►
Description
June 21, 2022
C
A
B
B
E
E
F
There
are
elements
of
mtss
frameworks
in
our
district
already,
however,
they're
not
necessarily
all
cohesive
and
all
bound
together
by
certain
practices
that
are
research
based
for
effective
mtss
frameworks.
There
are
three
pillars
to
an
effective
mtss
framework.
The
first
of
those
pillars
is
the
academic.
F
The
second
is
the
behavioral
component,
and
the
third
is
the
social,
emotional
well-being
component.
These
three
tiers,
or
these
three
pillars,
have
within
it
three
tiers
of
support.
If
you
look
at
the
diagram
you
can
see
in
the
green,
the
tier
one
primary
prevention
area
is
where
the
majority
of
your
students
are
serviced.
F
This
is
where,
for
academics
as
an
example,
you
do
a
lot
of
your
work
on
your
core
curriculum
to
make
sure
that
it's
accessible
to
students.
That's
why
we
have,
as
a
part
of
our
new
curriculum
framework
udl
as
a
universal
design,
for
learning,
for
students
to
be
able
to
access
the
curriculum
and
to
be
able
to
demonstrate
their
knowledge
and
understanding,
and
that
would
be
an
example
of
a
tier
one.
Academic
piece
for
all
students.
F
C
F
Reading
intervention
specialist
at
the
elementary
and
on
up
through
the
middle
school,
where
maybe
that
intervention
is
not
long-term,
that
intervention
is
maybe
a
small
group
for
dir,
a
short,
shorter
duration
of
time
than
a
school
year,
and
then,
of
course,
we
have
tier
three,
which
is
the
most
intensive
support,
which
is
really
for
only
about
five
percent
of
your
students
in
this
in
this
area.
This
is
where
you're
really
targeting
very
small
groups
of
students
or
even
one-on-one
settings
with
students
in
the
academic,
behavioral
and
the
social
emotional
component.
F
Something
that
we
have
to
have
in
these
in
the
use
of
mtss
frameworks
is
universal
data
points
and
screeners.
I
already
talked
about
the
strong,
unified
core
curriculum.
We've
talked
about
the
tiered
supports
that
are
ready
to
be
deployed
based
in
the
data,
but
also
we
have
to
have
a
method
of
measuring
progress,
such
as
the
use
of
data
teams.
That's
something
that
we
haven't
done
here
in
bethel
for
quite
some
time,
so
those
are
elements
of
a
really
strong
mtss
framework.
F
So
if
you
take
nothing
away
from
this
slide,
is
that
there's
three
pillars
that
are
academic,
behavioral,
social
and
emotional,
and
that
there
are
three
tiers
of
intervention
where
you
have
tier
one,
all:
students,
tier
two
fifteen
percent
or
a
subgroup
of
students
and
tier
three?
Usually
five
percent
of
your
students
they're,
getting
that
highest
tier
of
one
to
one
or
very
small
group
programming
based
in
those
three
pillars
of
academic,
behavioral
and
social
emotional
health.
F
Okay,
now,
when
we
look
at
the
mtss
program,
there's
challenges
that
we
have
at
the
secondary
level
and
we're
illustrating
the
elementary
level
here
for
a
second
to
try
to
show
you
some
of
the
struggles
that
we
have
at
the
high
school
level,
based
on
just
how
things
are
scheduled
in
an
elementary
mtss
program.
Let's
remember
that
the
student
is
with
one
teacher
for
a
very
large
portion
of
the
day.
F
Let's
also
look
at
these
three
pillars
and
how
they're
able
to
gather
data
and
also
able
to
be
a
little
more
flexible
in
how
they
meet
students
needs
at
the
elementary
level
as
an
example
in
the
academic
pillar.
There's
a
lot
of
universal
screeners
such
as
the
dibbles
testing
or
the
map
testing,
which
shows
individual
weaknesses
or
where
students
maybe
are
falling
behind
the
pace.
F
We
also
know
at
the
elementary.
We
have
that
flexible
scheduling
where
there's
not
a
bell
schedule
where
periods
are
running
and
we
have
push
in
and
pull
out
folks
that
can
go
into
classrooms
or
pull
out
of
classrooms
for
periods
of
time.
It
doesn't
have
to
be
42
minutes.
It
can
be
20
minutes,
it
can
be
30
minutes,
it
can
be
whatever
is
designed
between
the
teacher
and
the
intervention
specialist.
So
you
have
a
lot
of
flexibility
in
implementing
mtss
and
an
elementary
level
based
on
the
scheduling
itself.
F
Again
we
have
social
workers
that
can
push
in
or
pull
out.
You
know
for
student
needs
based
on
their
behavioral
needs.
We
have
the
ability
to
teach
a
lot
of
explicit
skill
instruction
to
kids
at
that
level,
again
being
self-contained
with
the
same
students.
So
when
problems
arise
with
those
students,
they
can
be
managed.
F
F
Okay,
so
you
just
heard
about
the
elementary
framework
and
how
that's
a
little
easier
to
access
due
to
having
less
people
involved
with
them.
Also,
the
fact
that
they
have
more
time
in
the
day
that
they
can
be
flexible
with
at
the
high
school,
where
we
are,
is
that
we
struggle
with
some
of
these
concepts,
because
we
have
40-minute
class
periods,
we've
got
students
visiting
seven
to
nine
teachers
or
maybe
even
more.
When
we
look
at
the
adults,
they
come
in
contact
with
in
the
day
at
the
cafeteria.
F
The
other
thing
that,
where
we
are
as
a
high
school,
that
is
something
we're
really
trying
to
work
at
is
the
discipline
is
really
heavy
on
the
punitive
action
and
we
don't
have
a
really
solid
method.
Right
now
for
reformative
restorative
types
of
practices
or
pbis
types
of
practices,
where
we
are
really
reinforcing
good
behavior
throughout
the
school,
with
common
sets
of
school
rules
again
that
classroom
teacher
at
the
elementary
has
the
ability
to
set
those
rules
for
those
same
20,
22
kids.
F
F
We
also
know
that
our
personnel
are
being
pulled
in
many
different
directions,
and
this
person,
this
team's
room
and
this
team's
room
coordinator,
is
really
meant
to
coordinate
the
needs
of
these
students
that
are
more
at
these
tier
two
tier
three
types
of
situations
in
need
of
intervention.
At
that
level
they
are
there
to
help,
coordinate
and
communicate
with
those
individuals,
those
seven
to
nine
people
that
that
student
comes
into
contact
with.
E
E
In
addition
to
kind
of
highlighting
some
of
the
challenges
at
high
school,
I
think
one
of
the
unique
things
the
team's
concept
which
we're
going
to
share
tonight,
has
kind
of
been
in
being
built
over
the
last
year
or
two
in
identifying
some
of
the
supports.
Obviously,
we
had
many
issues
pre-coded
and
pre-pandemic,
but
even
so,
we've
had
more
ongoing
and
needed
supports
moving
forward
in
the
high
school.
One
thing
mr
bench
shared,
which
I
thought
was
very
valuable,
was
coherent
support.
E
There's
a
number
of
individual
supports
when
you
look
at
neighboring
districts,
just
like
our
own
there's
a
certain
amount
of
school
counselors
administration
to
service
and
do
different
things
for
students.
Some
neighboring
districts
have
upwards
of
six
to
seven
counselors.
We
have
four
at
the
high
school.
E
Some
of
them
have
two
to
three
to
four
principals:
we're
fortunate
to
have
four
in
our
situation
as
we
go
through
this
presentation
really
trying
to
share
a
unique
opportunity
here
to
really
evolve
our
program
to
support
students
in
a
way
that
is
unique
to
many
other
unique
in
our
district.
I
would
say
by
creating
a
team's
room
and
some
of
the
supports
in
there
as
we
go
through
the
next
slides,
it's
really
going
to
show
an
opportunity
to
service
many
problems
or
issues
or
or
different
students
of
all
levels.
E
Mr
min
shared
the
tier
2
and
tier
3
interventions,
but
the
team's
room
would
be
a
service
that's
available
to
all
1315
students
currently
at
bethel
park
high
school
in
this
next
slide.
Thank
you.
So
what?
What
is
teams?
What
is
the
concept
there?
It's
a
very
long
word
and
why
we
use
teams,
but
it
will
be
known
as
the
therapeutic
emotional
avoidance
up
last
slide.
Previous
life,
therapeutic
emotional
avoidance,
monitoring
and
support
room
again
very
easier
to
save
teams.
E
E
You
know
this
is
a
place
to
support
students
with
depression
anxiety
that
struggle
to
make
it
through
a
full
day.
So
this
room
and
the
hope
and
intentions
of
this
room
is
to
really
support
all
students,
as
mr
minch
had
said,
and
when
we
get
to
the
next
slide
I'll
elaborate
more,
you
know
we
have
a
certain
amount
of
supported
students.
E
E
That's
about
350,
to
360,
kids,
supported
by
an
individual
counselor
and
obviously
they're
there
to
support
our
students
and
they
do
a
tremendous
job,
but
with
the
sheer
volume
and
number
of
students
and
just
the
increased
amount
of
challenges
that
students
have
faced
and
the
different
variables
taking
off
this
pandemic
and
just
in
general
and
today,
there's
more
students
and
more
need
than
people
to
service
this
and
really
kind
of
define
a
space
that
is
intended
for
this.
Mr
min
shared,
you
know
those
three
components
of
academic,
emotional
and
social.
E
In
the
mtss
plan
we
provide
a
ton
of
academic
supports
at
the
high
school.
I
think
that's
relevant
in
our
scores
and
our
we
continue
to
increase
and
we
keep
setting
up
these
things.
We
do
have
individual
and
isolated
supports
through
school
counselors
administration.
We
have
increased,
we
have
social
workers
right
now.
We
have
one
and
a
half
social
workers
at
the
high
school
and
it
is
great
and
kids
are
accessing
services.
E
But
again,
there's
still
things
that
are
being
missed
and
I
think
that's
evident
you
know
through
safe
to
say,
reporting
through
students
and
output.
The
students
need
to
know
where
to
go.
Sometimes
they
don't
know
to
go
where
to
go
until
they're
in
trouble
and
that's
another
point
there.
A
lot
of
the
things
and
consequences
of
behavior
are
sometimes
rooted
in
the
issue
that
needs
to
be
resolved.
E
So
while
we
can
provide
discipline
and
try
to
uphold
students
in
the
student
code
of
conduct,
taking
a
student
to
a
magistrate
or
putting
them
out
of
school
is
not
is
not
the
best
option
at
times
anymore,
because
again,
the
avoidance
of
school
is
the
issue,
and
the
root
of
that
problem
is
really
what
we
need
to
service
so
having
a
designated
space
that
is
focused
exclusively
on
supports
for
any
student
and
again,
what
these
services
can
be
is
as
simple
as
a
de-escalation
room.
Sometimes
a
student
just
has
a
bad
day.
E
They
might
not
want
to
make
an
appointment
or
miss
a
whole
class.
They
might
just
need
to
step
out
and
take
a
breather
and
know
that
they
have
a
place
that
there's
somebody
there
that
will
meet
them.
There
say:
hey,
take
a
seat,
get
your
breath.
Let's
look
at
this.
You
know,
as
we
start
looking
at
data
and
measuring
things,
we
eventually
be
evolving
here
at
the
elementary
and
high
school
level.
Is
there
an
assessment
grab
or
a
data
grabber
to
see
how
students
are
doing
on
that
specific
day?
E
If
it's
ongoing
continued
support,
are
we
monitoring
when
these
things
are
happening?
What's
triggering
these
things?
How
do
we
de-escalate
for
students
that
need
the
support
again?
The
next
part
is
that
liaison.
So
we
have
these
social
workers
that
are
providing
these
great
interventions
for
students.
E
You
know
in
the
last
four
years
that
we've
had
there,
we
have
upwards
of
100
students
accessing
social
workers,
either
weekly
or
bi-weekly.
We
also
have
our
school-based
therapists
for
students
that
need
additional
support,
but
if
it's
weekly
and
bi-weekly
and
then
they're
seeing
students
when
that
student
comes
in
in
crisis,
usually
they're
met
with
administration
counselors
and
usually
we
have
to
fill
them
in
conference
rooms
in
the
high
school
main
office,
where
meetings
are
trying
to
happen
and
different
things
are
trying
to
happen
and
again,
the
space
is
not
created.
E
For
that
we're
just
dropping
kids
in
any
office.
We
have
open
to
kind
of
give
them
that
breather.
This
team's
room
will
be
that
poor
space,
where
students
can
know,
with
no
judgment,
no
perception,
as
opposed
to
just
going
there
to
kind
of
have
this
access.
This
person
access
the
supports
and
these
programs
again.
If
we
go
to
the
next
slide,
I
kind
of
want
to
show
you
this
gap
that
we
really
think
it
will
fill.
E
So
when
you
look
at
the
mtss
colors,
you
kind
of
see
the
general
education
model
here
so
what's
available
to
every
student
every
day
at
bethel
park
high
school,
you
have
admin
intervention,
you
have
school,
counselors
social
workers,
a
sap
referral.
Obviously
they
communicate
teacher
feedback.
Parent
concerns,
that's
all
part
of
the
normal
okay.
What's
going
on,
how
do
we
identify
students
that
are
having
challenges
or
issues
now
academically?
E
If
you
move
down
there,
you
can
see
you
know
academic
hub,
writing,
center,
tutoring
resources,
those
are
available
for
the
academic
components
and
then
we
have
a
thing
to
identify
issues.
But
how
do
we
treat
issues
and
that's
where
we're
going
to
go
next,
so
sap
evaluation
might
identify
as
student
events
missing
school
doing
poorly
has
a
rough
situation
something's
going
on
at
home,
lost
a
job.
Parents
are
going
through
issues,
anything
that
fits
into
that
thing
after
we
identify
them.
Where
do
they
go?
Who
supports
that
student?
E
Saip?
Is
our
student
attendance
improvement
plan
with
our
truancy
laws?
We
identify,
we
send
letters
home
and
we
we
had
outside
supports.
We
used
to
have
a
support.
We
used
to
call
focus
on
attendance.
They
don't
even
take
referrals
anymore
because
they
don't
have
the
staff
to
meet
the
needs
of
that.
So
again
we
send
letters,
we
hold
students
accountable
and
eventually
they
might
end
up
in
front
of
a
magistrate.
E
But
at
that
point,
is
it
too
late?
Have
we
already
missed
an
opportunity
again
to
address
the
issue
in
order
to
reform
that
behavior
again,
it's
not
always
about
a
punitive
consequence,
but
what's
the?
How
do
we
reform
the
behavior
and
change
the
behavior
support
the
student
to
get
to
where
they
need
to
be
and
where
they
need
to
be
is
in
school
as
much
as
they
can
and
as
often
as
they
can,
and
we
need
someone
to
support
that
again.
E
There's
restrictions
school
discipline,
magistrate
if
they
get
a
medical
diagnosis,
what
do
all
those
things
lead
to
an
evaluation,
possibly
for
what
we
call
either
either
our
gifted
services
in
chapter
16,
special
education
services
in
chapter
14
or
a
504
under
chapter
15.,
we've
seen
an
increase
in
chapter
15,
504
service
agreements,
for
I,
in
my
opinion,
for
no
other
reason
except
parents,
don't
know
what
to
do.
They
don't
know
how
to
help
or
support
their
students.
E
So
these
service
agreements,
when
students
are
diagnosed
with
anxiety
or
depression,
they
receive
a
number
of
supports
in
the
classroom
to
help
them
access
their
learning
again.
What
about
the
functional
behavior
now
students
who
qualify
will
get
an
iep.
They
get
an
iep
case
manager
and
they're
entitled
to
all
the
provisions
under
idea
idea.
E
If
the
student
qualifies
for
504s,
they
also
have
a
certain
amount
of
protections
and
a
certain
amount
of
rights
under
chapter
15..
What
happens
to
the
students
that
don't
qualify
for
either
of
these
or
can't
get
services
under
these
agreements
who
supports
them?
Where
do
they
go
again?
They
fall
in
that
lump
of
school
council
or
kids
administrator
broken
up
nerds.
E
Feedback,
they
fall
back
into
that
and
they
have
no
place
to
go
so
right
there
in
that
middle
piece
there,
and
you
can
look
at
this
and
you
look
at
least
restrictive
environment.
Obviously
the
red
in
the
bottom
right
is
outside
place,
an
alternative
schooling
that
is
the
most
restrictive
placement
possible
and
that's
with
no
other
help
before
our
kids
go
to
outside
school
therapy,
or
I
can
go
to
outside
therapy
or
go
to
a
hospitalization
or
partial
program
which
we
have
many
students
that
have
to
obviously
take
advantage
of
those
opportunities.
E
How
do
we
support
them?
Who
receives
them
when
we
try
to
transition
them
back
to
school,
or
do
we
just
throw
them
back
in
there?
So
when
you
look
at
a
team's
room,
even
though
it's
yellow
and
outlined
in
red,
it
actually
should
have
some
green
in
there
as
well,
because
it's
all
of
those
things
it's
an
intermittent
support
for
all
students,
it's
more
than
what
the
general
education
can
offer.
But
it's
available
to
all.
You
do
not
have
to
qualify
for
the
support
or
additional
services.
E
What
are
some
of
the
things
that
this
room
and
or
person
in
this
room
can
do
check
in
check
out
review
of
grades
check
in
make
sure
students
are
completing
work.
Social,
emotional
data
support
therapeutic
space,
de-escalation,
social
groups,
avoidance
for
students
that
you
know
come
to
the
building
you're
having
a
hard
time,
you're
anxious
in
the
morning,
come
to
the
building
start
doing
your
work.
Let's
get
you
into
class
sap
supports
once
we
identify
that
a
student
qualifies
for
the
student
assistance
program,
it's
the
follow-up
for
them.
E
Now,
that's
not
a
challenge,
that's
exclusive
to
the
bethel
park.
That's
one
that
all
sap
providers
is
the
follow-up
services
who's
checking
in
with
that
student,
if
it's
just
a
social
worker
bi-weekly
about
those
other
five
to
ten
days
when
they're,
also
in
school,
where
they
need
support
or
help.
Also,
there's
a
big
communication
piece,
while
outside
supporters
and
social
workers,
our
epic
social
workers
have
been
amazing,
they
don't
have
full
access
to
the
academic
support
with
the
teachers.
E
This
person's
role
is
to
monitor,
align
and
manage
student,
supports
interventions
and
tracking
the
therapeutic
emotional
avoidance,
monitoring,
support
room
teams,
room
work
with
the
administration
to
create
hold
meetings
for
student
attendance
improvement
plans
and
again
follow
through
and
support
the
students
with
those
intervention
plans
through
the
team's
room,
facilitate
the
student
assistance
program
and
support
the
sdis
in
chapter
15,
504s,
not
so
much
the
academic
component.
We
do
that
through
regular
education
classrooms.
If
we
have
to
do
a
pull-out
room
or
testing,
we
have
that
through
the
writing
center
already.
E
This
is
the
behavioral
part
we
used
to
use
crisis
passes
for
students
that
were
in
crisis
and
then,
where
they
do
they'd
report
to
the
office
and
then
they'd
sit
in
one
of
our
many
conference
rooms
and
then,
when
we
have
meetings
we
have
students
sitting
in
crisis
or
in
rooms
that
we
have
to
then
shuffle
around
or
sit
in
different
areas
with
different
supports,
where
this
is
a
one
stop
shop
for
all
those
any
sdi
supports
for
anybody.
We
have
gifted
students
that
have
sdis
with
mental
health
as
well.
That
need
support
too.
E
Where
do
they
go?
The
team's
room,
anyone
even
with
a
special
education,
we
have
a
study,
skills
room
and
it
was
on
that
chart.
Study
skills
is
an
academic
support.
Where
does
the
student
go?
If
students
are
doing
academic
supports?
Are
they
comfortable
going
there
or
do
they
need
the
emotional
intervention
support
of
the
team's
room
again?
Connect
access
with
student
services
maintain
open
lines
of
communications
with
everyone.
E
That's
that
coherent
piece.
That's
really,
I
think,
needed
to
really
make
it
fully
functional
at
the
high
school.
That's
between
students,
families,
administrations,
counselors
social
workers
and
outside
supports
what
would
be
necessary.
There
would
be
this
one
position
of
a
team's
intervention
coordinator.
That
person
would
be
between
the
team's
room
and
this
main
office
and
then
to
help
that
person
in
providing
interventions.
E
We
currently
have
one
and
a
half
social
workers.
Mr
minch,
I
know
has
been
working
over
the
last
year
to
budget
and
hopefully
have
proposed
two
full-time
social
workers.
So,
instead
of
one
and
a
half,
it
would
be
two
full-time
social
workers,
so
at
least
one
to
two
people
are
always
in
that
team's
room
between
the
social
workers
and
the
teams.
E
Person
and
the
team's
person
would
only
not
be
in
there
when
they're,
facilitating
meetings
or
collaborating
and
connecting
services
for
students
with
some
of
those
other
things
with
the
sap
and
the
saip
again
they're
going
to
be
linked
to
the
administration,
to
the
counselors,
to
the
teachers
and
again,
when
you
go
back
to
that.
If
you
go
back
to
that
chart
they're
that
missing
piece,
that's
just
there
again,
we
have
the
general
and
we
have
the
tier
three
supports
where
we
send
kids
out.
H
I
Thank
you,
mr
velani
is
the
type
of
person
that
you
kind
of
picture
for
this
role,
almost
like
a
combination
of
someone
like
a
social
worker.
That
would
be
good
with
that
direct
intervention
and
then
kind
of
also
almost
an
administrative
type
of
role.
That
would,
you
know,
oversee
the.
I
guess
actualization
of
the
program
is
that
kind
of
what
I
mean:
that's
that
was
my
takeaway.
I
guess
from
your
presentation.
E
E
E
It
could
be
somebody
with
an
emotional
support,
special
education
background.
It
could
be
somebody
that
has
had
quasi
administration
support.
We
have
that
you
sign
up
deans
of
students
that
also
are
connected
with
teachers.
I
think
having
somebody
that's
linked
to
academics
while
having
a
quasi-administrative
role,
but
it
would
be
someone
in
a
teaching
a
cba
position,
but
again
it's
finding
that
right
person
that
connects
with
students
is
empathetic
and
again
has
a
knowledgeable
sense
to
be
able
to
again
it's
not
the
punitive
discipline
side.
It's
that
supportive
measures.
E
A
A
How
do
we
make
sure?
Because
once
you're
in
you
know
the
cba
all
of
a
sudden,
this
position
is
open
as
long
as
you're
qualified
you
get
transferred
in
and
if
this
is
viewed,
as
you
know,
I
don't
know
easy
job
or
you
know,
there's
all
kinds
of
different
motivations,
but
you
need
somebody
who's
really
good
with
students
who
can
who
might
be.
You
know
animated
who
can
kind
of
help
them.
You
know,
feel
good.
You
know
this.
A
E
I
think
this
is
a
veteran
teacher.
I
think
this
is
somebody.
Obviously
you
know
with
internal
transfer
system
in
bethel
park
high
school.
If
somebody
inside
the
district
put
in,
we
have
the
ability,
as
the
administration
to
say
yes
or
no
to
that
transfer,
but
somebody
who's
maybe
had
coaching
somebody
who's
been
a
leader
in
their
department.
E
Again
somebody
who's
been
a
part
of
the
sap
team
or
has
had
sap
training
before
those
are
some
of
the
qualifications
and
prerequisites
special
education
degree
is
helpful
or
multiple
certifications.
I
think
again
not
that
we're
looking
for
the
perfect
unicorn
here,
but
I
think
you
you
have
people
like
that
who
have
been
aware
been
on.
Committees
have
been
on
programs
initiatives
and
I
think
that's
somebody
and
that's
some
criteria
that
you
kind
of
put
out
there
with
a
job
description.
E
I
did
submit
a
requisition
with
some
look
fors
for
the
district
to
review,
but
I
would
definitely
open
that
up
and
I
think
you
don't
hire
the
person
until
it's
the
right
person.
It's
the
same
thing
with
gifted.
I
think
you
know
gifted
you
don't
need
a
set
certification
but
again
you're.
Looking
for
that
teacher
that
has
those
qualities
and
intangibles
that
you
know
demonstrate
a
need
to
kind
of
extend
and
go
beyond
what
the
normal
requirements
may
be,
or
look
for.
J
E
Absolutely
so,
as
mr
mint
had
shared
one
thing
we
don't
have,
is
that
functional
data?
So
if
somebody
comes
in,
how
do
you
assess
where
they
are
on
a
daily
basis?
We
have
explored
and
we've
met
with
some
different
providers
and
different
opportunities.
We've
looked
at
that
is
itself
data
a
lot
of
times
with
these
school
attendance
improvement
plans
or
any
of
the
sdis.
A
lot
of
things
have
goals
set.
So
I
would
imagine
in
the
team's
room
when
we
do
get
a
student,
that's
maybe
a
tier
two,
more
frequent
provider
with
interventions
there.
E
We
would
measure
have
some
kind
of
measurable
goals
very
similar
to
those
set
up
in
an
iep
or
a
school
improvement,
or
this
behavioral
improvement
plan
and
again
what
is
that
it's
different
for
each
student,
but
it's
a
measurable
goal
to
improve
the
identified
issue,
that's
being
caused.
So
if
the
students
avoiding
classes
or
not
turning
in
work
or
doing
things,
we
can
measure
and
set
goals
or
progress
like
that.
We
can
update
that
and
do
that.
H
Can
I
ask
a
question:
it's
buffy,
so
I
understand
mts,
I'm
a
special
ed
teacher
and
I
get
what
you're
saying,
but
how,
where
do
you
draw
the
line
like
if
a
student
doesn't
qualify
for
an
iep
or
a
504,
and
but
they're
in
in
that
I
guess
in
that
bracket,
where
they're
getting
a
teams
intervention
coordinator?
How
do
you
determine
who
gets
that
and
who
doesn't
jude
am
I
like
it
seems
to
me
like
everybody,
would
need
it
at
one
point
or
another.
Am
I
not
looking
at
this
the
right
way?
E
Say
you're
looking
at
it
in
the
wrong
way
again,
who
is
that
person
who's
that
identified
person?
It
could
be
the
sap
referral
you
know
we
put
in
when
I
got
here
in
four
years
ago,
almost
five.
Now
we
had
63
sap
referrals
the
next
year
we
had
86,
we
had
125
and
we're
about
150
something
this
year.
So
there's
150
more
kids.
There
again
is
there
crossover
with
our
230
that
have
ieps
our
other
150
that
have
504s
absolutely,
but
that
that's
that
that's
where
that
support
is
there
again?
E
I
think
that
environment
is
there
again
it's
it's
no
different
than
these
places
that
have
spent
upwards
of
a
hundred
thousand
dollars
to
put
chill
rooms
in
there
and
to
me,
a
chill
room
is
just
a
place
to
go
sit.
This
is
not
just
a
place
to
sit.
This
is
to
access
a
social
worker.
This
is
you
know
it's
it's
come
in
service
and
get
back
into
the
day
type
of
room
and
again
so
it
has
components
of
that
it
does
have
some
components
and
crossovers.
E
E
So
you
know
I
I
rely
heavily
on
my
special
ed
background,
all
the
time
and
again,
if
every
kid
had
some
of
those
supports
that
are
not
offered,
you
know,
that's
it
now
we
did
talk
about
an
academic
hub,
we're
looking
at
our
library
to
be
more
of
an
academic
support.
You
know
retesting
things
like
that.
I'm
not
looking
at
the
team's
room
to
be
a
place
where
kids
make
up
tests.
It's
it's
again.
It's
that
social
behavioral.
It's
that
I
need
support,
I'm
in
crisis.
Where
do
I
go?
Where
do
I
de-escalate?
E
This
is
a
room
to
do
that
and
again,
it's
really
already
populated
with
the
social
worker.
It's
really
just
adding
that
coordination
piece
which
right
now
is
being
done
with
counselors
administrators
and
everyone
else.
It's
that
one
person
to
tie
some
services
together
again,
the
frequency
and
volume
is
exceeding
the
personnel
that
we
have
again
now
we're
just
linking
that
additional
personnel,
as
opposed
to
having
seven
eight
counselors,
like
some
schools,
have
or
that
we're
linking
that
person
in
a
space
with
some
social
workers
we
already
have
in
a
central
location,
is
our
idea.
H
K
That
is
not
an
office
that
is
not
bothering
administration
a
contact
person
for
a
quick
check-in
for
some
help.
For
someone
to
talk
to
this
is
wonderful.
I
think
we
really
need
this
very,
very
much
it
really.
It
fills
that
need
and
provides
if
we
can
get
the
right
person
who's
really
good
with
with
students
that
age
and
is
seen
as
someone
who
is
supportive
and
reassuring
and
open
to
helping
kids.
I
think
it's
it's
wonderful.
I
appreciate
you
putting
this
all
together
for
us
to
look
at
thanks.
A
Yeah
I
mean,
I
think
this
is
a
good
idea
also
I
I've
said
for
a
long
time-
maybe
not
in
meetings
like
this,
but
I'm
concerned
that
students
in
the
middle
are
the
ones
losing
out,
because
you
know
on
on
you
know
those
that
have
access
to
ieps
and
504s
were
more
mandated
to
provide
support,
and
it's
the
kids
in
the
middle
who
who
often
lose
out
because
a
lot
of
you
know
investments
in
spending,
go
you
know
to
to
others.
So
I
think
it's
a
good
idea.
A
A
D
A
L
L
C
L
N
I
think
this
is
a
very
great
ideal,
mr
velani's,
especially
concerned
when
you
were
speaking
of
the
last
five
years.
Your
referrals
for
your
sap
referrals
so
in
this
would
be
an
in-house
position.
It'll
be
our
staff
member
as
versus
the
outsourcing.
Nothing
against
that.
But
you
know
the
tenancy
can
happen
at
times
that
we
lose
some
outsourcing
staff
based
on
their
host
company.
N
L
Yeah
I
want
to
thank
you,
mr
velani,
you
and
I
have
had
many
talks
over
almost
the
last
five
years,
as
mr
christensen
said
about
that
middle
person,
but
also,
my
hope
is
that
we're
going
to
catch
some
kids
before
there's
issues
and
if
they're
just
having
a
bad
day,
there's
somebody
to
talk
to
and
we're
not
sitting
them
in
the
office
waiting
on
a
counselor
or
waiting
on
a
social
worker.
It's
an
immediate
thing
and
you
can
catch
a
lot
of
things
before
that.
So
thank
you
for
it.
O
I
also
want
to
thank
you,
mr
velani.
I
think
it's
fantastic.
When
I
worked
in
the
building
in
guidance,
I
saw
firsthand
those
issues
where
we
had
one
social
worker
and
kids
lined
up
to
sit
and
just
talk,
and
so
a
place
for
them
just
to
check
in
just
to
to
get
support,
I
think
is,
is
huge
and
I
also
think
it
could
be
replicated
in
the
future
at
ims
and
neil
armstrong.
I
A
A
L
L
D
D
D
These
two
on
the
agenda
tonight
are
actually
getting
approval
to
to
modify
an
existing
curriculum
from
say,
an
online
source
or
one
of
those
type
places,
I'm
not
sure,
specifically
where
they're
looking,
but
that
would
give
them
the
approval
to
award
bethel
park
credit
for
a
course
that
isn't
ours.
Okay,.
D
D
Yeah
those
those
positions
the
federation
is
giving
the
district
permission
to
have
grant
funded
staff.
That
would
be
one-year
appointments
at
the
end
of
the
year.
We
would
those
positions
wouldn't
exist,
so
we're
using
essers
money,
which
is
federal
stimulus,
money
that
was
awarded
to
the
district,
we're
using
those
dollars
to
fund
some
class
size
reduction
position
at
the
elementary.
I
L
A
C
Okay,
this
is
just
I'm
going
to
go
through
this
quickly
as
some
of
it's
repeating
from
may,
but
there
have
been
some
changes
to
the
budget
since
may,
so
I'm
going
to
try
to
highlight
those
for
you
and
then
answer
any
questions.
If
you
have
questions
through
through
the
presentation,
please
stop
and
ask
right
now.
C
C
C
What's
changed
since
may?
These
are
the
lists
of
things
that
have
been
changed
since
may.
There
were
some
changes
in
revenues
that
increased
that
deficit.
Actually,
the
deficit
went
up
as
high
as
1.5
million,
so
we've
been
doing
a
lot
of
work
over
the
last
several
weeks,
we've
added
the
phone
system
replacement
that
you
see
on
the
agenda
tonight,
we've
increased,
we
had
to
increase
some
charter
and
other
tuition
costs
based
on
student
enrollments.
C
C
Because
they
changed
because
of
the
staffing
changes
we
added
some
wages
for
para
education,
a
paraeducator
that
was
hired
in
april,
some
postage
cost
changes
and
some
other
minor
wage
adjustments.
What
decreased?
We
had
some
software
reductions
for
repetitive,
duplicated
software,
that
was
in
the
budget
that
were
found
when
we
went
back
through
it.
There's
some
new.
There
were
some
new
textbook
purchases
in
the
budget,
but
they're
not
really
ready
due
to
the
new
curriculum
cycle
and
new
process
to
purchase
those
books.
C
So
we
were
eliminating
those
it's
probably
going
to
be
another
year
before
they're
purchased.
We
moved
the
restroom
concession
stand
construction
to
the
capitol
reserve
plan.
Instead
of
the
general
fund
budget,
we
eliminated
the
capital
reserve,
we
eliminated
positions
based
on
retirements,
the
librarian
aid,
the
paint,
a
painter
and
four
pair
educators.
C
We
eliminated
some
the
intern
positions
that
were
in
the
budget.
We
moved
the
admin
from
the
up,
it
should
say
from
the
ppo
to
the
epo:
it's
backwards.
There
saving
the
district
a
little
under
fifty
thousand
dollars.
Because
of
the
phone
switchover
we
can
reduce.
We
can
eliminate
the
cisco
support,
so
the
net
on
the
phone
change
is
really
a
positive
for
us,
we'll
save
19.5
on
that
expense,
and
then
there
were
some
changes
due
to
some
duplication
or
changes
in
staff
that
netted
the
final
amounts
questions
about
that.
C
C
A
C
C
A
C
A
lot
of
them
can
come
from
your
social
security
reimbursement
or
your
retirement
reimbursement,
because
you
base
those
projections
on
your
staff
and
your
salaries
that
you're
going
to
pay,
but
obviously
those
change
throughout
the
year,
because
people
retire
resign.
You
hire
new
people,
so
those
numbers
can
fluctuate
somewhat:
okay,
okay,.
L
Mr
mcaulin,
one
more
question
I
know,
based
on
our
millage,
increase,
we're
not
going
to
have
any
issues
with
the
ruling
out
of
montgomery
or
yeah
montgomery
county,
I
believe,
with
laura
marion
and
their
lawsuit
last
week
with
the
them
owing
the
taxpayers.
27
million
dollars
for
their
millage
increases.
P
C
C
C
When
you
look
at
spending
per
student
compared
to
your
neighbors,
mount
lebanon,
peters
and
upper
st
claire
bar
on
the
left,
shows
you
the
dollar
spend,
but
the
chart
on
the
right,
which
is
a
little
more
interesting,
shows
you
the
percentage
of
that
spend
and
where
it's
spent.
So
you
can
see
that,
while
the
other
school
districts
are
spending
more
than
bethel
park,
bethel
park
is
spending
the
largest
percentage
of
its
budget
on
personnel
costs,
which
is
the
blue
bar.
It
is
the
highest.
C
So
that
tells
you
that
a
couple
of
things
that
we
already
know
your
staff
is
up
there.
In
years
you
have
a
large
percentage
of
your
staff
that
is
top
of
the
scale
with
many
years
of
service,
and
you
also
have
a
lot
of
additional
staff
that
we're
aware
of
because
of
your
situation
with
five
elementary
schools.
So
looking
into
the
future.
These
are
numbers
that
we
hope
that
will
improve
down
the
road
three
years
because
of
the
the
situation
you're
in.
C
C
C
We're
aware
that
our
dick
director
of
buildings
and
grounds
will
be
leaving
us
so
we'll
be
replacing
that
position
and
then
there's
one
custodial
maintenance
retirement
as
well.
That
we'll
be
replacing
the
district
anticipates
the
following:
retirement's
resignations
not
being
replaced.
There
are
seven
faculty
positions,
one
computer,
professional,
five,
paraprofessional
instructional
assistant
positions
and
two
custodial
maintenance
positions
and
then
we're
going
to
add
a
couple
positions.
C
Teams
actually
isn't
on
there
probably
should
have
been.
I
think
it
got
added
at
the
last
minute
and
already
had
the
slide
made,
but
there's
a
halftime
kindergarten,
halftime
special
education
teacher.
That's
in
the
budget
there's
a
possible
another
increase
of
a
half-time
kindergarten
teacher
who
is
currently
half-time
that
might
need
to
move
to
full-time
based
on
where
enrollments
end
up
and
then
there's
an
increase
of
two
part-time
admin.
Secretaries
moving
to
a
full-time
status,
one
is
in
the
transportation
department
and
one
is
in
the
special
education
department.
A
C
I
C
Yeah
it's
factored
in,
there
was
a
bigger
allocation
granted
by
the
state
this
year.
This
is
the
first
time
they
have
since
the
inception
of
that
program
increased
the
allocation
to
the
district
and,
I
believe,
our
number
well.
Every
year,
our
number
of
homestead
farmsteads
changes.
So
that
resolution
has
the
number
that
the
tax
break
will
be
for
all
the
taxpayers
with
the
homestead
exclusion
on
the
tax
bill.
I
can't
remember
what
it
is
up
two
hundred
and
something
two.
C
K
L
B
K
C
C
You're
welcome
the
capital
purchase
is
in
the
budget.
There
is
money
in
the
budget
to
replace
the
playground
equipment
at
memorial
elementary
and
then
there's
a
substantial
little,
a
little
under
600
000
capital
lease
to
replace
technology.
Continuing
on
with
our
theory
of
replacing
technology
on
a
cycle
this
will
be,
I
guess,
the
third
group
of
items
we
purchased.
C
The
administration
laptops,
as
well
as
the
laptops
that
the
board
is
using
right
now
there
will
be
some
monitors
that
will
be
purchased
to
go
along
with
that,
so
that
they
can
be
docked
and
work
at
their
desk
with
larger
monitors
and
then
the
ims.
Tech
lab,
which
happened
to
be
apple
max
minis,
will
also
be
replaced
in
that
lease.
C
This
is
where
your
fund
balance
is
with
this
budget.
You
would
have
about
five
percent
of
your
fund
balance
for
undesignated
purpose
purposes,
which
is
just
slightly
under
five
million
dollars.
A
little
over
a
million
dollars
is
non-spendable,
that's
tied
up
in
inventories
or
prepaid
amounts
for
insurance.
C
C
There
used
to
be
money
set
aside
for
copiers.
You
had
purchased
them
outright
several
years
ago,
however,
would
be
the
administration's
recommendation
that
you
don't
do
that
in
the
future
that
you
do
a
leasing
program,
just
like
you
do
with
your
laptops
and
computer
technology,
there's
no
value
in
having
these
copiers
at
the
end
of
their
life
cycle.
C
L
Can
I
can
I
ask
a
question
on
this
real
quick
sure
and
the
band
uniforms
the
forty
five
thousand
dollars,
dr
welsh.
We
had
this
conversation
a
couple
of
days
ago.
When
did
they
plan
on
purchasing
them
again
and
what
is
the
normal
cost
for
that,
because
I
would
totally
encourage
the
band
directors
to
look
at
summer
uniforms.
L
We
had
they
had
an
incident
at
the
memorial
day
parade
because
it
got
so
hot
we've
got
to
get
them
out
of
the
black
wool,
even
if
we
do
black
shorts
and
their
orange
tops
that
they
all
wear
underneath
it
totally
encourage
that,
but
is
that
something
we
could
use
to
supplement
them
for
that?
Also,
if
it's.
C
L
L
L
You
know
a
lot
of
tennis
shoes
or
band
shoes
situation
would
not
be
overheating
of
all
I'm
talking.
You
know,
bethes
are
up
to
here
with
collars
and
black
wool.
Sweaters
majorettes
are
up
to
here
with
callers,
again
also
and
leotard
uniforms
that
can
get
very
hot
in
the
middle
in
an
80
degree
day
on
memorial
day,
parade.
C
C
B
C
Your
ending
fund
balance
at
about
point
six
point:
eight
million
dollars
again.
Once
we
have
the
projects
done,
we
continue
to
work
on
our
facilities,
master
plan
since
you're
going
to
be
updating
the
middle
school.
Your
high
school
is
about
10
years
old
and
then
you're
going
to
have
a
new
facility.
We
don't
anticipate
a
large
number
of
capital
projects
in
the
next
several
years,
but
we
will
have
to
start
to
do
some
updates
to
the
high
school.
C
C
We
are
starting
to
look
at
options
for
electric
buses,
there's
a
new
document
that
came
out
now
for
some
grant
money.
So
if
it's
an
option,
we
will
consider
that
moving
into
the
future
again
paving
projects
and
then,
like
I
said
some
security
upgrades,
there's
some
updates
at
the
stadium
that
we're
we're
talking
about
and
some
storage
that
is,
that
needed
in
some
of
the
buildings
as
well.
So
those
are
how
that
fund
balance
is
broken
down.
A
So
you'd
outline
there's
about
a
350
000
deficit
yet,
and
I
I'd
like
to
see
that
a
plan
to
close
that
because
it's
you
know,
as
we
saw
this
year
even
when
you
take
out
the
cares
and
all
the
additional
expenses
we
had
do
the
grants,
we're
probably
still
going
to
see
about
a
three
and
a
half
to
3.8
percent
increase
in
expenses,
so
we're
going
to
start
out
in
a
hole
next
year
also
when
we
start
our
budget
planning.
So
I
think
it's
good
to
close
this
gap.
A
I
think
you
were
going
to
look
at
some
you're
going
to
make
some
recommendations,
so
I
think
for
the
meeting
next
week,
if
we
could
put
a
special
presentation
on
you
know
before
we
get
into
the
business
items,
if
you
could
update
us
on
your
recommendations
and
changes,
and
we
have
some
discussion
before
actually
getting
into
the
voting,
but
as
ms
turner
suggested
or
requested
it
should.
This
should
be
a
separate
should
not
be
added
to
the
consent
agenda.
Let's
hold
it
out
separately,.
A
A
On
on
this
agreement,
this
may
be
another
action
item
for
next
week.
Also,
is,
I
think
it's
the
same
agreement
that
we
had
last
year-
and
you
know,
we've
done
a
lot
of
good
things
through
this
agreement
over
the
last
couple
years
with
all
of
the
stand
programs
and
things
like
that,
if
we
could
identify
some
specific
and
I
think,
we've
identified
responsibilities,
the
building
principles
and
how
you
know
they
need
to
engage
here.
So
I
think
it's
been
good
stuff
there.
A
B
E
O
Next
year,
what
does
that
look
like,
and
could
we
convert
to
maybe
a
per
session
rate,
as
opposed
to
an
annual
rate
to
kind
of
move
those
resources
to
some
of
these
other
areas,
like
the
teams
coordinator,
we're
needing
fifteen
thousand
dollars
to
cover
that?
So
just
had
some
questions.
Okay,
such
as
that.
N
M
A
A
B
M
M
That,
given
the
price
that
was
not
discussed
to
have
a
backup
one
because
I'm
sure
we
could
physically
lift
it
just
would
take
two
people.
It
takes
a
little
bit
more
manpower
if
that
situation
would
occur.
I
do
know
with
the
individual
wheelchairs
if
it
breaks
down,
given
the
nature
of
the
needs.
Generally
speaking,
someone
comes
very
readily
to
to
fix
those
issues.
M
N
N
L
M
A
L
A
L
D
That's
just
a
revision.
This
is
what
this
was
speaks
to.
What
we
talked
about
in
the
curriculum
committee
meeting
several
weeks
ago
about
increasing
accountability
on
middle
school
students
who
don't
achieve
a
proficient
score
on
the
pssa
would
be
assigned
to
a
intervention
class,
and
so
it's
a
one-line
addition
to
the
existing
policy.
B
D
Yeah
it's!
This
is
not
an
existing
policy.
This
is
new.
It's
a
new
proposed
policy
and
based
on
all
the
feedback.
We
we
got
from
some
of
the
community
members
who
had
a
problem
with
a
guest
speaker
at
the
high
school.
We
didn't
have
procedures
for
administration
or
policy.
So
this
this
is
a
new
policy
we're
recommending.