT HOW, UM, SOCIAL EMOTIONAL LEARNING WAS HAPPENING THROUGHOUT THE DISTRICT.
UM, AND WE FELT LIKE WE HEARD THAT FROM EMPLOYERS, RIGHT? WHEN WE STARTED OUR LILLY GRANT, UM, WE HAD EMPLOYERS SAY LIKE, HAMILTON SOUTHEASTERN SCHOOLS ARE, STUDENTS ARE EXTREMELY INTELLIGENT.
LIKE ACADEMICALLY, THEY, THEY CAN PERFORM, BUT THEY LACKED A LOT OF THOSE WORK ETHIC SKILLS.
AND WE ARE HEARING THAT FROM MANY OF OUR, UM, COMMUNITY MEMBERS WHO WERE HIRING THEM OR HAVING THEM AS INTERNS.
AND SO, UM, WE ALSO FELT IT WAS IMPORTANT THAT AS A DISTRICT WE LOOK AT A DISTRICTWIDE SCOPE AND SEQUENCE.
SO IT DIDN'T MATTER WHAT SCHOOL YOU WENT TO, YOU WERE BEING TAUGHT THE SAME INFORMATION.
UM, AND WE HAVE STUDENTS WHO MOVE FROM SCHOOL TO SCHOOL.
SO IT'S IMPORTANT THAT THERE'S A COMMON LANGUAGE THROUGHOUT THE DISTRICT THAT EVERYBODY'S USING THE SAME WORDS.
IT'S NOT CONFUSING, THAT TYPE OF THING.
SO, UM, AND BEFORE I GO ON TO THE, THE DATA ABOUT OUR, UM, TIER THREE SUPPORTS, I DID WANNA MENTION TOO, UM, WITH WHAT WE'VE SEEN WITH OUR SCHOOL SOCIAL WORKERS, UM, I MENTIONED THAT OUR COUNSELORS AT OUR SECONDARY LEVEL ARE EXTREMELY BUSY AND HAPPY LARGE CASELOADS.
UM, AND SO A LOT OF TIMES, AND I TALKED ABOUT THIS IN THE FIRST SLIDE, WE WOULD REFER STUDENTS TO THAT TIER THREE SUPPORT BECAUSE THAT WAS THE ONLY THING WE HAD IN OUR BUILDINGS.
AND SO IT'S BEEN REALLY NICE TO HAVE SCHOOL SOCIAL WORKERS WHO CAN PROVIDE THAT ADDITIONAL SUPPORT TO STUDENTS.
AND MAYBE THEY DON'T NEED TO SEE A MENTAL HEALTH THERAPIST, MAYBE THEY DON'T HAVE A MENTAL HEALTH DIAGNOSIS, THEY JUST NEED A LITTLE BIT MORE SUPPORT.
AND THAT HAS BEEN A GAP THAT OUR SCHOOL SOCIAL WORKERS HAVE REALLY FILLED, UM, AND SUPPORTED STUDENTS REALLY WELL AT OUR SECONDARY LEVEL.
UM, AND THEN, SO LASTLY, UM, JUST SOME DATA ABOUT OUR PARTNERSHIP WITH COMMUNITY HEALTH NETWORK.
I MENTIONED THAT THIS STARTED IN 2017, UM, IN JANUARY OF 2017.
UM, AND SINCE THEN WE'VE SERVED ALMOST 3000 STUDENTS.
SO I WOULD ASSUME BY THE END OF THIS SCHOOL YEAR, WE WILL, UM, HAVE REACHED THAT NUMBER.
UM, LAST YEAR WE HAD 309 STUDENTS REFERRED TO OUR THERAPISTS, AND I DO, UM, THAT NUMBER TYPICALLY IS LARGER.
LAST YEAR OUR THERAPIST CASELOADS WERE PRETTY FULL.
UM, WE WERE ALSO DOWN A COUPLE THERAPISTS IN THE DISTRICT, SO WE HAD THERAPISTS SPLITTING BETWEEN SCHOOLS, AND SO THEY WEREN'T ABLE TO HAVE AS LARGE OF CASELOADS AS THEY TYPICALLY DO.
UM, SO FAR THIS YEAR WE'VE HAD ALMOST A HUNDRED REFERRALS.
UM, THE CURRENT NUMBER OF ACTIVE CLIENTS IS 869, UM, AND THE AVERAGE CASELOAD OF OUR THERAPIST IS ABOUT 40 STUDENTS.
IT JUST REALLY DEPENDS ON THE LEVEL OF NEED.
UM, AND SO WHEN THOSE CASELOADS ARE FULL, WE START WHAT WE CALL, UM, UH, WELL, WE HAVE A WAITING LIST, BUT WE, WE TIER THAT WAITING LIST ON WHO NEEDS SUPPORT RIGHT AWAY.
AND SOMETIMES WE'LL, WE'LL MAKE EXCEPTIONS AND MAKE SURE THAT STUDENTS HAVE THE SUPPORT THAT THEY NEED.
UM, AND THEN THE MOST COMMON DIAGNOSIS OF STUDENTS IN THE DISTRICT IS ANXIETY IS THE HIGHEST.
MOST, MOST OF THE STUDENTS ON OUR THERAPIST CASELOADS ARE STRUGGLING WITH ANXIETY, UM, ADHD AND DEPRESSION, FLIP FLOP OFTEN, UM, AND ONLY BY LIKE 20 TO 30, UM, NUMBERS.
SO ADHD THIS LAST SCHOOL YEAR, UM, WAS THE SECOND HIGHEST DIAGNOSIS, AND THEN DEPRESSION WAS THE THIRD.
UM, AND I DID WANNA REITERATE BEFORE YOU CAME, YOU SAID, UM, I MEAN WE WERE JUST STARTING THE WHOLE, UM, MENTAL HEALTH SUPPORTS.
UM, AND AT, I WAS ON THE BOARD IN 2015, I BELIEVE, WHEN THERE WAS A SURVEY PUT OUT PARENTS, STUDENTS, AND IT WAS EYE OPENING, THE STRESS THAT STUDENTS WERE UNDER.
[00:55:01]
UM, FOR ANYBODY THAT THINK THAT WE JUST DECIDED, OH, WE'RE GONNA DO THIS.WELL, IT WAS FROM COMMUNITY REACTION.
AND AT THAT POINT IT WAS, YOU KNOW, MY KIDS ARE JUST UNDER SO MUCH PRESSURE TO GET GOOD GRADES AND, UM, YOU KNOW, THE WORKLOAD AND THAT KIND OF STUFF.
AND, UM, THAT WAS EYE OPENING AND I WISH WE COULD TURN BACK THE CLOCK SO PEOPLE COULD, WE, THEY COULD THINK ABOUT HOW THEY FELT IN 2016, SOME PEOPLE VERSUS HOW THEY FEEL NOW BECAUSE IT SEEMS LIKE SOME OF THAT STUFF HAS BEEN HIJACKED.
UM, ANOTHER QUESTION ABOUT PANORAMA, BECAUSE THAT'S BEEN, UH, MADE THE WHIPPING BOY, IT SEEMS BY MANY IN OUR COMMUNITY AND THE ROOT OF ALL EVIL.
BUT IF PANORAMA GOES AWAY, HOW DO WE MEASURE THESE? IS SKILLS, THESE, UM, WHAT THE THINGS THAT, THAT PANORAMA MEASURES, I KNOW PEOPLE HAVE SAID, WELL, LET'S JUST BRING IT IN HOUSE.
WHAT, WHAT WOULD BE THE, THE PROBLEMS AS FAR AS DATA COLLECTION AND KNOWING WHERE WE ARE KNOWING, UH, THE INFORMATION THAT PANORAMA GIVES US, COULD WE JUST ADOPT ANOTHER SURVEY? THOUGHTS? WELL, WE HAVEN'T DISCUSSED THAT A LOT BECAUSE I, WE'RE COMMITTED TO PANORAMA NOW FOR A LITTLE, LITTLE BIT, BUT, UM, THE BIG THING THAT WE WOULD LOSE THERE, I MEAN, COULD WE CREATE A MICROSOFT FORM OR SOMETHING? UM, WE CERTAINLY COULD.
UM, THE THINGS THAT WE WOULD LOSE, UH, BASICALLY THE, WHEN WE, WHEN WE BUY INTO PANORAMA SURVEY SURVEYS, WE'RE NOT ONLY BUYING INTO THEIR SURVEY MECHANISM, THE WEBSITE AND THE, THE, THE ACTUAL SURVEY WE DELIVER, BUT ALSO A TREMENDOUS AMOUNT OF RESEARCH THAT THEY HAVE PARTNERED WITH INSTITUTIONS LIKE HARVARD TO, UM, TO GENERATE, RIGHT.
SO THE THIRD THROUGH 12TH GRADE SURVEYS ARE HEAVILY BACKED BY, UM, ONGOING RESEARCH, UH, IN THE FIELD OF SOCIAL EMOTIONAL LEARNING.
WE WOULD LOSE ACCESS TO THEIR QUESTION BANK.
UM, THE OTHER THING THAT WE WOULD LOSE ACCESS TO IS THAT NATIONAL NORMING, RIGHT? SO WE CAN FIGURE OUT, UM, LIKE WHERE A SAMPLE SIZE OF, UH, APPROXIMATELY 21,000 STUDENTS, UM, WHICH IS FANTASTIC WHEN WE'RE LOOKING AT JUST OURSELVES.
UM, BUT IF WE WANNA LOOK AT, OKAY, HOW ARE WE PERFORMING? YOU KNOW, TAKE THAT, UM, TEACHER STUDENT RELATIONSHIPS IN THE 99TH PERCENTILE.
UM, IF WE SAY WE'RE 72% FAVORABLE, UM, THAT'S GREAT.
WHAT DOES THAT MEAN? RIGHT? SO THAT NATIONAL NORMING GIVES US THE OPPORTUNITY TO, UM, BE A LITTLE MORE INTROSPECTIVE BASED ON OUTSIDE DATA.
UM, AND WE WOULD LOSE ALL OF THAT.
UM, SO THAT'S, THAT'S REALLY WHERE THE STRENGTH OF PANORAMA LIES IS IN THE RESEARCH THAT IT GIVES US ACCESS TO AND THE NATIONAL ALARMING TO SEE HOW WE COMPARE TO THE NATION.
I ALSO WANTED TO MENTION, WE ACTUALLY DID USE A DIFFERENT TYPE OF SURVEY THE FIRST YEAR OF OUR LILY GRANT.
UM, AND ONE OF THE THINGS THAT WAS SUCH A CHALLENGE WAS ACTUALLY BEING ABLE TO LOOK AT THE DATA IN A AND FOR OUR BUILDINGS TO BE ABLE TO, TO MANIPULATE THE DATA, TO UNDERSTAND IT WELL, TO, THAT'S WHEN BRAD MENTIONED THE DASHBOARD.
IT IS SOMETHING THAT'S REALLY, REALLY HELPFUL THAT WE, THAT OUR BUILDINGS USE QUITE A BIT.
UM, AND WE ALSO USE, AND I HAVE A COLLEAGUE IN ANOTHER DISTRICT WHO THEY WERE USING PANORAMA AND THEY'RE NO LONGER USING IT, AND THEY'RE TRYING TO DEVELOP THEIR OWN.
AND IT'S BEEN REALLY, REALLY CHALLENGING FOR THEM TO FIGURE OUT QUESTIONS.
LIKE BRAD MENTIONED, UM, HAVING RESEARCH BASED QUESTIONS IS REALLY IMPORTANT.
YOU SHOULDN'T JUST MAKE UP YOUR OWN QUESTIONS.
UM, AND SO THAT'S SOMETHING THAT'S BEEN A REAL CHALLENGE FOR THEM.
UM, THE, THE DATA VISUALIZATION, UM, IS ANOTHER POINT THAT, THAT I'M GLAD BROOKE BROUGHT UP.
MAKING, COMMUNICATING IT IN A MEANINGFUL, EFFECTIVE WAY IS ANOTHER THING.
AND THAT'S ANOTHER, ANOTHER TOOL THAT PANORAMA GIVES US IN THE FORM OF THE PANORAMA PORTAL, UM, WHICH IS WHERE WE GENERATED ALL OF THE GRAPHICS THAT WE SHOWED YOU.
UM, IT GIVES US A VERY CLEAR CUT WAY TO VIEW THE DATA.
DOES, DOES EACH SCHOOL HAVE THE, UM, LIKE THE PRINCIPALS, LIKE THE, THE HEADS OF THEIR SCHOOLS, DO THEY HAVE ACCESS TO THE DASHBOARD TO RUN A QUESTION, NOT TO THE STUDENTS, BUT TO, TO, TO GRAB RESULTS IF YOU WILL? LIKE, WHERE ARE WE IN OUR BLAH, BLAH, BLAH, AND THEN THEY CAN PULL THAT AND THEY CAN HAVE THEIR DISCUSSIONS.
SO THEY CAN, THEY CAN USE THE DASHBOARD TO ASK QUESTIONS TO GET RESULTS.
THEY NEED THAT INFORMATION BECAUSE THAT'S HOW THEY, THE SCHOOL IMPROVEMENT PLANS WHICH ARE REQUIRED, UM, THOSE ARE USUALLY COMPONENTS OF LIKE THE CULTURE, THE CLIMATE.
THEY USE THAT INFORMATION THAT HELPS THEM DEVELOP THE NEEDS ASSESSMENTS FOR HOW THEY'RE GONNA SUPPORT
[01:00:01]
THE KIDS.AND, AND I THINK I'VE, I ALREADY KNEW THAT PART OF IT.
WHAT I DIDN'T KNOW IS IF, IF IT CAME FROM ADMINISTRATION AND SAID, HERE ARE YOUR RESULTS, HERE ARE THE THINGS YOU DID, OR DID THEY GET TO RUN THEIR OWN? HMM.
I WANNA LOOK INTO THIS DATA MM-HMM.
SO THAT EACH SCHOOL CAN DO THAT.
AND I THINK TOO, WE TALKED ABOUT PERCENTAGES AND WHEN YOU LOOK AT THOSE PERCENTAGES, THE NUMBERS ARE, ARE ALSO VERY INTERESTING.
AND SO THE PRINCIPALS CAN ACTUALLY LOOK AT, OKAY, SO 32% OF THE STUDENTS IN MY BUILDING SAID THAT, UH, THAT STUDENTS WERE DISRE OR THAT THEY FELT LIKE PEOPLE WERE DISRESPECTFUL.
WELL, HOW MANY STUDENTS IS THAT ACTUALLY? AND THEY'RE ABLE TO LOOK AT THAT SO THAT IT GIVES THE NUMBERS OF UNFAVORABLE AND HOW YOUR BUILDING MIGHT COMPARE TO ANOTHER BUILDING.
AND THEY CAN KNOW WHY IS THE CULTURE IN MY BUILDING SO DIFFERENT THAN IN ANOTHER BUILDING, SO THEY CAN PULL THAT TOO.
AND FOR INSTANCE, LIKE SENSE OF BELONGING.
I WOULD THINK AT A HIGH SCHOOL LEVEL, THEY WANNA LOOK AT THE FRESHMEN, WHAT'S THEIR SENSE OF BELONGING? AND THEN IT SHOULD IMPROVE AS STUDENTS, UH, INCREASE.
OR THE FOLLOWING YEAR, THOSE FRESHMEN SHOULD, OR HOPEFULLY IF WE'RE DOING THINGS RIGHT, THEIR SENSE OF BELONGING WOULD, WOULD BE BETTER AS THE STUDENTS AGE THROUGH THAT SCHOOL.
I THINK FOR ELEMENTARY AS WELL.
UM, WE CAN, I JUST WANNA KEEP EVERYBODY ON TRACK.
WE STILL HAVE A WHOLE OTHER PORTION OF THE WORK SESSION, SO I DON'T WANNA RUSH.
BUT WE CAN MAYBE TAKE LIKE ONE MORE QUESTION AND ONE MORE, JUST LET THAT WRAP UP.
UM, BECAUSE THIS IS SUCH IMPORTANT DATA AND SUCH IMPORTANT INFORMATION, IT WOULD BE GREAT IF WE COULD HAVE SOMETHING LIKE A STATE OF THE WHATEVER REPORT PUT OUT, BECAUSE THERE'S A LOT OF MISINFORMATION AND MISUNDERSTANDING OF WHAT WE'RE DOING WITH THIS DATA.
WHY WE'RE, WHY WE'RE COLLECTING IT, WHY WE NEED IT.
AND NOT TO PUT MORE WORK ON YOU, BOTH OF YOU, BECAUSE I KNOW YOU DO SO MUCH, BUT IT WOULD BE GREAT IF WE COULD JUST HAVE, THIS IS WHERE WE STAND RIGHT NOW.
AND YOU KNOW, I THINK IF THE COMMUNITY KNEW THAT, YOU KNOW, A GRIP WE'RE NOT EVEN IN THE 50TH PERCENTILE COMPARED TO OTHER SCHOOL DISTRICTS, IT WOULD BE WOW, THERE IS A REASON FOR, AND WHAT GRADE IS AND HOW IT RELATES TO THE STANDARDS.
AND WHY IT'S IMPORTANT TO MEASURE THESE THINGS.
AND IT'S JUST BEEN WONDERFUL DURING MY TIME ON THE BOARD TO SEE THIS GROW AND CHANGE AND GET BETTER AND SERVE OUR STUDENT POPULATION.
I THINK WE'RE GONNA GO AHEAD AND SWITCH NOW TO FACILITIES.
IF YOU NEED TO LEAVE, FEEL FREE TO, IF YOU HAVE TO GO, BROOKE.
OKAY, WE'LL MOVE ON TO OUR SECOND ITEM, WHICH IS, UH, JUST AN UPDATE ON THE 10 YEAR PLAN.
UH, I JUST WANTED TO EMPHASIZE THAT, UH, THIS IS SOMETHING WE DO EVERY YEAR.
WE REVISE THE LONG TERM PLANNING EVERY YEAR BECAUSE NEEDS CHANGE AND PRIORITIES CHANGE.
UH, OUR EMPHASIS WHEN WE GO THROUGH THE LONG TERM PLANNING IS REPLACING MECHANICAL SYSTEMS, UH, AS WELL AS LOOKING AT THE BUILDING ENVELOPE NEEDS.
AND AS OUR SCHOOLS ARE GETTING OLDER, WE'RE EXCEEDING THE USEFUL LIFE OF A LOT OF OUR MECHANICAL SYSTEMS AND THEY NEED TO BE REPLACED.
WE OBVIOUSLY WANT TO AVOID CATASTROPHIC FAILURES THAT WOULD REQUIRE US TO SHUT SCHOOLS DOWN.
UH, WE ALSO LOOK AT RENOVATION OF SCHOOLS TO BETTER REFLECT THE CURRICULUM NEEDS.
THEY CHAN CONTINUE TO CHANGE, SO THE DESIGN OF THE BUILDING HAS TO CHANGE WITH THOSE CURRICULUM CHANGES.
AND WE ALSO LOOK AT PAINTING, FLOORING, FURNITURE TO UPDATE THE APPEARANCE OF THE SCHOOLS.
UH, AND A LOT OF THESE SCHOOLS HAVE BEEN IN EXISTENCE FOR 25 TO 30 YEARS AND REALLY NOT HAD ANYTHING DONE TO THEM.
UH, SO IT IS A CONSTANT NEED AND A CONTINUATION.
UH, HAVING SAID THAT, UH, I WANT TO TURN IT OVER TO BOB RICE.
HE'S GONNA TALK ABOUT JUST THE OVERVIEW OF WHAT WE'RE RESPONSIBLE FOR, TAKING CARE OF, UH, WHAT THE, UM, MARKET IS IN CONSTRUCTION RIGHT NOW, BECAUSE THE VOLATILITY OF CONSTRUCTION NOW IS VERY DIFFICULT FOR US TO TRY TO MEASURE HOW MUCH MONEY WE CAN BUDGET.
AND HE CAN TALK ABOUT THAT A LITTLE BIT AFTER HE, UH, TALKS ABOUT THAT.
WE'RE GONNA HAVE MATT RAP TALK ABOUT SOME OF THE MAINTENANCE NEEDS THAT WE CONTINUE TO WORK ON.
AND THEN LASTLY, LOGAN, NONE WILL TALK ABOUT THE MAJOR PROJECTS THAT WE HAVE GOING ON RIGHT NOW.
[01:05:01]
THAT, BOB, UM, SO THIS CHART'S GOT A LOT OF NUMBERS UP HERE, BUT WE'RE GONNA FOCUS TOWARDS THE BOTTOM.SO SQUARE FOOTAGE, WE HAVE 3.9 MILLION SQUARE FEET OF BUILDING.
WHEN YOU ADD PORTABLES, THAT BRINGS US TO 4 MILLION SQUARE FEET UNDER ROOF.
PLUS THEN YOU HAVE TO MAINTAIN THE ROOF.
AND THEN WE'RE AT 4.5, UH, MILLION SQUARE FEET PARKING LOT.
SO BETWEEN UNDER ROOF, ON ROOF AND PARKING LOT, WE'RE OVER 10 MILLION SQUARE FEET THAT THE, UH, FOUR OF US HELP MAINTAIN.
IT'S A LOT OF, UH, PROPERTY AND WE OWN, UH, 962 ACRES IN HAMILTON COUNTY.
SO A LOT OF SQUARE FOOTAGE, A LOT OF ACREAGE TO MAINTAIN.
UM, JUST A FEW FACTS BECAUSE TRYING TO PUT THAT IN PERSPECTIVE, YOU KNOW, I'M AN OLD TEACHER, SO I ALWAYS LIKE TO SIMPLIFY IT, MAKE IT AS EASY.
UH, IF HSC, UH, WAS A SCHOOL OR IF HSC WAS A TOWN, WE'D BE THE SAME SIZE AS LE PORT INDIANA.
SO TO PUT THAT IN PERSPECTIVE WOULD BE THE 45TH LARGEST CITY IN THE STATES.
UM, WE MAINTAINED 24 SCHOOLS, A TRANSPORTATION CENTER AND ADMIN, A WAREHOUSE, SIX FOOTBALL FIELDS, 48 TENNIS COURTS, TWO SWIMMING POOLS, 28 GYMS IN A PARTRIDGE AND PARA TREE.
THERE'S A LOT OF THINGS THAT WE MAINTAIN.
UH, WE'RE THE FOURTH LARGEST DISTRICT IN THE STATES, BUT WE'RE ONLY 48% DEVELOPED.
POTENTIALLY WE COULD HAVE 50,000 STUDENTS.
ONE ONCE WAYNE TOWNSHIP IS DEVELOPED, UH, WE SPEND OVER 4 MILLION A YEAR ON ELECTRICITY AND NATURAL GAS.
WE'RE ONE OF DUKE'S LARGEST, UH, USERS IN THE STATES.
UM, MATT RAP AND HIS TEAM, THEY DO OVER 15,000 WORK ORDERS A YEAR, PLUS PREVENTATIVE MAINTENANCE.
WE HAVE OVER 10,000 PIECES OF EQUIPMENT THAT WE TRACK AND WE REPLACE OVER 18,000 FILTERS A YEAR TO MAKE SURE THAT WE ARE PROVIDING CLEAN AIR TO OUR STUDENTS AND OUR STAFF.
AND THEN OUR CUSTODIANS, WE HAVE 138 CUSTODIANS THAT CLEAN AN AVERAGE OF 26,000 SQUARE FEET A DAY.
THAT'S LIKE CLEANING 8.6 3000 SQUARE FOOT HOMES A DAY.
SO WE'RE VERY BUSY DEPARTMENT, VERY LARGE DISTRICT.
AND I'M EMPHASIZING THAT SO YOU UNDERSTAND WHEN YOU SEE THE NUMBERS.
OUR, A LOT OF MONEY GOES THROUGH OUR DEPARTMENT, BUT IT'S BECAUSE WE HAVE TO MAINTAIN A LOT OF PROPERTY.
EVERY CUSTODIAN, EVERY CUSTODIAN IS CLEANING 8.6 3000 SQUARE FOOT HOUSES.
SO THERE APPROXIMATELY, APPROXIMATELY A DAY THAT'S THEIR AREA THAT THEY'RE, THAT'S OUR STAFFING FORMULA.
I KNOW I HAVE TROUBLE KEEPING ONE HOUSE CLEAN.
THIS IS A NATIONAL INDEX AND IF YOU LOOK BACK FROM 2016 TO 2022 NUMBERS, THINGS ARE JUST GETTING MORE EXPENSIVE.
SO AS WE'RE RENOVATING BUILDINGS, AS WE'RE BUYING EQUIPMENT, IT'S ACROSS THE BOARD.
NATIONAL THINGS GET HIGHER AND THE NUMBERS THAT WE'RE GONNA GIVE YOU TODAY ARE BEST GUEST NUMBERS FROM TODAY, BUT TODAY'S DIFFERENT THAN TOMORROW.
I MEAN, IF I CAME A YEAR AGO AND SAID, HEY, GAS IS GONNA BE A FOUR AND A QUARTER, PEOPLE WOULD HAVE LAUGHED AT ME.
BUT PEOPLE ARE PAYING FOUR AND A QUARTER AT SOME PLACES FOR GAS.
SO OUR GROUNDS MAINTENANCE OR OUR 10 YEAR PLAN, OUR GROUNDS MAINTENANCE PLAN IS BROKEN INTO THREE BUCKETS.
WE HAVE ANNUAL REOCCURRING BUDGETS THAT MATT RAP WILL ADDRESS OUR MISCELLANEOUS PROJECTS THAT ALL THREE OF US HANDLE.
AND THEN OUR MAJOR PROJECTS WITH LOGAN MAINLY OVERSEAS.
NOW OUR 10 YEAR PLAN IS BASED, WE WORK CLOSELY WITH KATIE AND THE BUSINESS DEPARTMENT BECAUSE OUR ANNUAL REOCCURRING BUDGET, OUR MISCELLANEOUS AND MAJOR PROJECTS, WE NEED TO MAKE SURE THAT WE MAINTAIN THE, UH, RIGHT BUDGET AND THAT WE NEVER BREAK THE 0.5 8 98, WHICH HAS BEEN THERE SINCE FOREVER.
IS THAT RIGHT KATIE? AND SO WE ARE ONLY ISSUING BONDS THAT WE CAN PAY BACK OFF.
SO OUR PROJECTS, WE ARE BEING GOOD FINANCIAL PARTNERS WITH THE COMMUNITY.
WE'RE NOT TAKING MORE DEBT THAN WE NEED TO, BUT WE HAVE A LOT OF PROPERTY, A LOT OF AGING EQUIPMENT.
WE HAVE MORE NEEDS THAN WE HAVE FUN.
SO WE'RE ALWAYS CHASING TO CATCH UP.
SO WE HAVE TO PRIORITIZE THE BIGGEST NEEDS AND ADDRESS THOSE.
AND I'M GONNA PASS OVER TO MATT WHO CAN EXPLAIN THE ANNUAL REOCCURRING BUDGETS.
SO ON THE, UM, THE FIRST SIDE, THE ORANGE SIDE, THAT KIND OF BREAKS DOWN SOME OF THE CATEGORIES THAT WE, UH, PUT OUR BUCKETS OF MONEY INTO.
[01:10:01]
AND NORMALLY WITH THE HISTORICAL DATA, THIS IS HOW WITH THE FUNDING AVAILABLE AND HISTORICAL PAST WHAT WE'VE SPENT, THAT'S HOW WE COME UP WITH THESE DOLLARS AND THESE COLUMNS.NOW IF YOU JUMP TO 2023, WHAT I'VE DONE, I'VE KIND OF CHANGED IT BECAUSE RECENTLY, UH, SOME QUESTIONS HAVE COME UP CUZ IF I, UH, TAKE ROOFING FOR EXAMPLE, $60,000, SOMETIMES IT MIGHT BE LESS, SOMETIMES IT MIGHT BE MORE.
AND SO I'LL GET QUESTIONS WHEN I SPEND $200,000 THERE.
AND, UM, AND ONLY 50,000 IN HARDSCAPES.
SO WE'VE KIND OF BROKE, CHANGED IT A LITTLE BIT.
SO BECAUSE IT'S ALL ONE BUCKET ANYWAYS.
BUT THIS IS HOW WE'LL MOVE FORWARD IN THIS.
AND WE STILL KEEP IN MIND THE, UM, THE PROJECTED DOLLAR AMOUNTS LIKE IN 2022.
UM, WE DO DO OVER 15,000 WORK ORDERS A YEAR.
AND THEN THE PREVENTIVE MAINTENANCE, UM, THAT'S QUITE A LOT FOR THE TEAM AND THIS IS WHERE IT ALL COMES OUT OF.
UM, IF YOU HAVE ANY QUESTIONS, IF NOT, I'LL TURN IT OVER TO LOGAN.
SO OUR MISCELLANEOUS PROJECTS, UM, ARE KIND OF RANKED ON THIS SLIDE IN PRIORITY.
UM, SO NEW BRITAIN ELEMENTARY, UH, WE'VE TALKED ABOUT BEFORE.
THE COOLING TOWER IS ABOUT AS OLD AS I AM.
UM, AND IT'S KIND OF GETTING NEAR THE END OF ITS USEFUL LIFE.
WE'RE LOOKING AT REPLACING THE CHILLER.
UM, NUMBER TWO,
UM, THE ACCESS ROAD ON THE BACKSIDE OF HSE, FOR THOSE OF YOU THAT AREN'T FAMILIAR, IT KIND OF RUNS BEHIND THE FOOTBALL FIELD AND THE BASEBALL FIELDS.
WE'VE DONE SOME PATCHING, BUT IT REALLY NEEDS A TOTAL RESURFACE JUST TO CLEAN IT UP.
UM, THE TRACK OUT AT THE HEDGE, UH, WE NEED TO DO A MILL OFF AND REPLACE IT HAS, UM, SOME ISSUES WITH DE LAMINATION.
WE'VE CORRECTED SEVERAL ISSUES, BUT THERE ARE TEMPORARY FIX, SO IT'S STILL SAFE TO USE.
UM, HSC, OR SORRY, FISHER'S HIGH SCHOOL, THE STADIUM ELEVATOR, UM, AS WELL AS HSCS ELEVATOR.
THESE ARE THE ONES THAT GO UP TO THE PRESS BOX.
SO BOTH OF THOSE ARE NEEDING SOME WORK.
THE NEXT THREE SCHOOLS, BROOKS SCHOOL, HARRISON PARKWAY, AND HOOSIER ROAD, UH, WE WANT TO INSTALL SOME HIGH EFFICIENCY BOILERS.
AGAIN TO TRY TO GET BOB SOME ENERGY SAVINGS.
WE WANT TO UPDATE THE ELECTRICAL GEAR AT SAND CREEK ELEMENTARY, BOTH HIGH SCHOOLS, THE AUDITORIUM CURTAINS, UM, THEY'RE KIND OF REACHING THE END OF THEIR LIFE.
UH, WE HAVE HAD THEM, UM, TOUCHED UP WITH MAINLY THE FIRE RETARDANT, BUT THEY'RE JUST GETTING TO THE POINT WHERE THEY'RE NEEDING REPLACED.
WE WANT TO UPDATE THE H V A C BUILDING AUTOMATION SOFTWARE.
GIVE US MORE CONTROL TO ALLOW US TO MORE FINELY TUNE THE TEMPERATURES AND SET POINTS AT THE BUILDINGS.
UM, THE NEXT TWO ITEMS WANT TO ADD GENERATORS AT RIVERSIDE INTERMEDIATE AND HARRISON PARKWAY.
AND THEN THE ROOF AT HARRISON PARKWAY ALSO IS IN NEEDING OF REPAIR.
UM, THEN AT FISHER JUNIOR HIGH, WE WOULD LIKE TO INSTALL, UH, AN OUTDOOR FREEZER.
WE'VE GOT ONE ON THE OTHER SIDE OF THE DISTRICT, BUT WE DON'T HAVE ONE ON THIS SIDE.
IF WE HAVE A POWER OUTAGE THAT HAPPENS AT A SCHOOL AND WE NEED TO MOVE FOOD OUT OF THEIR FREEZERS IN ORDER TO BASICALLY SAVE IT FROM GOING BACK.
DON'T WE HAVE A GENERATOR THAT MAKES THE STUFF GO ON ANYWAY? SO WE DON'T NECESSARILY LOSE COMPLETE POWER OR NO, NOT AT EVERY SCHOOL.
AND ONE THING I WANNA POINT OUT, THESE ARE ALL ESTIMATES FROM TODAY.
WHEN WE ACTUALLY BID THESE OUT, THE PRICES COULD BE A LITTLE BIT DIFFERENT.
SO DON'T FALL IN LOVE WITH THESE PRICES.
WHAT OUR DEPARTMENT DOES VERY WELL AT IS WE PRIORITIZE THIS.
SO WE KNOW, KNOW THAT THE CHILLER AND THE COOLING TOWER ARE VERY HIGH PRIORITIES.
SO WE'RE GONNA BID THOSE OUT AND SEE HOW THE PRICES COME IN THERE.
AND THEN THE, UH, FREEZER AT FISHERS JUNIOR HIGH, THAT IS A WANT, NOT A NEED.
SO IF THAT NEEDS TO BE DEFERRED TO NEXT YEAR AND WE HAVE TO MOVE SOME OF THE FUNDS AROUND, WE'RE WILLING TO DO THAT.
WE ALSO CARRY A, UM, CONTINGENCY LINE ITEM, SO THAT HELPS BUFFER THE PRICES IF THE MARKET SHIFTS.
AND ONE THING THAT WE ADDED THIS YEAR WITH, UH, THE HELP FROM KATIE IS, UH, WE'RE ADDING A DESIGN BUDGET LINE ITEM SO THAT THE NEXT SCHOOL THAT WE'RE GONNA RENOVATE, WE CAN GET THAT DESIGN STARTED.
SO WHEN WE COME TO YOU, WE CAN HAVE A BETTER FINER TUNE IDEA OF THE COST AND THE SCOPE SO THAT WE DON'T HAVE TO COME AND RE ASK TO REISSUE BONDS.
UH, THIS JUST ITSELF PLAN AHEAD
[01:15:01]
AND THEN COME TO YOU ONCE.UH, WHAT WE'D LIKE TO DO IS WE'RE SCHEDULED TO COME TO THE DECEMBER BOARD MEETING AND WE'RE GONNA PRESENT THIS AT THE BOARD MEETING.
AND SO THIS IS KIND OF FOR INFORMATION.
AND THEN AT THAT DECEMBER BOARD MEETING, WE'D LIKE TO PRESENT AND ASK PERMISSION TO BID ALL THESE OUTS AT THAT TIME.
SO NO CONTRACTS WOULD BE AWARDED.
WE JUST WANT THE PERMISSION TO ISSUE THE RFPS TO ISSUE THE BIDS, AND THEN WE'D COME TO YOU FOR ACTION.
THIS KIND OF STREAMLINES THE PROCESS SO WE'RE NOT PRESENTING THE BOARD OR PRESENTING THE 10 YEAR PLAN, PRESENTING EACH INDIVIDUAL PLAN, THEN COMING BACK.
WE'RE JUST GETTING PERMISSION ONCE.
I WANNA JUST SPEAK TO THE DESIGN PIECE OF THIS FOR A MINUTE.
UM, ONE OF THE THINGS THAT DRIVES CFOS CRAZY IS WHEN WE ISSUE DEBT AND WE'VE REPAID IT BEFORE WE'VE ACTUALLY USED ALL THE FUNDS.
AND THAT ISN'T A CRITICISM OF THE FACILITIES, UH, DEPARTMENT.
IT IS AN ISSUE WITH THE PROCESS THAT I THINK OFTENTIMES WAS DICTATED BY THE BUSINESS OFFICE.
SOMETIMES I THINK TOO, IT WAS IMPACTED BY PERHAPS, UM, A LACK OF A CLEAR BOARD SUPPORT FOR MAYBE SOME PROJECTS MANY YEARS AGO.
AND IT'S A PROCESS WE'VE JUST KEPT.
BUT BY NOT DOING THAT DESIGN UP FRONT, THAT IS WHAT'S CAUSING THE DELAY WHERE WE'VE ISSUED BONDS AND, YOU KNOW, LAN ROAD'S A GREAT EXAMPLE.
WE DIDN'T EVEN HAVE, YOU KNOW, DESIGN NOW WE DELAYED SOME OF THAT, BUT IN REALITY, THE FACILITIES DEPARTMENT SHOULD BE ABLE TO GET THEIR PROJECTS APPROVED AND WE SHOULD BE ABLE TO GET THE DESIGN DONE.
AND THEN WE COME TO YOU ONCE, THEN WE WOULDN'T HAVE HAD TO COME BACK TO YOU FOR LAN ROAD THE WAY THAT WE ARE, RIGHT, THE WAY THAT WE JUST FINISHED UP LAST FRIDAY.
SO THE GOAL IS TO AVOID EXACTLY THAT, BUT YOU NEED THE FUNDS BECAUSE DESIGN IS, YOU KNOW, THERE'S A BIG COST TO DESIGN, UM, BUT IT DOESN'T CHANGE THEIR PROCESS OF COMING TO YOU WHEN THEY, YOU KNOW, WHEN THEY NEED TO AWARD THE DESIGN, WHEN THEY NEED TO AWARD THE PROJECT, ALL OF THAT STILL ULTIMATELY COMES BACK TO THE BOARD.
UM, SO IT'S STILL THE SAME, UM, ORDER OF PROCESS.
WE'RE JUST TRYING TO MAYBE BE A LITTLE BIT MORE PROACTIVE SO THEY CAN, CAN GET ACTUAL WORK DONE, IF YOU WILL, AND THEN ASK FOR APPROVAL OF WILL THIS WORK OR CAN YOU DO THIS? IS THIS BUDGET REALISTIC? SO WHEN I THINK OF LANE AND ROAD, THOSE WERE BASED OFF ESTIMATES AND I THINK WE KNEW IT WASN'T GONNA BE ENOUGH IN THE SMALL PICTURE, BUT NOT TO THE LEVEL THAT IT WAS.
THIS WILL AVOID IN MANY CASES THAT WHERE THE CONTINGENCY THAT IS AUTOMATICALLY BUILT IN WILL PICK UP THOSE, SOME OF THOSE UNEXPECTED, BUT IT CAN'T PICK UP, YOU KNOW, IF A 15 MILLION PROJECT CAN'T PICK UP 3 MILLION OF UNANTICIPATED COSTS.
AND, AND I'M PRETTY SURE THE ANSWER TO THIS QUESTION, BUT JUST PUTTING IT OUT THERE, IT STILL WILL BE WITHIN THE PROCESS OF, OF SAYING, WE ARE GOING TO LOOK INTO THIS.
DO WE HAVE PERMISSION TO START GETTING THIS, UM, NOT PERMISSION.
UM, WE'RE GONNA GET THE QUOTES ON GETTING THE DESIGN WORK DONE OR WHATEVER.
THAT STILL FALLS IN THAT ORDER, RIGHT? I THINK THAT THE PURPOSE OF HAVING THE PROJECT, THE TENURE PLAN APPROVED IS THAT SO THEY CAN GO OUT AND GET THE BIDS WHEN THE PROJECTS ARE AWARDED, THEN THEY WILL COME TO THE BOARD FOR AWARD.
DO I HAVE THAT RIGHT HERE? YES.
BECAUSE THEY COULD HAVE DIFFERENT COMPANIES THAT THEY'RE AWARDING VARIOUS PROJECTS TOO.
SO THEY'RE, THEY'RE, THEY'RE JUST WANTING TO GET STARTED AND THEN THEY WILL COME ALONG THE WAY AND SAY, YOU KNOW, WE'VE GOT THIS COMPANY PERMISSION TO GO AHEAD AND UTILIZE THIS COMPANY LIKE WE'VE ALWAYS DONE.
SO AT THE TOP, TRANSPORTATION LAND ROAD AND FISHERS ELEMENTARY ARE KIND OF IN THE PIPELINE.
AND THEN SOME EITHER DESIGN WORK OR BED WORK HAS ALREADY WENT OUT AFTER THAT.
UH, FALL CREEK INTERMEDIATE, HARRISON PARKWAY AND HSC HIGH SCHOOL ARE THE NEXT THREE THAT ARE SCHEDULED TO BE UP THERE.
UM, INDUSTRY STANDARD KIND OF SAYS THAT YOU RENOVATE A SCHOOL AROUND 25 YEARS BECAUSE WE GREW SO FAST IN THE NINETIES.
UH, WE WERE BUILDING ONE, HARRY WAS SOMETIMES BUILDING TWO BUILDINGS AT THE SAME TIME.
NOW THEY'RE ALL COMING OF AGE AND WE NEED TO GO BACK AND RENOVATE.
AND LIKE I SAID BEFORE, WE HAVE, WE HAVE MORE NEEDS THAN WE HAVE FUNDS.
SO WE'RE TRYING TO ADDRESS THESE BUILDINGS AS THEY COME AND DO THE RENOVATION.
UH, BUT THIS IS A LIVING DOCUMENT AND AS THINGS COME UP, UH, PRIORITIES CAN SHIFT.
SO IF THE BOARD DECIDES THEY WANT TO TAKE ACTION AND LOOK AT THE NEW INTERMEDIATE OR CHANGING WHERE ACADEMY TRANSITION OR PRESCHOOL IS, WE'D HAVE TO SEE HOW THAT FITS INTO THIS 10 YEAR PLAN.
IT'S A LIVING DOCUMENT THAT RESPONDS TO THE NEEDS OF THE BOARD AND THE COMMUNITY.
UM, SO ONCE AGAIN, THESE ARE OUR ESTIMATES FROM TODAY IN 2026.
IF I COME TO YOU FOR THE HIGH SCHOOL, IT MIGHT BE MORE, LESS THAN 125 MILLION.
[01:20:01]
THIS IS OUR BEST ESTIMATE TODAY.AND IF YOU ADD THAT UP, THAT IS RIGHT AT A HALF OF A BILLION DOLLARS BY 2038 THAT WE'LL NEED IN RENOVATIONS.
THAT WAS WITH A B HALF A BILLION.
SO I, I JUST HAVE TO ASK FOR CLARITY ONE MORE TIME THEN.
SO THESE, THIS DISCUSSION HERE IS GETTING US AN IDEA OF TENTATIVELY WHAT WE'D LIKE TO SEE FOR A 10 YEAR PLAN, CORRECT? YES.
BUT THIS IS NOT BEING VOTED ON IN THIS SCHOOL YEAR, LIKE COMING IN DECEMBER WITHOUT, UM, I MEAN ARE WE SAYING THAT, I'M ASKING DR.
STOKES TOO, ARE WE SUGGESTING THAT ALL OF THIS BE VOTED ON TO SAY THAT THIS WILL BE OUR PLAN FOR THE NEXT 10 YEARS? NO, THAT'S NOT IN DECEMBER.
PRIOR IN, NEVER BEEN LIKE THAT IN DECEMBER.
I'M ASKING IN DECEMBER, I'D LIKE TO COME TO YOU AND SAY, DO I HAVE PERMISSION IN BID, THE NEW BRENTON COOLING TOWER, THE HSC CHILLER, THE ROAD, THE HEDGE, THIS SHEET.
I'D LIKE TO GO OUT AND GET QUOTES AND BIDS FOR THESE.
I THINK IT'S THE MISCELLANEOUS AS WE GO.
IT'S THE MISCELLANEOUS PROJECTS THAT HE'S SPEAKING TO SPECIFICALLY, NOT THE RENOVATION DOLLARS LISTED IN THE 10 YEAR PLAN.
SO THE 10 YEAR PLAN LISTING THAT YOU HAVE ALREADY APPROVED LANTERN ROAD.
AS YOU'RE AWARE, WE'RE IN DISCUSSION AS WELL AS DESIGN OF FISHERS ELEMENTARY, BUT WE HAVE NOT EVEN BEGUN THE LEGAL ADVERTISING PROGRESS PROCESS TO ISSUE THOSE BONDS AND DO ANY OF THAT.
THAT WILL NOT, FISHER'S ELEMENTARY WON'T BE AT THE DECEMBER MEETING FOR THAT PROJECT BECAUSE WE HAVE, IF IT IS, IT WILL BE THE VERY FIRST HEARING IF WE'RE EVEN THERE.
AND I HONESTLY DON'T KNOW AT THIS POINT, UM, THAT WE ARE.
UM, SO IT'S SPECIFICALLY THE MISCELLANEOUS PROJECTS LIST.
YOU ALL HAVE ALREADY GIVEN THEM AUTHORIZATION.
WE, SO THEY'VE STARTED THE DESIGN AND THEN, UM, THE CONSTRUCTION AWARD FOR LAN ROAD ELEMENTARY.
YOU'VE GIVEN THEM APPROVAL FOR DESIGN OF FISHER'S ELEMENTARY, BUT NOTHING TO DO WITH CONSTRUCTION.
IT'S, THIS IS THE FLUID DOCUMENT BOB REFERRED TO.
THAT AS THINGS MIGHT CHANGE WITH DISCUSSION.
WE TALKED ABOUT FES BUT WE ALSO TALKED ABOUT AN INTERMEDIATE, WE TALKED ABOUT DO WE NEED TO MOVE THE RENOVATION FOR HSE HIGH SCHOOL.
YOU'RE NOT APPROVING THIS TIMELINE BEYOND WHAT IS ALREADY APPROVED ON THIS, WHICH IS TRANSPORTATION LANTERN ROAD AND THEN DESIGN FOR FISHERS.
THAT IT'S REALLY A, I APPRECIATE OF WHAT WE THINK'S GONNA HAPPEN IN THE FUTURE, BUT TRADITIONALLY WE LOOK AT THIS EVERY YEAR AND COME BACK TO THE BOARD AND UPDATE AND CAN MAKE REVISIONS AS NEEDED.
THAT'S JUST ONE OF CLARIFICATION.
AND THEN THIS LAST SLIDE JUST KIND OF PUTS ALL THOSE PIECES TOGETHER.
SO WE HAVE OUR MISCELLANEOUS, WE HAVE THE MAJOR PROJECTS AND THE ANNUAL REOCCURRING BUDGETS.
AND WHEN YOU LOOK AT THAT, THAT'S GONNA GET US CLOSE TO THE 30 MILLION THAT WOULD KEEP US AT THE 5 8 98.
AND WE WILL NEVER GO OVER THAT.
OR I'LL HAVE MY HAND SLAPPED BY A RULER, PROBABLY, PROBABLY BE MORE THAN SLAPPED.
WELL YOU CAN'T GO OVER OVER IT CUZ I HAVE TO SHOOT THE BONDS.
SO
THE NUMBER THAT IS IN THERE FOR FISHER'S ELEMENTARY IS BASED ON INFORMATION WE KNOW RIGHT NOW.
SO AS DESIGN GETS, UH, COMPLETED AND WE KNOW BETTER IF 46 MILLION IS REALLY A NUMBER THAT WE HAVE TO ADHERE TO AND WHERE IT'S GOING, YOU KNOW, THERE'S STILL A LOT OF OUTLIERS ON THAT.
I BELIEVE THAT NUMBER COULD FLEX BECAUSE IT DEPENDS.
THAT PROJECT AMOUNT WILL HAVE TO GO THROUGH THE REFERENDUM APPROVAL PROCESS, BUT NOT NECESSARILY ON THE BALLOT BECAUSE AS LONG AS WE CAN MAINTAIN IT WITHIN OUR EXISTING DEBT TAX RATE, WE DON'T HAVE TO PUT IT THROUGH BECAUSE IT'S CONSIDERED NO IMPACT TO TAXPAYERS.
SO THAT WILL AFFECT THE REPAYMENT.
WHERE FES VERY WELL COULD BE ITS OWN ISSUANCE THAT IS LONGER THAN A ONE YEAR REPAYMENT BECAUSE OBVIOUSLY WE DON'T HAVE THE CAPACITY TO ISSUE 46 MILLION AND REPAY AT THE NEXT YEAR JUST YET.
BUT I THINK WE'LL GET THERE EVENTUALLY.
BUT IT MIGHT BE THAT FES IS, YOU KNOW, A FIVE OR SEVEN YEAR REPAYMENT.
AND SO I WILL TELL YOU VERY EASILY, UH, THEY'LL BE ABLE TO ABSORB BECAUSE FOR EVERYTHING ON HERE THERE IS PROBABLY EQUAL THAT, THAT THEY COULD DO ELSEWHERE IN DELAYED PROJECTS BECAUSE WE JUST HAVE, AS YOU KNOW, HARRY, I MEAN YOU'VE HEARD ME SAY IT A MILLION TIMES, WE JUST HAVE MORE NEEDS, UM, THAN WE HAVE RESOURCES.
SO THEN IF WE HAVE TO REVISE THAT, THAT'LL BE ALL, THAT WILL ALL BE, UM, SHARED IN THE BOND APPROVAL PROCESS IN 2023.
YOU WILL SEE SOMETHING LIKE THIS FOR THE 2023 GO BOND APPROVAL.
JUST ONCE, SAY KUDOS TO MATT CUZ WHEN YOU ADD UNDER ROOF, ROOF AND ASPHALTS, YOU'RE OVER 10 MILLION SQUARE FEET AND HE HAS 5 MILLION TO MAINTAIN THAT AND NOT OVER IT.
SO YOU'RE LOOKING AT 50 CENTS A SQUARE FOOT MAINTENANCE.
[01:25:01]
SO IT IS PRETTY LEAN AND THE DEPARTMENTS DID VERY WELL TO MAINTAIN OUR SCHOOLS AND THAT IS WHAT WE WANTED TO SHARE WITH YOU TODAY.IF YOU HAVE ANY QUESTIONS, THANK YOU SO MUCH.
WE APPRECIATE THE UPDATE AND WITH THAT, UH, WE WILL ADJOURN.