the thirty five other matters we will be going into executive session for the just discussing not negotiating strategies with nonunion personnel superintendents contract the committee will not return to the concession helpful since we didn't have internet access office today the said news is that tony williams who is a fossil high school graduate passed away today at age forty nine due to complications of pneumonia tony is known to many in our community for his inspiration perseverance and his commitment to helping others following a tragic accident on the football field in one nine hundred eighty two which left him paralyzed our condolences go to tony's wife just sent to kerry and williams who resides in foxboro as well as his extended family and many many  multigenerational but i really mean michelle tease projects and i remember a few months ago walking into this class i just kept my belief in seeing what the kids were doing and i just thought it was like this wonderful graphic design project  think they were until they told me that they were doing this or actually to help younger students and then discovered that it was actually a collaboration between a very elementary principals and and there are other how expensive it would be doubt that all of our own country classrooms will be theirs and then the next part was we really didn't like all the designs from this company and so is the more we thought about it we said is it really worth worth the cost that we're you know we love the idea but we don't think all the designs are going to really measure of our students and where they're coming from so we continue to talk about it so what do we do next with a great conversation with kelly during one of our administrative retreats where we share the side dia and that's when kelly immediately grabbed her students at this point year and it was about learning the spacing between the letters and how it really makes a difference in how different somehow people can receive the text and i'm whether it's clear for people to understand and how people can understand so when we first got this project we hadn't seen the cards that the school already had and we so we thought it would be more including like icons and like using pictures for students to understand them so once we got them we saw what they were already using we realize that they're examples where using more tax base and i like using the words to express the meaning behind the book i really wanted so at first we were going in one direction but then once we saw how they were using them before we changed it up a little bit and now that's how we got to  so these are the twenty three vocabulary words that we got for some of them we had to look up the definition because we didn't know all of them and with the cards that they already had there were some that weren't really expressed very well and you could tell that that the students could receive it and this was an app that we use that showed what students were learning in each grade because for some things we would look at it and we would say we understand this but with the first grader understand if you can you know to say i remember these students going against the middle school as a good grade and it was surreal to walk into there and see that not only high school aged but so talented and able to take this project smaller group i mean it was on the agenda last year when there was a big list of athletic events it was we didn't have it on because it was such a small group last year that when he wasn't sure he wanted to do it again i but he had more interest from the individual athletes sports usage was coming in the scheduling and he confirmed that there are a lot of kids on the turf field from sunrise to sunset so i know you play a very key role not so i just want to thank you but thank you  been great to work with and everyone's been so understanding of patient with me i'm as we figure it out together but it's then baseball softball track soccer with the girls across the cross out there right now which is i mean the goal is to have just as much as there is me like actually have a question then i'll apologize but i'm just curious i read it was read i read the law and it does say that after this vote is taken to opt out that such resolution by the school committee is filed with the board then we would comply with that if we say that we haven't and we never recorded you know that the vote then they saw no the communities are not ok that was my question good question yes ok so any further discussion break here ok so the motion is that the foxboro public schools will not participate in school choice for the twenty fourteen twenty fifteen school year all those in vapor we have to recall bruce do we have a procedure we have to  late if it's ok let me just give you a little bit of a background to see how we got here with this project and quinolone our future eagle scout and then they'll give it over to him and he can speak on it as your as you recall we started the construction back  turf field in the late summer early fall but to get to that point we had to bring it through the conservation commission because part of the turf project is baseball softball field hockey there's an all purpose field a parking lot that's going to go  so during the design process on the back and behind the high school used to be the old septic treatment plant and there's a buildings and kind of junk that was all associated with that that's all cleaned up now and we leveled it all out bit better because we are even though a clean in that area up we're losing about four or five acres of kind of wooded area that buffers the back side so there's a couple things that we notice when we're out there and i'll just show this board quickly just so you know field so we have a gravel parking lot for fifty cars a practice field the baseball field the field hockey field and a softball field now what happens when we clear this all out we notice there's a large drainage ditch that comes all along here and if you driven up there is kind of steep slope we mention to the conservation would be a good opportunity to kind of clean up the water as it comes because all this water comes down when it rains from all these parking lots and it carries the hydrocarbons from the tires and the oils and things like that so we had committed to them that we would come back and we could have given this to a contractor but it was going to be more of a community effort in the feeling is if the communities involved it stays a lot longer and people take pride so we came up with the concept that we would slow the water down as it goes along the the swale would check dams and plantings in decorah can talk about that and by the time the water gets down to here and eventually ends up down towards where that one forty  community gardens are so it's it will be a nicer traveling for the for the water quality and then the other thing is when we're clearing these trees on the wildlife the birds and the bats and things like that we said well we'll see if we can kind of replicate their homes someplace in that area so this is far as we got a new member of the meeting they they like didn't we said we would be back and so we're back now following this meeting we're going to be in front of a conservation commission a kind of explain  introduce declan and what he's doing so that's all saying that i'll pass it over to declan then when we got to the point we reached out to anyone that would consider it was the first one that came to us so present a couple of  we've i've decided that we want to build one hundred forty bird houses and twenty bad houses surrounding not only the back fields but also going all the way up to the sand berms field and surrounding to regulate the water flow so the water doesn't break through there and destroy the swell and those kind of consist of piling up little like brought dams and things like that and along with that they'll be planting some grass in the s and i'll be planting some bushes and like berry bushes and things like that along with the czech dams to help regulate the water flow and become almost a natural filter for some hydrocarbons in the runoff from parking lot tonight my two sons are in scouts with declan who incidentally is the senior patrol leader of troop seven right now and both jack and sam said they'd be very happy to help with this project so my question is what's your timetable for th june early june mostly because i can't get any of the i can start on the project until i have it signed off by the boy scout council and unfortunately i can't get to council till close to the end of may so say you're looking to start this is that yes ok and then what's the timeframe for well oh an actual project hopefully once all the construction is done of the bird houses we can through financing since is this is a broadcast to the town so there might be people interested in this project how are you financing it and what about the facility from we're going to be constructing and storing these might you need space that one organization or another can help you with either construction more snow or storage of completed and you know the habitats that you're making do you need help with that or what would be of help to number for the fund raising we've planned on meeting setting up booths on our armed forces day and founders day as well and my plan is to have people come up and have a chance to sponsor a birdhouse so what they would do is they come up and give us twenty five dollars for the bird house and we'll give them we'll take their e mail address and give them a number for their bird houses and as we put up the birdhouses will number each one and when we're done we put up a little i think that's a great idea absolutely is the prime father press yeah it's great douglas or anything else you needed from us besides our approval at this point yeah i need you to sign the actual workbook so i can bring  room yeah it does as well as the plants in the bird house will also be building some signs to put in the entrance of the field so that just explaining what the project is in the purpose of the check dam so u getting rid of for not getting rid of but lessening the steepness of that grade back there we actually did quite a bit on that in the back section we there's a problem because obviously the closeness to the baseball example we've had cars overturned i think before that when your guard will be all wrong way you know what we actually are trying to do is that you we've asked them if they can extend that pipe one more length then so that we can actually fill in a little further and then we would put some kind of a barr er whether it's in the rocks or even maybe continue the fence that goes along the roadway there just you know anticipating a lot more traffic back there now if we've had that problem in the past you know we could do anything to that's why we did the original fence and now now that we've cleared the trees that bird houses it was a kind of a no brainer small thing to get mad and it was this much involved in the kept saying you know if it's too much let us know he kept saying no no no but he's reached out to businesses the community he put together the business maintained of them are houses even though they're pretty low maintenance they're going to be opened up once in a while to clean though so there's going to talk about yeah some of the money that will be getting from the sponsorships will be going into a fund to give back to fo high school so once a year i don't know who can come out and open up the bird houses and clean them out and just keep it all maintained so it can last for a very long time school committee members clean  going to be a good meal that's going to be field hockey field as drawn goes right through the baseball field right how do we handle fencing around the baseball field yes it's very similar to what was there before it's kind of rectangle around everything so th move on to well beyond what any public school district can do and i'm so grateful for this partnership and i learn from them every time we meet and i'm always happy that they're here to speak to the committee about what they see in the data so third year of launch today and that to us this is a real mind of the sea and what we can really get so i want to thank you for this third year because i hope i can communicate to you but there's some really exciting data that are  important not only for this community but more generally and so i'm going to go through the early part of the task force survey pretty quickly because i know you should from the previous years you will have had this information about what our objectives are which we're looking at aggression the levels of the types we're looking for places of difficulty in the system and we have victims targets of aggression to give us this information we're also looking to have a metric that we can use to determine whether whatever we do as a community has an effect on bullying and on various kinds of bullying knowing whether we have an effect means we can continue things that we're doing or change things that are really working and we're measuring the effect of the caring school community program that started back in two thousand and ten so this is a this in additional exciting component that we happen to come in just at the right time and that was beginning the survey is one that ensures the validity of responding we do that in a number of different ways we have a program that actually tests whether or not students are responding at a speed that indicates that reading the questions we also have a part of the inventory that has a reading test and it's not just a reading test but because you have to answer particular items and in a particular way you can test whether someone is really playing your game and answering things in a reasonable fashion we also have throughout the survey what we call up positive deceptive of the scale it's one that picks out individuals who are not really responding honestly they're saying much better things than really most people would ever say about themselves and we also have something that's an improbability scale which means saying things that are totally improbable and as you can see we eliminate people so thirty four the middle school twenty nine of the high school students were eliminated for the reading program and the positive this up to be twelve students were eliminated in middle school and sixteen in the high school and then on the improbability eight and ten now there it turns out that students who do want often times do  the elimination is not one for each one but overall we eliminated this year fifty one of the seven hundred fifty three middle school and fifty four the seven hundred three high school students which is approximately equal to what we've done in the previous years and that again is important because it indicates that you're not knocking out people and getting effects because you're doing something differently for effects so that's the equivalent to two thousand and eleven in two thousand and twelve again we're just going over every briefly this survey  it asked of all students six to eight questions about different kinds of aggression so physical aggression nonphysical aggression relational aggression and cyber aggression and in the high school also sexual harassment  parallel questions are asked for people who are perpetrators and people who are targets of that perpetration so these are just examples again a physical aggression question is simply i grabbed and held someone against their will one of the things that's very important about this is we're asking about then nonphysical aggressor here you're not doing it to a person's body but to the things they own room is told stop them from other students just to be mean relational is is aggression within a relational context of your i intentionally left someone out of an activity or conversation they really wanted to be part of and then the last one is kind of relational aggression except it's on the internet so it becomes cyber aggression and not surprisingly there's a high correlation between those who are relational and those who are  we also have in the in the program we have a sub routine that identifies whether individuals are potential aggressors or are potential victims and then they're aspecific questions and so we get information about proactive and reactive aggression about the aggressors proactive aggression is the kind of aggression that is instrumental it's thought about before it has a target and it has and i mean and reactive aggression is aggression that occurs in reaction to something that happens it's gresham that oftentimes is angry or anxious or mood driven kind of aggression social isolation speaks for itself emotional distress lation means problems dealing with holding your temper controlling your mood so overall aggression so these are this is the we're going to go through first the middle school and i'm going to troy i'm going to try in the end a middle school to give you both an overview and then also to try to talk about how it is we assess what's going on as a function of the the caring school community so basically you can see here the physical aggression we had a very significant effect and indeed from two improvements and there was significant improvement the first year was maintained in the second year it wasn't increased significantly how many use the term significantly what i mean by that is that's when the difference that occurs is very unlikely to occurred simply by chance so they're going to be differences here that look very big and real but if they're not significant we don't consider those to be real real effects for instance the cyber of the cyber was the same same effect we hear it here of the levels of significance you can see that these effects are very very strong ok or what the one in a thousand chances that they could have been by chance ok now one of the gotta go back so  in previous years what we have done is we have given data on the percent at least in and almost daily but going through that now with three years gets to be far too complex to process so essentially what we what we're going to do is we're going to give you graphs of what happened and this is a graph of almost daily that almost daily focus on these particular data those are only one of the kind of percentages that you dealing with we get far more stability if instead of using almost daily we use the scale score so here we're getting the scales core is the average on all of the items that are tested statistically that has a much higher reliability and gives us a great lot better sta ability so hams going to switch in those are now the data when you have the scale scores you can see how nice and straight and even they are and the effects you can see vary and so for instance you have the nonphysical that's the the the because when you see we had an effect and then it leveled out you can see here for the relational aggression we had an effect and then that it leveled out here's the physical which kept on going and then the cyber which we had an effect and it leveled out so you can see those are where the results are the significant effects are are coming so conclusions from the overall the fact is we have an overall decline psychological scales which i'll be talking about later are going to suggest that the change in middle school is due to a reduction in emotional dysregulation and reactive aggression it's really not tied so much of the proactive aggression and the later on we're going to see that the targets of type two hundred in and isolation you notice that still the biggest aggression is in the nonphysical in the relational so if you actually look at it sixty one percent which is the average of these two of the students are still experiencing at least some of it and if you look at the frequency of experiencing it almost every day three point two percent but that's down from in five percent in two thousand and twelve and six percent in two thousand and eleven  where is the worst aggression is something that we've been tracking so this was what this is what we had in two thousand and eleven where it was a combination of the eight grade boys the eighth grade and seventh grade boys in two thousand and twelve it really focused on the seventh grade boys those seventh grade boys then moved in two thousand and thirteen to the eighth grade and they are still the group that is really problematic they have not experienced the caring school community they were kind of ahead of the curve would have been lovely to have had them  in the program so now i want to try to give you a visual of how it is with thinking about assessing the caring school community so we have the grays and the caring school community was a k through fourth program we do the survey  fifth through twelfth grade so these are the individuals basically as we move through the years and individuals move forward they have different number of years that they will experience the caring school community so as we move forward more and more people are moved into the the survey and they have experienced different amounts of caring school community through their different effects that we look at as we move forward we're right here now in two thousand and thirteen one of the effects that we lose is what is the sixth grade effect and we did get the sixth grade effect last year so we compared the sixth graders who had had the caring school community to those who happen to see whether there's a real drop this is called an age cohort design naturally occurring age cohort design seventh grade a fact is now we have a group in two thousand and thirteen who have moved into the seventh grade and we can compare them to the ones previously who have not had the caring school communities that's one of fact there's a second effect which is one that's done within years so we have groups that have not had the caring school community compared to those that had and it changes as we move through the year now this is an effect that's very difficult to get because basically as we're moving through middle school we're moving into more bullying so that you it to get the pattern where you actually get this kind of result i never thought we'd manage to get that that's what i said was telling debbie that was she made my year when we've gotten some of those effects i was kind of like jumping up and down but i only had judy to celebrate with we celebrated ok so so now we're going to do the physical the physical abuse we're going to use the scale score and here's the data now this this looks very complicated i'm going to this particular want him going to broaden it and i'm just going to go through what it is we're looking for so you can see the patterns which are so important so the first thing we're looking for is we're looking for what i call the sixth grade effect now but to make things easier for you to process what i'm going to do is i'm going to use circles to indicate the no caring school community and i'm going to use pluses to indicate those  particular classes in those ages that have had caring school community and what you see already is that the no caring school community are higher in general on physical aggression but that's not the key to the pattern the thing is we ask that we get our sixth grade effect yes we did i showed you these data last year and next was what we're going to get our seventh grade effect yes we did significantly the next this can considering them within now in the comparisons this is the only one in which the significance is between these two groups so you've got your caring through school community in all the others we've got the pattern we just didn't quite make it significance and this one was very close that's pretty amazing effects so that's the that's the the findings for the physical now we go to non physical aggression same thing is going to occur in each one what i'm going to do is now i'm going to give you the not no caring school community and caring school for me and in this one we got our sixth grade a fact we got our seventh grade in fact and in every year we got the caring school community to be better than going to relational we're going to get the same results in relational so here you've got the six you've got the seventh and you've got across the board you've got the effects the relational for cyber we don't get everything ok but you got remember that one of the problems about a problem one of the characteristics i should say of cyber bullying is that you'll notice that the fifth in the sixth grade is have very little of it so what happens is you have you have the water you don't get the sixth grade effect this is not significant but there's hardly any cyber bullying to kind of get rid of in the fifth graders you do get an overall effect in the seven so we don't get our seventh grade  we get an overall of like this part is not due to the caring school community this part is due to the caring school community however even in this one we get significant differences here we just missed it again with the sixth graders who were very low in the cyber bullying and here we get two different significance i don't resent very good in doing it so you got this these are different from matt and these guys are different from that so it but it goes in the caring school community direction again so now looking at targets of the data in targets are not going to be as as clean we're going to get in the targets a caring school community effect but it's going to have some parts that don't work and this is one of the examples of why the the survey is so good because of the data files for us a place that's a problem that we need to address so but first i just want to compare the aggressors whom we've just looked at to the targets and in general you find aggressors reporting slightly less aggression then you do the targets  can they're consistent across the three years the explanation for this is you do have bullies who target lots more people so that that's very consistent with the literature that that we found deliberate or in the so here in aggression we had a physical effect you see the overall effects are going to be much less significant this one was on the zero five we have a nonphysical which is a very important one but we don't have any improvement we just have kind of maintenance of where we got in two thousand and twelve relational same fact cyber didn't quite reach significance it was a tendency if you look at the overall effects you can see where the nonphysical is the one we got the biggest effect and you can see that's continually moving straight down the slope is almost the same as it was the first time the trajectory is all down except for this little blip in relational aggression between two thousand and twelve that none of these of course is significant in that in the right side so the general overall trend again the relational targets just as you have the relational bullies are saying they're doing the most bullying in nonphysical relational the targets are saying yeah that's where they're doing it right and you see th very high level seventy eight percent of individuals is actually a little bit up from the seventy five percent in two thousand and twelve that's not a significant difference are they experiencing at all the time we do get a little bit of a reduction two six point four percent the average of these two here which is down from eight percent in two thousand and twelve and nine percent two thousand and eleven that's the more consistent bullying of someone experiencing it almost every day which is quite intense the worst aggressors again in the eleventh grade to two thousand and eleven we had a seventh grade boys in the sixth grade girls in two thousand and twelve we got the seventh graders who were the targets with the six grade being targets for the nonphysical when we moved into the current year it was the eighth grade again they were the aggressors and they were aggressive against their classmates so you find the boys and the girls being the highest subgroups of targets to look at the physical aggression and this this gets to be a little bit more heavy lifting because it's not the simple pattern that we have first i'll try to make it a little bit easier by giving you the no caring school community and the yes kerry school community and as you see in general you've got the ones who have gotten the caring school community are in general lower but it's not complete we didn't get a sixth grade effect that was almost significant but we didn't get it we did get a seventh grade effect on the targets and this is one of the things to watch through it the sixth and seventh grade effect on the targets it's going to be consistent and troop we've got a the level of fact in two thousand and eleven but you can see we didn't get that the consistency in any of the other places in two thousand and twelve and two that they're doing now why is it that we're not getting it well if you look at that little group then that's the fifth grade is if you just drop them down if they were lower you would have a pure caring school community effect so what's happening here is the fifth graders who are the fourth graders coming into fifth grade are being targeted physically a lot ok they end up being and we're going to see it's target more than just physically it's targeted non physically and relationally as well so the fifth graders are one of the problems you have a caring school similarly complex pattern when we go to the non physical aggression if we look at the overall pattern indeed there is some caring school community notice we do get the sixth grade a fact we do get the seventh  we have another interesting effect that comes up here and this is in effect in the first of all the two abrams effect occurred that was the one i reported last year which she was working with the eighth graders and and reduce non physical aggression singlehandedly and  of this is an effect that's interesting going to see it come up in a couple places so that there's six periods in two thousand and thirteen are significantly higher than the sixth graders in two thousand and twelve so that they're they're kind of having more difficulty later on so there's a sixth grade effect and a fifth grade effect i'm going to show you data that suggests that what seemed this seems to be related to is isolation social isolation you notice that the the effects overall don't end up being consistent within them and that's partially because again you've got this really high fifth grade effect that's sitting in there ok relational targets again we know school and the school we get the sixth grade a fact we get the seventh grade effect here we have that sixth grade negative effect where the sixth grade two thousand and thirteen or higher than the sixth graders of two thousand and twelve and we do we don't get the pattern within the years and again that's due partially to that fifth grade group that's high in the group as targets and also the other the other problem here which was true in the non physical aggression is that sixth grade problems are those are the two problems that come up in cyber we do a lot better because the the fifth graders don't aren't targeted when they come in they're targeted another way so there's the no caring school community caring schools community it looks more clean for the caring school community effect you get your sixth grade effect this just just missed significance so i put a question mark there but it was consistent across that that we were getting those effect we have this sixth grade problem that comes out you don't and you do have in both two thousand and twelve and two thousand and thirteen you get the caring school community effect but you don't have the high fifth graders so you can see when the fifth graders go down because they're not cycling targeted this is the caring school community that but all of this is very important to show that there is an effect on aggressors here you can see they care not caring school committee verse the caring school community we have this one kind of really strange effect which is the seventh graders in two thousand and eleven for some reason were very low in emotional dysregulation but within this you see you get the sixth grade in fact you get the seventh grade effect and then you have this significant effect which is the seventh graders who are very low in two thousand and twelve become the highest people in two thousand and two  highest people in two thousand and twelve you do have the caring school community effect in two thousand and twelve this pattern is very much like the pattern is still for the aggressor's fact if you just move that one out of it you've got a pure caring school community effect so emotional this regulation is one of the things that's correlated with the improvement in the aggressors for the reduction in their progression we find the same kind of improvement paralleling using reactive aggression is the aggression which has anger and it's highly correlated with the emotional dysregulation so we have we don't get a sixth grade effect but we get an overall significance over the three years we do get our seventh grade effect for reactive aggression we get the sioux abrams effect in the eighth graders which we presented last year and we get the caring school community effect within the two thousand and twelve so again this is a pattern that is consistent with the effectiveness of the kerry school community proactive aggression we don't get the a fact we get this really weird the seventh grade group  strange things so they were high and proactive aggression which is interesting because they were low and emotional dysregulation kind of fits their proactive aggression is very instrumental kind of aggression we didn't get either the six community we didn't get our sixth and seventh grade effects so i would argue this is really not cold bearing with the caring school for me now the last one is a very very interesting one this is the isolation effect for the targets  a problem the sixth grade negative effect the sixth graders in two thousand and twelve are better than the sixth graders in two thousand and thirteen so there's a problem there that and we have that that really strain seventh grade in fact i don't know how to explain that  we do get that we do get an effect in two thousand and twelve but it is not the caring school community effect and it's the same one you get in the targets and the reason is because that fifth grade group is up there perfectly matches with what's going on in the targets so that what the caring school community is doing to the targets is introducing social isolation making them part of the community and providing protective factors for them dynamite you know really we've got to get the fifth graders  down that so overall aggressors significant decline of four aggressive types nonphysical in relation to the rest remain the highest address its most problematic with the eighth grade boys in two thousand and thirteen the pattern especially the sixth the seventh grade  findings and in some of the patterns that have to do with their within year comparison support of caring school community for targets and overall decline mostly from two thousand and eleven to twelve but maintenance to two thousand and thirteen overall  the eighth grade boys joined the eighth grade girls and being the most targeted they also are the most the ones that have the highest aggressors in them the the level of physical non physical relational aggression in the fifth grade this indicates is a problem there something that we have to target working on something that we're going to do something about other target improvements in the nonphysical relational and cyber targets all support that the caring school community has work for targets as well as for aggressors the consistency of the data and the fact that you get these underlying processes changing in parallel is really very impressive so the explanations we have the reactive aggression the emotional and the social isolation maps on to the results and it suggests that these explanations the reactive aggression the emotional this regulation are accounting for the caring school community the isolate of the aggressors and the isolation of the targets it points though for the aggressors it took points to an individual lies the fact and not a community suppression of aggression we're going to show you some data in a couple minutes about bystander effect there are no changes in bystander effects so this is something that goes on the high school i'm going to try to go through very quickly we didn't have any differences between the grades in two thousand and twelve eleven to twelve there was some changes in relational and cyber aggression among aggressors and there was something some changes in very quick overview of those changes there are a couple of different patterns one is you get changes in the ninth graders these with the ninth graders that sue abrams started working with and you find the in the frequency of all kinds of aggression as aggressors and you have changes in relational aggression in three years no effects at all of changes in sexual harassment across the three years in the high school it seems to stay pretty pretty much consistent and this is just to give you what the effects are like so here's the ninth grade physical aggression you see in parallel males and females both drop from twelve to thirteen  females dropped more in nonphysical aggression they're the blue both dropped in relational the females dropped a little bit more than the males and the same pattern occurred in the cyber aggression with females dropped a little bit more than the males we come to targets the drop on aggressors was not experienced as much by the targets so you get only two effects the ninth grade physical in the targets and the eleventh grade relational in the targets and here are those results so you see in parallel but mostly the females are dropping in physical targeted aggression in the ninth grade so they're experiencing some positive effects from those ninth grade drops and aggression and we've got the eleventh grade relational it's mostly the females than males don't really change that much it's really a people effect now the characteristics of the bullying incidents and number of different questions that last year we had that we change the police survey so we could address these and we wanted to look at the consistency of the low side targeting of behavior so now we have to remember is the computer picks out individuals who have been targeted by reporting more than one experience in non physical relational of physical then the data that i'm going to be showing you is actually not only that they've been targeted but then they answer questions as if they are acknowledg they were a victim overall forty two percent of all school students identified or were selected for targets and thirty seven percent of the high school this is pretty much a quibble into what we've had in the past years  different what you see in the aggressor type so this is now who are the aggressors all the boys or girls groups of boys you get virtually no effects between two thousand and twelve and two thousand and thirteen they're pretty much the same what i'm going to do is i'm going to highlight for you changes that they work ten percent or greater so you can look at what those effects are in in high school we have a reduction and it's interesting because it turns out it is this the girls and i you notice in the ninth grade  you look at it was the relational aggression the girls were the ones who were going down more than the males so these data by the by the targets are consistent with the target report that there indeed is less perceived aggression in in the females  location of the gresham so here we're we're looking at the middle schoolers and there were some changes most of them were quite consistent but recess for the fifth and sixth graders has gone up some eleven percent so recess has become a more problematic area for the middle school is outside is not as big a problem for the seventh and eighth grade as it is a problem but it decreased so  we did it for both groups because we wanted to see the relation between that and the high schoolers the high schoolers the data are pretty much the same we get one reduction in the cafeteria that's the only one that was ten percent it just kind of made that you notice that we do have the bad room and that's at nine point five percent this is incidents and now we're talking about targets telling you where it is that the greatest number of incidences are that actually happen to them library is pretty safe place that's where i would go in the school a question before we got it and i'm sorry because that you've gotten a couple sites back but when you did the site that said where middle school incidents take place that classroom seemed to jump out from thirty nine  four percent to forty seven point four percent now the classroom is structured supervised areas so is was there anything that you felt was significant about that and so the let me just say this was middle school middle school you had at that side right there so the last round from two thousand and twelve to two thousand you know that i don't know that it's not greater than ten percent and you've got some random variation you really can't tell whether it's again if the committee wanted you could ask additional one that did not this year but we could do it next year if you could ask follow up question i'm going to give you some follow up questions that you requested last year about the band room with the band room effects so you can the nice thing about this inventory is you can tweak it to ask subsequent individual questions that would deal with it so you're good if you hand out westerns so we want to think about we should talk about that and you should give those to us and what's going on in the classroom in european schools but not in america they find effects of increased discipline and more consistent kind of discipline and greatest supervision especially in research and has really reducing those kind of thing really reducing  amount of bullying the unfortunate thing about those is that they're very difficult to implement in our society much easier in finland and norway and england than they are in the united states because they take a whole different kind of view and also a different structuring of how it is we have those things but that's again that's something we should be thinking about discussing what it is we want to do and we've gotten much better at knowing all that literature now because where it also doesn't tell us like kids could answer yes it's in the classroom but it could happen during the transition time so some some time you can only have so many questions right now that i don't think that necessarily means that it's happening during structured classroom time it may die during t where there's no supervision in the bathroom when you know kids are just maybe going in there actually didn't i don't know seuss here and so is doing and it didn't surprise me because they spend the majority of the time in classrooms every day so the likelihood that something's going to happen in a classroom that's where ninety five percent of the day is so that actually didn't surprise me i just don't know what is going on during all those moments and it could have ninety nine different things i was thinking i didn't have adult supervision and i was thinking of adult supervision in a classroom versus a bathroom so there are a lot of times when you don't have that there's actually you don't necessarily do it when they're changing classes your post is in the hallway where it's more where they're supposed to be and kids are transitioning in and now getting stuff where your where your most scared so here's that is the middle school where your your most scared in general this was asked of everyone and here we have no teacher are you most can you see it's very low so the targets are targeted there but most people feel pretty safe in the classrooms you're talking about ninety seven percent saying they're really and that's because in two thousand and twelve and two thousand and thirteen ninety eight percent of the missing i'm safe in the classroom even with no teacher when the bus w much lower percentage identified incident yeah that's what i know a lot of the students feel most here so interesting yeah and while there are differences i'm going to say that the incidence of the band room are not radically high but when we go to where people are scared in the high school that's coming up next so here so we broke down this is the fifth and sixth on the seventh and eighth and you see that the bus is lower in the seventh and eighth than it is in the fifth and sixth and pretty much the same here that's at least given that that's not a significant difference there but at least it's going in the right direction so where they're most scared so here this is the this is where the high school students are most scared and here was the area that this eight percent came up which is the highest place overall that people were scared and so we want to see is that consistent and not only is it consistent but it did build up a little bit so the question then it  people were we went to the targets and we asked them about where it is when it was that they experience things in the band room remembers about nine point five percent of high school and this is a high school phenomenon not a middle school phenomenon and here's the graph of where they are it's pretty much equal across the board the most is during the day right during school and after school but you do have some that occur on the weekends social contacts is a really important thing so this is the issue about that a lot of people have been focusing on unfortunately not very successfully which is the bystander kind of research that's going on and what you see is that there's really been no changes in the numbers of witnesses no witnesses one witness the percentages of pretty much but you also see that there are a lot of witnesses of the bullying that occurs and in the high school you also have a lot of witnesses and not much changes in the frequency from two thousand and twelve to two thousand and thirteen so the bystander effect is not having much of an effect bystander response so here's one of the bystanders do basically nothing and they're doing a little bit more of the thing  they really some of them do try to stop others but it's about a third but the most frequent effect is that they really don't do anything in the high school we did get to changes and they were kind of interesting i don't just seemed as if they change the definition of things so what you get is you've got watched and laughed it went from twenty eight percent down to eleven but then they took that improvement and they threw it right into others on so you're getting the same effect either egg them on he laughed and you know six or one half dozen of the other yes and oh yeah yeah that's that's really interesting and so my question is where's empathy coming in do we know because the caring school environment is clearly working right great but there's still riding the bus home and because you're coming into a time when young adolescents have a a reference group that is very important and they're not going to it's going to very very difficult to overcome that and stand up for for something you'd have to really start to train that in the programs that they're trying to do that they try to do specific kind of training not simply you know telling people that they should stand up for things that doesn't work at all but even there they're not having very great effects that kind of things that seem to have the effects of something very effective in europe which is more the control things and bringing in parents and training teachers and very intensive kinds of programs those things seem to be in the united states there's some promise i was just telling telling devore that the dorothy escalades has been looking at social emotional trauma vigils and that's having a big effect she has a randomized study of thirty schools and she's getting a forty percent drop when she's doing that kind of training so that might be a better way to go to get the amp to get the problem solving to get the conflict resolution but bucking that kind of system in the middle school is a very tough you know we're kind of on the same page on that thank you i didn't mean to dis take care of her no no no it's not off track i think that we've talked every year about this because we've seen we've seen encouraging data but that that idea of how do you empower the bystanders to make a difference is this really the most challenging piece of all of this theory of social motional yeah that's writs really what i mean when you and when you do get some of facts you look this is this is not in that the bowing  and sexual aggression literature in college and you get some minor effects you move out then just a couple of months later and it dissipates so it's like this at the best something that you get a couple of people to do because they've just been trained and then you go looking at a number and drops off so i have to say it sounds discouraging from what you're saying so no no i mean the piece about the bystanders oh yeah by that no not not your present i know not and specifically about the bystander so what kind of best practices can we think about as a district to try i mean given what you just sang to try to make you know more positive movement in terms of the bystander response is is it related like you said more to the emotional issues or is it also related to the fear that some of these individuals have that then they will then be targeted and could we could we try to attack this kind of around like through that in terms of how are we responding to one you know as as a as a district as a school to bowling can that help maybe raise that number in a more positive direction in terms of the bystanders and how they're that's too far away from what they're experiencing and there  present life that you're i mean you as a community are pretty far away from a kid looking at someone getting hit in the hallway that it really needs to it really needs to be something that's built and i mean i would hope that maybe  improving the whole environment what you know what happens with the the swedish data is that they have very very strong consequences and they have very kind of consistent rules and very consistent expectations and everyone has those and implements them and then it becomes i think more rote to be able to say here is what it is that everyone is doing here it is what you post to do and then all of a sudden that rule oriented starts to be implemented but i don't think you get it from community saying oh i think it's a good thing i think that's something you have to really integrate into the school and again we could talk about that where we're going to because we're trying to figure mean obviously what we're doing is having great effects so we're investing in programs that help kids regulate their emotions and their feelings who are helping kids when something happens to them not to be reactive aggressively you know to be able to to deal with that in a way with a they don't have react aggression i think that the next question would be where did we continue to invest our time along with that and is is it worth the investment in or is something like you you just described in sweden a suppression and does that really change them can create some more opportunities for impacting the specific areas that you know keep tackling some pieces and this there's money out there for bowling so that something is really neat like and i don't need to be you know negative about because i think this is just really a positive but it's very positive obviously what you're saying you're saying that the programming from is definitely having a positive impact on the information that you've presented up to this point it's just that this is really startling in a sense when you look at th could help and and where they might have fears surrounding the more this school system which is in school systems trying to do is to change the social context so that  kids then i think it will see a whole lot more go by and this won't be so last year we had we saw those wonderful public service announcements that they think kids may know we are going to have a competition like that again else and his just the really tough one to get to work it's it seems like it should be a good thing to do and it seems like it should work but then when it actually gets the nitty gritty it's that's why you have the data that tell you what it is that and doesn't work and how it moves you so this is the aftermath of the incidents is which is a what the student who is targeted does so in middle school it's pretty consistent they're telling parents and friends and as last year they're not really still telling that teacher the guidance counselor or the principal that that's again something that is potentially very helpful i'll tell you the data on that in the high school they tell the parents last mostly it's telling friends but again they don't tell the guidance counselor the teacher or the or the principal what what do people what the parents do  parents mostly give advice it's pretty consistent they haven't changed that much will they listen sympathetically one of the things that did change in the high school is that the there was a change a drop  of ten percent and told to be strong and there was the i think that was the only when the top bit dropped so there was a slight drop in what the parents were doing for the high school students  these are the data in two thousand and twelve that were very promising in that the students were saying what percent felt that they got better versus which ones felt that they got worse and they got worse has dropped a little bit high school so that's encouraging pretty much the same but that is a message of all the appearance that beings got better that things got they tell the parents things got better and we got exactly the same effect we got look at the high school though we got a little bit of a nice blip in the high school still the same got worse but that was a blip but still the message is which is an important one if you tell your parents positive things will happen and the students don't hear that because well they tell the parents but the students don't hear that about they about the teachers so here's the teacher and i'm in the middle school pretty much the same things happen little bit of the told to be strong increased a bit and there was a listen empathetically this is again  for the middle school so there were some increases in their responsibility i think in positive ways for the middle school teachers for the middle school students in the high school however we got some drops so the give advice there was a drop of thirty percent told to be strong there was a drop of almost twenty percent give a pep talk it was a drop of seventeen percent so i don't know what what's going on there but that something in the high school the students felt that somehow they weren't being encouraged and listened to still sympathetic is up it only dropped like seven percent the consequences if you tell the teacher  for the middle school in two thousand and twelve we're positive but not as positive as telling the parents for the high school it was as positive as telling the telling the parents that's increased i like this number that was  to seventy two point five percent of the middle schools in the middle schools were also receiving they would listen to more sympathetically and so forth that was really good the high school this kept that positive seventy percent of them thought they told the teachers or the council of the things got better  still that got worse seven point five percent but again the overall message is if you tell your parents going to get better if you tell the teachers it's going to get better and students should should do that so the overall summary is the most frequent locust is in the school except of course for the middle school fifth and sixth graders outside the recess and hall hall for the high schools the hall is also very high for the middle school of the real places that are hotspots for real problems aggressive acts considered to be some have a substantial number of witnesses and the witnesses pretty much don't do anything and that middle school targets continue to be most likely to tell their  parents and a friend the high school are going to lift and both middle school and high school a less likely to tell the school officials and telling both parents and the school officials have a positive effect it's a message i think maybe people who are doing posters were excellent right away for them to get out to the community as a sport like well i did know is going eighty miles an hour here i mean these are pretty loud numbers they're consistent with other other people a bit louder than anybody else right but i mean it's like while we didn't realize this was going we didn't realize these numbers were this i you know very so and most of this stuff happens outside of school so you know in a in an age where you know it's ok for the rock to intervene with scrawny guys getting picked on in a movie you know we have to make sure the students are also emulating good behavior outside for intervening when other people are getting pushed around literally or figuratively it's it's a lot to expect of them basically middle school students and it's a lot to expect if they're outside school and they see something you know most likely it's out it's most likely that's the challenge sometimes and i think is judas i think the building up of the issues of learning had to deal with conflicts of learning how to control your emotions that that eventually will have an effect of making things better and better you kind of gradually chip away at it and then that the issue of the bystander will it will become more the norm to do good things as opposed to not step in and but i think you have to do it from the bottom off and it's really hard to just tell people you should do this saw some of our conclusions is it's the survey still working we're getting to reflect data that appears to be providing a sensitive metric that allows us to identify problems  the effect of the caring school community is in really working and i couldn't have asked for better data fact it looks like i buy a student but i would never do that it is and it's important to think of and which ways the gains from the caring called school community can be supported in extended the middle school those are the another kind of thing one of the kinds of ways that we can take the middle school so expanding the caring school into the bystander interventions are there but again it's really hard to pick a program that's going to make that and it's so you if you're going to invest a lot of time and money i think you have to pick the best program for that  foxborough is going to have the best effect on where our target targeted problems are and address that in the best way we can given the empirical literature and that's something we have to talk about think about and try to implement in ways that are going to be effective providing an environment in which kids feel comfortable going to school officials and that's the whole issue if you go to the authorities it's positive it's not negative that's an important thing and making scary less scary places so we have some targeted places that we might not do a complete kind of control thing the way they do in europe but maybe some targeted things might have an effect so thank you to listening a life went on for a long time thank you for your work meeting you know i just have a couple thoughts i think that you know the data that you're presenting here is showing that the program the care hearing to give you the program is healing the positive results that's that's number then quite as you said quite significant so i think that's important for people at home to understand for the community understand that we are taking these programs and the they're making a difference now that's not to say that there's always going to be areas that we need to improve upon like you've identified and i i think again you're also using this data to figure out what additional best practices can be employed to make further improvements and in  stopping bowling and so i think that this conversation i'm sure you're going to have with debbie in there and the rest of the administrators about maybe what other programming we might want to use or what what the decisions are after there is more analysis of this of this data i would love to hear back you know that for you to come back to the committee and tell us because we've we've established that the caring community is effective so who's to say that we can bring another program and it can be just as effective or target certain specific areas like you're using the data to to to to to really a zero in on people with a lot of information so right we're hoping to weave through out a couple of ideas when health field and i see the impact of bowling of mana dots and whatever you know i feel very passion about it whatever we can do to prevent that from happening to individuals is our responsibility i'm thrilled about is yes we have areas to work on that it's not having an effect on but if in general we're seeing such really dramatic results of the impact of the program then we know we're on the right track and and it'll i think it'll give people impetus to continue to work hard on that and and and now it's than you know you might expect but if you think about it there is scored it from place to place unfortunately many what school they're in when they get into fifth they for the first time experience hallways lockers larger groups of kids without an escort you know without the proceeding you know down the hall all the time so that if you if you think about it that doesn't surprise it doesn't mean we can't do anything about it means that we just have to be aware of what's the change that that may be having kids report that what does that mean even would be underlying causes and so that so we just start asking questions and we're going to talk together about where we go from here and maybe pursue some opportunities that you know through the doctor's night that we wouldn't have access to otherwise but i just appreciate to do that because i want to know if something's working and i'm thrilled because i personally love that program so i think it's really nice to see that it's having a lasting effect as the kids move on absolutely and it's important for the people who are involved because there's a lot of work to get their care and school community going for people to know that this is really having an affair a significant effect a profound effect as you say on people's lives with bullying is something that is lifelong and it is something that is devastating and it team it's installed on the computers and then the data is hand is taken off the computers by hand if you will so they have they they really do put a lot into this and i just can't thank you both enough really never  very much see wildly i make a motion that we accept this report and their leadership with our students our students have been exposed to different taste test things that we've been doing whether it be trying different greens of vegetables different reds and oranges they've been graphing their information about their life and it's been our newsletter from our school  it's really exploded that that we're catching some interest from some areas where people whole foods and some other organizations that allison johnson is has been a genius who are applying for grants and it just seems like we have more people who just want to support these great ideas that these individuals have and it's for the summer to be doing a project around the garden that's really going to lift that piece of being for our school as well as the community whereas in the summer any growing that we're going to be doing obviously our children are there in school during that time so using that food a little differently possibly with our community garden which is not far away from the school and then if the school year comes around for using these foods during the school lunch hours and other times and again that was all funded by a grant that she applied for and received and if that works out as well that would be continued into the other buildings as well through the grant process and that's where we're able to give more education to our students where the better understanding about what the choices what impact their choices have for their food choices through lunch and again both allison and jan rice have really been champions of this whether it be you know starting originally with the salad bar and what that means in that are students want to make healthy choices and they're really impressing me by the selections that they're making as they go through the lunch line we've had a few other communities visit us to just walked in there were amazed that the children are choosing this it's not that it's someone  them saying you're going to make a good choice here right children truly enjoy the food choices that they got it and now it's we're still working out some ideas of how to use the technology that we have available to just have better education for us and so them stand the impact to choose greens getting to do this but we didn't have that crossover as much as we'd like in the cafeteria and now because of these resources that alison has found for us and we're seeing the impact on our children so when she gets it so it is across the there was one fun thing years ago that the science department here at the high school decided to grow and there had been some tomato see that had flown in space and i'm sorry i don't remember who the carrier was with which spaceship but they grew so well then there were so many that some of the teachers were able to take home a few of these plants and planting in our own gardens so we had tomatoes from seeds that have flown into space well i think a lot of what what else is trying to do with the elementary level you know with the garden concept is it it's understand you know what it is and how it's grown in there for you why is it something that's good for you versus you know a lot of children obviously will see a tomato when they're in the grocery store but they have no idea where talk to grow that i think that's what she's trying to promote is that you know if the kids get involved with growing some of these these come from the earth and into a board and we shared some information saying that this is where we're moving towards them and they were excited by that and now it's the idea of saying as well as we get close here there were several good how we pulled these ideas together as well as our other ideas and you know some of the matches up very well with our science curriculum and other pieces so that way it's not just something in isolation thanks motion to accept a donation second for the gratitude i was in favor hi sara thank  i know yes and actually that was jane rice's son built the outdoor classroom and my understanding that her other son the younger son who is anything else got kennedy now himself is going to be doing some other outdoor project at weekend so i encourage everybody watching to buy your tickets to either the saturday night of a sunday afternoon be going on sunday afternoon myself and i know many of the committee members are and it's it's it's it's going to be wonderful as always with  visiting the regular you know what they think of as an english we went to the music wing and we saw all the music classes and that was quite exciting to see students in the act of their learning in the what goes into peer academic instruction in performance and in music is it's really interesting we saw them rehearsing the special piece that they're going to be playing at the palms so it was that was quite moving and then we went to the library and talked about how the library is not your old public school library with all the books stacks it's really a place for all kinds of information and other things that you would go there for we saw and spoke to people in the v and i think it's always wonderful to see that we had a good great group of people and then we went down a long call the back side so it was the computer design it was the wood working shop just you joined us i had to go to parent leader meeting so bill took over the second half of the tour and they went to the our classrooms and just talking about the different spaces that are required for these different courses and the curriculum is quite interesting and and then our wonderful full staff surf and breakfast you know the difference between school then and now they must've felt like they were walking through a private school academy or something with that with the scope and  see the kids in the computer design my graphic design and what they do and how they do with what they're working on it really isn't anything in my generation that anyone saw until they have a career right i thought it was a great idea i had one more thing one hundred club is competing in a drama competition this weekend and i wanted to wish them good luck and they are doing the competition is in dedham i believe and they are performing darcy cinematic life and they're doing it at their higher and for to practice for their competition for the public on friday at six thirty in the evening it's about a forty minute dramatic show you know what the best of all