School Board Meeting - 5/12/26

001Can you hear us? >> You still there? >> Yeah, I'm here. Thank you. Can you hear me? >> Yeah. Can you hear us? >> Yeah. >> We'll start. All right. Ice flag of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. Um well, thank you everyone for being here. Um, we're going to start with the adoption of the agenda. >> I move to adopt the agenda. >> I second. We have a motion. Second discussion. Seeing none. Uh, all those in favor say I. I. Opposed. >> Uh, wasn't this where I had to go? If I wanted to do the old business like I did tried last meeting, >> this is where you can make a motion to >> I can make the

002amended or >> the agenda. >> Thank you. Because I would like to revisit old business for the use of a cell phone in high school. >> You need to make a motion to add that to the agenda. You want me to make a motion? Did you say >> yes? >> I'd like to make a motion to agenda uh on the agenda to amend uh old business to reiterate what I would like to for removal of cell phone in the high school. Is there a second? So hearing no second. Um the motion does not pass Rita, but I do want to mention that uh it is on the board topics and our goal in board leadership is to get it scheduled in as a formal discussion. So even though it's not on the agenda tonight, it

003is in the plan to get it on as new business. Okay. So, the agenda is adopted as is. >> Oh, we already did the all those in favor. We'll do it again. All of the in favor for the adoption of the agenda as presented say I. >> I. >> Opposed. So, the agenda is adopted. So, now we're going to go on to public comment. There's a couple. >> Okay. Okay. So, now we're on the consent agenda. >> I move to approve the consent agenda. >> Second. We have a motion, a second, um discussion. >> Now, is this where we can ask questions? >> Yeah, >> I do have a few questions. Um on the Ziply fiber there's quite a variation in the um amounts that we have to pay. How is that run? Is that

004time on the internet or what? Because I mean it goes like from $32 and there's one that's $92628. Yep. The the variation there is in the type of phone service. So, Ziply is not just fiber, it's it's fiber and phone service. So, say the 900 and some odd dollars you're talking about, >> that's that Pioneer where all of our main lines for all the buildings come in. So, it's 23 or 24 lines that simultaneously can connect all the v various buildings. So, that's why that's additional there. And then some buildings have well each building has a 911 analog backup line, a bailover line in case the the phone network goes down. But then some other individual buildings like QIA >> George Elementary, they have fiber fiber on there as well um to connect back because

005we didn't have any of our district owned fiber at those locations. So that's some of the variation. some of it's um variation in the type of phone service and then some some buildings do have fiber there as well. >> Okay. And then on um our program for every family informed for what percentage of these families that we contact are land owners that pay the taxes? >> I'm sorry. Do we have any idea >> what question is that? Rita >> every family informed the program that we want to uh purchase >> $6500. >> Is that the parent square contract 4.51? >> Uh I don't know. I don't see the agenda here. Do I just arrow up to that? Sean, >> you should here. Let me let me share it too. Sorry, I was I was multitasking

006over here. So, let me get the >> agenda up here. Um, okay. And we're up towards the top here. >> Okay. >> Sorry. We Where am I at? >> 4.5. Okay. Parent Square. Let me open that up real quick. Get that open here. I'm assuming it's this one. >> Yeah, >> there we go. >> Yes, that's the program. >> Okay. So what this is uh this is we have remind that we've been using for probably almost 10 years now pretty consistently in the district. >> Remind's going away. Uh so parent square will be taking this place. Um and so we can still text our all of our families but there also be the option for our families to follow like a live social media feed for every school or sport or club that their kiddos

007are in. Uh so you know I presented this at our family uh uh my family advisory council meeting last week. Families were really excited about this change because it's really going to condense all of the communication that we put out into one app rather than having to search all your phone. So that's getting paid uh you know to correct me if it's out of our communication department line which is our basic education funding. >> Okay. And then on the uh frontline program that you want uh what type of industry industryleading solutions and technologies are offered. >> Well, I would say one thing that this is really helpful about um and it adds clarity for our families is when they move into our school district, they can type in their address and our admin assistance use

008this. Transportation uses it. young our our uh families use it as well to find what school they attend. So, what their neighborhood school is. So, they can it's a it's a mapping system. So, they put in their address and then it will tell them exactly what school that they go to um uh by their location of their house. >> But what type of industryleading solutions are offered? I don't understand that. I would say the fact that they have a they've developed a program where we can where a family can enter in their address and then it immediately talks to our student information system to tell them what school they're attending. >> Okay. >> I consider that industry leading because there are really are there's a couple other companies that do that, but they're the one

009that we found the best and the most accurate. >> Okay. And then on your theme redesigns, can't this be done by AI rather than contract >> on file site? No. AI can do a lot of things, but you know, it's we this is a professional company that designs and not just design, but they host our website too um on their servers. So there's not we're paying for the the design and then also they ensure that it's ADA compliant. We need to make sure that all of our websites are ADA compliant. So they do that work as well. I mean AEI could say that they do that but I wouldn't trust AI to do that. Um and that's why we're going with this contract and Final Site they they host our existing uh contract our website

010and our contracts up. >> That's a very reasonable price. >> Yeah. three years >> and we were able to because Paris Square also offers a website and we were kind of able we were able to put squares price up against final site so they were able to knock additional $3,000 a year off. >> Okay, that's all I've got. >> Okay, any other questions? Uh the student board advisory vote on this for consent agenda. You're good or neutral? >> Okay. Um, so we have a first and a second. All those in favor say I. >> I. >> Oppose. >> The consent agenda is approved. We're going to keep on going to reports starting with the Monument Elementary School. >> Good evening everyone. >> You believe girl. >> It's so bright. >> Um, just want to welcome

011everyone to Monument. Love having you guys here and uh getting a chance to have everyone in the building. Uh, Lucina and Andre, welcome. I'm sure you guys haven't been here in a little while, but this is the the K5 version of Monument. the TK5 version of Monument. Um, so I pass out the board report. We have three different school improvement goals just like everyone else. A pretty standard um practice uh in the Quincy School District. Um, the first one that we have talks about attendance and making sure that we are doing the uh everything we can to make sure our students attend regularly. when we sat down and looked at our data um we've had a variation of uh social emotional um learning goals in here over the years um and we felt that they

012were successful. Um but what we also noticed looking at the data was that our data was slipping and last year at the time of uh the creation of our school improvement plan we had 69% of our students were here 90% of the time. Um everyone felt that that was too low. Um the district average was just slightly below that if not right around the same mark. Um so we decided that we wanted to improve that by at least 10%. Our current average is right around 73%. Um which looks we're we're excited to be going in the right direction. Um but if you take out one month that actually jumps up to 76%. February we had a really really low I think it was about 62% of our students were here. 90% of the time we

013were hit by some sort of bug that really decimated our numbers. But um and so we're we're excited about uh the work that we're doing there and making sure that we're getting our students here so they can learn. Um the most important part of that is creating an environment that they want to be in and that they want to come to school and enjoy being in school. Um, our Panorama survey data that we recently got the results for showed that 96% of our students have an adult that they can trust in the building. Um, which is an excellent number. It went up from 92% in the fall. Um, so as the year goes on, they're growing more trusting and developing their relationships, which are the the bedrock of everything we do here. Um, additionally, they

014also indicated that they feel more safe at school than they have ever been. And we have had our highest school safety numbers for monument since we uh not just the panorama survey, but the one that we were doing before it. I can't think of what it's called. >> Youth Truth. Yes. Um we are excited that not only are they here, they're connecting with staff, they're feeling safe law school. So um we feel good about those numbers and the fact that we are improving our attendance um regularly. Our next two goals actually are essentially the same goal. Um we're identified for students with disabilities and not having the appropriate um making the cut off for our uh improvement for those students and the achievement uh for those students. And so that is our goal. We want

015them to improve in both math and reading. And the goal that we established is we don't want them at low growth. We want them at typical or high. And so we made our goal for to move um our students 10% for both reading and math from t from low growth to typical or high growth. And so what you see here on the reading is that we did not make that goal based from fall to winter and we still got an opportunity to achieve it if we perform well in the spring um star assessment. But our DBIP students, which is another group that we target, even though we're not required to because of our school improvement plan, we still choose to do that because we recognize that they're a vulnerable population within our district and that

016we still need their uh performance to improve. Um, and so we we did not make it in reading. Um, but we're excited that we did do it for uh we are we haven't made the goal, but we saw improvement for our our students with uh receiving special education services. So, that's something that we're really really proud of and that we're going to continue working on that since this was in the winter. We are excited to see uh how they perform here in the next couple weeks on the star for reading. We flip it over and look at the back for the math. We're really excited um because we did see growth for both of our TVIP students. Um although it's not 10%, it is at 5% improvement. And then we're just blown away by our

017math um uh growth numbers for special education. We're 37% um an improvement of 37%. So that is huge. We we're excited about that. Um, we want all of our kids to improve in everything obviously, but uh, considering our math scores recently have not made our met our expectations, we're excited to see this results and we're really anticipating how that looks when it comes time to smart and balance test and also the star assessment. So, those are our three school improvement goals. Um, we also have a couple other I might three minutes. Bye. >> I'll keep any questions about >> Oh, yeah. Before we go on the next question, >> anything else? >> What do you think happened with the reading? >> You know, that's a great question. Um, I I think the most the easiest

018answer is we talked a lot about math. Um, and sometimes when you focus too much on one thing and allow the other one to slide off to the side, um, it's not brought to the forefront and, you know, we didn't do a good job balancing. And so I think moving forward is sharing this data with our staff and being like, okay, we are measured in two areas at least. um what what what can we do to balance that out a little bit better and just not allowing you know our one but to open that up a little bit and make sure that we're giving equal time to both. So yeah I mean the other part of that is is our math scores were such that it was it wasn't like a quiet whisper of math

019very loud we need to get better at math. So yeah >> a question about the data just to make sure I understand it. So like does that mean that the students just looking at data the hypo >> um yeah so last the previous year in the TVIP 77% of our students were either in typical or high growth which was measured against their peers. So, um, when you look at all the students that take the STAR assessment, they measure how much growth each group makes in a single year and then they put each one in a percentile. What's what's typical, what's high, and what's low. And so, this is a combination. 77% of our students the previous year either made typical growth, which is one year's growth per uh, whichever is being measured, or high growth,

020which is more than the typical one the one year. And so yeah, we we did really well in math last year, especially in our TPI students, which is why we exited like 20 students. Um, and so this year it it didn't we didn't get the same results. >> So, >> as far as like selecting strategies, what's that process like? >> That's a great question. So, sometimes it's um working with department of teaching and learning and talking about what um is being discussed at their level. Um, and some those are kind of bigger picture strategies, right? we talk about specifically for math. One of the things that we have um been discussing as a district is building thinking classrooms, right? And that's a phil philosophy about how we introduce math, how we practice math, how we

021are working with our students to put them in small groups. So you got the big picture um conversations like that all the way down to the the granular. What do teachers talk about in each grade level in each classroom on how they are going to be teaching math when they give certain results and they sit down in their PLC's discussing well what did you do get these scores that we want to continue and emulate or what did you do here where the scores weren't up to your standard and how do we change those and make the the changes and implement them so that we get the growth that we want to see. >> Yeah. and and that can those so again the big picture ones again it's the vertical collaboration working with Allison working with

022our coaches and things like that but then the granular ones what happens in the classroom takes place in a grade level or a GLC >> yeah and it's just maybe me barely noticing and I'm sure maybe all the other schools are the same um I'm just a little confused where there would be a strategy related to analyzing student data and your priorities would have been selected because you did analyze the data. So that would have been before selecting strategies. You know what I mean? So it's almost as if there's one strategy which is just implementing the curriculum if that makes sense. >> Okay. So um yes and no. When we look at the curriculum, the curriculum tells us, you know, what we're what standards we're going to focus on, what we're going to focus for

023a unit versus a lesson. And even that lesson sometimes takes maybe one, two, or sometimes three days. And so the strategies that can be implemented on each day might vary depending on your the students that you have, the teacher you have. Um and sometimes the curriculum is very explicit in what they say. Um even then the leads for both math and reading come together and they sit down and talk about the curriculum throughout the year and they make decisions and then that's discussed in GLC's. So like it goes through quite a process to get to a certain point. Um and even then teachers still have their own ways of presenting those strategies and the different activities that are decided upon in GLC work. >> Yeah. And absolutely the curriculums should be a strategy. I'm not

024I'm not questioning that. It's more of like a like what else to support reading, what else to support um math like it's a club or some sort of initiative, you know, >> outside of the curriculum. >> Yeah. So I I think definitely keep that one. It's more in question your first strategy for each um >> different sid pole where it's analyzing data, but that should just be the standard. We're always analyzing data to let us know if we're but that's our evaluation. So my concern would be that each of these schools currently only really have one strategy. >> Okay. >> Which is the implementation of like curriculum which is fantastic. Don't you? But I guess like room for creativity in in the future where um what how how can we also support you guys to

025>> help with these numbers as well. >> Yeah. No, I love that and I appreciate the feedback. Um and there are certain requirements that we got to hit within our school improvement plan and the format and the framework that we were provided. And so um yes, definitely thinking what this is what we're told to do, but what else can we do in addition to that picking outside blocks? I think too is being, you know, I mean it is current practice and standard practice, but I think getting really crystal clear about those intervention plans. That's how I read it too. So taking that time, yeah, we always look at data that's really the data and what you do with it. >> And then you you're just being really crystal clear about the individual student need through

026that intervention plan because that's the second part of that. And that's sometimes where, you know, there's teachers have a lot on their plates and, you know, it's giving that extra time, that support to make sure that we're being as intentional as possible um with that in front of to create those plans and follow up to make sure that it's working >> is kind of the heart of that strategy is kind of how I interpret it. >> Yeah, absolutely. Which is kind of what you're saying, too. >> I mean, and what you're saying, that makes a lot of sense, too. >> Yeah. And so, if you look at the intervention schedule, and I brought um Buffett here to talk about that. Well, we were realizing when we were looking at that and our interventions are needed

027for our different students, we were realizing, you know, unfortunately, we don't have enough time in our schedule to intervene in all the ways that we need to. And so, how can we maximize and um think differently about our schedule in a way to get more students seen for the different interventions? And so, we have the graph there and Pauline can um share what >> uh she was going to talk about. Um did we >> That was perfect. Yeah. >> Okay. Okay. Awesome. So Pauline, do you want to um explain what we're looking at here? >> Okay. >> Well, thank you guys for having me tonight. Um excuse my attire. My for group is planting trees at the rest stop, so I'm off for that right after. So anyways, our intervention schedule is unique to Monument

028and Mr. Ail and I work together to come up with a plan amongst um our staff and then with our other tier 2 specialists as well. And that plan is to have an A and a B schedule so that we can reach more students with our interventions. So we call it our dual intervention schedule and it allows us to teach two blocks from first grade through fifth grade of every intervention that we offer. So TBIP steam lap and our sped intervention block as well. So before this, what we noticed was when we would come together as tier 2 teachers, we would have to say, "Well, I want this student, but you need this student." And we were making decisions about what intervention students were receiving. And it just felt like there had to be a

029better way. Like we couldn't say, "This kid needed to go to TBIP, therefore he can't go to Steve." Like that doesn't seem fair. And so this was something that we've developed and we've worked together um over the last couple years to kind of make it better every year. And then we were analyzing some of the data. So what you guys can see is that um right now we had this isn't shown in there, but almost 240 of our 279 students that were in our data were attending some sort of intervention throughout the year. So there's definitely a need for intervention whether that be um steam for an art unit or if it's lap for a six week boot camp something like that they're attending something and there's definitely a need for our interventions which is

030very evident but the addition of our dual interventionist allowed us to not just have a child attend one form of intervention but if they need to they can attend more than one. And so down at the bottom the chart that you're seeing is a combination and this is students that have attended lap and ti tvip or lap instead tb instead and then we actually have two stu students that have attended all three throughout the year. What this doesn't show is that 155 of our students have also attended steam throughout the year for at least one unit. And so that's about 55% of our student body, which is huge because that's not a number that I could have reached before without doing a dual intervention. Um, additionally, 43 students would not have been able to attend

031STEA at all because their higher needs are in one of those other areas. So, this is one of the I think strategies that we're implementing here at Monument that um I feel like is super important because I get to see a lot more students. Steam is meant to be fluid. So, having students come in and out, it helps them give ownership over their learning. They're excited to be there. And additionally, they've got extra support from multiple tier 2 teachers to be present in their lives and help them through their education system. And then also along with that, um, our tier 2 teachers, we have a really good collaboration, um, schedule that we use to just meet and talk about students. And so, we're constantly talking about the students that we have and the interventions that

032they need. And I think this really took us from looking at our school as kind of like a whole to really honing in on each individual student. So, we actually sit down and we name names and we say, "This child needs to attend this. I need this child for this. We disclosed TBIP services. I took those kids while their services were closed. And the only way that we did that is because we can collaborate so well together and make sure that we're meeting the needs of our students. >> Yeah. Thank you. Um and one of the things that this does is when you look at our greatest member, there's LAP and TVIP. LAP services provide the foundational reading strategies and the the phonics that um the are foundational to our reading. um TVIP focus on

033language structure and the English language. And so when students are able to receive both, they're not only getting at the foundational phonics and the fluency they're with learning about our u building blocks of reading, but they're also working on their language structure and how to put it together and what that means. Um whereas before we would have to trade off and one of them is required and that's TBIP whereas lab is not officially required even though they may qualify and our TBIP students were pulled out to go through TBIP or special education students for special education. And so this allows us to serve all of these different students in these different ways, plus giving them an opportunity to go to STEAM and do some different art or engineering or um science and some of the

034things that are fun that are outside the box and not typically uh given time in the classroom. So, we're excited that we're able to to do this and maximize all of our teachers um and also uh provide more facetime for those students that need different people and need different ways to be connected to school, right? Um and so, uh we're excited for it. It's a it's we're always looking back at it, finding out how we can make a a stronger model for our students. Um, and that comes through all the collaboration between our tier 2 teachers and the general education teachers in the classroom, which is important. It's if they're not talking to each other, discussing student needs and what every student needs, and we have a conversation about every single student in the school

035when we do this. Um and so we do that twice a year to make sure that we're staying up to date and still giving them what they need while also um providing opportunities to see and venture out and try different find their strengths in different areas. So >> question >> the steam program how do they determine which students get to go to steam? I was under the question that all students eventually get to be in state. Correct. Or is that >> Yes, there's there's there's different tiers and I'll let Paul. >> So we have tier one which is full school. Every other Friday half of the school comes to us. So every student does get to come to see. Yes. >> If they're in tier one. >> If they're in well tier everyone is tier

036one. >> Okay. >> The whole schoolier but those that fall under tier two. >> Tier two. Yes. So, we actually have um charts that we use for each of our units that we actually have data to drive us as to which students should attend for tier 2. Um we do have a whole slide deck on that, but it it does have a lot. >> Not tonight. Not tonight. >> I mean, if you don't with her data, so we do have we have guidance on that. We have worked together as a steam team. >> So it's not like they're getting left out of steam. It's just that sometimes they might have to prioritize other extracurriculars to to help advance other areas. >> Yes. Yes. So we look at esteem as an additional service. So it's not

037like a basic need that gets fulfilled except for at the tier one level. So we do fulfill it there. But when a student needs a priority such as LAP, TBIP or SBED, that's the one they go to first. But fortunately with the service model that we have, we do get students that their most basic need might not speak. Yeah. >> And they're being really intentional too about the students strengths too. It used to be way, you know, back in the day it was this was your NOIA or your test cut score and anybody any kid that scored this score or above got to automatically go to tier 2 steam. Well, if you're a multilingual learner, your language isn't uh developed yet, but you still might have some gifts and talents in art or engineering or,

038you know, those students were overlooked because they had to go to TBIP. Now, what they're doing, they're really looking for some of those students who maybe they might not have that before, but they're showing evidence that they're really gifted or they have some strengths in some other areas. So it's really fluid about what some of the kids you're not just because you've been identified tier two that has been your tier two all year round. Am I explaining this right here as patient? >> So it's Yeah. So it's really it's it's a good change and it just gives opportunity. Can I ask actually? No. What's TV versus L A cuz I'm like we're using like multi you know last year I I had I had a glossery passed out first thing. >> Yes. No. Um yeah.

039Yeah. So TBIP is transitional bilingual instructional program. >> That's multilingual. >> Y you're a multilingual learner. You're in that program. >> It's a two for acronym. >> Yep. lab is learning assistance program and that's a state driven one that is meant to support um we typically look at the reading data um but it really can be meant for reading and math and so and that's our reading we typically call them reading interventions to yourself that that's >> um and then the last part in there and I'll let you guys read it but um it's a practice that we started several years ago in our now um really honing in on which are our restorative circles. Um and these are our way of creating community. And this is one of the things that I directly look

040at our school belonging numbers and our safety numbers and our relationship numbers is because every week um every one of our classroom sits down as a group a community in a circle and they discuss um sometimes fun issues, sometimes serious issues. Um there are times when there's conflict within the classroom and so they will sit down and have those conversations with each other. um we support them um through first our counselor, Miss Carlson, who um I wish she could have been here tonight. Um she lightens every room. Um but she models that and brings everyone in there with the the teachers included and talks about this is how it's going to run. This is what it looks like. And then we provide sentence frames so students can actually have some supports if they're struggling with

041the language that is getting used. And that doesn't just mean ML learners, right? Because anytime you have a circle and you ask people to start talking about feelings, even the brightest people struggle to come out with how they want to say how they're feeling. Um, and so we have a affirmative statements is what she calls them. And they're basically I feel statements. Um, and so we model it. We support it that way. Um, teachers uh run these on their own. They bring them in also uh on occasion when we have conflicts with individual students. Um and we even have done this with staff um staff to staff staff as a group um student to staff. So these are like how we function and how we solve our problems which is our third personal standard here

042at Monument. And it's something that all of our students are familiar with, all of our staff are familiar with. Um, and it really does a great job of making sure that uh we are connecting on that relational level so that we are able to uh get to them at the academic level because if we don't take care of their needs and meet those needs, we're never going to get to them in the academic realm. So, it's a foundation that we're proud of. It's gotten better every year and I look forward to where he's going to carry us here soon. So, um, any other questions? Um, something on the page, something not on the page. You guys feel free to reach out if you ever have any questions and thank you for being here. Sorry. Go

043grab a show. >> Um, thank you so much. We're going to now go to the TTP for your >> Hi everybody. I'm Elizabeth Averil, the CTE director, >> Ross Condo, CT coordinator. Thanks for having us. >> Real quick before we jump in, I'll shut it out real quick because I don't want to Liz to share her bias, but I think it's really cool your guys intervention plan stepping us out of the double math, double reading, right? Using STEM and some creative ideas. So, we're excited to look at the data, right? So, >> it's always interesting people are innovating and then we're like, "Oh, that's a good idea." >> We're excited. >> Thank you. Um, also like this year Ross and I realized that we're old, so I have to be close to the screen and

044Ross has to be far away. So be sure our meetings are like work, >> but it's really it's a visual. Um, we're going to be talking to you a little bit about advisory boards. Um, they are a huge part of our career and technical education program and it's kind of how we bring um, businesses, community, and education together. So, we're going to talk a little bit about what an advisory board is, what we do at some of our different meetings, um what are some of the areas that they help us kind of provide guidance for as far as a career and technical education program. Um and then what are the some of the ways that we partner in that as well. So, our advisory boards really advise, assist, support, and advocate for all of our

045different CTE programs. Um, we're bringing in local business professionals from each of our different program areas to really guide our teachers on this is what's happening in industry. This is what the trends are. These are what the skills are that are required and so forth. Um, this is the equipment or the applications you should be using like those different types of things to really keep um kind of a pulse on what's happening in industry so that we can make sure that we are adjusting and being flexible with that. Uh, as far as a purpose, it's really important that we're aligned with those industry needs, that we're understanding what are the current certifications, what are the current um types of um things that we should be learning or teaching our students, and we're sharing what our

046long-term goals are, you know, as a program. But then our advisory boards are really guiding us around is that the right direction you should be going or um what are some other things that we need to kind of be thinking about some kind of insights and so forth. Um so all sorts of different things that they're helping us with and we'll go into more detail on each of those. >> Yeah. So the advisor boards really are the backbone for our programs, right? Our we have amazing staff um that run our classes, but this they kind of keep us on track. As Elizabeth said, it is an RCW, right? So it is a statemandated um uh item that we have to complete. However, it keeps us on track. Those relationships um give us advice but then

047also advise and uh create opportunities for our students. So we required to have multiple meetings. We have the structure of having three fall, winter, and spring. In the fall, it's kind of a welcome meeting. Um, introduce new members, introduce new staff, kind of give a vision for the year. Our winter meeting, we kind of go over deeper into our four-year plan that each of our departments create. Again, a lot of input um is welcome um as we are planning that. So, advisor boards are working with our staff as they're planning um not only their curriculum, but also the CTSO student organization. So, um, a lot of input and then spring is kind of, uh, reflecting on those goals that we've set, setting new goals for the next year and then celebrations for the year. So,

048kind of have a good flow to the year, um, to develop. >> Have a lot of there's a lot of compliance in CTE. So, and and we try not to think of it as compliance. We're kind of like, how can we make our programs better? So, we're digging in at the beginning of the year about those programs of work with our career and technical student organizations, and we want to have that input from our advisory board. Then we're digging in on frameworks and what are some ideas for new classes and we want to get input from the advisory board or what they think we should be kind of teaching in there. And then when we do our program eval at the end of the year, you know, that's a lot of in-depth and a lot

049of goal planning, but again, that's where we want to have the advisory board at those key kind of times that we can really dig into that information. So, how advisory board members serve in in a variety of different ways. Um, of course with planning, with all of those things that we kind of talked about, some of those different goals, um, how we can communicate out to our different stakeholders and so forth, what types of events we're doing. Um, equipment and standards is really important um, when they're in industry. Um, I'm thinking about like our health science teams, you know, what what should we be teaching our students right now? And it's been really exciting. Some of our new advisory board members, they are experts. They are innovating. They are partnering with our teachers. And even

050we can share it later, but like even one of them was like writing a program for us for our health science students and it was like oh my gosh this is amazing because we couldn't find the curriculum out there so he just coded it for us and I was like >> cool. Yeah. >> Anyways, it was like really exciting back then. So, um, you know, that's really important, but I think, you know, at the end of the day, we are teaching our classes. So, it's really important to an advisory board member. Um, like I'll say Kelvin Bushman, he knows his craft inside and out. And so, he can tell us what we should be having in our fabrication classrooms, you know. So, I think that's so important when we're kind of thinking about that. or

051a chef that works in a kitchen can advise our culinary program on, you know, this is the type of equipment they should be learning on or these are maybe some of the skills you should enhance or this is a new trend right now seeing it or something like that. Um, and then resource recommendation. We think of the resources um that they recommend to us as supplementary materials for what we're teaching in our courses, but they're also able to tell us like, hey, this is a good application you should be using. An example might be like Quickbooks for accounting or for um social media. Uh they had recommended Hootsweet um you know for our social media marketing class. So, our kids go from just kind of a basic one to an industryle application and they're getting

052to learn that and put that on their resume and that's really really exciting for them. Um, as they certify in those different areas or they may even recommend like I'll say our fire science group or EMT, they were kind of able to say, "Hey, we think you should really do this other OSHA." Um, and so that, you know, a little bit more of an investment, but holy cow, it opens more doors for our students when they have that additional certification. And I'll let Ras. >> So, yeah, but that partnership again getting our kids out into the communities, onto the work sites. We've had some amazing partnerships with construction, uh, Hit Construction that builds for Microsoft, SB Construction has, they have their own company. We've been on multiple tours this year, um, throughout the process of

053when they first break ground to as they build a building to all the way through it's finished. So, it's amazing partnership. They even hosted an amazing females in uh construction event. Um and so again getting these kids on site into the into the businesses and so um a lot of different tours, job shadows, internships and work experience um is what these partnerships bring. Um the workbased learning piece is another requirement for us. However, again it goes hand inand we want these kids to see what does it actually look like underneath, right? What does the future look like? What are the um entry- level positions look like? And what are those skills that we should have? So, um, we host mock interviews, resume preparation this spring. We're pushing really hard on connecting with businesses, um, for

054summer work, right? So, kind of we're going to have our awards ceremony, department awards ceremony, and our goal in the future is to be able to connect some of those kids who are standing out in our programs then with internships, job shadows, and hopefully tradeable jobs. So, um, again, those partnership connections and work site work-based learning activities, guest speakers, again, bringing the real world into the classroom is our goal. So >> yeah, our advisory board really is the core of our network. And so even though some of our advisory board members might not want to be a guest speaker on a huge day, but they might know someone who's really good at guest speaking or is someone that we should connect with. And so we always appreciate kind of that network is like, well, I

055can't do it, but this person could, or you've got to connect with this person for this, you know, this job opportunity. So I think that's always kind of a wonderful way that we can continue to expand our network um for our students and for the opportunities that are provided for them. So some of the advisory board um kind of approval and responsibilities these are some of the core areas but there is kind of formal approval as part of the requirements um our instructional materials and resources. They review and recommend instructional materials application certifications that supplement our frameworks. And we'll talk about our frameworks a little bit later. Um, as well as some of the training or resources like we mentioned kind of some of those OSHA pieces or some of the other types of training

056when we talk about our CNA program or EMT program. Those are kind of state approved so that it's we've got to follow those different protocols and so forth to ensure that our programs are up to industry standard for those. And then staff and course and program evaluation. It is part of our program evaluation from OSPI. Um but that is kind of a piece of it that they are talking about okay these are the staff these are the recommended courses we might kind of say hey we're thinking about this course and whenever we propose a course that's saying this might be a good one we have to also come with employment data that says locally and at the state level this is uh a career that's in demand. We can't offer something that there's not a

057demand for. It's declining you know employment opportunity for our students. So that's really important that they can go through those. They can also look at the frameworks and kind of say, "Oh, what about this? You know, maybe we should tweak this or maybe we should add a little bit more here or maybe here's another certification you could also think about doing." So that's been really beneficial as we kind of go through those different pieces to set the goals for the following year as well. >> So yeah, especially the equipment and technology is a large piece that we take pride in. um CTE we um receive enhanced funding for our classes and that's really why right we it's expensive to run these program egg programs right they have a tractor out there that's a state competition

058they're competing in entry level skill you would say like going into egg you should be able to operate some machinery um but however in all our departments um we I would would venture to definitely confidently say that we have entry level equipment and so um kids are familiar when they enter that um that job and so again that's kind of that enhanced funding um that takes takes place. And so again, advisory members are a key piece of advice on what that should look like. Um, also of course in program approvals, kind of like Liz talked about our frameworks that outlines um all the different parts of it and again bouncing that off, we'll talk about frameworks in a second, but again that input is extremely important. >> So for our CTE course framework process, um

059the all of our frameworks or classes have to be approved by OSPI. So within the frameworks we have to kind of do course summaries, unit summaries, student learning outcomes and then we have to align the academic standards, the industry specific standards and the 21st century skills. When you see 21st century skills, they're very similar to the portrait of a graduate as well. So that's kind of you know born in CTE. Um as well as kind of those detailed unit plans. So what's been really helpful is as we've built those programs um one having advisory input is huge but then like even you know this last year we developed kind of a AI tool that helps us we train it on these are all the industry standards here's all the academic standards here's all the 21st

060century skills these are some of the outcomes maybe like if I want to align it with a college class like let's say for big vendor with Nachi Valley I'd like to in the future articulate that I can also upload it and say this is where I want to go with some of these things and these are some of the main topics or assessments I want to hit on and it'll help us really create all of those different pieces. Um, oh no, it's okay. I was say I just want to make sure it wasn't my phone. I was like, oh, no, it's good. Um, so those are some of the different pieces that we really have to dig into. It's a lot of detail. Um really what OSPI is kind of asking us to do is

061really to write out our curriculum like and they want to give us autonomy to do it which is nice but they have it approved by program instructors um for each of those different areas. Um, so it's challenging, but that's kind of where we've kind of used AI and some of our different resources to really help us hone in and make sure that we are, you know, meeting those different standards and assessing the standards that we really are picking out. Um, so this kind of talks through the approval process for frameworks and again there's the RCW in there that we have to use those established standards from industry. Um then we've got every CTE course goes through the OSPI um EDS system and then all the applications have to include their CTSO career and technical student

062organization program of work. So not only do they want to see the framework, they want to see like for example um DECA has an officer team. They want to see the elections. They want to see the chapter meetings. They want to see community service. They want to see chapter activities. They want to see competition. Um all of those different types of things. And that's like a minimum requirement for every single program. So we've got FFA, we have our FCCLA. So all of the different ones have to have an aligned CTSO to go with it and they expect us to have that kind of laid out as well as the work and skills gap information that I talked about earlier. That employment data has to be in there. And then we have to have the advisory

063board minutes with the approval of the framework, the discussion, the class that approves it for each one of those frameworks as we upload them. So it is a lengthy process. We do it in October. We do it in April. Um we are excited because we just got um our art classes at the middle school um CTE approved and so forth. So that was a really big deal and a big process. I think this year in the fall or in the spring we did 10 more classes um just kind of thinking and trying to innovate new courses. But it is the lift, right? It's a lift to write all of that and go through all of those different pieces. Again, it's just so important that the frameworks are aligned to industry standards and student learning outcomes.

064And we have a regular approval cycle. So, I had to break it to a sorry guys, it's your turn in the fall. We got to rewrite all your frameworks. But now, we've got some tools that are really, really going to help us. And we actually feel a lot better about it when I do it with our teachers. Like our business teacher, we completely restructured, but she feels like so much, you know, just more in touch with what her she knows what her curriculum is. she knows what she's teaching and she knows that our assessments are truly assessing industry standards and so there there's a lot of benefits to that process. >> Yeah. I think the only thing to add is the employment data that we have to show is local. So it's grant count. It's

065what's going on here. Can it justify these classes for these students because there's going to be a demand. So setting our kids up for success in the future in entry level rules. And then this is a list of all of our advisory board members, not including our teachers and our student leaders, but these are kind of you can have an idea of for each of the different program areas. Agricultural education, um, family and consumer science and ASL or American Sign Language, business marketing and IT is another program, skilled and tech and STEM is another program, and then health science education is another program. So the starred uh members are our chair people or chairpersons. um and then um additional people. So it's what I would say with our advisory board is we are it is

066a little bit fluid in terms of if we meet someone or if someone's recommended to us, we make a connection, we want to invite them to be on our advisory board because that's one more great mentor for our students or connection or just an advisor that can be kind of helping us advise our programs. So, um, you know, they've worked hard. We've had some transitions and so forth if they're not available or if they're retiring. Um, but we're really excited about some of the folks. Um, you know, Microsoft and Savia are helping out in a big way in our IT programs. We have such a strong, um, agricultural education advisory board that are helping in every different area and don't mind jumping in as well. um in health science educ education. We were so excited

067the CFO of Confluence Health joined our board and we were like okay and she's like here's all these job opportunities for your kids and we were like okay. Um so so many so many great opportunities um to collaborate with these people. Even India Wolfendale who's the physician assistant in our building to have her be on the advisory board and she is so kind and caring about but really helping us advise where our programs are going is amazing. So, um, we appreciate these people. We say at the beginning of every meeting just, you know, one, they're giving up their time at work to come in for these meetings. Um, you know, sometimes I might come running to them to kind of ask them a question, um, you know, or their thoughts and so forth. So, it's

068really, really helpful. And then they're showing up for guest speakers or mock interviews or inviting us for a tour as well. So, we appreciate that so much. >> Thank you, Mr. Casey, for your service. >> Yes. Thank you. If you guys know others in the community that you think would love to serve on here, we'd love to welcome invitations and yeah, please spread the word. But thank you guys so have so much for having us today. Um do you guys have any questions? >> I was curious. You mentioned funding. What extra funding, where does that come from? How does that work? >> So the enhanced funding comes from the state. Um, so with CTE, when they kind of are looking at a CTE class and it's approved, there is kind of a funding formula that

069they use so that we get that little bit of enhanced funding that helps pay for that industry equipment applications and spaces because they are more expensive to run. Um, thinking about just some of the applications for it alone, um, some of the tests and so forth that they have to take or certifications, it's a lot more. So there really is like and that's kind of one of the reasons we have looked at art. A art is an expensive program. So if we can put it under CTE and be a little bit more creative about it, then we can help fund. But even then, we can help expand. We can take art from just art to maybe also graphic design or something along those lines and kind of thinking about how it could kind of play

070into a future career. Um, same thing I think across the board in any any type of industry. We are looking at science as well. At the middle school, we've taken our general science classes to be um to offer an ACT science 7 and an ACT science 8 because there's been demand for it. And again, that'll help provide enhanced funding. So, for example, Mr. Canada is going to be teaching the eighth grade one. he's going to be able to get out into the greenhouse and kind of see that kind of start to come to life and really offer the hands-on opportunities, also the field trip experiences and so forth that you know you get you get so much more learning when it's hands-on and and when you can go out and see it as well. So,

071we're excited about those opportunities. >> There there are grants as well, right? >> Yes. Yes, absolutely. So, we do do our Perkins grant and our Perkins Reserve grant every year and we do that on a rotation. So, what's really nice, for example, is our skilled in tech um and STEM got it this year. It actually replaced both of their computer labs because it was time. So, we did supplement with some of it, but oh wow, they are so excited because now they can run the CAD programs like they were shutting down like every time they tried to open it because it was too big of a program to run. So, that's been really helpful. um for Londa, for fire department and EMT. She's buying gear, bunker gear for girls because that like they're so expensive,

072but with those additional grants, it helps us afford some of those things or even really cute pink fire high fire helmets. I'm like, the girls love the pink. So, it's like, okay, recruit. So, yeah, that's that's a huge benefit for sure. And then we apply for other grants as we see them that might make sense for us as well. >> And then like CTE programs in general obviously aren't special just to Quincy, right? Are all are all schools required to do some sort of CTE or is it if they choose to then they have to follow all those other rules? >> Yes. If they choose to then they have to follow all those rules. Um we were on a call with um a school district the other day and she was talking about how they've

073really separated between their skilled and tech center and their comprehensive high school. But what's happening now is they're losing all their kids to the skilled and tech center. And so that's kind of why we have expanded our program so much at CTE is because we we don't want to lose our kids and that's a really long far or really long far. So beautiful. We will try. >> I think it's getting but but I I think we just want to have as many opportunities here as possible, you know, and so yeah, I think that's that's kind of what it's about >> and to give Ross and Liz a lot of credit, too. In some school districts, there's, you know, even tension between the CD side of the house and the academic side of the house. Even

074though one just I have a little bit of infighting in some districts or the academic side looks down on the CD side because it's not the academic side. >> We don't have that. No partnership leadership they've done is they rely on each other. You know, you're Elizabeth like how do we get some CT experiences into the science? you know, that's academic side because CT is academics and and and there's a there's a need and that reliancy on both of them. So, especially the way that we've been able to push out all the dual credit opportunities that we have at Quincy High School, it would not be possible without CT. I mean, CT is a game changer. So, I think it's such a good modeling for the state to to really, you know, kind of showcase

075that that symbiotic relationship that the academic center house and CT has with each other. They they are together. They're breathing and we're just really lucky to have that partnership here because it is rare. >> Yeah, definitely. I think we kind of think about it as as many, you know, as many people as we can serve as possible. And so if we have a bus going somewhere and we've only got it half full, let's fill up the rest. You know, whether it's, you know, students from our migrant program or students, you know, that from our general science and so forth. Um, we took on a lot of the post-secary planning and so forth this year in partnership with our high school. So, we're like, well, this is career planning. Let's go visit the high schools. Let's

076or not the high schools, we have the high school, the BS. Um, let's go visit the trade schools. Let's take everyone. Not because really when we say CTE, we have 920 students. I believe 857 are served under CTE. So, all of them have, you know, some type of a CTE class unless we lose them to running stuff. >> It's good for you. It's good for you. uh you know so um those are just there's so many opportunities available at one enhance for all of our children >> and Elizabeth has taken not just students but also their families that are interested in visiting >> Washington State University central Washington University Eastern Washington University um using our CPA dollars so you know we've we talked about this a little bit at board leadership you know we've killed

077back avid at the high school and the reason we're doing that is you know that's a move that I would not have been comfortable with seven years ago pre- pandemic because We didn't have the structure in place and you see the structure that is from the high school is so connected to career and college and it really is it's we want students whether they want to go career out of high school that's awesome they want to go college out of high school that's awesome and really it's there should be a pathway to both uh so that's you know moving away from AVID is because we have such this example of robust career connected learning within our high school and if you're going to get to that career connected piece there's going to be some post-secary

078education beyond it and they're doing a really good job of not just here's all these cool careers but how do you get that what's what's the what's the pathway for you and that's what Abid did for just a select group of kids you know Elizabeth and Ross uh they're doing it for for 930 kids so they're taking that same mentality that's why I feel good about even pulling it away from for middle school is because you hear that we're you know we're uh science art we have a new shop teacher that we're looking some possibilities welding with little squares is terrifying. Does that sound >> that you know uh removing the the AVID program without you know without these kind of supports would would truly be I feel an unkind move but I think with

079the career connected learning and everything that we have in place I feel really good about it uh because it should have it shouldn't just be for 30 or 60 kids it should be for all kids. Absolutely. Yes. >> I just want to recognize both of your dedication to this because it's not just at school functions that that you're seeing. You're involved at many levels outside of school and outside of school hours and it's appreciated. >> Thank you. >> I appreciate it. >> Thank you. >> Sorry for my Awesome. Thank you so much for these presentations. We're such a full school district. Um let's go to the student board representatives for >> they have the event leaders color and that's how like won the first place at the Apple Blossom Festival in WACI. The event will

080travel on Saturday to perform at the light parade at night and the four great groups travel to Seattle and stay one night to enjoy different activities around the city. And I don't know if this is the right like moment to ask this like as we know like is leaving so she's a senior so who are going to work like to choose a new student rep. >> We need to start that process now. We will do that. Thank you for the reminder. >> A water leadership has done a lot these past few weeks. They recently just did um some stuff for SBA like um SBA bags for the sophomores for ELA testing. They had like a little goodie bag with like mints and like little squishy bars. I was supposed to bring one but I forgot

081in my backpack. Sorry. And then on on their math days they had they gave them snacks like granola bars and all that. Um they have also been they have grown a lot. They just recently we have had um just yesterday we had a regional conference which we had um I think around like 500 students including ours which was like 15 schools and it was mostly student led like we didn't have to have any like well we went to Vihan when we had issues but it was mostly like us solving our own issues and we were able to like have that go smoothly without like any help from others. And at that conference, we had a speaker named Eric Jones or Erin Jones. Sorry about that. And then um sorry, give me a sec. I wrote

082a lot. >> And then just last week as well, we also had some other activities such as Jack Rabbit Feud on Wednesday and then SOA senior on Friday. And then we have senior events coming up which is hat decorating on the 20th which is next week. Senior sunset the 28th. And then we're still working out if we want to do courtyard takeover. And then we have our our spirit week and our last pet assembly like the 26th to the 20th. >> Um I think that's all I have. >> Yeah. >> Thank you so much. um in board leadership for my >> but today was just this this morning. So >> yeah. >> Um man, uh the big thing was figuring out um a date for a retreat. So I think we're still >> we're still

083on for May 19th. >> We're still on for that. >> Uh we're doing it, >> Jacks. >> Jack, the plan. >> Sweet. Yeah. Breakfast and coffee all right there. Or breakfast and uh lunch all right there. >> Is that how long? >> Oh yeah. >> Uh so that just adding a couple um getting a couple items scheduled for uh policy review. Um yeah, >> and we talked about the new the new um bond >> George the George bar. We're going to discuss that though in new business. Correct. >> So that was discussed as well as just the parent square. >> Oh yeah. >> System stuff. >> Yeah. >> Great. Thank you so much. >> U superintendent report. >> All right. Um I had my uh family superintendent advisory council meeting last week. Had about 16

084parents attend just for just this hard time for anybody there. There's so much going on. So to have 16 to 17 parents there was really well attending pretty feedback really good group. Um and we falls on the heels of raising safe digital kids which also they gave really good feedback too. It was such good feedback that we're going to try to pull off again in October the next year. you know, my car my charge of that group is really let's it was a great turnout. We had about 50 people attend this open house is one or town forum. It's one of the best we've had. Um but I like to fill the middle school pack up. I like to get that many parents interested in this topic and I really feel it's something that every

085parent needs to be aware of. Um and there's so many dangers. >> We're going to try Yeah. >> What's that? earlier in the year like right between fall and then and spring sports or winter. That's kind of crazy like the end of October right in that middle cranks up you know harvest is kind of winding down >> cuz I wanted we both we wanted to be there so bad >> I know it's hard it's a hard time that is definitely on on our radar and the parents and I asked Hunter I said you know they do she's done a gang training Moses and she's um Freda and student violence training I said really what what would you prioritize you know those are all important she goes this over anything because everything else comes from what's

086happening online with our kids So just really excited to get that positive feedback. Um so I did talk about the AV changes a little bit. So we are um in the AVID program at the the middle and high school. Uh been really I feel that we're in a good position to do so just because of of all the college and career activities that we have the pathways that we have for students that much more visible than they were uh years ago. Um, and then school links that Alison presented on, all the tools and features that in school links that are going to connect to to their their career and college goals are going to be available to all kids. Um, that doesn't mean we're going to stop using some of the really great uh and

087effective uh advent instructional strategies because we can use those for free. We don't have to pay for those. Um, uh, Moody's credit rating came back as there's only 11 school districts that have a higher rating than the Quincy school district. Um, so just thank you, Tia, uh, for all of your work. Have a very, very high credit rating. Um, and that should go well when we go to sell bonds at the end of this month. So, they should be very attractive to potential buyers. >> Sweet. Um, our district office property was sold. Uh, it's going back to the church, I believe. So, come full circle. You might find a shock that no one wanted to use that as office space. Was the May 20th regional meeting? Is any board members interested in attending an >>

088I think it's okay. Okay. So much also >> uh our communicators out really excited about this edition. We're featuring National Hall of Fame coach Mark Condo. Uh kind of history walk down lane of our fourth grade field trip. and we have our um love my future Jose Crona is an awesome story. Um ring uh engineer now at Amway just a really good uh message really good article and I think just a really good example for our kids that life doesn't necessarily take a a a straight path but you know if you're committed to something and do it uh great things happen. So I can't wait for that to come out. And then graduation is the 5th at se Friday 7 pm. Uh KC and Dana positions representing the board. I think you'll both be there,

089right? Um probably get there about 5:30 >> just to get prepped up and you know get in line and then we'll probably start getting out there about 6:30. Uh scholarship night June 1st. Shannon will be there as Rotary and then representative too. So if anybody else from the board wants to go to scholarship night that's June 1st at 5:00. That's all I have. >> Thank you. >> Yeah. >> Um moving on to policy review and adoption. We are at the second reading. Um I think just one policy. Um this one does require action. I make a motion to adopt policy. Sorry. I don't you have a first second. Uh any discussion? >> Okay. Hearing none. Um I open the floor for our student advisory. >> I wasn't able to look at it cuz like I

090said nothing like >> Oh, you public. Sorry about that. >> Um so all those in favor say I. >> I. >> Opposed. So, the policy passes and now we're going to new business with the George Park project. Right. >> So, before I start talking about project, you want to give a little history of what has happened out at George and in 2020, right? That area, we had a plan to for the field of dreams. So, we were going to expand the the playground out past out to the property line that we have out there. >> And so, that was part of what we were doing. We're trying to get the city involved in that at that time. We weren't getting much involvement that way or any any case any traction at all. So, but we've

091just recently met with the city of George and uh they are kind of on board and actually on board enough to say that uh they're leveraging $100,000 donation that they had to go for an RCO grant u with uh which will give them about $500,000 to work with to put in a new soccer. >> Nice. If I could uh go ahead and move to the next slide. So it's basically this part project proposal is is for the design and development of the soccer field the city of George soccer fields have been proposed through preliminary design from the school district on the George elementary property and uh was the second highest desired activity based on a survey taken during the development of the city's comprehensive plan. So going to go to the next one. Yeah, I'm

092curious about that. I don't know. I honestly do not know >> basketball. >> Is basketball. >> So, anyway, this this kind of gives you an idea of where where the uh boundary line is that we have out there. That's our property line. It'll be coming on the the area out here that's undeveloped. Um they'll be doing that kind of work. It also falls in line with their u area bicycle path and walking paths and stuff. So, it comes in here and out. Yeah. So, it kind of fits into what they're trying to do in the city plan as well. Go ahead and go to the next one if you would. >> And this is where they're proposing to put the software right here. U the ADH parking in that that that's going to have to

093move because that's for our future expansion. So, we talked to them about that. This was a conceptual design that they put together for the RCO uh preliminary uh uh draft of of being able to take that to the to the board or committee and uh they they got some input from the committee on how to to basically go through this some preliminary stage of the draft or the grant as well. No guarantee they'll get the grant, but if they do get the grant, they're going to put money towards putting that soccer. So, you have anything else you would like to have? >> No. This the reason that the ADA uh parking lesson issue with the error and they I've given them given them that feedback is you know when when the time comes to expand

094George Elementary uh that's exactly where we're going to we're going to extend that hallway down um the the southeast >> and city of George didn't have any problem with that. So we'll make that building. So but anyway that's going to come up. Uh the completion date on it is actually 20.9. So, there's quite a bit of process that's going to take place to get to that get to that point, but um I'm excited about it. A way for us to start getting our playground out there expanded and working with the city of George and we'll we have the property and go and go to their next slide. They they said that next uh come up just here. >> Next one. No, it might be the one the win where slide. >> Yeah, >> let's see.

095Here we go. Where? >> No, it's not that one. It's down. It had a good saying >> up down. >> Yeah, but I had a really nice saying that. But anyway, so um this is something that I think is exciting. I think city city of Georgia is really excited about too. So, um, being able to sit in with them on the RCO Plary, uh, you know, the committee there, it was really nice to be able to do that and hear the other projects that were going on. I did hear they they said that our project was a good project, but the project before I was set in on, they said that was a good project, too. They had 60 projects to go through. So, possibility of getting it, we hope, is good, but that's where

096that's at. >> What do they estimate the total funds? They will end up getting about 500 400,000 and then they're going to leverage that or use the $100,000 donation that they got and put that with that cover >> that will cover their It'll basically cover the cost to do the the uh soccer field, some lighting and some parking >> and some fencing too. They'd have to remove our big toy. I don't think so. >> Okay. I only look at the I mean that might be something just to ask with PT toy is if there's $100,000, >> right? That might just be just the way I see it's laid out now. They're moving um everything towards the building which you know that open door and you're like right at the playground that's awesome. I love that.

097But uh if you are going to do that, that would a big toy replacement that would cost you. >> Yeah. Well, keep in mind that's this is a conceptual drawing and that everything can move and so we'll keep those things in mind when we work with them to when when we get to that point if they get the grant. So, >> will the school district be responsible for the maintenance and upkeep? >> I believe that'll probably be worked out in in the agreement because you know I'm sure the city would be willing to mow as well, but that's something that we just would work out in an agreement and they year. So, >> and soccer build maintenance. I mean, easy for me to say I don't maintain them. >> Quite a bit easier than a

098baseball field. You have edging. I mean, there's there's a lot of work to maintain baseball fields. So, that's that's kind of the one concern about >> who is going to take care of the baseball field out there. And yeah, you know, especially when we have, >> you know, we're we have a lot of baseball fields here in town. Um, you know, it can be great for George to have one, too. But I know soccer is kind of the main main game up there. >> Also, I want to be clear that the the project that they're talking about is just the soccer field. So, other parts are not going to happen. So, >> okay. >> So, those this would be phase one and then we'd have phase two and three >> is how that would work

099and that would be uh hinged on the funding. So, >> is what we So, >> so this project is currently being proposed to be on district property. >> It will be on district property. We're teaming with we're teaming with them on the RCO grant for that. So, >> and that will expand our playground. >> Kids can use it during the day and all that. And >> kind of like here. >> Yeah, very much so. Very much so. >> Um, do you have concerns with the soccer field being that close to building? >> What? And you might have already mentioned is there parking cuz they're out of the parking. >> Well, that's that's the parking that we showed there. That's what we're going to have to move and find a spot for that. So we haven't

100discussed that yet, but >> I have mentioned to him that the parking does have to move because that's our expansion area. So >> yeah, I mean there's it's parking is >> get advanced and rigor parked up and down the street. >> Right. Right. There is some there is some other property. We have more property out there that could be used but I have not committed anything that way. So cool. >> You know, since then you said the software field is really the phase one of the project and it could technically move anywhere. >> Mhm. >> Is there a reason why it is so close to the building? Like >> they were trying to get parking for it. >> Oh, it's the parking specific. >> That was part of it. >> So if that's phase one,

101Tom, >> they're talking. So basically what's outlined in red on that map? >> That's that's it. Yeah, this is your phase one. >> Totally right. So this is phase one and then we don't know the source of revenue that we would have for having phase two and three. So >> so they fence that and then later on phase two they'd have to redo. >> Yeah, they probably fence I don't know where it would be at probably in this area here. Yeah, they would have fencing and fencing might come down here. I'm not sure. Uh like I said, this is a blendary conceptual drawing. So there's nothing really outlined in uh >> and just to clarify, that is all our property. >> It is all our property. Yes, this is our property line right here. >>

102And our property does go this way as well. So this this can move a little bit if it needed to. >> You know where that bush is at? Can that not eventually become parking? And then you would be able to do that where the second field is at >> close to the playground. >> Oh, up here. >> Yeah, >> I think the playground's right in. Uh, that's not >> Yeah, it's right there. This area right here. Yeah. So, I don't know that there's enough room for the bigger field. >> And this is the a regulation field here. >> Oh, cool. So, >> cool. >> Well, it's going to be blocked because of the parking like that'll eventually be a building. >> Yeah. This would be a building and then you you might move your parking

103I don't know back over here. I I don't know. >> Good question. for me to take the back of the suit and talk about it. So, >> and then you could always put the the field up in that that far left hand down there. >> Yeah, you could. >> And then you'd hit away from the building, right? >> Exactly. I would probably tell my field. I'm probably the only one that builds on this. >> But anyway, we just wanted to get this in front of you guys to take a look at know what's happening and we're moving with the the city on this with the RCL grant and we'll find out when they get that. We'll come back and I'll report that to you guys. >> What's the timeline for that? I think August I

104think but I'm not position. >> Yeah. >> Great. So >> yeah be back up. So we're excited about any other questions. >> Thank you so much. >> Um very exciting. Uh moving on with agenda. Any board requests for future topics or information? Okay. Hearing none, uh, encourage you to sign your official documents. We're going to move session with the Quincy School District math. >> And I have dinner, you guys, too. >> Time for a break. >> Yep. Break. >> Thank you so much for coming. >> But now I get it. >> All right. I kept going. Do we still have You did mute your volume over there. >> And I'm pretty sure I missed my daddy >> or Yeah, that's right there. Let me make sure everybody. Yeah. Wait, what? Hold on. You must have

105spidey sense or something. >> Well, I didn't see her camera anymore. No spiding senses here. Is she just today? >> I'll at least at the very least make sure she can talk. Can Can you hear? I think you made her. >> Is she even on? >> Yeah, >> she's here. She I think she might have got >> Let me ask her real quick. She declined to be promoted to office. Hey. Hey, Rita. I'm going to try to promote you to panelist. This lets you do some extra things like talk. So just hit accept speed down. Yeah. I did try to fly by. >> There she is. >> They're good reports. >> There she is. A lot of information. >> Yeah. >> Can you hear us? >> I can. Can you hear me? >> We got

106you loud and clear. 10 four. Good buddy. But I can't see the picture. It's a host wanting to pro promote me as a panelist. >> Oh, you have to say except for that. And you should >> I got the math curriculum now. >> Perfect. >> Oh, yeah. Good. Um, well, welcome. >> As if you're just arriving. Um, we can go as fast or as slow as you want. I have some reminders from last time we talked about instructional materials. uh and then some updates for you on what curriculum study for math this year. So as a reminder with our core instructional material selection process uh the process starts with identifying parameters and goals then analyzing existing course design and then after that you um review and select instructional materials if that is the direction we

107go after you analyze existing course design. Uh and then you implement and see if it was a good choice. Uh as far as where the board is, um after you do the first three steps and we bring a committee together to review and select the instructional materials, that's when um after the team meets and makes a recommendation, then the instructional materials committee, which is an independent district team, they check the work of the curriculum study team and recommendation. And then the instructional materials committee decides if they want to recommend it to the board. and then the board decides if they want to adopt it. So, we are very early in the process still of actually adopting instructional materials if we decide we need to do that. And as a reminder from last time, if you

108look at the big major u content areas, uh really this slide just represents we're we're definitely due for math. Um we've done um ELA, science, social studies over the years since I've been here and math. It's been over seven years and we're definitely due. We needed to um get the new standards released which happened in December in order to really start our process in earnest but before that we were thinking about the parameters for um budget and team capacity. And this year we've been digging into the work a little bit more. So this is a little bit more detail on the main um content areas that are assessed by the state. So math, it says current 7th graders will get the new state assessment in the 2829 school year if they stay on schedule. So

109the smart and balanced assessment, that annual assessment that measures how we do um is probably going to change as early as the 28 29th school year. and Washington state will be developing our own assessment. Is that kind of what we're hearing or what are they? >> That's scary. >> I think that's so they have and we'll talk about it with the new standards that they selected as priority standards. They would be creating an assessment based on those new priorities. Yeah. And not to give one another rabbit hole, but do you know if you're hearing is it going to be every brain levels tested? Are they going to go back to like a 3, six, eight? >> I have not heard anything definitive on that at this point. I I haven't heard any changes from the

110current grade levels that are being assessed, but they um haven't released really a lot of information on that. I I think we will know much more in the 2728 school year if there will be one in the 28 29 school year because they might not be on schedule, you know, when we actually get there. And I would anticipate that maybe even as early as next spring, they might ask uh if districts want to pilot a test. It's usually how it goes. They ask if you want to pilot it the next year and be part of a pilot. But we just have to weigh our options because sometimes if you're part of a pilot, you don't actually get your test results. So, we'll see. I I'm not sure how it'll go, but we we definitely won't

111see the test in any capacity, I'm quite sure, until at least the 27 28th school year. >> So, this year you are adopting. >> So, this is what the state um was on. So the state did what they call a an initial adoption and they released it to us in December. And the idea is they would get final feedback once it's in the hands of teachers and educators and there were a few typos for example that they're going to need to go back in and change before it actually goes to the superintendent of OSBI for him to sign and say yes this is official and that will be this summer in August and then so we'll be officially having the standards um finalized and we will be doing professional learning and the state is supposed

112to provide professional learning materials all next year. And then the following year, the 2728 school year is when the state says all schools in in a state need to be fully implementing the new standards. So we are trying to understand the new standards really well and that's our goal next year. Um but we're going to try to implement as much as we can of the new standards next year. Um, but we're also going to be identifying once, you know, now that we know what the new standards are, do our current math programs actually meet our needs? And that's part of where that instructional materials process really lies. Will does does it actually match the standards and hopefully it'll be even more clear with the professional learn that comes out. The state is saying that they

113are going to create um resource guides including parent guides on examples on what the math looks like. So we'll see. They don't always meet their guidelines. So there's things moved back. >> The standards are they like significantly different or are they expecting much more of our kids? Like I feel like we're already expect our kids so much. >> We do. So I will get to that. Um, and I think it's let me actually I can skip ahead to that. Okay, so the current >> this is nuts. This is I >> you just forget like how >> well so the current common core state standards were released in 2011 and a lot of states around the nation uh adopted the common core state standards. Many states since then have moved away or slightly adjusted or majorly

114adjusted their standards and state assessments since 2011. Washington state is now on that path. So the 2011 standards there were if you look at a total of 342 standards AC across K and through the high school 157 standards in the high school but that is among three subjects. Um, so geometry, algebra 1, algebra 2, still a lot of standard. They're very complex. In the middle column, that's the new Washington math 2020 2025 um standards organized by domains that go across grade levels, which is nice. They're categories. But you'll notice there's actually more standards because they added some data science standards, four to level. And of those four data science planners, two of them are priority, but they're brand new. So, we don't know actually what they look like, you know, to implement, we're going to

115learn next year. But the good news, which I'm really happy about, is that Washington state said instead of the old way where districts have to decide what's priority out of all of those 342 standards, Washington state saying, "Yeah, we have 381 standards, but these 134 are the most important. Because even you know in the past the thing is with the 381 or 342 to teach all the standards >> the kid would have to go till they were only one >> literally that's >> there's been studies on it. you'd have to keep going to school while under your >> So, you know, Allison and her team, and I don't want to get to the the good stuff, but you know, we've been working really hard or Alison and her team, they've been working really hard on

116on really being clear about what do these priorities mean to us, where they are, where are they in our curriculum right now, and then how do we assess them not with more assessment, but with with assessments that really dial in instead of, you know, asking you don't need asking 50 questions of math, know whether they they know they're not like teacher going from 20 questions to six really good questions that assess multiple things potentially with one question. So it's given us it's given us an opportunity to really critically you know analyze our standards and our curriculum at the same time. >> Yes. But it's great timing to do a curriculum study because we can really dig into what the new priorities are. I'm so glad that we didn't adopt a new program and then the

117new standards came out because that would have been the wrong order. >> Yeah. So, if you look at the priority standards, it's 10 to 13 at every grade level because again, the high school is three um content areas. There's a little bit of overlap in the standards at high school. Uh and what we've done even more so is um say okay in the standards there are some standards that are something that if a student doesn't get it in the grade level before they we can kind of catch them up in the next grade level because it's so related. But there are some standards if they really didn't get it in the grade level before they can't even access this current grade level standards. So >> yeah, we went into um some documents that were actually

118released with the common core that said what are those standards that just really needs to be um in place before you can access the next grade level. And we developed from the current new priorities what in every grade level really needs to be assessed and intervened on in that grade level. So then if they don't have it, we can report it to the next grade level. Hey, we need to really continue to assess their interview or do something different before you teach the related unit in your grade level. So the fluency part um you know basic facts adding, subtracting, multiply, dividing those are turns out to be really important. Um so we have a a whole section of our professional learning and assessment around that fluency and what that means. And then operations are u

119you know what you do with the addition and subtraction usually in word problems. >> And then there's a whole strand on fractions in elementary school that if they don't understand fractions really well in elementary school. There's no way they'll be able to access the really higher level ratios and proportions and things that are happening in middle school math. and those middle school math priorities, they really need those in order to access high school algebra. So, we've taken the 130 I think consolidated to even find our like we're really going to be serious about innovating and we back backed it all from high school algebra. Okay. So, within those priority prerequisites, we were able to look at different data sets that we have in our district. So at our mid year, so this was uh about

120December, January time, uh we were able to look at our I Ready assessment, which is middle a middle school assessment, and our Dreambox data, which is elementary assessment, and they can break it down for us by standards and tell us if our students have met standard or not based on the computer-based program, the computer program in that radio injury box. And what we found um was the green means that um most students that standard. So if you look across, we've got the grade level standards, what the priority requisites are for each grade. And then the first column of color is eighth grade, seventh grade, sixth grade, fifth grade. So current eighth graders, only 9% of our current eighth graders didn't meet standard on that unit fraction yet, that third grade scale. But unfortunately, we have

12162% of our current base graders that scheduling were not fully mastering comparing fractions and reasoning about their equivalents. >> Yeah. So, current eighth graders this year and about the January point when they were given an assessment online that was asked for them to compare fractions and reason about equivalencies. So like two two two fours is the same as 1/2 but a little bit more complicated than that. They had a hard time doing that. They couldn't prove on our assessment that they sorry I meant that percentage. >> Yeah% or not yet. 62% they they didn't quite master that yet. >> 60% 60% of our students did not eighth grade eighth grade. eighth graders. >> 9% did >> 9% of our uh so 91% of our students mastered it. Only 9% had mastered it. So that's a

122good thing cuz 90 only double negative. Sorry. >> Yeah. It's a double negative. >> We want We want low numbers. You want it to be red. >> You want Yeah. You want it to be green. You want green. Oh >> that's a percentage of >> student >> not standard >> correct correct >> yeah that is really >> good news I mean there's that is concerning and >> but one thing that I'm you know Alison and her team and our math coaches and our math teachers this is our winter data so they have been responding to this data >> yes >> I see >> ever since so you know we're hoping you know we get the data in the spring >> 100% % at the seventh grade and seventh grade meet the seven 100% of the

123seventh graders aren't meeting seventh grade standards >> the mid year and that's that makes sense most of the priority prerequisites for our end of year standard that are actually would be really hard to master by the middle of the year >> but we we would want eighth graders to sixth grade >> right yeah for seventh graders math sixth grade too >> and if you look at all of the standards together not all of them were this It was these priority prerequisites >> particular >> that are the most important zero. >> Were these in were these in the top 138 that they're supposed to >> Oh yes. Oh yeah. >> Yeah. So we took their top 137 and we said what's the very very most important and now we're looking deep deep dive on that. So

124it could be that they you know have other standards that are good but not the ones that are most important. So we're >> pulled these ones out that they needed on what we really need to prioritize. So, >> so you got eight, you've got half or more of the eighth grade graders are not mean great standard. >> Correct. And that resonates with our high school teachers mean where where's the where are we? Why are we where's the fail? Where why is that happening? >> Yeah, it's a great question. And part of it is when you have so many things to focus on and you're asked to just focus on whatever you want, teach all the things, >> you know, picking the things that maybe aren't the hardest. >> Oh my god. >> And we've never

125been told you have to focus on these things and so we've never looked at these particular standards. Now that we know these are the things, we're going to focus on these things. >> Is this the first year we've zeroed in? Yeah, we've never they were just released in December by the state with the new priority standards. >> So you saw this the so this chart sorry was this developed by your team >> or was it developed by the state? >> No, we developed the person our correct history >> is being real with the what the data is telling us. >> Yes. >> And looking at those major priorities >> mean our mask scores they deserve attention, right? I mean, they haven't been good since pre- pandemic and >> and uh eing we're starting we've started

126to gain ground in and we've done a lot of you know work in that early numeracy or not sorry literacy work we're seeing it pay off we're we're pulling back intervention at high school and middle school with ELA math we're still seeing this need but now we're finally getting really clear we're doing those priority standard work about what our kids need >> this is scary because when I think of like TVIP language is a challenge especially for students who maybe don't have the comprehension but math is kind of universal >> um it it used to be this way >> but at the same time for me it is ridiculous that they need to understand multiplication by fractions at fifth grade level like to me that's that's seventh grade when I was going through school >>

127I don't know they they have pushed all the standards I mean with common core they did drop they took all the standards and brought it down one grade. So what used to be pre-alggebra when we were in school well maybe I don't know but when I was in school pre-alggebra was what's now the eighth grade standards like ridiculous >> algebra like that >> that's ridiculous >> wait are you saying it went the other way where as in complicated >> uh math problem is is now for younger students >> so the state went harder on published everything down >> yeah I saw a meme the other day that what's expected of kindergarten of now is what was expected of what we would have had in fifth grade. >> Why don't that but it is really way

128more rigorous like when you know since we've been in education the assessments that we were given as you know elementary teachers way different than assessments that are given now. >> Yeah. when we were there it was like in that time. >> Yeah. >> But you know but I I know you know >> just >> I I'm feeling you know it is it is complex. It is just but I I do feel our kids are capable of hard things. Our teachers >> are capable of teaching hard things. But I think what has been so hard is like you said, you look at the the chart and this is, you know, was eye popping for me. When you have 342 standards, the state saying teach it all, >> right? >> It's all important and you're going to

129test it and we and you don't know what we're going to test you on. >> Yeah. >> You know, it could be anything. I mean, my uh daughter who's in advanced algebra with juniors last year for SBA, her whole performance task was called geometry. She had geometry since an eighth grader. >> Yeah. So she's like she came home I and she'd been a four in math all the way through. She's like I think I just fell in SBA because I haven't seen geometry because she's been we and we want her on that track because we want her we're pushing her towards calculus. You know geometry is just a tiny part of the standard. >> But that's the other thing too. Now, we're hoping with with the state they're being more clear about the priorities and

130then it's been it's helped us be more clear about you know and these are the areas like we we're we're being real with the data but we're this is what's the most concerning to us of all the data we're bringing to you guys. So, >> and and and we feel that the fractions is a gateway >> if we can't do fractions. Oh, yeah. It it really you're really struggling. I got to get your picture question on this. >> And this is probably not visible from one snapshot here. Yeah, >> this is mid year. But >> yeah, >> looking at this, if you look at each grade level >> and how they compare to the standards of the grade below them, looks like the fifth graders are doing better than the rest. If you look at

131fifth grade like and their fourth grade level, right, versus sixth grade and the fifth grade level, >> their numbers are slightly >> probably significantly better. >> Yeah. >> Statistically. >> Yeah. >> So, you know, I don't know if that's a trend or if that's something that's been >> it's hard to know because it's the first year or is it just that but I do believe but I also believe that if you back up, you know, ELA spirals, right? ELA it's the same standard you know from I mean multiple grades it gets more complex but it's still the same concept you're still learning to write the four essays you're reading the four genres you you know you don't talk about >> where math really math builds on itself >> and our current seventh graders you back

132up six years ago um they're first graders >> when that foundational mathematics you know when co hit so I'm not blaming >> co because we need to respond to it, but we we need to still play catch up with some of these kiddos that we know have been impacted by missing some of those foundational skills. >> So, this is a lot of data on one slide, but this um is the type of data that usually districts see like universally. So, this is star data. So, you've got on the top reading and then math. So, this is a snapshot of our actual data from fall to winter for every grade level. So if you start here, second grade, fall, second grade, winter. This is reading data. Third grade, fall, third grade, winter. The red is well

133below grade level. In reading, we have a lot of multilingual learners that are learning English. And even though we do have really good intervention systems in place and you know our our programs are really great for supporting English, as we get older and our students language increases, the benefit of seeing the same standards every year really helps our multilingual learners because they are getting more English, you know, proficiency. They're getting the, you know, same standards over and over again and they're really improving. And you can see by the time we get to high school, our um sorry ELA numbers are actually really competitive across the state, especially you know with similar you know multilingual learners and things like that. >> Yeah. >> But math it's a very different story. >> So yeah, so in first

134grade the math is really simple and our it doesn't require a lot of language, right? And there's lots of picture support. But by the time you get to third grade, that's not the same story. There's story problems. It's a lot harder. And if you don't have the language skills, it's harder to access. And multiply on that, if for some reason you didn't get that hard third grade math content and now you're moving fourth grade and fifth grade and sixth grade, it builds on each other. So, by the time we're in middle school, even though the middle school team have done a really good job, if you look at their student growth percentile data, like their growth data from where they started to where they went, like they are outpacing a lot of other states going.

135So, they're working really hard. It's just the gap is so big by the time that they're there in middle school, they can't catch up. So we have to do something really aggressive to say okay these are our standards that we're really going to prioritize now the data that we're looking at here now that the first time this is the first time we've ever looked at this data we should be able to say see year-over-year and cohort data oh okay because we're really focusing on this we're focusing on instruction we're actually assessing these particular standards and we're intervening on it we should see much better in these particular standards as we go Um, and so that's the plan, but this is the breeding. >> Yeah. Well, you know, and it's a live state more clear. I

136mean, it's it's, you know, a really bad analogy, but it's, you know, comparing an X-ray to an MRI. You know, an X-ray, you can take an X-ray of a joint over and over, not seeing damage, but you get clarity with an MRI. You can pinpoint exactly what the issue is and what needs to be done. And I think that's the that's the clarity that we need from the state. and we we got it, you know, and I'm just really thankful to have, you know, someone here who's leading this work that is diving in right away because we know this is this is an urgent need. You know, this isn't something that we can wait till the state figures that out. You know, our kids need it now. So, you know, since December and and we've

137had lots of hard conversations in the district level and with principles and teachers around that and we're not teacher blaming or shaming either because our teachers are doing the absolute best they can. Um, and our kids are doing the best that they can, too. But we can be more clear. Um, and I think that's what we're doing. And so we are, like Austin says, we have a pretty aggressive plan for this. >> Uh, if you want to go to that question, sorry about the data. >> Yeah. >> Um, I see it's only like winter or fall. Is that standard, but they never test on spring? >> No, we still have. >> Yeah. Um and then for the um percentage the new graph um you're using a online tool that I already inbox. >> Yeah. >>

138So it is something that's easily repeatable for us to check. >> Yes, we can follow these same standards year after year. >> Okay. Because I was just curious like that would be really hard to manually do this but if there's a technology already it seems like this would be the report that we want to see. There are some difficulties with only using this data because you the kids need to spend time in the I Ready platform and the Dreambox platform in order for them to actually show that they know it in that platform. So we definitely need another way that's external of these platforms and that's what we're developing with the teachers the curriculum based assessments of those priority standards. So this will be another point of data but not the only one. We'll still

139be able to look at this. >> Dream box is probably taper off kids builder, right? >> K5. >> Yeah. And then so the reason it's both is um K5 is Dreambox and then um is ready. Yeah. >> So that's things we're trying to give kind of an apple to apple, you know, comparison. Yeah. To that. >> Thank you. >> Great, great, great question. So, one of the things that we've been really intentional about is making sure that our admin leadership, all of our principles are really bought into this work and leading the work in their buildings because we know that it's uh it's critical that they're actually reinforcing with teachers beyond just the professional learning that I'm doing. So when I asked principles what do they really need from teaching and learning in this process

140they came up with a really important and good lift around guaranteed a viable curriculum. So coming up with really true common assessments or a good plan to teach fluency or those foundational math skills developing scales or learning progressions of what students need to learn in order that gets to the difficulty of the standard that's most important. Um and so that's really where we've started uh the work with teams to develop that and then the other things on the list are things that we're continuing to work on as well. So with teams um I have facilitated with my instructional and math coaches um release days with our K5 math content leads. So at every grade level there's a math lead. um actually a couple math leads at every grade level in K5 and then at the

141middle school and high school I worked with their entire math departments. So they all teach math high school and we created these learning progressions of what that you know are the most important but what do they need to know that's leading up to those most important ones um for each of the priority standards. And then what we did is we revised the pacing of their current instruction to take out some of the content that was less important and prioritize the content that is important. And after a day doing this with the middle school team, the word that they had was it's freeing because they were able to really see the data and know what to focus on and know that they're actually probably going to get a really good result from focusing on the right

142things. Mhm. >> So that was really validating and I we heard similar things from all the grade levels that they're really excited about for the focus and intention of this work. >> Um the middle school and high school also we made plans for what the course based interventions will look like in sixth and nth grade and I'll tell you more about that in just a minute. And then at K5, we started actually drafting some new shorter, very targeted level assessments that our elementary teachers are really excited about because um our current curriculum has a lot of um assessment questions that are very wordbased and it's hard to intervene on particular math skills when it's all language based. So, and we also developed a fluency plan for next year that we're excited about. So that those

143were the working with the teachers in December through April. Um and then we as we created the scales again we looked at >> and again I just want reports standards were released in December and Allison this is crazy and it's >> I don't know anybody else that's doing this. Well, >> I just, you know, you can respond to urgency in a very different ways, right? And um I'm just really thankful the way that Alison's responding to this urgency and it's not like sh you know, we are in this together. These are all kids and it's a big problem that takes all of us to lean in on clear the board. So for every priority standard, it's on one of our scales, learning progressions. Um the level three is when they've really met that goal. And

144a lot of that would be um things that are in context like problem story problems. But then the level two are items that's just the math basically they need in order to get to solve the story problems. And then the level one, we've looked at the priority standards that are in the grade levels before and said, okay, some of them can be incorporated, but some of them really need to be innovated on before. So we've identified which ones are those in the scales. So this is an example where the current states are >> the level the level is referring to how the district or the school is doing, not how well a child is mastering. It actually is kind of both, but it is um the level three in all of the >> uh measures

145that we use and across the state measures. It's what that says is that the student is meeting the standard of the grade level. Um and so a student could get if they're at the level three, they could, you know, get it goes to one through four. It does. >> It does. So if the if it's three, it's meeting the grade level. If it's four, it's actually beyond the grade level. Yeah. standard. So yeah, >> but if we are assessing our kids accurately aligned to, you know, guaranteed curriculum, then we're having teachers, you know, enter this data and use this really, this becomes probably the most powerful data point because it's based on student work within the classroom rather than how I did one day on a test, you know. So, the closer the better we

146can get at our our even our in-classbased assessments to to be more closely aligned with priority standards, the more accurately we're going to be reporting to parents how their kids are going to be doing, how our data systems that they're going to be more reliable, the PLC, the professional learning community time. So, really, I mean, I can't I can't say clarity, clarity, clarity, but it really is, you know, everything in our system. How do we become more clear uh on what the students actually learning and what they need? >> Yeah. Yes. And the reason you start at the level three is the level four is beyond what was taught. And so that kind of happens after you do this initial process. >> So the level three meeting the goal that so in this example this

147is a fifth grade um standard. These are progression of standards. The fifth grade fraction addition and subtraction word problems. that's the language of the actual standard from the skate that that is what students are needing to do. Um and so they're solving problems with unlike denominators and um in in word problems. The level two is actually a different standard that's not a priority standard, but they absolutely need to be able to solve addition and subtraction problems with unlike denominators in order to do that in word problems. And then the getting ready are fourth grade standards that they really need to have in place before they can access the fifth grade. So for example, the bottom one is a priority prerequisite in fourth grade. And what that's saying is that kids need to be able to

148solve problems with like denominators in fourth grade before they can tackle in fifth grade unlike denominators. So, we're it's been a lot of work with um our two math instructional coaches and myself sitting down and like really building for these progressions and thinking very intently about this. So then from here what you do is you say okay we know what the meeting goal is. We know what a standard is within our grade level standards that we actually need to assess to know if they can meet the final goal. So um we we took that and then we looked in our current programs. So bridges at K5, ready math at the middle school and um a program called Envision Envisions AGA at the high school. And we said look at your instructional days and the lessons

149you have in your current program and where in your instruction do you actually teach the level two and the level three and how many days does it take you? And then we took that and said, "Okay, this is your new pacing guide. You're going to take this unit and you're going to take out some of the things that aren't in the priority and you're going to make sure you really teach the priorities." And we found that it wasn't exactly aligned with what you're teaching right now because we've never had those priorities before. So then after that, the next step is we took the now we've got the the clarity about what the the standards are. we have the clarity around what the instruction looks like. Then we need the clarity around the assessment. So we

150took all of the level two and three um standards and we said what are the best assessment questions in our curriculum that actually assesses that. So we said, "Hey, all we really need is about one three or four questions that are really getting to the math of it and then a couple of questions that are like story problem type application questions and that should be enough to be able to tell us if the kid got it or not and if we need to retach and now that all this work has been done with with the teachers because we did this with teachers, we need to go back and actually format them so they real and play them. and create scoring guides. So, it's a lot of work actually um but we can do it. So,

151the next is the intervention planning. So, we have a sixth grade and a 9th grade course based intervention that we're actually starting next year and we looked at um data that we had available but the intention is they're going to look at the standards in 9th grade that they started about fifth grade. Go fifth, sixth, seventh, eth grade. what are those fifth through eighth grade standards they absolutely need in order to access um algebra and then we create we're creating units for each one of those um scales for an intervention in nth grade. >> How many students do you think will be in that those classes like what's how many nth graders will need this? >> Um so we are looking at um about 90 of you know 250. So, um, it's not half, but

152it's close. >> Yeah. >> What about sixth grade? About the same. >> About the same. >> Yeah. >> I had a community member that asked that said every kid's going to take two math classes in Quincy at the high school. Said, "No, we're being really targeted about our nth graders. What do we need >> to make sure that they're successful on nine, you know, to to finish their high school career?" So, we are being really intentional about that. Same. Not every sixth graders getting two math classes. Um, >> but they are about three years behind grade level based on our priorities. >> Yeah. So, we're going to use this as a another mad opportunity to intervene. >> I just wondered how long is this going to take us to get caught up with this plan?

153you know, I mean, is there any way of gauging how I mean, because you said that in one of the other meetings that uh some of these kids are actually two to three grades behind. So, how long does it take to get them so that they're improved by high school when they need to be really considering their graduation? Yeah. So, we've been very intentional with just the standards they need to know in order to access high school algebra. So, we have about three or four topics in the ninth grade class that we've started with what's the fifth grade standard, sixth grade standard, seventh grade standard, eighth grade standard. They absolutely need to know in that order in order to access high school algebra. And we're building all of our assessments and instruction on those priorities.

154And so one of our instructional coaches who has been critical in this process, she has decided to move into a ninth grade um intervention uh teaching position next year, which is great. I'm going to miss her. I'm >> so she is going to be the best person to possibly do that cuz she's building that intervention with me and she's going to teach it and she's very confident. She was like, "Wow, this feels luxurious." actually cuz she used to teach high school, you know, algebra and the kids, some of the kids wouldn't have that anyway. She's like, I got a whole other crowd focus on this. So, I mean, it's I can't say yes, everything's going to be fixed in a year because it's only for sixth grade and nth grade students who are three years

155behind. We have a lot more students who are one to two years and in seventh or eighth grade. So, it's going to take multiple years to catch up and we're going to get better every year because we're studying it and we're being intentional. Um, but I anticipate we're going to see immediate difference in the kids that are doing the intervention. Um, but of course they're going to be ninth graders, so the smarter balance actually isn't up until 10th grade. So we're going to see a difference on 10th grade. >> That's the name, >> right? >> Yeah. But we will have probably still our star data that will give us a pretty accurate picture of Europe over time. >> Yeah. and we'll be very intentional with the assess >> and then our preassessment too how the

156kids are doing with their with their preassessment work versus post assessment too. So >> yeah. Yeah, absolutely. So that was a great question and um it's going to be probably uh some immediate gains and then it's going to be a longterm process. >> So for my next steps, I am continuing to work with the math teams as we're refining the scales. So we're taking all the language of the standards, teaching teachers what that actually means, but then we have to make that student friendly so parents can access and understand it too and then um finish the work on the pacing and the assessments is a lot of big work and the interventions. So that first bullet's really a lot of work. Um but then I'm also working with our coaches and and principles to develop

157a way for them to monitor the implementation in their classroom. So, I'm hoping that you'll see based on the work that we're doing now, principles writing into their school improvement plans next year how they'll be um monitoring and implementing the use of these new assessments. >> Y >> and then um we're I'm also working to develop training for all of our teachers in August and then ongoing training throughout next year as we get professional development from the state. I hope that helps. And then just get ongoing feedback from teachers because really ultimately we need to decide sometime next year, hey, are the current programs we have going to cut it or do we really need to look for something else? >> And then that's where we get back to the beginning of our story. >>

158You know, I think this is, you know, this Alison's presentation is that if it was a if it was curriculum was the answer, everybody do it. >> Yes. Right. Um, but there is no one curriculum that's going to fix this, what's going to fix it. It's being really intentional around what kids need, being really clear with this. You know, the teachers been meeting their students and the instruction and then that and adjusting. And I feel like kind of finally have that or ELA, it's been clear kind of from the get-go. >> Yeah. >> I'm impressed with this. Um and and just you know the total transparency like this is how bad she is. >> Yeah. >> So >> yeah that's not the story that you know people want to tell but >> it's good to

159it's good to know. >> Well it's reassuring to our teachers too that oh it's you know they know that they're working really hard and they don't know exactly why it's so hard to teach kids math until now. I was like, "Oh, it's because they don't have that and we never monitor and you know, >> it's um it's been it's it's been reassuring the teachers to just be real. Hey, this is where we are and we have a long way to go, but we can do it." It's like it feels like we're empowered now to be able to do something really intentional and like serious pain. So, it's exciting. >> How many of them felt like they've wasted so many years notending? >> Well, I mean, there's a lot of other things they're learning, right? you

160know, the kids are they are they're they're learning and can do math, but it's these real core priority standards that we've identified and pulled out that we we've kind of identified as kind of those gateway priority standards that need attention now. >> So, I mean, we do have kids in our system that are thriving and we have kids in our system that aren't and you know, both need attention. >> Supposed to hear any feedback for you around math as a student coming through? >> Huh? >> I kind of slipped down. I'm sorry. We'll do better. >> How are you practicing? >> No. >> I don't know. I feel like I don't really remember a lot of like my elementary math. Like just the basics obviously, but like once I got to like high school. There

161was some times where like they had like certain math stuff that we learned in middle school, but that had like already like forgotten cuz how long it had been. But I mean after a while you kind of like relearned it again. So it just took a while to like understand it. >> You was taking math this year at college? >> No, it's been like a year since I took math, >> which is okay because I don't like mess. >> I have a question related to math and um how they problem solve to get the answer. I know I don't know how long but there's this big shift even how you do like long form multiplication now there's bubbles and other stuff involved where parents or adults can't really help um when did that shift >>

162yeah with the common core I think 2011 so common core introduced bubble now I'm calling it that >> there's a lot of different things like we go through this having elementary kids like >> once you start Once you start to like do it with them, you kind of get >> the process. >> Yeah. >> Like you know, we used to look at it and go, "Well, this is this is ridiculously inefficient." >> Yeah. It takes a lot longer. >> It takes a lot longer to get the answer. >> Yeah. >> But it does, I think, like help them understand why that's the answer. >> It helps the number. >> Yeah. But this is what I've experienced. So, um, and like I can just give personal example. My daughter Sophia, but she loves math. likes math

163and she was third grader last year and come back was on blow out double digit uh she had to do double subtraction to figure out what the score what how how many points there were up she I would have to I didn't have to write out so or think about it she walked in saw the score instantly knew what it was I'm like how did you do that she goes well I made a friendly number and then I added it from there and then I she's like boom she got it >> but Sophia had strategies that she was really comfortable with. But there are kids where this kind of my concern sometimes with math is we teach them so many strategies that they're not really good at one strategy and then we move on to

164the next one and they haven't mastered that that other strategy first. Right? So and it all we eventually work our way up to the standard algorithm and they learn how you know how to do it how we learn to do it. Usually about fourth period is when they they they get standard algorithm. Um and then >> they moved some things actually and um it depends on yeah which standard algorithm. There's lots of standard algorithms, but you they do have grades when you're supposed to learn the standard algorithm and it's not >> but they want you to get that number sets first before because they you understand how to use numbers and the language numbers before you get into the >> My final thought is I'm sure by the time we get to the point of

165like looking at the curriculum that we have or is it a new one? >> Um I'm sure that's when probably AI and use I'm like >> oh jeez Anna, this is that's another person on this too. What I was getting at is um it it whatever bubble map is called, you know, like like you tell AI to show you how to do it so then you can hopefully help whoever you're helping. But it just >> that'll come later I'm sure when we get to that point of actual curriculum to review, right? Cool. >> Yeah. Yes. We're piloting some AI though in math. >> We are. We have piloted some AI and math. What we found though is um the AI tools aren't to the level that we would actually want to formally pick or adopt

166one. We've been trying different tools, but what we've found is that kids need the handson like experience with how numbers work. And so for example that um in you know in elementary you're used to seeing manipulatives like little squares and things like that blocks but and those are really important to you know make connections in elementary but in middle and high school even we were training the teachers how to use algebra tiles >> which really helps them understand like how uh quadratics are made that they're these little tiles that are really important. And our high school teachers just had the training last week and I was like some of them are like I've never seen this. So sometimes the computer is you know it's not helping us because it's they're not able to make the

167connection with what does it actually mean. So we're really focusing on those you know hands-on connections. >> Kudos from before. That was from before it it never cleared. >> Oh yeah. >> Oh you guys went deep. I feel like you really got to root cause issues and have such a solid plan. I'm excited to see the work develop. >> Wow. >> This presentation this whole day actually my should first. >> No. Yes, you do. >> I know. Yeah. I can go faster question. >> Yes. >> And then we go executive or now executive. >> This is all executives. >> Well, thank you everyone for coming. We're going into executive. >> Thank you. >> Part of it. >> You have another question. I'm still >> Please stay on the line. Don't leave. Bye. Bye. >> Still

168there. Who? Oh, dude. You're still We're just make sure.