School Board Meeting - 2/10/26

001I'd like to call this meeting to order and welcome everyone. We're going to go do the pledge of allegiance. I pledge 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. >> Hey, so to start the saw, um, everyone's received a copy of tonight's agenda. Are there any proposed changes or amendments? Hearing none. Do I have a motion and a second to approve the agenda? >> Move. Motion to approve the agenda. >> H >> adopt the agenda. >> Oh, adopt. Sorry. >> Second. >> So, all those in favor say I. >> I. >> Opposed. So, the agenda is adopted. Um, first agenda item is public comment. Do we have any? >> No. Okay. Um, now we're at

002the consent agenda. So I >> I move to approve the consent agenda. Now >> wait a second. We can ask questions after we do that, right? Yes. >> Okay. >> I second it. >> We have a motion. Second. Any discussion? >> Yes. I just have questions. First off for Tia. On the uh page 19, you have uh King County Director Association, but we're paying uh supplies for buildings, workrooms, and custodial. >> Yeah. >> Is that ACDA is our um it's like a purchasing co-op, which is what King County association is. And so they um go out for bid on many different products from school supplies to custodial products. And so we can go online and order those things through. They've already done all the bidding. >> Okay. And then we buy shirts for the custodians.

003>> Yeah. Per the PS >> like Okay. >> Uniform. >> And then do I have to continue if I want to talk about the um field trips and I would forget what this is under the consent agenda. Okay. What is the diligent board document? >> Oh, I'm glad you asked. Uh the diligent board contract edgy portal is going away and edgy portal portal is what hosts all of our websites that or board agendas and any links >> on March 31st it goes completely dark. So >> all those learning. So, um, we have that's the contract with the new company that will host all of our board agendas. So, and our policies. >> So, it's two fronts. It's all of our our agendas, minutes, and then any past links that So, you think going all the

004way back to 2012, there's thousands and thousands of links that are going to go dark. That doesn't mean that we don't have all those paper copies. We have all the paper copies. So, if there's a P request, we still we have all those backups. Um on the new board docs you'll see all the past meeting agendas and minutes archived going back to as far as we can >> going forward. Uh we've talked in J starting with this year 26 we're going to have all the agendas posted and linked with all the materials going forward. Um and then policy procedures we're going to upload them as well. So that's that will be taken care of. But the second issue or I guess those those are the board related issues but our website we host a lot

005of website a lot of links that are edge report based too. So we're going to have to figure out and it will be either micro it'll be Microsoft SharePoint most likely but Jessica has to go through and find all those links as well. So that's what that training right >> we will I will send a video and then we can do a work session training if we need to as well. >> Okay. >> Yes. Y >> and then on the field trips QIA >> Yes. Um, where are these kids staying for six days? There's no ask for a hotel or anything. >> Yeah, it's actually a really cool opportunity. So, we had two students who applied and were accepted to this leadership project development program. Um, Jojo was actually going to tell a little bit

006more about it in the in his board report, but um the uh it's all grant funded um through the National Big Picture Learning Organization. all we have to do with this shop >> and get them to the Spokane airport. >> Wow. Vehicle and the rest is paid for through that program. So we have two students that got accepted and their advisor chap and the two students all >> wow lucky. >> It's very full opportunity. >> And what about the fire skills USA? The same thing. What where are the kids staying? >> Uh for that one that's a a little different. That's not as cushy as of a hotel. They are staying in a tent generally speaking. Is that correct? When they >> cabin cabins are tent, the same housing as for like the fire >>

007heated tents. I'll double check. >> Okay. >> Camp out too. That's pretty cool. >> Yeah, that's was intent. >> Okay. Now, reports isn't part of this, right? >> Correct. >> Okay, that's it. I just I had a question about the um Avana Healthcare. I know there's a contract with the ESD that's providing similar services. I guess is this like insurance? Is it >> No, this is different. This is this and sometime correct me if I'm wrong. This is for a a student uh who requires a one-on-one nursing um care and this is for that one student. Yeah, the approved a contract in the fall for the student and that person that left the way had to reach out to another. >> So, this is the same Yeah, it's the same contract that the the that

008the board approved earlier. It's just for a different amount now. >> Yeah. I'm like, it looks familiar, but >> Okay. >> Any other questions? >> No. >> Okay. So, we have a motion second um an advisory student vote. >> That's a passion. Yeah. Thank you. So all those in favor say I. >> I. >> Opposed. So the consent agenda is approved. And now we move on towards reports and welcome the high school team. >> Got my readers ready because the words are small here. Wow, they were in light too. Oh, this was your man. I couldn't even I'll say most of it. >> Um, okay. Well, thank you guys for letting me come and hear about all the work we're really excited to be doing. Um I really want to highlight uh our goal from

009our SIP pan that's focused on preparing our students for their 13th year and beyond. Um our goal that our team set was from the end of June of 2025 to this coming June we want to increase the FAFSA completion rate of our of our seniors from 50% to 60%. And um we have a couple different ways of tracking that. And our current data is showing that we're actually already over 50%. It's about 52% right now, which is a huge number so early in this process. Um and we'll make another really big push coming here in um February and April to catch other kids who haven't completed it. So our pathway outcomes are for that increased application completion rate, higher participation in dual credit and early college programs, and more students enrolled in post-secary pathways immediately

010after graduation. Um, in the previous data set we looked at, um, we see that for our graduates to earn a family sustaining wage, um, we know that they need some kind of learning or training um, experience after high school. So the FAFSA, WAFSA data is a really good measure because even for um you can get financial aid for trade school um for technical colleges, community colleges, not just four-year. I think traditionally we think of FAFSA as for four-year college kids, but this is really for everybody who wants to do post-secary. So um our strategy to increase communication regarding financial aid. So really even within the staff, our parents and our students helping everybody understand why it's important, how it can benefit them, how it's part of their planning for post high school and how to

011go about doing it because navigating the system can be kind of the big mystery. So we launched um the school year in the fall. Um, we had a big parent night and we coupled it with a discussion about whether or not to change the date and time for graduation. So, we had a massive draw. I think we had over 80 parents the present was awesome. >> Yeah. So, killing two birds with one stone here. um and really set the stage with parents about um what their role is, what conversations they can be having with their seniors, and really the different um touch points that they could have support from the high school staff on how to engage in the FASA completion. So that has included planning for our upcoming event. We have really good student

012by student data on who's submitted, who's partially through that process, where are we getting hung up, and a lot of it is actually with the parents. So our next step, we have phone calls going out to individually invite family to come and meet and get support on completing their part. And we really have benefited in this work from partnering with a couple key groups. WASAC and their partnership. They have incredible resources about financial aid and FAFSA completion. They've worked with us to design a chatbot that we call Jackbot that is communicating about financial aid, but then students can also interact with it. and it is um customized for Quincy. So, it is not a generic thing. It's a Quincy specific thing, which has been pretty interesting to work with them and get that kicked off.

013Um Big Bend has uh provided us with a staff member, David Estrada. He's been fantastic. He and his um his partner who's just joined us, uh Michelle Darosa, are meeting with all of our seniors. They've gone through our entire roster and met with all of them, supporting them with their planning, supporting them with FAFSA completion and tracking where they're at in that process. So, we have really, really specific data that we can interact with. Um, the second strategy connected to FAFSA completion again is with partnerships. Um the Limitless Limitless grant um Drew Gates foundation again helped facilitate our partnership with WASAC um with Big Bend and then through a former AVID student we got connected with the Seattle Mariners. Their philanthropic arm is called Mariners's Care Foundation and they are also funded through Gates Microsoft

014and they are incentivizing FAFSA completion by offering any of our stu any of our seniors who completed FAFSA by the date of this game are going to get a free trip to Seattle to watch a Mariners game. and we have funding from them for three maybe four buses. Um it has really increased um kind of the buzz around FAFSA. If you noticed on our wall out here, our amazing librarian has created like a big celebration wall. So kids as they complete their name go up on the wall. It's really fun to watch them. They're getting excited and they're up there like taking selfies. Look, my name's on the wall. and it's creating some also like gear support like hey you should do this too. So they're having great conversations and very excited about getting to

015do that trip. The game that they're going to go to is scheduled for April 20th. So we we're hoping to have as many kids as possible and foundation has said if you get all of your kids we will make it happen. So, they've been just totally awesome. And they were here uh they had a Emmy award-winning film crew here to to talk with our kids about their experience and what being able to see the Mariners means to them. And so those videos will be played at the game that we're going to be asked. That's really exciting. Wow. So, yeah. >> Um better tracking of our data again because kids are self-reporting. We have really good um good data on the FAFSA but less data around the WAFSA because that's kept very confidential. >> You explain

016the difference to just so board members um >> Yeah. So the difference is that if a kid doesn't have a social security number, they can complete their application for financial aid through the WAFA. So for that reason, it's very confidential. Well, in Washington, it's actually through Washington. There's aid through them and anyone can fill it out. So, if you would prefer to do your financial aid through them because there's some people that are like not wanting to use the federal funding. Um, so anyone can have access, but typically, yeah, it's going to be a student. Um, any student in Washington State can have it versus the federal aid. You do need to have a social security card. Um, and then just the funding is a little bit different. It usually covers tuition, but it's not

017going to have the housing and living expenses and some of those things at the financial aid for federal. It's either or. And it is it is a pretty small insiz and very confidential. So when kids are reporting this, they might be talking to a trusted counselor or someone else. We're not >> trying to identify and that's why you'll notice the wall out there just says financial aid completion. It doesn't say specifically what it is because we want to make sure that we're honoring that. >> Yeah. We really needed to set up a system of reporting that acknowledged those students and allowed them to access this amazing um celebration of their efforts while also maintaining. So um okay question about that mine um when it comes to like W FASA or WASA completion I remember hearing

018from students the challenge of getting parents on board sometimes to share that kind of information with their student. Um are the counselors providing support to have those kind of family discussions? >> Yes. So, we have family parent nights that are hosted throughout the year. I think we've had three so far. We're going to have another one. The fourth one is the one where we have names of kids who we know it's with the parents right now. And so, they are getting individual invitations. Hey, Colleen, Mr. So, and so, what's a good time for you to come in so that we can meet and talk you through how to do this? and or suggesting that they come to like the all-inclusive night. But um you know, I could see the need for parents to want to

019have those conversations even more private than like a big >> we're doing that >> and our partners at Big Ben and in TWW Tech. So David Estarda and then now Michelle are like very sensitive to these issues and are longtime members of the community. They're both bilingual um and they actually both have kids they put through college and so they are kind of aware of the trickiness of that and will offer kind of more confidential support if they want it. you have a nice team around it and then our resources from WASAC are specifically tailored to having those conversations like what if your parents have the next steps right what if there's a divorce and so trying to really kind of help we've got specific things that that they can click on on the actual

020page or that you can link them to that they can kind of be credible to so we have a lot of we have the best state resources we can possibly >> you know we we have had conversations with parents where you know there's just a lot of shame tied to that. And so we just really want to be protective and kind and figure out what's the best way to meet people where they're at and and make sure we're honoring. >> Um so other things I think that are not necessarily named in the SIP plan, but are definitely kind of feeding into um this big rock. We're really trying to all collectively push up this hill. Um, again, the high school and and Susan has been a huge part of this and so has Elizabeth just

021really looking at how are we collecting post-secary data? What's available to us out there that we can be tending to? um how can we collect data inhouse with the tools that we have so that we're planning for what our kids need at that um so that we're offering programs that they are interested in and that there is a market for so that we are getting them ready for what's really out there in the world what's not in the world yet but is coming. Um and so to be able to provide personalized um post-secondary advising through these partnerships and as we grow the capacity and knowledge across the entire staff um has been huge and so we definitely want to see that as a place. The smarter we can get, the more informed we are and

022the good consumers that we can be of what our kids want, we can build their dreams. That's really the job. exposure is another piece of that. Um, I think at the end of the day, we want our kids to have all of the skills and knowledge, but also the confidence to be able to see themselves in their next steps and feel like, yeah, I might not know what my five-year journey is, but I know how to get from where I am now to what to do next. So, we are organizing college visits, um, job shadows, apprenticeship tours, partnering with colleges for on-site admissions. These are kids sometimes where they haven't even necessarily thought that that's a possibility for them. And when somebody from Eastern sits with them, looks at their transcripts and says, "You just

023got into college and also here's some money, too." Like, that is such a powerful experience. And they don't necessarily have to do that if that's not what their ultimate goal is. But giving them experiences that say you can do this, like this is for everybody who wants it and there are avenues for accessing it and overcoming barriers. So we've had three on-site admissions, Eastern, Central, and Wazoo. We were working on having Evergreen come, but when we called the kids, they were like, "No, thank you." So, we didn't do that. Every wanted to come. >> Yeah. >> Um, >> we have I mean, we have a a recent um graduate with them in their in one of their athletics programs. And so we're actually going to partner with them to have some of their coach staff

024come and talk with our athletes, but not so much on site of um we're really proud of the amount of dual enrollment we offer for kids as well. Um not just rehearsing college, but also knocking some of those college credits out of the way to help save money. So with Big Ben, we have 18 classes for a total of 77 credits. um five classes um at Big Ben for a total of 10 credits are in process of approval. So, we're continuing to build on offerings and um big thank you to Elizabeth and CTE. That's a huge piece of that chunk. And then Wanchachi Valley College, we have seven classes for a total of 33 credits. College and high school is its own beast. Um and we have classes with Central and Eastern. 12 classes are

025articulated for a total of 50 credits. So right now we are on the precipice of being able to offer 170 college credits for our students to take which is amazing. So, we're really proud of that and um proud of our kids who fill those classes and take take chances and push themselves and do really great things in there with our teachers. So, I kind of mentioned the financial aid nights already, but we do have these ongoing workshops of supporting students and their families um through the financial aid, college application, scholarship application workshops are really important as well. And then offering career readiness training. So teaching kids how to put together resumeumés, how to do uh interviews successfully um and are offering actual certifications through CTE as well. And then we have targeted support. So we're

026identifying our atrisisk students using data to provide additional counseling. So, um, particularly, you know, when we have kids who are not on track to graduate, how are we looking for opportunities where they can make that up through credit retrieval or mastery based grading? And then monitoring progress on those key milestones for completing those applications in the financial aid. And we've been talking about even if kids are not on track to graduate, I really feel like from a teaching standpoint, completing some of those systems level things like a FAA, if we can just say that every kid had an opportunity to navigate that system with support of adults, then we don't know what what their future looks like. So 10 years down the road, they might decide, I'd like to go to college. and we can

027say that well we filled out a FAFSA we know at least what our initial step can be. So that's really important to us. And then the family engagement piece again I've kind of already talked about but just recognizing that it isn't just our students who are going through this it's their parents too and it changes a lot even if we have you know parents who've gone to college or gone through these um different trading trade opportunities training opportunities. it's just it's kind of hairy. So, being able to support them is really important because they're a huge part of that process. And those nights are those financial aid nights that we host are um are bilingual. So, they will run one in English and then they have a Spanishon meeting so that we don't have to

028do the the translating because we've gotten feedback from our English speaking families and our Spanish speaking families like this takes so long. So to have um a customized experiences I think people have okay and then we have our math goal um our goal is to increase our proficiency rate from 14.2% to 20%. Um math team is working really really hard on spiral review of foundational concepts. We see that this is our our biggest area of improvement is our students do not have the foundational knowledge to access algebra. Um Allison and I have been partnering very closely on getting ready to roll out a pre-alggebra intervention to address those gaps which are needed. So that's a next year. We're hoping to have that happen next year. Um, in the meantime, the teachers are attempting to do

029that in the classroom while they're also teaching grade level standards. And um, they are also committed, our algebra one team here is the one named in this strategy to utilize student voice to identify progress needs and make adjustments um, on what students say that they need. So, um, student story has been an awesome tool for our teachers to really hear from the kids that they're serving, what's working, what's not working. So, just as we did last year, the teachers started with um data gathering from the kids, like what's hard about math, what do you like about math, what can I be making sure I'm doing in my classroom to support you? And so they used that input from the kids to build their growth goal for the and by their strategies. So it's been awesome

030to see them do that and they are feeling right now they had a great conversation just about making sure their grading practices are aligned and they're working as a team. So it's a big heavy lift and it's going to take some time but they are committed to making this number go up over time. literacy goal. Um, the literacy team used a different number from the report card that reflects students who have foundational knowledge on the SBA in order to honor the reading intervention that's happening at the high school. Um so they have had some improvement as a result of this of the reading intervention and um ELA teachers are going to intentionally use pairs like geek details and central ideas in an effort to support students with growing knowledge in these areas because that's the

031gap in the data that we have on the SBA and all ELA teachers will design and implement more opportunities for creative and collaborative work among students. So really seeing a need to give kids opportunities to have discussions, academic discussions and work in teams because those are real world experience. Any questions on any of that? >> Yeah, go for it. Um, so you you mentioned the literacy data like the subset of data is different than what the math teachers pulled or it's the same. So there's two there's two metrics on the report card and they changed recently like what's shown on the report card to now there's a a metric that talks about students in the two three four range which makes the percentage look larger than I think the proficiency data that we talked about.

032So they used that data and I just wanted to make sure to be clear that that's what the number was. That's not our actual SBA proficiency rate. Yeah, >> I do have a question on the on the algebra and the problem of having foundational concepts. So, are you going back and working with the the middle school and the elementary school say, "Hey, this is >> it's a system." >> Yeah. So, it Yeah. And >> all the classes are supposed to be like >> and and the the you know the log jam comes up to the high school, right? And um but Allison's working and the principles and the teachers are working really intentionally. Um we're identifying like I talked about a little bit last week or our last meeting some key priority standards that our

033kids are just not getting and we are be doing some retooling with intervention blocks here at the high school middle school and then some real intentional work at elementary next year without a math. I think that's, you know, a board report if you're interested in um, you know, probably this spring, uh, we'll have a full plan ready to present to the board on how we're going to address this. >> And there are different points where intervention really makes sense. And the research says that nth grade is kind of one of those key hints, which is why we're talking about it at the high school. Um, and so we are just at this point trying to think creatively about how to make that happen. Um, but the teachers are ready. I think we're ready. Um, it's

034just a matter of getting it into the schedule and getting the kids in there. Yeah, it's um been really helpful to have the new math standards which call out specifically what are the prerequisite skills that a kid really needs to be taught directly before they even walk into an algebra one class. If we're not tending to that, then it's really difficult for for learners to be successful in an health setting. So that's the point of it. >> So I wanted to highlight um some school safety work that's happening. It's not called out in our SIF, but we're always tending to school safety. Uh we uh really wanted to celebrate the work of our student intervention specialists. They meet with students to check in. They meet with students who are struggling struggling academically and behaviorally or

035one order or the other. Um they partner with us in meeting with students and are supporting kids on an as needed basis in a check-in checkout. There are two of them. They are amazing. They know our kids. Our kids love them. Um they are supporting right now 32 tier three students. So these are um kind of when we get into this data um you'll see kind of that tier three zone and what that means. Uh so really understanding each of those kids as an individual and what they need on a day-to-day basis and helping them navigate school which is difficult. um they really are just so gifted at building relationships with families. So they become very much a trusted part of the school community and they also provide supervision um around the building and uh

036it's much easier for us when we you know know our kids by name, strength, and need to say, "Hey, I'd really like to get you to class on time." um and have that be re received well and our student intervention specialists are very good at that. Um in terms of our referrals, we have seen this year a consistent decrease by month um compared to previous years. So, we kind of had a spike as we were really digging into teaching the teachers that they're probably holding on to some things or letting some things go that they shouldn't and that we are here to support them with that. So, getting much more clear about what makes a good referral and how does the office respond to that. Um, and how does this team work together to support

037our our kids and staff. Um, so we're excited to see that the systems and the people doing the systems are moving the needle on that. Um, right now our top two reasons for referrals are tardies, which make up 35% of our referrals, and tech violations, which make up 16%. That includes everything from earbuds, cell phones to Chromebooks when we're not supposed to be on Chromebooks or doing things on Chromebooks we're not supposed um and then we also purchased Smart Pass which is a digital hall pass system and it essentially works as like a little kiosk and the kid requests a hall pass without having to do this. Like there's nothing worse as the teacher is you like pose a thought-provoking question and then someone raises your hand you're like yes and you call on them

038and they say can I go to the bathroom you're like no. >> So in this way kids can just use the system to request and the teacher approves it. Um in the office we can see who's out on a pass and how long they've been on the pass and where they're supposed to be. We have, you know, a handful of individuals who used to like to kind of coordinate those efforts and meet up and now we can tell Smart Pass, do not let so and so or so and so have a bathroom pass at the same time um without having to report that to everyone. It just does that very discreetly and has been really helpful. >> The teachers have reported that it's very easy to use. We had a little I think ironing out

039when we first rolled it out, but they were very gracious and um we had good support from the company. So, it's gone well. And the middle school, I believe, is using it as well. So, we're going to have kids coming up who've already had that experience. So, um we've been really happy with the cell phone policy. Not having phones in the classrooms, I think, has made just an absolute huge difference. We have kids reporting that that is the case as well and staff. Um we've really unified as a staff to maintain that expectation um and that that is building wide and clearly communicated. >> Um we do have you know a handful of folks occasionally who need to be extra managed but we have a team who can help with that. So, um, right now

040in terms of all of our discipline data, 20 of our students, that's 2% of our student body, make up about 40% of our overall referrals. So, when I'm talking about tier three students, that's really that group of kids just really needing something very, very individualized. And so when you talk about that MTSS triangle, this is that that red zone level of support for class and behavior fights. We've only had two fights on campus. Obviously, our goal is always zero. Um but that is down. So that one uh and then one fight off campus. Total number of students involved in those um conflicts were six and that is down from 16 students involved in fights last year. We have continued to focus on intervening uh with vaping. That continues to be you know just nationally something

041that is worrisome about what our our teens are doing. Um our numbers are down this year. Uh nicotine uh is at number nine from down from 30 last year. And then THC use we have 24 incidents this year and that's down from 66 last year. And Christina, are these same points in time? I forgot to ask this. Or is this end of end of year? >> End of year. Okay. So just transparency. Um, we may want to be honest about our universe. Um, but we are utilizing our vape sensors. They work very well in helping us identify um, you know, when uh, use is happening in the bathroom. Um, so that paired with cameras is is really our best way of intervening. Um, cameras outside the bathroom, not in the bathroom. Yeah. And then we

042recently implemented the use of an individual like handheld metal detecting wand for um when a student is needing an individual search. So you know an example would be um you know student A was seen going into the restroom 30 seconds later vape sensor goes off. We call the student in. They are in a private area with an administrator and a witnessing adult to go through our search uh procedure which is non-invasive. And we have realized our kids got very savvy at realizing where we were not going to be searching. And so that's where they started to hide their devices. And so the metal detecting wand allows us to um do a more like effective but still appropriate non-invasive humane search. So questions about any of that athletics and activities. Um I don't know if you've

043been to uh any of our basketball games, but uh our student section is amazing. Um our band is amazing. They are bigger than ever. I think we have almost 80 kids in our band. Uh and so just kudos to Brett Fans, our AD, for all of the work that he's been doing. and also Kristen Van Homson who is our student activities and leadership teacher just continuing to grow our student culture um school spirit opportunities for kids to really be a jack rabbit and just have a good time. So, we're really proud of the growth of all these programs from from our um CTSOs and all of their accomplishments and our athletes as our programs continue to build. Um I know one metric that um Brett and all of us are really proud of is when

044you compare the average GPA of all of our students, it's a 2.08 and our Quincy High School athletes, it's a 2.989. So, it really does make a difference for kids. Um and it's important the support and our 2425 numbers were 235 one sport athlete 135 two sport athlete 41 three sport athletes that was final participation numbers. These are current as of winter sports. So we're like five or 15 off of where we ended last year for our one sport athletes. um were 145 versus 135 two sport athletes and 45 three sport athletes. Those guys are busy. >> That's true. >> I am busy. I >> Yeah, I am. I am. I do I do three sports. So >> that's awesome. >> Yeah. >> You have time for homework or I should say >> Yeah. You

045want to add >> I mean I I mean all Jojo >> I mean I don't know. I just I just do I just like um I mean I do cross country, I do wrestling, and I do track. Um it's just kind of and since I I go to QIA, so I don't have homework, so I don't have to worry about it too much. >> Yeah. Um so I just have to worry about the projects I have to do. But um but yeah, I mean I I manage it. I mean, I wish there was more people that >> do it, but but yeah, it'd be Yeah, it's awesome. Um and then our student leadership involvement. Um we have our student government. So student council has regular meetings. Um I am having regular check-ins with our leadership

046team. Um and they actually we just met recently. Um I wanted to congratulate them on their amazing work with our MLK assembly. That's the first time in uh anyone's awareness that has been at the high school that we've done an MLK assembly. It was completely student planned and completely studentrun and it was so beautifully done. So I went in and told them they did such an amazing job and asked them what they were most proud of and one of the things that they shared was just um you know which I thought tells you everything you need to know about this group of kids. They were like we were so impressed at how quiet and respectful the whole school was. I was like oh my gosh that's amazing. Um, so they were thanking everybody else, didn't

047want any of the any of the kudos. Um, and then this year, Kristen Van Hamson, who really oversees a lot of that, um, won AWSL advisor of the year and she is hosting, she's the organizer for the AWSL regional WAKA leadership conference, and she is hosting it at the high school. So, >> that's the student conference too, right? It's it's the it's for leadership teachers and students. So, the leadership kids are going to be sending out invitations to other leadership students at other schools, inviting them to come and participate. So, >> amazing. They're amazing. >> Alicia, did you touch the report? >> Thank you, Scott. Thank you so much. >> I do want to call the high school. This is a really it's a little thing, but it was a a big thing. This all

048amazing work that's happening here in high school. It's great. But Jesus, who is a national trainer, goes everywhere. uh he came he did he pilot piloted like this a a new safety module um that he's never done really with a big audience like 950 kids and he wanted to come to Quincy he wanted to do it here because he knew how respectful our kids would be and his comments walking away would was really that that it was the most respectful audience that he had ever been to just how impressed he was with our kids and it really is that any any large space where our kids are in they do a really good Well, um, and I can say that that's not always been the case. >> Really appreciate the work you guys are doing

049to create that culture. >> Yeah. Well done. Thank you for that thorough report. >> Yeah. Thank you. >> Very well done. Um, so we'll move on to the next report to a written report from food services. >> It's a written report. You guys just read it and it was on there last week by shows not here to present on it. I did have Oh. Um, why was there a need for three of the servers or employees ser food service employees when the numbers were so different I can't let me pull it up. Um well anyway it won't touch. Uh oh it did. George had I forget how many students to be fed and it just appeared that versus George could have used an extra one >> compared to QIA. I want to say it was

050>> 2 a.m. is 18 and then I see that compens two at George for 136 >> and two doesn't always mean a full-time person. So for example at QIA our custodian is paid for one hour of food service time to help just at lunch. Oh, he's Oh, okay. >> It looks like two, but it's really one person plus, in fact, I think it might be 45 minutes, not even a full hour. One person has to run the the cash register while the other person >> Well, that makes a little more sense because I thought, "Wow, George has a lot more than that." And they've only got two and they've got three. I think that's what it was. Something like that. And then we have two. >> Okay. Um, that's all I had for that. Uh,

051I just want to comment. I really appreciate um them taking the time to share their growth opportunities and just um I'm curious. I know we're in the middle of that contract, but do you know when it's up for renewal? >> A year from now, Tia. Are we a year out or two years out? >> We will go out today. >> Next next spring. >> Thank you. Any other comments for food services written report? I was impressed with the qualities of food. Too bad a little more color couldn't go into it. I was all about the eye appeal for my kids to eat and it worked. They'll eat just about anything and still do you. >> But it takes money. >> Uh we'll go to the superintendent report. >> Yeah. So I will be somewhat brief.

052Um, huge thank you to the FFA boosters. Just, you know, that whole crew and you know, Casey, congratulations to you. What a legacy. I know you're not on the board anymore, but probably nice just to show up and enjoy it. I know you do a lot more than that, but it's just pretty incredible then how that started, which just, you know, you and Mr. Father and and now it's turned into is almost $90,000 to support our our FFA kids. It's just incredible. So, um, it really just leaves something for the other booster clubs to aspire to. Um, on the Elevate Grants. So, we sent, uh, Allison, Sean, Elizabeth, uh, Greg Martinez, Pauline Boblin, and Camille Jones to Microsoft headquarters in Redmond, where the Elevate uh, kickoff. We're really excited about that. they're going to be

053at our next board meeting to kind of showcase what their project is and and how they're going to use that grant to support uh develop a AI literacy framework here at Quincy. So, I'm just letting you know they that was officially kicked off last week. Um no school on Friday, so we made it uh had pretty mellow weather so far. Knock on the woods. So, uh we do get a everybody gets a Friday off uh for our snow makeup day. Uh some good news coming out of federal funding. Uh what we're hearing right now with the latest funding bill that was just signed into law that federal funding will stay flat. So there'll be no changes next year which is really happy about. Uh there'll be no increase, no decrease, but just flat uh with

054all our federal programs. So we're really really thankful for that. Um buy bond refinance at board leadership. talked about uh settling in at a 4.5% mark um for our the the bond markets to hit for us to go forward with refinancing. So, upcoming board meeting, the board will consider a resolution and we'll update you on that process as we come through. And again, even when we pass that resolution, that doesn't mean that we have to go and refinance uh if numbers that we're not comfortable with. >> And then um tonight, le results 8:00. That's when I will text you all the results. I will be closer to checking my phone. So, it's also WC Gonzaga tip off at 8 time. Uh, so, but I will be I'll be watching that a lot closer than Gonzaga

055was. That is all I have. >> So, mass messages, sir. >> I will shoot out a text to you at once. >> Thank you so much. Thank you for your word about the levy of presentation. been on a road to get there. >> Yeah, thank you. >> Um, stu student board representative reports. >> In Quincy High School, senior students are being taken to enjoy a baseball game as a reward for completing uh their gua. The school's honor role is uh online now. Ban inquire students participate in soleno with several students advising to a state level. Uh multiple multiple multiple spirit weeks uh were held with the most recent taking place last week and culminating in the sades dance. Heraldo Guerrero is once again recognized for his understanding academic performance and leadership. After winning the tech

056award, he was accepted into a sevenweek summer program in Harvard University. The total cost of the program is approximately like six six >> 16 $16,000 and Herardo will cover half of the cost and he's and has begun a fundraising before to support his part participation. >> That's incredible. >> Yeah, that's all I have. >> I don't have anything. >> No. Oh. Um, well, I know I think this week, um, we're going to be, um, what is it? We're wrestling is going to districts. Um, so hopefully that goes well. Um, for QA right now, we are kind of finishing up exhibitions. Um we're there's there's still some exhibitions being held right now, but um I think we're I think this week is going to be like the end of exhibitions. Um and as you know, as

057the the Eagle Rock uh field trip, um two of our students are going to be going over there for to to learn leadership skills and stuff. So hopefully that goes well for them too. So yeah, that's that's all I have for you guys. >> Yes. Thank you. >> Yep. uh for board leadership report. Um hopefully you guys have all had a chance to review the minutes. Um just to highlight the QIA is um has a major update with um the conclusion of the middle school big picture learning program. So we had that discussion and just difficult decision but it seems very data informed and um we supported their decision. Other than that, we did go ahead and uh review some of the uh topics requested for future agenda items. Some more table just because we

058ran out of time, but uh just to highlight our goal is to host a spring leadership or retreat. Um just so we can go deeper into these conversations because it's worth just making sure we all understand and we are um supportive of the direction of of those different policies. And so >> can I make a comment on the visitation policy since we've tabled that that's not a problem with me? Um but the writing's on the wall. I just want to know that I can come back at a board meeting and state my position because I want to know that constituents that voted for me know that I've done what I said I would do. Is that permissible? I mean, I it it how else do I let them know? On at the forum you were

059there, um I stated I'd be visiting classrooms cuz I really didn't know what any of the issues were unless I did. I'd been out of the school district for over 25 years and uh I just want them to know that this is a possibility if it turns out that way. >> Well, it just needs to be within the parameters that are set. >> Whatever the parameters, >> correct? >> Uh I just want to make sure I have that option. Well, uh I I think with the spring retreat, we're hoping to go deep into defining what does visitation mean? Uh what are the roles of governance in the classroom? What does it look like? What's appropriate? What's not? So, we are hoping to go into that conversation. >> Right. And when in March, um did you

060say >> huh? Yeah, >> have have he'll put out a poll. And we also talked and and Nick's going to work on I mean there's a pretty good list here, but kind of a specific list um of volunteer uh type opportunities and ways to get into the schools to >> Oh, I definitely am in agreement with that. Uh I agree with that, but >> pretty good list. >> I'm just talking about our policies as written. There's nothing that says that I can't do it yet now, but I'm being told about all these reasons why it wouldn't be a good thing. And I just want it to be known that I wanted to make the visitations if it's not going to turn out that way at a board meeting >> so that it's public. >> Yeah,

061the board leadership is all the retreat is also public. So, we welcome the public to join us in that discussion. the rates are public. >> Yeah. Yeah. All the sir. Yeah. >> That's it for the board leadership report. >> So, we'll move on to the policy review and adoption. Um, if you want to say something, you go ahead. There's no sign. >> Um, there are quite a few. This is a second reading. Um, you've had a chance to review and I don't mind starting us off. Uh, I just had a few comments related to policy 5010 and I don't think if I check if the email included the youth, so I apologize to to the youth. I did not send it to you last night when I was inspired like after 10 p.m. to do

062my homework. >> That's why we said that was late last night. >> Yes, I apologize. But um nonetheless, I guess to summarize, it's just um comparing policy 5010 to the procedure. Um does the policy set um the premise of what the policy is going to um address with a title change? It seems that there's a move to remove from the policy the wording of affirmative action. But if you look at the law, it is a requirement for um the school district to have a procedure related to affirmative action specifically. And so does the policy leave that space? I'm not sure if that's the case. And so I I did pose that question and a few other points, but I know DJ went ahead and sent me a response from the lawyer. So, um, do you

063want me to take it point by point or >> Yeah, you can. >> Yeah. >> Um, I pulled it up and now >> Oh, I can find it. Um, so I already kind of mentioned the first point just making sure that the the the scope of the permitive action component specifically is addressed in the policy so it's not lost. So, we are also in fulfillment of what the law requires. Um, and then my second point was just wondering if our procedure is more detailed than required and if it's going to put us in a position that we're having to track and just what are the comparisons by gender? Um, yeah, it's just really detailed and I'm just curious if we want it to be that explicit. Um, I'm not sure. So, you know, I think

064Gary's point here made me feel better because when I I read your comment, I'm like, man, I don't need another task force or system that is unattainable to manage. You know, his um really were just maintained an equal opportunity plan. So, the it's it's not to create demographic targets, but it's purpose to ensure that we have a uniform lawful framework for handling complaints. So, and I think we do have that complaint and that complaint OSPI does outline some of those procedures and the point it could be an independent panel, it could be the school board, however we decided that we've never had such complaint. Um, but that that made me feel a little bit better. >> So, on the procedure, there is a literal affirmative action plan with steps. So it's not at all related

065to the um the the grievance process. This is your action plan. >> So that that's what I'm saying where we are being um explicit in the different sections. And so >> yeah, that that's definitely added wording, not necessary, but it it it could be helpful. Um, but if you look at like if you scroll all the way down to the internal auditing, that's where you start seeing agreements procedure. So I'm I'm specifically talking about the section >> A2F. Yes. >> Which we we would want to be clear in what our affirmative action plan is, of course, but um I just wonder if we're we're exposing some risk to the script. >> We can certainly ask on that. >> That makes sense. Um, and I did make uh ask a question if like uh it's necessary

066for us the board to serve as that kind of a role. >> What's the word of >> Judicial. Um but the lawyer did say that's appropriate and we do play that role in other scenarios. So no I am comfortable with that their determination. Um and then my fifth point was just related to um the grievance process extending to uh the rights of volunteers and contractors which I would understand for contractors volunteers. I'm not sure. Um but just >> it was not on there. That was an old model. He you addressed it there. That volunteers is not in the old model. What you're >> saying? Well, it's on a procedure. >> Yeah. >> You you see it on um page two. Hunter agreements procedures. relationship with staff members, volunteers or contractors. It's actually referenced six times

067on the procedure. >> That might be the wrong figure because he clearly stated in the current draft the compliant is defined as the employee. >> I think this is the one that's online. So one that we have on the board. So my you know my recommendation I think those are all really good questions to think about. Um would be and it's a it's a procedure so we can change it at any time. So I think we can bring it back and talk to him about those those procedures a little bit deeper and we can go from there. >> Do you mind clarifying? So is the lean procedure that's on the agenda the correct one where >> I think so because he he actually did the reference alongside me when we were talking here and yeah

068the current draft is not does not have that that was old language that was removed um a while back. You can actually see on the >> it didn't get what's maybe it didn't get removed. >> I don't think it got removed from >> so we need to remove that. >> Yep. But again, it is a procedure. It's not a policy which so we can change that at any time. But yeah, would you like me to send his email to the rest of the board? Yeah, that's um I guess to the point of us having multiple drafts um and us not getting the one we're working on, my fear of postponing the procedure for a later time is we won't come back to it. >> Well, no, I think we can come back to it our

069next meeting. That would be >> just be put on the agenda. >> I would put on the agenda for the next meeting with different colors of of markup. >> Okay. >> So, you can see what changes we we want. And then if we could just be on agenda attach the one. That's correct. >> Yeah, we we'll go back and make Well, we'll have Garrett look at it and take out any excess language, >> too. Just I want this one. I want to make sure with legal we're completely lock step in. >> Yeah, it's important. >> Yeah. So that wasn't just a little comparison and I would say that the policy um I don't know if it makes the clear case that >> well I guess it does in that new added language back to the

070policy on page one equal opportunity section that's actually highlighted of the change it does vaguely reference a plan in accordance to the wack. So technically it does. >> Yep. >> So I'm okay and comfortable voting as >> So now we need a motion for these. >> Unless there's other questions. >> Well, we should have done that first, but I Yep. That's um I move to adopt uh policies 1111, 21106, 21108, 2140, and 5010. >> I second. >> Second. Student advisory vote. >> Uh go with it. I think it looks pretty good. And also I I noticed that the you guys changed the um the the language so it doesn't confuse people. So >> yeah, I saw it. >> Yes. Okay. So we already had our discussion. So all those in favor say I. >> I

071oppose. >> Okay. So second reading. So the policies have passed. Thank you so much DJ. Okay. >> And what's first on the agenda is to sign your official documents and then we're moving on to our work session. So, >> thank you. Let's move right into it. Colleen, >> kind of pull this table around maybe. >> Yeah. >> A good way to do it. >> You want to leave out there just to >> Sure. Yeah, >> and no pressure. >> The podcast is the good morning newscast and then we just launched the website.com. the entire iPad show is >> she does she does wrestling. >> Yeah. Good morning. >> No, this is my town. I've lived here for 18 years now. So, >> bless you. construction here. Right. >> Not this one. You have >> Yeah.

072Two children. >> So, >> no. Appreciate you. I mean, I mean, he's so mean to him. That's >> we got four shows for >> and I was at 79 so I had no idea what's happening >> I'm gonna I'm gonna print the sticker >> then I'll be using >> I don't think I'm being >> so And people expect us to pick that up, you know, the hospital and it's just and it's not fair. >> Awkward, right? >> Your year. Yeah, that's ancient. >> That's what I say to everybody. >> That's a senior. You're ordering new. >> No, you are, bro. You're a boss. >> Oh, it's been on a suicide day. Because there's going to be a family night >> in February 25th at 6:00 at >> I was gonna say I think unless there's

073a lot of questions, it'll be pretty short. Hopefully. >> Great for sure. Harald, they're so short. >> Please let someone chess tournament because they interviewed a million. >> Well, she won on a five. Thank you. But she was >> he was one of on the business CPE advisor still on the morning >> like I thank him for you know >> she's one of the younger ones. Yeah. So everyone should >> play instrument. >> That's not lying. >> The online one. >> You didn't make it. >> Well, you can do it in the freaking website. >> Oh, yeah. You want to go to the country? or something as well. >> I can only go so >> long. Well, he went downstairs, so I'm not sure. Did he leave? >> Do it. >> You can do it

074in person. >> Yes. Yes. Okay. >> All right. >> Well, um, thank you for this opportunity to, um, share a little bit about what we're working on and full child department. um as it said on the agenda, the majority of what we'll talk about will be the USD um suicide prevention and response plan. But in order to kind of understand that, I wanted to just kind of share with you about what um legally required plans we need to have as a district. And part of my whole child is work is uh helping us to keep these plans up to date, create these plans, and implement them. Uh so there's there's three plans really that um we are required to have by law. The main one that has the little umbrella by it here is called

075the FEBMH plan because you know we needed more acronyms. >> And what that stands for is social emotional behavioral and mental health plan. And this is a big umbrella plan and it it's the way that districts show that they're paying attention to how to train staff um to recognize and monitor or discover. Um, then possibly do some more screening or measuring and responding to uh areas of potential concern related to social, emotional, behavioral or mental health like emotional behavioral distress, abuse, substance use, um, suicide risk and violence. And so I'll just take a little bit of time and kind of explain about that. Then the most of our time we'll talk about the suicide prevention and response plan. That's sort of like one um needed plan that's sort of under the umbrella of this overall

076SEBMH plan. And previously in other board reports I've shared with the board about our comprehensive school counseling plan which is another plan underneath the umbrella of the FEVMH plan that's more specific to the role of school counselors. Okay. So we won't go into detail on that. Just a reminder about that. So, this overall umbrella social, emotional, behavioral, and mental health plan. Um, the the the plan is something that we're working on this year developing. We've got a lot of the components in place, but we're getting the finalized put together plan in place. I think the best way to kind of show you where we're at in the work is this draft of this is not a draft of the whole plan. the the template, just the OSPI template for the plan is about 25 pages

077long, but this little one sort of two-sided one pager really kind of tells you a little bit more about what we go into in the SEBMH plan. Down the left column, you'll see what they kind of call the big five for SEBMH. these five areas that we're required to have a plan for how we're going to in the first column recognize when there may be an issue in this area. That includes staff training, how we're monitoring for things, um how we're getting alerts. Then in the middle column, how will we screen to see how big of a concern it may be, and in the third column, how we will respond. So, this says draft across it, but we're in pretty good shape in kind of using this this tracker is actually kind of how we

078organized our work for the plan. And we've been working with um Shelley Spler from ESD um to kind of support us and working our way through and now we're kind of translating some of these key activities that we are doing into the full plan and that'll be big part of our work this year. Um you you'll see things in here. This is why it says draft that are like in yellow like no we need to check on this thing or you know this is kind of work in progress. Um but it the team has done a lot of work in exploring many of these word practices already in place. Some of them were things that we would find an example of something that we had pieces in place but we needed to tune up. Give

079an example. Um under the column um under abuse, we have vector modules that all of our QSD employees um must complete every year. One of the modules talks about their their um duty as a mandated reporter, their suspected child abuse, what they need to do. So that's the training piece. um we have a procedure where we report to CPS and CPS then the screening and the followup on that. But when we had that discussion as a K12 counseling team, we found everybody understands their mandated reporters. Everybody knows they need to call, but there were some different inconsistencies on where do I store the form? Is it in this place or in this place? And how long do I keep the form? Little details like that. So, as a part of this overall work, um, we

080created like a a one-page reference guide that that administrators can get just out to help everyone remember all the steps um, after the call, what they need to do. Just one example. And so, you can see we're doing that for all those five big five SEBMH items. And that's ongoing work this year. Questions about that before we go to the next piece? >> Is it I see some wax being referenced. So, is is this required for all school districts? >> Yep. >> By law to have a MCBM? >> Yes, it is. >> It's a great idea. It's I mean, we're getting some really good things out of it. Yeah. >> But it's also another one of those unbanded unfunded >> uh pylons. No, it is not. >> It's an unfunded mandate. >> Mandate. >> Yeah.

081So that >> with the best of intentions. >> It it's got there's it's led to some good discussions and tidying up some things that need to be tidied up and um in the end we'll have the umbrella plan and we'll be able to kind of better see how the other plans that we have created are fitting underneath that umbrella. So that work is going on. Um and then next remember that SCBMH was the umbrella plan and then next I want to talk about our case 5 prevention and response plan. Um, this is also a required plan for every school district in Washington state to have. And just to kind of understand why this is such an important piece and why Washington state is asking all districts to have a plan for suicide awareness, prevention, and

082response. Um, just looking at local numbers in our healthy youth survey, Washington healthy youth survey from 2023. We did take it again in 2025 this year, but we don't have that data yet. Um, right here in Quincy, 10% of our QSD eighth graders reported on that survey that they had considered attempting suicide in the past year. And that number is high. However, it's lower than the state percentage, which was 16% and the Grand County was 15%. Um, but it's still a very high number of students thinking about that. So suicide's definitely something that is um an important topic for us to continue to train and monitor and have good plans for. Um the other number over there 23 that's also local Quincy data that is from QHS, QMS and QIA this school year up until

083uh I pulled that on February 1. 23 times our counselors and social workers have supported students that were referred to them or self-referred for having some suicidal ideiation um thinking about suicide and this plan has been the flowchart that they have moved forward with. So it's very um pertinent topic for our counselors and teams to be on and getting our plans in place for. >> Is there a common denominator? I mean, >> there's lots >> just amazing >> lots of theories about that and just nationwide um mental health for teenagers um was already starting to take a decline um higher rates of depression and anxiety before the pandemic took a big dip um after that and is starting to level off a little bit but not at pre- pandemic levels of of um positive metrics

084for mental health. Yeah, it's a big big concern nationwide and we're we're not immune to it here. >> No. >> So, the way this suicide prevention response plan has come about, this is we started working on this in spring of uh and we are working in partnership with the un University of Washington. Their school of social work has a forefront in schools um suicide prevention model. Their model is called learn. We're going to look at that in just a minute. Um, and so we started exploring not only that model, but we explored a couple of other models um that that are popular and around and the team kind of evaluated and looked at which one they thought would be best for us to to move forward with and they selected this one. in uh 2425

085school year, we then partnered with EPS to really do the technical work of building our suicide response plan that you're going to hear many slides about. Um and uh then this year is our first kind of full implementation year using the new plan. There are the full plan's like about 50 pages. Um, we're not going to go over all that, but there's four kind of big parts to the plan that I wanted you to be aware of. There's kind of a prevention section that really talks about the training and how we help people with suicide awareness. There's an intervention section that's just very detailed about exactly what are our counselors doing when they get these referrals and what are our protocols. Um, there's a big postvention section. So, if there were a death by suicide

086or other unexpected death, um what are the best practices to support and really detailed um um step-by-step ways to address that situation? And that's the the crisis response plan part of it. And then there's a huge resource appendix uh that has lots of really readytouse tools so that if one of these situations were to arise that administrators would be able to quickly go in one place and get things that they could use. We'll talk a little bit more about that. So starting with the prevention section, um our goal this year was to to complete last year all of our sorry last year all of our counselors and social workers did what they call the advanced learn training and they did another training to be able to train other others. Trainer of trainers they call it.

087Lots of lots of training words in there. um so that they could teach the learn model to others. We had a group that did a training to be able to train parents on this learn model and we had a group that did a training to allow them to be able to train staff on this learn model. And our goal was this year to do a staff training in every school and to do at least one parent training in Spanish and one parent training in English. Um, as of last Friday, we have accomplished the goal of doing this learn training in every school. So far, we've done that with certificated staff in every school. Um, we're looking at trying to find a creative way to get this information out to PAR educators. Next, um, just kind

088of take this training bite by bite as we go. Um, the model is learn because of the five pieces that we emphasize and those are on this one pager that you have here. um as well as encouraging people to make sure they have an awareness of this 988 um suicide lifeline and we encourage people at the training just put it right in their phone so that they have that if they ever in a situation where they need to be able to share that important information with someone. >> Um the response from PSD staff for the from those staff trainings was really positive. It's not an easy topic to talk about. people leaned in and participated in the activities and did just a fabulous job. Um, and I really appreciate the counselors and social workers that

089spent some extra time preparing those presentations and getting that out to all of our staff. Um, I really appreciate the administrators for finding it's about an hourong training and they had to find an hour of time on either a lid day or a Monday collaboration or at some point in time where they had their staff together where we could get that in. So, um, we're happy to get that, um, check, that box checked that we have gotten that through at every school or at least certificated staff so far. And then we're also really excited about the our first parent training that's coming up on this learn model. It's going to be at the middle school on February 25th. You'll start seeing a flyer coming out on our social media and it'll go out by by

090all of our QSD parents. um that's happening at six o'clock at the middle school and they will also be learning these exact steps. They'll learn warning signs, things to look for and um what some of the resources are available to them if they find themselves in those situations. >> Can we go to that? >> Yes. >> Absolutely. Yes. Yeah. >> I just think everybody needs to know anymore. It's just such an epidemic. >> It's it's really good for as many people in our community to have this understanding as possible. And this is one of the trainings I've been to because it is such a heavy topic and you know almost everybody has been impacted by suicide and people don't want to talk about it because it's such a hard such a hard subject. >> But

091this is one of the only trainings that I've been to and I've been to a couple others >> but this one I walked away feeling really empowered like some concrete steps that that make a lot of sense where if you encounter someone that you may be worried about um is is outstanding. So yeah, I would love for the board to go. Students, you guys are students welcome to attend. >> We we haven't quite um perfected the studentf facing training yet. There is a a training specifically for students. We haven't sent a team to do that training yet and we haven't quite got that. Um but that might be interested >> question. Um oh jeez, I left. Okay. Yeah. No, that's I was just gonna ask if there's questions about let it go. It was about

092uh >> I know what that's like >> that's nice about it as Dr. Bridman was speaking about um is that it actually gives like sentence starters for here's the words you can say and really talks about what is the the way you can bring this topic up how can you ask what can you ask and um also um helping to um um the Sorry, now I'm losing my words, too. Um, the myths that are out there to make sure that people understand by talking about it or asking someone about it, you're not giving them an idea or um encouraging them to perhaps do that. >> Um, you said that all certificated staff have not been trained. So, that in that includes elementary schools. >> We did do it for all of our elementary schools, too.

093Yeah. Um there there are more and more situations out there where it's important um with fourth and fifth grade students, but also um it's just good information for staff to have just for their own personal lives and for their college >> or community. Yeah. >> Community member. Yeah. >> So um we were really appreciative that all the elementary schools were willing to find us some time to do it as well. that PAR educators is really important just because we know that so many of our students really trust PAR educators and we've invited and talk to our parents on a on a really regular basis. So that's kind of the next >> and depending on where the setting for the building and the time that it was. Some par educators might have been able to participate

094but but most of them happened at a time when par educators were busy watching students if students were around or it wasn't work day for PAR educators. So we're still kind of working on that. That reminds me, um, I've heard from like the bus drivers, uh, coaches. Have they had the opportunity? >> Not yet. >> So, our first bite was getting to every school to the to the certificated staff. Our next one that we're looking at is um I actually haven't >> talked with Dr. or or um but our next thought was during a Monday collaboration time doing a virtual training where um classified staff from many different places if they were available could log in. >> Um and that's as far as we got so far this year. Yeah. But it's information that would

095be good for every single employee to know. Now, all of our employees do do the vector module trainings at the beginning of the year. So, everyone's getting some suicide awareness training. uh every employee, every QSD employee, um whether they're bus driver, custodian, everyone. But this piece, the one-hour long learn training so far, only certificated staff in a plan for for hoping to get that out to some more classified staff over this spring. Yeah. So, that's the prevention section, um staff training, parent training, and then there is a student training module, but we haven't gone into that piece yet. And this is that um one page that you have of the looking for signs, really empathizing. The training talks about what what does empathy really look like? Um ask about suicide, giving them actual sentence stands.

096And there's a activity where they practice asking the questions with each other. Um reduce the danger, helping people understand about what some lethal means are. um and resources for helping people know how to try to keep um space between a person who may be in this dark place and the means that they could use to themselves. And then um how to help with the next step referral after the tough conversation, what do you do next? How do you get them to professional resources? Um and even in just this little bit, not even doing the whole training, it's it's just a really hard topic. Um, so I just am so thankful that our staff have done such a good job leaning into it and I'm really thankful that Dr. Bergman's been such a supporter of us

097getting the time with staff to do that. Thankful for that. So the next big section of the suicide um prevention response plan is the intervention section. And to summarize that, the best way I summarize that is with this other flowchart that you see. And this is actually the flowchart that our counselors would use when when uh a student is brought to them as referred self-referred the student self-referred or someone referred a student of concern for suicidal ideiation or talking about suicide. And so the first thing they do is there's kind of a risk assessment that happens and we have a couple of of uh screeners that are evidence-based and and um well regarded um uh that they can use. They use one of these two screeners and ask some questions and then out of that

098screener they get an idea of whether or not the individual is at high um severity or risk, moderate or low. and then based on where they're at and their age, then their next steps flow from that. Um, important to know that a big part of this often, especially at high risk, is calling our mobile crisis hotline where staff come usually for Moses Lake. If this is happening during a school day, they've been amazing. They'll come right to school and and support the individual. Um you can see in the flowchart where the parent piece is involved in the parent um the parent notification and the the main idea is from the moment that referral comes in um that there's a warm handoff of that referral to the information of the counselor and the student is um

099supported and and and people are checking on them. they're not left alone until they get to a safe situation and have been referred to the appropriate professionals for support. So, that's kind of how that works. Also, in the intervention section is some defined crisis team rules and even details about, you know, like I said, it's a 50-page plan about how who communicates, who and lots of other details, logistic details in there. So that is the intervention section. Questions about that part and that flowchart at all before we go to the next kind of section of the plan. >> It's good to know. I I didn't realize I had a number. >> Yeah, the the 988 number 988. Yeah. Yeah. >> Never heard that before. It's on um our at the high school and the middle

100school, the student ASB cards all have it printed on the back. >> Nice. >> Yeah. Well, that's good information. And at the trainings, we encourage people to just take a minute and put there's some some other more specific hotlines. 988 is an easy one to remember and the first one we tell people about, right? There's some some other ones that are mentioned on this thing and we encourage people to just put them in their phone and then if they're in a situation they'll have it looked by. So the next big section of the plan is called postvention and this is what do we do? this is what do we do if there is a a death by society or many of the the things in there would work for any unexpected death um that's connected

101to schools and it goes into detail about things like how and when and with whom to communicate as well as templates for multiple types of situations that that an administrator could pull and use and um have a great starter to try to figure out what next steps are. Um, in our policy, if one of these things were to happen, the the first person who finds finds out the information and reports to their administrator, the administrator calls me and then I walk them through this part of our plan and all the details. And we work to have a a crisis team that would come and support them and their staff. And what that support looks like would be different depending on the context of the needed service situation. Um, part of that is thinking about if

102there are any other students who might be at risk based on the the knowledge of this unexpected death and and um you know what are considered best practices for preventing what's called suicidal contagion or sometimes you hear about suicides happening in clusters and there's one suicide and then sometimes people are there are people so impacted and devastated by that that that there are additional suicides. So the best practices included in this part of the plan are intended to prevent that especially. >> Now this is uh inhouse type. >> It's both. It the initial response is in-house pulling in other resources as needed depending on the situation and the context. It it can be both. >> Um things like what kinds of handouts can be given to staff that are just finding out about this? Um,

103how would you how would you go about having a staff meeting where you have to tell your staff as an administrator about a death that has happened? Um, what support resources can you give to staff as they're leaving that meeting? Who do we have ready in the next room to talk to staff um, you know, other other people around? How do we set up a a room where students or staff that are deeply affected by news have a safe place to go and someone to talk to? Uh all of those pieces are a part of this post vvention part of the procedure or part of the plan including after an event kind of doing a a little debriefing and updating our protocols based on any lessons learned after we've gone through the situation. >> This

104is a silly question but I'm assuming that that plan you have all of our partners identified. >> Yeah. and like how to get those resources because it's it's a matter of sometimes an hour or two to get support people on staff or on site. >> Yeah. And the biggest part of the plan um is that when they have that they call me and then I start gathering those resources and providing them to that building that is most impacted by that event um along with their social workers. So myself and two social workers are kind of like the first the first response team that gathers whatever other response team is needed and appropriate for the particular situation. Um yeah, and um they are those pieces are um in there and just the best practices for things

105about how to communicate out and um even things like memorial policies and thinking about what things to think about ahead of time like how will this be managed in say yearbook? How how might this be managed in graduation? and they just share best practices for people's consideration when they get to um a point where they might need to consider those details. So the post vvention part of the plan is just getting a lot of things on paper and who the people are. There's actually a whole another section of the plan that is just like names and numbers of the infrastructure port all around the counselor's numbers, my numbers, the social workers numbers, but also outside of the district resources. Um the first couple of pages look like a big phone directory. Then who do you

106who you gonna call? You know, there's lots of those pieces included in our tip. >> I interrupt and sorry >> you said in the post permission plan you all have in place already an area where you can get students who are more affected by this >> often. Yeah. >> Okay. >> I live through this. So >> and almost got expelled because of it. >> Yeah. There's a lot of um uh good best practices out there and it was really wonderful to work with Udub and their forefront department that's gathered all these evidence-based practices and and walked our team through making these decisions and get us as best set up as we possibly can. So, we appreciate that. >> That was the shortcom was they didn't have a place for us to go. >> Oh, yeah.

107Kept us not ready to classes. Oh jeez. >> Really hard. Yeah, that's part of the plan. have a have some things figured out and then people have a place and a way to process >> with safe people around. Yeah, >> that's okay. >> Good feedback. >> So, the appendex, the last section of the plan is actually really long, several pages long. And it's because it is literally document after document that could be just taken out of that binder and copied and used right away. It includes communication templates like for all those different kinds of like how would you possibly talk about this with students? How would you talk about it at a staff meeting? How would you send a parent letter home? Um based on multiple different contexts of what would or would not be

108allowed to be shared. Um there's also handouts in there um uh helping people know how to talk to students about it. Um uh there's and then there's details for the counselors like the specific versions of the screeners so they have a quick one to grab just resources and um when the this was shared with the administrators they mentioned that they were really thankful for the appendix resources just being there quick ready to grab and it's not something you have to go get on somewhere and dig up. It's just right there ready to go. Um the full plan is in a couple of places where administrators and counselors can get to digitally and then it's also in our district crisis binders added in there as well so that there's multiple places where people can get their

109hands on these resources sort of should the should the need arise. So those are the main pieces about the I just pulled out four big chunks from that plan. Um and that that work um the plan itself is pretty much completed last year. This is our first year starting on the implementation and the training and so it'll be ongoing work. Um but our support technical support from the University of Washington through the forefront program was really helpful really helpful. There's just a couple more things to share about how that overall SEBH plan, we've got that, you know, the suicide plan that we talked about and then there's that comprehensive counseling plan that I spoke about before, but just a reminder that's really specific to the school counselors. I was just going to say and then

110go back to the Yeah, >> like um just because it's so relevant >> from the parents perspective, if this is activated, what can they expect? I see there's a age difference. So, could you walk us through that? Yeah. So it there the parents are definitely um alerted. So you know in some situations there's confidentiality issues. This isn't one of those situations because when the safety of the student is um you know at risk at this level um that supersedes uh confidentiality between a counselor and a student. So they're they're notified right away. It the the the order is what depends on severity. So it may be mobile mobile crisis line and parent parent mobile crisis line but both both groups are called together to support for sure >> because the current graph if a staff

111member were to see it I think they would hesitate to call the parents for 13 and it >> um so the the parent would be a part of that >> I didn't finish reading >> you're right it it actually fully states it contact mobile crisis just bolded and my eye stopped there >> it's just the because like if it's a crisis like we're going to get them on the way from Moses Lake to be coming >> and and and then the parent also >> t typically often our parents are closer than mobile crisis. So depending on the severity you're calling them first to start them on their way. I think that's the biggest fear that parents feel like they won't be part of that process but no it is >> in this situation uh the

112safety of the student supersedes that confidentiality piece. >> Thank you. >> Yeah. Um, so the the as we talked about those three plans, those o the overall SABMH plan where we're dealing with all of those those do those domains we talked about, the suicide plan that we've spent most of the time talking about is one piece under that. Just wanted to remind you the other piece under that that we also spent quite a bit of time working on in past years was the comprehensive school counseling plan. And just a reminder that that there's four parts to that about how specifically school counselors work on their state national standards, how they use data to identify student needs, um how they um use their time. We have some analysis about how their time is being used and

113then a a review process for that. But just to kind of look at how these go together, um the last three years whole childwise, a major part of my work plan in 2324 was about getting the comprehensive school counseling plan finished up and put together. That was a three-year project because it was new to the whole state. And um OSPI was doing some really great trainings for counselors about, you know, great ways to use data and and all kinds of things in support of those plans being built. So we we finished up uh our CSTP plan 2324. Last year 2425 the bulk of our work was on creating the suicide prevention response plan that now we're implementing this year. And then this year we're trying to finish up the drafting of the overall FEBMH plan.

114And it sounds kind of backwards like maybe you do the umbrella first but we had some of the major pieces in place for that. It's more like the technical getting the narrative written in on the template and getting the plan actually written for that. And then the ongoing whole child work is all of these plans need some initial annual review but often the annual review is kind of like updating dates, contact information, maybe there's new counselors or people in different roles like kind of some of that type of updating. But my my plan is that we'll kind of get on like a three-year cycle now after this year. Next year we'll dig into that CSCP again and see if it's ready for a little bit more major revision. And each year we'll kind of um

115update one in order as we move through. >> I read somewhere in there that they would follow up like with the high risk at least it was a three-year plan. So would your school counselors be tied to this child for three years or do you >> um one of the things in the in the plan is that right after an initial event there's a depending on whether or not the student is out of school for care. There's like a a re-entry plan or a school safety plan and sometimes that's coordinated with whatever the care is that they were getting if there's like an overall safety plan for them. So, it kind of depends on the student and the situation. Um, but the counselors would typically follow up with them while they're a student at that

116school, >> right? >> So, depending on their age and when they're transitioning. >> Um, and there is a way for um counselors to keep what they're working specifically with students on confidential but yet flag to an incoming counselor that's a student they've worked with. um so that they can kind of navigate what >> what should be shared or what not should you know so that they can kind of work on that. Yeah, >> makes sense. >> Yeah. So it's not like they go through these steps and then >> Right. >> Yeah. There's definitely follow-up checking back with that student and and and sometimes that's in coordination with their outside mental health professionals. Well, I just wondered how much the counselor has anyway, you know. >> So, the way that I would um kind of characterize

117it is sort of like um in a in a in a school setting, we might have a school nurse that helps you with some things or a health aid in an office that helps with some things, but there are some things you go to the doctor for. >> Um and you may have something you're going to the doctor for, but the school nurse or the health aid is just checking in with you about it to see how it's going. I would characterize that's kind of how the counselor work would be that you may be seeing a mental health professional for your ongoing support within but the counselor might be just checking in with you to kind of make sure at school. >> Well, and you have to have your own data too, right? >> What

118was that? >> You have to keep your own data too. >> Yeah. part of what we received all of these resources and support from University of Washington um for free and all they ask for is some data about like that number I gave you about 23 times that our counselors in a school district our size have had these conversations. We of course without names we share that data with them and then they get um feedback after the trainings people fill out a feedback survey we share that information with them >> and that's all they ask for is to kind of get that feedback information about about whether or not we're >> we're helping um families in our own location and that's awesome. >> So that's kind of how those three plans go together. And then

119just the last thing is I know it's whole child update, but we're mostly talking about the suicide plan because that's the big biggest piece of work I hadn't already paired out with you about. Um but yes, we're continue to all the other ongoing whole child work areas. So working on transition to kindergarten last um January board meeting. You heard a little update on early learning. Um, we continue to use our Panorama student and family survey to gather overall data about the social emotional um, learning skills and other other district metrics we're watching um, what our students voice is and what our famil family's voice is and giving us input on how we're doing. Um, we continue to participate in the Washington Healthy Youth Survey, which is every two years. We did do it in the

120fall. We just don't have that data back yet, although I think I heard it's going to be March. Does that sound right? >> March. Um and uh the I have a SEAL leadership team still with representatives from a teacher from each building and two elementary counselors and two secondary counselors that kind of helps look at overall social emotional learning in all of the buildings. What support might they need? What um trying to provide um resources for training and things like that back and forth out to the buildings. Um, we've done a lot of work with hope nurturing practices districtwide and that leadership team kind of helps me keep that fire burning and and those resources going. Um, I continue to work with community engagement board, attendance support, um, leazison with community health for our student

121health and wellness center that's here at QHS. And then our overall um K12 counseling team collaboration and their their um individual counseling goals that they make every year, continuous improvement goals about what we want to get better at and then um providing support to our two social workers and supervision to them as they do work throughout the district. So those other pieces ongoing besides these other initiatives. Oh, I really appreciate it. >> Any other questions about the whole child uh work and work plan or these specific three plans for me? >> Well, what have been some of the biggest challenges that you've encountered coordinating all of these three plans and then implementing I and what are some of the challenges like they had other than just coordinating through classified staff? Sorry, no boring question. That's

122kind of mine. >> I would say that honestly the the the plan piece, just the the nitty-gritty time it takes to go through a 45page plan with a team and make sure we're all on the same page and we're discussing wording and all those pieces. Just the time that it takes like you wouldn't think I'm on top of years or a whole year to develop a plan, but it takes longer than you think when you need to learn together as you go. Have critical discussions about what the right thing is to do. will come to consensus, get it finalized, and then share it out with all the right people. So, I think time, just time has been the challenge of um we're thankful for those collaboration times. I have six somewhere between six and eight

123two-hour meetings with the counselors every year. And some of this review work happens. We have also one usually one of the learning improvement days I have with the counseling team. So, that we're thankful for those times. We just have to like manage ourselves in that resource of time to make sure we're >> get what we need to get done and prioritizing what we need. >> What are what are some implementation challenges that you kind of envision with this? >> Well, and again, it's time, but we I'm so thankful. We were really worried about how to get this training out to teachers and staff because turns out everybody's busy teaching and doing things with kids, right? Um, so I was thankful that every single staff and largely because of your support, Dr. Bergman, I'm sure, um,

124every single staff was able to find us an hour with the people to get that through because that's that's a concern. I think moving forward, it'll be interesting to see, um, our discussions about how often are we going to do that? Is it going to be every couple of years we try to get to every staff and what will our, you know, rotation be moving forward? Um there's some of that um piece that's also been a challenge. I think we're um really fortunate to have our two social workers that help uh with they help provide a lot of leadership um in this work often because of their expertise but also because of the the flexibility they have in their schedules a little different than the school counselors who have needs and kids in front of

125them scheduled in a little different way throughout the day and individual lessons that they're teaching and all of those pieces. Um, so that's been a great resource for us to they've been very helpful. Other questions about whole child work in general or these clean ones say thank you for doing these. >> Yes, indeed. >> Thank you. >> Quite an undertaking. >> Thankful to be able to have the opportunity to do this work. It's really good work and I'm really thankful that our district supports both the academic side and all these other needs of students to make sure that we are ready to learn and ready to go and um able to engage in all the great opportunities that we have. >> Thanks to all about the student side of this. >> It sounds like you're

126doing a lot of great work on the staff side of this. I'd love to hear about the programs and implementation as far as for the students and how you guys are supporting them >> on these kind of topics. Sure. >> Yeah. I can get you some of these pieces too where you can like on the counseling plan like what they're doing with the kids too. >> Yeah. >> I can follow up with you. >> Great. >> Yeah. So, >> um well, I do want to thank the high school I know they're gone for hosting us um beautiful facilities. Um yeah, the meetings. Good job.