School Board Meeting - 12/9/25

001everyone for joining the Quincy school district board of directors meeting this season that I found one that I felt we were getting into the best for our best way to support our staff. >> And I also want to clarify the principal is still working with this child. The counselors are still working. No one's off the hook working with this child. But this is just to the point where we just need some additional support. And if we had the expert, the deep expertise in, you know, intensive behavior therapy, uh, you know, we would do it. But, uh, we just need a little help with this one. >> Yes. I don't know if it's possible. Can I ask her another question as well if it's regarding special? >> Sure. >> Okay. Because it's been brought to my

002attention that uh, a machine that lifts a heavy young woman in class does not fit through the doors of the restroom. How did they handle that? >> Well, I don't know. I think it sounds like I haven't heard way >> talking about individual student speak with me about it afterwards and sunshine and we'll look into it. >> Okay. >> Yeah. We we don't want to have that identifiable information. >> Um >> other consenting questions. Yes, I do have that one answered on our work calendar. I wanted to uh clarify when I put down school improvements, I was talking about the one that I found and I believe maybe it was made for the levy and for us understand what we needed moneywise. It was talking about improvements but it was prioritizing the jobs that were

003within the district >> that needed to be done. That's the list I'm talking about because there were several things on that I couldn't find at the beginning >> on the school improvement plans. >> Huh? >> On the school improvement plans. >> Is this that agenda? That's not set agenda. >> I'm sorry. >> This is something that's on set agenda. >> Um or you referencing agenda item 12 our board topics our our calendar >> plus the future topics. >> Yeah, that's it. That's later on. >> That's down. >> Oh, okay. Okay. >> Yep. >> And then that is it. >> Okay. >> There's no other questions I can send agenda. Do I have a a vote? Does do the students have a >> Yep. Abstain. Good. Um, any advisory vote from you guys? Okay. All those

004in favor of approving the consent agenda. Hi. >> And you included the students in your last time. >> Rolling on my last meeting. Uh well, unfortunately for all of you, now we have the oath of office for newly appointed board members. So, >> and Judge Clawson, thank you so much for being here with us today. I know uh you're very very busy. Um though we have two new board members that we're excited to swear in and >> Casey first. >> How do you guys want to do both at the same time? >> Is that okay? Yeah, we can go >> I and have you both state your name. >> Okay, perfect. >> So, all right. Repeat after me. I and then state your name. >> I, Casey King. >> I Chad Low. Do solemnly swear

005or affirm. >> Do swear or affirm. >> Do you slely swear affirm >> that I will support the Constitution of the United States >> that I will support the Constitution of the United States >> and the Constitution and laws of the state of Washington. >> and the Constitution and laws of the state of Washington. and I will faithfully and impartially perform >> And I will faithfully and impartially perform >> and discharge the duties >> of the office of Quincy School District number 144 >> of the office of Quincy school district number 144 >> director at large director district one >> two different ones perfect all right >> hand I like it my positions different also position number five and >> one sorry position five >> okay uh for a four-year term >> for a four-year

006term four-year term >> according to the law >> and to the best of my ability >> congratulations don't sign mine You're going to shine up right here. >> Crazy for sure. Yeah, thank you so much. >> Thanks, please. >> Thanks, Thank you. My pleasure. >> Annual organizing meeting. We'll conduct an or annual, excuse me, we now need to uh elect our uh board president and uh vice president and legislative rep for the 2026 2026 school year. Uh, do I have any nominations for board president in 2026? >> I'd like to nominate our group president. >> I'll second that. >> Okay. Uh, we'll do a roll call vote. >> Okay. We'll proceed with the roll call vote. Uh I >> I I >> I congratulations part of this. >> And now uh do I have nominations

007for board vice president? >> Casey Keane as I second. See it. Yeah. I >> I >> and uh board legislative rep for the 2026 through 2028. Do I have any nomination for leprecha? >> I nominate Shannon. >> I second it. answer. >> I I >> I >> awesome. Well, thank you so much. Uh the next agenda item is resolution number 2602. Um I don't know if the youth have had a chance to review it, but we are seeking your advisory vote. >> Uh the motion I I move to approve uh support resolution number 2602. >> Okay. All the student advisor. >> Yeah. Just give a run a quick rundown of it. Uh yeah, I think we need a quick rundown. >> Okay. Yeah. So, what this resolution does, it it effectively uh signifies that the

008the board with this resolution um if passed is in support of our upcoming student levy which supports athletics. It's of course music, arts, special education, counseling services, um music, drama, band, uh multiple programs. Our K by nourishment program was funded through it as well. our safety and security officer, our SSO um is also funded through that as well. >> Yeah, I think I think it's a good good um I think you guys should support it. I think it's it sounds like it's pretty good um because it funds those those type of stuff that that a lot of students um are are um are like enjoy. So that's that's my it's my Yeah. Well, just give me advisory, right? >> The same. >> Thanks. >> Okay. So, we do have a motion and a second. Uh,

009any questions or discussion? >> All right. So all those in favor >> I >> oppose motion carries and we're going to continue on to performs which are information. We're going to start with um our middle school who we're visiting today >> and friends. Sean seems to think this will work pointed at him. >> Okay. Welcome to Quincy Middle School. Tonight we have a couple different things we want to talk with you about. We want to of course talk with you about our school improvement plans. We also want to spend some time updating you on some of our power strategies that we have um been working on for the last two years in our building and then also update you on some of our discipline numbers and of course our yonder pouches. Something that we started

010last year. We want to give you some information on how that program has been uh carried on throughout the last year and the impact it's made on our building. So, I'm going to turn it over to Caitlyn and she'll start off with the first portion of it. >> Okay. Hello. I'm Caitlyn Koulsey in case uh you are not familiar with me. I'm one of the assistant principles here at the middle school and I am glad to have this opportunity opportunity to talk to you about our Yonder system and kind of give you an update on that. Um, at Quincy Middle School, our goal is to always create a learning environment where students feel safe, focused, and um, supported. And last year, we implemented the yonder pouches, as you're aware, and we saw a dramatic reduction

011in cell phone referrals. Uh, the yonder pouches did see that dramatic reduction. And then um as we got through part of the year, we we decided we really are not seeing the consistency and we really wanted to make sure that consistency mattered. Um and so this year we made one big key adjustment and that it has made a tremendous difference in our building. our advisory teachers. So, our first period every day is an advisory and those teachers um are having the students bring out their yonder pouches and they are checking them with them and making sure that they are using them properly. Um and that has been a big shift in expectations and stronger routines and shared accountability between staff and student and also with a communication with families has increased as well. So, next

012we'll talk about data up here. We um in the last year we recorded 136 cell phone referrals. This year we had 13. And so um I I was making sure my my data was correct and it's apples to apples. So it's from the start of school year until now last year and the start of school year till now with that one. And so you that's a pretty drastic um change in in that. This is not a small change. It is um changing our entire school climate and our student behavior. So, the next one we look at is the bullying and harassment. Sorry, I'm not I'm not running this very well. >> Okay, this one. >> No, one more. I don't know which slide you're on. >> No, go up up up. I'm still on slide

013two. >> Oh, okay. I >> No worries. Um, so our bullying harassment referrals have decreased um from 36 to 14 in in one year. And so um we are seeing that that change not just in the cell phone use but also in other areas as I said. So removing phones um has reduced conflict, distractions, situations tend to escalate online and on our phones and without those they're not escalating as much as you can see. So at middle at the middle school we also really really value student v voice and we have worked really hard to make sure that we continue to listen to our students how they're feeling if it's working if it's not working. And tonight I am joined by some of our fabulous middle schoolers who we have asked to come and speak

014and tell us their thoughts on the yonder pouch system and um how it has impacted their focus, their relationships and how they feel and if it's safe at school. So I would like to introduce um Maya and Sophia. Hi, my name is Maya and as much as I loved using my phone as a tool, I think not having them has benefited me by a lot by allowing me to focus in school more and improving my grades a lot in my classroom. It's stressful to take out my Chromebook just to answer a single question. But it also benefits me because I'm allowed to use my brain more and challenge myself by not having my phone just in my pocket. And I've seen like way better like scores on my star and espack ever since we got

015yonder pouches. Thank you. >> I go. Hi, my name is Sophia and to be honest, in my opinion, I like yonder pouches. Fighting and bullying has gone down by a lot. And I remember in my sixth grade year, there was like a new fight every day. But now that I'm an eighth grader, I feel like I don't even see a fight happen. I see people actually being friends, like people that went from enemies to best friends or the other way around. But I like it. And that's really all I have. Hey, thank you both. Um, as you can see from our our students perspective, they're more present. They're more focused and less distracted. They're making friends easier. They're being forced to talk to each other and, as she said, use her brain in class. We

016like that. Um, the yonder system has is not just about a punishment. So, it's not to try to get the kids in trouble. It's really to just try to get them to stretch and grow a little bit more. It is causing a calmer, safer, and more connected relationship, excuse me, environment at the middle school. And so based on our discipline data, will you mind um going one more? I think so. As you can see in in the last couple years, we've gone down drastically in our um in our fights as they mentioned and also that suspensions due to cell phones. That one just I love that data from 7 to 1. It's pretty great. Um so we are working on positive and lasting impact at the middle school without our cell phones. At this time

017I want to introduce Mr. Ramsey who's going to walk the board through the rest of our um information and how we are accomplishing it at middle school. >> Oh, let me see. Sean, did that work? Oh, here you go. It did work. All right. Um, I wanted to spend some time talking to you about our school improvement goals. Um, these goals, we have one that deals specifically um with math scores and then another one that deals with our reading scores. And so I want to we also have one that deals more with behavior and Caitlyn kind of covered a portion of that, but I want to focus on these two right away. Um, one thing I'm really excited about, we have kept pretty close to the same goals we had last year. Um, at the

018guidance of our um, improvement facilitator from OSPI, our our improvement coach, she said you want to keep those goals over a period of time because you find that if you continue to focus on them, you continue to make that growth rather than making a level of growth now switching off to something else. And so we're keeping it pretty much the same goals, but we're adjusting the percentages that we're trying to hit. And so that's something that we had good success at last year. And so we want to take those scores to the next level. This particular in our math goal, we're looking at the work we're doing with our students that are not on IEPs versus our students with IEPs. We're trying to close that achievement gap between the two different groups and we want

019to make sure that our students that have IEPs or students with disabilities are achieving at better levels. And so what we're doing is we're focusing on not only the students who are not on IEPs, their growth, meaning uh through the STAR assessment, we're looking for them, the students that are not on IEP to grow from um making sure that between 40 from 49% of the students up to 60% of the students are achieving at moderate to high levels. Now, with our students on IEPs, once again, we're trying to close that achievement gap. So, we're pushing these students to move at a higher rate. We're asking those students to um focus on high growth as opposed to just moderate growth. One way we're doing that this year with those students is we are we have a

020more inclusive model working with our students. So, we have more students who have an IEP in the area of math in the general ed classroom. And that's a really big shift for us. Before, um, students that were at a certain level were in a special ed classroom and they were not having access to grade level content. Now they are in those grade level classes and they're getting support either through a paraprofessional or one of our special ed teachers, Sandra Garcia, is um in a lot of their different math classes. So, she's supporting them in the gen ed classes. So, they do have access to general ed curriculum, which is really exciting. And so we're really hoping we're excited to see that growth that they can um be able to have in that area. So, um

021that's one way we're hoping to really push our special education students to um achieve a high growth levels from 16.1% up to 25%. Now, in Oh, yeah. Pump this way. Improvement goal number two deals specifically with reading. And one thing that I'm excited about with our reading, once again, we're looking at um first of all, we're looking at the growth that these students are making. We're trying to raise our um students who are not in the TBIT program raise their scores from 69% achieving high to typical growth up to 80%. We made a huge growth goal last year and they achieved it. Students really did a great job with it. And we're focusing in our reading area, focusing on our students who are in the TBIP program, those multilingual learners. And so what we're focusing

022on them is to help RA once again close that achievement gap. We're looking at raising those students um and getting them to raise from the level of um 30.7% up to 40%. Once again, we're trying to get those students to focus on high growth because by going higher, they're going to be able to close that achievement gap that they have. So, we felt good about the scores we made last year with those students and we're excited about that. Uh, making that same jump again this year. Now, how are we doing? What are some of the steps that we're taking? Oh, wait. Let's get back. Um, last year, you could see some of the data when we talk about cell phones improving the education at Quincy Middle School and students being more focused. You can see

023it on this particular slide. You may have seen that before um that Allison may have presented it to you prior, but this shows the growth percentage that our students made at the seventh grade level last year on the SBA. The first column right here shows all seventh grade students, the average um student growth for seventh graders um last year. And you can see where our seventh graders from Quincy Middle School compared to the state average growth. These are the students that made that average growth level. Students right here are our multilingual learners. This is the states multilingual learner growth percentile and this is Quincy's. So once again we achieved our seventh graders achieved a higher growth level than what the state did. And then the the uh last area in ELA, these are our ELA

024scores. Um this is the Washington State students with disabilities at 45% and then Quincy Middle School at 53. You can see similar trends in math over here from the state average growth levels to our Quincy middle school 7th grade students that have uh identified in the special ed program. And then uh oh wait, this is this the overall Quincy school district scores. and then Washington's uh ML students or multilingual learner students here and then Quincy's you see a comparison between the 45 to 60 and then um the last are students with disabilities Washington state scores and then Quincy scores. So, we're really happy about the score, the growth that we made. The students um uh the growth percentiles and and with this number, these students are scored against other students that scored previously just like

025they did. So, they really are being compared to the growth that their peers are making. And so, the growth our students are making are is really exciting. Now, how are we getting there? What are some of the things that as a building we're looking at to get us to that next level? One of them is uh focusing on some things that we call the Quincy middle school power strategies. These strategies are three different things that we look at in our building and three strategies that as a staff we are really focused on to um help our students read. We know that these three strategies are researchbased and they are things that help our students be successful, especially our multi multilingual learners and our students with disabilities. But they're really good strategies for all students with

026these strategies. One of them is an academic language script. Being able to use academic language and helping students speak in academic terms. What you see here is an example of one academic language script. So in instead of a student saying um the colonist should have uh broke away from Great Britain, that's great. But if we use this to express an opinion, a student could say, "In my opinion, the colonist should break away from Great Britain." something like that raises the level of the conversation within a group and within a class. So it it adds the formal academic language to it. This is just one of those scripts. Um we have language scripts that we re got from the Avid program that we we use in our building and there's multiple different areas. Some for expressing

027opinion, some for dis disagreeing with someone else, some for asking for clarification. a lot of different language scripts that help students speak in academic language. The exciting thing about that is that we have several different academic language scripts in our building that really focus in on the different departments and the content area that students are learning. So, they're learning how to use academic language in math class and science class and history class and things like that. So, that's exciting. The the second the next strategy we looked at was marking the text. I'm sure like me, you've probably read a page before in your life and you got down to the bottom and you said, "What the heck did I just read?" And you had no clue. Well, with marking the text, it really helps you

028focus on what you are reading and interact with the reading because the real learning from reading something is how you interact with it. And it's more than just highlighting the text. It's circling key terms, underlining information. It's annotating. It's drawing pictures and things off in the margin that really help you make sense of the content that's there. For a multilingual learner, this really helps them interact with the text or really have an understanding of what is being written there and what what is being read by themselves. And so that's an exciting piece that a lot of teachers are making good use of. The final strategy that we have focused on is >> Oops. >> Oh, I got two of them. >> There we go. Uh, >> did I get >> Sean? One more >> is

029focus note takingaking back when we were in school often times we took notes. We took notes from what the teacher said. We set left them in our notebook. We pulled them out when it was time to take the test and we hopefully read them again to try and make sense of what what it said. That's not a successful strategy for most of our students, let alone our our students that are learning the language or students with disability. It's step two, three, four, and five that really help us understand the content that's being given. And so when we are processing the notes, connecting them to something that already makes us helps us understand it, it it starts to have meaning to us personally. Then we're summarizing what we've learned and we're applying it to new situations.

030So when we use these focus note strategies once again it helps us make meaning of the content. The other thing that we did last year is or this year we started using some what we call guided notes. And once again, it's something that's going to help our ML students to better understand the content because it lays it out. And I'm, as a multilingual learner, I'm not having to write all those notes. I'm filling in some of the key terms to help me better keep with um the content that's being presented, but also be able to uh make sense of it in a manner and be able to get all the information down. What I've asked is Marlene to talk to us a little bit about how they've used the uh power strategies in their classroom

031and some of the things that has made it more successful and helpful for her as a learner. And then the other girls might have something to add couple Maya does also. Sophie, you're good. Okay. So, um, to start off, focus note takingaking has helped me and marking the text has helped me like analyze my notes and I can use it in like all my classes which helps a lot and it helps me organize my work. And I like to do it um by sometimes highlighting my different um bullet points which helps me understand my notes better and analyze them. And another purpose of it is that it's a great study tool. I like to study before my tests and um taking notes like this helps me study a lot and helps me prepare for a

032test. And one last thing is that it helps me understand vocabulary that I don't understand. And up there I have some vocabulary that I didn't understand and some meanings of the vocabulary. And yeah, cuz before I didn't when I would take notes, I wouldn't understand my notes. But now that I've found a way to take my notes better, it helps me prepare for tests and prepare for other work. I didn't click on that last slide. Is that Are you okay with that? >> Oh, yeah. And then I also have a reflection up there for like reflecting on my notes after analyzing them. And just a little summary. I agree with a lot of what Marlene said because it helps me not procrastinate as much as I usually do with taking notes because I'm able to

033go through my notes and highlight the key things I really need to focus on instead of putting a bunch of words in my brain and thinking that I need to remember all of it when in reality I just need to remember what I highlighted. And a summary really helps because it kind of debriefs all what I learned and makes me su successful for my testing quizzes. >> Thank you. >> Thanks guys. The thing that makes has made a big difference is as a teaching staff, not only have we um all agreed that we would select one particular strategy that we would use in our class to support our ML students, but we've also really focused on the impact that using that strategy has had on student learning and being able to see if the use

034of the strategy helped my students learn the content better. And so that has been a powerful piece because teachers are doing more reflecting on their teaching and reflecting on student learning. And in the process, they've done a lot of talking to kids. Was that successful? Was the use of focused notes or marking the text successful in helping you understand this content? Why? What could I do more of? And so teachers are not only reflecting on their practice, but they're helping asking students to help them reflect on what's being successful and what's helping them learn. So these strategies have had a a big impact on what we're doing at the middle school, how we're teaching, how we're supporting our students with disabilities, our students that are uh multilingual learners. And these strategies are good just just

035good teaching strategies to be using with all students to take their learning to the next level. So, um that's a little bit about Quincy Middle School at this at this time and date, you know, being able to look at our our uh um our plans for improvement, what we have done so far, and where we hoped to head in the future. >> Okay. >> Thank you. So when you say you check the yonder boundaries, what is that? You just let them to see that. >> So this is my yonder pouch. Then expectation is that when they walk in, >> they'll sit it on the their desk right here as the teacher's taking attendance, they come by and they they check and make sure and talk to them. Hey, thank you for having your yonder pouch

036and having your phone in it. And they'll go to the next one. So they're able to connect individually with each student. We do have some that don't have a cell phone and they have done the opt- out form and we work individually with those students and at that time then the the advisory teacher there's only about there's 20 or less students in there and they really develop that family type feel in that classroom so they get to know them and their families but yes we are checking to make sure that they're using them properly they have any questions or a kid says I bent the pen on this can you help me then we we work and address it at that time so that we >> idea how many kids coming in from telemetry school

037with phones already or >> quite a Yeah, >> but if you Yeah. And and if they do forget their yonder pouch, because life happens, we do have some day loaners in the office and the kids are really pretty good. They come in and they say, "I forgot my yonder pouch today." They grab one, they sign it out just like they would a day computer and they return it at the end of the day. Uh, occasionally they forget and their teachers bring them down. Again, we're not trying to use this as a disciplinary thing. This really is to teach compliance, to teach a a habit and a structure for those students >> and to make sure their phone is not distracting them from learning. And so that's a >> she didn't say it. She didn't say

038it up here, but in my office today when I was talking to the girls, they she said, "Yeah, I really like it because I don't have the going off in my pocket and I don't get distracted." And so that's the big big difference I'm seeing. >> And Scott, when we did our initial data with parents, it was about 93%. It was it was more than 90% of six through eight students had cell phones cracked and it was a pretty high percentage. >> Pretty close. It was a high percentage. Yeah, it was a high percentage. So, >> and you know, they aren't, like she said, they aren't buzzing in your pocket. You know, I get a buzz. I got What is that? Is that my ESPN feed or what? Someone texted me. What's going on? >>

039Not watches either because those go in the yonder pouch as well. So, we're trying to eliminate all those distractions for them. >> Greg. >> Yeah. I was looking at our opo. And so like Missy said, they have the option to talk. Now we only have about 30 kids school that cough it up. So >> six. Yeah. >> That parent and student have agreed not to bring a cell phone to school. >> Then they sign the forms stating those agreements. Um and it's a different set of expectations for them. So if we do, so currently the policy is if we catch a kid with the phone, uh that phone is brought to the office, the student reports to the office, the student makes contact with their parent, we review the expectations with the student, the parent

040will give them the phone back. If you sign the opt out form and we catch that student, then the parent must come pick it up the first time because one or both of them violated the agreement. Um and so yeah, we've only have I think it was 32 students that opted out of not so it's a good majority of our kids >> impress sorry no >> impressed me the most is the fact that the kids actually enjoy >> being not the less bullying both kids I very challenge to do it wasn't sure what the reaction >> and I won't tell you that every kid absolutely loves. >> But and I will I would say these guys while they they like not having them, there's times that it you'd probably agree it sure would be nice

041to get my phone out and do whatever right now. >> Well, it's such a you can >> for yourself >> and the data and the growth that we're seeing at the middle school, too. I just want to commend you guys for your hard work. that is hard adaptive >> leadership that you guys are doing here and your teachers are responding and doing such a great job. Your students are responding in such a beautiful way and first day of schools middle school was my first stop. I was here about 7:50 in the morning walking the halls with Scott and it was really fun there. Even on the first day of school I walked multiple laps, saw over 700 kids and only saw one student with the phone out. Everybody was talking, engaging with one another. It

042was really it was really great. So, just it's not easy work, but just really appreciate all you're doing. If you ever want to hear too, come here early and hear Marlene's announcements. Marlene, I'm still in announcements. She has a a sidekick. They do jokes daily. They think they're pretty funny. I'm still I mean, you know, every other day they're pretty funny, you know, >> but they have no She does an amazing job on organizes her nose. >> That's true. and she >> anybody else? >> Thank you so much the students and the educators. Great report. Uh we're going to continue with uh the AI update. Thank you. Thank you. Make sure Mr. Ramsey pays up on that. I >> think so. Maybe we've got the whole thicker thing away. >> Okay. Hi everyone. I am

043I think I know everybody in the room, but for those the millions watching at home, I am Sean and I am the director of technology here at the Quincy School District and I am here with Camille Jones who is our digital ed coach and Allison Gaitley who is our curriculum director and we're here together to talk about artificial intelligence uh integration here at the district. If I can get this to work. >> You only had a guy back there clicking for you. Yeah, if I only had >> your hand. >> So before we talk about where we are headed and where we are at with integration today, let's talk just take a quick little look back about where we came from. So about 5 10 years ago, we positioned ourselves really really well for a

044technological advance like this. Uh we ended up teaming with partners like Microsoft code.org. We ended up hiring the best techn digital ed coach that money could buy, Emil Jones, which is a game changer. And then we also ended up rolling out onetoone Chromebooks. So every single kiddo has a device in their hand for learning and for improving outcomes of of their of their education. So, fast forward to 2023 and you guys know chat QT rolled out and basically blew our minds. You know, we were at a crossroads as a district whether to block it all or to open it up or to at least examine what AI could provide for the district and and what it could possibly do. So we ended up really talking it through and decided, hey, this has some use cases

045that could change outcomes of our students and we really need to embrace this rather than bury our heads in the sand. So what we ended up doing was we started with trainings. We started actually learning as a group of three and then started training our principles, our superintendent, those leaders in the district and then started training our staff, our teachers and so forth. And that really led us to you folks adopting a board policy and adopting a procedure and helping us create guidelines and guide rails around AI use case, AI use in the classroom. And then that really brings us to where we are today. I'm not going to take too long on this slide. If we can go to the next one here. Oh, did I actually >> did I did it? >> There

046we go. So there's this sense of urgency around artificial intelligence and some of you probably are wondering still why. I mean but the real truth is this blue line here that is the fusion of artificial intelligence worldwide and it is shooting up like a rocket. Now let's compare this to some things that we commonly use or we commonly experience dayto-day. Electricity, that was kind of a slow roll. The internet once again, yeah, it was it was a pretty quick roll up, but it took a while to get to where we are. Cell phones that are in our pockets, they hadn't had this type of spread like artificial intelligence has. So, it's coming for us and it's coming at a record pace of adoption. Oops, going the wrong way again. So, let's look worldwide. Our students

047are competing in a global economy. They aren't competing just against kiddos in Aphraa. They're competing against kids in Ireland, in France, in Australia and so forth. And this is AI use throughout the world. So, North America, Europe, Oceanana, they are quickly adopting artificial intelligence and our kiddos need to as well. So even look here in the state the darker green means the more use by work age folks. So if you look through King Piers you know the folks the places that you would normally think where AI innovation is going to grow where Amazon and Microsoft are located. But it's not just there. Look at Grant County. We have a ton of use here. So our kiddos even in our local economy need to be skilled with this with so it's very very important. I keep

048going the wrong way. >> See if I can go the right way. Okay. So that's one sense of urgency we have training our kids and giving them the skills to use AI. But the other sense of urgency we have as a district is the well-being of our students, right? Like we can turn our heads the other way and say, uh, AI, who cares, you know, whatever. We'll whatever somebody else will worry about this for them. But if you look at what some of the top use cases for AI today, therapy and companionship, that kind of signals some red flags to me here. Like we need to be talking to our kiddos about this. Organizing your life, finding purpose. I mean, those are some really deep topics that we need to be able to make sure

049that our kiddos are prepared. I mean, I'm sure we have all heard in the news cases of kiddos using artificial intelligence and that leading to suicide or other things. Yeah, we can block AI if we wanted to here in the district or we could just not even talk about it. But if we don't, what are the consequences of that? So, you have something else. Okay, I am going to keep going the wrong way. >> Should I be going? Okay, you should be going that way. Okay, which is the way to go. Go. >> So, uh, Quincy has been all over the state and um represented um uh by in cohorts around the nation and where we often find districts kind of living is in this space of chaos of AI. It's really intimidating and overwhelming.

050Um, and so when we're really thinking about AI, we're decentering AI because AI is not the problem we're trying to solve. We're really trying to um address our student needs. And as Sean talked about, if we're really uh addressing our mission um and our mission statement, we know that we really need to empower every student to achieve academic excellence and and graduate prepared uh for a successful future as an engaged and productive citizen. And to really be truly prepared, we have to make sure that we're being intentional about how we integrate AI and teach our students responsibly how to use it. So part of what we are doing is looking at our profile of a graduate and where um in our profile of a graduate can we actually use AI tools to help students um

051develop their research skills to be a skilled um creator or how do I uh develop multiple perspectives or understand multiple perspectives using AI to be a collaborator? How do I set goals using AI to be a forward thinker? and really how do I know that I'm making a difference? And these are all rooted again in um what our community has said is really important skills, lifelong skills that we want all of our students to know. So, as we're thinking about AI, again, we're not thinking about uh AI as a standalone something else. We're thinking about how do we really integrate it into what's most important to us here in Quincy. And so to do that to move from chaos to really organized um we are using this model around guidance and policy which we talked

052about um improvement and transformation and organizational learning. And so an an example of organizational learning is taking something that's really complex for our teachers to be able to do which is understand all the diverse needs of the students in their classrooms. Um, and if you think about a secondary like a middle school or a high school, there's multiple classrooms and or multiple classes across the day for one teacher and in every class there might be very diverse needs in that classroom. And so, how do we help support teachers in thinking about how do we address all those needs in the classroom? And uh, we developed an AI chatbot, a customized um, GPT uh, to really address the needs that our our teachers are really asking for. And so we have different um uh things that

053will walk teachers through um how do they really address the things that they're really asking for. >> So um I'm just going to share a few of the other projects that we've been working on this year um up to this point or have planned for the year. And one of the big exciting moments we had this year was that a team from Microsoft came in in September and did a lot of interviews with our students and teachers and filming our students um to um showcase Quincy School District's AI in integration at their Microsoft Elevate Washington launch event which was where they were launching their big project that they're going to be supporting uh all Washington schools students and teachers to develop AI skills um for the future. So, I think if I hit play, it'll

054play. Let's see what happens. Oh, shoot. Okay, Sean. >> We're educators at our heart. And so, it's important that we're always educating as we go with changing technology. Part of that is being innovative with AI. We've got to embrace it. We've got to learn with it. And we've got to put all the tools in our toolkit for our students so they can be successful. CTE is career and technical education. It's preparing students with industry level certifications, training, and knowledge. >> We have classes ranging from engineering across to agriculture education to computer sciences, business, IT. They're learning to weld. They're learning to fix motors. They're learning how to sew in textiles. All these skills. >> It's hands-on education. It's applied learning. They're not just getting to explore, but they're really getting to be prepared for that

055next level in industry. AI really is the future. It's going to be used a lot more, especially in these upcoming years. If I learn now, I can have the upper hand after high school. We're enhancing learning. We're not replacing the student work. It's a lot of back and forth like working with a team. >> I don't take everything AI gives me. I make it into my own words and my own creativity. >> I use AI in my classroom daily. It was able to take things that are very difficult for even some adults to understand and give it to kids in a way that they can understand it. And that gave me more time, more power as their teacher. Before a lesson planning for a whole unit could take upwards of 3 weeks. Now with AI,

056I'm doing it in 4 days. >> With that time saved, teachers are not burning out. They can give that attention back to their students. >> AI is allowing them to feel more freedom in the classroom. Having more freedom in the classroom creates more engagement. We're creating highlevel employable students and that's why I got into education. So that was kind of our kickoff to the year that we um got our minds and our hearts really focused on where we needed to go and they helped us tell that story. So we really appreciated that opportunity. Last night we had another opportunity. We um had our first family engagement event related to AI at the high school. It was sponsored by the CTE department and um supporting our elementary students and their families to come in and it

057was a just great event. We had uh we estimated about 150 people there. Um Representative Alex Uara was there and spoke to our um our families and students. We had nine different hands-on activities. Some of them used computers, some of them were offline and just helping students develop the skills. But the whole focus of it was around developing AI awareness. Not just trying to get our 5-year-olds excited and playing around on AI tools, but to help them start to engage in conversations with their families so that when those situations do come up at home, the parents are really more prepared to be able to talk it through with their kids. Some of the feedback we got, um, one of the parents said it was just really incredible information. 87% of the parents in the survey

058we did, the exit survey said they would definitely recommend it to other families. The rest of them said they would probably recommend it. So um, and um, yeah, we'll have a couple of other stats we'll share. Um, the other thing that we introduced there was our AI readiness framework that we're um, envisioning this year. This is a really big next step project that we have and we've actually applied for the Microsoft Elevate grant um and should find out soon if we um get that. If we do, this would be the focus of our work is really digging into what do we mean by integrating AI actually in the classroom for students at each grade band. So in elementary, just like that event, we'd be really thinking about how do we talk to kids about what

059AI is and how to notice it in the world around them. being aware that Alexa is not a real person. It's not their friend. You know, those kinds of things that we know our little kids are out engaging in um every day. The middle school starting to provide structured opportunities with a teacher for the student to begin learning how to use AI safely and make smart choices about when, how, or if to use it. so that then when they get to high school and they are in all those CTE classes or even in their content classes, they can really be thinking about their future and how they're leveraging AI as a tool to support them in their next steps either in the classroom or as they move forward. And we shared this with families last

060night. 87% again of families uh responded favorably to this strategy that we have um envisioned and the rest of them said they were neutral. There was zero people that said this was the wrong direction to go. So that was really encouraging to get that kind of feedback from parents. And then lastly, another big piece of this is figuring out what tool we're going to really prioritize to put it in front of students in the classroom. Um we get this question when we present around the state a lot. Which tool are you get using? Have you purchased one? Are you adopting one? And we have always said no up to this point because we've know this is really quickly evolving um landscape. the tools that we have been introducing to teachers have changed. The features that

061they have have changed so much. And we do know that that's probably going to still continue to happen. But we have gotten to the point where we realize that for our students um and for our staff in order to really begin to be more intentional about getting in the classroom. We need to be able to help teachers how to put a tool in front of students that they can monitor the things the students are doing. And in chat GPT, if a teacher says, "Oh, yeah, go ask chat GPT about this thing. We're going to practice it today." Well, the teacher's never going to be able to see that chat thread, but there are some educational tools that are out there that allow the teacher to have all the access to the back end of what

062the students are doing and that and then can summarize all of those student conversations and say, "Hey, your class is really doing well with this concept, but they need more help here." And so then the teacher can keep talking with that data and plan for the next steps that their students need in their learning. So there's a lot of um things. So we are feeling like we're getting to the point now. We have delayed our adoption of an AI tool, but we're feeling like we're getting to the point now where we really are ready. We know the reasons why we want to bring AI in front of students and at what points and for what purpose. And so um we know that's one of our next steps. So thinking about AI for learning, we these

063are in the yellow box. That's the really priority reasons why we want to have AI in the classroom for learning. And so this that's our most sense of urgency around figuring out what's that tool so we can begin to really intentionally and deeply help teachers learn how to use it so then they can feel comfortable bringing it into their classroom. And then there's the other piece of it is the AI for working. And the teachers in the video talked a little bit about that. Allison in the chat bot that she shared with you um was about that helping our the adults in the district to um use AI for their working purposes and that is we feel like a little bit we have a little more time to make a decision on what that would

064look like could be more like the co a co-pilot Microsoft chat GPT Google has a Gemini um but chat GPT has just announced that they're giving full access to chat GPT for to all educators in the country for the next year and Microsoft with this elevate is also giving full access for free to all educators in Washington state for the next year. So we have a lot of access to free tools for working specifically that we can have take more time to keep um exploring and learning about and understanding how they use and benefit us within our systems. So that's all the things we're doing around AI. You're up to date. You're up to speed. Any questions? >> I can't understand the tool. What are you talking about? >> Tool means like which brand of

065AI, which >> platform you can subscribe to a certain one. And with the subscription, you get more um higher quality responses and more features like the ability for teachers to monitor what their students are doing and more security with the data that you type in as well. Um Sean, you want to add anything? >> Yeah, and a lot of the tools that are student facing, they actually have um sorry well-being type of stuff built into them. So there's alerts for um any type of harm or any of those types of things as well. That's a big factor to what we're looking at as well with the credits. >> So, what about when they're home? I don't understand. Um >> yeah, >> I of course you're all well aware that I had read an article about

066some of the downsides of AI and uh one of them was AI and stamination because they're using it for their emails. They're using it they're not using their brain. They're saying that this means that there is a deficit in their cognitive thinking, I guess is the word that I want to use. Um, they had some researchers that monitor brain activity. They had like 54 kids from Boston. they had write essays and they each had a different category. Uh three of the or the three essays had conditions. One would use the GP uh chat GPT using Google uh for research. Um another one they uh had to do it on their own. They had no access to AI. And then researchers were monitoring their brains and they found that AI users showed a significant decrease in

067neural age. How do we get around things like that? Um I I find that very disconcerting. But they're not saying it's just children, it's adults, too. >> Yeah. and they feel that it's going to be a bigger problem than just dementia for all of us like not us. I'm saying I'm not even >> but >> it sounds like there's a lot of real risks that we need to think about. >> Yeah, we agree. I I agree with the risk that there are risks and one of the things that we're really trying to do with building systems for students to practice especially through the lens of our um profile of a graduate like critical thinking when you're using AI how do you triangulate information to make sure that this is accurate information how do you analyze

068what it suggests so then uh you can respond in a way that you actually are thinking really critically. And so that's the kind of things that we're going to integrate with the use of AI in our instruction and assessment. And that's it's going to take a lot of intentional work to really practice. Uh but if we don't do that, then students are just left alone unguided to figure it out. And then that's where >> really negative results happen. >> I mean, I know there's no stopping it. >> Yeah. But I think we >> it's going to be their way of being employed >> by the time a lot of kids get out of high school. They have to have that ability. >> But uh >> I just can't see us being responsible for some of

069these negative things. And >> I want to know how we can take part. I know that Czech DBT of course after they had an incident of a student taking his own life because he was looking Uh they have immediately then put up some bar rails but I see all sorts of things because kids nowadays have so much in their lives >> and little direction because parents are both working and it's >> and I think you hit it right on the head there. you know, with with parents so busy and whatnot, what what better safe space to learn these skills of of and have humans interact with AI in a safe way and teach them that as opposed to like Allison was saying, leaving them on their own to head down this other path. And I'm

070really thankful that the board, you know, took the step to right out of the gates with the policy and procedure, but the forms behind it about when AI can be used, when it might be used, and when it can be used because it it it gave some working parameters for our students and some guardrails for our teachers to at least kind of live in. Um, and you know, there's there's a saying that I I picked up and I love. If you give copy and paste, if you give a copy and paste assignment, >> expect a copy and paste result with chat, you're not going to get a lot of brain activity. So, as educators, we're really thinking about >> project based learning, mastery based learning. You know, you saw the CT shop show us do

071all your planning. You have AI, but at some point shop, you're have to show your design. You have to prove your skill that you can do it with your hands. >> So, I think it's really positioned us well. And that's one thing where we haven't why we haven't jumped into a tool because one, there isn't a tool that's approved for children younger than 13. >> Um, so I'm I'm very hesitant to jump into anything even if the vendors say it is it safe. I'm like, well, I don't I don't believe you at this point. Um, you have to really show it and we're being very critical. That's why we're taking 18 months. And you know, we could have the the Elevate grant. We could have gone anywhere with that grant. We could have said we're

072going to use that $75,000 to to purchase this really cool tool, but what we'd like that money for is to really build build some parameters around AI literacy so our students, families, and teachers um are comfortable using AI and we have a really solid plan for that. So, just continue that deep thinking work. Um and I know our student board reps have their hand up. I want to make sure >> I I honestly I kind of feel like um AI should be used as a tool, not a necessity because I feel like if we just keep using it as like as um if it just I keep asking um AI for just like almost everything then at that point it's just kind of like >> yeah you can't think for basically you can't really have

073your own thoughts or own ideas. I feel like maybe if you ask AI for ideas, you could use it. I don't I don't know. But it's like it's like a it should be used as a tool, not that's that's my that's my thought process on AI. >> My famous had her son lead me around some of the ways that he was applying. It's quite interesting. He uh wanted to know he was he was looking for a direction with his life but he had to learn confidence. He had to learn how to speak and he got some really good tips on how to go about gathering this kind of thing for himself >> which I think that's great. And that's one of the things I want to add is that um last year at the NCCE,

074which is the education technology conference, Nick and I, Sean, there's a big group of us that were at one of um Jeff Utct who's been a leader supporting us ever since COVID on how to understand this whole changing everything with technology and education. He talked about um a research study that he had recently read and he was speaking to us in thinking about training our adults, our teachers, but it applies to students too. and he said um in that study it showed that the more people actually learned about AI and and developed their literacy skills around how to use it and what it what it does and understand like how it works and all of that actually the less they use it because they start to understand its limitations, its flaws and then can think

075more critically about if how and whether it's the right context of a time to try to use it. But people, if you don't have any of that knowledge, you just think it's some magic tool that's going to solve all your problems. And I don't have to think about this because AI is going to do it for me. But it's actually you need to be very critical thinking very deeply anytime you engage with AI. But we need to help our students understand that that's the case. >> It's absolutely a tool that's going to be necessary when they graduate. I appreciate the integration with the u the graduate picture and the work that has been done. So it's a great time. Thank you so much. >> It's kind of It kind of reminded me of like the

076internet because you can't really trust every single source that you see. It's it's like that. It's that now it's like with AI instead of like with websites now, but it's like it's basically the same. >> Yeah. >> Thank you so much. Appreciate it. Um >> we're gonna move on. There's few more items on our agenda. Few more. >> Thank you so much. Uh, we're going to continue on to the harassment intimidation procedure overview. >> You guys want to take a a stretch, a couple minutes to stand a little bit, then >> good to go. All right, power through. >> Right. If you go out the dark, turn right and then right up the ramp. There's one that's really good. >> All right. Thank you guys very much. >> We're going to be talking about harassment,

077intimidation, and bullying. So, I was going to go through the policy and procedure line by line and just kind of hammer it out again, but I figured you guys wanted more of a story kind of a little bit a little higher overview. >> If you have 26 slide what you see point, >> so it is linked in your on your slide on your side, so you guys can go through and see that if you guys need to. Uh, but really what we want to do is kind of tell a story. I'm going to go through the district level requirements that we have. Um, and then we have our principles who are going to go ahead and share kind of how we identify, investigate, respond. There are timelines uh that we'll teach you guys about. And

078then uh finally, really show you what we do to promote positive school climate. It was a great presentation from QM. And the truth is um a lot of the things that we deal with, you know, we want to see all of the good stuff, all of the CTE and and we have 95% of our kids doing that. But when this happens, when something there is some kind of harassment, intimidation, or bullying, we really have a good process to go through. That's what we want to teach you about. But the last one is how do we promote positive school climate? And so we're going to show you some of the things that we do that we believe have affected uh positive school climate. and proof was that QMS. So there is uh because I've got the

079boring side, I'm going to show some of the some of the things here. It's not going to hurt. >> I promise. Full day hip training you guys did. >> So we do have an RCW that defines harassment, intimidation, and bullying. And really it gives you the four points. Physical harm, student damages, uh has a effect of of substantial interfering with students education is so severe, persistent, pervasive uh it creates intimidating threatening educational environment or has the effect of substantially disrupting orderly operation of the school. We have a procedure 3207 which we kind of put that same definition but a little bit easier to read for our parents and staff and it's on our website. Uh again it's in procedure refers to any malicious act which causes harm or students physical well-being. All three of them

080are exactly the same with some better wording and we do want to inform you. you'll hear a little bit later. This is given to our staff. Uh we train on this and so we have um safe schools that we go through. We have parent meetings that we describe some of the things on and we know that it's also with that one thing that's missing here is it is online. probably 90% are poor principles and uh vice principles. Most of the issues that come into our building started online I would say in the last decade right middle school saw it uh last couple years that have really tried to curb it but starts with social media post somebody saying some rude comment and then that comes into our school that we have to address and that

081is something that we do address anything that's happened at their home and we have u evidence that shows what they said and what they did and if it does fall into this category it is investigated and even if it doesn't fall into HI. I want to make sure everyone's clear. Everything that is brought to our attention is investigated. So, compliance officer, that's me, used to be Nick. He still takes a training with me. He's so awesome. Uh, so we both go through a training uh once a year that says, "Yep, you are you're allowed to be the compliance officer for your district." Uh, we serve I serve as a primary HIP contact for the district, which just means I have that connection. I'll do the report. I have the connection with OSPI. I get the

082emails. Uh I receive all the formal reports, but really we have the support. I'm there to support the principles. Whatever building it belongs to, that principal is bringing the students in, making sure that they're doing the investigation and then facilitating meetings between staff and parents or guardians if needed. I'll be the notetaker in in some cases reporting the HIP. So, we have um anonymous online reporting. We have vector training that on the anonymous online reporting gets sent out to the building principles and myself and and also to Nick and then it has a kind of a timeline to say if it's been taken care of or if it hasn't been and then where they're at in that in the stages of investigation. Soon as this gets done, we'll get on the phone with that principal

083and then we kind of um go through and assess. Staff must report to uh all HI complaints whether formal or informal. We have signs with uh QR codes all over the building so students can self report and then parents or students can report in person or by phone. Actually, that's quite a few of the elementary ones. Mom gets on and say, "Hey, this just happened. We need to figure it out." And so then that's that'll start it there. And then investigation. So we have coordinated with all of our administrators. They have to assess these are the actions that they have to do. They got to they have to assess potential uh for harassment. They determine if there's significant risk. The first thing we want to make sure is are the students safe? This is what

084was uh noted and then is that student safe? Then we notify parents and take appropriate steps to stop any kind of uh harassment, intimidation or bullying. All of those steps have timelines per OSPI, per the state. So that first step of notifying parents, we have to report within two days uh of the students involved. Both the victim and the perpetrator or whoever it is, whoever's involved, those parents have to be notified within two days. Hey, this is the report we get. Most of the time it's from one of the parents, but we have to now report to the other parent saying, "This is what was said. This is what we're investigating. Then we have five school days to conduct the investigation. Now there is a clause if it's maybe involving multiple students, it's going to

085take longer. We do uh have the opportunity to take as long as we need as long as we report that back to the parents and students that are involved. After we conclude that investigation within two days of completing it, we have to notify all parties involved and then give them the appeal appeal information and complaints and also discipline appeal if discipline was issued uh based on the investigation. Then we follow all the appeal procedures just as we would any other uh suspension or long-term or emergency removal, whatever it is. Now, that's the boring piece. We want to really take you through what the details are and so I'm going to have Colleen go ahead and move forward with it so she can say from a secondary standpoint and then we'll move on with uh elementary

086side. >> Yeah. So, you know, um Mr. Garz has shared with you all of the the requirements that districts have and the letter of the RCW, the rules, and all the details. Um, but but this is just kind of an opportunity to think it through as if you were an administrator who had a complaint come to you. What are all the steps that we're going to take? So, let's just say that I received a a complaint um and about uh possible harassment, intimidation, or bullying. Um, let's just say this one came in over the phone. It could have come to me through the anonymous reporting system. We get an email if someone enters those in. Um, but let's just say this one came in over the phone. Right away, I'm going to be um letting

087our compliance officer know that there's been a complaint and that I'm working it. Then we start out by gathering information. And this takes a lot of time sometimes. So, first thing I'm going to do is interview the person who calls with a complaint and get as much information as I can from them. Then I'm going to go and find the targeted student um and pull them in and ask questions about this from their perspective and get all the information from them. taking really careful notes from all of these conversations. Then we're going to go and talk to the alleged aggressor or aggressors. If it's more than one person, um when we're having those discussions and interviewing those people, we're finding out who else was around or may have witnessed it. Then we're going to be

088pulling in all of those people and doing those interviews and taking those notes. um we will go back and look in the the the um alleged aggressor's discipline record or to see if there have been any previous complaints or if that targeted student has had um been a target previously to try to get other background information. Um and just continuing the whole time to connect to any other students or staff that may have additional information that helps us understand what happened. Then this whole time we're kind of letting our compliance officer know where things are going. And sometimes there's other pieces that have to take place and it can be hard um for that complaintant to feel like this didn't get solved just quickly. But when you see all those steps, sometimes that takes several

089days to get through all of those different people. And sometimes law enforcement is a a piece of this puzzle. And um we may need to wait for certain pieces of information that law enforcement helps us with. For example, warrants on cell phones and cell phone records. Um fortunately, this full level of investigation does not happen very often. Um but these are this is what it might look like if we were going through that process down. Right. Okay. Um so once you've gone through that whole process now we've got to decide what's the corrective measure for this situation. So um depending on the situation that might include things like referring for some counseling education reteing of of social skills so that the the aggressor understands why this is not an okay thing to do. Of course

090discipline is often a piece of that puzzle. Um might there might be suspension involved. Um, and depending on the situation, there may be law enforcement involvement. Um, the the other thing that's sometimes hard for a complaintant or a targeted student's family to understand is that these things will vary depending on the history um, and the nature of those problem behaviors. So if this is the first incident for a student um accused of harassment, intimidation of bullying, it may be a different result than if this is the third time that they've had uh something happen. Um also dep the developmental age of the student um of course has an impact on that and it's we follow discipline policy 3241 and it has a a a grid of depending on the age of the student and what

091was determined to have been the offense what the you know um starting point is for discipline like whether or not it is a suspension offense if so how many days those kinds of pieces. So we have some guidance to follow with that. Um the other thing that's sometimes hard for for people who made the complaint or the targeted student and their family to understand is discipline records are considered confidential education records. So we are not always able allowed to give exact details to the targeted students family or the complaintant about exactly what discipline consequences the uh alleged aggressor got. And so um that can be hard because it may seem like nothing happened when in fact perhaps something did happen but we were not able to give all those details. So, we can't what we

092can do is we can get back to them and confirm that we did complete an investigation. If it's taking a long time, we want to be getting back to them every week, letting them know that we're still working on things. Um, we can let them know the results of the investigation. We can let them know um that we are taking appropriate actions based on the investigation without giving them the details of what those actions were. Um, and in the case that part of our plan is to create a separation agreement or some kind of a safety plan, we can share that information. So, for example, um, let's say I had a situation at QIA with two students that are online. Part of my, uh, plan might be that student A is only going to come

093for their Inerson day to school on Thursday and student B is only going to come for their inerson day on Tuesday to keep them separate. I can it's I'm allowed to tell both of those families about that plan and why that's set up that way. Um once this investigation is complete, if the targeted students family is not satisfied with the results of that investigation, they do have the right to appeal. Um they can appeal to the superintendent and if they are not satisfied with the result from that, they have the right to appeal to the school board as well. Maybe there it goes. Sorry. Um and then the other thing that that is happening along with consequences for the aggressor is thinking about all the ways that we can try to support that targeted student,

094making sure that they feel safe at school. Um that might include things like I talked about earlier like a separation plan or a safety plan. Um, we might be thinking about whether or not they need some extra counseling check-ins, whether or not they might need some kind of a if it would make them feel better to have some kind of a transition plan. For example, they leave class a few minutes earlier than other students or a few minutes later than other students to avoid an area that might make them feel anxious where some targeted bullying may have happened. Um, and when we're building that plan to support the student, we have to think about and consider, you know, how pervasive was this harassment, intimidation, or bullying? Was it something that was happening repeatedly over a

095long period of time? Um, what's the age of the students involved? And, you know, how severe was the situation um when we're making plans to support students who have had those situations. So um you know that's kind of gives you an idea of what it's like when we when we go through an investigation. It is very time consuming but thankfully we don't have major complaints like that that we need to investigate very often. Um but where we really like to spend our time is in prevention instead of reaction once we've had a situation and had a complaint that we're investigating. We like to spend our time in prevention so that we can help make sure our kids have the social skills to be able to make good choices and not have students experience harassment, intimidation

096or bullying in the first place. >> Paul, you want to pause just any questions from the board just based on how we respond? >> Yeah. You want to any questions about that investigation piece where we Yeah, >> I do have a question. >> Yeah, go for it. >> Um, looking at what you're just talking about like separation and safety planning. I'm just curious and it goes back to your definitions of uh harassment, intimidation. Um I just am curious in your investigation, what if your findings are your own perceived determination versus what that student is feeling? You know, like how do you >> take that into account? Yeah. And then also like if they don't feel safe because we're supposed to provide a safe place to learn. >> Yeah. >> Um >> separation or the the

097plan could look unique to that student >> definitely and often does. Yeah, definitely. A a a big um piece of this is you have to really get to know to understand the specific anxiety or fears of the student to be able to provide a plan that's going to help support that. Um so those certain solutions might not make any difference to one student, but they may make all the difference to a different student. So you have to really work individually with them to kind of find out what that piece would be >> alongside them. We don't make the plan for it, >> but we let them know what would help you so that you can feel safer. Where would you like to be? What's going to it's alongside the student. They're helping >> and that's

098at the vice principal level typically, right? >> No. No. >> So, you know what I would add? U what keeps us safe from perception is we work through this with the team, >> right? So, I have a situation that I'm working with when I'm talking with Miss Coy, I'm talking to Mr. Ramsey, I'm calling Mr. Regard, I'm calling Dr. Bergman. Like, it's not making a decision. It's a team looking at the totality of the evidence and that helps us support the person, >> the evidence of the situation, what happened, but also the historical needs of that student, their developmental age, all of those pieces have to go into trying to make a plan. Um, you know, if if a student experiences harassment, intimidation, or bullying, we can erase that it happened, but we can try

099to help them manage their feelings about it and we can try to provide as much um security and safety for them moving forward so that they still feel good about coming to school and can focus on learning and not their worries about something that happened. >> Dane, are you hearing like the student perspective piece where the student may be down like, "Oh, it's not a big deal. I don't want you to do anything or you just tell me a little about that." I think it's when they tell their teacher and the teacher maybe looked at the literal definition of the law but yet the student they they're worried they're full of anxiety but the adults didn't take it that way. So then concern really where >> how are we ensuring >> that our definitions actually

100match the reality for you? >> I think that's a good question. I wonder if when we talk more about the prevention and the way we're helping students understand, you know, what because there's there's true harassment, intimidation, and bullying, these very serious ones that are very rare, but what is super super common is student conflict. Like students have conflicts all the time, and we address those too just because they aren't managed in the same way. Um, you know, we definitely have to address those too. difference of like criminal harassment versus just like >> uh a lower level of harassment. I guess that's what I'm saying. Our current definitions to me >> uh don't actually like include anything about intimidation or like really aggressiveness >> or you know like those indicators that lead to disciplinary action. And

101when we're working with the kids, I think actually Miss Porter is going to share a little bit about this too about how when we're teaching kids about the difference, for example, bullying. There's a difference between somebody being rude, mean, unkind, or bullying you. And bullying is happening over time. There's a power difference. Um, and we teach the kids, you know, when you have somebody being mean, rude, unkind, what are some of the skills you can do to manage that conflict? And when is it a small problem that you can try to manage yourself and when is it not a problem you can be trying to manage yourself and you need to go to an adult and get an adult to help. >> But going back to your point if even low level but we know

102it's not by definition harassment bullying >> it's not that nobody is not we are addressing those as well. We addressing everything >> and staff every every staff member they have to be anyway trained on the definitions that through safe schools pretty >> there's nothing that come to a parent and say hey this kid bully me and or he pushed me they're they're going to address that. They're not going to say just go keep playing somewhere else. That that doesn't >> but there are times where the parent addresses in the moment and you know parents have the right to. there's a teachable moment. Um, and that might not get back to the office necessarily because it was just a little minor playground issue. Um, sometimes it does. It all depends on the age, the how many

103times has the kid done it. Is this his fifth time that he's accidentally running to the same student? You know, that that there's just so many factors that the decisions are admin to make and staff have to make. that every staff is member is trained on this >> where there's a great story that that Colleen shares where >> a kid came in and said or you can tell it. >> Sure. I mean this is actually a fairly common example like I had a parent call at elementary and say my kids getting bullied at recess. There's a fourth grader who's taking the ball away from him all the time at recess. So, I start kind of pulling in, finding out what's going on, and I talk to the the older kid, and he's like, "We're playing

104basketball. That's how you play basketball is I take the ball and you put, you know, that's how you play basketball, right?" So, you pull the other kid in, and they are, we're teaching and learning about that's how basketball works, but if you don't like that, you can play. There's there's soccer going on over here. There's, you know, some of these other things. And the kids's like, "Oh, oh, you know, he didn't even understand." and I called the parent, but all the mom knows is there's a kid out there taking that ball away from my kid. You know, they instantly think it's like highlevel bullying when really there's it's not always what it seems to be at first. So helping the kids understand that that's why the third part of this presentation is kind of about

105how are we training staff to know what is which thing what what what requires what type of response how are we training the students and working on them developing those skills to understand when is this a situation that I can try to manage myself with some of the skills the conflict resolution skills we teach them like when do I let it go when do I walk away when do I tell you you need to stop um and when is it a time when I need to go get an adult and have them help me? And that's super tricky. Um, coming from the elementary uh perspective, it's super tricky to help kids developmentally grow and learn when is it a problem I'm trying to take care of myself and when is this a problem that um

106I mean adult. But we have some tools that we use for that that have been really helpful. >> Yeah. But what Colleen said is I mean really true that there's a big oversaturation too of the word bullying. I mean, we have parents call and say that their kids's being bullied just last week went to the counselor's office and a kid runs faster than him and he was dead set that that's his bully, you know, and so then was like, "Okay, we need to do education with the student and with the parents about what that what bullying is and what bullying isn't." But just because this was like what I really wanted you guys to know, and I know they've said it also, but was even if it's not those definitions, like it doesn't meet that.

107I know uh my building and with my colleagues that we do still look into every you know all the different things that come up. We have parents call almost every day about something, you know, that happened on the playground and we look into that, you know, to see, okay, what happened? We'd have time look on the cameras to see if like somebody really was injured. I mean, rather if it it meets the definition of bullying, it might have been a one-time thing, so it wouldn't, but it's still a situation that needs discipline, restorative practices, you know, having the kids apologize, and parent communication. So all those things still happen even if it's we don't find that it's bullying right because bullying is super serious >> because one thing that we have a lot of and

108have not solved and it's good job security because it's probably not going to be solved soon is students do have conflict and they are going to have conflict and so we have to teach them how to manage that conflict as best we can and when to try to manage themselves and when to get adult help so that as they get older and move through into bigger and more risky situations, they have those skills to call on. Yeah, for sure. >> Something that I would add, conversation I have with kids is a lot of times we say, "Oh, did you report it?" Well, I I reported it to one teacher. Well, >> yeah, >> if you report it and something didn't happen, report it to someone else. >> We tell them that all the time. >>

109Talk to talk to the parent, talk to the teacher, talk to the counselor, come to me. Like you, we do ask you to keep reporting. And if you don't feel like you're getting that response that this person not receiving it, someone else to report it to at Walmart to get prevention followed >> and that's like a systemwide approach because we teach that at elementary also that's part of our um second steps bullying prevention unit is you know when we well Gus will use the analogy with kids when your parents tell you to stop something do you always stop the first time well no and sometimes that's with kids too they you might tell them to stop once and they don't stop you need to tell them and it's okay to be forceful we teach them

110to put their hand up and to say stop I don't like and that's okay and a lot of the kids think that that's being mean, you know, at first and so we haven't practiced that. Especially kids who are quieter, they don't want to get up and do that because they feel like they're being aggressive when that's what they need to do is tell other kids to stop. >> Um, but what Colleen was saying, if we go to the Kelso's choice, >> Yeah. >> um slide. So, we have Kelso's choices. Maybe some of you guys that have elementary kids have heard of that. >> Should we skip over the how we train staff or do we want to do the staff part and then jump in? >> Jump right to it. >> Right to it. Okay.

111Okay. So you'll see there's also a slide that has lots of resources that we have. >> So we the these slides that we're skipping were all about how we train staff. So we train staff and then we were going to share about then the elementary and secondary prevention methods. So jump in and tell about >> Yeah. So um the this is kelso. Um and what Colleen was saying was right on if you have a big problem tell an adult that you trust. Um, and so we kind of go over what big problems are. Well, we go over what big problems are, what small problems are, and we teach them, you know, you're smart enough and strong enough to tell another person to stop and to use Kelso's choices. And we teach those choices. Right now

112at Pioneer, we do it during our library time. Um, and so, you know, they could choose if they have a small problem, choose um two of those. Our parents all have these on the playground to help um facilitate if kids come up to them and they're having a conflict and they can say, "Have you tried tried Kelsa's choices yet? Go to another game, talk it out, share um take turns, ignore, walk away, tell them to stop, apologize, make a deal, and we teach them rock, paper, scissors, you know, wait and cool it off. Um go to another game." We also there's some videos that go along with this. We have the materials in Spanish also for some of our emergent English speakers, but we al um teach this to our parents as well. So, I

113know at my pack meetings, we've gone over this. We just last month talked about um what bullying is, what it's not. Um and then that we still have conflicts that need to be addressed and mean behavior isn't okay either. You know, being unkind to each other is not okay. So, how they can work those problems out. Um, and I know that Gus also went to our migrant pack and shared these same slides also. Um, go back to really quick. So, um, we shared this with our parents. We shared this with the students. Is it a typical conflict or is it bullying? Sometimes things happen on accident. Kids think it's bullying. Bullying would be if it was on purpose. Is a typical conflict. It might happen occasionally. Bullying happens more than once, right? the in bullying

114situation, a kid's not going to feel bad usually for what happened. In a typical conflict, kids will feel sorry and attempt to solve the problem that happened. And with bullying, there's no attempt to solve the problem. Um, also, there's the whole equal power versus unequal power. That is another, you'll see in the definition, another um piece that we look at to determine whether it's bullying or not. That one can be kind of tricky because, you know, it could be a kindergartener or fourth grader. It could be that would be unequal power. It could be in the same class like a kid that's super popular and a kid that maybe isn't as popular and quiet or you know somebody who's really loudspoken and someone who's not. We look at that to see okay is it an

115equal balance or is there somebody that has more power in this situation and then whether or not it's happened um more than once. Slide right here. Um and we teach them you know recognize it. Is it mean? Is it on purpose? Can I get it to stop myself? So, these are slides for the kids. Um, report. Do you need to report the bullying? Keep reporting. Even if you've told somebody and you feel like it hasn't, they haven't done anything about it, keep telling and refuse them. So, you know, we talk about bystanders, bystanders. Um, so kids that, you know, they're seeing something that's happening, don't join in. Help stand with the person who's being teased or bullied and then go and report it with them. >> And curriculum is all elementary. Yep. All elementary. It's

116the bullying prevention unit. And um there is a slide that we have. It was really busy so I didn't put it in there, but I'll I could send it to Nick to send out. It has all the curriculum. You can go to it. It's linked there >> and shared presentation other times you've seen it. He would recognize it. >> And you'll find those same recognize reports all across like all the second steps like you know it could be a kid like it's the child protection unit. So, you know, unsafe touch, safe touch, uh if you see a a firearm, you know, you recognize that's not okay, go run and report it. So, it's the same kind of steps, the three Rs that we teach them. Um, so, and then there was just the one other

117slide that has all these different supports that we have in place. Um, the second steps curriculum, that's what you just saw. We have lots of different opt things that we can do. And if there really truly is bullying and even sometimes when it's not classified as bullying, but there was still some issues with with between kids, we have um coordination of care. So, we talk with, you know, our um mental health providers. We make referrals for counseling for outside services. We can do, you know, short-term counseling within with our school counselors, but for any long-term counseling, we refer out for that. We have a lot of um therapists and uh case workers who come to our building weekly to see kids there and it's all through you know the parents insurance and they just come

118in we just provide them a space and so I mean I know my building I have probably about 20 kids getting counseling services from outside providers right now and it's really nice for the parents to they don't have to go take them somewhere they just come right into the buildings and that for me and having Pam Dugan too that's been a game changer she's also a um mental health mental health therapist the social worker. Yeah. >> Just have so many questions. Does this include like uh like schedule changes >> like the HIV? >> It can't. So once we get to that harassment, information bullying if we found that case then yeah absolutely. >> Um you know I can speak to the middle school and secondary level we have typically it is the aggressor that is

119going to have to go through the schedule change. As far as like therapists coming into the building, they just kind of show up whenever they can and we say, "Well, except the one that we have that comes every day of or every Tuesday, you know, all day long. Other than that, they just drop in and we just make the kids available to them and it's like a 20 minute appointment. So, it's, you know, it's worth it for them to miss. They don't miss lunch or recess. We don't pull them out of that. But anything else, we make them available." >> And that's true in all of our buildings that students are able to support basketball. And then we have just a couple more about what's happening at secondary. >> All right. >> So, uh, that

120slide will look very similar. Um, as far as the support staff, we have counselors, social workers, u some of our district support staff. Uh the difference um here at Quincy Middle School um is this we run a lot of this through our advisory class. So the way um Quincy Middle School does it v advisory is we meet every day. It's first period that our kids come to. On Mondays it's about 30 minutes. On Tuesday through Friday it's about 35 minutes. So they're starting the day with the teach with the same teacher all year long. And we run several different things on those. Uh so character strong. So second steps is what the elementary uses. Character strong is a social emotional learning for secondary. They have elementary but we use we obviously focus on secondary. Um

121and so we will alternate that. So one week we'll do character strong lessons and the next weeks we'll do restorative circles. So um if you've heard of restorative justice or restorative practice, it is the idea that we are going to get kids and adults in a circle to be able to discuss different things. And so we're trying to make conversation normal so that if and when we have conflict, the kids are used to sitting down and we can talk about it, right? And we can mediate that as as the adult. Uh and in all honesty, I've done it with adults as well. We've done circles with staff members and saying, "Okay, we have a difference. Let's talk through this." Um so we also have once a month we have a counselor lesson. So Miss Lamont

122is our counselors are split up. One of them's on PBIS, which we'll talk about in a second. One of them's an advisory. So, once a month, uh, Miss Lamont will do a counselor lesson where she'll do a 10-minute video, and then usually what we try to do is we will tie that counselor lesson into a restorative circle. So, where they will learn a lesson from Miss Lamont one week, the next week we're doing a circle with the class where they review that, they talk about it, they go through some examples. Um, and it's really about building positive relationships. Uh, our counselors are are starting to dabble and do some work incl groups. It's definitely a next step for us, but something for those kids that need a little extra support, that's another way to do

123that. And then I'll hit several other things uh as we come up. So, these are some general programs. Some of these are district-wide. So, PBIS, we are a PBIS district. You know, I've had the uh the opportunity to work from the high school to elementary K4 at the time to uh well K3 and now at the middle school. Every school I've been in, I've been part of our PBIS team. So, positive behavior, intervention, and supports. And it's all about teaching our students the the expectations that we would like to see. Here's the behaviors that you should be doing. Works for most of our kids. And then we got to do some extra work for others. Uh the bottom two are specific to Quincy Middle School character strong. Again, I just talked about that's our lessons.

124Um they're they're made to order. So our uh we do ask our teachers that you review the lesson. However, it is made to pull up and walk through it with the class, right? I I've subbed in classes where I walk in, I look at the lesson at 8:10 and I'm doing it with kids at 8:20. Um, and then where everybody belongs is again a a program specific to our building here in district. It's where our eighth graders are acting as mentors for sixth graders. So, um, in the spring, eighth graders will get the fifth grade list. They will start writing postcards to them. Welcome to middle school. We're so excited to see you. In the summer, they will do an event where we have the sixth graders come in for a couple hours. They tour

125the building, they play games, we feed them lunch, and our eighth graders are are are the main people leading that uh with the help of three adults. Uh Maria Martinez, Alli Lama, and Tiana Drake. And then they do uh events during the year. So this is a red ribbon event which is about drug-free awareness. Um and so they were doing things at lunch to hand out and support again our advisory curriculum. So, our advisory curriculum, we did a red ribbon door week where they were decorating doors and then web supported that by doing events at lunch so that we're we're really trying to encapsulate it schoolwide. And then uh the bottom here I like I said restorative practices again I I every building I have I know my wife had training at Mountain View. I've

126worked with Manuel Ramos a little bit on that when he was at high school, Mrs. Mason when she was here. We've worked on restorative practices and that's about repairing harm. So, not just acknowledging that something happened and doing the research behind it, but really trying to get the kids together to figure out the next steps. Like, is it a I there there was a case last year was probably my best one uh because of the ending of it where um this is going to sound weird, but a a young man, a seventh grader had a stuffed animal that he had brought to school. one of his friends had it, threw it and busted the eye and it almost ended up it was sent to the office because they were pushing and fighting. And so when

127I started doing it, I started talking with the kid and he said, you know, that it was my his older sister got it from New York. They're like, I don't know how to replace that. Like I can't replace that. And so then I talked with the other kid and I said, did you know that was a gift from New York? And he's like, I had no idea. And so I put him in the conference room. After about 30 seconds, they're like, "Can we have some alone time?" And I'm like, "Okay." Um, walk out of the conference room and I come back and check in. 5 minutes later, they're on the same side of the table. One of them's giving the other one a hug and I'm like, "Okay, you guys okay?" And they walk out

128of the office hand in hand. Not hand in hand, but holding each other and they're friends again. Right? That's what restorative practice is about. It's about working through that conflict to find a solution. Um, professionals at play, that is something that is again specific to the middle school. The high school did help support this. So the high school would send us mentors. We would have Jeff I don't remember his last name. >> Mclofflin come in and he would uh coordinate all these different activities for our kids to have fun and engage with the goal of them ending pretty emotionally like stepping to the line where they realize we have more in common than we are different. Right? And again, it's all about building those relationships so we can work through the important things. I think

129that was all I had on my slides. Okay. So, amazing work districtwide. It's not perfect. We still have we still have problems and our principles are working really hard as administrators are working every day to try to figure out conflict resolution, try to make sure that parents are understanding of what's happening to their kids. And at the end of the day, parents are giving their children up to us and it's their babies. And so we we get it. This this is really important to to everybody, but we do have a lot of things in place. I'm super proud of of our team, our administrators who work really hard to investigate every single uh issue that comes their way. Any questions on that? Do you guys want to see the policy one more time and go

130deep? >> Really simple. I just click it. They're just having fun. >> We appreciate you, but sit down. >> We got the call. >> Are we halfway? >> All right. Well, thank you so much. We're going to continue with the superintendent report material. >> Okay. Well, um, our back sheets are finalized and printed, um, and out in the community and at schools. By the end of the month, I will have presented to all QSD staff who have heard about our levy. Additionally, I in January, I will be presenting with team organizations. So, Rotary, we're trying to schedule with Lions, NC senior center, the port, and anyone else who's interested um that would like me to come and talk about the levy or um staff. If I can't make it, I'll have staff come. Um but

131this is it's 16% of our budget. Again, I just have to really clarify. It's not a new tax. This is a replacement tax that voters have uh supported for for years. It's >> Yeah, I I think it does. >> Clear. and and for the staff that it supports on the side, that's what it it this is the staff that it supports. So, you know, our highly capable steam, special education, early learning programs, we get some from the state, but not fully um for for early childhood textbooks and curriculum materials. That's one thing we can adopt local control over curriculum, but we pay for that out of our levy when we do adopt a major adoption. uh supervision during the school day, our music program, theater program, visual arts, librarians, uh our school nurses are partially

132funded, counselors at each school, social workers, you've heard how important they are, especially to that HIP work. Our our school resource officer and SSO are also critical to the HIP work and just the daily operations. I mean, one thing we're really lucky with our SRO and our SSO, it's how good they are at making relationships. It's I love uh coming here early in the morning and seeing S out and about and he has like a little fan club that follows him around. I think my daughter's one of them. They just love S. They think he's a great guy. Um and that's what we want. Uh and we are again I've shared with you we're 100% compliant with Alyssa's law and all our buildings uh which is in in regards to active shooter prevention. So we

133have the the the strategies and the materials in place to make sure that our our buildings it's there's not 100% but the the we call harding the target. Um we have everything in compliance with that athletics student clubs transportation field trips um especially for our clubs going to FFA. Mike had to sell a bunch of beef turkey to go to national FFA. We no longer make Mike sell beef turkey so they can go to nationals. Um, and then Chromebook and our our Chromebook refresh is going to be about $900,000 coming up in a few years. So, our levy funds and one thing I tell the community just to remind them, we don't run a capital levy. We don't run a technology levy or a safety and security levy. Uh, we have neighbors around us that

134run more than just their one levy run multiple levies. We're lucky enough with that$125 and and high assessed values, we can collect enough to where we don't need to go back out community and ask for additional funds for capital improvements or savings for 10. So just um I'm I'm on the levy show right now until February 10th. >> I was shocked at how much >> some of the other communities. >> Yeah. Yeah. The state average is a $189 I believe or$125 here in >> at least that was in in 2024. So that's really kind of the a major focus of my job right now is is focusing on making sure that our community and our staff are informed. So I have a few other things. So I've linked I have linked this on our website.

135So if you guys are on our agenda and then any resource that you want to know about our love Jessica just want to shout out to her. She's done a really nice job of building the website to make sure all the information. She even created a levy calculator for people to put in their home value. >> She's use AI to code that. So, she built that as well. Um, so, but just a few other things. I know our student reps are going to talk about uh winter sports, but I just want to share we have a really strong turnout. So the levy opportunities that we are providing for our students, we're seeing that they're taking advantage of it um in a really uh high rate. >> Our I just want to thank Camille and Allison

136Ross Condo, Elizabeth April, Pauline Bothman. They were the planning committee of that and that was our first stepping out uh with our families around AI. Rita, thank you for attending. Casey, thank you for attending. Uh it was I participated with my family and I I was really happy to see that it wasn't just showing off the novelty of AI because you can really get lost in the novelty and how cool it is. But three of the stations really required our students to think critically about AI, data in versus data out. Is this picture AI generated or is it the real thing? Um ask Jack is AI always accurate? That was one question they could they could hand uh uh Mr. Jack and then he would provide them the answer. So, three of the stations were

137uh encouraging our students and our families to think critically about AI. And I just think that's the the further we go along in this, it just the quicker or or the more our families and our students need to think critically about it. >> What were the conversation? >> Those are the questions that you can hand Mr. Jack. I believe >> because he can't really talk, but he had answers for those that were pretty. >> Okay. >> Yeah. And also I I want to thank our FCLA class that provided all the snacks. They were they were delicious. They were really really good. >> Um I just want to congratulate Quincy Valley Arts on their community performance. I know they raised over a thousand pounds of food. I'm very really proud of that partnership. Um and we

138had a student conduct um the the choir. Colleen was in it and several Quincy School District staff members were in it. Uh it's just I wasn't able to attend but I heard it was just a beautiful evening um to celebrate the holidays. So just really proud that we could host that in our pack surviving lethal threat. It's a very busy week here in Mackenzie school district. So we have I want to go back the 10th I think the kids are going to talk about this. We have our uh winter concert which is always outstanding on the 10th at 7. Surviving lethal threat family night is this is the 11th at 6 pm. It will go from about 6 to 7:30. It's a really great opportunity, you know, to come and learn. Um, and if there's

139skills that aren't just school specific on how to sur survive, at least we even have one church. They come with their security team to learn about how they can take those practices and apply it to their church, which just makes me really sad that we even have to think about that as society that there really is no safe places. Uh, and that's at Quincy Middle School special education family night. I really appreciate sunshine. She has provided opportunities. This is five o'clock on the same night on the 11th at Quincy High School. Um for our families to connect, especially our students and our families who are school students, it can be really isolating uh having a student in the life schools program. Um and you don't get a lot of time to connect with other parents

140necessarily because you're busy caring for your own children. So, it's a really great opportunity for the kids to connect or the families connect if they're cooking big potato bar should be awesome. Uh, so you could go to that one at five, duck out, surviving lethal threat and get a twofer. Um, and then I I did Camille already took my Thunder MS or Microsoft Elevate grant is is submitted. Again, I just want to continue just to thank the team for not going after some tool or toy, but we're doing we're taking that as an opportunity to think more deeply about AI and how we navigate it as a system. So that is all I have to report on. >> That's it. >> You're almost on the last pages of your book. >> Yeah. Sad. >> That

141was just one around the corner, guys. >> Thank our student board representatives. >> Um, sure. Um so um last month uh because I forgot to talk about last month but we um went to uh what's it called? We went to a data center um for a field trip like we were just going around um I think it's called SB SB or something like that. Um and I thought it was pretty cool. Um they were just talking about like what type of jobs that they have and stuff. I thought it was pretty interesting. Um, overall it's been kind of a little bit like why I mean um we're having kind of like our spirit week for Christmas. Uh we're going to have like a big Christmas I guess it's like a Christmas party um before um

142Christmas break. So I'm kind of looking forward to that. Um we're also having for wrestling um we're also having um a uh a duel with um with East Valley. We're going to go to East Valley um on Thursday. So, >> did you say a duel? >> Yeah, it's like a it's like a wrestling because it's we're going against a different team. So, it's like it's just two teams. Oh, >> you get points. You get points for Yeah. You get points for every match you win >> against, you know, us versus them and then they total those points at the end and whoever has the most points wins the duel. >> Yeah. Yeah. So, I don't like calling it a tournament because it's not a tournament. It's like it's it's two teams at two schools. Yeah,

143that's that's >> um I wasn't able to get the schedules for the sports yet. So, I don't have much to say for sports besides that there's an unified basketball team, basketball game today, I think. I'm not sure what time, but I do know that's today. And then tomorrow, like said, we do have a part of concert at 7. when you celebrate >> and then next week it's pretty busy at the high school. We have door decorating the Iron thing on Friday at the assembly which is our prep assembly I guess is and then we also have a spirit week to kind of keep us all to break just to get us excited for that. And then the ASL club is supposed to be movie night showing the bench from 6 to 8 on the 18th

144and then on the 16th we do have an ASM That's all >> my was a conference in Seattle. The Schulbert tribal to Seattle to attend to the annual was a conference accomp by the student representatives and for me personally personally it was an incredible learning experience. I had the chance to meet many fun inspired people throughout the conference and learning new strate how you say this word >> strategies and and how to become a stronger and more effective leader. Uh I have 2026 wall of fame nominations open. The nominations window for the 2026 Wall of PL has official officially opened and this means that students, staff, and community members can nominate someone they believe has been in pleasure or or has made a magnify school district. H class of 2026 fundraising updates. Uh the class

145of 2020 yeah 2026 has already began uh its fundraising efforts for their senior trip and other class activities. Uh different students groups are working on multiple multiple projects to raise the necessary funds throughout the school year. Uh Quincy High School band CW cyw. The Quincy High School The Quincy High School band program uh was invited to attend a concert at Central Washington University on November 20th uh 20 2025. A total of 50 students were able to participate. It was an excellent opportunity for them to listen a high level performance and experience a college music environment. The students who attended describes it it as a wonderful and motivating experience. This Mr. Specialization family night on the same day, December 11th. There will also be a special uh education family night starting at 5:30 p.m. Our all

146families are welcome and student will be providing dinner. The event will be held held at Quincy High School in Mrs. Burns classroom. Uh update graduation date for the class of 2026. Graduation for the class of 2026 has been updated and will official take place on Friday, Friday, June 5th, 2026 at 700 p.m. at Quincy High School. Pioneer Elementary route change as of November 25th. The bus drop off and pick up area of Pioner Elementary has been update. Western protection is now routed through the second a drop off pickup procedures procedures. >> Procedures procedures >> procedure. Got it. Yeah, you did it. >> Did not experience any change. uh Central Washington University. Um during the first week of November, representatives from Central Washington University uh went to Quincy High School during their during their visit visit

147visit visit less than 50 seniors were accepted on this boat spot and the margarit of those students were arent 4,000 scholarships which is a major accomplish accomplishment of our Student recogn recognization with high school studentaining and innovate achievement. Now QHS consulate center financial aid night on November 3rd. The Quincy High School consular center hosted a par night focusing on financial aid. family receives detation about different types of financial assistant available available available >> available available >> to seniors and learning how how to determine eligibility eligibles and Mr. Santana attending a attending a special conference organized by the G Foundation in Seattle. They learned about several programs aiming and supporting school districts. One of the per school links will be implement in Quincy next year and will replace the current current school in Beyond PL plat.

148Two Gson reschedulated for December uh second and December 4th were cancelled. One one was canceled due to a lack of avail available >> available referees and the second was considered because one of the unfortunate passing of a student uh he has a car accident um and he passed away in the same day in the morning. uh QHS uh choir fundraising. The Quincy High School choir program has begun fundraising for their main trip to San Francisco in March 2026 as well of of as for other events throughout the year. Their current fundraising involves selling boxes of crispy cream donuts. QHS band fundraising. The event program has also started fundraising for their end of year activities. The largest event they are preparing for for is their trip to CEU 10 park. They also plan to have dinner

149at the parking spokane and stay overnight in a hotel and then attend CEU to the following day. The previous fundraiser include coffee and popcorn popcorn sales and they are currently selling two $2 chocolate bars in various flavors. Winter concert fire. The annual winter concert for both the choir and band programs will take place on December 10 at 7 PM at Quincy High School. Quincy Ballet Art Center Christmas concert. The Quincy Valley Arts Center held this Christmas concert at Quincy High School. A student from both band and choir programs participating in the community or chest track. A special highlight of the event was a student Juan Fera who had the opportunity to conduct a musical piece. Juan is one of the strongest musicians in the Quincy High School band program and currently serves as the band

150manager at and trumpet a trumpet section leader. Mont view elementary pajama day. Mont Elementary celebrated a fall pajama day yesterday and students they joined a founding comfortable school day and girls wrestling team results there. The girls recent team recently competed and earned sixth place overall in their tourn tournament. Individ placements were Aiko Condo third place, Crystal Perez third place, Kim Solano fourth place, Diana Trujillo fourth place and Satina fifth place. Fire science skills USA's event. Students from the fire science firm represented Quincy High School at the skills USA and CTA skills skills and and tech department events. The event supported to candidate candidates food drive hosted by Grand Country Fire District 3. And the last one full loose theater auditions audition our upcoming theater function production full loose where assesses the cast has already begun

151rehearsals and the show is expected to be performant around midfebruary February 2026 and student are excited and working hard to prepare for the production. Yeah, see that was the most. >> Thank you very appreciate that. Um, moving on on the agenda. Um, I'm not that prepared for board leadership. Hopefully you guys saw those minutes. I I think the two things to highlight is u just that last point related to OSPI lawsuit. keeping that in mind as we move forward in the new year. Uh anything you want to add? >> No, we we did talk about we had brought up the AI article that you read, we did bring it up. I was reticent to report that everything we brought up Nick was well ahead of. So the conditions like the student that was talked into

152things by AI, they're well ahead of almost so >> it wasn't just student there were a couple of men as well destroyed their lives. It's It's scary. >> You're talking to an art is artificial. >> Yeah. >> It's It's hard to imagine. I don't think that >> and then be convinced of suicide or not committing suicide. Excuse me. He was just told to uh delete his family friends that were not understanding their relationship. But I can't imagine AI talking in that manner. >> That seems bizarre to an information. Why are they doing things that are going to mirror something for somebody that's already >> that's kind of like one of the reasons why it kind of scares me is that like um I feel like I don't know if schools are trying to do this

153but like um like so I know that like I don't know um like I feel like >> AI should not be used as like a counseling tool or as like a therapy tool because like >> they don't understand emotions as >> right there is no >> yeah they they they don't really feel emotion. They're they're machines. They're they're supposed to um like show information, I guess. And like they not they don't understand um they don't understand like therapy or like they don't it's I don't know. I honestly don't feel like AI should be used for that. I like AI should just use. So that's that's my that's my thought. >> Yeah. >> We certainly not Um, maybe I could ask a question then because I have a few times reached out for the board and

154I don't ever receive any comment. I don't receive any feedback and I just wonder am I trying to approach it wrong? What is the the problem? Like I didn't hear from anybody about the AI except you Nick and I appreciate that. But I um I just don't understand why I'm not getting any feedback with my board members. >> I I think because those discussions are things that we need to have at public meeting. >> Well, that's what I wanted. I was asking for that, >> right? And that's what this is. This is when we have those discussions. >> I couldn't read your email because I was out of country and knocked me out of my email by the US. Yeah, I mean uh that's where you see like board agenda topics. We list it. They

155do prepare. They bring it. I know I months ago I think brought up the bullying harassment. Today was a presentation. Today's our discussion and if it leads to any action or policy change, that's where we would act. So if there was something within the AI conversation that you're like, hey, we need to look into our policy language here, then definitely a great thing that potentially >> I couldn't tell you what it was that I felt we needed to look into. I just wondered how you go about safeguarding against some of the things. Um that's why I gave you the articles to read for yourselves. I really don't have any clue, but I don't want to have a clue either at this point. It's I'm behind the time, but I can certainly understand we can't just

156let it go because they're going to have to have this in their >> and I don't want you to feel that you're behind the times because we all are. I mean, it's moving so fast and I think that's what we we've put so much energy into how we're thinking about it. So you know how our our philosophy and our approach to thinking about AI you know that positions us to whatever the situation AI might bring about how we can respond to it effectively because the minute you know an AI tool comes out it changes um you know chat GPT is already 5.0 0 came out last month. Now they just came out with 5.1. So it is rapidly evolving, but I feel that, you know, we've done the the thinking in the district and it

157does scare me when I I've heard of other, you know, I don't want to call any other school districts out, but their kids are using AI with zero parameters, zero guidance, zero feedback. They're using AI on their social media platforms to help with their homework, uh, which isn't appropriate or or okay to do. That's not what they're designed for. So, we're really trying to have these conversations around what it is, what it isn't, how it should be used, how it should not be used. Um, but I think, you know, with any any technology, you know, there's there's going to be pitfalls. And, you know, I appreciate uh the articles, those pitfalls are are things that we are are that share the same concerns and fears. And um you know the team is all aware uh

158Colleen whole child is aware of that especially when we see how it's shifted from 24 to 25 right >> for counseling purposes and and that is not we don't feel that's appropriate. Now there are some really cool AI tools that are helping with career guidance counseling as far as um colleges. If I have this score this GPA I want to live I I'm I'm living this personally right now. I want to go to a school that has beaches and highv. Um, where do I go? >> What can I afford? None of that. Go to Pullman. So, you got to go to Pullman where no UV, no beaches. Um, but you know because the kids are it is that navigating some of those those career and college spaces because we're thinking not just college, we're thinking

159college and career. Uh we AI can be a wonderful resource for that. Um and we are working with a partnership that has an app that students can use. Um but it is all safeguarded behind the scenes to help with guidance, but not mental health therapy. Absolutely not. Absolutely not. >> I guess as a parent I will add as that um while AI is crazy scary and even my own children are using in ways that I still have to have conversations with them about. Yeah. >> Um >> I really trust our system. I know enough about the educators here in this room and the how much care they have for the students that I'm not waking up every morning living in the fears of what this world is producing because not only am I as a

160parent doing my job because and as a board member we can only do so much right as board member it's not our job to worry about whether or not the kids are going home and using suicidal messaging and so I I would say really trust that especially after what we've been presented But they're doing their job very thoroughly. Very thoroughly. >> I don't have a doubt about the job they're doing. >> Not a doubt. I just want to know what we are our plan is to save these. >> Yeah. And I think our plan for now >> not to ask these questions. >> No. Yeah. >> Yeah. We're not adopting a tool right now um because we don't feel confident in one single tool at the moment. So again, it's what all the work that

161what we are doing is is how we're talking with students and families about that. Yeah. So, a lot more to come. >> Oh, I know. There we >> go. >> Yeah. Lot more to come. But we share your concerns. >> And moving us on to the next section of the agenda was policy. You um I'll go first, but um we're on the second reading and adoption for quite a few different policies. I move to approve the 10 policies slated for forum adoption in the agenda. >> I second question. >> Question. >> Thank you Casey. Um anyone else before >> I guess my only because I know she's got a good great wonderful conversation going on. I guess the only thing that I came across that I'm curious about instructional materials committee isn't it mostly usually

162relayed that there are uh community citizens involved in that however listed the consistency the committee will consist of there are no community representatives in that >> also you want to talk about that how we listed the community >> 2020p procedure >> yeah so when we um we put together a constructional uh materials committee. We do make sure that we have representatives from every uh you know required and then we do try to reach out to in additional particular adoption. Uh so what we normally do is we have the instructional material committee that we have baseline of absolutely there but you're the instructional materials committee that checks to make sure that the selection process put down accurately there's actually a a curriculum stem team >> and that is where we always invite you to participate >>

163and and we've also you know when teachers are are you They're experts. They they are experts of their curriculum and and instruction. So, >> teachers are really quick to tell you what they want, they need, right? Uh but we need to hear from our students and families. And with the last two curriculum curriculum adoptions that we've done, Alison, Alison has done a really nice job in getting uh focus groups of families and students to hear about what they want and then using that as a baseline to help establish our selection criteria. So, this is what we're hearing from our our students. this is what we're hearing from our families. This is what they're wanting. I understand that this is what you're wanting. How does that align with the scoring and how do we build and

164she also builds that into our rubrics. >> I can stick on theme of 2020. Um I think the chart specifically where it's like roles and responsibilities in the selection and adoption of instruction materials on page two. Um, I think based off of this, I I do wonder if it's clear enough language that all curriculum and instruction is really subject to board approval before adoption and use. And just currently how it's listed, I don't know if it's strong enough. I I do wonder about this alternative or intervention supplemental and temporary supplemental >> um us not being involved at all. I wonder. Well, I think it's strange. I have to agree there. Um, >> awesome. >> Yeah, I I I would love to sit down with you and just talk about examples for each one of those

165because I I think if uh there's a reason it's written this way and I think if you had to approve every single one of those when you actually saw the the actual example, you I think you might have different thought about it. But I'd love to sit down and actually like go through like of the examples even >> is that not to add to our agenda problems but is that something you should do a presentation on because I'm also curious and I would want I assume we all are curious >> I yeah I would so the good thing is this is a procedure right so this is just for board review uh not for approval because it is a procedure but you know we can come back to this at any time these are a

166lot more flexible than policy you know a work session because I think it will take a bit of time where we want to dedicate, you know, we wouldn't want a meeting like tonight where we're going to sit down and look at the the various examples and have some time for some conversation. I think a work session would probably be best for that. >> Well, we'll add it in um specifically to the policies that are on our perview policy 1630. I was just really curious about um the removal of just the number of times we shouldn't with you as a superintendent. I don't know if you have a preference or it's just a minimum was removed from three to just now it doesn't include anything. >> Yeah. You know, I mean it's and and Quincy the

167board's always done it twice a year. So I think what it does it kind of provides that flexibility. Maybe you want to do it four times. Yeah. I I don't know. It I I think it just leaves a little bit more open. You could say twice because we do midyear and any year. You could change it or you just leave it as is and just know that's kind of our practice. just get it's a little bit more flexible. >> Does the board have any issue with it? Do we want to be specific? I'm okay with making >> I'm good with changes. >> My other one was related to policy 5000. Um it it just there's a section of it where it says that you know most like you know I was just curious what what

168are the positions that we do hire directly. Um, which by chance you know >> the the superintendent is the only position that the board hires and evaluates directly. But through the personnel report, you approve all hires and then at classified employees, the board is ultimately responsible for terminating that employee where a a certificated employee I am responsible for terminating that employee. I was interested in why um they scratched out the community involvement a couple of times in this um sorry can I finish my oh sorry no I just don't think I communicated well so it's just that first statement so just delegates most or all I'm like sounds like all but but the superintendent but I don't know I was just curious so there is none Beyond the superintendent delegated direct report, >> right? >>

169Delegated to the school district staff. >> Correct. >> To the superintendent. >> Through the superintendent. >> We're delegating to you. >> Through the super. Yeah. >> Okay. Thank you. That was it. >> And what was your question on that one? I was con um there was a couple of policies that that they kind of scratched out the community engagement and I thought basically that was our job was to uh take care of the community, keep them a breast of what's going on and I didn't understand why they removed that. >> I think I think in this case it's redundant to a lot of the other policies. I think that's laid out quite a bit in like the board operating board operating and some other >> any other discussion >> because this is really just around

170recruitment selection and evaluation. >> Yeah. >> And yeah. Okay. Um so opportunity for the students uh if you want to share an advisory vote for the second reading of any of the policies that are before us. >> Sure. >> I'm sure you do right into those policies. Haven't any >> I don't really have a lot to say. There's there's like a bunch of policies. So I I I honestly haven't been able to read all of them. Um, I probably should, but I probably should, but >> I struggle with them. >> Yeah, it seems like it's a lot to read, so I'm not I'm not at the big biggest um but um I I just like to say I I haven't really read through all of it. So, >> totally fine. That's the nice thing about

171having a team. one of us hopefully read it. >> Still trying to find what I wanted. So that is not there. >> Yeah. So we do have a first and second. Um student boards have um reps have given their advisory vote. So all those in favor say I. >> I. >> Opposed. Motion carries. Um so there is no unfinished business for board request. Um if we can add in that procedure 20 21 >> y >> that'd be awesome. >> Um this is where might have mentioned something but you want to talk about future topics. >> Oh well I just wanted to clarify because they wrote down in there that um school reports covering that. That's not what I was looking for. I wanted to find the one that, like I said, we were prioritizing for

172monies >> with a financial piece of the sit plans. Is that what you're referring to? Because every school, every school improvement plan has to spell out how they're spending their school improvement dollars and their categorical dollars. Is that maybe what you're referring to? Um, the thing I remembered the most was that when one of the major or top priorities was our district office or >> Oh, facilities matrix, >> huh? >> It was the facilities matrix. >> Okay, that's in case you did request that. >> Yeah. Yeah. >> Sean, way to go. >> Oh, love you. drives me nuts when I can't find this stuff again. >> Thank you. >> Well, luckily, yeah, we need to update that because the district office has taken off the list. >> I wasn't sure why it was on there

173because we had only been in two years, right? >> Yeah, it's definitely not for a new district office, though. We're good. >> Okay, that's that's good to know. There was a few things, but >> yeah. So, let me let me put facity's matrix on here and Tom Harris is in here, but he can come and speak to the board and I think it'd be realformational for the board, too. Uh, I didn't realize that was still on the Maybe it was, but it was taking facilities matrix. >> Matrix. Okay. Thank you. >> I think we're there. I remember. >> Merry Christmas. This meeting is a journal. Well, guys, right before >> are