001meeting the order. Uh we're already standing pledge of allegiance behind. [laughter] >> I forgot. >> You're welcome. Here we go. >> I aliance 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. >> Thank you and happy new year to everybody. >> The first uh order of business is uh if ready to adopt the agenda or any adjustments need to be made. >> So we have a motion motion second by Rita. Any adjustments? Right. Discussions. >> Second. >> No, I did my >> We have first a second. Uh so all those in favor say I. >> I hear none. We're going to move on to public comment. Has anyone sent up? No. Okay. So, moving forward to
002the consent agenda. >> I am move to approve the consent agenda. >> First and second discussion. I don't have my computer, but the one thing that I wanted to mention was uh way to go on getting a music grant. >> Oh, yes. Awesome. All >> thank you for Devon for making the effort and putting in the work and the time to make that happen. Awesome. >> It's a sizable bed. >> Yeah, grants are beasts. She didn't. That's awesome. Just write them. >> That's true. Now, do we get to discuss the policies as to go through this >> policies? The policies that we have on just the consent. >> This is just a consent agenda. >> We'll get to that. >> Okay. So, uh hearing no further discussion, uh I open the floor for the student
003advisory vote for the consent agenda. >> Yes. >> Yay. >> Yep. >> Okay. Thank you. So all those in favor uh say I >> I >> opposed. Motion carries. Moving on to the reports and we welcome the Quincy Innovation Academy. >> Thank you for coming to see us here at QIA. We're glad to have you all here and visiting. I'm Colleen Franks um whole child director and principal at Quincy Innovation Academy. and I have with me today our counselor, Mr. Josh Bosa, our counselor here at QIA. Happy to have a chance to talk to you a little bit about all the good things that have been going on at QIA this last this last year. Um, first of all, starting out just to kind of give you a an update on the demographic makeup of
004QIA. We've grown since we spoke last time last year. Um, we're up to about 243 students. Um and interestingly because of the nature of our school um we serve grades six through 12 but the vast majority of our students are older students. Most of them are juniors or seniors. We have about 103 seniors um right now. Um I was also kind of looking at not just class standing but actual age of our students. And it's kind of interesting how many young adults we we serve at Quincy Innovation Academy. We have um 29 students that we serve that are still working on their high school diploma that are aged 19, 20 or 21. Um and we have 44 students that are already 18 at this point of the year in January. U more obviously will be
005as the year goes on. So about 73 of our 243 students are young adults. Um uh we have three main programs here and uh just kind of as a reminder our online learning program with grades 6 through 12 is our largest program. Um in that program we have 144 of our students, the bulk of our students in the high school online learning program. That's been the fastest growing and the biggest program that we have. Um we also have online learning for grades six through eight. Um, we have our big picture learning program and I have in previous board reports shared a little bit more about the big picture learning program that serves grades 6 through 12. We have 29 students in that program and they are in-person daily learners. There's an emphasis on project-based learning,
006on internships, um, and students building independent learning plans that match their interests so that they can learn their, um, core subjects and their priority learning standards through a path that is of high interest to them and helps lead them towards their future career goals. And then our other program, as a reminder, is the Open Doors program, and we partner with Big Ben Community College for that. The Open Doors program is aimed at students who are either significantly behind in their credits towards high school graduation or have dropped out of school and are re-engaging in their learning. And we have about 43 students in um that program as well. So those are kind of our main programs and a little bit of the um makeup of our school. Um uh we do have about 82 of
007our students that are multilingual students that still qualify for support with the transitional bilingual program. And that number actually has gone up to about um 90 just since we printed this. Um so that's a a group that has a subgroup that has grown over the last year. We're having a larger percentage of our overall student population that are students that can uh uh that are uh qualifying still for extra help in language development. And um about 13% total of our students at QIA qualify for special education or students with disabilities. So, that kind of helps you see uh the makeup of our our groups and and um what is growing and what is uh changing here at QIA and our overall makeup. So, I'm super excited to talk about some celebrations over this past year.
008Um over here on the back corner, I know people online can't see, you can see our banner that we're really proud of. Um being recognized as a Washington state recognized school for the improvement we made in the 2324 school year. It was awarded last year in the spring. Um we're thankful for that recognition of the hard work that teachers have been doing to continue to improve outcomes for our students. Um we're also super proud of Gretchen Hoger who was um uh selected as the Quincy Partnership for Youth um youth service award winner. um connected with her work that she's done as a part of her big picture learning internship at the Quincy Valley Historical Society and Museum. Proud of her. Um we had a record number of graduates from QIA last year and we're on
009track to even beat that record this year. Um some other uh things that are positive about QIA right now. Um, we are continuing to grow. Our highest enrollment ever with 243 students and even got to the point this year where we had to have a waiting list for students in high school online for some grades. Um, and we've got more and more students that are considering all of the different options that are available to high school students in our district like Running Start. We have, I think, 12 students in Running Start right now. Um, and overall we're also really happy and celebrating that our students are more and more getting involved in school activities. As you know, Quincy Innovation Academy students can participate in QHS athletics and we have had kids involved in lots of
010things over this past year. We have kids in most of the major sports. Um, uh, Jojo, as you know, is a three sport athlete. We've had students involved in football, volleyball, cross country, track, cheer, drama, choir, wrestling, um, and basketball. So, we've had lots of student participation, and that's awesome. We want them to feel like they belong in our district and are a part of what we're all doing together here with learning. So, those are some fun celebrations. Um, next, I wanted to talk a little bit about some of the things that we're working on improving. Um we are still identified by the office for school and system improvement supports for our graduation rate. Um and uh that is not surprising. Um many learning option schools around the state, especially those with open doors um
011re-engagement programs share that that challenge of needing to improve our graduation rates, especially when we have programs specifically designed for students who um have fallen behind in their learning. Um but we need to continue to work on that. Um we also uh want to continue to increase the support for our multilingual students especially in the areas of speaking and writing. We know that our multilingual students didn't make as much growth as some of our other students in certain areas. So we want to continue to work on that overall in all student groups. We need to continue to work on math instruction. um similar to our peers all across the state, we need to continue to work on that and we're excited about the work that um teaching and learning is doing with math curriculum study
012and what our part will be in that at QIA to keep supporting math instruction. And then of course we always continue to work on our culture of safety and belonging. And our specific goal that we've been working on is really increasing the self-efficacy and confidence of our students and helping them really believe that their future outcomes are possible and that they have the agency, they have the ability to get themselves to these better outcomes. Uh when we did our Panorama student survey, that has remained one of the lower scoring items. And so we continue to work with our students and try to really build hope nurturing strategies and confidence in our students. So those are some of the main areas that are included in both our QIA on our QIA and QIA big picture learning
013school improvement plans are kind of in those areas. Any specific questions about our areas for improvement and our goals that we're working on before we talk about a couple other fun things? I have a question specific to like uh the class size of seniors to those that are graduating. That can't be put into like a quantified like percentage for example. >> Yeah. >> Are you monitoring that? Like >> Yeah. >> Four years versus five years. >> So 36 of those students out of the 103 seniors, 36 of them are in either their fifth year as a senior or more. Um uh and then we Mr. Barbosa um leads weekly senior progress meetings. So every single senior gets kind of looked over once a week. Did they make their progress? Where are they at? What are
014the things that we might need to do? And then just part of our overall MTSS system. All students at QIA are looked at about once uh every four to six weeks. It's not exactly once every month, but about every four to six weeks. We sit down with each um home room learning adviser, look through their whole list of students and and monitor progress and see what adjustments might need to be made, special parent phone calls, conferences, adjustments and intervention need to be made to continue to make progress. Yeah. >> What's the age range? Do we have seniors that make like you said they've been in that senior year for five years? >> Yeah. >> What do you mean by that? Go ahead and speak to that. So, so in-house online, our oldest senior is about
01519 years old. Um, and open doors, I think we have a 20, we do have a 20-year-old in open door. >> And we have, um, uh, students that are, um, students with disabilities that have an IEP, there's a rule about when they turn 21 and being able to continue. And so, we have one student in that situation who's trying really hard to graduate before she ages out and is just working towards that at a steady pace. >> Yeah. real quick. So, um, without an IEP, uh, there is a cut off of 20 years old or something. >> 21. Okay. With IEP, it's >> 22 and >> sort of if they start the year at 21, they can finish it if they turn 22. >> They go year 22. >> There you go. >> Additional potential.
016Yes. >> Yeah. Depending on their birthday. If they had their birthday, you know, in June, they would >> Yeah. >> Thank you. >> Yeah. And so yeah, uh the having that older ages, so many of our students, 73 that are 18 and older, that's a factor of both having so many seniors and having some that are are continuing to work towards their high school diploma, even if it takes them five or six years. Yeah. And uh that's a a concerning number that we have that many, but it's also a celebration that those kids are still working on it and they haven't dropped out. >> Yeah. Other questions before we jump into a couple of other things we have going on? uh for for your programs you listed the three do the number of hours they
017have to be involved in school work is it different than like the high school for example which I think is like six seven hours >> yes and no so the >> yeah no that's okay that's great so um our big picture learning program students are under the same uh seat time requirements as any general ed student in traditional learning so that our hours are the same for that program for our online program that falls under what OSPI calls our alternative learning education guidance and rules. And the way that that works is those students are supposed to be putting in 27.5 hours per week on their learning. However, it doesn't have to be between the normal school hours of, you know, 8:15 and 3:15. They can do it later in the day. We have students, we
018have a lot of students that do work at 10 o'clock at night. They just can't get teacher assistance always at that time. um weekends, whenever. And some of our students really appreciate that because of the flexibility that it gives them if they have um some of our students are young parents themselves or maybe they're babysitting younger siblings or working a full-time job and they're able to continue with their education at flexible hours. But in the alternative learning program, they don't have to be onsite for hours. They just have to be making weekly contact with their teacher advisor. um two-way contact and so that's how their attendance is calculated. Yeah. Yeah. So a little different for that that group um the way attendance is calculated it's more about their progress. AL students in order to be
019in an online learning program, you have to be the teachers have to measure their progress every single week and every single month and and keep all of that data. And at the month point, if they haven't made satisfactory progress in all those online courses, then there's a required intervention plan created right then. Um, and after three months, we have to look at significantly changing their program. if they haven't been successful in the online program and making it work for them after three months, then we look at what other options we have. >> I think too, you know, we experience just a substantial growth program and what we're seeing is prior to being QIA, it was more of you were forced out of one learning environment into another. And what we've seen in the last four
020years, particularly after COVID, is students are seeking out an online experience, especially, you know, your junior seniors too because they can work, >> they make money, they can take their siblings. So, it really has become a school of choice. So, to see that that growth >> um in a really positive way is fantastic. And then this is the first time that the school has ever won a school distinction award. It's the first time they've ever done that. So, just congratulations to big deal. The last couple fun things just to tell you about. Um, you heard earlier this year when you thankfully approved our new ASB constitution that we were starting a new way of doing ASB and um, I'm happy to report that that's that going well. We still are trying to build participation, but
021we've had students involved in both a fall session and a winter session. They planned a Veterans Day assembly. Um uh this winter they planned a fun ESB activity on the last day of school before Christmas break and a spirit week. Um and it's been really great to have um student leaders, some different student leaders than maybe would have stepped forward in the in the past helping with some of those things. Um that's been great. And um I'd also like Mr. Barbosa to share a little bit about our um student led social emotional learning lessons that he's been working on with some students. So last year when Colleen asked me to share some lessons, I I realized really quickly that I don't speak the kids' language anymore. So I I was doing my best to connect,
022but it was, you know, I I realized quickly that um a lot of them weren't really um connecting or catching on to what I was saying. So I just had this idea, why don't I just invite students, you know, work with them, train them, and then have them present to their peers, and then hopefully that'll work. And actually it turned out really well. So we started that last year with a couple kids. Um one has since graduated, moved on, but did really well. And then this year again, um if we can just go a little bit higher, >> little bit the very bottom section the other way. Yeah. >> Yep. Last thing. Yeah. >> So this year again, we're we're using the same model. Um we use um that school approved pro um character strong
023but I I once again I I recruited some students. We look at the curriculum and I just ask them you know what's going to be good for you guys? What connects with you guys and we use that we have them present and um it's been good going really well. It builds leadership skills. That's one of our students right there Aiden presenting. So you know kind of helps them develop that that public speaking. I have some other kids that also help out. Don't want to public speak yet. um but you know are willing to help me in the background, get the material ready. Um so it's just a good leadership experience for kids um has been going well and we want to continue to do that with our kiddos. So >> and of course we have
024um Jojo here who is a QAA student. So getting questions specific to a student perspective, he he and I talked and he'd be happy to answer any questions you might have specific from the student voice piece. And it's okay if you don't. Just wanted [laughter] to offer that up. And that's pretty much what we h wanted to share. Trying to keep it short, share with you some of the fun celebrations about things that are growing around here at QIA and what we're still working on. Any other questions? Awesome. Well, thank you and thank you, Mr. Barbosa, for >> helping out with that. I'm sticking up here because I'm doing the next one. Thank you. I'll be following our next presentation to kindergarten. >> Great. Thank you. Well, we're going to do just a really brief
025um update on transition to kindergarten because we've given full reports the last couple of years and I think the the board is really familiar with um how effective this program has been. So, my update is it still works. >> Okay. >> It still works and we're so thankful. >> Done. Yeah, that's it's it's close to that short. Um, as you might remember, when students are in uh the beginning of their transition to kindergarten year, we test them using the walkheads assessment. It measures six domains of readiness. And at that point of they're being measured on how ready they are as fouryear-olds, not like if they were going to start kindergarten that day, but how ready they should be at that point in their developmental life. predicting how well they would be by the beginning of
026their kindergarten year. And we have done a really good job of identifying students that are the most at need for a TTK year because our data shows again last year, consistent with what we've seen in previous years. Um we had about 80% of our students in TTK last year and fall that were not ready, not on track in all six of those areas. However, after that intervention of TTK, that critical intervention, by the time they did start kindergarten, that same group of kids, we had 40% of them ready in all six areas. And if you look at the next two bands, it's um over 58% that are um ready in at least four, five or six of the six domains. So, it it really is super helpful. I just kind of made the connection that
027after the full summer with >> with no school. >> Yeah, it's after after not having Yeah. So, they come back in and they take those um assessments in fall of kindergarten. >> So, how many about how many kids? >> We have 48 kids that we're able to serve right now. So, three classrooms of 16. And then if you want to just scroll up a little bit more. So, we're super thankful and the program's still been working. Yes. Um, last year, uh, TTK is one of those things that's often on the chopping block. Um, and last year the the the hard budget decisions that our state legislators had to make resulted in um, a decision that they would not let anyone expand TTK, but we were able to save the TTK spots that we currently have.
028So, we're very thankful for that. Um, however, uh, in the governor's proposed budget for this year, there's a proposal of cutting funding for TTK by 25%. That would be about 1,800 kids in our state that would not have that opportunity that did have that opportunity this year. It' be 1,800 less slots for TTK. Um, moving forward, I know that Dr. Bergman um, testified for Senate Ways and Means last night and or actually, did you get in? >> Oh, okay. You were signed up too, but you didn't get in. >> Sign up. >> Okay. >> They cut off all my testimony. >> Oh, no. Well, >> there were so many people signed up. >> There were a lot of people signed up. Yeah. >> So, >> yeah. And then I was signed up >> people in
029person people that made the drive ship over. >> Yes. >> And they only did periods for an hour. So, >> well, and then they had another session tonight um just moments before the board meeting and I was signed up for that session. Um there were again lots of inerson people but just maybe 15 minutes before the board meeting I did get in and was able to do a quick okay >> um testimony um just asking them to as they make their hard decisions about budget realize that this is such an effective intervention. Honestly in my 30 years as a public educator this is the the the money spent on intervention that made the most progress and impact. It's such a good program. So, we're we're worried about how that might impact us, but we'll see
030what happens as the legislature makes legislature makes all those tough decisions about budget. And then just outside of of our own district program, just letting you know about the the early learning opportunities in town. Um ABC Academy continues similarly as it has in the past. Same number of classes, still full um for three and four-year-old classes. The loving and learning um preschool had to actually cut their transportation services this year. They weren't able to continue that, but they still have a class of three-year-olds and a class of four year olds. And when I last spoke to them, they were almost full. They had like one opening. Inspire Learning Center has had some budget cuts and um they had to do some reconfiguring because they're no longer able to offer transportation. They previously offered they had
031a morning group and an afternoon group and they offered transportation in the middle of the day. So some kids it was just one way going home and other kids it was just one way coming to for the afternoon session. Um but they had to cut that and so they reorganized and they're serving fewer students but they're serving them for a full day. Um so there's they're still adjusting um to that and they are um uh watchful uh because there's not a lot of confidence in exactly what their future funding is going to look like. So they're just kind of watching and waiting to see how what what federal budget sources in particular happen that continue to support them. So that just kind of gives you a little bit of a background on early learning um
032what's up with our Governor Fergus Ferguson's proposed budget and how that might impact us for TK and our continued consistent data about TK being a very effective intervention in our community. What one thing that might help uh Steve Palmer uh his philanthropy group I don't know the size of the donation but it's a substantial donation that they're making to the state that's going to only learning um because there has been some uh turf warfare between TTK and inspire centers. So you have had communities that they would house the their Inspire setup or their ECAP. They'd house it in their school, but TTK came along and they kicked them out because they could bring in one of their own teachers. They could provide transportation. So there really there really was a negative uh tone around TTK
033and some of our legislators, especially on the early learning committee um like Representative Santos, she oversees uh ECAP. So, uh, if anything in Quincy, it's been really helpful. I feel like we're closer now than we have been. Um, we really kind of did sign off onou. We didn't coordinate too closely with this fire. Maybe when it came time to enroll their kindergarteners, we worked together, but now we work so closely get to uh together to make sure that we're not taking their kiddos. >> Um, that families aren't trying to work around us to get to them or them us. >> Um, it's really brought us closer together and I think it is a great model. we've invited uh them to come visit multiple times. OSPI came last year to see our program um how you
034can work together and have you know really find an ECAP center and TTK that you can have both. It doesn't have to be one or the other but it's just really hard to hear that in the static uh in Olympia. So we're going to continue that's could be kind of my testimony when I get the effectiveness but also how you can partner and our goal and I've said it over and over. We don't want a monopoly on early learning in Quincy. We want to make sure every kid gets a learning early opportunity. And that could be at a daycare center, that could be at home, that could be at uh ECAP, but there are there is a segment of the population that that we need to serve as well. So, how do we work together
035to make sure every kid in our district gets that early learning because we know it makes a huge difference, however it's delivered. >> And one of the qualifying factors for RTK program is that the that student did not have access to any of those other programs in town. So, we're supposed to be the last stop. Um, and we work hard on that. And um, uh, as a result, our TK teachers do amazing amazing work with the group of students that has the most growth to make in their social, emotional, behavioral, academic, cognitive, and all of their areas. So, um, they're doing amazing work and we're sure appreciative of that group of teachers and the pair educators that support in those programs and the principles that are in those programs helping figure four figure helping four-year-olds
036figure out how to do school. Um, super thankful that we've been able to have three rooms of TK and I think it's making a huge difference in the amount of students that obviously that we have starting kindergarten on time. That's going to reduce the number of students that we're having to do as much heavy intervention with in first critical first and second grade years when they're learning those basic reading skills and other found foundational skills. So super thankful about that. Any questions about early learning or TK? >> Now if they prove that they are not ready, do you consult with the school or and recommend that they wait another year or what do you do? Yeah, I mean, uh, there's there's some individual cases where there may be some special situations going on. Um, sometimes
037one one of the things that's happened in our TK journey is we've worked to develop our systems for helping to early on identify whether or not a student might have special needs and may need to be served in our developmental preschool instead of TK, which students may have special needs, but TK is still a good place for them. We just have to make sure we're serving the special needs. Um, so we've worked together, the early learning and the special education department to try to kind of support. So sometimes there's a a a special exception for a student with disabilities or something about what's the best place to save best place to serve them. Um, but for the most part, what happens is people put in their interest, then there's an interview where we gather information
038about what other opportunities they've had. Then they come for a screening process. And so the teachers sit down and and work with the kids. And then the three TK principles and myself and the three TK teachers get together and look at all of that data and we have a spreadsheet that helps us sort of rank order who has the most challenge and most need for help to be ready. And we take the 48 most in need um and those get the calls for invites to be a part of the program first. And if one of them moves, we just pull somebody off of the wait list. Um, this year our weight list is just a little bit shorter than it has been other years, but there's still about 18 kids that would have wanted to
039be a whole another class worth that would have loved to have been in TK if we had the opportunity to have another section, but um, the state unfortunately had to cap the amount of TK slots they could fund. Yeah, >> George is an area that would love to expand extend to because there there it is a preschool desert. There's >> there's nothing better. So >> that was our hope if funding had been available to expand there but that didn't end up >> coming through with funding from the state that just didn't work out. So yeah, any other TK questions or early learning? >> Uh there potentially levy funds for an expansion of clock? >> You know, we already use some levy funds to help support um support TK as it is. the the um state
040funding pays for the classroom teachers, but it doesn't pay for the pair educators that we need to help support in those classrooms. So, we actually are using levy funding already to help supplement that. >> You know, that's a an ongoing one of those overall budget questions. It's it's it's it's a hard for our legislators and for us here in the district. Making those budget decisions is always challenging. Thanks. >> Thank you. Uh, and moving to superintendent report real quick. Uh, welcome Chad. Can you hear us? Okay. We see that you're online now. >> Yep, I can hear you. >> Thank you. >> Okay. So, uh, for me it is Levy full steam ahead. Not to this point. I've done 25 Levy presentations. I have seven more to go. three this week, three more this week,
041four more this week. So, by the time all said and done, there will be over 30 web presentations. So, hopefully we're getting the word out there. Uh February 10th, it's a big day. Don't forget to vote. Um just happy to have all of our students back. I'm sure you're just as happy to see us as we're happy to see you, right? Yes. August, right? Okay. Uh they're very sleepy. It's starting to wake up a little bit though. Um but uh yes, it's been a really nice week and a half back. Um we're just really happy to be back uh in school. Every building has done their behavior expectation review. So that's the first thing we got that came back is again reviewing all the behavior expectations about how to do school after two weeks of
042not having school. So appreciate the the district-wide commitment push to that. Um, just so you know, my uh midyear evaluation uh is coming up. This opportunity feedback uh let me know if I'm on the right track and any additional course corrections you'd like to make at midpoint of the year. Uh I will get that to you. I'm going to try and do a little bit more of a condensed version this year on the 23rd um for you. So hopefully I'll have that to you by the 23rd. We have no school on the 18th this Monday. So you guys worked so hard these last two weeks. will give you day off on Monday. >> Sorry, what is it? >> Sorry. >> Um, we have can I want to congratulate the board for a couple of things.
043So, first off, it is and you two students, it's board appreciation month. Thank you so much. Um, I've said it over and over. We'll continue to say it. It's the hardest volunteer job uh in the community. It's really challenging. You guys have a lot on your plates, a lot to manage, and it's a lot of responsibility. So, just thank you so much for all that you do. um appreciate your commitment to our kids, to our staff, um to the community. It's a big time commitment. Um and and especially you students, too. It's a lot of things we could be doing, too. So, just appreciate you all. The second thing I'd like to congratulate, none of you got caught in the net. None of you got caught in Sean is the fisher of staff. He did
044not catch any board members in a fishing scheme. >> I was trying. So um we do fishing drills. We do fishing drills periodically to make sure that uh reinforce our our internet login safety and security procedures. We had 37 staff who didn't pass and again none of which were board members. Uh however we had a the overwhelming majority uh of our staff did pass. So Sean, do you want to talk a little bit more about the drill, what type it was, and then how do we how do we use this as a teachable moment for our staff? So if you don't know what fishing is, it's somebody a bad guy or somebody evil pretending to be a legitimate person or a legitimate source. So in this particular case, it was an email from a Gmail
045account pretending to be SE asking for healthcare updates from our employees because it's the beginning of the year. Why won't you update your information? and it went to a phony website and asked them to give away their their name, their birthday, and some of their social security information. Luckily, on the other end, it was me collecting that and uh throwing that away to the side. And we do these periodically to try to basically uh keep our staff on their toes because they're coming at you day in and day out. And it's not just here at the district, it's here in their personal lives as well. So, we really want to train them. Um, when somebody does fall for the attack, they are redirected to a site where they get to watch anformational video and get
046a little bit more educated on it and then we reach out to them later on to just have a conversation and so forth. And most of them realize the mistake they made and uh correct their errors as they they move on in their personal lives and professional lives as well. So, we really look at it as a teachable moment. We're not trying to make it punitive and so forth, but we really want to draw their attention that this is happening. And the bad guys are a lot better than I am at this. I mean, you can easily mimic another website or minute an in email very, very, very well in today's day and age. And it's only getting better and better with AI. So, >> you use AI to help you with this one? >>
047Yep. Yep. We used AI to help with this one. Actually, Nick came up with the idea. He is now the best fishing uh creator we've had. My wife, my wife previously is the best. So that's the pastor. >> Big bar to go. Um but uh the good news about all this is we really want zero people to click on this and give away their information. But the good news about this is probably 50 employees immediately had reported this to us. So if this was a real event, we would have blocked the sender. we would have sent out a warning email to everybody and then we would have basically pulled back those emails out of people's inboxes which we can do behind the scenes. So, so what we're really doing is creating that behavior where hey
048somebody sees something they say something and then we end up taking action on the fact that's the only >> and unfortunately the odds are in the the scammer's favor. I mean, you send out a an email to 600 email addresses and they only need one. >> Um, so we're really trying to train our staff to not be the one. >> We have 37. So, uh, it is, but again, it depends who reports it first, if they report it first and it gets to Shawn. But even behind the scenes, we have firewalls and other things set up that even if they do maybe give their credentials out, there's still there's things that Shawn can do on the back end to prevent that. But it really does only take one. and uh Highline School District was shut
049down for five days because someone gave away their credentials. Uh Richland School District paid over $400,000 to get information back uh from their student information. So, it's it's something that we take really seriously. That's and that's why we do these trails. Um and we'll do another one before the year's out and but again, none of them for you. >> You did it, guys. >> You guys did it. >> Yeah. And then, uh audits underway. So Tia has already spent a good deal amount of time giving our financials over to the auditors for them to review. Uh she did a ton of work before break. So our auditors have been busy at work. So probably be two months you think Tia before we get our final >> Yeah. Sometimes longer. This we're we're a little bit
050more hopeful about this one. So we'll see. So that's all I have. Thank you. >> And now we'll move on to the student board representatives. >> Um for sports, we have girls basketball today at Grand View at 5:30 and then another game at 7:00. Unified basketball will be tomorrow in Wachi at 5:30 and wrestling against Evansburg at 700 p.m. in place boys and girls. And then this Friday we're gonna have an emo assembly in which students there are students that have written their own poems and they will read them out loud for the school I guess and the honors band is performing as well a song with the choir students and they will be um leadership and ASB and like a bunch of other students collaborated with a retired teacher and a professional writer to
051design the assembly and its components in which they made two videos. when with interviews with students and staff, they like asked them questions about like um I think it was like what civil rights means to you like the movement and as well as uh another video which students I guess um they made like a template kind of with like um certain civil laws that they that were created for certain activists and we just read them out loud and there's like a little video template with it and they're going to be showing to begin with assembly and a senior update. We are still trying to figure out what we want to use our funds for. But to do that, we still need to figure out what like to know what how much fundraising we need. We
052need to know what we want to do first. So, we're still trying to figure that out and like weighing out our options on what we want to do. That's all I have. >> Um, well, I guess like something I think it was last week. Um uh my uh my high school teacher and a couple of our students went to a new school um to to go around. It's like a I guess like a tour around their school. Um I don't really know too much about it, but that was kind of that's kind of my report and I was I was about to say wrestling as well, but yeah. >> Okay. >> Thank you. for board leadership report. Um the last meeting was mainly focused on just reorienting us to what the positions entail and the
053responsibilities. Um other than that I did participate in the audit interview that's underlined. It's pretty good. Anything you want to add? >> I just want to remind people to vote with ballots coming out soon and hopefully that is a yes vote. So moving on to the next agenda item with policy review and adoption. The first reading >> no >> discussion first. >> These are no action information. >> They'll be there'll be uh action items for our next >> we as a question. >> Yes. Have we ever been involved in any of the competitive bids for um on policy 6220? Yeah. I think that was in the procurement of and public works using non-federal funds. >> Yes. What was that for? >> Um, do you You're going to give me a side eye. Uh, >> we
054just voted on a bid. We didn't have to be in box. >> Correct. No, no, we put the bid out. Um, like for example, when we did the and I don't know if this is directly to >> this policy basically dictates all different types of procurement. Um, and there's different levels of like based on the size. >> Correct. And so um you know like our food service bid is an RFP we put it out there for for them to bid on. And when we did our construction projects those were big ones they had to submit sealed bids. So that really it just kind of dictates how based on whether it's federal, state, local and how big it's projected to be. >> They've steered clear of federal uh because there's a whole lot of auditing requirements
055to it. So, we don't do a lot of federal bids. In fact, I don't even remember. Have we done one yet? >> A federal bid? >> No. No. >> I mean, we've done a smaller one instead. Not >> not horrible. >> Section B is non-federal funds. >> Yeah, >> that's what we're discussing. >> So, yes, we do those. Like for example, when we did the fuel bit, we put that out in the paper and then this is the date and time that you turn in your bid and then we open them up and whoever we make decision what we go with >> and that's for two weeks and >> yes. >> Yep. >> Just staying in that spot. Um, so the board is that referencing us the board or so us the board make improvements
056or repairs to district property through a district. >> When we decide to make a, you know, say we want to upgrade a boiler or chiller, the board makes that decision. So then after the board does that, Tom goes out, we open up, we put a, you know, all the bids out the paper for two weeks >> um and then sometimes we'll get the bids and we don't like the bids and then like Craig, we have to go out and rebid. Sometimes that's worked in our favor, sometimes it doesn't depending on just the landscape and how busy, you know, jobs are. Um >> and then you guys come back and improve it. But under 75,000, we don't have to do the competitive uh bidding, which I'm assuming competitive bidding is by put in the paper and
057everything, right? Um competitive bidding can be just like getting three quotes or three different people to bid on it. Um but it doesn't have to be as formal so that you quote. So we we ensure that we're doing that process before you get signed. >> Okay. Thank you. >> Any other projects? Um, no. I believe so. >> If you guys know, then let me know. >> Okay. So, that concludes uh the first reading of those policies. There are no unfinished business. >> Well, did we ever finish with policy 2020? uh the language that we have discussed I thought we were supposed to come >> you can add us to the next one because I think it's a procedure >> it was a procedure and we are going to come back Rita with a work session
058on that that was the that was the instru >> is that the one >> I believe so yeah >> yeah Alison is preparing um uh hopefully first meeting of March a full work session for the board to review that with you guys because it is procedure. >> It is. Yeah, it's a procedure. >> It's a procedure. Yeah, >> it' be good to compare both. Um, >> yeah, we'll do a work session. >> It's a great segue to board requests for future topics. Just make sure that that gets added to that. >> I I did. >> Perfect. [clears throat] And outside of those signatures, sorry, was there? >> No. Yes. Um, on keep topics, I absolutely could not get on that. It wanted me to subscribe. I didn't understand. >> It's a newsletter. I'm starting to
059publish. No, I'm just teasing. [laughter] >> No. Uh, >> no. Was that >> the document was locked? >> Was it locked? The one I resigned. Was it locked? Because I shared it with you open. >> You sent me a link and it was the same. >> Okay, I'll try it again. >> And then um we still have some requests. I had a request that was dated 32425. It was put bill of rights and I'm I'm sure I'm the one that said that. But what it was was that uh parental notification did it leave school. Um it was brought to us our attention by one of the citizens >> policy 3122. We never did readress that. >> We we did uh take action and modify that policy quite a bit. >> We did. Yes. >> Yes,
060we did. >> Um another one was dated 819 of 25. I asked that we review uh >> the high school. >> Oh, no, no, >> the cell phone free >> the cell phone. >> Yeah. So, at our next meeting um we the high school will will be reviewing what their policy and what their policy is and they'll also have data to share. >> Okay. >> And then under business, >> I still wanted to I I can't get on to the agenda. I mean our future requests >> this document we're talking about. >> No, I wanted to uh find out if I could put a few more on and I stated it. >> Sure. Um, I'd like to review our visitation policies and then I told you about the ones that said that I could find
061policies with visiting school district. >> What do you mean about that? >> It said in uh what what I tell Oh, I put the note away. It's policy uh >> the operations >> that said that there was operations within the school I could find online for each individual school for their visitation >> like how visitors how visitors checked into the school >> right >> because I need to be able to visit these classrooms I mean that was my my platform when I uh ran and It's just becoming a real big problem. I I'm not sure what you think I want to do. I'd like to get to know the teachers. I don't know teachers. I don't have kids at school and haven't for over 25 years. Uh but it's becoming a real problem to do
062so. Uh I've really had a hard time with sex ed and I thought, well, I don't have the time to deal with the policies right now. I let it up. I've got another year and I still have another section for I believe it's high school ones because they're all on the same day. >> Yeah, >> that why is that? >> I think that's what happens in the pacing calendar when they're teaching. >> I think that makes it very difficult. Um I want to observe what this is. Um, but I I am seeing nothing in the policy state. I have to have someone with me. I can only go for a certain hour times and it's my time. I mean, I I just want to see and I want to get to know our staff. I've
063only got two years left. I am not doing this again. >> Well, we can I can see different things and it's not for me. Uh, but I love our little town. I love our school. I have compassion for the teachers. I also wanted to revisit the fact that I would like to have the teachers get together with the board to tell us difficulties they're going through. So, I just listened to a uh I think it was in California a teacher talk about the difficulties. She was more or less ahead of several of the younger teachers and she says, "I know I'm going to lose them. They're put in the classrooms that have the biggest number of difficulties, many multi levels and I really just feel we have to find a way to get around that.
064We need to allow our community to get involved and help us take care of the laws that we have in the state because it isn't right. Our kids are losing out because the teachers are overwhelmed. They still got to go home and cook and do laundry and get homework done for their own kids. And I feel that if we don't stand up to do our part, like letting the community know because I mentioned to Sham, she wrote a great letter, but >> they need to know our hands are tied and that we need them to stand up with legislation. They have the abilities, >> but we're not communicating enough to our newspaper about the difficulties we're having. We're just pontificating all of our good stuff. They need to know we have problems because I feel
065this community will back anything we need this whole district. But we're not allowing it. We're not being visible enough to the whole community. We're just talking to parents. Well, these parents have got their hands full. They've got kids in school. They don't have the time. We need the other community members to get involved with this. >> There's a lot of reach out programs through the churches. I mean, they will all help. I know they are. >> We We have some great partnerships with our churches, too. We're very thankful for our churches. >> But I I think we need to do this for the second students. If we have if we've got teachers that are doing everything the DEI wants, they don't have time for their door >> subject. That's why I feel we have such
066low rates. And I asked one time that we have a community meeting with supervisors, advisors, um, and the board to let us know what it is they think we could do better and then gather communities outside, not in house, outside to look at other curriculums in these higher educated or excellent levels of education. of public uh to see what their duties. We're not doing that. We didn't even discuss it. >> So, if I can recap um regarding future board topics, definitely revisiting you said policy and procedures 2020. >> Mhm. >> Uh parent notification 3122. you'd like to add um to our plans the reviewing the visitation policy which >> the closest thing you could find is 21106 which the school >> 1620 >> y >> okay and then um you like the idea of just
067hearing directly from the teachers >> directly from teachers >> another thing you mentioned was related to just community communication and just how to improve transparency and then the last one being just uh school comparisons and just what they're doing. Well, >> correct. There's several that are listed uh many different countries even, but most of those countries speak English because that's the the kids have to learn English. So, I don't think we'd even have a communication problem. But I think it would just be well worth our time and effort to discuss what it is they do and how it works. And then it's for free. >> Yeah. Thank you, Rita. >> It's not something we advocate for. >> Okay. Well, we definitely will follow up with the full board. Would anyone else like to add to
068this topic agenda item? >> And then there was one more thing. Shouldn't our policies dated when we revise them? >> They are at the bottom. Oh, >> at the bottom. Okay. I was looking at that. >> No, they're data picker >> and revisions inision >> in charge or something, right? >> Yes. >> Yeah. Awesome. >> Thank you everyone. Uh going back to the agenda. Uh now it's for agenda item 10 for signature of official documents which I think some of you have already today's meeting. Thank you all so much. That's it. Thank you.