001the Let's call this meeting to order. Uh, stand for pledge of allegiance, please. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liy and justice for all. Everybody's seen the agenda for the night. Are there any proposed changes or amendments? I move to adopt the agenda. Second. All those in favor I I uh the agenda is adopted. Let's see. Comment. Comment. Yes. Is there any public comment? No public comment. We are cruising right along. Uh consent agenda. Is there any um I move to approve the consent agenda. Can I question after it's second? I second it. Any questions? Go ahead. I just have a few. Not too bad. Um, can you explain what cost copy means under the
002copers on page 11 for me and accounts payable? Cost copies. And what page is that again? It just says on page 11 there. I would assume we um each one of our maintenance agreements with uh is that what it is? It's a cop cost per coffee. They they charge us on a copy basis for the machine. Okay. And on page 38 um we had uh football repairs for $4,274 and in March we had helmets that we purchased for 48.41 and then helmet reconditioned for 4078. I mean, could that not be spread out a little bit if we're having financial difficulties with things? It just seems like a lot. I would say the two Yeah. The two things with football is you have your But you probably could spread it out, especially the repairs because all
003the helmets need to be rec reconditioned and certified. That's what those reconditioned. Yeah. So, that's by law. We have to have our football helmets reconditioned. Um, and then uh we we have to replace the You're talking the old ones, not the new. Correct. The old one. So there's two. So we buy new helmets every year cuz then because there are some helmets once they get past I believe four years old, five four or five years. Four or five years then they're no longer you can no longer use them. That makes sense. It don't be standard for the helmet to helmet. Yeah. So that's what that cost is. Okay. Then in contracts and agreements on the abilities team, is it really necessary to have an assistant? We've had the assistant. Sorry, that's for me. Yes. Okay.
004We have had that psych assistant for a few years and it really is helpful with the size of the district and as many students as we evaluate. that person has been helping the site go out and do the testing that needs to be done, calling families, scheduling the appointments and getting the um like signatures from the families. And this year is the last year that we will probably have her as an assistant because she's also doing her internship with us. So, we kind of got her this for this contract, it's assistant, but it's also an intern. And that's kind of the free part we get her for this year. Okay. And then on um the same thing the abilities team or no let's go back to the NCESD which I don't could not find North
005Central Education Service District. Okay. There are special services that we are requesting three speech pathologists and an assistant. Yeah. So, the assistant can do all of the services, but an assistant can't write the IEPs. And with the number of students that we have that have um the need for speech services, we actually work out to needing about 5.2 SLPs in the district. And so, that person can serve students, but they can't write the IEPs. But that does count in our 5.2 the need. And uh the TVI teacher, what are they? Yeah, that's the teacher of the visually impaired and then the person that helps with orientation and mobility. So on this contract um all of it is the same um number of like point 4.2 except for Amy Collins went up a little bit which
006was my goal is to try to get more inperson services versus tea therapy. So by increasing that and one of the abilities teams we we will have more in district people and less virtual. Now teleaotherapy that's virtual is that yeah so currently not to have that correct right currently we have three of 3.0 so three full-time that come from that are virtual and the goal will be next year that we only have the 2.0 by adding some of these well I was just haven't found it. $351,000. I would say though, correct me if I'm wrong, but it's less expensive to contract those than it is to hire someone because we're not having to pay retirement benefits and and medical and social security. It's all contracted. So, yeah. And if we could get industry people, which
007we've had opened all year long and we just re uped it and I've worked with an agency that's like, you know, they're a headhunting agency trying to find people. We haven't been able to do it. If we could find an industry person, that would be fabulous. But it's better to have in-person services. And if not, when we have a virtual person, we pay for the virtual person a contract very similar. And then we have to pay for an aid that goes and gets the kids and gets the kids on the computer all day long too that helps with those. So the more in district people we have the better it is. Yeah. And even more in person um even if it's contracted is better because then we don't need that aid. Yeah. Because they can
008go get the kids themselves because the SLPs are here in person. Well, and it's really hard with especially littles and bilingual students also to be like, you know, on on a screen with a 5-year-old trying to tell them where to place their tongue is really hard when they can't see that person doing it. So, thank you. That's all I needed. Thank you. Great questions. Any other questions? Thank you, Shannon, for stepping in. I apologize for being late. Um, hearing no further questions or discussions, I'm going to proceed with the vote. All those in favor say I. I. I. Opposed. Motion carries. We're moving on now to reports. And I'm going to invite uh Laura Vapanu with George Elementary report. I brought a friend with me. Um well, thank you for coming to George Elementary. It's
009exciting to have um everybody come join us. I'm Laura Vapono, the principal here at George. Um I want to share um a few things that we've been working on. Some of it's our school improvement work. Most of it is. Um so if you look at the flyer here, we have first and foremost a beautiful picture of three of our fourth graders that just came back from the fourth grade field trip, which was a a very successful um one this time. Um short. We were not stuck on the bus for six plus. So that when Phil and I were driving in the suburban, I thought, you know, something it feels like something's wrong here. Everything's going so smoothly, um, we're on time, we're need to be. So, um, it was really great. It was a great
010experience and, um, I wanted to capture that picture there. So, um, just on the left hand side, there's just some details about, um, the demographics of our building, um, the numbers of students that we have, etc. Um so one of the really um important things we've been working on this year after looking at our data um at the end of the school year was that we had some um foundational gaps with our um upper grade levels like third, fourth and fifth graders with their foundational skills. Uh which means their decoding skills um what um different p pieces of words they can read. And we know that the ultimate goal is to get kids reading and if they're struggling by the time they get to third grade then it really becomes um uh difficult for them
011to comprehend text because they're you know reading slower and so forth. We've adopted a new curriculum um and in kinder and first we have a new um HMH our new curriculum has a structured literacy component which really um gives the teachers these tools to um hone in on these really important foundational skills that the students need to know. Um so we're pretty solid. Uh we're comfortable. We we're seeing a lot of success with that. And so we noticed that well our third, fourth and fifth graders kind of missed that with our old curriculum. So um with the help of the instructional coach um and our and our um teachers, we uh we looked at what interventions we've tried um and looked going forward at teaching the kids um more of the syllabocation, the patterns like
012how to break words down um and that has been very successful um for us. So the graph shows on the left hand side, it just captures our second and third graders um in September, the percentage of students that fell in different levels with their decoding skills. And then um in March and that number of students, these are these are not the students that are fluently reading. These are the students that are in need of some type of an intervention. Um which is 44 students there on the left hand side. And then just making sure we're monitoring um the fourth and fifth graders um providing interventions um and filling those gaps are on the right hand side and those are 39 students there that um the graphs have captured. So we really want to see um
013that students uh that the blues the light blue and the dark blue we really want to see those um getting um increasing over time. So, our teachers are really proud of this work. Um, it was new learning for them teaching um different syllable types that you may have learned it as a reader. You're learning how to read. I think I did too, but it didn't connect until I started teaching it. Um, but it's really important for the students to know the rules of of reading so that they can find um and make a connection to um sounding out words and reading them correctly. Any questions about that? And is that the DDS that you're using? We use what's called a DDS. It's a diagnostic decoding survey uh where it just um it assesses all the
014different areas like beginning sounds. If students can identify beginning sounds, end sounds um different vowel teams um all different areas of of decoding. And then it um we we see where um what supports the students need and provide support for that. But overall like especially teaching um syllable types has been um a big a huge um imp. It's made a huge impact because a lot of times kids will come across the words and not know how to sound a word out. They've been taught the different vowel teams, but they don't they just guess and move on where it's like teaching them, you know, you got to stop and and and sound out this word how how the rule asks you or you know the rules of syllables. So we use the DDS. Yes. Thank you
015to monitor that. So the the emergent readers fourth and fifth grade. So you totally I mean pass them on there. Yes. There are no emergent readers anymore. Is that is that common or is that something that Um well and so I wanted to say these um some students that are included in here are multilingual learners. So they may have just come into our building and learning English for the first time. Some students might be on IEPs. So um they you know differentiated learning there and teaching. So, um we're seeing gains um and especially with, you know, learning about um the science of reading and all of the good strategies and uh teaching practices with that, we're seeing gains over time. Yeah, we just want students to be fluent readers by the end of second grade
016so they can um really spend their energy on comprehending text instead of figuring out what words say and how they read impressive numbers. How how does it compare to phonics? That's what I'm This is part of it. This is phonics. Yeah, it's um phmic awareness phonics. Um I won't remember it. off the top of my head. Um, flu. No, it doesn't really assess for fluency this one. Um, exactly. But that's part of it. So, identifying words too when they have to use those skills. So, a student might be able to open a book and just read a a book. Um, um, but but out of context, they may struggle a little bit more because they don't know exactly without the context what that word says or how it reads. So it's all out of context.
017So they really have to know it. I think this is my first time seeing this graph or the word decoding. So thank you for sharing that. Yeah. My question then is for Alison. Is this districtwide? Yeah. In fact, we moved districtwide K12 this year because we found at the high school um and the middle school there were some students who are struggling with reading. So, we moved the DDS, the the diagnostic dealing survey to screen all of our readers who are struggling at that level one um reading in our STAR universal screener to see if it's a decoding issue. If it's phonics based and if it's phonics based, we're using an intervention program called really great reading. Um now that's K12 and we've seen phenomenal results in our middle and high school as well as
018our elementary school. And then in addition, um we have really focused in on our K5 teachers teaching all students the basics of um phonics instruction with the syllable types that Laura was talking about and we've gotten a lot tighter this year on it. So I'm really excited to see our results and her results are excellent in this building and a great job of professional learning for our teachers. Yeah, first thing is getting the teachers on board and they need to have the tools to be able to teach the students and Allison mentioned that a handful of the the students receive the service at intervention but we wanted to make sure that all students were reser re receiving you know all teachers knew how to teach this um very important skill for students to know and
019it is really exciting too that it is K12 it's the first time we've ever had a K12 phonics push and if you think back to our ninth tth graders or seventh eighth graders when the when the pandemic hit, a seventh grader would have been in second grade in 2020 and they're missing these core foundational skills. So, we're catching them up, you know, some of them in middle school and we're seeing some really good gains and some kids are really flying and it's making a big difference. So, we're hoping there'll be less and less of that. It will still teach some phonics at our, you know, 6th through 12th, but we're hoping there'll be less and less because you see the work that's happening here at fifth grade when we transition them on. There won't be
020as many immersion readers coming out of our elementaryaries. Well, I know from experience that it makes a huge difference. My own sister, she didn't get it. I did reading with Yeah. easy thing for me. Mary still struggle. It's just very Yeah. So, that's something that we are very proud of. We can't wait for the final results this school year, but um we'll keep working on that. Um over on the the back side, uh we've really learned about how hope um supports um students growth and without hope um when students have hope um they um they can try hard things and they keep they keep moving and achieving. Um one of those um strategies we've been really started this year being super intentional about is um students setting goals um for themselves. And that could look
021different at every grade level. It could look so different depending on um you know what topic the what subject the students are learning and their age and um language development also. But um it's it's very common to see um students um before they start a unit in in ELA and math knowing what um the the the ultimate goal at the end like what do I need to get to at the end? um um to achieve this. So um on the back you will have there's a picture of uh this is one unit of study for a second grade in math and um identifying too that the priority for this unit was addition and subtraction for for um for second graders. It's very important for them to know that. So the teacher guides them through this
022and and and shows them this is you know you might feel like at the getting ready stage that you can add and subtract within 20 using different tools. Um and then there's the next steps up like they might be at I'm exploring the goal, I'm meeting the goal or extending the goal. So just the student identifying where they're at before they learn and then setting a goal for themselves and um and monitoring their progress over time. So we're, you know, it's it's a lot of work. Um it's it's you know you have to teach the students how to you the teachers how to use this and then instruct as well. So um so it's a work in prog progress but um I brought uh Giovanni Lopez with me. He is a second grader and we
023didn't rehearse this at all. So we are just flying by the seat of our pants. Um you got to stand out here so everybody can see you. Yeah. And he skipped baseball for the some roar tickets or something. Okay. So, um looks like Jovonnie, you your teacher talked about um creating a performance task about an animal. Okay. Can you tell me what the expectations of um your performance tasks were about um an animal? to meet your goal. Um, tell about the animal. Okay. What do you need um in order to reach the goal? What's it what's the expectation? Tell about the animal. Okay. Okay. So, writing about its habitat. What else? Um, no. Okay. What else? on your father and okay why does not okay why it can't survive in a different kind of habitat
024okay and then in the end you got to decide how you wanted to um display this information and you wanted to um write an essay about it or create a Google slide. Google Okay, you did. What animal did you choose to write about? An arctic fox. You want to share what you learned? Well, I I know it's not technology, but it's printed out. Um so, here's his technology that technology. So tell us about your um your report that you you researched about the Arctic Fox. Um the Arctic. Okay. So that's its habitat. Fish and help it survive. Okay. foxes can't. And then the the the last and final question is probably the funnest question is would you want this animal as a pet? Right. Okay. So, did you reach your goal? You did. Okay. What
025do you think you did really well on this? Adding details. Okay. All right. So, that's a strength of yours. Would you do anything different next time? What would you do? Add more slides. More details. There we go. Good job, buddy. More slides. High five. The board members So cool. Me, too. Yeah. Good job. Good job, Joanie. That wasn't too bad, was it, Joan? I I must tell you, I I was in college before I created the PowerPoint. That's how that's how far I was off learning about technology. And he's a second grader creating Google Slides. So come a long way. It's awesome. Thank you so much, buddy. All right. So, that is just one of the many ways um you know that and having the conversation with the students too beforehand. Of course, I wasn't
026the one having this conversation with him. So, I went through a very fast version. And there's many different steps to students checking in, making sure, you know, they're reaching whatever it is that they they set for themselves to um improve um on going forward. Good job. Awesome. Does it take very long to make you understand what a goal is? Yes. You try to to ask the the kindergarten teachers like, "Okay, we got to set goals." They're like, "Oh, please." You know, because that's just in itself teaching. What is the goal? Well, I want to learn. I want to read 500 words a minute. You know, they might say, "Well, we have to be realistic." And what does the word realistic mean? You know, so it's just lots and lots of exposure and practice. Yeah. And
027they start in kindergarten setting goals. Yeah. And it can look very different. A lot of times it's letter names and sounds or um it could be a variety of different um topics and focuses there. But but so but they're very consistent second, third, fourth, fifth grade with our um um our uh rubrics and goal setting for um performance tasks and units. Um, one thing I wanted to show um is that and how we monitor uh one we noticed after we looked at the student perception survey. And so the fourth and fifth graders um take this survey, the Panorama survey, um one of the questions is um how how well they feel um they can achieve their long-term goals. And so years prior you'll see here in the graph that um 48% on 2023 uh 48%
028of students um were fa they um answered favor favorably that year. It went up a little bit in the spring of 2024. But then since we've been really setting goals um providing those opportunities for students, we really shot up this spring with um grit and um persevering. So, we really feel like our our work with setting goals is paying off. These are fourth and fifth graders, so it's hard to bring them in sometimes. Any questions about that? What What do you think contributed to that growth? What What would GS do? I mean, that's substantial. Yeah. Um definitely the goal setting, the the time um uh having these conversations with students um talking about um sharing goals amongst themselves um and celebrating their success um so um do they compete each other? No, not not necessarily.
029No, not with the academic piece. They might when the teachers aren't watching, but we don't encourage that, but it's a student knowing what they need to to get better. So, it's all more individual. One last piece I want to share is uh when I first became the principal here and even as a parent, there weren't very many parents coming to the parent volunteer meetings. It was me and maybe two or three other regulars that would come. So, that was a goal that's been a goal of mine. um just to really get parents in because it makes such a huge impact. We want the parents to learn what um teaching and learning looks like um and then just to be a part of um their students academic careers. Um so when we looked at uh the
030parents take a survey uh one of the questions asked is um how often they volunteer and uh we had a very minimal amount of parents that did and the reason being what kept them from that was their work schedules. So, we just we're really trying to provide um additional opportunities outside of the school day, the work day for parents to either um come in and be a part um um play a part in the students academics or um just come and have fun, volunteer. Uh we had I shared that we had a fatherdaughter dance last year and that was such a hu huge success that we needed a mother son dance. So the fathers will volunteer to help out um you know those um different things while the mom is spending time with her son.
031So um just trying to get other opportunities out there for parents to come and um join us and and create a a positive culture amongst the building. I I just have an observation as a parent of George. Um I've been real impressed with the sense of community and and the dedication that the staff has um to the students. I mean, all these events that happen, it's not uncommon to see, I mean, there's several teachers, several um classified staff that show up and they they want to be there. They want to they value that interaction with the students and the families. Um it's impressive. And just a recent example, and it was on Facebook, but Louise, the night custodian, Yeah. had purchased extra snacks for the fourth graders to take on their field trip. Um, and
032I would assume he probably doesn't interact with kids all that often. He doesn't because he gets to work at three. He cleans up after their mess. So, I say just, you know, thanks to you. Thank you to Louise and all the staff that really make this, you know, a welcoming atmosphere for students and families alike. Well, I appreciate that. Thank you for the feedback. Excellent. your George alumni come back to you. Yes. My best part. I always love that when the George ali come back, the sixth grade, seventh graders. They do. Um our last family night, like an seventh grader came and and uh that used to go to school here and didn't have a parent or anything with him and I'm like, "Hey, we're having family night. Come join us." We had games and
033I was like, "Where's your mom and dad?" "Oh, I just came and I I just walked here by myself." So, it's just nice to provide those opportunities for kids. Um, and then they want to come back and join us after they're gone. So, yeah. Might be a good go after a little bit, too. They get home after sports. All right. Well, that is Yeah. Was it under 10 minutes? It was You were great. It was perfect. Nailed it. Great job, Knuckles. Thank you. You're gonna invite Alison with a profile of a graduate. I am honored to be here tonight to share the progress uh on our profile of a graduate, something that we've been working on in district for about a year now. Um so it tonight uh really want to make sure that you're
034aware of the progress we're making with profile of a graduate. uh answer any questions that you might have about it and uh if you want to go ahead and slide. Yeah. So really I want to answer any questions that you have especially you know what is a profile of a graduate? What do what do we mean? Why do we why do we need this? Um the role that different stakeholder groups um had in creating our profile of a graduate here in Quincy and then what are the next steps for feedback or for implementing So, as we know, our mission statement is that all of our students graduate um uh and that they really are empowered to achieve academic excellence. And we really measure that through our priority standards. Uh but there's another part to this
035that they graduate prepared for a successful future. Uh truly ready to be productive citizens. And when we ask people uh in our community what makes a productive citizen, what makes someone you want to work with, you want to um you know interact with um they will tell you skills like communication and grit and perseverance and taking initiative and things like that. Go ahead and go to the next slide. Um, I've asked lots of different groups including our equity and action um group who's been looking at this work and these are some of the things that they said that they um wanted uh students to leave with um in Quincy. Go ahead and go to the next slide. A profile of a graduate actually is really articulating and making crystal clear for our students these are
036the competencies and skills that we expect you to have when you graduate from our high school. and we're going to give you experiences all through kindergarten all the way up through uh high school to really talk about your strengths in those areas and identify next steps for those competencies. Um and it's really what we expect students to be able to do when they leave um high school. The other part to a profile of a graduate and sometimes uh you'll see it as graduate profile or portrait of a graduate referred to. It's all the same idea. It's really important that it's developed locally with the local community input. Um there is a statewide profile of a graduate, but they actually don't recommend that you just use that because it's not the language of our community and
037what resonates with us. So that's really um important that it started with our community and and uh what we expect here in Quinsey. So, in order to get uh community feedback in the development of it, we started with a profile of a graduate community night, we actually had several of our current board members there. Thank you, Diana and Casey. And actually, Johanne was there as well that night. We had lots of local um business leaders. Um we had leaders from colleges and representatives from um around uh the area that that support students in in gaining access to post-secary um schools um trade community business and then all of the different teams had actual high school students from Quincy part of um creating these competencies. So at that event we drafted an initial um competencies uh
038for our Quincy um profile to graduate and then our equity and action team they met four times this year really focusing on what kind of feedback can we give to students that is actually meaningful that will prepare them for their next steps in life. So we really um looked at the profile of a graduate many times through different filters which I'll show here in a minute. uh and we we looked at different um groups to give us additional feedback. So after some addition after some work in the equity and action, we asked our students um this spring at u post-secondary seminars that have been going on at the high school. Dr. Susan Rose have have been doing an amazing job at the high school. Um through advisory really showing data to students about um what
039kind of experience they have in in school and what they what choices they make after school to be able to think about um their long-term career choices and then asking the students what competencies are important to them that they want to learn in school. And so we had a lot of feedback um from our students that the equity and action team looked at. And then we also created a subcommittee really specifically looking at other programs within Quincy that have competencies and te and teach competencies. So for example in our CTE programs they have 21st century skills that are required for them to put into their units. At our QIA big picture learning school they have competencies as well that they need to embed into their unit. Uh, and so we looked at all of those
040cross-d district competencies to make sure that they were represented in what our community what said was important for our our profile. And then we took it to our district leadership team uh and we got feedback from them on what are which competencies would be really easy to implement based on what our current practices are and which competencies would be really difficult. What are those areas um that are instructional practices we already have and what would we need additional professional learning? So, we took all of that feedback last night actually at the last equity and action meeting. We took that um and determined what we'd want to do for next steps for implementation that I'll present at the next DLET next week uh who then plans the professional learning in August for our teachers. So, the
041idea is we'll introduce this in August uh for our teachers with some ideas for implementation. So um just to share a couple pictures and uh uh artifacts from our journey. So this is from the original night. You can see Halloween up there in the corner with her poster. Um but you can see the different groups that were really working on it and we really had chart paper and we were crossing out and we were working and we really said okay what what's really important to us here in Quincy with those leaders. So that was a great evening. That's where it all started. And then on the left hand side, that's the list of things that came from that meeting. Uh, and you'll see some things in um parenthesis. We wanted to make sure um that
042we were aligning with the state profile of a graduate that we weren't missing anything. Um, and then on the right hand side, you can see what the equity and action team looked at for considerations of our profile of a graduate. We looked at this original one on the left and we said, "Hey, is this accessible to our students? Does it have visuals, which it clearly didn't. Um, you know, would does it really represent um um students and and can we actually use this in the language that um that makes sense to our stakeholders and our students?" Go ahead. And then um we we got a lot of student feedback through the student seminars at the high school. Uh we use the AIA tool student story to really put all that information together over 400 students.
043Um and we analyzed the results. Collaboration came out. We also um noticed kindness was a big theme um from our students and that word. So we wanted to make sure that ended up in our final language. Um and um yeah, the big themes we just made sure that they were they were in our final draft here. So this is um where we are right now with our profile of a graduate. We have big four big goal areas. I'm a skilled creator. I'm a collaborator. I am a forward thinker. And I am a difference maker. The idea is it's in um language that students can use. Uh there are four um uh competencies under each one. And the idea is for any unit of instruction that a team is planning, they would pick one of the
044goal areas to really focus on and give some students feedback and opportunities to show how they are a skilled creator, for example. And students at the end, and Laura, it was perfect. You teed me up really nicely with that rubric that they have with the standards. there would be a a section at the top with the um profile of a graduate competency that aligns to that unit for students to also reflect, hey, what are my strengths? What are my next steps? So students will be getting experience from kindergarten all the way up through graduation. Really talking about their strengths that are important um to our community. And uh at last night's equity and action, we talked about how that skill is actually quite difficult even for adults, right? when you go for a job interview
045or you're applying for an application for college to be able to speak about how you've actually made an impact in your community is really important. And so giving those experiences for kit to kids every year to to actually make a difference but then talk about it is really powerful and we expect to see great results and we're really excited about that. So, um, our next steps is really professional learning. In August, we'll introduce this to our teachers officially there. Again, we we have been talking about it all year with our district leadership team, but it'll be officially uh rolled out in August to all of our staff. Um, and really where we want to start is having teachers think about where does this connect with what I'm already doing. We're already talking about goal setting,
046for example. We're already talking about making good choices. where does it fit naturally with the units that we've already created that we can then tie in the intentional language that we use over the years with students. Um and so we'll slowly start incorporating the comp one competency into each unit. Um and then eventually the idea is that we can develop a really comprehensive K12 system. So when students go to their student led conferences they can say hey this is what I've been working on. This is what I'm really proud of. this is my portfolio of achievements and they can talk really clearly about um their strengths. And next step uh really when it comes down to our mission statement, we had a couple of teams noticed this as we went through each one of the
047goal areas aligns really beautifully to our mission statement and brings it home. really together we create that culture of belonging through that collaboration empowering every student to achieve academic excellence and that skill creation graduate prepared as a successful for a successful future really that forward thinking and then um engaged as a productive citizen as that difference maker. So we're excited to be able to really give students the power to be able to reflect how they're living our mission and um the true expectations and values that our community has. Any questions? I'm I'm glad to see that progressing from where we were at that meeting. So, yeah. So, it's more accessible. Yeah. I think it makes it clear on the perspective of a graduate like it's not just these big big words that actually mean something.
048So make it a lot more realistic for you to achieve something when you understand what you're trying to achieve. So well done. I love the color and tie back to the mission. Okay. Fit perfectly. And I understand it starts at sixth grade, right? Or they uh No, we would really start this as soon as we possibly can start integrating the language from kindergarten when as soon as we can with the common language that you know they can start hearing that word collaborator early and goal setting early. Wait. Yeah. The high school and beyond plan that starts in seventh grade actually. Um and the idea is that with that high school and beyond plan, we would integrate this as well. So they're reflecting how you know their high school and beyond plan um shows that they're
049actually meeting their graduate as well. So I'm excited about that work. I'm really happy about the common language established now as we really do the work of the high school and beyond plan next year. Um so we can make sure to really integrate that really and it will really help make it quies from a perspective of someone who's about to graduate about to hear I think it fits honestly like from like conversations I've had with people like from school like I think they would agree with these these requirements. I guess they want those skills especially like the forward thinking and like difference maker. Okay. Oh, thank you. Now, do you find a large percentage follow this concept? What was it? You feel that there's a large percentage of kids that follow this concept? Yeah, I
050think so. Especially like in clubs and all that. Like I see that there are a lot of like students that um collaborate together and like they think of different things and then together like they create these skills I guess and then in that way they make the difference. They're kind of already doing it probably, but now they've got a framework to build up on really intentional practice to be able to communicate your strengths, not your really their responsibility. They're already doing correct. Yeah. Great. Great. Thank you. And continuing on reports, superintendent report. All right. I just have a few items. Uh first off, thank you QSD boosters. We had uh our booster auction. Casey donated a beautiful uh cribage Jack Rabbit cribage board. That was beautiful. It was awesome. Um they raised over $75,000 that
051evening for Quincy Athletics. 75,000 for Quincy Athletics. It was a wonderful night. Uh we had about 180 people attend and it was just a really nice evening to support the Jacks. Just again, thank you Boosters. They're amazing. Uh some celebrations we have Ancient Lakes Elementary and Mountain View Elementary celebrated as schools of distinction by the state board of education and also QIA was recognized as a state of a school distinction and that's the first time in the school's history that they've ever received such an award um since they were going all the way back to high-tech high. So just congratulations to you Colleen leadership. Uh it's pretty amazing the work that's happening. We we're going from celebrating to audit. Uh which is which is worth celebrating too, right Tia? Uh so we do have an
052o uh audit exit meeting Friday at 10 o'clock. If you board if any of you like to attend um it is available by zoom just please let Tia know if we have more than three uh we'll need to post a special meeting announcement which isn't we just have to do that 24 hours. So if you could let know Tia know by tomorrow um in a day that would be great. Diana has already indicated that she's available to attend. Um, no findings. So, congratulations, Tia. Way to go. There was a big haul. Really appreciate it. Um, also, Communicator Publishers tomorrow. It's going to be a really great addition. We're featuring special education uh inclusive uh practices, the changes that we've made in the district to make sure that we're being more responsive to the needs of
053our special education students. Am I still on that list? I didn't get the last one. The what? I usually get it in the mail, but you should get in the mail. I'll bring Yeah, we'll make sure you get one. Yeah. So, we're featuring special education, inclusive practices, K5 robotics, which we just implemented this year. Um AI, the work that we're doing with AI and AI I coherence, if I could say it. And then Casey Keen, you're featured as the board uh director, so way to go. Uh and then lastly, I don't know if you're going to share this, but I'm going to share it. uh UHS Apple Blossom uh our marching band took second place and that's the first time I believe that we've ever placed uh as a marching band in the 2A level.
054So good things happening in better than sport. Well, depends. Not done yet. Not done yet. We got we got districts in track on uh Friday. We got some hopeful. We got some hopeful. Yeah. That's all I have. The student board representative report. Um, I think all that I really know is this Saturday and like you said, district for track and then I think soccer had a name in Evansburg at 4. I'm not sure how they did. So, are out so fingers crossed. Yeah. But I think that's it. Where are they doing prom? Um, I think it's at the high school. I'm not for sure yet, but I know they're setting up on the 16th, so Friday. is at the high school and Mr. Hooker, our construction um teacher, has made several Aladdin theme prom. It's
055really great. Yeah. What's the theme? Arabia. Sorry. Arabian. Nice. So, if you guys have your May 17th calendar open for 7 p.m. in one chap. Well, thank you. Um, for or leadership report, which I'll also open to our ledge rep. Um, I'm hoping you guys do get the minutes to Yeah. legislative. I thought you said alleged besides the minutes, it's just some property stuff. All the stuff that you guys saw here today. [Music] Um and um so thank you everyone who presented and refer to that. We're going to now go to the policy review and adoption for the first reading. And if there's any questions, now is your time. Just for clarification though, this says action but it did not say action on 6801 the the capital assets theft sensitive assets like how long is
056that list? I mean is this going to is moving it from the $5,000 to 10,000 and over like significantly cutting down the workload of trying to track all this stuff? Not not necessarily. I mean, we have quite a few, you know, trucks and work vehicles and our white fleet and our buses. So, and very little of it is worth under $5,000. So, I mean, I think it will take some off the list, but I don't think a significant amount. Tia would is that is that fair to say? And I would say as far as the facilities go, I mean, we don't have any facility assets or land assets that are under $10,000. And then the policy states something um in there about the board reviewing that annually, but it's not in the procedure, but I
057saw that needs to be included in the procedure if it's in the policy. I will get back to you on that. Okay. Is the is the shift from 5,000 to 10,000 um just based off a recommendation of like internal within the district or that's the law of model policy. Um and I would imagine just with the the fact that the majority of our items are $10,000 and that are on capital. Yeah. And this doesn't include things like laptops and cell phones or any electronics. you will get an inventory um report by Sean that the board will approve. Um so you'll see that as well but I'll look into the other one. We we have not done that Casey practice. Okay, we have a list. I don't need another list to look through, but it is
058we should follow it. Y there anything uh any other questions about the first reading? I don't have a Is there a second reading? No. Okay. So, continuing on the agenda, unfinished business. There's none. No new business. Can I ask that there be something new? That would have been at the beginning. Okay. I think when we were setting the agenda, but we have requests for future topics. No, I just had questions about policy. I I can't find policy 2016 anymore. Um, and I have some questions on policy 55. Yeah, if it's perfectly on the agenda for future board topics, we can add it. So, we don't then the next one for sure. And so, policy policy 2016 and then is no longer in there. and 5,05 and 21106. I'm not saying they're not all that's the
059only one that's not is 2016. Gotcha. Okay. And to clarify, when when we may have when there's a motion on the table to adopt the agenda, that's when you can ask to have something make an amendment to add to old business. New business. New business. Okay. I went back and forth that before we before we adopt it. Okay. Any other requests for future agenda items? Okay. hearing none. Uh we enter into executive session and so for this portion it's about 30 minutes the public [Laughter] just to clarify you didn't find it on board on our board policy. Yes. That's