Intervention Meeting 1 1/7/13

1/7/13

In Attendance: Shane Ogden, Jim Peacock, Jill Lowe, Mrs. Hamblin, Lacy Fonnesbeck, Donna Starley, Paul Wagner, Gordon Geddes, Curtis Jenson, Kelly Bennett, Drew Nielson,

Shane: Introductions, Where we are in the process, what the point of the group is.  The schedule will be posted on our website and presented to the school board tomorrow. 

We have talked about an early out Friday and the teachers will use that time for in-services.  Many students have communicated to me that they love the Wednesday morning break up.  There are also some bussing barriers, adding time at the beginning and end of the day.  We have decided on the 60-minute class periods. 

We need to set a schedule today.  We want to have this finalized by mid March.  This is when the real work begins.  This is step 2 of this process.  It has been brought up by teachers and students that we need to look at grading and homework.  Where do we want to start?

-create definitive timeline

-what is needed to be reviewed (data, research)

-vision of system (what does it look, feel like)

-logistics of entering/exiting

-logistics of management

-transitions (9^th grade-course?)

-training (staff/students/community)

-needed staffing to run program

-timing of intervention

-enrichment

Shane:  We do have additional money available with School Trustlands that we could hire someone (paraprofessional) to manage the system. 

Kelly:  I like what Jim said about citizenship.   If students have good citizenship and are coming to school, we offer them enrichment opportunities.  We could offer AP Art, or something the students will enjoy.  That way we tie in these activities.

Paul:  We need to add Enrichment with it’s own bullet point.  At Sky View, each teacher has on their door where they will be during that intervention time.

Mrs. Hamblin: I have a worry about the lunchtime.  Students are not able to get into the lunchroom and eat in 30 minutes.  I have heard complaints from parents and students.

Shane:  We cannot get our entire student body in the lunchroom.  We would have a 1-hour lunch.  Our district personnel and lunchroom servers are behind us and will help us overcome any obstacles that will come our way.  I can make it through the end of the lunch line and have time to eat my food because we have put a few changes in the lunchroom. 

Kelly:  Are we looking at remediation as an In School Suspension?

Shane:  I think behaviors when I hear that, not academic.  That is more of a citizenship issue.  We need to look at our attendance policy as well.

Kelly: Are we looking at behavior and remediation?

Shane: We don’t want our intervention to be punitive, it needs to be supportive.  We also need to be aware that some students will see this as punitive no matter what we do.

Kelly:  Are we going to add that to our discussion?  Why the reason for the extended lunch?

Shane:  I think we need to address it sometime, and need to look at different pyramid of interventions.

Drew:  We wanted students to see that they need the help available.  We saw this as a time to help our kids and allow them to earn something, rather than the punitive part of this.

Kelly:  I have students that are getting good grades but have horrible attendance.  What are we going to do about those students?

Shane:  there is another issue there.  If students can pass out of a class because they know the material, is misplaced.

Drew: Our remediation is tied to academic performance.

Shane:  We need to address issues from the attendance side of things or citizenship.  We can look at those citizenship pieces that look at students having a certain number of points to be able to walk at graduation, etc.

Drew:  I can see students not coming to class and also not coming to intervention.  Then what?

Paul:  This is not a make up your work program only.  It is a re-teaching moment for those that don’t get it the first time.  This can help with building those relationships with kids who need to know a teacher cares.

Curtis:  They are all tied together in some way.

Paul:  We need to revisit the attendance policy, so that it’s more effective.

Kelly:  I have a hard time seeing how this is going to help, everything has a consequence.

Shane:  Look at our prison systems…they are not helping reform people.  80% of offenders will be back for the same things.

Mrs. Hamblin:  We just need to remember that we are here trying to help the students that need to be re-taught, and attendance needs to be important for students as well as parents.  That is an issue that will need to address.

Jim:  Do we need to look at attendance now?  While we are going through this process?  We don’t have the time for it to happen naturally.  I am suggesting that what others have said here.

Drew:  Would it be enough if we look at triggers or entrance and exit criteria where attendance would tie into this?  Rather than try to tackle this whole beast?

Shane:  We are forced out of compliance with our attendance policy.  We really should be looking at both right now, possibly with another group and then come together?

Jim: Our attendance policy is not failing; it’s just not feasible with the resources we have.

Paul:  I like the citizenship piece.  We could have students sign attendance contracts or behavior contract.  If the student obtains a U (unsatisfactory), they need to come in for a meeting with parents. 

Shane:  We bought alarm clocks, we met with parents, but we didn’t suspend them.  Contracts work if parents are there.  Let’s assign some jobs out before the next time we meet that ties research in on these two topics.

Paul:  how much attendance can be a portion of a student’s grade?

Jim:  It’s illegal for us to grade on attendance.

Shane:  There have been some lawsuits that are getting more and more common.  Attendance itself cannot be tied into a grade.  Participation itself is under scrutiny for what is and isn’t participation.

We talked about how often do we need to meet-the last group met for 6 weeks twice a week.  So is Monday and Thursday from 3-4:30 again.