001Should I be able to see the screen? Snapchat there. >> I'm here. >> I have 30 seconds. There's a All right, ladies and gentlemen, let's call the November 10th meeting of the Quincy School District Board of Directors meeting to order. Will you all please rise with me and join me in the pledge of allegiance? I pledge allegiance to the flag of the United States of America. Sean, can you hear me? Because I cannot hear what's going on. >> Can you hear us? Freda, hear it from here. >> Yeah, he I think he muted it for the uh chorus of the pledge of allegiance, but we can hear you now, Nick. >> All right. Can you hear us? >> Rita, can you hear him? >> It could be on her side. >> Yeah, I think it's
002her. got to get your >> All right. Yeah. >> All right. Uh, do we have a motion to adopt tonight's agenda? >> Sean, can you hear >> to adopt the agenda? >> I second. >> All right. Moved and seconded. We'll adopt. All those in favor of adopting today's agenda. Hi. >> Hi. >> I don't I still don't think she can hear us. I don't know if Sean, if you want to try to give her a call on the side. >> Yeah, I'll give her text her real quick. >> And Chad, no one signed for public comment. >> Okay, great. So, on to the consent agenda. That makes that easy. Um, do I have a motion to adopt the consent agenda? >> Make a motion to adopt the agenda. >> Second. >> Right. Motion and second.
003Do we have any a uh any questions on the consent agenda? >> I have one on contracts and agreement. >> Great. Glad you can hear us. Good. Go ahead, Rita. >> Um it's uh bullet point 4.6.1 ESD-QSD. It's about the limitless learning market or network. I want to know how is it that this is effective on 101 and we're voting out it on 1110. Uh Rita, you know, it's it's okay for it to be on the agenda, but what that is, it's a grant that a $5,000 grant that we received from the ESD. So, it did go into effect um October 1st. We've had this grant the last three years. In fact, it was I think $10,000 last year. is $5,000 this year. It, you know, inadvertently it doesn't hurt to be on the uh
004agenda, but it it didn't necessarily need to be on the agenda because it it's a grant. It's $5,000 that we receive. >> That's what Tia thought, but she wasn't sure, so I said I'd just ask. >> Yep, that's what it is. >> That's all I have. >> That one's going the other way, which is nice. >> All right. Any further questions? And I do oops, sorry, do you have a question, Ria? >> Okay, I do see we are student board reps. And would you guys like to take your advisory vote on approving the cons today? it. >> Yes, Chad. >> All right. I'm glad I'm not the only one that this is a work in progress for. All right. And then do I have a motion to adopt the consent agenda? >> I guess we
005have a motion. So those in favor >> adopting >> I >> All right. On to reports. Pioneer Elementary reports. allies. Now, would you pass those out to just the board of >> All right. Well, I'm Alicia Porter and I'm the principal at Pioneer Elementary. I'm um happy to be here tonight talking to you guys about our and all the things that we're doing at our school. I have um a few kids that are going to talk. The teacher, Mrs. Henry here with me um that will talk about one of our math initiatives. Um but I will start by going over our reading goals. So our reading and math goals are aligned to uh growth for students. So typical and high growth um is what we're looking at for our multilingual learners and um our students
006qualified or identified as Hispanic Latino. Those are the categories that were identified in by the state for improvement. >> Yes. Will you go tell Jojo where we're at? >> Oh, is he out there? Ah, yeah. Come on in. >> Thank you. >> Sorry, I didn't mean to interrupt. I was making an eye contact. >> Um, yeah. So, our goals that we had last year, we're continuing those same goals. And so I'm just going to report to you on those goals and then what the outcomes have been um from our data that we're seeing so far last year and then into the school year. And if you have any questions, you know, stop me along the way because there's always, you know, always a lot of information. So, these goals are coming from our school improvement
007plan and um which our plan is based off of the our needs assessment that we do yearly looking at all the different data that we have and study goals around the areas we're identified for improvement and the what our data is telling us. And our data is telling us that those categories that were identified in those are the areas that we need to continue to make growth in. Um and so our reading goal is the same um where we want to see um growth for our students identified as Hispanic and Latino increasing from 55 to 80% showing typical or high growth and then for multilingual learner group increasing from 67% at um showing typical or high growth on our star assessment to 80%. And we ended the year um making some pretty good growth in
008ELA where we went from 55 to um% to 64% and our students identified as Hispanic Latino. And then our uh multilingual group we ended at 66% showing typical or high growth. So we, you know, kind of went back a percentage point in that area, but we are tracking all of our students and have interventions assigned for all of our kids that >> Oh, yeah. >> 55 to 80%. Like that's that's a big jump. >> Yeah. So that's over over three years is what we're looking at. So that's why we're keeping those same goals because that is a huge jump. So we're just trying to do, you know, take a little bit off of those numbers every year to get towards that 80%. >> Yeah. What year are you? >> This is only second year. So,
009we just started it last year. Um, we hadn't been identified for improvement before for Pioneer. So, last year was our first year of being identified um for improvement. So, it was kind of we still have always done school improvement planning based on the needs assessment. The areas the state said that we need to work on, those are the areas that we already knew we needed to improve in and that we're working towards, you know, getting better in those areas at ELA math. And then for those subgroups, Yeah. Could you describe what is typical of Burrowing? >> Yeah, absolutely. I I thought that question might come up came might come up. So, I did a little bit of work on this and kind of tried to make it more understandable because it is kind of confusing.
010So, um it's calculated the percentiles. So we you get them for SBA and for the STAR assessment and it's calculated based on a student pass two tests or it could be more tests over time as well but it's how they do compared to their academic peers at that time and then the percentage of growth that they make. Right? So, if it's a 0 to 99 percentile, um, say a kid scores in the 50th percentile, they scored higher than 49 other kids that were in that same growth category. So, if you see that area in the middle that says growth categories, if you look at low growth, we would kind of chunk it up into thirds. This is what they do for low, typical, and high. So, if your growth percentile is 34% or lower, then
011you're making low growth, right? And then but if you're between 34 and 66% that would be what we would consider typical although over 50 is pretty good but we would consider that typical growth. And then 67% to 100 would be making high growth. And it's all based on there's not like any specific number you can get to. It's all based on how those kids in that same academic group score. And it's nation like nationwide. It's not just Pioneer or Quincy School District. So that kind of explains it a little better. But well, I don't know. It's better. But that's a little an explanation that like I was able to pull. Um, but do you guys have any questions on that? Does that make sense? >> I do. Yeah. >> Um, so looking at uh like
012your goal for Hispanic and Latino students to eventually by next year, the winter get 80%. >> We're on year two, we reached 64% this year, so we're short 16. So our goal is to increase growth of 16% for that metric >> for the rest of this year and the following year. Yeah. >> But is your starting like your starting data was it 55? Yes. >> Or 67.8. >> So it's a so for the Hispanic Latino group because Hispanic Latino multilingual learners that's not the same group of students. Those are different groups of students. Um not all students who are Hispanic Latino are multilingual learners, right? Like my kids identify as Hispanic Latino but they're not multilingual learners. So that group um of um Hispanic Latino, they went from 55% to 64% NELA where the multilingual
013group is at the 66%. >> Right. But you're starting like I'm guessing you started your goal based off where your data was that year. >> Yes. So if you look under the um 24 25 ELA growth bold, so that first bullet, Hispanic Latino students increased from 55 to 80. So they were at 55%. And then multilingual was starting at 67% increasing to 80%. So we were already getting pretty good growth out of our multilingual learners um on the STAR assessment. So we just wanted to keep increasing that number. >> Yeah, you definitely could see the growth in the Hispanic. Uh so just to make sure I'm understanding for multilingual learners, that one went down a little bit. >> A percentile point. Yeah, it did. It dropped one percentile point on the star ELA assessment. >>
014And I'm not I'll just add there. One one thing, you know, when you're monitoring growth versus proficiency, with growth, you're accountable for every kid. Where proficiency, if I'm just monitoring my proficient, my students who are at threes, I'm not necessarily having to be accountable for every student. Um, you know, there's certain groups of students where I could leave off completely. Um, uh, you know, maybe some of our students who are lowlevel ones, they might not show any growth and they might not become proficient. And I'm only talking about proficiency. Those students are accounted for. Similarly with our enrichment kid or students are enrichment. You can have a high, you know, a level four enrichment student or a high cap student, but they still might not show any growth. So it's really important too that we're
015monitoring and uh all students that growth metric. Um so every student is expected to meet that growth or they are as a individual learner if that makes sense. >> Yeah. And for every student, we do track growth. Every student is tracking their own progress on the star with their teacher of course facilitating that um on the star ELA and math where they started. You know, there's like the trend line so they can look and see where they're at, if they're making that growth to get to what STAR considers expected growth for them. So yeah, that is a really good point. Um Dr. Bergman, that we're looking for growth a year or more of growth for every student. These are just the categories that we are identified in by the state for improvement. And when we
016focus on these categories, we notice that every category really does improve. Um, and so our our new ELA strategy that we're working on this year is called race, and it's an acronym for restate the question, answer the question, site evidence, and explain the evidence. So, building wide, um, from kinder through fifth grade, there's different variations of it, right? by kindergarten we just do restate and answer the question where all the way up to fifth grade they're elaborating and explaining their evidence. So um we're implementing this buildingwide everyone's using the same color coding um and that it's been pretty successful so far in that everyone's doing it and we're monitoring that. We also are um doing a new I didn't put this in here but um a new strategy for equitable calling practices which is called
017QSA but really it's just asking a question. What was that? This is a big >> essay. So, >> what we're do, we ask a question, make sure everybody's ready. Um, have them talk to a partner, and then you ask if they're ready to um to respond, and then you randomly call some kind of way so that you're making sure everyone's really um accountable. And it really does increase engagement with students and accountability. Everyone knows they have to be paying attention so that they can answer a question, right? I know. Not now. I see the students looking at me like, "Yeah, we just we really love that one. Not everyone loves random calling." Um so, um something else that we're working on um on the back page for math. Um so math is an area definitely
018at Pioneer and Districtwide that we're working really hard on. There's lots of different strategies that we're doing right now. Um but one that you've heard about previously from um Mrs. Vapondo at George was about the building thinking classrooms work and we're starting that also here at Pioneer. We started last year and are working on that this year. And I have Mrs. Andrea Henry here. She's a amazing kindergarten teacher at Pioneer. And she's going to talk to you a little bit about how she has done this in her classroom and what she's seen as a result. >> Hi. Um, sorry I don't do good with podiums, so teacher. Um, so in my classroom, I use the building thinking classrooms um, strategy. We started it halfway through last year and so when you walk into my classroom,
019we have these um, whiteboards and they're up hanging. So the whole idea is that you're using vertical non-permanent surfaces so kids can wipe away stuff as we go. Um, the first time we did it, we started with a Skittles problem. So they had like two red Skittles and two blue Skittles and they put them together and they were solving basic edition story problems. My purpose during that time is just to facilitate and just to walk around and get kids to think without me giving them the answers, which is so awesome. Um, when you're going about it, you're really getting kids from being stagnant and me giving them their responses or telling them the procedure to getting them to be active thinkers of the process and getting them to solve it in a way that works
020best for them. >> And so when we were doing it, we started with just basic Skittles story problems. As they answer, um, we would give them more. And what we had planned for like 20 minutes ended up being almost an hour of math. They were super engaged. Um, they showed lots of perseverance. My quietest students were the students who took over and helped because they have to share a pen. So they have to collaborate and talk to each other. And um it was just such a cool experience because by the end almost every single kid in my class was solving three um like addition story problems and doing second grade math within an hour and it was the first time we had used it and that's something we continue to use in my classroom. So
021we're now to the point where we're doing because we're now starting again we're doing nice self story problems. So I'll say like somebody got hurt. How are we going to solve this problem? Or can you finish the story we just read or add a different ending? So it really gets them more engaged and it gives me a chance to step back and let them take control which is really what I want them to be doing. >> So and the kids don't want to stop like at the end of math time they want to keep going. They don't want to quit. They want more problems. They want to keep going. There's so many components to it. like it's um random grouping and it really helps break down barriers because you know we all know in math
022a lot of time kids will think I'm I'm not good at math or um other kids will think you know be the ones with the answers and it really puts every kid position where they have to participate um you only have so two or three at every board like classroom >> and they get to see each others which is the biggest thing too um at the beginning they were all like you're cheating and you're looking of mine and I was like, "No, we want that." Because sometimes kids will get stuck and so we want them to be able to have access to the resources around them, including their peers. So, it was really cool. >> Thank you. >> You're good night. Drive safe. >> Just drive back to >> um and so looking at that
023data um at the top there. Sorry, Sean. Can you scroll back up a little bit? >> Um, so our goal for math is also to increase typical and high growth for multilingual learners and for our students identifying as Hispanic Latino. We're tracking that through STAR and we have really targeted intervention and instruction. So we're doing the building thinking classrooms, but we also have a separate um block added into our day for targeted math. Uh so every teacher is working on intervention where the students are at pulling them for small groups. Some kids are doing workplaces and they just like rotate around working on the skills that they need. So we found that last year to be pretty beneficial and we worked on fractions last year and we pulled our data. We actually saw an increase
024in our fraction strand for our SBA. Do you guys have any questions on the map right now? All right. So, um, the next, um, part, uh, Lane Maverick, would you guys come on up? I have Lane Weber and Maverick Bishop here, and they are going to talk to us about something that Oops, sorry. that we're working on with our attendance incentives. >> What do you do for attendance? >> The green bars. >> Just what you practice today. So green bars are basically if you have two kids still get one and if you have three you don't get one and it helps our attendance by everyone wants to be there to earn it and there's levels so about five or six is a sticker you get a pick of eight is a 3D eraser 10 is
02515 minute recess and 18 is a chip part. So >> there anything between six and >> seven >> like what said um it helped a lot of kids come to school. A lot of kids were missing one day >> and then they would come back the next day and say that I went shopping with my parents. >> Yeah. >> And then going shopping. They were like, >> "I'm going somewhere instead of being here." >> They would go other places probably to avoid school. Now, >> now they want to come here. They want to have better attendance so they can unsc. And they wanted me to bring the baskets to so you guys can see the baskets. Those are the things they get to pick. But there you go. >> So, do you feed those other
026classrooms or or is it just for your own class? >> So, own class. >> Just your own class. Okay. And every morning they'll go put up whether or not their class has 90% of their students. If you have more than 20, you can have two kids and earn a green box. >> And I did not come up. This is from uh Whitney and Greg at HLA. Then we started it this year and um we've seen a slight increase. You know, went from 70 to 73% of our students in October because I was I was really excited to go see it. Then like well it's a 3% increase. But some of the anecdotal evidence that we're getting, you know, from kids who are wanting to come more and that we haven't, you know, had great attendance
027are coming to school, you know, and there's things like if kids have weekly appointments, there's some of our students, you know, that are medically fragile. They have weekly appointments. They are not counted in the numbers of quarters. So, we look at things like that as well. >> All right, you guys. All right. Thank you. Have a good rest of your night there, buddy. Watch out guys. They're pretty awesome. All right. And then Moyes is one of our awesome third grade students. >> Yeah, sure. >> See you later. >> Don't forget your Okay. >> My name is Wait a second. All right. So, this is my Maria. He is one of our third grade students. He is just an awesome awesome kid. He's wearing a Husky's sweater. His older brother is going to UDub and his
028sister, not sixth grader or seventh grade, a middle school, >> seventh grader. And so, she came there, too. And he came to talk about our Jack Rabbit foot reward eater. So, what what is that? What's our reward? Jack Rabbit fee are things you could earn by showing respect, making good decisions, and solving problems. And you earn them by like doing what I just said. And if you could get what you earn is um you earn them, you earn prizes like if you get 140, it's electronic day. Then I like them because they help the kids listen and they help them. And then >> so what do you guys get when what are they called? Remember >> um >> here rabbits. >> Rabbit foot. >> And you have them on your desk right now. And there's
029a stamp of rabbit foot on there. >> So you get them just yourself or who gets them? >> Um the class >> special class. >> So like in specialist or like music if you be good teacher gives you one. And if you get like 40, you eat it on the stage. Yeah. >> Eat on the stage. It's pretty funny. Their favorite one is a picnic on the stage of their own lunch, eating it on the stage and listening to music. And so there's all different kinds of um >> and the people on people um on in the lunchroom get jealous there. Right. So do you think that your classmates? >> Um at times >> at times >> sometimes it doesn't and sometimes it does. Great. Well, thank you so much. >> Thank you. >> I
030know it's going a little long, but I thought it would be fun to have some of the kids come in and talk. Um, so it also says on the bottom, I know somebody asked about attendance before. We also call families when students are absent. At three unexcused, we send a letter home and we follow up with a call. And then at five excused in a month, we do a meeting with families. And so last week during conference week, I had three or four different attendance meetings. And uh, you know, of course, I won't tell you people's names or anything like that, but just some of the results of the meetings that we had were awesome. I mean, we one family we were able to figure out how she could download the Smart Take app and
031track her kids so she can get them on the bus. Another family talked about how um their kids have witnessed domestic violence and they're going through such a hard time. And so we hooked them up with our school social worker who helped them get, you know, um actually be seen by Pauline's mom, Pam Dugan. um she is available to see kids um through her private practice that she has and she comes in a day a week and we have now meet six kids who see her who really need support and so it was just really you know those can be really impactful when we have those meetings and so we really try to do that. So, we're trying to do the incentives, the positive, pulling families in to talk with them. And last um week
032during conferences, we only have two families out of all 300 students who we are trying and we have appointments to reschedule. And once we get those two, we'll have 100% of our families who attended conferences. So, our parents really care. They show up. They um want to be here for their kids and they want to partner with us. So, question. >> I mean, I like your layout. Makes it super easy to follow and I can compare the data between the years. So, thank you for that. >> Yeah. >> Um, >> I don't have a question specific for like Pineier. I'd love to one day those districtwide, >> how like your demographics compare, especially with the neighborhood schools. >> Um, but overall, great progress and I could definitely attest to just the experience with your teachers.
033Um, as an anecdote, my nephew just the way actually Mrs. Henry, right? >> You really have like child child development experts here and the way they handle parent teacher conferences is very impressive. So, I want to give you kudos for that as well. >> Thank you. Yeah, we have awesome awesome teachers and awesome kids and families. Like I said, they parents really want to know how to help their kids and what they can do to support them and we're we want to partner with them and find out about their child because they're there, you know, like it it says in our mission, they are their expert on their child. So, we need to get as much information from parents as we can. >> Thank you. >> You're welcome. Thanks, guys. >> Thanks so much, Alicia.
034All right. And we're on to the FFA report and parley pro demonstration. All days not to be in person. >> Miss Dallas. >> Well, we'll see. You want us to stay here for the report and then you guys do your demo? We'll stay here. >> We'll do the demo over there. So, you guys are good. Right where you're at. Come on in here. >> I can introduce. All right. >> I'm on it. All right, come on in, Kendall. >> Okay, so thanks for seeing us tonight. U this is Kendall D. Uh she's our our newest hire at high school. Uh she's um she's taken Rod G's place. Um and it was really fun to be able to take her to national convention. This was her first time going and it might be my last time
035going. So, >> it's kind of a it's kind of a neat little transition. So, um it was really fun to take these kids um to the to the national convention and um what we've tried to do is to get them to develop more skills, fill their toolbox, stuff with things that they could get from a a broader scope than what we can we can provide for them here at Quincy. So, um, I don't know, Kendall, did you have anything that you wanted to say? So, we kind of put her on the spot here, but it prepared a a presentation for you guys. Um, talking with Nick, he said that he wanted to to do a little Parliament procedure demonstration. Um, and that was kind of tricky in itself because parliament procedure is such a convoluted
036indepth contest. And so the kids that went to nationals, um, four of them are in the parley competition. Um, and the other four I said, "You're doing it." So, >> they learned some stuff and and uh I think that they're um I'm pretty sure I know April um has has done it before. Um so, you know, it's not such a big stretch when I've already told Emma and Satie that they are going to do it this year. Um for the most part, um we've got some um some experience just uh starting at 3:10 this afternoon to get ready for today. Uh so uh they're going to give you the little presentation and then they'll they'll set up over there and they've got a motion to do. There's 25 different motions um that can be demonstrated
037in parliamentary procedure. Each one of them has their own rules of debate through which type of vote. So we're not going to really get into that. We're just going to the kids are going to give you a little spiel, explain it, and then um I'd like for you guys just to come up with a typical agenda item. um something just out of the books, it's a lot easier to do to to handle emotion or a topic that's fresh than to try to practice something because it gets old and stale. So the the more impromptu it is actually the easier it is. I can come up with something if there's any if there isn't anything that you guys would like for them to handle, but um they'll just handle that with a motion that I asked
038for them to demonstrate u for their presentation. Okay. So guys, let's go ahead and dive into your deal. I'm gonna we'll sit down over here. >> Okay. So, we did a recap of it. So, our timeline of activities, Tuesday was an entirely a travel day. We had gotten up at 2:30 and then gone into Las Vegas, had an 8 hour um delay. >> Great time travel day. Um Wednesday was when we started the fund. We had gone to the National Bay Career and College Expo first. We explored all like the booths, the colleges, all of the little needs that all the little things that they had there. They had they were giving out free stuff. They were giving out stuff about college admissions. It was just so much things packed into one um one spot.
039And then right after the expo, we had visited the Speedway Museum. I don't know if you guys have been there before. It's the Indianapolis Yeah, Speedway Museum. It's the big It's like a two-mile track around. It's super cool. And then right after we had dinner at Longhorn Steakhouse. Thursday we had opening session at 8 in the morning. And right after that we had gone straight to the expo where we kept exploring. And we also attended leadership workshops. So there were workshops that kind of boosted our knowing of like leadership and like knowing your self worth and just like stuff like those where we get information that we've never had I guess. Um then right after that we had to radio at 6:30 which is super fun. It was only for buffet kids. So, it was
040a lot of kids there. And then Friday, it was the last day for um the college expo and we hit that the last time. All the we have we hadn't gotten to we had finished. And then we attended more leadership workshops. We I say we hit at least two each day. Um and then right after we watched the parliamentary procedure finals a so in um a a town here in Washington got ended up getting second place in nationals. Um and then we had dinner at Red Robin and then we went bowling for Halloween. And then Saturday we had gone to the open session at 7 in the morning for the American degree ceremony which Brody Wallace had ended up getting his American degree. And right after that it was straight to the airport for travel.
041Yeah. Uh good good evening everyone. My name is Fernando Balderas and I am this year's District 9 FFA secretary and I was also one of the members that was fortunate enough to go on this trip. So um one of my favorite memories um of the whole trip was actually getting to go um bowling as George Washington. Um the story behind that is in FFA the treasurer their emblem is George Washington. So, it was only right for me to dress up as George Washington and go bowling. Other memorable experiences were getting to talk to people from 48 out of the 50 states as well as Puerto Rico, watching the parliamentary procedure finals and visiting the Indianapolis Speedway and also getting to explore the A Expo. Like said before, the expo just had so many different things
042about agriculture just around the whole country, all these different schools and it was just really uh cool to experience. Some of the key points that I got from the workshops I attended was learning how to become a good mentor. Being a good mentor is having good listening skills and being able to give advice that will lead people in the right direction. Especially for all of us that are officers, we're in a position where we have to uh help guide people that don't know what they want to do. Um and being able to guide them in a good direction is one of the things we need to learn. And that was one of the things that was said at the workshop. uh being able to attend the national convention was an was an amazing opportunity that
043I had and I encourage all of our members that were in FFA to become more active so that uh the next time we go on this trip they have the chance to go and experience this for themselves as well. Thank you. >> Hi, I'm Mickey Trey. I'm our chapter secretary. My favorite memory from Indie was being able to go to the speedway. It was really cool. We got to do a lap around. We didn't go very fast cuz we were like a little van thing and walked through the museum. There was a simulator at the museum and that made me realize I should never drive a race car or a car. With a very close second, we met a famous rodeo Trist or rodeoer Tristan Parker and we got to take a picture with him.
044My favorite workshop I got to do was called cultivating connections. This workshop talked a lot about how everyone has different strengths and that's such a good thing. Another thing they talked about is growing your connections with people and how those can be like a long chain down the road. Getting to go to this convention is something I'm very grateful for and I learned a lot of leadership skills and how it's important to be a leader in your own way. Thank you. So, my name is Himenez and I'm our chapter's reporter. So, my favorite memory was just spending it with you guys and just going bowling for Halloween. So I enjoyed the workshops because you'll meet so many people and I actually left the workshop with a couple of people and another girl named Leo. So
045they helped me learn a lot about communicating with others. So some key points from the workshops I attended were how you have a purpose in life and without you things wouldn't function properly. So reminded me that everyone and yourself you matter. So the other workshop I went to was how you should be kind in every situation because you don't know what anyone could be going through. Um even if they don't deserve it, you don't know what they're going through. So just spread kindness. And then the last one I went to was how to become a better leader. So I left that workshop with more qualities like a better understanding of what qualities you should have as a leader. >> Thank you. >> Hi, I'm Sher. I'm the vice president. My favorite memory uh from the
046national convention was going to the rodeo cuz I got to spend it with all my friends. Plus we got to meet new people and bond with them from different states and everything. Um, my favorite workshop that I learned was even if someone's like treats you with disrespectfully, you should always treat them with respect because you never know if you need someone they know or them down the road. Um, some key takeaways was networking. You always got to make sure you're talking to new people and uh just expanding yourself. But yeah, I was very grateful that the FA alumni helped fund us. Thank you. Good evening. My name is Karen and I am the chapter president. My favorite memory of the 98th National Ethic Convention was watching the parliamentary procedure and prepared public speaking finals. This
047was enjoyable for me as being able to learn and take from other people who come from very different environments but enjoy the same things as me really opened my eyes to new perspectives. I was able to learn things from act policy and law to proper communication and teams. I would say that these are definitely things that will follow me into my future. And one of the workshops I attended was called the power of questions. This workshop taught many and like taught me more about how just asking one question can get you far. I believe that questions are truly the key to solving problems. When conflict arises, questioning rather than assuming can stop it from going further. Overall, national convention was a great shift that challenged me but also helped me see great things. I got
048to learn more about my teammates and also more about myself. I experienced new things I never thought I would actually get to experience. I am so thankful for everyone who made this trip happen. my teammates and adviserss. >> My name is Alania. I'm our chapter's treasurer. So, something that was super fun during the uh convention and stuff was when we had gone bowling and Wallace beat us way too much. I don't know. Another thing was um during one of the sessions uh there was a speaker from Los Angeles. His name was Eric Johnson. Yeah, given a speech about um self-limiting beliefs and it really inspired me to like, you know, step out of my box and be um be out there more and kind of like not take in what everyone's saying and just be
049okay with myself. >> Um one of the workshops I attended was leadership is influence. It really shifted how I saw myself and others because leadership isn't just like a one-sizefits-all. There's different ways to lead. There's people that use motivation and inspiring vision to lead, but then al there's also others that have structures and deadlines that they want to meet. So, both are valuable and recognizing your own natural style is the first step in growing into an even stronger leader and I really took that with me. Um, I'm very thankful that I got the opportunity to attend the National Convention. It was fun. I met way too many people. I have I don't remember half the names I met. Um, and I learned like um because I'm a senior, you know, colleges, just colleges and colleges.
050Um, I finally found like a college that I could see myself going to. Missouri State is really nice and it's just nice to like be able to put my foot out there a little more, you know, just in Washington. But yeah, that's it. Thank you. >> Hi, I'm Kay Silva. I'm our chapter sentinel. Um, one of my favorite parts of the trip was the rodeo. It was honestly like the best ones I've ever been to. The crowd was full of energy and so they basically like let the whole thing be they like reserved it for FFA members. So that was amazing. Um and it was just so much fun having all those FFA members there supporting the rodeo and stuff like that. Um it really made the trip amazing. It's something I'll always remember. One
051of the biggest lessons I took from the workshops that we went to was how important it is for everyone to give their best effort. Um they refer to the our team as a machine. um if one part doesn't work right, the whole team kind of suffers. And it showed me how my actions and the other people's actions on our team um affect others and reminded me that teamwork is built off trust, effort, and everyone's contribution. Um one of the best parts of the trip was meeting um people out of the 48 out of 50 states. It's you're in this big thing looking at all the shops and there's just you see someone from Texas, someone from Arizona. It's crazy. And they had a paper we got them to sign out of all 50 states. So
052we got to talk to people from every state. It was it was really cool. Um, everyone was friendly and welcoming and I loved hearing their stories, especially learning about their fake experiences in different states. It's crazy how similar but also different it is at the same time. Um, meeting so many new um, meeting so many new people made the trip exciting and very unforgettable. Thank you. >> Um, I am Sie Sher. I am not uh a officer, but I am a student adviser for our chapter. Something that was fun that I experienced was the Indianapolis Speedway because you got to see the old cars go to kiss the bricks which was really cool and all the history was really interesting. One thing that really stuck out was being with to me was the fact that
053being uncomfortable can actually help you later on because >> prepare you for the future. >> Um, another thing that I learned was you need to treat everybody with kindness now >> because you may need them down the road and you don't respect them, they don't respect you. >> Um, the last thing that I took away from the workshops that I went to was that if you're not the loudest leader in the room, it doesn't mean you're not a leader. So, be a leader. It was amazing to be able to look around and see all the different states and chapters everywhere. Everybody was so friendly and nice. And it was also cool to see how each state has such a big hand in our nation's food and animal production. Thank you. >> The next slide is
054just pictures of um the great I have one of >> Did they let him wear his boots or did he have to wear >> a question? I have one that's just going to tell >> which two states are >> Yes. I want to know what two states not go. >> New uh New Hampshire and >> Virgin Island. >> Yes. >> US. Wanted to give you guys a big thank you and thank you to the alumni, our school board advisor and Quincy FA chapter and our Quincy High School ASB for helping us fund and helping us plan and letting us go on this trip which was an amazing trip. >> Very very thank you question. >> I I mean first off you guys are so inspiring. >> Like your confidence, your leadership, your words, everything is
055just so so loud and proud. I'm very impressed. Um I'm just very curious. What are your guys' graves? Like, >> are you sure you want to know this? >> I'm a senior. I'm a senior. I'm a sophomore. >> Senior. I'm a junior. >> For the seniors, for the seniors, do you have goals uh into going into agriculture someday? >> I want to be agricultural Anything? Anything that come? >> No, thank you. Awesome. >> Okay, now on to the parliamentary scenes. So, I'm really curious about this. >> That mic over there >> right here. >> Excuse me. You guys want extra? >> Yeah. >> Okay. >> You know, you have to mute her on your side, right? >> Or just so you know, Rita, you're you're muted. Rita, we can hear everything happening at your home.
056>> Is the dog okay? Is the dog? Say hello to whoever rang your doorbell. Me and the dog. by one of you have >> the idea. four day four day school. >> Good evening members of the school board. We are here today to present the fundamental basics of parliamentary procedure which is a set of rules used in meetings to ensure order, fairness, and efficiency. It's used in many organizations, including FFA, student councils, and school boards to help members make group decisions in an organized way. In Parliament's procedure, we use a book known as Robert Mill's Borders. >> I have it right here. >> It's very huge. >> Yeah, >> I reckon I read it. >> It's fun. >> Are there like some cheat sheet versions? >> Yeah, >> they do have some for you, Casey.
057>> The robberous rules and order for dummies. I'm not lying. >> I see that one. It's really good. >> It's really really paraphrased. It's actually pretty good. I keep looking for that one. >> The purpose of par parliamentary procedure is simple. To make sure everyone has an equal voice. Um meetings run smoothly. Decisions are and decisions are made fairly. It protects the rights of all members, the majority, the minority, and even those who wish to not speak while keeping order during the discussion. >> The fundamental guideline of a meeting is called an agenda. Often times, agendas items require that the assembly make a decision. Then it becomes an action item. Action items must be presented in a form of a main motion so it can be recorded and the decision can be made by the
058group which when a member wants the group to take an action they make a main motion. >> After the main motion is um moved there must be a second. So it kind of ensures that every that someone wants to talk about it and if it doesn't get seconded it just dies completely. Um, yeah. And then right after the chair repeats the motion back and it's up for for debate. Yeah. >> Now that the motion is on the floor, debate is where you can discuss the pros and cons before you vote. The maker of the motion has the first right to debate always. There's three parts of the debate. The opening statement, the body of your debate, and your conclusion. Um, there are rules when you debate. First, each member may speak twice for 10 minutes
059on each motion. Um it must be germaine or related to the motion. Uh debates must be respectful and professional. No personal attacks or side conversations. Um the chairperson or Karen um remains neutral and keeps keeps order and recognizes the speakers. >> Sometimes a motion needs a small change before it's perfect. That's where amendments come in. There are four ways to amend. You can add words, strike out words, insert words, or strike out and answer words. To make an amendment, the member has to stand up and say, "I move to amend by." Then someone has to second it. The chair then opens debate uh to the amendment only. If passed, then the motion is changed to what the amendment was being debated. If not, it will remain the same. When debating an amendment, you only debate
060about the amendment, not the main motion. >> Right after debate is closed, we go straight into voting. Uh so sorry. So the chair kind of right after debate she goes are we ready for the question? The question is on the motion that you had made. And right after we go into either a voice vote or rising vote a voice vote is either a or nay and it's a simple majority. And then for a standing vote it's when a member's right to speak has been taken from them. So it's a super majority. It's a 2/3, but to summarize, it's a super majority. The chairperson also called the presiding officer, maintains order, and ensure that rules are followed. They recognize members state motions and announce the result of the vote. One tap, announcement of decision or the
061seat assembly. Two taps cause their meeting to order. Three taps signals members to rise. A series of short taps brings order to a noisy room in order to start a meeting. Okay, >> we have a question. >> So, what what happens is this is kind of like it's like in the middle of in the middle of an agenda. Okay. So, like we could be in the middle of a meeting and then there is in the in the contest the kids are given a main motion. Okay? And then all of the motions that they are supposed to demonstrate have to pertain to that that main motion. Okay? So, in other words, it used to be back in the old days, um, we could practice for two months on I moved to the Quincy FFA, have a
062camp out at Quincy Lakes, you know, and then everybody knows what they're going to say. Everybody has their debates and it's just like a whole bunch of prepared speeches. Well, that's called can, right? You can't go in there with anything planned. You got to be original. just the kids will see the main motion and they have one minute to look at the main motion and their required motion to figure out how they're going to do it. And then also on their card, they're going to know the motions of their teammates cuz they can't make those motions because teammates have to make those motions. And in the contest, everybody has to make two motions. Their required motion on the card plus another motion that is not on the card before someone else makes the motion. So
063there's some competition amongst the teammates themselves to be able to get the motions in and there's only 25 motion that they can make. So >> it gets it gets pretty it gets pretty dicey. But today what we're going to do is we're just going to go nice and easy. Um the kids decided that they want to do just a main motion and an amendment and then come down off the amendment and vote. Okay. So there's not going to be any any of these other um pretty pretty pretty cool motions that can be done to transact business. Um so you guys will be able to see some of them that are going to be demonstrated, but like I said before, it's better if they don't know what it is. Does anybody have something that would be
064something that the kids could change? >> Change the school change the Quincy school district logo. I move >> that we change the Quincy or the Quincy school district logo. >> Yeah, the mascot. Sorry, the mascot. >> I moved that we change the Quincy mascot. >> You want to know what it's going to, don't you? >> No. >> Those are >> Well, >> no. Give us options. >> Do you want to give to to another mascot? You guys can think about that then. Okay. So, that's your main motion. I move that we change the Quincy mascot, right? >> Yep. >> Okay. So, you got your minute. Think about it. Are we good to start? >> No, that's I'll tell you when you're done though. 30 seconds ready. Done. >> Is there any new business? >> Madam
065Chairman, >> Aliana, >> I move that we change our Quincy School District mascot. >> Second. >> It is moved and seconded that we change the Quincy School District mascot. This motion is debatable. >> I object to the consideration of question. >> The consideration of the question is objected to. Shall we consider the question? All those in favor considering the question, please signify by rising. Thank you. Please be seated. All oppose, please rise. Thank you. Please be seated. The eyes and we will consider the question. Is there any debate on the main motion? Aliana, I wish for everyone to get behind this this motion because I mean our jack rabbit has been our mascot for years and honestly, we need something new. We we're up against our rivals are the tigers. We should be we should
066be something like the rhinos, you know? I don't know. Something that kind of like We're we're bigger than that. So therefore my fellow members to get behind his motion. >> Madam Chair Fernando, >> I am extremely against this mind motion. The history behind the Quincy Jack Rabbit has been here for years. Basically since Quincy has even existed and I think the history behind it is great. Yeah, it's not very intimidating and but the thing is it's unique. There's no other schools that are the Jack Rabbits and it just completely makes us stand out from all the rest. So I encourage my members to please vote down on this motion. Maitlyn, I am strongly against this motion. I feel like we should keep our Jack Rabbit. We've had it for so many years. Plus, I have
067personally seen our prep rallies and our prep assemblies. We've got the best mascot ever and we've got our songs down to a tea already with our Jack Rabbit involved in them. So, please vote down on this motion. >> Madam Chairman, >> April, I wish to speak against the motion because we already have uniforms that have jack rabbits all over them. All our school is covered in jack rabbits. So, therefore, I urge members to vote against the motion. I I rise to question the parliamentary inquiry. >> State say your question. >> What's the vote to pass this motion? >> This motion requires a simple majority vote. Is there any further debate? >> I move to take a five-minute recess to discuss matters informally. >> Second. >> It is moved as to take a fiveminut recess discuss
068matters informally. This is there any amendments? Seeing none, you'll not proceed to vote. All those in favor of taking a fiveminute recess discuss matters informally, please signify by saying I. I. >> All oppose say no. No. >> No. >> The nose have the motion fails. >> Is there any further debate? >> Madam Madam Chairman, >> April, >> I wish I move to amend that we add before the end before the start of this next school year. >> Second. >> It is moved and second to amend the main motion by adding before the before the start of the next school year. Is if so if amended, make it a main motion read. I move that we change the Quincy school district mascot before the the start of the next school year. Is that correct? Yes. >>
069April maker the motion have first right to debate. >> I wish to speak in favor of the motion because that way over the summer it would give us an opportunity to get new uniforms with the new mascot and to do a a full through of like what mascot we want to change it to. Therefore, I encourage the members to vote in favor of the motion. Madam chairman, I am opposed of this. In my opinion, I don't think that we should have it till next year. I think if we figure this out now, then it'll just be prepared for the rest of the year. And we're start we're starting to talk about it now and we're getting it figured out now just so by the time we do get there by the time this school year
070ends we have an idea of what we want to do. So I encourage my fellow members to oppose of this amendment. >> Madam Chairman Fernando >> I am still strongly against this amendment. I mean one summer one school year is not enough to just completely change our school's mascot. It needs to be done. It needs to be considered for years on end. and just this amount of time is not enough to just fully think it through. So, I encourage my members to please vote down on this amendment. >> M Ken, I'm against this. I feel like we have the time and the resources to discuss this matter now. We shouldn't postpone this until next year. It's just a waste of time. And plus, we don't have meetings over the summer. So, I feel like it's
071a waste of time to postpone it that far. Please vote down on this. >> Madam Chairman, >> Aliano, I meant to I meant to suspend the standing chapter rule of having our Jack our being in our official dress during parliamentary procedure run. Second. >> It is it is moved and seconded that we suspend a standing chapter rule of having their official dress on during parley parley pro runs. All all those in favor of suspending the standing chapter rule signify by saying I. >> I. >> All oppose say no. >> No. >> The nose have the motion fails. Is there any further debate on the amendment? Seeing none, we have an opportunity to vote. All those in favor of many of the main motion, please signify by saying I. I. All oppose say no. No. >>
072The eyes have been amendment passes. We are now on the amended main motion which reads I move that we change we change the Quincy school district mascot before the start of the next school year. Is there any debate? >> Madam Chairman >> Fernando >> I move previous question. >> Second the previous question is moved and seconded. All those in favor of the previous question please signify by rising. Thank you PCC. All oppose please rise. Thank you PCC. The previous question bells. Is there any fur debate on the main motion? Kaitlyn, I am still against this. I feel like we shouldn't change our logo loop since we've had it this long like this and vote no. Is there any further debate? Seeing none, we'll now are we ready for the question? The question is on adoption
073of the many motion treats. I move that we change the Quincy School District mascot before start. All those in favor, please signify by saying I. I. All oppose say no. No. >> The nose having the motion fails. Is there any further business? >> Madam Chairman Sy, >> I move to adjourn this meeting. Second. >> It is properly moved and seconded to adjourn this meeting. All those in favor of during the meeting, please signify by saying I. I. >> All post say no. >> The eyes have it and now declares meeting ajourned. >> So cool. >> Okay, who's got the wrap up? Carter Bass. and she off. >> We could be I mean, >> you know, Dan, not that we had just a minor sidebar and we just realized that that suggestion could go really south
074if you guys voted to change the mascot. So, thank you so much >> for defending the so vigorously. >> Parliamentary procedure allows meetings to run better. When members understand how to make motions, amend them, debate, and vote, it helps members make better decisions, and help the meetings run more smoothly. >> Thank you for your time and attention. We hope this helped you better understand the basis of parliamentary procedure. Are there any questions? >> We're glad we recorded that. Great learning for >> that's only like two hours of practice. I >> later on in the year, it won't be a long There's also a lot of things. What what kind of training like beyond the today training? But do you guys do formal trainings? >> A lot. A lot. >> So, we used to practice like
075last year. We'll start up again here probably after winter time. Uh we show up to school and start at 7:00 in the morning on Tuesdays and Thursdays typically. And we do practice runs, usually not an official dress, but we do do lots of practice runs. We get ready and we do competitions. Um we went to state last year for it. Um, and then we do this, but basically on another level, there's more things to it, more details, and we're all usually more prepared and have things down. This is my first time doing parley since state last year. So, >> yeah, me too. >> Great. >> In terms of practicing, a lot of it is just knowing what all the motions do and when to say them. That way, uh, during the run, it they make
076sense and it works. We also get more practice on our debates, being able to think on the spot and just being able to add more details to our to our debates and stuff like that. >> During actual parliament runs, there's an order of proceedings that motions go in. So let's say like there's commercial refer motions to like refer to a standing committee or something. Some of those take procedence over others. Usually amendment and the main motion take precedence over most of the things, but it takes procedence over everything. So at any time you could adjourn the meeting. It's super um I'd say when I first started it was super complicated, but after a while you just start remembering, you know. So I think it's all like a memory type of practice. Lots of practice. I
077call this a debate team because it's >> Yeah. Just debate debate debate. >> So So is that an opening night for board members to join you at 7:00? >> I like to come. >> Yeah. I like to come to some donuts. Yeah. night. >> So when I got it, >> let's bring it. >> Okay. >> Um where would you might see this being practiced in the real world? >> In our chapter meetings like we do uh we have to make motions in our meetings. So like as we're speaking, there are certain things like money or time we have to go over. So we have people in our chapter that'll say, "Oh, I moved to accept like the money for we had to do it for a trip to nationals and that was a big thing.
078We had to make someone do a motion and second it." And they're more than welcome to debate. Usually they don't debate because they don't know what they're doing, but they're always more than welcome to debate. >> Um, as I'm aware, you guys also um use parliamentary procedures. It could basically try. >> It could basically just be used anytime any meeting has an agenda that has to get um talked through efficiently. Um, so it could really just be uh implemented at any meeting that has an agenda. >> Have you ever seen it done at the Senate level? >> No. like bits of it like the details like you say yes or no to certain things or just like there are some small debates and stuff like that discussions. >> I person sorry I personally think that
079like people that do this competition when they go into the future they kind of have that they know what they're doing in terms of like if they do like this type of things it's something that you could really carry on with your life even if you don't do meetings like this. It's just super educational. >> Like she said, it also I feel like it really helped me personally. I used to be a really quiet speaker and FFA competitions like this is great. Gets you out of your comfort zone. Gets you speaking in public. And personally, I probably wouldn't want to speak in front of this group, but I did parley last year. Now I feel so much more comfortable with talking about people, whether it's in class, whether it's outside of class at like nationals.
080Just competitions like this really get you out of your comfort zone, get you more better at talking with people. >> It's awesome. >> Very cool. And it's good to get your point across rather than like argu like arguing. You're getting across very respectfully and you're getting things done efficiently rather than >> everything's one final question. It's for Karen. >> How do you stay neutral when you actually have an opinion on something? >> So I I'm just I'm just a very unbiased person I would say. So like I really I know I just can't let my emotions get into it. So like I do things like how I call them like in order. So I do proceedings of chairs so I don't have to like okay I'm closer to maybe one of them but that doesn't
081mean I'll call on them. So even if I hear like oh maybe one of them has like an opinion I might agree with I still don't like I make sure it's like okay they're not like the only person I want to hear from because I also think hearing from a lot of opinions is also a great thing. So it just honestly I just kind of have to learn to be unbiased especially doing this. >> When does the chairperson vote is kind of breaking a tie. Right. >> Because it ties in a majority of high fails. >> It fails. >> So >> maybe something. >> So the time I would vote would be this would be my hat. >> Oh yeah. I don't >> she could relinquish the chair to another member and join the assembly
082and and share her opinion >> and then after that motion has been disposed of then she can >> bring in chair. What if they they don't want to take it because they want to vote? You know what I mean? >> Pardon? >> What if they want to keep their vote and they don't want to let her relinquish her her spot? >> Um I think it's just a permission. I think um >> true. >> Yeah, I think that's getting in strategy levels that are a little bit above my pay grade. >> No, I've never run into that before. Most of the time people are interested in what other people think. >> Yeah. Wow. Well done. >> That was fair. >> You guys are amazing. >> Re-watching that for sure. >> On like.5 speed. >> Yeah, that
083was awesome. And um I was definitely intimidated. >> Wait, can I just apply something I learned? >> Yes. I motion to adjurnn. Is it is that how it works? >> No second job. >> I had to try. >> Thanks so much, guys. That was awesome. >> Thank you. >> Thanks. >> Awesome. >> Thanks. Thanks. >> See you later. >> See you. All right, Nick. No pressure. Report is not doing Okay. Is it my turn? >> Yeah. >> Yes, sir. >> Um, so while the conference is coming up, uh, Z will be sending out an itinerary to all of you this week. Uh, hopefully by Friday. DJ is driving a Suburban, which is going to depart around 3:30. So, if you want to ride with DJ, you can. Um, and the kids, if you want to
084drive your own vehicle, you're more than welcome for students. uh well members if you want to drive your own vehicle um then we can help you with reimbursement too for that. So um really excited. It's going to be a great conference. Uh Shannon is taking part in a session around AI with Sean and Camille and I and then Diane and I will also be on a panel. So it's going to be a great conference. Really looking forward to hanging together and working together. Um conference week was excellent. Um you know Alicia's, you know, she spoke about that around all but two students showed up. It I really is the same throughout all of our schools. just really appreciate all their families um and and showing up for their their students. It was highly intended throughout
085the district, high 90s and I know even the secondary schools have have plans to capture students that they missed. So our goal throughout the district is to get 100%. But on the week we get a high 90s. I would say 98% of our families um show up. So just appreciate all of our family support, all the teachers. is so much work that goes in to student le conference having you know I I had mine late at night and the teachers talking and helping my fourth grader through presenting their data and their growth. Um I just really appreciate the time and effort that everybody put in. Um had an opportunity to participate in a Grant County lead summit um that was put on by Grant County Economic Development. Yes, the DC council. Thank you. uh with
086a superintendent from Moses, Ephrada, and Wuk. And it was just really great opportunity just to share, you know, what what the the common themes, the common elements that we're working uh on throughout the region. Just one thing that um I was just really proud of to share with Quincy School District, just the real tangibles that we're working on. Um the real pathways that we have established through our CT programs, through our academic programs, whether it's college and high school that our that our students get to experience to help get them into the real world. So, it's just really exciting. We're really lucky in Quincy to have the dynamic programs that we have. And speaking of those programs, on the 13th, we have our CT pathway night starting at 4:30 to 6:30. Um, just recommend that
087you attend. Um, it's a great night. Just learn, uh, what happens within our high school. It's pretty amazing. So, uh, take advantage of that. Um, and I think you will I don't want to take your report from you. Um, but we've had some pretty great news as far as a student winning an award, but that's probably in your report, so I'm not going to take that. Uh, and then just, uh, board meeting on a Monday night. It's not typical. We have them Tuesdays. Uh, tomorrow's Veterans Day. Just want to thank you, uh, to all the service members and and veterans for all their service and sacrifice uh, that they give to our country um, every day. So, that's all I have. Thank you for the time, too. >> Thanks, Nick. All right, guys. Student board
088report. >> Okay, just like B Mr. Bergman said, we just had our conferences passed. I could personally say mine went good. >> They're going to pass you, >> huh? >> They're going to pass you >> eventually. Um, leadership has started to celebrate Muertos. They set up a table for people to decorate sugar schools in celebration for someone. and as well as leadership, choir and band all helped and participated in honoring our veterans at our veterans day assembly on Friday. And I do believe we had Miss Driscoll as our guest speaker and then I think ASB and leadership read letters from like time of war like from veterans I think. So that was really nice. And we just had steak for sports we had our state qualifiers for cross country compete on Saturday. No, >> winter
089sports are coming up as well on the 17th. They are boys and girls wrestling and boys and girls basketball. And then like Mr. Rigman said, a quick shout out to Herardo Guerrero for being named this year's future technology leader of the year >> and then our CTA pathway night on Thursday. And then I think Andre said something else. >> Yeah. >> Okay. Um I did the surveys to the Spanish speaking students and then um but then what they shared with me and I came to the conclusion that boy translator devices will be a big help for them. I thought it could be a good idea to start fund raise like fundraisings to get 15 15 of the devices and with those devices we could also see which parts of the bilingual programs could be reduced
090or changes which which could be save money for the district while still helping students learn and feel more included. That's all. So >> you're requesting 15 devices. Yeah, like the pen the pen um the translator pen. >> Maybe you could come talk with Miss Hodgej uh and I and we could see what those pens and Mr. Fuller on the tech side of thing >> about what those pens do and their capabilities. Okay. >> Yep. And then I have the reports and then if you want to see the reports I did I did the reports with the student story AI >> and then I can share it with you and then if you if you want to see the reports. >> Okay. >> Yeah. Was a interviews recorded record. >> Mhm. >> Yeah. >> I like
091to see this. >> Andreas do you want to talk about the play? >> The what? >> The play. >> Play >> the play that you're helping me put on. Oh, I think like use the the poops, right? The Yeah, puffs. Yeah, it's a fun a fun play because I don't know like a magic stuffs and then I help there uh with the tech crew stuffs and then Yeah, if you want to go and see that play, it's a good It's a good play. >> When you go to see you go see on Friday night? >> Yeah, Friday and Saturday. We have both uh 2:00 p.m. I think and 7 p.m. >> Okay. >> Yeah. >> Our our school is gonna go on Wednesday and watch it over there. >> We're going to watch this. >>
092Yeah. This summer we're going to watch the full play instead of half of it. So Okay. >> Yeah. The high school does that where there's plays. Um usually like it's during a certain period if your teacher allows it. You can go and watch like half the play and then they like basically just do it during a class period. Like I remember I think my freshman year I went with my fifth period class and it was really good. >> I think it's for fifth period and or I think because I will be there helping in that stuff then >> I think they also bring the middle schoolers to come watch the play as well. >> And the last time was the elementary schools too. >> Cool. Yeah, >> that's good. >> Well, congratulations Andre on the
093play. I went on uh Saturday afternoon and it was really outstanding. And >> they have uh like 300 different props that they use throughout the play. The set the set is two stories high with full on moving like twotory doors that come open and close throughout the play. >> Wow. >> Um they bought and purchased more lights uh that uh to you know they have some wizarding duels and the different colors. It's just it's really just from just not even just the acting standpoint, it's amazing, but just the aesthetic with the sound and lights. It's really cool. It's a really cool play. So, congratulations. >> Thank you. >> I think uh one of my peers is in that play as well. Um Anelise. >> Oh, so nice. >> Yeah. >> Cool. Yeah. >> Awesome. >>
094Cool. >> All you Chad. >> Chad. chat actually dropped off the line. So >> all you D. >> I think we're on the board. I think you're shifting board. >> Yeah, >> we have Dad. >> Do we're trying to reschedle. >> So we haven't met for the month of November just yet. Um just schedules, but I think we're just skipping a month. >> We're going to try to get November. We are going to try. >> Oh, we're getting November. Yes, >> we're gonna try. >> No, I feel like the end of November is already here, but >> it really does. Sorry. Uh, so yeah, nothing to report for board leadership. So, we're on to the first reading and adoption. >> Yeah, just >> you could take it from here. >> Sorry. Hotel Wi-Fi. I'm back.
095>> Um, yeah. First reading adoption. Do we have any questions on the first review of policies or procedures? No, I just have an admission. I didn't get a chance to read it. The links weren't working um until this morning and I worked. So, I do apologize. I don't have notes for the first reading. >> We need Well, that'll be a second reading December. So, you have plenty of time to look at this. >> That's the time to do your homework. >> Yeah, that's a lot of them. >> Yeah. Fortunately, there's only one or two, right? >> Yeah. Okay. So, uh just move on to the action item here. Second reading. Any questions on the second readings or do we have similar issues with these ones and need to uh push them to December? >> No.
096We need to have a motion to adopt them first. >> I make a motion to adopt the second reading of that policy. >> Questions? Yeah, you have to you have to >> open up for discussion. >> Second. >> Okay. >> All right. Sorry. Motion seconded. Now, do we have any questions? >> Motion second. >> Now we can discuss. >> Yeah. I just want to uh make note. I mean, it is getting adopted. Never mind. We had a discussion earlier about policy um being referenced, but it's not on our website yet because it has to go through a second reading today. So, never mind. Um, I know I briefly talked with Lucina before the meeting related to procedure. Uh, >> which one? >> 1250. >> 12:50. And do you have any notes you wanted to share?
097>> Um, just this one of the advisory vote. It does mention it down here in responsibilities of student representative six. But on like the first part purpose on number five it says we will not have the right to make motions or vote. >> Yeah. So purpose the under the purpose heading number five. So my suggestion would be instead of vote it should just say cast binding votes >> will have the right. >> So this is what they this is what they cannot do. So they will not have the right to make motions, vote, but instead of not having the right to vote, it should be not having the right to cast a binding vote. >> Gotcha. Okay. Yeah, that makes sense. And as a procedure, so we can make that change and put it forward
098if the group's comfortable with that. >> And then um Dian mentioned for the terms of office for number four, does it I don't know if we should keep one year term because it says decides to reappoint to a second year term. So would that be like four years or two years? >> It's two years. >> Yeah. So would it make sense to say one year term instead or >> was one was one originally. Uh and then but we always have served a two-year term. >> I think it's just the way the sentence reads. >> Well, you just take that. >> Yeah. >> Just removing the last sentence instead of to a second term to just a single term. >> Okay, that makes sense. >> But that doesn't make sense to reappoint. Do we reappoint? No,
099you can just put all student will serve a two-year term >> and then just end it there. >> Is that okay? >> Yeah. >> Perfect. >> Yep. >> Yeah, >> that's those are my notes as well. Thank you. >> Okay, if there's no other questions, then we'll take the vote to approve the second readings. >> All those in favor? >> All in favor say I. You want to get the vote? >> You think I would have learned from that parliamentary procedure demonstration with the student advisory vote, please? >> You can abstain. >> You can you can abstain. >> I abain. >> Yeah. >> All right. So now vote. All those in favor say I. >> I. >> All right. The eyes have it. And any unfinished business today? I don't I don't think we have
100any uh any requests for future topics from any of the board members. >> I move to adjourn. >> Thank you. I second. >> Thank you so much for everybody that gave presentation tonight. That was an awesome uh awesome meeting. Have a great night. Thanks for your time. put one. >> Yeah, both.