January 11, 2016 at 8:00 PM - Regular January Board Meeting

Income into the lunch account has not been enough to meet our expenses this past month, necessitating a transfer from the general fund to the lunch fund in the amount of $6,000.  The approved budget document provides for up to $15,000 worth of transfers from the general fund to the lunch fund, as the lunch fund is traditionally subsidized by the general fund each year.

It is time to consider summer projects for the summer of 2016.  The superintendent would like board input on any proposed projects or repairs they would like to see completed.  This topic will be discussed over the course of the next several months.  Areas to consider are:

1)  Building Improvements/Repairs

a.  Water softeners

  b.  Split unit HVAC Replacement in Elementary Wing

  c.  Ridge cap on elementary

  d.  Concrete north of building

  e.  Bleachers-($110,564)

  f.  Additional sprinklers  (elementary building to elementary playground-320' x 65')

  g.  Retaining wall on west side of football field

  h.  Concrete for visiting bleachers on football field to sit on

  i.  Concrete pad on east side of concession stand for grilling

  j.  Carpet/tile replacement in elementary (2 classrooms)

  k. Tile high school girls/boys locker room showers (First 6' up the wall-will need to be painted with pricey epoxy or tiled)

  l.  Metal siding on the concession stand to match the crow's nest

       m. Sprinklers on the interior of the building

  n. Pnuematic controls on the air handling equipment replaced 

2)  Transportation

  a.  Bus replacement

  b.  Van replacement

The board conducts a continuous policy review.  Superintendent Schroeder is offering an alternate calendar for the review of policy from the one the board has currently been using for the board's consideration.

In past, the board has also had limited discussion on creating or updating policies pertaining to the following items:

1) Moonlighting

2) Use of school messaging system (School Messenger)

3) Memorials for staff and students

The superintendent would like some guidance regarding the board's wishes on the possibility of drafting such policies for their consideration during the "policy update" scheduled for this upcoming summer.  Additionally, the superintendent would like the board to comment on any other policies they would like to offer for discussion and consideration.

Discuss how the elementary staff uses MAP data to help guide instruction.

Following is a brief description of the reports we use: (See attachments for samples)

Class Report

Class and student reports provide an overview of class performance and detailed information about each student

 Class Breakdown Report

 Lists students in 10 point RIT bands to indicate the instructional level at which a student is currently performing.

 Learning Continuum

Translates MAP scores to learning statements so you can set student goals and tailor instruction to student needs.

• Discuss how the high school Student Assistance Team will utilize our NWEA MAP Test data to help students reach their academic potential.

1.  Job Descriptions & Evaluations for Non-Certificated Staff

2.  NSAA Transgender Participation Policy

3.  Legislative Calendar & Update (Attached)-The legislature kicked of its "short session" on January 6th, which will end on April 20th.  One of their first orders of business was to elect a new chairperson to the Retirement Committee, Mr. Mark Kolterman.  We are all but certain to see some type of legislative action this session that will affect the school retirement system.  Most likely, that legislation will address retirees who return to the work force, "double dipping."  Also, LB 710 which addresses hazing and initiation at the high school level was introduced.

4.  The administrative team and a group of Ravenna Teachers have been working with ESU Staff as a Multi-Tiered Systems of Support (MTSS) Team to help develop the role and the job description for the behavioral interventionist the school district plans to hire this spring.

The members of the MTSS Team are:

1. Mr. Schroeder-Superintendent
2. Mr. McLey-Secondary Principal
3. Mr. Anderson-Elementary Principal
4. Mrs. Drahota-Guidance Counselor
5. Ms. H Greer-Elementary Teacher
6. Korina Wick-Reading Specialist
7. Mrs. Wilke-Elementary Teacher
8. Mr. Maulsby-High School Teacher/Coach
9. Mrs. Havranek-High School Teacher
10. Mrs. Nicole Langrud-School Psychologist of ESU
11. Mrs. Patrice Feller-MTSS Specialist of ESU 10

We have been working together for the past three months.  During that time, completed the following tasks and reviewed the following data points:

1.  Organized our MTSS Team

2.  Trained in processes and practices relevant to the MTSS process

3.  Assigned roles to facilitate MTSS Leadership Team Meetings

4.  Developed a written mission statement for our rationale of implementing MTSS

5.  Evaluated teacher feedback for the purpose of specifying the desired qualities and responsibilities of a behavioral interventionist

6.  School Improvement Faculty Survey Results-Data Point Reviewed

7.  Behavioral Interventionist Staff Survey-Data Point Reviewed

8.  ESU 10 Mental Health Survey-Data Point Reviewed

9.  Reviewed Universal Screening Instruments for Behavioral/Mental Health for the purpose of determining whether to take a social/emotional/behavioral approach or a mental health approach to addressing student behavior

Summary of key points from the MTSS Leadership Team's work together:

1.  Funding for SPED positions is outside of certificated budget authority

2.  A social/emotional/behavioral (SEB) approach with mental health supports weaved into the process will be pursued

3.  Inclusion of all students in regular education classrooms is the team's overarching goal.  The behavioral interventionist will not teach academic content.  The behavioral interventionist will support staff and students in behavior modification.

4.  Behavioral Interventionist will provide a space for students to self-regulate when they are out of instructional control and assist in returning them to instruction once students are self-regulated.

5.  Administration will work with the behavioral interventionist to determine appropriate consequences in conjunction with students' behavioral plans.

6.  Staff development and providing teachers with strategies to work with behavioral disordered students is the single most important aspect of the behavioral interventionist's job description.

7.  Behavioral Interventionist's job description has been refined to reflect the most immediate needs of the staff and students.  It has been reviewed by the school district's attorney, since this position is unique to the school district.

8.  MOST IMPORTANT: The goal of the MTSS Team is to provide the behavioral interventionist that is hired a very clear, detailed description of what their role in the instructional process will be.  We do not expect this person to come into the position without a clear understanding of their role in supporting the needs of our staff and students.