001I didn't know. >> Yep. You remember that's why you are going back. This clock it's different. >> This is the clock we start at. It's another >> I put a new battery in that and it's still running slow. So I don't know. >> It's dollar store. It's dollar store. >> Hi. >> You're right next to the summer. Careful. I think we're all Yeah. So, I'm going to call this meeting to order. Uh, let's stand for the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands, one nation under >> so everyone should have a copy of tonight's agenda. Are there any proposed changes or amendments? Okay. Hearing none. >> I move to adopt the agenda. >> I second. So we have a
002motion. Second. All those in favor. >> Okay. So we'll move on to public comment. >> Move. >> Love it. Love it. the summer. >> So, here's the consent agenda. >> Move to May to adopt the consent agenda. >> All those in favor of >> ask questions >> questions. >> No, >> those are all just renewals of stuff we've been doing. Correct. >> Correct. Yes. >> Okay. Okay. So, no discussion or questions. So, all those in favor >> advisory vote. >> Do you guys have any questions on the agenda? >> Sure. >> Okay. >> I just Sorry. Um, also all those in favor I >> I uh motion carries. So now we're down to reports and we'll start with the student survey those down. It's just a closer up of one of the slides on two
003slides. All right. Well, thank you. But we're going to take just a few minutes and talk a little bit about our spring student and family surveys. Um, one of the reasons that we have put these surveys in place is because we value the voice of our families and our students and we want to know what how they are experiencing the product of education that we're putting out. And so this time of year, we'd like to share with you what some of the highlights were for from these surveys. Um the the surveys are put together to do a couple of things. Get that voice and also kind of specifically ask our families and our students how we're doing on some of our strategic planned goal areas. Um and the student survey also um asked some questions
004about uh students assessing how they feel they're doing with different social emotional learning skills. So on our family survey this spring um just a couple quick highlights. We had um really strong favorable ratings for several things that I mentioned here. Um both the questions that ask about do you feel like staff show respect to students and the question about do you feel that students are showing respect to staff had really high favorable ratings again. So that's good to know that our families are feeling that. Um our scores for school safety are still strong but they dipped a little bit when compared to spring 2024. Um, and our families really had a lot of positive comments about our district and school communication. We asked a lot of questions about the Remind app and preferences about communication
005and the the answers were very positive. One of the things that we really like to look at is in the family survey and the student survey as well, but in the family survey, there's kind of an open-ended comment section just where they can write in whatever they want to share with us, any other feedback they have for us. and the panorama product will theme that and and give us like a word cloud of what the the most commonly used word was and it was gracias um this year which is really awesome that primarily those comments and feedback were really positive. There's some other things they'd like us to keep our eye on um namely end of school pickup and uh you know crossing guards. This is not a surprise. there were some things there that
006they'd like us to look at, but that came in second to gracias as the most said thing. So, that's wonderful to know. So, switching over to our student survey, what I'm going to do to keep things short is I'm just going to talk a little bit about what some of the most positively rated things were on our student survey, what some of the less positively rated things were on our survey, and which things made some big gains. and then we'll drill down into just five or six specific questions that we've been watching a little closer and look at how that has changed over time. So, starting out with the things that were most positively rated on the grades four through five survey. Um, once again, supportive relationships came out as our most positively rated item,
007which we're super proud of. Um, in fact, 91% positive rating on that, which is really great. Um it even went up a little bit from fall of one point. Uh self-management students in grades four and five uh assessing their own ability to manage themselves um also was pretty strong. So that's wonderful that they're feeling confident about that and that went up a little bit from fall as well. In grades 6 through 12, supportive relationships, again the highest one, super happy about that. And then um there the second most positively rated one was cultural awareness at the secondary level. Okay, on. So for the ones that were more least that were the least positively rated in grades four through five, school safety is one of the least positively rated ones. Um but overall things were rated
008very positively at elementary. So, even though it's one of the least positively rated ones, it's still more than half of the students that are rating that in the top two of five choices of how positive they could rate that item. >> Does does that vary much between different schools? >> Um, you know, we have I have I can get you that. I didn't include it in the report. Um, uh, but we can I can definitely get it for you. Yeah. >> And the question, you know, quite correct me if I'm wrong, Colleen. It asks, how often do you do you worry about school violence at school? And we're we're actually going to look at it in another slide. Exactly that. We'll dig into that school safety just a little bit. No, that's a good question.
009You know, what exactly might that mean? And so we'll look at the specific questions in there in another slide. Um and then the other thing that um was still lower is self-efficacy and challenging feelings. And you may remember um self-efficacy we talked about last year being an area of concern. So, it it is super important and it's their ability to believe that they really can learn and be able to stick with and succeed in school. Um, and we've done some work on that that I'm going to talk about later on in the in the presentation. For grades 6 through 12, school belonging um and was lower rated. And then self-efficacy once again was one of our our um least positive items. And those are all things that we're working on. All right. So, now we'll
010look at what came up. So, you will recall from the last slide that self-efficacy was one of the lower ones, but the good news is it's one of the ones that made a biggest increase at elementary. Um, they came up five points in self-efficacy. And another item that was rated five points higher in spring than it was in fall is um school rigorous expectations. Um, the question for that one says something like, "Does the work I do in school make me really think? Do I have to really think to complete this work? Um, grades six, six through 12, even though we saw on an earlier slide that school safety wasn't one of our highest pieces, it came up nine points at grades 6 through 12 this from fall to spring. So, it's definitely going the
011right direction and um the other thing that came up for them was diversity and inclusion. Go ahead and go on. So, looking now at some more really specific questions. Um, we talked earlier about the supportive relationships. The specific question there is, do you have a teacher or other adult from school that you can count on? And on the left you see the fall scores and on the right you see the spring scores for that same question. Um the top row is grades four five and the bottom row is grades 6 through 12. And so that's a real celebration that we still have a high percentage of our students reporting a supportive relationship. So, we're happy that that that's a a question we keep an eye close eye on and it's still doing well. Um, go
012ahead. So, the next one is there's a question that says during the past week, how often did you feel safe? And, um, as you can see, out of the five choices that they have, we've definitely got the majority of our students down here in the green feeling mostly safe. So the celebration there is even though this isn't the highest rated of all of our items, there's still a large chunk of our students that are feeling safe at school and that we saw some increases in that from fall to spring. Um here's another question about school safety. This one says, "How often do you worry about violence at your school?" And um so you this one it looks like it's backwards because it's a good thing to almost never worry about violence at school, right? So
013the numbers up on the top are more positive. So the green always means the most positive. And um so you know the the the summary here is even though students report that they mostly feel safe at school, they still worry about school violence, which you know we've talked about that before. That's that's part of today's world that even though you may be in a place that you feel is relatively safe, um thinking about school violence is probably something that's a reality for all of us that are in schools daily. >> Do you want to add to that? >> Anything or >> No, no. I just I just think that's something that's it's in the media. It's, you know, we think about it's something we practice, we drill on, >> and you know, students have, you
014know, reported that that they feel anxious about >> Yeah. Yeah. >> Violence in schools, even if it's not happening in schools, it's still >> still um you know, there's a shadow that's out there for sure. >> Yeah. And and it is also true that you know, we're doing drills, we're doing things like the school active school shooter training and there's there's um we feel that makes you more prepared in the event of having a problem. However, it does also bring it to your mind more. So, you know, doing those trainings also brings it up to your mind that you may be thinking about it. Um, for school belonging, it just outlet asks, "How well do you feel like you belong at your school?" And belong can mean a lot of different things to a lot
015of different people. Um, but that's the the generalization of that question, just how well do you feel like you belong? Um, and so the nice thing on this is that grades 6 through 12 increased from fall to spring. Um, four or five stayed consistent, but they were already pretty high. Uh so that's something we've been really looking at school belonging and trying to find all these different activities and ways that our secondary students can feel more connected. Um and so we're happy to see that increase. You have any questions or thoughts on that? Anybody or student reps or anything? You have any thoughts or questions about that? That's okay. I just I checked. >> Well, that would be a question. Is there anything in particular that you can pinpoint that said, "Oh, that that really
016did make a difference in making the students feel uh belonging >> from a big shift >> perspective because that is a really big shift." So, what what do you think the school was doing, right? >> I think there's a lot of events they were doing like weeks. >> You guys were very busy in your leadership group this year. >> Yeah, the leadership group did so much good work. There were there was a nice increase in the number of students turning out for sports, too. And I I would guess that if you're turning out for a sport, you probably feel more like you belong. >> So that's probably helpful. >> And we have record numbers in our band, choir program >> theater program. >> Yeah. Like we have also found ways to incorporate. I think also
017think we were built on >> the like idea that sport is an important thing. Recently we focus on strong and other aspects. >> Yeah. >> A lot of students feel like we give that more attention as well. Not just the sports that attend students feeling. >> For sure. >> Yeah. >> I can see the community behind that. >> Yeah. Yeah. I think that um I I wonder if just trying to highlight the many different ways you can belong is a part of the increase that there's lots of ways. It doesn't have to be just one way. >> Yeah. >> All right. Um you can go ahead and go to the next one. So um there's a section that's called grit but the question I wanted to highlight is overall how often do you believe you
018can reach your future goals and um the we've been doing a lot of work around hope I shared a little bit about that in an earlier report this year um and we know that students own belief their self-efficacy their own belief that they can reach their goals has a big big difference in their ability to keep persevering to get to a goal because if you don't believe you can ever do it why try Right. Um, so this is something we've been really watching and really really glad to see from fall to spring it increased in both elementary and secondary and to me that means that our hope initiatives are working and we are nurturing hope. So I'm super thankful to see that increase as well. Um, the next question is the one in the self-efficacy
019qu uh section says how sure are you that you can learn all the topics taught in your classes? So, it's kind of asking about that confidence in your ability, academic ability. Um, and that also increased. So, we're super thankful for those numbers um to be going up. I wanted to just take a second and talk about one thing that we've been working on this year. our um uh social emotional learning um leadership team did a book study on the school of hope and it's all about this idea of nurturing um that self-efficacy um helping students find pathways to their goals and helping them with the confidence that they can reach them and we did that with the uh leadership team but then it it u was popular and spread to many of the buildings I
020think four and five elementary schools did it. The high school started one and I had a few QIA people that were a part of it too. So, um the teachers are finding practical strategies for how to continue um to support students self-efficacy and to help them find pathways, help them do goal setting. And at an earlier report, we we looked at like one example of a tool from that. Um but I hope that maybe some of that work and that learning has been a part of helping those scores come up from all spring this year in that critical area. So, the next thing I have here is what we call a heat map. And I gave you a hard copy of this. Um, what this does is it helps us kind of see if there's
021differences in the responses from certain subgroups of students. And in this particular case, um, this first slide is grades three through five. So, one of your slides has grades three through or one of your slides has grades three through five. And then if you flip it over, the other side has six through 12. And I just gave you a copy because it's so tiny and hard to see. But even if you don't see every little number, you can kind of just look at the colors. The darker green that a box is, the more positively that thing was rated for that group. The more dark of orange, the less positively it was rated for that when compared to the group of all students. Okay. So we can see that in the group of multilingual students um
022we have a lot more orange in that row and in the group that's not multilingual students we have a lot more green. So that gives us a little heads up that our students who are multilingual are experiencing at our schools less positively than our students who are not. So something for our schools and buildings to look at. um student special education status are students that have disabilities and are served with individual education plans through special education. Um it's kind of a mixed bag in grades three and five. Um but there were a couple of really um concerning areas that are quite a bit less positively rated. Um female male was mixed depending on the school and the grade. um it wasn't like a a clear one group having a very different experience. Um in some
023schools there were bigger differences than others. So the on the other side you have the same information but for secondary for grades 6 through 12. And here you'll notice that as our students with disabilities go past fourth fifth grade into secondary school we have a much different um perception. they're they're reporting way less positively than those students who aren't. And again, with our multilingual students, there's definitely a gap there, a disproportionality about um that seeing that um their experience is not rated as positively. Um and then again with the female male, it's kind of flipped depending on the particular um item. That's right. >> So there's just a little bit of both. And and um that heat map just kind of helps groups. And each school gets this. This is the district-wide information, but each
024school gets this for their own specific school. And then they can look at that information and think about if there's anything in particular they can problem solve and think about that might help those groups have a more positive experience. Um so the way that we work with this data um are DIT looked over this district-wide um data in May. Each school reviews this with their building leadership team, their school improvement team and parent groups. And then the schools use this information to decide on some potential goal areas for improvement in their annual school improvement plans. Um, and many of them are using this data as their measurement about whether or not they make improvement in in a certain goal area. Um, many schools did have a goal last year of improving uh our self-efficacy scores
025on this. And so it's awesome to see that many schools did those activities and did see a bump in that area. And that is it to give a high level overview. If you would like to see that we can get um each school can get individual results of all of these same things by their school. But I another thing that I have is like that heat map version but instead of by subgroup it's by school. >> So if that's something the board would like to see I could share that. And is that really what you kind of want or what what we're does is that just to kind of see. >> Yep. >> Yeah. >> Sure. On Friday as far as the >> Does that work? >> Yeah. >> Would it be possible to also
026get like the the school level or maybe it could be at a district level like those kind of ideas that they generated from the >> Oh, the comments. >> Yeah. I mean, uh we could look at that. There's quite a few comments. We do have them downloaded to a spreadsheet. Some are translated and and some are not. We so for the student or for the family. >> The DI you said that there was a team that reviewed the data >> and I think a few ideas or >> the deal reviewed it and then their individual buildings will review it and make building decisions based on that. >> You'll see that come up Diana though is when you do the school improvement plans and their proposal of safety belonging. This is one thing that they use.
027Um and then some other buildings they really like the high school they're really going in on using you know tell us more about this one particular sess section like in an essay or really open-ended so we can really understand because some of the there's so many the questions are are are great but you can ask a lot of questions about the question so then the high school will then take that a step further and then run it through AI and then start to theme it um and I think that the really intentional work that you saw secondary I think is some of that that peeling layers back, you know, they get that one quantitative measure and then they're using qualitative results to really drill down to. But um >> because it's meant to be kind
028of an overall screener to get an idea in these big broad areas. Is this an area we need to devote more attention, time, and focus on or is it going okay? Is it getting better? Is it getting worse? And for large groups, are there groups that are experiencing it differently that we need to be aware of? Then the real problem solving happens in those school improvement teams when they build an action plan based on that information, you know, about the what do we do about it piece >> when that when that survey is administered. Is it I mean accounting for as many variables as possible. So it's like the same type of day for the same groups. >> Pretty close. Um it's within five days, a fiveday window. >> Um secondary time of day like
029I mean they're taking it. >> No, it varies a little bit that way. the elementary window where the teachers can fit it into the schedule. >> You can see some >> and the elementary window was a little bit uh different from the secondary window because of when they they take it through advisory. So, it needed to fit the schedule of when there was an open time in advisory to take it. >> Secondary is a little bit more consistent because it does take place in their advisory classrooms. So that's the same time um with the same teacher >> or at least at least it's the QIA kids all took it at sort of the same time. The middle school kids took it at sort of the same time and the high school kids but they weren't
030all correct three at the exact same time. >> Well yeah I just wanted between like fall and spring if you compare those like >> Yes. >> taking them all like before lunch and hungry or they taking lunch and full bellies and happy. >> Yeah >> especially for the younger. Yeah, we have not dug down that closely into it. Yeah, >> I would say elementary is much more consistent than secondary >> because it really is up to the home room teacher making >> Yeah. >> And then in when it's just fourth and fifth grade and elementary there's smaller numbers too. So it's some some schools that's just two teachers, some you know so it they just work together to to get it done during that. We are going to explore bringing it down to third grade
031too to see how we would maybe ask those third graders in an appropriate way um you know age appropriate way for them because we really want to hear their experience too. >> The other thing we talked about on the leadership team is how you know this kind of quantitative liyker scale fivepoint survey may not be the best way to get information from younger kids but we could have a classroom meeting and the teacher could ask for general input and opinions and do a little scripting of some ideas. It's not the same as this kind of an anonymous survey, but it may be more appropriate to get voice from kindergarten through third second or third grade students. So, um you know, there's definitely some other ways that we could get their their thoughts without it without
032them doing this survey that maybe isn't quite developmentally the right way for them. Any other questions? >> Thank you so much. >> Thank you. Yeah, kind of have agenda in front of me. Um, so next we have of course that's what I want to sorry the graduation written report. So it is available. Um it I'm guessing but it's a written report. We just >> if you have any questions you can ask or we're here or if you have any questions beyond this you can let me know and um I can individ I can answer those individually too. I don't know if the youth got the chance to review it, but um it's pretty cool to think that 155 were able to walk, right? Is that what the number say? Able to graduate. Yeah. >> Sorry,
033that's just QHS and QA is also included, which would be plus 34. >> Yep. >> Yeah. >> And thank you, Casey, for attending. It was hot, but great day. >> And congrats to our own graduating seniors. >> Any more questions? Okay. Uh, next is the student report. >> Sure. >> How about new items? Um, so since we've last met, we finished the school year up. Had a really nice finish to the year. Just again, thank you to students, families, staff. Um, it really was a great year. Um, since then, we've still been very busy here in district office and in schools closing out the school year. It's kind of sad everything's coming down except for day. If you still want to go visit a we have so much school going strong and displays are still
034up and still looks like an elementary school but it's looking pretty institutional right now throughout the industry. It's always I'm always sad when the school is ending. I ran a today across from Fernando and I asked if they wanted an earlier start and they said no. Really happy with the 27th. So um but we had our admin retreat last Friday really great um opportunity and then really good energy in the room. We spent a good deal of the time reflecting on data as we're as it's coming out. Uh two administrators are really anxious and they want to see their data and start the planning process. So the school just closing uh about a little over a week ago, we've already started the planning process for next year. So um and I'm just really inspired by
035how enthused our admin are to jump back in the school planning pro uh cycle. So it's really great. We're really lucky instruction leaders that we have. Um, one thing that's really cool and a little different this year is athletics uh in the district are still going really strong. Uh, we have youth baseball still using our facilities. We have volleyball uh going strong, basketball going strong, uh, football is is three days a week. So, it's really cool to see that, you know, it was a tough uh, re-entry into the SEWAC, but uh, we weren't necessarily defeated and and the kids are showing up and responding. Uh in the summertime we have a group of six wrestlers at a really uh my son included a really intensive wrestling camp this week. So they're going hard. Um and
036it's just great that our kids are staying active in the summertime. Um which always makes me really happy. Um this is the last full week for Adnom. The last day is the 30th and they'll be gone all of July. Um I do want to recognize April Murray. So, April Marie is an English teacher at Quincsey High School. She was recognized as the Eastern Washington College of the High School teacher of the year. So, out of all of the, you know, partnerships that Eastern has college of the high school with, which are a bunch, including Bulk and Spokane region, she was, uh, selected as the teacher of the year. So, congratulations, April, if you're out there. She's just amazing teacher. I mean, you poll, you know, graduates and I would say 90% have said April had
037some kind of positive impact on their life. So, she either as an aid adviser, as an English teacher. Um, she's just an amazing teacher. So, we're very lucky to have her in the district. Um, we also have a board retreat coming up on the 29th uh location. We're still trying to figure out where to have that. Um, we could have it here, but that does feel very retreat like. So, we are going to do a planning session on the 7th. We could spitfire some ideas where we want to have it. Um, we do have a board regular board meeting that day at 1:00 here and so we could still have the set up for a regular board meeting and have the retreat at a different location that maybe is a little bit less warm. So,
038um, let Diana or Chad know if you have any suggestions on where you'd like to host the or the board retreat and then a survey board survey will be going out around uh July 7th for you guys to complete. It's it's a pretty extensive self assessment on how you build that we're doing or that you guys are doing together as board. So look for that. And then just again uh congrats to our seniors. >> Oh, one more thing. Sorry. Safety net. I don't remember what safety net. It's when we put money to the state trying to recoup some of the special education money uh that we uh spent on some high need students and hygiene services this year. and Sunshine put uh together a pretty substantial amount to the district or to the to OSPI
039and I and I was a little pessimistic if the full amount would be accepted and the full amount was accepted. Once I have that firm number, I'll be sure to uh include that as in an update to the board, but just want to thank Sunshine for her work to recoup a substantial amount of funds uh for the district. So, really good news. >> That's all I have. Thank you. And next is our student board reps. >> Well, we have I don't >> I needed you where you want to share again where where you're going. >> I'm going University of Oregon. >> What will we be studying? >> Uh psychology and neuroscience. >> Okay, nice. Nearoscience. The easy one. >> Yeah. >> When will you start? >> Um I'm not exactly sure, but I think it's
040the beginning of September. I like move everything the end of August and start before there. >> Thank you. >> I do you have any plans yet? >> Uh Big Ben just to get my general education done and then I'm looking at either. Good. >> Keep pushing. >> Yeah. Cool. any update. Gosh, >> just just work. >> Yeah, just >> very cool. Well, we're so grateful that you guys are here uh for board leadership. Nick already said like the retreat stuff, so I'm not going to bore you all with that. And then most importantly, we want to take this time to recognize and honor our student board reps. It is a role that is completely volunteer like us. Um, I think the difference is you guys are getting paid to do your school work and so
041you're not just super high achieving students. You guys are highly involved in the school and I think it's important for us to recognize that we really do um find ourselves very fortunate to have the representatives that we have here at this table. It's not a small role and we do appreciate and we hope to improve every single day. Um, but that said, we do want to honor recognize uh our two graduating uh student board reps who this is officially their last day. And no more respons. >> Do you see any changes around here? Sure. You guys take a photo. >> Thank you both so much. >> Picture time. >> So get your full You got this. >> Do you not have an iPhone? >> She's thinking, I'm so glad I volunteered to [Laughter] >> Thank
042you. I mean, they still might have a few more minutes to do your commitment. So, um, >> do we need to return another one or two? >> Yes, we have two more. Yeah. Um, I will put those names out again in the update. Yep. Two great ones. >> Very cool. Well, thank you to everyone who uh brought in reports. Uh, moving on. Now we have our policy review and adoption. Is anyone ready to motion? >> Make motion to adopt the policy 206 and 5012 second. >> Uh are there any questions? Okay. Hearing none, uh I open the floor for a vote. All those in favor say the >> she did. >> Yeah. With my eyes. Sorry shape. >> Yeah. >> Sorry. Did I? >> I >> So motion passes. So there is no unfinished business,
043no new business. Uh are there any requests from the board student reps for future agenda items? when the retreat is going to be probably where most of us get a lot of our >> Yeah. >> So, now we're moving on to um the executive session. So, I want to thank everyone who's here. Thank you. Thank you guys. >> You guys get to go too. >> Okay. Now I put