School Board Meeting - 6/9/26

001I followed for the pledge of allegiance. representatives in here. Just curious uh plans for this year and how that's being used um for the automatically group. >> All right. How do we do that? >> Um so we want to sign another lease or another year lease. The plan this year is to rele the field, put some grass on it because there's plant something with detoxicity levels with help and stuff like that. And so put some some grass in there and then uh further discussion about putting the circle and stuff like that on doing some maybe some specific fundraising for that. Um so that as of right now will not happen this year. uh hence why we're just doing the one year race but uh or wanting to go forward. Um the chapter is taking it

002over. So they are going to be in their meets budgeting for it, planning. Um the students will be deciding 100% of it. Um they will just be doing fun requests to us if they need something. So we're the alumni will no longer be managing it. um kind of a more of a get the students more involved uh is the plan. Um and then they'll be able to decide what gets planted on it, you know, who to hire to harvest or to buy equipment for whatever, right? Just more of a an operational management lap. >> Yeah. So, is there any questions? The land specifically is the one next to the Union High School. >> Yes. So, it's a 12 acres to west. >> So, we've been renting that I think for seven years or eight years

003I think. I I should have looked it up. It's been been a while. Yeah. >> Um like the first year we got irrigation. We got it kind of level. We got irrigation pipe on it and we've been running Hey Oh, it can't No, it's been like six years. I take that back. But anyways, and then uh we ended up buying a a big pump for it because we weren't having enough gravity feed. Um we've done, you know, some stuff and running power out there and everything. So, it's kind of been progressing to a more successful game lab, I guess. Um you know, and if we can get get all the funding in line and get all the courts and everything, we would like to potentially put a circle on it, but then the kids can

004learn on server. And they do they do more rotational learn how to like pull leaves and maintain and build that stuff too. >> So they do every every year they take a couple groups of kids um dig rocks change the water. They've been using it for soil samples and the egg science class. Um the idea is to be able to use it, >> you know, with the kids. So there is no better character development opportunity than rocks all >> and it's boring. It's hard to stand on this. >> Uh sounds like a good plan. >> Yeah. And then that also allows them to be able to pick what is planted, you know, so they could change it up. the Republicans took >> is that all outlined then in this agreement as far as how it's

005>> I'm sorry what >> is it outlined in this agreement that's being >> No because we are still completely in charge we are just >> their holds the >> we hold the lead and everything so they are just making the decisions >> okay >> so well I mean ultimately it's it's on us until >> you know Yeah. So that makes sense. Maybe you're >> as of right now. Yeah. All liability and everything. >> Good thing I plan. >> I have a couple questions on the contracts in agreement with the healthy survey, youth survey. Um, is that is that is that part of the >> Oh, I'm sorry. >> Are you Did that come through on the sapper game? There's some dimensions helping you s are you mean are you mean the reports down below >>

006and referring to what's in That's not where >> uh Okay. Contracts the cooperative agreement is what you're requiring next. Sorry. Uh, no. They were talking about the highest. There is a reference in the south network where it says your district and building healthy use data will be used exclusively and confidentially by North Central ESD. Is that what you're referring? So >> the district agrees to sign district employee personnel to register, coordinate and administer healthy youth survey. >> Well, it was talking about the help you survey. >> Y >> part of our deal for getting such a bargain um of our of our SAP from the ESD is that we agree that we will continue to participate in the company survey. Have we ever seen copy of the health? >> It's it's every two years. Um

007I believe we reviewed it two years ago and then we can give you um I can make that as uh I can give that to you as part of my weekly update this week. >> Yeah, >> happy to >> and the highlights are in the report today >> and as part of today's report. >> And then we had two leadership camps that >> zero adults and is that a mistake? T wasn't sure. She said we'd never done that. I said well I know. >> Yeah. I think from my understanding and the high school wants to help me um or I could ask Kristen on this later. Okay. >> They're delivering them to a student camp where there's counselors camp counselors, but we have staff that are taking them. So, we're taking two staff members that

008are delivering them to the camp where it's a full on kind of a leadership summer camp where um ADSL or the >> fully is fully staffed camp. >> So, you said >> Yeah, that's a good catch. No, I'm not. >> No, that is not good. But yes, we have two staff members. >> My son is going to one, so I know there are two district staff taking them to the camp and there >> any other questions on the consent agenda? >> All right, hearing. Yeah. >> Uh we welcome the student advisory vote for the adoption of the set agenda. So, um I think >> up first, second, >> we have the student rep uh vote. And so, all those in favor say I. >> I opposed that opposed. Sorry. Okay. Thank you, sir. All right.

009Moving on to our course and we welcome uh the ancient lakes elementary court. >> All right. So, I am gonna go just slightly out of order because these four amazing fifth graders um are going to want to go to recess. They're they're out there eating lunch right now and they're going to want to pick their recess. So, if I could have Grace Keller, Misy Diaz, Matteo Arondo, and Oliver Great come on stand up here. Um these four students um participated in Math is cool throughout this whole school year. um started about around December where they went to two days a week after school, they'd stay and practice math, right? Lots of math, um challenging math. Um they participated in a regional competition um in February and they placed fifth and there was many many many

010students there. I don't I don't actually know out of how many. I want to say over 50. Um they have them in different uh groups. So they were in the pie division. They made it to Masters, which is a kind of like going from regionals to state, I guess. Um at the Masters tournament, which was in Moses Lake, um it was around May 15th, they uh faced fifth again. So they did get a trophy at the first um competition. At the second one, they only rewarded to fourth place. So >> I did not at all but any of you would like to words to the board and just the word about your experience of math school. >> Come on. You got something. What was the best part? >> Hanging out with my friends with your

011friends. So we kind of and they were coached by two of our um falsified staff and world. So they had two pretty fun. But all right, >> what was what was the hardest question that you guys had to answer together? Do you remember? I really love what type of math was the hardest college ever took. I don't know. >> Well, for me it would be like different. >> Oh, okay. But you got to find multiple solutions. Okay. Okay. Um they also I do should also say that they do like an individual assessment um as well as their team competition and the team competition is set up where they're competing against another team of four. Um it's kind of interesting to watch. But uh the individual competition is a written test. Um and actually three of

012the four of these students placed in the top 15 out of the at the state level competition. So smart. They they really got some math brains. So >> make us look proud. >> Yeah. >> So any other question? All right. Okay. So, for my report, um I had copies for everyone. And then I have an additional page that I want to share with you that is um not on the report. And that's because I realized that I really wanted to give you an authentic look at where you are with our data. I did some really like highlights and celebration on my um one page report, but I also wanted you to know um because there's several different ways you can look at the data. Um and I want you to know where where we have

013some areas to work as well. So, sorry that's my training page. That wasn't in your >> I got permission from them to add to their page. >> Um, all right. So, I'm going to start with that. Um, our sules at Ancient Lakes um for this year, we were we tried something new. So we uh started with looking at mov instead of getting kids proficient on the STAR, we thought why don't we focus on moving some of our level ones into the level two category because that that's really their first step. Um and so I thought this is going to be amazing. And at midyear if you look at on the this report this is ancient lakes progress. Um if you look at our math midyear you could see why I was very excited. We had

01460% of our students up at level two in the all student group and 51.7 in our ML student group. So that was our midyear. That's right around February where we're looking at that data and we were like pumped up about it. Um the same for ELA. Our midyear we were at 61.9%. Um and our ML students were at 47%. Um so I was super excited. We're on the right track. the school is gonna work to show really how we're moving students. Um, unfortunately at the end of the year, we kind of like level back out again. So, with our math, we're ending the same about the same as we did last year with our students in level two. And I really thought we were going to make a huge um jump there. So, I was

015kind of like, oh man. So, we're 56, which is where we um started this school year, end of last school year, and 43, which was slightly higher for our ML students in math. In ELA, we actually lost some of our level twos that we started the year with. So, we um ended this year with 50% of all students um in level two or higher idea and 30% of our ML students. And I am going to address that a little bit um as I keep going with the report. But but that really has a lot to do with our strategies supporting our language learners. Um ELA and math, but ELA particularly really you have to have those robust language skills to be able to comprehend the text as it gets more challenging and more challenging. The

016other thing that I I really noticed by focusing on our twos, our level twos, we um did do a good job of maintaining proficiency. So, if you look at the back side of that page, um this is the proficiency report for STAR and this uh shows you how we did um overall like where did our kids. So, you can see the big jump in the winter. I highlighted that the blue dot um on math specifically, but where we ended is about where we started on proficiency. And then in ELA, we actually went up a little bit in proficiency even though our level twos lost some ground. So it it's just couple different ways to look at the data, but what it's really telling me and our staff is that we have kids that can really

017grow. So, we got to figure out how we can maintain that growth when it gets a little more challenging, a little harder, when there's more things going on in that in that spring time of the year, there's a lot more to their services and that kind of thing. So, so that's I just wanted you to see that because that's kind of the whole picture of where we're at with our goals in progress. Um, and then in my report, I get to highlight some of my favorite things. So, are there any questions so far or I'm sorry that I threw them at you extra, but >> you said you were still going to address >> some of those things that we're doing. Yes, absolutely. >> Anything else? Any questions? Okay. All right. So, um, border report

018again, Ancient Lakes. I just always like to highlight that um my school, it's very important to me that Ancient Lakes is a place that's built for students and to engage students. Um I want the school to be a place where they find community, where they want to be and um where we are doing things that they love and enjoy. So, um, we have an amazing group of fifth graders. I mean, we met four of them. They will be leaving us, which I'm very sad about. Um, our their data, so our SGP, how our students are growing, are they growing as expected of our whole school, our SGP on our previous star was 53%. So, 53% of students are growing as expected. Our fifth graders on our rating star were growing 62% as expected. And then

019on the math, the whole school 55% our our fifth graders were growing at 83%. Um, leaving their SGP, which is super awesome and it's been a huge focus because our math scores have been traditionally more struggling than our ELA scores. So, um, another highlight for me on SGP is our kindergarten students. Um there's a a different STAR test that our K1 students do which is called early literacy and it focuses on foundational skills that you need to be successful in both math and reading. And of our whole K1 group, 66% made their SGP throughout the year. Of our kinder group, 90% of our kindergarteners met the growth they were expected to on star. So that is huge accomplishment. And so what I what I took away from this is I was like, "Okay, we're starting

020really strong and we're ending really strong, so we just got to work out some things that are happening in the world." Um, one of the strategies that we have to support our students with um when they're when they're um scoring in the level one area or they're not showing that they can make the same growth is we use some intervention strategies. So we have different teachers that support. We have a math teacher. We have a ML learners teacher. We have a resource room teacher and a steam teacher. And they do actually pull out time during their intervention blocks. And then the home room teacher can also support interventions because they have a smaller group size during that time. So some of the things that we've really worked on this year and that I can see

021from Mark Adam to continue to work on is really identifying what is the right intervention for the students whether it's in the classroom or in one of the pull out settings. So we worked on that in math a lot. We don't have a math pull out teacher, but the classroom teachers can really dive into their data and find out what thing does this student likely need that's going to help them get to that next level in math. So, we did a lot of work on that this year, which I think reflects him that our math moved a lot more than our BLA. So, um another and so we just need to continue working that out to where we're getting to every student's need in both areas. Um, our lab teacher who's here, Mrs. Jacobson, she

022uh works really, really, really hard with our lap students. She is so good at formatively assessing them and really working with them on how they're progressing, helping them set goals. Um, and the chart that I included in there shows that we had se So, 16 out of 17 of our fifth graders that were receiving lap intervention were able to master decoding at an appropriate level to to exit lab. So, I wouldn't say they're like at grade level, but they have um kind of overcome the deficit of decoding me. So, that's really awesome. And if you kind of work backwards, you can see some of our first graders, it's hard. One of them overcame that in that one year, but that means they can continue to keep getting that support and as you move up to

023fifth grade. Can you describe Roth what that means? >> So, uh, depends on your your grade level. So, if you are in the kinder and first grade area and you're you have a decoding deficit, it's likely that you don't um have your letter names and sounds mastered or that you're having trouble being able to like sound by sound decode a word. um as you move up like our fifth graders can have a decoding deficit if they're not able to um decode diagraphs vow teams and multi-elabic words. So it just depends on where where you're at in the process whether you're identified for a deficit or not really does that. Um yeah, so so that was that's another thing that we have really focused on is making sure that intervention that we're serving the right students

024um and that also the students have the opportunity as they master those skills to be able to lead that intervention. Uh the last thing I want to highlight is that we have an amazing core group of parents. Uh our PBC has been extremely active this year. The core group is here like all the time doing all the events, but they've also been doing a great job of reaching out and getting more parents involved. They've done several um events this year to try to raise extra money. Maybe some of you bought butter braids. I hope you did. It was like something our community was hungry for. It did really well. We had a butter braids fundraiser which was ASB partnership with BBC. We had our Christmas store. Um, so many parents, teachers, the community donate to

025our Christmas store. We had no de loaria, which we didn't have as much success this year. We're trying to figure out how do we get more um community involvement for that. They do popcorn Fridays regularly. They have candygrams at Valentine's uh day. And then they supported our Scholastic book fairs um in both the fall and the spring this year. So, um, the other thing I just want to brag a little bit about is I had over 200, uh, families participate in our spring family survey. So, we got really good data back on climate and safety. Um, since we got over half of our our uh, school community was able to give some input on that. So, that was really awesome. So, that's what I have. I know I talked a little fast. Do you have

026any questions? I thought you guys >> for additional data as well like you like that. >> Yeah. And we do have a written report um the student survey. Um >> yeah, I'm just happy if you have any questions. meeting this. >> Is this the first time I see it or second? >> No, there was some, you know, one of the takeaways was that the slide about screen time um >> being much higher than the state average. So >> yeah, >> you know, it's question of like how how can we reduce that at school but still realize that >> a lot of a lot of what they're learning is technology based >> and balancing the the tension between making sure our kids are digitally prepared but not on screens too much. Just know that that question

027was not about school time specifically. It was about their screen time in general. And the details that were included as examples were um social media, playing games, and other internet activities. So, it didn't really call out learning time at school. Um but who knows how students may have interpreted that as they were answering. It was just kind of more of a global screen time question. >> Maybe clarified on future surveys. >> We can ask healthy about that a little bit more. >> We can give them feedback, but we um don't control the questions because it's a statewide survey. Um they give they give quite a few details in the question and on the slide it just shows you can see exactly how it looked to the kids. >> The digital ed committee uh I know

028next year they're going to be analyzing the amount of time our students are spending on screen here at school. Um and hopefully be coming up with some recommendations and we'll be sure to keep the board up to date on that. I mean, I think that's something that, you know, we're all concerned with the amount of time our kids are on screens, uh, not just at school, but definitely at home, too, and the kind of unlimited access and, um, I think overexposure opportunities that our students have at home. Um, the family night that we had of, you know, there's probably 60 50 60 parents there and they were really concerned. And I hope word spread. It's about the ways that we can you know partner together to um you know it's a team effort to address

029this issue. It can't be just us. It can't be just parents. So we are going to again meet with families next fall. Um and we'll have an update that I don't know. I know Camille's like I don't know yet. We'll see. But I know it's something that's on our rad. And overall the results in comparison with the state our our risk factors were a little lower and our protective factors were a little higher in most cases. So overall pretty positive results on that on the Hill View survey. And then um anything that went up from two years ago, I put a green arrow in the corner. So if you see the little green arrow, that's something that's going the right direction. >> And the the green and gold does not necessarily mean bad on color.

030That just color she showed that to one of our groups. like, "Wait a second. Why are those all down?" Like, "Well, no, no, no, no. That's this is our that's our school cops." But we used to see yellow as kind of the mid >> precautionary cautionary. >> Expand a little bit on emotion regulation. >> Yeah. >> What does that mean? >> So, that's one of the social emotional skills that we need to continue to focus on. And both the results of this and our actually our QEA climate survey both kind of tell us that we need to make sure we're continuing to to hit our social emotional. >> What does that mean? Are we emotions? >> So emotional regulation is the ability not to not have emotions, but the ability to stop and think before

031you act and not let your emotions drive your action, >> but to be able to manage it at a level where you can stop and think before you act. Yeah. Goes hand in hand with behavioral choices. I think that's one thing when we see the the kindergarten data as impressive as it is at AL because a lot of that K1 and we're doing all the way through but you know we're seeing students that are severely impacted by I think the amount of screen time that they are and then the first time that they come to us and they're told no or you don't get to go get on the phone all day that emotional deregulation kids kicks in and it's it's pretty intense for the first few weeks of school um but to get the

032results that they're getting you know they're doing something right. So >> what what questions are asked to even determine though about promotion? >> I can get you the specific the whole thing. One of our big goals with the student survey was to keep it as short as possible. And so we that means that some of these categories only have one or two questions. That's the tradeoff of making a short survey. Um but the question read something like and I can get you the exact question. When you when something upsetting happens, how often can you stop and think before you act? >> Yeah. I think that >> it's all it's pretty close to those. >> I just have a question. Um like on slide 3 it does say panorama education. It is that what is that?

033So, Panorama is just the the platform that we use um to we we build our own survey, custom survey, but we've used their questions that have been um vetted in a larger sample and and um have a better chance of being reliable than our own custommade questions. We have a few questions that are completely custom made for us um specific to um things we want to know about in our district strategic plan and our area that we're really focusing on hope and perseverance. We have a couple of cl custom questions, but for the majority the the Panorama platform, we get the bank of questions. It helps us build it. It helps us distribute it. And then when we get our our data back, that's what helps us pull out information by subgroup, by grade, um

034by category within the survey. and kind of slice and dice the data when we get back. >> That's like our internal correct survey. Okay. The healthy youth is separate >> and the healthy youth. Yeah. So the healthy youth survey happens every two years in grades 6, 8, 10, and 12. And it that's a statewide survey that's sponsored by OSPI and the Department of Health. Actually, um >> we do it twice a year. >> No, we did the healthy youth survey once every two years. And that's the statewide one. And our internal survey that's really short, that's a little short 20 questioner, we do that in fall and spring every year. So that one we do twice a year to see if we need changes between fall and spring. And this year, um, school safety for

035one thing was a huge improvement from fall to spring, elementary and secondary. So our kids are feeling safe and feeling safer than they did in the fall. So healthy use is nice because we can see that comparative norm to state trends. But panorama because we modify it so much to make sure that you were eating kids and the feedback we got from kids anything more than 25 questions we're just feeling see you know I mean there just and adult suits we all do that and we take a long survey um so we really paired it down but as a result then you don't have that norm data so it's just local data that's all we have we got nothing to compare to other than ourselves which still very informative >> and that is why we

036do it fall and spring so we can compare to ourselves are we getting better >> and today's breakdown report is the combination of both, right? >> Yeah. So, the the um there's kind of like an entry slide and then it goes through the student survey information first and then it'll go through the helping you survey. And I just want to say the healthy you survey there are hundreds of questions. It is extremely comprehensive. Not every kid gets all of the questions, statewide survey. So, I just pulled out like 16 of the most connected to school slides. Um but if you are interested on the end slide, there's a a way to reach out to me. I can get you lots more detail questions like about their dental hygiene and do they wear seat belts? Like

037there's a lot of information there. Um, but I just pulled out the most connected to school pieces for your reading for this piece. >> The slide about someone in the community to talk to like we lag behind statewide especially like in grade eight. >> Yeah. >> So I mean do you see that something that like we can the school district can even have? Yeah, we noted that that >> Yeah, I think it's really interesting because we on our own study, we find that our kids are very connected to someone in the school, but this question was more specific to out in the community, not just in the school. And so, it's kind of interesting. Our kids are very connected to people in the school, but we're wondering about, you know, do we need to be

038working on those community partnerships, the internships, the the the connections, bringing people in from the outside. So, that was an interesting note. Yeah, we noticed that too. >> I definitely think this is a report that should always be on our docket. Um I'm curious like one additional component maybe in the future, especially if it is given at the end of the year. Maybe it's because I saw a post go viral on social media from another school where they had like a picture of like um at the end of the year what was confiscated since this is like about like drugs as well that drug component like what was confiscated within the schools like >> to see if we're getting more of >> those issues in on grounds. Just just to clarify, the hope you use

039survey is actually given in October. Um, but we don't get the results until the spring because it's a statewide survey and they work on cleaning up all their data all year and they get get the information to us in the spring. So, they could take that one in the fall. Um, and it is an optional survey. So, parents can ask their students not to take it, kids can opt not to take it. So just remember that that information is about the kids who were willing that that data is coming from kids who were willing to participate in the survey. Um and and so it's it it it represents that group of students who were willing to take the survey. So there may be students who are not represented in that because it's voluntary. Yeah. >>

040Yeah. Just to clarify like at the end of the year though report just hearing what is being confiscated um the the pre-post surveys of the panorama any other even like those things that you guys have in your bathroom like a combination of the survey data and the discipline data together maybe is that what you're asking about >> just safety security >> yeah just like safety in general >> and then we go every two years we probably get the healthy you survey data >> we the safety security stuff with all >> kind of going forward what changes we're making as a result. >> Interesting. >> Yeah. >> And what is the reasoning of not all of the students doing that? >> Well, some it's just off data. Some students just don't want to take the survey.

041So, they have that option of not taking some parents off their children out. So, that's that's >> which is fair. not then force them to do it and then make sway the data by not caring if one >> and we actually had pretty good participation. We had in the 80s and 90s for grades 6, 8, and 10. >> Seniors, if it doesn't count for graduation, they're really not that terribly interested. Um, so the senior numbers are a little lower. >> Yeah. >> Thank you. Any other questions for the written report? Great. >> Thank you so much. Um, now we have uh the highly capable report. Okay. Hello everybody. I have some slides that you have up there. Just a few. Um I know they're kind of far away on that screen. I'm here to talk

042to our highly capable program today. Um perfect. Sean, if you can when that loads, go ahead and just click to the next slide. Um we have a lot of people collaborating in our highly capable program in the district. I am sort of the role as a highly capable coordinator. I work underneath Allison. Um it's through the teaching and learning department. And in addition to myself as far as district leadership, we have Pauline Bachmann who is the PLC lead for the K5 enrichment specialist team at each elementary school. within every school building, we have a highly capable representative, including um our secondary buildings, and they're listed there as well. And I collaborate closely with all of them as well to make sure they're supported through this process and been supporting their students throughout the year. So

043talking about highly capable um we have on our board policy a state a definition of highly capable um in our state and highly capable students are students who perform or who show potential to perform at significantly advanced academic levels when compared with others of their age, experience or environment. And there's a couple really key things about that definition. So, it's it's not just you've got really high scores, but if we have data and evidence that indicates that you are, you know, growing at a really rapid more rapid rate than your peers, especially in your language development, if you're a multilingual learner, there's a lot of research to show that's a really good indicator that you have potential to perform at much higher academic levels than maybe you are demonstrating at the moment. Um, and then

044the second half of that about compared with others of your age, experience, or environment. When we're looking for to identify students who may be in need of highly capable services in Quincy, we're really only thinking about students in Quincy. And we're trying the best we can to compare them against their peers even within their peers in Quincy. So again, for example, with our students who are learning English, we might look at a student group within their grade level who are at a similar level of their English learning ability or proficiency, current proficiency, and then compare how are they performing academically within that group. So we can really understand their potential. We do not care whether or not our students would qualify for highly capable services in Belleview. That's not their peer group that they're being

045um put against. And um that's how our state approaches this program. >> So are are LA students referred to you by their classroom teachers? >> They can be there's um you can be referred by a teacher, a parent, community member, yourself and we have a variety of screening tools as well. We look we screen at certain grade levels all students academic data their weed to growth progress and we have students we refer to that data screening process as well um and we'll talk more about that in a moment u can you go back Sean real quick the second second half of that screen the second half of the definition is also I think really important that we're looking for students who exhibit outstanding abilities within their general intellectual aptitude ude or a specific academic ability.

046So you might have a student who's really strong in math but maybe not in reading. That's that's okay. Um or the other way around and or creative productivity within a specific domain. And that doesn't just necessarily mean they're artistic. That means like are they really doing something cool creating a product that's meaningful for themselves and for their community and for the world and and driven by their own motivation and skill and leadership. And so we're really looking for that creative production is another way that they could um exhibit their outstanding ability and that they're present both in the general populace and within all protected classes. And what that means is that we really want the students who are in our highly capable services to look like the population of our school as a whole. That

047we should have a good um demographic representation that's consistent with our school district and their community. So this is a I've two charts of data here for you. This first one is just showing over the last 10 or 12 years. I think it starts in 2014 or so um the amount of students overall that have been identified for highly capable services in our school district. Um, in 2014 was when I started here in Quincy and we had very very few students identified and we weren't using very um we were using very very limited data sets to look for that. We were really mostly looking at their state test scores and um a traditional cognitive assessment that most school districts give. But what we have tried to do over the last 10 or 12 years or

048so is think more um equitably and holistically about a student in all the things that I just talked about that is more representative of the definition we have for he capable and helps us to better be able to understand and capture the strengths that our students have um in many different ways that they could show that to us. Um so we have instituted different things like doing screening of all their assessment data and looking at in their smaller groups um norming it through their different smaller groups of students that are more like them. Um we also um have different rating scales that are researchbased that are for services like these that we use. We have one for families now and um several for teachers to demonstrate different skills. we are more consistent with how we

049look at just work samples from the classroom and the rubrics that go along with those. Um, lots of different things like that. The way we interpret their language growth data as well um from the VA assessment. These are all things that we have developed over time and actually the state has been looking to us and has since in the last few years updated the state policy as far as what the expectations are about the types of um different measures that you should be offering students and as ways that they can show their their strengths. And so um you can see that it's helped us to identify more students. um five to 10% of students being identified for highly capable services is a pretty um consistent stat staff from just research around the country of what

050um is probably a true indicator of what percentage of your students need a type of individualized service like that. >> So I think you're capturing most of them. >> Yeah, I think we're doing pretty good. >> Yep. And then one thing that in our state we are required to monitor is that we are making sure we're closing gaps in access to this program specifically for students who are from low-income backgrounds. So you can see um back in 2014 and 2015 we had a 59% gap between the um students the green one is the students on who are in highly capable and on free and reduced lunch and the yellow was uh was is I can't see it. >> Yellow district population >> district population of students on this much. So there was in our district

05170 I'm sorry I can't see it from here. >> Actually 70 in 2014 2015 72% of Quincy school district students were in the free and reduced lunch program and but only in the highly capable services only 13% of those students were from free and reduced lunch. also has green screen 59% gap there and you can see we've slowly closed that gap to where now this current year there's a 19% gap and so it's still not completely caught up but we have closed we have made significant progress and all of those things I spoke to are things that are helping us to better recognize and knowledge and support the strengths that our students have from wherever their background experiences are. So as we look at the highly capable identification process is an annual process that starts

052with referrals in October and November goes through uh conferences in the fall. Um and we have information for families at all the schools um that we um introduce to the teachers right before conferences. Uh we also do our initial data screening for referrals at that time and then we can communicate with families about students that we want to refer automatically. Um, after that referral window, we do do a cognitive test, but we only use that as one possible measure, a way that they could demonstrate their strengths and we combine that in through the winter with all the other data that we collect that I've referenced. And then in March we have um district meetings to determine eligibility with the multi multi-disiplinary team representatives from the school myself um and we um collaborate as a district

053group to determine the students we want to identify for the following year. Then we'll notify parents in the spring at spring conferences and services begin for the fall of the following year their official placement. So, it takes almost it takes a full school year to get in the program. >> It takes a full school year to go through the identification process. But what I'll talk about in a little bit is in Quincy, we really don't use that label as something that's a barrier to entry to the services that we provide. And so um and have think of a highly capable program as part of similar MTSS type of a model where um there are different tiers of service that different students need more intense individualization and as we find that they have that need. We

054can offer them those opportunities. They don't have to have this label. It's not like we're saying well we only have we have a school over here that's only for highly capable kids and so you can't go to that school until you get identified. We don't do that. So, it's more flexible. >> What about like students that are new to the district? I'm sure it's part of their paperwork. >> Yeah. >> I don't know. >> Yeah. If we have students that come in new and they have um document documented identification from another school district because of the way our definition is that it's compared to their peers in their environment, then that doesn't mean they're automatically identified here, but it's a really good piece of evidence for us. So we will refer them through our process

055and but then you know based on all of the things that a school can know about a student they place them as they can appropriately right and they come in the door for what they think are the best um services that meet their needs and then they'll adjust as they go. >> Is it appropriate for me to like see this as a cohort that they stay start together and then they continue together? um they will have similar opportunities, but they're not necessarily it's not like in an elementary school all the highly capable kids are in one third grade classroom and they'll be all in the same fourth grade class. They would go experience a steam enrichment um class most of the year, most days for about a half an hour in elementary school. So, they'll

056have some times of their day that they're together. And then as they go into middle and high school, they may be more likely to be in those accelerated classes together. Um, but it's their interest and strengths diverge, you know, as they get older, too. So, >> thank you. >> Okay. So, now we've talked about identification and what who those students are. I want to talk a little bit about the program and the services they're provided. So the goal of the program according to our board policy is that it's to provide students who are identified for highly capable services with access to basic education programs that accelerate and enrich their learning. And within that we have four objectives. Often we think it's just like the whole point of this is just to make sure school is

057challenging for them, right? That they can learn and grow academically. And that's the first one. Expand their academic attainments and their intellectual skill. That's a really important goal of this program. Every student deserves the opportunity to make at least a year's growth every year, including students who are in highly capable services, right? Um, but also we want to stimulate their intellectual curiosity, independence, and responsibility, some of those soft skills for students who are really strong academically. They need experiences that will challenge them to develop their time management and things like that. We want them uh to develop positive attitudes about themselves and others. Also something that many students who excel academically sometimes really struggle social emotionally with relationships with their their um self-perception. Um and we want to support that as well. And then developing

058their originality and creativity. So we see this as a program that supports the child the whole child with um that when students have these high um academic capabilities they still need support wraparound support for them as a whole person as well. >> Go ahead Sean. >> Sorry about that. >> Right. Right. So this is what I was getting at that we see our highly capable services as part of our MTSS or multi as a multi-tered systems of support but through a strengthbased lens. So when we talk about enrichment programs choice throughout the school day um elective classes these are all things that benefit our students who are identified as highly capable and they benefit many more students as well. And so we think of all of those as parts of our highly capable program. And

059it's not that they are only for students who are identified as highly capable, but they are things that we do in our school that support the success of our students who are identified as highly capable in this um context. So in the tier one that says all at the bottom of the triangle, those would be any kind of rigorous enriching activity that provides opportunities for all students to explore their strengths and interests. That's something we want for our students identified as highly capable, but we want for all students. And so we have those opportunities throughout the school day. Then as it gets a little more um specialized, this tier 2 we call it is this things that are are available to some students which are opportunities that are for targeted support to nurture and grow

060identified strengths that students have. We were just having a conversation this morning about um in the elementary schools the steam enrichment specialists at the beginning of the year start with a tier 2 art unit that lasts about six weeks. Kids come three days a week and get to do a little more advanced artwork than they're they do when they go with their whole class. And so they have data that shows, you know, who are these students that are have a really high interest in art or have a really strong aptitude for that. And so they will group them together to go to that opportunity um and have that in secondary that looks like elective class like upper elective classes like I've already taken intro to computer science now I'm interested in taking AP computer science

061that is something not every student's going to do but it's available to me in the area of my strength and interest and then beyond that there's that top tier and that's something a level of individualization that there's few students these are things that probably mostly only the students who are either identified for highly capable or they could be but haven't been. And um they it's just a really individualized level of support that a student needs for affirming their really unique strengths and interests, leadership capabilities, things like that. And we'll talk more specifically about that looks like on this last slide that we have. So this last slide, there's a lot to look at here. I want to give you a few seconds to process it. But if you notice the left hand column is organized

062by those um the three tiers from the triangle. So the green the top green band is all of the different types of services and specific examples at each grade level of ways that we have enriching experiences that are open to all. The yellow through the middle is those tier 2 experiences, the types of services and what those specific examples are from each grade band that um may be appropriate for some students or help to differentiate based on students strengths. And then the tier three are those really really highly individualized things we probably couldn't do for every single kid and may not and really wouldn't be appropriate for every single kid, but there will be kids that take advantage of of them and thrive in those settings. And they take more adult support, they take more

063um planning, but they can be really essential for these kids. Jack Rabbit support. What is that? >> Jack Rabbit support is a part of the advisory program at the middle school and it's when kids can go to Is it one day a week? >> Yes, >> one day a week. actually two. >> It's two years ago. >> Apparently, we don't know. >> I think >> Okay. Well, however much it is a week, it's it's at the middle school and they offer kids the opportunity during the advisory period to go back and reach out to teachers from different content areas and ask for targeted support or whatever they need in those individual classes, right? >> Yeah. Yeah. It is difficult. There's no cap to this program, right? Like like financially like if we were for whatever

064reason gifted with so many kids in Quincy that we're scoring so high like there's no cap from the state, is there? Well, there is. >> They don't fully fund us. It was like yeah it's it's a cap of 5% they give us but >> our local dollars our money generously supports our our state supports is almost nothing by supplies pretty much >> thank you any questions thank you so much for that report Um, thank you. I learned so much every every week. Wow. >> So much. So, we do have a graduation followup. >> The text is working. >> I I have a few. Okay. Well, I'm so excited that I get to bring the team here today to talk about our graduation data. Uh if you go to our next slide. Um really just a

065reminder that Remington State at the core of it is that our students graduate and that they are prepared for a secure future. And I am so so proud of the work that our high school and that QIA has done. The high school hosted a beautiful ceremony. Thank you to PC for being there. Uh always a really inspiring event to see our um students graduate. There's always so much encouragement from our staff and the little staff seating area. Uh it's just so fun to be in that area and just hear all the encouragement and all the relationships over the years our students are are graduating and lots of happy tears. Uh and so I'm so honored that we get to talk a little bit more about the data. If you go to the next slide, um

066it's hard to see up there. Uh but um this is our data from however many years ago. I can't see what that first >> Back to 2020. Um the darker um it gold is uh the number of high school QHS graduates. The lighter uh gold is the number of QIA graduates. You can see our total number of graduates this year was 258. And if you were there and you thought, "Wow, this is a little bit more crowded in the past." You were right. that 258 is a record for us. So, um that is so exciting. And you can also see um there was a higher proportion of QIA graduates. And I'm so excited. Um Colleen's going to just briefly talk about um the number of QIA graduates and how it's increased over the years. And

067then I'm so so excited that the high school team is here to talk about really innovative data that we have just beyond the graduation numbers and way that way they're actually engaging with students to know much much more so they can intervene with students uh uh on their path to graduation. So go ahead. >> Yeah. So you can go ahead and go to the next slide. Um, this slide just shows just QIA graduation numbers and we're just super excited that we hit our all school record of 59 graduates this year. It's really amazing. Um, you can see over the last three years um, we've upped our numbers considerably each year. And if you're wondering a little bit about why maybe that is, one reason is because we have more students. That's part of the reason.

068Um but even uh even with more students um there's some really nice things happening. Um we're working really hard on our student tracking. Um our counselor, myself, and each of our learning adviserss specifically in our online learning program is where most of our growth and most of our growth in graduates is coming from. Uh we're meeting about every four to six weeks looking at every single kid. And we've really amped up our uh parent communication. parents get emails even weekly about student progress. Um and so just all of that that teamwork working together I think is making a nice little difference for our students. One other thing that made a difference um over this past three years also is that we changed the online learning platform we were using a few years ago and we

069believe that the platform we're using now is just much more effective than the one that we were using previously. So, those are a couple of things, but I just wanted to mention to you, um, out of our 59 students this year, um, fun fact about QIA is that, depending on the point of the year, earlier in the year, about 30% of our students are over 18, but by the end of the year, it's almost half of our students are over 18. And out of those 59 graduates, we had 32 of them that were just regular fourth year seniors on track, graduating at the time that you would expect them to. We had one student that has actually graduated at the end of their junior year because at QA you can move forward and so this

070student accelerated and got all of their high school graduation courses and requirements done um by the end of their junior year and graduated. Um and then we had 18 kids that graduated and it's either their fifth, sixth, or we even had two kids it was their seventh year of their high school years. Um, and some of those kids didn't maybe stay in school every one of those seven years. They had some gaps and came back. And there's all different kinds of stories about why. Some of those students took longer to get through, including some of the students being parents, some of the students working full-time, some of the students that had medical situations that they were dealing with. Um, but uh, yeah, we had 10 fifth year students, sixth year students, and two seventh year

071students that persevered, kept going, and got her done. So, we're super excited about that. Yes, that's it for QA. >> Awesome. >> Uh, this is our annual class picture here that we take with our seniors um leading up to graduation. And Trish should mention started at the you know, orchestrating them into a queue. Um, and it takes a few folks to hope for your draft, but um, we had a a nice group of kids this year, a beautiful ceremony, and we are guessing we we're pushing about 3,000 attendees in our stadium, and we have a larger cohort coming up next year. So, we're probably going to be thinking about how we do seating a little differently to accommodate an even larger group. Um, so we we really the kids looked so beautiful and we had

072so many faculty from all across the district joining us out on the field and it was just a really beautiful night. So many compliments. We really appreciate all of our community and parent and student voice in the process to move graduation back to a Friday night. And I think that was very wellreceived and we were all excited to get a Saturday morning back in our lives as well. and the weather we were a little nervous about, but it just was like a miracle and it and it worked out. It was beautiful. So, I'm gonna have Liz talk a little bit about some of the events that we do in order to celebrate our seniors accomplishments and and just spotlight them and make them feel special and say goodbye in meaningful ways. >> Absolutely. There are

073so many events, you can see them listed there, and activities um for our seniors. Uh that was kind of some feedback when I moved into the new high school. It was kind of like gosh, how do we make this our own? How do we make our own traditions? And that's something we've been continuing to build and build and build and get student feedback. We might actually have to rein it in, but it's a lot. Even the seniors are tired, but you can see really cool events like the senior hat decorating and the amount of pride and the tears and so forth as they, you know, decorate those to make them their own and to talk about their goals or their heritage and so forth is really, really cool. Um we highlighted in yellow some of

074the events that one of our big goals was really increasing parent engagement and so having parents um individually called and invited to uh the senior department awards where we're celebrating you know those students and their accomplishments in every program area was very very exciting to see. Um, and then also we had a college and career commitment signing this year, um, where we recognized every single student in every track they were going on as part of their post-secary plan, whether that was a two-year, a four-year college, uh, trade, apprenticeship, or straight into the workforce. And so, that was really exciting to invite parents to um, and for students to feel so honored for their next um, pathway. So, that was really, really exciting. So, lots of great activities. We won't go into all of them, but

075we're going to talk a little bit more about some additional ways that we found out more information and feedback from our seniors. So, um, just to give you a little context, um, earlier this year, we were here talking with you about our our school improvement goals, and one of them was to increase our students FAFSA and WASA completion rates. um because that is a a a measure that indicates um post-secary readiness and that 13th year planning the the what happens to me as soon as I graduate high school is so critical and it really is our northstar is how are we preparing our students for when they they walk back across our threshold out into the larger world. Um, and so we had some amazing growth that team really led around um, making this something

076that was for every kid, every senior um, because we really believe it's not for us to decide what kids want to do or what they might do later on down the road. I don't think many of us have had a straight line to where we are going. Um and so how do we create the opportunity and the scaffolded support for every student even if they don't necessarily know they want to access um those funding for post-secary education but how do we make sure they have an experience navigating a very complex system and some of them had some real ahas like oh my gosh I can actually get some additional education paid for and I have opportunities I didn't even know I could access which is so so powerful. So, we were able to increase our

077completion rate from uh like a 54% up to 70% and I think we're higher because we even had counselors continuing to work with seniors on completing FA and so our numbers will get reported a little bit later. Yeah. Yeah. So, and yeah, we are way way above the state average. We are second in the SEWAC. We're really really proud. Um, and we wanted to understand how that work was really landing with our seniors. And so I'm going to have Susan talk a little bit about what our initial dive into what their experience was has shown us and then we'll talk a little bit about like our big takeaway for what we're going to do with our staff going forward. Well, so we've worked uh the three of us to create um a survey at the

078beginning of the year. Are you going to complete the FASA? Yes. WESTA, yes or no. Um what >> can you explain the difference please? >> Oh, I'm sorry. FASA uh is a federal, right? And so everyone pretty much can apply for that. Um but if you um don't have documentation, then you're not eligible for financial aid for federal. WASA is the Washington state financial aid. everybody regardless um some people just don't want to tap into federal aid can apply for that but it also includes um students that don't have that. So um we really yeah so we asked questions like that we wanted to kind of hear straight from the seniors mouth what they were going to do what they needed what they wanted and then take that data and do something revolutionary in education

079which is do something with it immediately. >> Yeah. So we poured into those kids. We had lists. We had people our partners from um Big Ben talking with them. We had our teachers, our English department was very dedicated to getting this question of postsecary. What are you doing next? How are you going to get paid for? What do you need um answered so that they could walk away into that 13th year into a system that would catch them? had I think we talked a lot about the um on-site admissions and then the tremendous amounts of visits to you know to partners through the CTE and all these we so we just really tried to get it down to figuring out what kids wanted and then having individual conversations with those kids who didn't quite know

080what they wanted right um and we'll improve things in our advisory program and we've got lots of um and then we did a survey again at the end of the year to see where we were where people were at and I can totally see everything Sean Go on. >> Oh yeah, of course. >> Um, yeah. So, those are the results of the spring. >> Yep. Those are spring and then this is the exit. So, >> um, one of the biggest questions we had on there, um, you know, we wanted to figure out how are you feeling right now? Like, are you are you ready? And the kids that were like, I'm not ready. I'm I'm really freaked out. I don't have a plan after all the work we did. We talked to our student intervention

081specialists. We talked to our CTS or CT folks and we met with those kids and we said, "Okay, let's try one more time. What else do you need?" We met with our guiding counselors. And so I had a kid come up to me and ask him like, "Dr. Rose, Dr. Rose," he's like, "I'm going to Big Ben." You know, I got accepted. I was like, "Absolutely." He did. He didn't he didn't know. He didn't know it was for him. He, you know, even after the messaging, even after the conversation, even after all the things, he just still didn't know. And so, he worked one-on-one. And so, yeah, he's going to go to Big Ben. He wants to be a nurse and he's really excited. So, I think that that's the power of data collection for

082us. some student voice is to keep keep our foot on the gas, keep our foot on the pedal to keep asking kids. Um, and you know, we even had some kids in our initial surveys that were like, "Well, I'm not going to file for a fast forest, but I'm definitely going to go to Big Ben." And I was like, "Well, you probably like need to do that still, right?" And so, just some confusions on what navigating the system was, or I want to be an electrician. Okay. Well, are you ready for a two-year weight? Oh, no, I'm not. Okay. Well, let's talk about maybe what you're going to do in the meantime. We've got some cool data center pathways that might be really helpful. So they they don't know what they don't know and we

083don't know what they don't know until they tell us. So one of the big biggest questions and I think you guys referenced this earlier was um who is helping you or is anybody helping you here? Can you name a person that's helping you here? Um and tell tell us about that person. And so that is just one of the questions on this bigger exit survey that we took um some qualitative um feedback from. And I think we were really surprised and excited about the the results. Um, and we feel really good. Um, like you were talking about the community partners, maybe that's some place we need to shore up, but kids in Quincy, they have they have people they feel like they they've got some folks they need to talk to. So, I'll let you

084know. >> Yeah. I mean, I think for us, our true goal is really that every single student has a plan that leads them to a viable pathway to a family sustaining wage and living the life that they want for themselves. Um, and some of that might be some we find it along the way. Um, but I think when you're talking about um 200 kids or more, um, that can feel like how do we even do that work? um being able to process this storytelling data from kids in a way that we are working towards staffing up this future ready team to be able to work one-on-one with every student in a really meaningful way to help them get to where they want to go before they're leaving us is so empowering. Um, and so I

085think, you know, in our data here, this is sort of the f the first pancake of this work. We see where there's work to do. You know, I think you can gravitate toward this. Oh, wow. 74.5% of our seniors who responded said they have a a trusted adult who connected to them about postsecary. But when you think about it another way, that means that one in four of our kids weren't sure or didn't. And they've named in our other surveys how critical it is to have that adult connection. And so we're going to be able to take this thematic analysis to our staff and share with them, look how important you are to our students and how can we work together to build experiences for them where they're getting lots of taps on the shoulder

086and lots of um supportive walking them towards their next steps. And for us that just it just makes it feel like everything's possible right now, which is really exciting. >> Yeah. So, we um you know, amazingly got 153 graduating seniors to respond to this. Um and we'll get we'll get them all next year. It's like a Pokemon thing. Got to catch them all. Um doing it. Uh we just got to Yeah. Uh but yeah, I think that that's the thing. This is big work. This can't be the CTE coordinator. This can't be an AP. This has got to be every single teacher every single day. And so this helps us have kids speak back to our teachers um in a way that they can really understand it. So there's five themes that were identified. I'll

087talk about I'll talk about the first one, but the first one you'll see it's kind of got the the theme overall what they're talking about and then some some supportive quotes in the students words. Okay. So, um time and time again students described a meaningful adult connection not through brand gestures but through consistent genuine presence. It was paramount to them. The teachers and counselors who stood out were the ones who noticed students who asked what they were doing and actually waited for the answer. students who didn't students didn't need adults to have all the answers. They needed adults who showed up. And I think sometimes, especially when you're talking about something like post-secary, people will say, "Well, I don't know anything about making somebody a welder. Well, I don't I don't know about financial aid."

088And they'll wait for someone else to dive in when it's like, "Well, let's just sit down and call FASA together." Like, I had a kid this year where it was like, "We're going to talk to Dr. Rose. She's the expert on FASA." Not really. I'm super good at like sitting on the phone and I'm talking to people and talking to my like statewide resources but right and so it's that and so I think understanding that you know that they can do it too. So, and then you can see some supportive quotes about specific teachers on what made a difference for them. Um, so but being present and checking in, right? Something kind of simple. The second one was providing direction and concrete steps. I think sometimes when we cheerlead students like you can do it,

089they're like cool, but like how, right? And so students said that they felt most adults gave them something actionable, right? So filling out a FASA, going on a field trip, doing these cert um that's what they really needed to meet. So, it's not just you can do anything. It's I'm going to show you how or we're going to walk that path together. And then you can see um specific staff members. What I really like about these quotes too is it's very representative of the whole staff. We see Maria Ronaldo that's a parent leazison. We see teachers. We see all sorts of folks. What I would add to that kind of being present and checking in is um Felicia, you know, years ago kind of said how important it is on Mondays to do anal check-in

090with your kids. And the teachers that have really persisted and done it well are mentioned in these and the kids really say like Mrs. Murray like I love that she checks in with me and she asks about my soccer game and then she shows up, you know, and and it's like a it's a blueprint. It's a diagram for like how I don't know why I said diagram. It's a blueprint. Um, it's synonymous. >> So, but the the other teachers can kind of look to that and kind of see, oh, okay, this is like the difference maker. Man, all she did was that she asked questions. She she cared. She's interested. And so, that's really helpful, especially for some of our new teachers to kind of see like these are cool ways to provide support, and

091it doesn't have to be groundbreaking. Um, the third theme that I'm going to highlight is just believing in students, especially when they didn't believe in themselves. A lot of them don't know what they're going to do. Um, you ask them that question, there's immense amount of stress and we tell them like, you're going to get asked this question so many times throughout your life, but especially in your senior year. And so, just having that support. Students described adults who changed their relationship to their own future, not by giving them information, but by expressing genuine belief in their potential. for students who struggled, who doubted themselves. Just so important that our teachers, our staff, all of our community are kind of, you know, cheering them on. Um there's a few examples. You know, Miss Lopez, you

092helped me believe in myself and move forward despite all the problems I had. She believed in me. Mr. Hikas helped me realize my love for learning. Someone who might have thought they weren't good at science. And all of a sudden with Mr. cheering him on, you can feel good at anything, you know. Yeah. They're just amazing teachers. But just even teachers reflecting on what they wish they'd heard earlier. You're the you're more than what you think and you can achieve so much. Don't let yourself and others stop you. Um I think Mrs. Maria at graduation gave an amazing speech just about how you are number one, you know, in your life, you know, and you're kind of like that gatekeeper and so forth. So I think just for many students kind of for our teachers,

093this is really good data just saying you are the loudest voice in the room and um we can impact it so positively. Uh the theme four was just opening doors to opportunities students didn't know existed. Uh this one was a big one and a lot of feedback for for me as a CTE director for CT coordinator that has been a huge part of our goal of Alicia's vision just with postsecary success and plans and so forth. Just really we wanted to open as many doors and show as many kids about possible careers pathways that they might not have known about. So regular guest speaker panels, mock interviews, pathway nights um at the elementary, middle school, and high school were so so important that we had those available. Um doing tours uh when we found out,

094you know, Susan did so much amazing research. She's like, "God, there's a lot of kids interested in electricians." Like that was our pull. We had all the electricians come in and then they told us about the waiting list. And so then we're going out to the the community college and saying, "What programs do you have available? The data centers, what programs do you have available?" So just really really trying to make as many opportunities available for that. All of our CTE teachers, which on average our kids take two CTE classes um out of their seven, all of them hit career exploration in every single unit that they cover. So it is so important that our kids know about careers, but also that we share them with our parents. many of our parents are unaware about

095the different careers that are coming out and that are available in our community in our in our back door uh that our backyard that are amazing. So, I think the classes that we are now designing, we're thinking about how do we make sure those opportunities are available. Even looking at Camille's kind of slides about the highly capable, that's where we're going is that tier three and really shooting for every kid to have a supportive pathway and a person to support them along the way or multiple people. And then our fifth theme was being a safe person for the whole student which is very much aligned with our district mission vision that culture of safety and belonging and how critical it is and how lifech changing it can be when every one of our students can

096say I feel seen and cared for as a whole. not just whether or not I'm doing well in this particular class around, you know, I I got a bad test grade or whatever. Like, I'm not I'm not a throwaway person. I'm a whole person and I I I need you to know that. And I I think hearing from that kids and being able to share that with teachers is so important. Um, and that students don't always separate their academic future from the rest of their lives. When you make a space for the full student, you become the kind of adult they'll name when asked who helped them. And that is ultimately what we are looking for as a measure of success. How many of us can our kids name as helpers? Um, and then we

097were just like it's a struggle for us to read this this last piece. This is the final implication of the thematic analysis that we are going to use as kind of our mantra with our staff. You are already the intervention. The students who felt most ready for the life after QHS didn't necessarily have more resources than their peers. What they had was a person, someone who checked in, pointed them forward, believed in them, opened a door, or simply made space for the whole of who they are. that person was in most cases a QHS staff member. That person may have been you. >> So we'll be working on this in August with our colleagues and we know that they will be deeply moved by this because we are among them and we are moved by

098this. Um and we're just really excited for what's to come. I think there's a lot that we can keep doing to get better at this. So we're excited. Well, I know we're short on time, but maybe in the future, I'm interested definitely to learn just how this is disseminated with staff, >> how it's taken. Um, very positive report. I am slightly curious to hear what are some uh areas of improvement that they kind of pointed to. So, maybe in the future we could look at that. Um, but yeah, super cool. Yeah, I our kids have said they want more exposure to more career and post-secary opportunities, >> one-on-one. >> Yep. They want more one-on-one conversation and support. Um, they want more of what they're naming is working well. Also, like again, I think that measure

099of like one in four kids didn't really have this experience. And so, how do we get more consistent with that? Have you ever been able to help them see that they are part of the same process? Because you know when they're busy texting and using all of their social media, there's not that one onone like there used to be. Yeah, >> we've lost that. >> Give me a robot on the phone. I just >> Yeah, >> there is nothing more powerful than that human to human. But you just named two for our kids. this the post-secary uh pathway once you leave Quincy Quincy is complicated enough how a student graduates with GPA scholarships but that post-secary pathway piece actually giving them to either a trade school or a college is so complex and a lot

100of our kids they just need that one negative experience and like I'm out I'm not going I'm staying at home >> um and I can I know a handful of kids so I think the systems and the this the guardrails that they're trying to you know I'm just so excited about is really that human piece of it about how do we get those one-on-one connections? They have that adult that believes in them. Again, they might not have all the answers, but really I I think the the one thing this really highlights to the staff um is just how impactful they are. And that impact can go it can come both ways. It can come it can impact them and propel them to do things they never thought. And but I can even personally think the

101people that have been >> critical, I remember that way more than I do the people who are in my corner. So, how do we get our kiddos to really proceverate and focus in on those people in their corner rather than the one off comment where they were told they can't do something? And I think highlighting that the words that come out of our staff mask really really can propel our kids. So, that's what they're naming and that's the cool thing and it doesn't cost >> right. And one thing I would add um Rita in response to yours is um we have a lot of staff and alumni coming back as our guest speaker which is very inspirational um but also even our students and doing their student student storytelling. We had one of our seniors

102come to the middle school career pathway exploration and he shared about his struggles like like just it was rough >> that closer to their age. >> Exactly. Exactly. And so that was huge. >> And he talked about all the distractions and so forth. But then he talked about when he found his path, it was his older siblings that he was looking at and siblings of friends and how he advocated. He got the right math class. He got in the right program. Like he's ready to go and he's so proud walking around like head held high. He is now a mentor. And I think the middle school teachers are like, "Can we have him come be a guest speaker?" Absolutely. >> Experience. I have my oldest child was dyslexic and had a lot of physical issues

103for the niece so she couldn't be in sports and her sisters were straight A students. They got to do all the sports and blah blah blah. Well, I thought I was going to lose her. I really thought she was going to quit school. And luckily the principal said, you know, she has worked so hard for an average grade. If she gets into any job there, her boss is going to love her. He based it. >> Exactly. So they calmed me down so I could continue to help her because >> I couldn't take any more >> things away from her. She needed to live as a teenager. >> Yeah. >> And uh just his being able to be that helped me out a lot. >> Celebrated for who you are. >> Thank you. >> Um moving

104on. You do have the student board representation. >> I honestly don't have a lot of stuff on the school ending tomorrow. So that's pretty much it. Um I don't really know what they're going to be doing tomorrow, but >> Yeah. Exactly. We're gonna be doing nothing. I have a short list for you. >> Uh for the past couple of weeks, we celebrate our graduating seniors with the graduation parade and the senior graduation ceremony held last Friday. These events brought together students, family, families, staff and community members to recon recognize >> recognize the the accompliment accomplishments yeah rec 2026. The VAT program recently held its final family meeting of the year where students re recite >> received receive awards and rec recognization. On a personal note, I was honored to be select selected as band manager

105and section leader. There have there there have also been several scholarship and financial aid event to help the students prepare for the future educational opportunity. In addition, elementary schools uh had various uh regarding educational field trips to rec recognize a student achievement achievement. >> Yeah, that's all I have. Good job. It >> was really great hearing you at graduation as well. you're on the mic seeing the senior names. Very cool. >> Still have one more board meeting this month, so please come back. >> Now, our superintendent report, >> I'll keep mine very short. Um, just graduation. Congratulations, Colleen. High school team, tech team, maintenance team. It is a all hands on deck to pull that off. And again, I don't think 30,000 was inaccurate. I think we're really close to that. Um, it was a

106lot of fun. Great ceremony. Thank you so much, Dan and Casey. Thank you for being up there with us on a little windy evening here in Princeton, but what's new? Uh, and it calmed down just some time for us to read the kids' names, and that's what everybody's there for. >> Uh, 8th grade promotion is tonight, 6 p.m. Diana is going to be representing board, the other board members. >> Okay, that'd be great. >> Sure. Uh, six, I'll be there at 5:45. Um, and we will be inside with the win and everything picking up. We decided very to try a first run at JC Stadium, but we're just going to move it into the gym. Um, and then just congratulations to everybody in the school district. We got a day and a half, maybe two

107days. You know, we're a little bit past one now. Almost done. So, overall, it's been a great school year. A lot of really good progress made and um, just appreciate everybody's hard work this year. It was a great school year. Then lastly, I got uh the first notification law conference is opening for registration tomorrow. So uh it is in November. I don't have the exact dates on me, but is everyone just planning? If you can't make it, not a big deal. It's in Spokane. We can always uh just pull the registration, but we can uh in order to get hotel rooms, we need to know if you're interested in attending. I mean >> students you guys want >> the conference again the annual conference. >> Okay. What would day? >> I don't have the exact

108date. I mean it's November. It's generally that >> the third Thursday. >> If if it's like early November then I probably won't be able to go but >> it's mid November 19th. Yeah. >> It's the week before um >> yeah we're sure then. Yeah. >> I have no idea. I won't hear from or be able to speak people at the doctors of the university until long. >> Well, let's just register anyway just so we can make sure you have one tomorrow and be able to cancel. That's something right. That's all I got. >> Uh for board leadership report, one thing I wanted to highlight is um we are looking at a whole work session in August to uh look over the board topic calendar and just the process of getting things on the agenda. Other

109than that, you guys saw the bond. So, great job again. Um, you want to >> uh I mean, we just talked about uh ways to make the climate data a little more clear and concise for us to digest it. Um, yeah, just contractor. So, >> so going to policy review first reading. Uh yeah, the first question. >> Yeah, I I had a question about the polic. >> Awesome. The first reading or second? >> Uh the the first reading policy 233. Yeah. >> um I I was a little kind of concerned about the policy itself. Um, I was wanted to ask um like if if it's I know it's like mandatory to have like like a US flag on like each room or whatever, but is it allowed to have more than one flag because it's

110not really sped in there, you know, like um if like a teacher or somebody wants to like add like another flag, you know, like is that also allowed or is it just >> take this piece of like I I don't know. It's it's a little it's a little confusing. >> I think I think in I think in general this is making sure that there is a US flag in each classroom in front of each building. Yeah. >> When it comes to classrooms, you know, things can be different, right? Um if it's a geography or social studies type classroom and they're learning about a country, maybe there's a Swiss flag up, right, for that unit. So, but but the idea is that the the US flag is is there in every classroom and it's it's prominent.

111>> Yes. And we had that line there about pink pursuant that being displayed pursuant to US flight code uh which mean US flag is always at the top right of building >> and main feature. >> Yeah, I was I was kind of confused about it because they didn't it didn't like specify but you know that was just fine. >> Great stuff. >> Yeah. And maybe the other place you know is that the only flag on the flag pole outside any school district or school district building will be the US flag state flag and then a you know school district three on a big platform. >> Yeah. Yeah. >> And >> yeah, >> public school. >> That's that's a fancy way of saying >> just say black. >> Well, public school >> facility facility that works

112too. >> Sure. >> The plant board. >> We can change that to >> Yeah. That was my only question because I was kind of confusing but that that's >> I had a question on freedom of assembly. >> Oh that's the second reading. So any more questions for the first reading? >> Okay. So we are ready to go on to 6.2 since the first one is only for review. Uh questions for second reading. uh policy. >> Yeah. I guess >> so I make a motion that we approve the second reading of Bill. >> Before making that, I'd like to know what is believe that uh >> so it's a first second discussion and then all the uh student advisory vote and then our vote. So there is a space for questions um after we I guess

113bring it to the table. Okay. >> So we have first >> a second >> second. Any questions? >> I just wanted to know what does it mean that uh attendance policy is in a neutral. >> So no matter what whether we are there's an you know students walk out it's generally pretty divisive. uh uh issue generally when they walk out um that no matter what the reason the students are walking out whether we agree or disagree the situation their absence is applied the same no matter what >> okay that's I wonder but I >> Yep. Yes, I had I had the same question about the absence thing, but but I >> that's what that means. It should supply no matter what. >> Does this answer all the question? She kept talking about a a illegal

114that illegal disruption. But so the the what is in there now is materially or substantially disrupt the educational environment. It's not permitted. That's a very high constitutional bar. So for us to save demonstrated demonstration materially or disruptive or or substantially I would have to shut school down. I can no longer operate school district functions that would rise to the level of substantial material disruption. Anything that falls short of that bar um would not it would be a violation of amendment. >> Yeah. It's a it's a it's a pretty high bar >> and it must be further down to anything less. >> Any other questions? Okay. So, we have first a second um discussion accept >> uh student advisory vote. So, all those in favor say I. >> I >> opposed. So, uh the policy passes.

115Uh we don't have any unfinished business, no new business, um board requests for future topics attached, but I will say we're full for the year. We'll look at it again in August. What I'd recommend um and then we're going to enter into an executive session. So, thank you everyone for being here. Um the meeting will be back. We're done with our session. >> Thank you. coming along. How do I close it? Says action. >> Sean's executive. >> Okay, here we go. >> Yep, you guys are on. >> So, we are officially out of executive session and going on to the superintendent contract. does require action. >> I move that we approve the contract with a 4 1% increase. >> Thank you. There a second. All those in favor say I. I. Okay. No. Motion passes.

116So, please remember to sign your official documents. Otherwise, the meeting is adjourned.