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BOARD MEETING UPDATE - JANUARY 2017
The January Board meeting was held at Washington School. Human Resource Director Dave Boster presented a report on Workers Compensation. The School District has a contract with Workers Compensation Self-Insurance Trust (WCSIT) with stop loss at $400,000 per individual claim. A third party administrator, The Sander Group, is hired by the Trust to administer the claims processing. Sander Group handles payment of Workers Compensation Disability Income for employees, payment of claims from providers and interacts and provides payments to legal counsel. The expenses for Workers Comp has decreased dramatically over the past four years. The expense in 2013/14 was $470,669.84, 2015-16 was $288,511.23. Expenses so far this year are $18,846.62. These expenses include payments to providers, disability payroll, and legal fees. Mr. Boster stated that a successful Workers Compensation program consists of three elements: 1) frequent monitoring and communication with the third party administrator, 2) back to work program, and 3) a well-run safety program. Mr. Boster and Benefits Coordinator Teresa Kemp have done a good job of monitoring Workers Comp and implementing changes to cut costs.
Carol Frericks, Director of Student Services, and Eryn Beswick, Special Education Director, reported to the Board on the current QPS Multi-Tiered System of Supports (MTSS) with Response to Intervention (RtI), and Special Education Co-Teachers. Data analysis in 2015-2016 found that the current interventions do not address the needs of all students. Mrs. Frericks provided an overview on the framework for MTSS and the process for RTI regarding both academic and social/emotional learning. MTSS is a framework for organizing a continuum of interventions for academic and social/emotional learning. RtI is a process for determining student interventions and monitoring how the student responds to the interventions. Mrs. Beswick explained the co-teaching service delivery option. Two or more teachers with equal status share a classroom and are actively engaging students in learning in a general education classroom. This would provide opportunities for differentiated instruction to address individual student needs. Co-teaching would benefit students with Individualized Education Plans (IEPs) by reducing the stigma, improving instruction and continuity, and giving them access to grade-level curriculum with their peers. Currently, ECFC offers blended classrooms and co-teaching teams are providing service in 4th through 12th grades. Co-teaching teams may be established in all new K-5 buildings to offer increased support in the general education classrooms for all students. Co-teaching will be implemented within the resources and budget available. FTEs (full time equivalents) will remain the same.