001Chuck and Jackie here's okay? Yep, I got you. All right. This meeting has officially I did. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. I first call to order the adoption of the agenda. Do we have a motion? I motion that we adopt the agenda. >> Second. All those in favor say I. I. Opposed? I. Are you opposed? No, I'm not. Was too far. Um okay, so the agenda is adopted. Do we have any public comments, people? I hope. Okay, so moving on to the consent agenda. I move to approve the consent agenda. I would first like to I confirm that uh business uh old business or unfinished business. I have something
002that I'd like to bring up to that. It's something that's going on on the agenda. So you'd like to be added to the agenda? It's a We just adopted >> That happens during adoption, people. Well, we just Yes, we just adopted the agenda for the As in the But we can add it as today. But you can add it as a future topic for next week. We can go over the next meeting. Or ask our board leadership, you know, to be placed on the agenda for Okay. Yeah, it's great. It's not even on the um the agenda for new topics. I just said that. Just don't give me Do you want to show you want to add it in the future agenda now? Um yes, I wanted to get back to the cell phone cell
003phone policy policy. It came up as such a great review for what it does for our school. I want to ask to make it a district-wide policy. From the school district, are you wanting a presentation as far as how it's going? Are you wanting actual language to the policy? Like what about the cell phone policy you're Right. Well, I I that all of the schools should be involved in high school, all middle schools, all of these. Your Google domain is a district-wide cell phone opt-in item. So, so currently it's not allowed in the elementary schools at all, so that's already banned. Middle school, it's banned in the beyond our power shows. High school, they're they can't use it in the classrooms or passing periods or excuse me on the hallways during class time, but they
004can have it out during lunch and before and after school. Is that what you're wanting to see changed? Sure. Um I felt that it was just better for them in the long run to lunch period talking to each other. We add that to be discussed at the next meeting. Okay. Um So, back to consent agenda. >> Okay. I'll move it forward. I have moved it to consent. Oh, no. I have a second. We have a person second. Any questions or discussion? No, I thought that's why because it's But this one's just a consent agenda. Okay. Do you have a question here because this is a consent Can Can you identify the items? Just all of these. I'm not going to let it go into much travel. Um I do have a question I just Sure.
005have to find a comment. It was It was the um It was about the $1,000 contract. I just can't understand what that was specifically. The T-Mobile contract. It didn't really say So, I just had a question what it is. It was written Sean. That's for anti-virus is what it's for. So, it it's an application and endpoint that we put on all of our Windows devices to protect against ransomware, um viruses, other malware, and so forth. And we actually install it on our internal servers as well to protect against that. So, it's I think it's What is it? $7,000 a year for 3 years? 3 years. Yeah, that's what that ends up. Is that the $70,000 one? No, that's not $70,000. Uh maybe you're referring to the or the Imagine Learning Community? >> Yeah, that feels
006closer. Yeah, that's still me. Yeah, that's still me. Can you explain it to me again? Yeah, so Imagine Learning is the subscription vendor we use for alternate support curriculum for QIA for the online program. So, that's all their classes. Science, social studies, ELA, everything in their online curriculum. Plus, it also includes the credit retrieval classes that are online from high school. Right. So, that's covering two schools. The 65 users and 40 that's student specific. Yeah, so the way it works is it doesn't There We actually have like 300 students benefiting from the the materials in that contract. But, the way our our charge is is how many we have concurrently on using the platform at one time. So, we have the level of up to 66 kids being on the platform using it at one
007time and that's the way they charge us even though we have 300 kids using it totally, but we have creatively done that where high school kids are getting on it a little bit later time sometimes than some of the the QIA kids and some of our QIA kids are using it after QHS is done. And it's all business. Thank you. Uh the other question I have By the way, this new program is really cool. Yeah, I think it's like I don't know if I can see my little comment. It will get better at it every meeting. I logged out of my computer so I'm only on my phone, but it was related to the endorsement report. Um I can't remember my question. It was just related to as the board approves uh teachers working in
008other locations than what their credentials, what does the oversight look like? What does support look like? Do the teachers eventually needing a certification or if their their credentialing is high school, but they're working at elementary school, like is there a plan for them to get certified? Like is how does that work? So, this is the how this works. >> Yeah, so we have um annual action plans that are reviewed with their evaluator every year and it's really a detailed action plan on how many credits or kind of tests they need to do and then we routinely follow up with them to make sure that they are actually on track to uh get the endorsement if that's what they're after. And you if you go back and look at like prior years, you'll see that a
009lot of teachers who used to be on as the you know, on this list, now have their endorsement and they've worked through the action plan. And so the always to get them closer to where they're currently teaching or is that is that their goal? Yeah, that's the goal is that they would get the appropriate endorsement um and or if there were an opportunity later if another opportunity were to arise, they were endorsed, then they would be shifted to that endorsed area. Well, first of all, like our field teaches music at George at or music at Pioneer George, and that's been a position that's been away from her for a very long time. We just make sure that she gets professional development um because she's a PE major um primarily and that's what her certificate is.
010But so, we do try to get make sure that they have regular opportunities to collaborate, professional development um built into the plan as well. And this letter fulfills some sort of requirement? Yes. Yeah. Thanks. I just maybe not paying attention before. Thank you. That's it for my questions. Any other? Uh still the district property, so that's great that happened. Yes. >> Um great inspection everything's been done. We had the inspection inspection on Monday. We're waiting to hear back from them, but I I should have a definitive answer by tomorrow. Yeah. So, really happy to sell that property. And why does that have to be board approved? I don't know. You're approving cuz you're approving me to sign off on sale you're approving the sale and then you were approving me to sign off on it
011on behalf of the board. And where does that stand and where does that money go in? So, that money has to go directly into our capital. So, our capital account is for it has to go back to building improvements. It can't go into any other pot. When you sell property, that's going to go right into the capital account. And she budgeted that in there and I hoped that we'd sell that property. So, um Yeah. And hearing no further questions, all those in favor say I. I. Opposed? You went too fast. I'm sorry, Chuck. Chuck Chuck got it. Yeah, that was kind of weak. Okay. It's I'm an hour I'm an hour ahead. It's delayed. I said I. And And could you hear us okay? Yep, I got you. No problem. We don't have the mic
012that we typically have, but we have the tech if you need it. Awesome. Thank you. So, moving forward to for for uh starting with school links and graduation update. Good evening. Allison Gately, director of teaching and learning. I'm uh very excited to give you an update on where we are with tracking graduation progress and implementation of the new high school and beyond plan that is called school links uh that will be implemented next year. Do you want to go into a presentation? >> let me just hide a few things here. Sure. Sorry. That's okay. So, first just a quick review on what's requirement what's required for our graduation requirements. We have three major requirements for graduation. Oh, I can't No, I know I'm I'm doing it. You're doing it. Okay. I mean I mean I
013don't know. I can't say anything for real. [ __ ] Whatever. Yeah, exactly. Yeah. Okay. So, the three requirements is to earn 25 high school credits and those high school credits need to be in very specific content areas. The second is to complete a high school and beyond plan which will be talking about in more detail tonight. And the third is to complete a graduation pathway. The graduation pathway options just as a reminder there are three primary options. The first pathway really is preparing students with the math and ELA English language arts skills that they would need in order to enter college or a post high school program without any remedial classes. So, the way is to be able to show that you have the math and ELA skills needed for no remedial classes in college are
014that ACT, SAT, dual credit courses in those content areas and then of course our state assessment which is smarter balance or through a bridge to college course and we offer those in both ELA and math. The second pathway is a military pathway. So, if a student wants to go into the military, they can take an assessment called the ASVAB and if they have a qualifying score, then they can meet the pathway that way. And then the third is the CTE pathway Um, students can um, that pathway if they take two courses that are aligned in the same pathway that align with their high school and beyond plan, but that, uh, meet the really rigorous, um, CTE requirements for that. Um, so, at the high school, what our counselors are really tracking are really two things.
015The high school credits, at this point they're looking at do students need to retrieve any classes? Do they have any classes that they were missing, um, or need to retake? Uh, and the second one is that graduation pathway. Did they meet that math and ELA requirement or the military or CTE graduation pathway? So, those are the things that our counselors are looking at. Can I ask a question? Did I read and hear somewhere that they have to have at least 70% of the understanding of the product, uh, being in math or ELA that before they can take this extra point or go after these alternative credits? Um, so, maybe the 70% percent is I I'm not sure totally familiar with what you're referring to, but I'm thinking about maybe, uh, the level three of the
016assessment is, uh, out of four levels. If you're at a three or a four, that would be passing the assessment. So, maybe that's about 75% Um, yeah. Um, but I am let me know if you run into and I can clarify, cuz I'm not exactly sure what you're Okay. Okay. Uh, some of the challenges that we have had, and I know we talked about it last year with really, um, thinking about graduation progress is that our high school uh, counselors are really only looking at that credit retrieval and the graduation pathway completion as they're really counseling students at this point of the year and beyond. Um, and what we really want to get to is that, uh, we are counseling our students around what they really want to do after high school and that all
017of their high school journey is, um, supporting what they want to do after high school. And right now our counselors, um, track those two things. Um, they don't really track the high school and beyond plan to a great detail cuz that's what our advisory teachers support our students with. Blanca, next slide. The intent of the high school and beyond plan is that students really understand, uh, over the years, and we're going to go into more detail about this, where they want to what they want to do after school and what their options are, and they're really motivated to, um, engage in activities that will prepare them, uh, for what they want to do after school, and that they get really annual advising on, um, all their options, um, and that really increases their motivation as
018they're thinking, "Who am I? What can I become? And how do I become that?" The vision for from the legislature with a new universal platform, which is SchoolLinks, is that, um, the high school and beyond platform is really a critical, um, component in our system, um, but what they have found with all different districts using different technology and resources is that it's actually, uh, created a lot of variance in what students and families actually experience. And we have definitely experienced that on our end. One of the things that it does require in the uh, in in the language of the RCW is that the universal platform must be updated routinely and have the most up-to-date information on students academic course credit and grade data so that it's very transparent to families and students and that
019anytime the student should know their progress towards graduation. And what they want to do after. So we have been working in the district since last year when we found out what platform it would be. Last winter and spring we really started looking at what kind of data did we need to make sure is readable by this new platform in order to keep the all of those data sets really up-to-date. And what we found were the the course codes and the way that we had been putting things into our the Skyward system that automatically goes into School Links. It really had a a large variance between the middle school and high school, some overlapping codes and things. So it would have been really impossible if we just turned on the lights with School Links for parents
020to have really up-to-date information on what was completed because of the because of the course codes were were duplicates and things like that. So we've been really working hard this year cleaning up all of those course codes, putting that together and that took a lot of work from lots of departments and teams. And then in the spring, sorry if you don't go back yet, right here we started our administrator training and I'm really excited to report what we learned at some of the initial admin training with our leaders and we've started integrating with Skyward and School Links. So if you are a student and you go to your clever, you'll actually see a little button for school links and we've seen some uh students actually in the program and trying that out. Uh we will
021be configuring district settings um for the rest of the year and then in uh June and August, we have some staff in June that will be leading the work in August doing a getting started initial training and then all of our staff at secondary will be taking a training in August to learn about the platform, which is where we launch um next year and then there'll be some additional training beyond that. So if you go to the next slide, this is one of the updated slides from OSPI about uh the implementation process from here till um November of next year. So we've started some of the admin training in April, in May there's more training around how do we manage change at a district level because this is a big um adjustment and then in
022August there's that PD um and the student onboarding piece. So students will get that full experience uh when they start school next year through advisory. I wanted to point out this slide because in October and November, OSPI has um intentional pulse checks they're calling them and really they're accountability measures for districts that students need to make sure that they're doing all of the required um uh onboarding uh for the program. I'm going to go to the next one. So this is a a look at what is absolutely required um from the state in every grade level for the high school and beyond planning. You see in seventh grade um there are not a lot of requirements. Um the find your path assessment uh is um a way for students to kind of think about what
023they would like to do and get started, but there's actually much more that we want to add to that seventh grade. Um and you see in eighth grade, uh ninth grade, it builds on over the years, but really the work that we've done through advisory and that we want to do is much more robust than this. So, these are just um the requirements that are automatically set. Want to go to the next one? We're really excited that you can I go into the system and actually tailor a lot of a lesson that they already have in there for every grade level. Um there's so many more options that we can add that are mostly built for us, but that we can tailor. So, for example, um they have um uh assessments for students to self-assess.
024How am I doing on particular soft skills? And this will be a really great opportunity for us to embed our profile of graduate competencies. So, students are seeing that language from seventh grade all the way up every year and are reflecting on, are we getting closer to our agreements with what the community says that we value most. Another thing we're really excited about is um in Schoolinks, all graduates will continue to have access to their information to be able to share out as they would like with future employers or um uh um colleges and things like that. So, this is an example um of what that looks like. It looks kind of like a a web page uh for students. And um this isn't live, but you can scroll down and it has all of
025the top line things. So, the student can really talk about their story, their experiences, their bragging rights, um academics, um a portfolio they've put together, any other credentials, they can add a video introduction of themselves, or anything else that they'd like to to show and then references. And again, this is something that students can choose to share and I imagine across the state as this gets implemented, this would be something that employers will start to look for. So, as I said, the administrative team that started the training is really excited about this platform. It's engaging, they're relevant and relevant and student-friendly. Um we're excited that it'll be much more transparent to families and usable beyond graduation with that space to showcase the student experiences. We're also really excited that there will be centralized planning and
026course requests and that are tied with career exploration. Those have lived separately and in various places in our system. Uh and we will have better data for progress monitoring and completion and follow-up of specific tasks aligned to what the student wants to do. And then um we'll also be able to track after students leave us what they end up doing. So, we'll be able to track alumni outcomes, persistence data, uh and success stories as well as playing back mentors. Um That's assuming they continue to use Yes. >> after they Correct. Yes. Yeah. And how long how how many years is that active? For as long as the state pays for it. So, once they have their account they have their What was that? >> have their student account they have their They have Yep, they
027have their account. So, part of what the senior activities are is for them to put in their own individual email, student email that's not a QFD email. And we have found that is not as simple as it seems. Like for for example, uh when we have students registering for Big Bend College, they have to have uh an email that's external from their QSD email, and not a lot of students have that. So, we've been through this process of how to set them up with that. This will walk them through at a much earlier time frame, so then they don't have those kind of challenges in the future. It's a great question. So, some things that we are really needing to work through that we don't have uh complete answers for, but we're we're um problem-solving
028through, is really the the role and task clarity for counselors and advisory teachers. There are certain things uh that advisory teachers have done in the past that maybe counselors could help oversee, but we want to be really careful on workload and uh what that looks like. Uh advisory lessons and pacing alignment, we really need to uh make sure that they go with the career interests of students and post-secondary planning. Right now, advisory lessons don't necessarily focus on that, and so we um need to realign that to that. Uh the platform that the state legislature is paying for is only funded from seventh grade through high school, and of course our middle school starts at sixth grade. With advisory in sixth grade, we'd like to see a uh a more uniform sixth through eighth grade. So,
029um we're looking at what would it look like to just purchase sixth grade. So, that's a conversation. Big Picture Learning and other programs where students don't have advisory every day or every week, those common touch points, is something that um the state has said that they understand is difficult. They uh don't have less requirements for students that are in other programs. So, um we're going to really need to work on what does it look like for implementation. And then the course planner requirement really needs a lot of training and implementation because right now we have a a whole separate process where we create these stream sheets that counselors go and get information and then there's there's different forms that are filled out. Um, it's going to be very different than how we currently do business,
030but it will be much easier to track and be able to share information with you on what courses uh students are requesting. Um, but that is something that requires its own very separate training that um we'll be getting here in the spring and next year. Really successful rollout will just depend on role clarity. So, we really are spending time thinking about who does what, how do we have a really good training for our staff and communication for our students and families so they know how to access the program. And that is um what we're working on. Any questions? I think it was slide three or four. I had a few questions. Yes. All right, it has to be pulled up so I don't have it. Tell me where I'm at. Keep going. Keep going. Oh,
031yeah. So, it's slide three for sure. Okay. Uh Yes. Uh go and keep going. >> I I sorry, I don't have the slide number so I'm hoping you can tell me where I'm at. Yeah, that one. Yeah, this one. Yeah, yes. I'm just curious what one more, sorry. Uh I'm just curious what is is this next slide? This one? Okay. There we go. Okay. This one? Here we go. All right. It does this mean that as soon as a student, like for example, passes the ASVAB, they graduate, they can graduate? Like, what is that? So, of the three uh requirements for high school graduation, that would meet the graduation pathway requirements. The ASVAB completion would If someone wanted to take the ASVAB and they truly passed it, can they? They still have to have the
032credits. Yeah, so that's only So, there's three And if you go to the site before, those three requirements um Oh, I see. Okay. the pathway completion, there are three options within pathway completion, but there are three requirements. And the 25 high school credits is not something that can be waived within any kind of test. Yeah. Yes. And then you're also saying that like for Big Picture Learning and maybe students with disabilities, they're still required to do step two without any kind of accommodations currently found by the state. Well, I Go ahead. Yeah, go ahead. Yeah, it's actually kind of an interesting um thing for a Big Picture Learning because Big Picture Learning is already set up where kids are building their individualized learning plans with the career goal in line. So, it actually fits beautifully
033in some ways. The part that they haven't quite figured out is Big Picture Learning is not a course-based model. And part of the platform is tracking their courses and credits towards graduation. So, the state just hasn't quite figured out what to do with the um flexible learning option programs like Big Picture Learning that have credit waivers. Um we know we'll be doing something with this and and parts of it will work great because they're already building plans for career. And the um the Big Picture Learning students like Jojo build an individualized learning plan and there's activities that are they're doing along the way towards graduation that could very easily be um put into some of those lines that you saw the things that need to happen at each grade. So, and we have some options
034locally about as Allison was saying adding things in. So, we might be able to use this platform to track some of the things we're already doing beautifully in Big Picture Learning. What we don't know is what they're going to do with us in the course and credit tracking part of it that doesn't apply to us. That's the part that they're still not quite All the post-secondary work and all those kinds of those we as are including a lot of that work. Yeah. That aligns really nicely. We'll we'll use grades so it's I feel as like feels like it's more complicated for for people who are Yeah. So they'll do Victory Track activities, they get feedback on that and set a new learning goal for the next activity and it's all about growth and continuing to
035move forward towards that career goal. But they aren't checking off this many ELA classes, check this many math classes, etc. in that same fashion that a traditional school is in this flexible learning option model. So they just need to figure out how schools like that across the state will use SchoolLinks and what will they do with that section of it? Like is there going to be a way that we toggle that off for for flexible learning option programs? And the state has fully acknowledged this as something they haven't really been able to articulate clearly yet and that they're working on it. Yeah. And for like our special education students, do they still currently like are there accommodated class is online or programs or services? So our students with our students with disabilities would still have
036the same graduation requirements and the accommodations that they get within those requirements are built into their IEPs. There is interestingly specific transition programs and models within special ed that have existed outside of the high school and beyond planning that that they're the same requirements and so I know that they're aligning those requirements as well. Which is actually really exciting for us. >> And it does for our students in our life skills program. Yes. With Alliance portfolio and Sunshine and she's still on can speak to that. Yeah, I'm still here. Um the for the high school students, the the 18 to 22 program, that's what I think that was just brought up. That's the and that really is individualized for every single student as part of not just meeting graduation requirements can which can be done
037through the CTE pathway or a what aims test, but it's more about them how do we prepare them for life? Like are we making sure they can get out in the community and they can find jobs and those pieces. Was there more to that question? I was trying to hear it all, but Yeah, and um, the OSPI training that we went to just last week was saying that there'll be supports for our students with disabilities and special ed directors for how to make those more aligned so they won't be so separate. So that will hopefully be very supportive. Cuz that has been and sometimes we'll hear like, well, they do it in their high school and beyond plan, but it still has to go in the IEP and then sometimes they really don't connect very
038well and so um, as we've been um, at like with me with the high school team working on the high school and beyond plan also then looking about all the different ways that we can support them through our CTE programs and then making sure all the the pieces align better for our students and so our families can understand it. Thank you. And my final question is so Laura isn't official until August. Of next year. Next year. Yeah, this next school This school year. This school year. Yeah. The next 2026-2027. Yes. Okay. Yes, but we are gearing up 3 months ready. 3 months ready. Yeah, yeah. From August. Yeah, you you will notice. Yes, and I'm excited to get your feedback. I'll be great report for our our two students to share their experience. Absolutely. Yeah,
039my daughter's seventh grader and she has been playing in the program and she got on it and started doing the career interest survey and she was on it for hours. She couldn't get off it home. She was so excited about it. So it is really engaging for students I'm finding personally, but we're finding stories across the state and really just looking at the platform as they're demonstrating and we're you know, using it. It's getting me really excited that we could actually do something really great with this. So Um, yeah, I'm excited for your future student board of directors. Personally love the alignment of process state across the grade levels. Um, so what's period six grade? It will be perfect. >> Right. Yeah, exactly. Right. Yeah. Any other question? Okay. So thank you so much. Thank
040you. Appreciate you. Uh, now we have a report from our superintendent. Okay, there's a lot going on since we met in March. So just a few things. Uh, just congratulations to our seniors. They were able to go to Sal Mar game last night in celebration of all the the high percentage of Fasfa completion. So this year we're almost 70% right on 70% of our seniors have taken Fasfa and that's obviously needed to allow to go college, but even go to trade school, uh, you need to fill out the Fasfa. So and we have we are the highest rate in Grant County and the second highest rate in the state. So, um, just really appreciate all the high school, uh, that they've done. Um, unfortunately we did have a bus breakdown, uh, on our way to
041on our way home, um, but we got everybody back in Quincy by 3:30. Um, so we did have students that were going to come present to you and I guess we advise you to talk about leadership opportunities that they were part of the 3:30, um, all nighter, uh, experience. So, but just really proud of the high school and the work that they're doing to get our kids and QIA, uh, ready for post secondary. It's really inspiring. So, um, it's really successful that we had that night. Casey, thank you for coming to that. Uh, it was really impressive just all the different whether it's performing or visual arts just how you know I'm I'm never I'm always surprised but but I guess I always I shouldn't say the level of talent that we have here in
042the school district. I'm not surprised but I'm always impressed I guess I should say. So really amazing work whether it's the visual or performing just so so thank you for that. The culinary. That's right I forgot the culinary. Yes the culinary the culinary was amazing too and I had a couple community members approach me uh the next day I was at the market having lunch and they had attended and just they were so blown away with how talented our students are. So keep keep up that saxophone work. It's noticed. Um and then at the art show and I put my board up there but we had three students honored at the regional art show and one student uh that was selected for best in show out of all the art he was selected among and
043it was pencil he does he does his art with pencil and it's just amazing. Um so that was wonderful um Brad Smith president of Microsoft visited two weeks ago Dan I thank you for attending that. It's not every day that you have president of a major tech company visit your campus. He was just so blown away with the programs and the offerings that we have in our high school and it is really unique being in the middle of it and planning and being immersed in it we really forget how amazing the opportunities we have here for our kids. So he's able to speak to some EMT students some CNA students and showcase our our pre-engineering students as well. It was just a a great day Dan I really appreciate your time I really appreciate you
044being there. Um our energy committee house energy committee is visiting it's a big tour of 24 people coming to the high school on Friday. Shannon be representing the board as the ledge rep. uh At that tour, Alex is representing our district with the the energy committee just to see some of the positive impacts that the data centers have here on Main Street, the hospital, the city, and then they're going to cap it off at high school. Um Raising Digital Kids is coming out on the 29th. That's week plan. Raising Raising Raising safe safe Thank you. Raising safe digital kids. They'll be there at 5:30 and then the program goes from 6:00 to 7:30 and that's a partnership with the partnership for you. Uh it is going to have some really important information about keeping our
045kids in digital spaces spaces, whether it's on school games like Roblox or Minecraft. They look really innocent. Stop smiling. Yeah, I'll dress. You know it's a dangerous place. There are There There are some significant vulnerabilities that parents need to be aware of. So it's an opportunity for our parents to have their eyes open a little bit that that there are some real life dangers out there. But we're also going to have Sean and some other people on the hand to help our parents I guess more closely monitor what their kids are experiencing online. So that is next week. We'd love for the board to be there. Congrats to the high school baseball team. They beat the number two team. I know I saw your thunder, but the number two team in the state last week
046against the fellow. That was really impressive for the biggest one in the athletic league here in the district. Uh this this season. Um Our savings target target for our bond has crept back up to 4.7%. So uh fingers crossed for more global stability. That will continue that savings percentage will keep climbing. But we're just a year over the board approval resolution. We have a call with Moody's on Monday. We have a It's a really interesting uh T and I will both be on that call. The packet that we present to Moody's, uh they are outside credit agency of San Francisco that rate governmental entities as a long rating and how that how that That would signal how attractive our bonds are to potential buyers. So, that rating would would that would you know, we were
047triple whatever it was our current rating is highest they can have. Triple A three years ago. Yeah. So, um the packet they will present to us is really um just makes you feel good to be in Quincy. Uh and the work that we've done to keep the district in the hard work that T is doing and and leading uh financially. So, once that is completed and uh not draft, I'll share with that packet with the board, too. It's a really good I mean, really good our finances, too. It's kind of fun cuz it's from an outside agency. Um What else do I have? Uh um SBA started, so our state assessment has started. Um we will be testing now from the end of until June. Yeah. Yeah. So, it's really district-wide. I Not all I
048mean, not all schools will be going at that time, but high school starting they'll run for about two weeks, Allison. And then elementary's generally going May, but it's about a two-week testing window for our school. Seems like the WASC was easy. It is, yes. SBA is just It's like the WASC the WASC on steroids. I never thought I would pray for the WASC, but I would love to have the WASC back. Um QIA uh are you going to talk about that? Oh, yeah. It was It was good. >> Then I'll wait for you. Um and then that is all I have, but there's a lot going on right now. So, very busy. Thank you so much. Maybe in the future we can reorganize the reports so students go there. >> Yeah, Yeah, thank you, Allison.
049We we can make that switch for next year. >> on They will make that now. Okay. All right. Now, for our student representatives. I'm Danny. I have We are having three games. Sammy's baseball and soccer game in Palm and soccer is also also also have their senior night tonight. And kindergarten workshops are happening for families with kids age 3 to 4. More dates are coming in May and Pioneer Elementary, I guess. Um our district will switch to parent square for the 2026 to 2027 school year to make communication easier for families. And we also invite uh parents to a meeting on April 29th at Quincy Miller School about uh keep keep keeping keeping keeping keeping kids. Keep keeping keeping kids. Yeah. Okay, we'll like that. That's all I have. I think that's pretty good. All
050right. Um well, I know there is going to be a track meet um tomorrow and there's also going to be this uh learning exhibit uh also tomorrow, which I'm going to be at for the learning exhibit. Um I was ask you guys if you wanted to come as well. Um just to see what we've been doing throughout the year and stuff. Yeah. What time does it start? Um I think it starts at 10:00. 10:00 to 11:30 and 5:30 to 7:00 to wait big picture learning thing. Yeah, so we're going to be there for a very long time. You guys have learned so much you need all that time. Yeah, it's basically like a track meet. We're just going to be there just the entire like day basically. Waiting for your event to start, right? Yeah,
051yeah. Yeah, exactly. Waiting for your first seconds. Um and then we also have a track meet also on Saturday. Um so it's I I think it's going to be at um it's AC Davis, I think. I don't know if that's called if if that's the event or like the thing but Um it's going to be at now Eisenhower. Uh it's the 99th annual games invitational. So. Um, but but yeah, that's pretty much it for this week. Um, I think we have testing, too. For for high school and the grade. So, it's only easy week. That's it. Do you know how many more days of school are left before summer? Um, how many? Well, I don't I honestly don't know. Girls are real low. >> Well, one day at a time, right? One day at a
052time. I think you must not join in there. Yeah, congrats on your PR, too. What was your What was your two-mile time? Uh, it was a I think it was a 10:50 and now it's a 10:45. Yeah, I also got first place, so. Congratulations. Congrats. Great job. Thank you. Awesome. Yeah. Thank you, student reps. Uh, and after board leadership report, we'll return to Casey. Yeah, that's a big note. Uh, so we should all be on, uh, board docs now through diligence, so everything is all straightened out. Um, on our board topic calendar, um, we're targeting, uh, May or June. Uh, we'll review this um, proposed changes to policies 3223, uh, reading of assembly, and policy 2333 play exercises. So, that's upcoming. Um, and board retreat, uh, I think we have a full one, so we
053should have a date for that, hopefully, soon. Um, and then we just got a note there about, uh, PSD bargaining members. Perfect. Okay. You got involved. Thank you so much, Casey. We're getting through it. Um, moving on to the next section of the board meeting, uh, policy review and adoption at first reading. Uh, I just wanted to readdress that and I also felt I ran across another Earl and R Ward that has several videos in it that tells what it does help. And it's amazing. For I listened to one that was about a child that was uh flunking. Is this the policy 5011? Oh, I'm sorry. I misheard that completely. Oh, yeah. No, mine's on the next one. Okay. Um Do we still have questions for this or >> Yes, you can You can ask
054questions, but it's first reading, so if you have questions you can ask Now, now in the next one just ask and we'll try to find those answers for you. And our policies will look a little different next go around, too. Um They'll be transitioned. They'll they'll look they'll come right out of the gate. next go around. So, you won't see it in this format. Okay. Okay. Have you And has anybody tried using the notes I had? Two notes that were on the side and I was typing on a card about one of the policies and it disappeared and none of my notes were I know I had a comment and to find out how to find that exact file. Are you talking about the platform diligence? Yeah, I'm using your comments in Um so, I
055I kind of had a question about the policy. Like I'm I'm kind of reading it and like it kind of just seems like it's more and with the the district staff than with the students. Is that kind of Is that just for Is there like Are they do they have two separate policies or Yeah. Okay. Yeah, there's a student version and there's a staff version. >> Okay. Yeah. Okay. Good question. Yeah. Any other questions for the first reading? I don't have anything else. Just a minor question. Okay. You got us back on track. We'll go on to uh the second policy review, second reading. I did not have any questions. I was just going to say, you know, for the second reading, for the comments, I wonder if it would be more useful to public
056the discussion was if there was discussion on the comments where all the policies are listed. Sure. But some don't have discussion. Yeah. >> Cuz I don't see like that second color, especially if there was no added language um that was recommended. None of these do. Right. That one had second. >> Yeah, yeah, yeah. And I I don't know how that's going to look now with tracking in the new system. So there might be some features in the new system that we can So the second reading page won't exist? >> It It will still exist, but it will look different. Okay. >> Yeah, it'll be in a completely different format. I just thought we'd find it helpful if there was like a summary of the discussion. I know the minutes somewhat summarize, but not in detail.
057>> what would be It's going to be really helpful for me is I have the same view you guys have. So I can also make comments when you're making you know, on certain policies and procedures that you'll I think I'll reflect some of that. >> comment, can we all see your comment? No. And what we generally do, you know, I'll try to do my best to take notes, but then we also go back and watch the video. Yeah. I'm sure if we have to do that, we do. I We'll We'll play around with it. There might be some ways to capture some questions, too. I move to approve policies. >> I have a question on 5403. Okay. The third paragraph doesn't make sense to me. Why they turn in their request for emergency or discretionary
058leaves after they get back? Where is that? Third paragraph on emergency and discretionary leave. In the policy piece? Yes, the key. Every time they come back >> Policy must be returned to the Well, if they if it's an emergency, they're not available, but the minute the day they get back They have to >> They have to do it. Right. So emergency, it's got to go. I don't have time to go fill out my paperwork and turn it in cuz this emergency just happened. So but the day they get back, they have to turn it in. Yeah. Is it a full application of some sorts? No, it's it's just it's our paperwork that we have them fill out. It's a there's forms that they have to fill out and you list the reason. That's their application.
059Their absence forms. And then they decide whether or not they have that. Sorry, can I stay on topic real quick? >> Yeah. So like for the written application, so is it like an email where they list this out? Is it like a leave of absence slip that goes with it? It depends It depends what it is. We have a We have an absence sheet that they fill out. And in that absence sheet, they write or they they write the reasons for the emergency. But it goes with their time sheet when they turn it No, it's just it's turned into the district office and then it's separate. It's separate. And the department they go through and double check and make sure and then they can appropriately apply it to their paid emergency leave time. Which is
060different than like sick leave or annual leave? Correct. Yeah, and each one >> So these leaves could be like leave without pay? Or like I guess what is it? >> It all It all depends on the contract and how it's defined in the contract. Okay. So actually all of this about pay grade thing. >> Yeah. Um it's not even determined when they have to leave whether they have the Like for example, the PSC contract, an the is it's something that I'd have to look at the exact language, but it's it's just beyond their control. They They couldn't anticipate it happening. And even for a medical emergency, their presence with the doctor is required. So, I had to be there because it was such a a sudden emergency, but once they're there, things level out, then
061that leave can get converted into it can be converted into sick leave. >> Sick leave. And then But since with our pay, correct? No, not necessarily. No, they have to be >> Any amount of time? Well, no, they all every every contract they have they have they have They get a certain amount of time. >> old desk, yeah. And if you have a family member that become disabled and it's going to be extended Some of that can be without leave, yeah. Yeah. And then you have FMLA that is a federal protection for your job, and now Washington State has paid family medical leave, which is a whole other discussion. Um but they they can take another 12 weeks in in pain when they're out. Very costly. So, do I guess still have a question about
062it. Um in the bargaining agreement, is that where we more clearly define what is an emergency? Cuz I'm like cuz circumstances seems kind of vague, and obviously, like for example, you can even use currently how it's written this as a justification for I don't have child care. Obviously, my child can't be home alone, therefore their life would be in danger, so therefore it's an emergency. You know what I mean? Like, do you define it? Not that case I mean, it's it always does come down to case by case, but only follow up previous language. Like that, for example, there are there are different options. There's babysitters, but if you're having a heart attack, it's different than not having a sitter. So, yeah, I although that is yes, and it's it's saying the circum- circumstances must
063present a grave and immediate danger that immediate imminent threat to physical or mental health or would result in harm or an imminent disaster of life or property unless some action is taken. I think that sentence could be applied if For a child? Yeah, like in a sense like I couldn't find anybody I think sometimes I don't I don't I don't know how it would apply to it, but you know, I could see you know, the something happened in my daycare like right now and I had to go pick up my kids today, right? But then now tomorrow and the following days, you have to come up with a plan. Yeah. That would be a possibility for a child care. And I think we've applied it that way in the past. Okay. And And those are
064the questions as why robots can't take our jobs. Yeah. I was going to say that actually. Suspension could be some school suspension. There's always There's a help ticket No, I just think the language is kind of vague. An era of crisis, like what do you mean by that? I understand extreme need, you know, but I don't know. You guys are comfortable with it? We can do this. I would be in favor of it again. I got rid of that question. Because it is very vague. We're comfortable with it in the sense that I I mean we're referring to the contract language. This This gives us This gives us the parameters to draft contract language. Because our contract language can't circumvent policy. Right. Right. Thank you. Any other questions? I move to approve policies 2407, 5401,
0655403, and 5404. I second. I heard you say something. Yeah, I got it. And now for our student advisory vote? Sure. Two thumbs up. I mean, I'm I'm trying to understand all of this, too. >> Yeah, well, we all do that way sometimes. I mean, I'm not an I'm not an employee, so I I I I I I can't really say much, but I'm sure. You guys are always welcome to jump in and ask questions as we're going in there. But two thumbs up, Stan. We have a first and second. All those in favor, say I. I. I. I'm sorry. Chad, was that in the positive or in the negative? Was that affirmative or the That was an affirmative. Okay. My bad. It's an thumbs up. Uh so, moving on, there is no unfinished business,
066no new business. Um Please sign your official document. I don't see anything similar, so We we are going to um meet with Patty afterward. >> So, do we conclude the meeting? >> Yeah, the meeting's over. The meeting's adjourned. So, it's 6:25. This meeting has concluded. Thank you so much. >> Yep. And And Chad, you can hang out with us. Yeah. Thank you. >> My last vote was 3:1 Jack beating the freight, I think.