001Let's do this. All right. Good morning. I call this meeting to order. I stand ready to um stand and do the pledge of allegiance. I aliance to the flag of the states of America to the republic for it stands nation under God indivisible for all. All board members have received cop agenda. Are there any changes or amendments? Hearing no discussion we will proceed with a vote. All those in favor please say I. I. All those opposed. The agenda is adopted. And next is public commentary. Motion. I don't think you're a motion to adopt. I'm sorry. I I make a motion to adopt. Thank you. One of these days. Yeah. Please. I'm earning it every everyone. Thank you so much. So motion motion has been seconded. All those in favor? I I thank you. Appreciate that.
002Now, can I ask for public comment? No comment. Okay. So, moving on to the consent agenda. [Music] I motion to adopt. I move to approve consent agenda. Okay. Second. Can I ask questions? After second. Yeah. Second it. I second it. Okay. Do we have any questions on um yes I wanted to find out on accounts payable the we had on page 15 reservations of costing $280 to $842 is why is there such a difference that was the same pretty much same hotel the highest I believe was what it has page 15. Uh, page 15. 15. Think it was for the studio. The financial. Yeah, there's a high at the first one was $280.84. Then it jumped to $84252. That could have been due to the amount of rooms. Yeah. Yeah. Round rooms or days cuz
003some people didn't go all one one night and then there's others that went multiple. So it depends on how many nights the participants went. It was a three-day conference. So that would have been for three evenings. I see. So like the five six were forfeited a day blah blah blah that could have been two nights. Okay. I just thought wow. Yeah. You know no there was either one day probably one to up to three nights. Okay. Yep. Yeah. It looks like it's a bunch of different reservations all build separately. Okay. And then again on the school budget on budget status it was on page 13 line three they have expenditures and yet the balance would increase but I know that the ASB budget is quite weird because it's always showing minus right I Just want
004to have that explained again. So you're on page I did see that. Yep. I got it. Yeah. And on page So it must be 13. Yep. So that's Monument ASB. So are you asking why why the negatives again? Why? If they have an expenditure then the balance increases. Yeah, that is. You see that? I do. Like the third item. Yeah. Well, the third item was fundraising. So that's money coming in. Says expenditures though, right? But it's got a negative sign in front of it. They all it's the fun. I can I can do a deeper dive into that. I'm not really sure what's going on with that particular a couple of So that expendure. So you spent that money that00,000, right? But it should the negative is actually positive. So the beginning is actually both
005and it added it on. There's a few of those in there. No, I appreciate you asking because I didn't notice that. I will look at those. I'm going have to actually ask the ESC report. Okay. And then contracts and agreement. I always thought that the board was supposed to go through the contracts that we have for curriculum, but we never have. I just wondered why. I thought we were supposed to have be a part of that decision. So, we'll talk more about that tonight. So what we're paying for tonight is curriculum that's already been board approved and already adopted. So this is this is our math curriculum we've had adopted since 2019. We haven't made any changes. Now if we were to and Alice will go through the whole process with you tonight. If we
006were to select a brand new curriculum um then yes the board would would have to approve and adopt that. You're correct. But how do we make changes in curriculum if that is the case? I I think that would involve a whole committee. We would have we'd have to look at standards potentially changing. Um so yeah, I realize that but I think that in our policies and I can't right now that we are supposed to and that's why I'm the one asking why we have never had an input because we have not adopted a new curriculum in the last three years. Our social studies science curriculum was the last adoption and that was the year before you guys came on. So from going forward any new curriculum that we bring on the board will be involved
007in that process and we'll have the final to say that curriculum. Yeah. So you're saying it could only be once it's adopted once and reviewed by that board. It can't be resended in the future. It would take a new adoption process, right? But there's already like so if it's already been approved later on. I I that's very rare. I'd have to see how we would do that. But yeah, I've never we can talk about Yeah, I think those are all really good questions here. We'll go into a lot of detail on that in the report and like that is our our math curriculum. Dreambox is a intervention part of our math curriculum that we use. Um but yeah, if the board, you know, wanted to take a deep dive into one of the curriculums and
008we felt the need to go another direction, it's really costly, but the process it's it's a very it's a lengthy process that's usually about two years. We want to get it right because you're investing could be 1.2 billion dollars in a curriculum. Um so, uh we do that. We take that very seriously. Okay. And then on the trip request, can you tell me what the actual number is for the band? Oh, I saw that. I knew that was that was 605 is underneath and then there's a 10, but the 10 almost looks like it's on top. But I couldn't tell. It's 65. It's 65 and six adults. They are going to It's an annual competition that they go to at Silhouette. So, that's what they're going to get to. And who's paying for the accommodation?
009I believe ASB and then they funded for it as well. Yep. Okay. Can I Can I address that ASB? Please follow the just dawned on me and I think Casey was trying to address it. It was a negative expense and I was thinking that because it's negative, but it is going up. So what happened is we had a check that was canceled that was never owed from a prior year. So it looks like a negative. It's like a refund of expenditure. So that's why it went okay gave us our money back. Thank you for asking those questions. Yes. I have a question on contracts and agreement. The discovery dream box learning. Yep. Um I just had questions in regards to some of like the verbiage. I'm not sure and I have a few question about
010it where for discovery education for example. I don't know what paragraph not that one. It's another that's the first one you show. Oh okay. Sorry about that. Okay. The gates foundation. Okay. Oh, yeah. Um, like the purpose of that program is to motivate and engage priority students and I'm just wondering what does that mean and is it excluding non-priority students? No. No, it is not. I'm going to have Alison talk about that. This is currently Sure. Yeah. Dreams of uh a intervention and um program that's K5 that we use um with math and our students really enjoy it. Um it helps um kind of plug areas that they really need to work on like a personalized pathway where they're missing certain skills. In order to do that um the program has motivational things to kind
011of keep kids on track and some kids respond really well to it, some kids don't. So what they want to do is come here and actually speak with our students and our teachers about what motivates them. Um our instructional coach has been working with the elementarymentaries and she asked some teachers who use the program uh quite consistently um to participate and they have agreed to participate if we get the approved. And so they'll be going in and asking students questions about what's motivating, what do you like, what do you like. So they're really coming in to listen. um the the grant that is funded through the Gates Foundation for Dream Box. Um they have allowed us to um because we're um talking with students that are in the third through fifth grade, they're actually like
012all of our third through fifth graders have Dream Box for free next year, which is reducing our cost by half. So usually it's about 32,000 a year. The quote that's there is for just less than, you know, 16,000 for our K2 and they're giving us 35 for free. So, we're saving about $16,000 by participating in this listening session. Um, and being able to offer really good feedback. Uh, one of the reasons that I'm sure they're choosing our district is because they're trying to study u uh the effect uh um of different demographics as well. And so, when you see the language about priority students, they probably reached out to Quincy because we have demographics in the area that they really wanted to study for motivation. But we're not excluding any goal or students or anything
013like that. Yeah. Awesome. Thank you for that. Um in the next paragraph I just have another question. It says that the research team will engage in equity centered R&D practices with practitioners. Do you mind talking a little bit more about what are those R&D practices and what does that look like? Yeah. So you know when they're engaged in research and development really what that's looking like is they're trying to improve their product. So they're trying to develop products that are mo more motivating for kids. So their research is to talk to the students, talk to the teachers. What do you like? What's motivating? And then the development is actually trying to make the product better so that it meets the needs of of the students. That makes sense. Um and the next question might be
014for Tia related to the incentive to teachers like how does that work? Um, is it set up to like civil check or Yeah, we talked about there's a there's a very small through and we just pass through exactly the amount that they' be paying, but we take out the the benefits of course that would have to be legally part of what we pay. So, it's a pass through. We currently do that for college and high school through Eastern, but it's funded by them. Correct. They pay us and I wait till I get the check and then I pass them. It's a really good opportunity for the district especially with the product that we're already using to get that those creative pants for free. Yeah. It is a research study correct using our you but it
015sounds like a fair exchange. Yeah. Thank you. But any further questions on the consent agenda? Any questions from you guys? Okay. There's no further questions. We've already done this. Vote to approve. I approve. All in favor say I. Sorry. I I thank you. All right. And now we're on to reports the high school drill and special recognition. Mr. Per, you want to team up? Yep. Uh thank you uh for having us. uh our dance co I'm going to introduce our dance coach and then uh the dance coach will introduce our our small but mighty dance team. This is Tina Hopson. She's uh been with us for two years now as our our dance coach and uh this year Well, I'll let Tina explain the achievements that the team uh experiences here. I get to stand
016up to the podium. Okay, stand up while I stand up too. Um and so our dance team we had our we have a larger pep team which has uh less commitments. So the competition team is a two season sport. Um and then we really are working on really strong dance technique. And so when we have tryyous, um, all of our girls have an opportunity to try out for football pep, basketball pep, uh, competition team, or all three. And so these were my three dancers that tried out for competition. Um, and so I have Celeste Swagger, you did a stand up, and Summer Hopson and Riley Trent. And then, um, are also my captains for the year. So, we've been really diving into what it means to be in leadership. And that does not always mean
017that we are the best at what we do. It's more of making sure that we are doing what is best for our team and and being who we need for our teammates. And so, uh these three ladies, I've been very very proud of them this year. Um, I don't know if any of you guys have ever seen a dance team competition or state or anything. And it is not done with three kids or three dancers. Um, there's definitely some smaller teams. You'll see four, you'll see five, maybe under 10 sometimes, but there's 15, 20 easily. Um, and these girls went to, we had three regional competitions that we went to. Um and so this is put on by the Washington State Dance and Drill Coaches Association. The um they kind of put on their own
018regional competitions. So we get to pick and choose where we want to go. So this year we went to Kamayakin High School in um Kenowick and Rich High School and Richland and then we went to East Lake which is over Spanish. Yeah. Um and when we go to these competitions, we compete in our our genre. So, we compete in the dance genre, which is going to be your lyrical, contemporary, jazz. They also have things like military, kick, hiphop, um, a bigger show, and then palm. And so, we chose just to kind of work the the dance category because of having smaller teammates, and you can kind of just work that a little bit better for your advantage. Having a smaller team, then trying to do a pawn routine with three is a little bit harder
019to get those visuals. And so, um, you compete in your genre, but then you compete against every other 1A, 2A, 3A, 4A school. It's not divided up until you get to state. And even when you get to state, um, so like this year for us, we competed with there wasn't any other really 1A schools in our in our division or in our genre. Um, we were the only 1A in the dance last year. And then Royal City is the only other 1A school that really does too much. Occasionally you see a school that pops up but um not really at the state level. So usually so this year we competed with 2A and 3A schools. Um and at state they ended up taking fifth in the dance category. We um yeah and the between the
020second place score and then where we were at fifth was less than 10 points. And we have three judges that are scoring you on there is a total of 20 different elements. This is a difference in these scores being an 8.2 kind of across the board versus like an 8.7. And so we're really was was tight little you never know where it's going to end up at. Um in our regional competitions I can't even think of what we did. I think we did second. Did we do second place for two of them? Third at Richland. second at Kamayakin and then like seventh or something. Yeah, the East Lake one was hard. We were up against like Moses Lake and and so many of these big these big 4A schools at the East Lake one, but
021it was really big chance. It was Yeah, it was really awesome though because they held their own and kind of were kind of in the middle ground with all these 4A the only that competition the only teams that beat us were 4A schools. So, um yeah, I was super proud of them. They really went out on a limb this year. Did something new. Our dance that we did was very um kind of it was a samba. So, it's kind of your Brazilian samba feel. Um and they went for it. Like these three I can have them work their tails off and we do a lot of strength training. We did a lot of um drills trying to make our turns better. And they don't complain. They just do it. and it was it was a
022lot of fun working with them. So, and I'm excited having these three moving forward into next year. I have five girls on our competition team next year. Um, we actually just had tryyous on Friday and so and hopefully I think we'll have two different routines next year. So, I'm excited to kind of have my leaders in place and then moving forward with these these new dancers that we're going to get in and see what we can do next year. So, there any questions? I kind of rambled there for a while. Very proud of what made you if you guys won this game. That's totally They have They're currently missing dance classes at the moment. No problem. head on back and we're getting ready for the next stop. So you coming and this is yoga the
023visual and performing arts. Yes. Thanks for trying to trick me with the acronym. I opened up your presentation. You wouldn't be the first one. Hello everyone. My name is Kylie Younren. Um, I am choir director at the high school as well as the visual and performing arts facilitator for our TK12 team, which if you did not know what VAPA stood for, now you know. And performing arts. Uh, yes. Okay. So, what that encompasses, uh, this is a comprehensive program TK through 12 at the elementary level. That looks like our steam classes to the arts enrichment, general music classes, which now include adaptive music for our life skills students, and then the Jack Rabbit Elementary choir. At the middle school level, we have general art, drawing and painting, sculpture, choir, band, and general music. Actually, every
024sixth grader is involved in a music class, either choir band or general music. And then at the high school level, obviously our our offerings expand a little bit more. art one and two, mixed media, ceramics one and two, drama one and two, band, percussion ensemble, three different choirs, guitar, piano, and we actually had our pilot year for our college and the high school music appreciation class where I got to put on my college professor hat and um learn learn that part of it along with the students, but it was a success and I look forward to hopefully having more of that in the future. And so all of these offerings um happen through our 11 certificated staff members. So 11 people on our team of visual and performing arts folks. Um I think sometimes people
025are surprised when they hear about standards in the arts but we too have curricular standards and we have many of them and they are shared across all disciplines that fall under four main categories. That's creating uh performing presenting depending on if you're more in the music world, performing arts world or visual arts would be presenting. uh responding and connecting. The part that you see a lot of the times is the performing and presenting part. If you were at district arts night last night, which I know I saw of you there, thank you so much for coming out. Um that's really what was highlighted. But I want to point out that that performing presenting part cannot happen without the other standards, without the creativity, without the rehearsal process, without the responding and evaluating process. Um, and
026then, uh, if if the arts aren't for connecting across disciplines, across ourselves as people, across cultures, like I don't really know what they're for. So, um, all of that goes into this like teeny tiny bite-sized piece that you see of the performance. Um, so students served by VPA programs, these are uh at the middle of high school, like they're they're fuzzy numbers, but they're take them for what they are. elementary 100% of students get uh music and art through the steam classes and general music. at the middle school from my figurines talking to teacher like how many did you have first semester second semester I think it's around 73% and then the same um at the high school that also includes through our extracurricular programs like our theater so the drama classes are a little
027bit smaller the extracurricular theater serves about 60 to 70 kids so um through some form of performing arts and then something else that is neat is that uh we have some QIA students who actually come over to the middle school and high school so that they can get a music class or an art class is that something that's not offered at QIA, but something that they'd still like to continue with. This is actually from district arts night a year ago where we um presented Dr. Nick Bergman with our friend of the arts award. Uh last night we got to honor Eric Nelson who is a school district employee. He taught uh music and PE at George for quite a few years and now he's just in PE but still a wonderful friend of the arts
028and has been really supportive to our team. Um we have a lot of events throughout the year. This is like the public facing part of our program. Uh, district arts night was last night, another success. I think it was our sixth one that we've had. Um, and uh, yeah, if you were there, you saw the great showing of both artwork, performances, everything. Uh, there's almost 20 concerts districtwide throughout the school year, and those happen at the various schools, quite a few at our high school performing arts center. We have two full-scale theater productions and many uh regional and performance events that students attend, festivals, art shows, that sort of thing. Uh our band is a parade band with wonderful new uniforms. Thank you to the or for the support from our district for making those
029happen. Uh they have Apple coming up the next two weekends, which I'll talk about in a bit. Uh, and then the choir has done some performance tours and I believe you approved the consent agenda which means we are now officially doing San Francisco next year. So, thank you. And also I got a big checklist of work to do. Um, we tried to do quite a few college visits as well to get students excited because I I think sometimes kids don't realize that like you don't need to major in music, you don't need to major in art in order to get financial aid for those programs. But there are scholarships available through those programs if you plan to minor as long as you plan to continue taking lessons or be in an ensemble. So we try
030to um pave that way for students uh and those opportunities. And then our sing concert coming up. A lot of things. You have a calendar. If you have questions about any of these, please let me know. Um I wanted to just take a moment to highlight some of the programs uh so that you can hear a little bit about what's going on. So, Secondary Art, perhaps you'd heard about Caillim Scott, who he's this guy right here. Um, he uh entered the regional art show that happens in Wanachi, and he received two awards. One was best of show for, and I'm going to say this incorrectly, Connathus Under the Bed, which if you've seen the drawing, it's like this like cute little like hearts sheet print and then this like creeping thing reaching out underneath. It's
031very scary, but very cool. And it won first place. Um, as you can see, uh, his style in this one, this is the doomsday, uh, that received first as well. And, uh, he received a $2,000 scholarship from Central for these. And I think that's like if he intends to pursue art there, then he's already eligible for that scholarship. And he's just a junior, so that's pretty neat. Um the art team, Kathy Marchbang at the high school and Leslie Pew at the middle school, as well as Pauline Boffman, who's the head of our um enrichment folks at the elementary, they've been working with the Camille with Allison uh to align art standards and hopefully purchase an art curriculum. So that is something that I'm sure the board would work with them on to adopt. They would.
032Yes. Great. Okay. And then the elementary music, something that they wanted to highlight. Uh I think it's been three years now that they've been doing an annual trip to Yakama symphony uh to participate in a day at the symphony. I taught in Kittitas the year before I came here and I had taken my kids and they used to have um it's lemony snicks instruments of the orchestra and so it's like a narrative book that they got to learn like paired with the orchestra. It was just really really neat. Kids loved it and our team has been doing that the last three years. So that's Carol Cook from Monument Elementary and her students. And then for our kids to get to explore the world outside of Quincy, like this is quite an experience to be in
033a symphony hall at the Capitol Theater in Yakama. And also to see professional musicians on stage performing uh their craft at its best. They're hoping to start doing that at the Wanachi America Performing Arts Center. They have a program there called Every Kid at the Pack and they'll pay for tickets and even have um some funding for busing if districts need that. So they're hoping to do that a little more local and closer to home. um the QMS choir and general music wanted to share that they have also um involved life skill students in their classes which was not happen happening I believe prior to this year but now life skill students are also getting access to music at the middle school level and these are not their risers these are the nice risers that
034live in my room at the high school uh the ones that they have are older than I which I know I'm not super old but I'm getting there uh so they are fundraising for new risers they've had some um they're they're ready for new ones. So, that's all I'll say about that and hopefully you'll hear about more fundraising stuff from them soon. Um, speaking of fundraising, we had a big fundraising push uh last summer and I think the total project was only about two months long, but thanks to the help of Ty Christensen, Tom Parish, and Deb Adams, uh they kind of spearheaded the project to get us a new sound system high school. I'm sure you've heard lots about this, so I don't want to belabor it, but the fact that we were able
035to raise $70,000 for that was really incredible. I almost didn't recognize this photo. Ty Christensen uh offered to do the sound for my last choir concert and I was like, whose theater is that? Cuz I'm used to seeing like the green curtains and I was like white and blue. But we have um as as the choir director, I'm kind of a sound purist and I was like, we don't need microphones. But it was really nice to have them even in our wonderful acoustically sound space. You'll see some area mics. And then the subwoofer system is just really, really incredible. So, we're very thankful for that and that's really helping elevate our theater program so that all of our students who work so hard to learn their lines, they can be heard on every single one.
036Um, it also provides one more wonderful piece of equipment for our students to learn on so that our students really get to have the tech booth is their engineering lab to learn about the sound and lights and everything else. Uh, the theater program continues to grow. Haley Weber is very excited about the fact that many or about I think probably like 90% of the students this year are underassman. Like we have very few seniors and so that's always exciting to look at the year ahead about the growth and hopeful retention u moving into the next year. Um for our high school music uh our band is bursting at the seams, right? You can hardly find a seat in that room. It's so exciting. And looking ahead at numbers for next year, 102 students signed up
037for a high school van in Quincy. And I remember when we made the uniform purchase, I think we purchased about 100 uniforms. And I was like, wow. I like we'll have some extras. No, we won't. And that was only like a year and a half ago. Like that is crazy. So Miss Chandler is doing an excellent wonderful job. And the students are also being wonderful student leaders and pulling kids along into the program. Um, so yeah, there's a lot of kids signed up for band. We're running out of room. Uh, and we have Apple Blossom for the high school grand apple blossom coming uh parade coming up, not this weekend, but the following weekend. And then our middle schoolers will bring us into parade season this weekend at Junior Apple Blossom. Uh, high school choir.
038Uh, our numbers are also looking the biggest they've ever been for next year, which I'm really excited about. Uh, and then we have our annual fundraiser, Sing, which is exactly what it sounds like. They sing imagine in the choir. Um but they are actually singing solos and they get to choose the songs and then we have a student/you young me and my husband band alongside them. So it's kind of like more pop rock show and kind of student driven in that way in the fact that they're choosing the literature and then we we make them feel like rock stars. Um, especially now that we're going to San Francisco next year, I invite you all to attend Sing May 8th and May 9th uh two weeks from this Thursday and Friday. It's really neat to see
039the kind of leadership that students uh take on. I think any kind of live performance is collaborative problem solving. A lot of non-verbal communication, a lot of like using your skills in order to solve the problem in the moment because you can't okay everybody stop, let's try, you need to do this. Like we're we're having to make it work. And so, um, I think this is where a lot of kids take big steps as musician, especially if they're members of our band. So, pretty cool. Um, so I wanted to end with our mission statement because, um, I don't want us to think of the arts as extra, but the arts are essential. And this is something that kids take with them their whole life, regardless of where they end up, what they end up doing.
040um we hear them called soft skills and once again they're they are essential skills like the problem solving that can happen the collaboration that can happen these things that they learn through these comm communal activities which um there's a lot of things like when we're trying to embed into core content curriculum and I'm sitting there in these meetings and I'm like oh like that is just so natural in music and that's so natural in art and it's so natural in theater and like the way we learn through play is just really incredible why love what I do. And so when we're talking about a culture of belonging, the community that our students feel in our programs is evident by the fact that they keep choosing to come back. When we're looking at excellence, um I
041didn't I didn't read off our awards today, but I Oh, and I forgot to mention we have our I think it's our first group ever from our uh instrumental ensemble band at High School going to state. We haven't had students do that before, and so that's so exciting. And um as Tina was mentioning for the arts competitions for some reason they put us right in the ring with the 4A schools which is fine I guess uh but like we compete against Wachi we compete against Eastmont and uh at least in music like it's only the first place winners who get to go and so the fact that you make it to state like that is a big deal and for our kids to show up along those kids from Waji or from Eastma who all
042take lessons and like still get to do it is pretty incredible. And so, um, we hope that when kids get to experience that, that proves to them they they can do that in other areas of their life as well. They can continue chasing success because they know what that feels like and they're empowered to live that out in their other experiences. And then engaged and productive citizens. Um, hopefully you haven't just seen us at school events. Hopefully you've seen us out in the community. Hopefully you've seen kids participating and serving their community through the arts. And we hope that that's something that stays with them after our program. So, um, we believe that the arts is helping fulfill our mission statement here at the Quincy School District. And we're so thankful as a team that
043we have the support of district leaders, district staff in order to keep doing the work we're doing and best serve kids. So, thank you. And if you have questions, let me know. Just kind of quickly, what what all encompasses the trip to San Francisco? Yeah. So, um, this will be our second time working with Educational Discovery Tours and we'll do a college visit where their college choir director will do a clinic with our group. So, we'll sing some songs for them and they'll work with them, give them feedback, give me some things to chew on, give them some things to chew on. Uh, from the draft itinerary, we'll get to attend a musical together, but like a Broadway touring group, which quite a few of our students haven't gotten to see, are done at that
044caliber. So, that's pretty cool. Um, we'll there's quite a bit of sightseeing involved in this one. Um, we'll attend a day. I keep calling it Great Value Disneyland, but it's some it's some theme park that's obviously I don't know what it is, but we're attending that and they'll get to perform at the park. So, and that's what the Disneyland tour was. We performed at the park and then we also got to do uh uh what is it? The Imagineers, the like the Disney Imagination Campus. We got to work with them and like sing on a soundtrack. So there's like the educational aspect and then there's also the like fun with your friends part. So yeah, it's a little bit about work and play. Another question. Hey, thank you guys so much. We appreciate it. Curriculum
045update. Yes. Great. All right. Well, thank you for having me back this evening. I'm Allison Gaitley, director of teaching and learning. I'm really excited to talk about curriculum with this board. Uh we have not yet been through a curriculum adoption process with this board. Um so, uh I'm just really excited to preview and give you an overview of um what to expect, what um go ahead and go to the next slide. We're going to talk about what a guaranteed and viable curriculum is. that's really important as we're thinking about curriculum in our district. Uh we're going to talk about instructional materials selection process. So, what does it look like to really select um instructional materials and then what's your part as the school board in that process and our policy and then I'll talk about
046the status of all of our core instructional materials. Um and then some considerations as we're thinking about updating those materials and some current work um that we have been considering and and and working on as we are anticipating some future um curriculum updates. So guaranteed and viable curriculum um Robert Marzano is one of the main experts in education and he has cited a guaranteed and viable curriculum as the single most important thing that a school or district can do to raise student achievement. And the reason that is is because really a guaranteed and viable curriculum represents the core of what we say is important for student learning and what we say is non-negotiable for our teachers and our students. Uh and there's a lot that goes into that we'll talk about the next slide. So
047the words guaranteed and viable guaranteed means that all students have access to that same essential learning. So we call them priority standards no matter which school or which teacher that they go to. Viable means that there's enough time in the school year uh for our teachers to teach those priority skills and content and for our students to actually learn uh those essentials. So the two most important things when we're thinking about guaranteed and viable is consistency so that every student, it doesn't matter what teacher that they have, what school they go to, they're learning the same priorities. um that we've identified as a district. And in order to do that, we have to be very very focused on what's most important and prioritize that over over the time available. And that requires that um we
048not only identify the priority standards, but we have common pacing, common assessments, common expectations about what that looks like. So when we think about instructional materials um the process that we are going through um is we start with what are the parameters and goals of the district. So the parameters are important because um as we are considering budgeting and resources um current uh goals and how we're meeting them, we can decide which of the core instructional materials we really need to look at and the time frame for that. Um and really how many resources we have to be able to update those instructional materials. And then we look at our existing course materials and and the design of those. And so it's very possible that we say, hey, the goals um are this, but then
049when we look at the materials, we can decide, hey, the current materials actually can get us there if we make some adjustments. So we don't necessarily have to adopt or purchase new instruction materials as part of this process. We could decide based on our goals. we could use the same existing materials or or you know adapt what we already have. So it's really important we're carefully analyzing what we currently have. And then if we decide that we need new materials or we want to look at other material options, then we bring a review and selection committee together to really look at what materials are available, look at them in great detail based on what our goals are. And then um from there once that committee has decided uh what they'd like we'll talk about your
050role in that after it's adopted then we actually implement and we have um it it's quite a long implementation process because first we have to provide professional learning and then um actually provide the curriculum um and then we decide along the way what are those assessments that we're going to do and study and prioritize. guys. Um and then um depending on how long our uh implementation is, we either have a kind of a set time where we're going to look at that again or if we decide, hey, this isn't working for us, we can decide we need to look at those materials. So, I'm going to go um on the next slide, I'll show you kind of where we are. Okay. First, so identifying the goals, existing course design, and then review and selection. there's
051a re review and selection committee that meets and that curriculum study team reviews and then does a recommendation. Um that recommendation then goes to what we call the instructional materials committee and that is a broad stakeholder group that wasn't necessarily on the curriculum adopt review team. They are um cross K12 parents administrators. um they look at um the recommendation from the curriculum study team to see if their process made sense and that they agree that that um or that it was a good process. And then if they agree, the instructional materials committee makes a recommendation to the school board that yes, we think this was a valid process. And then the school board then decides if you want to adopt that curriculum. the full policy and procedure are are linked in there as well. So
052this is the status of where we are with our core instructional materials. So when we're thinking ELA, math, science, social studies, um this is where we are. Um I joined uh in my role in the 1920 school year. And at that time uh we were in year two of a 7-year um implementation of a math curriculum. And so before I came there was a K12 math adoption of uh bridges at K5 I ready or ready math at middle school and envisions AG8 the high school. And the reason it says two of seven is when they adopted and when the board approved at that time they approved a 7-year bundle of the instructional materials. And we'll talk about what different options are for instructional materials are in a minute. But um you prepay for a certain
053amount of materials depending on you know what your parameters are of course. Um and once though that seven-year period is up then you'd have to pay year by year to continue with that same curriculum. So, the reason you saw some math curriculum up on the schoolboard um for re-upping the contract is we're now on a yeartoear with some of our programs. So, um for example, Ready Math, we are currently in year seven of their digital programs. Uh we had purchased up through seven years. Now, we have to purchase one year at a time. And every time you purchase one year at a time, they um you know the cost is more expensive than if you have a long year multi-year commitment, right? The hard thing about that math adoption is we adopted but then COVID
054hit. meeting. So, we didn't even get a real honest look at the curriculum to really analyze is effective, is it not effective really till the 2122 school year um when we came back full. So, um this year is the 2425. We're working right now to establish some parameters around what kind of resources do we have available to be able to um fund next year bringing a team together to really look at our existing courses and decide do we need different materials or do we need to look for more materials different the or can we adapt our current materials. If we decide that we need to look at other materials, then we would bring in uh different material vendors and look at those materials, analyze them and then um that committee would go through a pretty
055extensive process which we have lots of detail along I could I could share with you at a at a later time and I will be sharing with you as we go through this process next year in quite detail. Um and then again they make a recommendation and then it goes to the instructional materials committee and then it would go to you. And how long is there? The process is quite lengthy to go through. It's usually about a year and a half sometimes two years to go through the process. So if we're identifying goals in parameters right now, the full year next year will be to go through that process of the the team um and IMC and and you and then um if the school board decides to approve in the spring typically then we
056would implement the following year. So it would be this 2627 year one implementation for math is discovery math also there. So um bridges is the core math program. Um that's the guaranteed viable curriculum. So we say that you know every unit we know exactly what the priority standards are. They're the same across every school. Right. The dream box which is now part of discovery ed. Um, Dreambox is a supplemental program that works alongside bridges that helps for intervention. So, it's student um paced based on where the student scores in, you know, let's say we're working on a particular standard bridges, DreamBox will assess those particular standards and bridges and if they're lacking skills, then it'll give them lessons that'll support those skills. And also it has really detailed reports for teachers where if they know
057a group of students, you know, really needs intervention, they can pull a small group and then work with those students with some additional bridges intervention materials that's more handbound or one-on-one or in a small group. The dream box is a online program. Yeah. Yeah. Similarly, I Ready and Ready Math. Ready math is actually the name Ready Math is actually the core curriculum. I Ready is actually the digital component that goes with Ready Math. Uh most programs now have digital components either for the teacher or and always for the teacher and mostly for students now. Um and so when we look at materials, we need to look at costs for multi-year digital licenses and other materials. So that's math. um ELA uh the when I joined in 1920, the 612 ELA um department had already kind
058of started identifying the need and um COVID hit that year. But since we really knew we had a need, we were able to push through it kind of hard with a lot of um online meetings. Uh but we did have a year one implementation in the 2021 school year. we are already hard to believe in year 506 of that implementation. So at the end of the following school year next year, we'll be starting to look at the parameters. Uh K5, we started the process um in 2021 and we are now in year three of implementation. K12 science and social studies, we are now in year two. And K12 science, we are now in year two. But you'll notice that this two of five, we did a five-year adoption here and a six-year adoption here um
059because of the identified parameters and goals that we started out with. Sean, sorry. No, that's great. We're good. Unless we have any questions. I have a question for the for the noncore curriculum. Yes. Is that done different levels? I know like advisory committees approved the CTE curriculum but arts physical education. Yes, that's a great question. So, I debated about putting it in here and now I kind of wish I did. I have a whole another slide that is actually all of the program um adoptions that I've done since I've been here. So, we've done PE, music, we're working on art right now. We did K12, um, computer science. Those aren't core instructional materials that we think of. Um, but we do still have a team that goes through an extensive process to look at those
060materials. And anytime we have a purchase, we would, of course, I mean, that's over, you know, that 5,000 and that multi-year contract, of course, that comes to the board for you guys to look at. Actually, I do want to make one other comment. Um, and I can come back and do more detailed report on that if you're interested. But, um, the little note at the bottom, um, we have a conference sexual health education materials that were adopted well before I was in this role. It was at least 10 years ago, I think. Um, when the state updated the law and requirements, we had to make just a couple of tweaks at middle and high school, but it was they were very minor. Um but as the state is getting um they're studying more programs to
061see if they uh the requirements of the law. Our 68 program has been studied and it doesn't fully meet the requirements of the new standards. So our high school program currently meets, but our 68 we're going to need to look at next year and you'll definitely be part of that process next year as we look at updating that. Okay. So, some other considerations, um, you know, it comes back to guaranteed and viable. You have to be really tight on what you're prioritizing around your standards when you're looking at curriculum. And um Washington state is undergoing a pretty massive update of the state standards which could impact how we prioritize our standards. Um this is a much much bigger document that you could uh look at if you like. Um but just so you know ELA
062and math standards uh the plan currently they should be released at any time. We're hoping to see them um or past the date that that they said that they'd be released for review, but they're saying in this most recent timeline that we will need to implement at the beginning of next year year the new math and ELA standards. We've had a draft that we've had teams looking at um to anticipate this um but we won't really know the final until it's finalized. Um so that's happening next year. I'm really hopeful that we will have the new standards in hand before we start any part of the map adoption process. Um and then science and social studies, they're a year behind. Um I don't yet anticipate it's going to have any major impact on our current
063adoptions, but um that would be one of those reasons that we may be triggered to say, hey, we have this current program, but maybe we need to take a look and make sure it still matches if there's an update to standards. um because you get great cost benefits when you adopt for a certain amount of time frame for a particular instructional material. Um if we wanted to, you know, at somewhere in the middle of the process, let's say we were in year five of seven of a math curriculum, you know, m instructional materials and we wanted to look at materials in year five, we could absolutely do that. But if we decided on different materials, we'd just be losing the cost benefit of uh of you know that long-term funding. So I hope that answers
064your question from earlier. We certainly can look at a at a curriculum at any time. Um but there are considerations. There's textbooks. So depending on the program, most of them have something like a physical textbook and once you buy it, you have it. Um, there are paper workbooks that tend to be consumable, so you have to buy a new one every year. Um, there are digital platform licenses for teacher access, student access, depending on the program. One one consideration that isn't up there, but we're definitely thinking about and seeing where it fits in with almost all of our curriculum is AI. Yes. Um, and it's evolving so fastly or so so quickly. we really haven't landed in on a on a spot where we could say we could weave it into a curriculum adoption cycle.
065Um, but I think that could rapidly change or influence curriculum adoption as well. And actually it does live within Dreambox as we speak of that as adaptive learning through AI as well to our target learners where they're at. Yeah. Great. Before you move on, just on this the state standard review, do they forecast any cost implications of their curriculum changes? Up to the district. Yeah, it is. It has huge implications when the state updates standards because then we have to go back and look at, you know, do are these do the priority standards still live within the new standards? Um, and if not at at any time, I mean, even if there there's close alignment and with the math, there's really close alignment. They've just added looks like they're adding a few elements in math.
066Um, but even with those little changes, we still need to bring a group together and really look at and analyze and understand which costs resources, time, and money to do that. So, we we aren't uh we don't get any extra money from the state when that happens. I was just curious if they forecasted like these changes be projectable cost of each district based on student load. Yeah, it's really dependent on the instructional materials that you select. Is so important right now. Yes, instructional material I mean you can have some instructional materials that are basically free. They're open source. They're available to anyone and that's a very low cost. Sure. But there are some materials with AI embedded or you know they can be very expensive. So that's why that parameters time you know is really
067important to see you know how much are we willing to really invest in this and then we would look at programs that or instructional materials that would meet those terms. Sure. Yeah. So just to highlight a few things that uh we have been anticipating the updates to the new standards for math and ELA. We knew this was coming. Um so this year in math uh we have been doing professional learning from um elementary up to high school and we've been taking teams um from second grade all the way up to the high school and really studying with them what is a really good lesson look like with our current materials and are we getting the amount of student engagement and are the kids actually learning something from that lesson with those materials. And so we've
068been doing a deep dive in that this year and I've learned so much about how our teachers are using our materials. Um it'll really help us as we're going into the math adoption. Um this spring, assuming that they're released, the new standards are released from the state, we will be looking at those new standards really closely um to determine if we need to make a really big, you know, move next year. Um and then of course identifying uh timelines and things for the math process next year for ELA. Uh we there is a shift um in the standards which we're happy to see around umruct what they call structured literacy and the science of reading. And what this really articulates is that when we're teaching reading, it's important to teach comprehension and and reading and
069speaking and listening and writing alongside, you know, really intentional decoding skills that are really sequenced. You know, teachers or students are learning how to read in a really intentional sequence. So this year um we've been working on K12 uh professional learning around what this structured literacy looks like and we've made huge gains in supporting students with reading instruction and intervention K12. Uh and then um we will do the same with the ELA standards once um they're released to refresh our priority standards. and throughout this year and actually we started last spring when they were first the first draft was released we started looking at kind of the direction that the new ELA standards might be going in and we've already started uh thinking about that and making some adjustments so we feel like as long
070as the standards once they're adopted aren't um radically different that the draft will be well prepared for that and that is the introduction to where we are for an overview. So any questions specifically as we engage in any curriculum adoption process, I will be here each step of the way to give you updates regularly on how we're I I like to start by engaging the community and our students and our stakeholders and what we really want to prioritize even at the very beginning of the process for identifying what our needs are for curriculum. So, just know that um this is only the first time. You're not going to only hear from me when we go to adoption. It's a regular update process. And I want to, you know, just commend Allison, too, just the work
071that she's done. She's really um taken our adoption process to, you know, really in-depth levels. For example, when we did our social studies and science adoption, I think she this with math, too. Uh we started with students and families. our our staff, their opinion obviously matters a great deal because they're the one going to be teaching it and and our staff can be really quick to say this is exactly what we want, what we need, but it's also really important to hear from our families and students. What do they want and what do they need out of a curriculum? What are their expectations? So before we even go to our staff, Allison and uh does focus groups with our students and our families to really hear from them and really shape those values and vision
072for our math curriculum or our social studies curriculum. And then that really influences the committee on how they might score a curriculum. And so you you're the one who like is organizing all the curriculums. Yeah. Every program. So CTE is is different. So the process that CTE goes through and the framework um process is act does live fairly independently actually that's the only one um that I don't directly oversee uh all the other but it does come to the board though so the process is kind of the purchase does the the purchase of the materials if it's over that $5,000 so the curriculum will come to the core yeah CTE is a little but separate and it goes through a a really rigorous process that's a little bit different. There's advisory boards with the community
073and they have your curriculum also have like a community advisory board. So it sounds the same except that for core programs it has board authorization for CTE it bypasses and it's just the purchase. Is that fair? Yeah, if we look in detail on the board policy and procedure, it actually outlines exactly which need to go through the process of um of a committee and instructional material committee and then the full the board policy adoption and you'll hear you'll see language on core instructional materials and you'll see language on supplemental and there's some definitions there and so CTE would be supplemental or Um yeah, I have to look at the exact language on it, but it's not part of the the core process that requires the adoption. And one thing with CTA is a little bit
074more nimble when you're writing to frameworks is they're writing them to industry standards. So their advisory groups, they are industry professionals saying this is what we need. This is what we are seeing in the field right now. Uh this is what you know we'd like your students to learn. So they they're getting that rigorous enrollment learning that's tied to the industry partners in CTE and that's part of that requirement for CTE. But you know if we did an adoption you know that was over $5,000 that was you know a major CT curriculum that we're going to be locked into for five years or that's not really the case in most of our CT programs. It would absolutely come to the board and the first time you hear about it wouldn't be at you know my
075weekly update. Oh, by the way, we're going to drop $900,000 on a, you know, combine. I guess my question, my question, I think, is rooted in one graph of like the phases and then it veered off to like the process of committee that you go through board authorization. Yeah. Um, like what does that process look like? We I've never experienced it. So, is it like a pitch or is the decision kind of made and we're just rubber stamping it? I'm just trying to see like how involved truly are we to get a good general idea of like does an advisory committee give uh like the pros concerns potential liabilities like is it a report? Yes. And there it's it's um so there's a there's very specific parameters that are written in the polic uh the
076procedure um that I linked around what needs to be presented to the instructional materials committee. Um, and then that information would be then shared with the board on what they found through the instructional materials committee. However, you're not going to be surprised, especially if it's a big core option like math because when we put together the um the curriculum study team that comes together, it's usually at least a sixmonth process. It's like three to six month process. And we identify the key stakeholders. There's always parent invitation. There's usually a stakeholder or a we can invite a board member to join. It's great if you do. We've done that in the past and I really prefer that. Love that. But all along the way I come and give you updates. So you shouldn't ever be surprised
077like oh what happened? Yeah. Yeah. So in fact a lot of money. Yeah. So and this is one way. So when when I I didn't do the math adoption that was here. So but when I think it was the K12 ELA adoption and I presented my timeline at that time the board you know really pushed back in a way that I appreciated. They said, "How are we getting student and parent feedback on this right away?" And I thought, you know, we have mechanisms, especially coming out of the pandemic, to really interview our parents and understand them deeply and our and our and our students through empathy interviews, which we did through the pandemic. So, based on that feedback from the board in all the adoptions since I've started with those empathy interviews and really reaching
078out to parents. So, I really appreciate feedback from the board on, you know, what you're hearing in the community to really streamline and strengthen our process cuz it is very expensive to invest not only in the materials, but really the time for our teachers to make this a guaranteed and viable program, a curriculum. We spend so much time collaborating on what it looks like to really implement what does it look like in the ideal for students and um and teachers that I I want to make sure that we all are in agreement on what our end goal is and um that our community understands what our goals are and that they've had some input in there as well. I've learned a lot from community members who've shared um things about what their experiences are that
079have really shaped how we want the curriculum to to be in the end result. So um I personally take a great um bit of responsibility and and and ask you that you are really involved in the process and I know from this board from what I've interviewed so far that I'm sure that you will be and ask great questions. So I look forward to that. Okay, one more question. Sorry that's okay. So, health is a CTE program, but you listed it under there like the comprehensive sexual reproduction curriculum is contract. If you think of core programs, think of required like everybody has to take it. Everybody has to take math, everybody has to take ALA, science, social studies, comprehensive sexual health, everybody has to take it at some point. CTE is an elective. They don't
080have to take it. Um, so if it's core and everybody has to take it, that's usually what needs to go through the board. Adoption and PE. P. Yeah. Yes. Yes. Correct. Yeah. And health is and comprehensive sexual health is actually teaching and learning. It's not CT. Both parts of the health class. Correct. So it's a program that's like right in the midst. Yeah. It's more geared towards getting kids what they need to go into the medical absolutely health teacher. You're right. So, the family and consumer health teacher teaches the sexual health curriculum that's required at 9th grade. Um the teacher is funded through CTE because the entire uh year class is a CTE course but the section that is teaching the sexual health is a curriculum that's core that we are required to teach. So
081it goes through that core curriculum goes through the That makes it close enough. Thank you. Yeah. Yeah. No, that's I appreciate you asking because that would be confusing. Yeah. Yeah. I want to add to the implement the the adoption is the easy part. That's it. Sounds complex complex, but really that that implementation is where it gets really hard and it's a good two-year process to really get a curriculum implemented. So, you purchase it, everybody's really excited about it, then you adopt it and everyone hates it because guaranteed. It's a guaranteed because it's a change. It's a really big change. And you know, I've had uh as a elementary principal teachers in tears saying, you know, they're they're this isn't working. Kids aren't learning. It's so hard. But then by the end of the year, they've
082had the best results that they've ever had because they stick with it. But it really is about a two-year process. So, you know, you you there's this big build up to the adoption that, you know, Allison will come and do those presentations, but really she'll come back the next year and even the following year potentially if it's a big math or science to update the board on how adoption's going the implementation, sorry, the implementation of adoption. That's that's where the that's where the real work happens. Sorry, one more popped up. So SEAL programs is that the same as curriculum I think like you guys have said like character strong also something I think yes so we have instructional materials that meet the SEAL standards um and they so if you go to our website um
083there's a section for academic programs and then there's a section that's called curriculum and it's a page it'll list all of our instructional materials for K5 and then secondary and you'll see what the like how we're meeting standards in K5. Um the standards are actually met through our ELA program into reading which you adopted and as we did the adoption process. We talked about the component and how that would meet so we wouldn't have to do an extra supplemental. So yeah and yeah feel free to reach out if you have any questions after looking at that. We also have our curriculum library which is in um the district office that we can look at any of the printed materials that are here. We have a copy of all those. So be great if you or
084anyone in the community wanted to reach out and I can personally show you the material. Any other questions? Right. Thanks so much. Yeah. Thank you. Dr. [Music] It's a great year for sure. So, it is spring and there are a lot of dates flying around. So, and a lot of things happening. Um, I did want to bring to the board there is a Waza regional meeting taking place in OMAC on the 21st of May. Um, I'm just curious if if anyone anyone from the board is going to attend that long drive up there. No. No. Oh, the lady didn't work. Take that drive. Are you going to attend or not? Sure. I'll look at all the just reach out to them and let her know. Um today, uh at the middle school, we had junior
085achievement. So, we have a big uh every eighth grader uh learning about personal finance. So, they're going through a personal finance uh presentation through junior achievement, all eighth graders, today and tomorrow. So, it's really exciting that all uh eighth graders will get that experience. Last week we welcomed officer Stump and K9 Sarah at the high school. So it's really exciting to have uh officer Stump our second SRO, but it's great having the K9 the K9 spend one day at the high school and we're making some other arrangements to make it a little bit more comfortable there. Uh we had rearranged in our office uh just to have a designated spot for the K9 when she isn't working. But um we will be using the K9 uh at our high school as another safety measure and
086another measure. So we are happy about that. Uh that night last night was really really well attended. Thank you Casey for coming. It was great seeing your family there. Uh highlight of the night they we had elementary, middle, and high school all singing the Quincy fight song band playing. It was so fun. It's on our social media. So, if you get a chance to go see just the spirit and pride that our kiddos have in what they do, um, you know, just the three are, you know, Haley, Kylie, and Devon, they are just models of of exceptionalism. And when you have exceptional people in these roles, what they can with with the spaces and the materials, what they can get out of our kids, um, it's just absolutely amazing. Uh, they give me hope for
087some of our athletic programs. Uh, but what they do is just absolutely amazing. It was really cool to see everybody under one roof uh performing together. It was really fun. Last Friday, uh Victoria Hajj uh thank you uh led another session of learning more about dual language and what a dual language Spanish uh English uh course would look like here in the Quincy School District potentially. We heard from Grand View, Madawa and Proser, three districts that have been doing it for a very long time. Really good established models. uh next year the next step for our our committee that's looking at dual language will be visiting school districts to see what that could possibly look like the research around dual language it's just it's out of this world it really is language program for all
088learners not just Spanish speakers but for English speakers as well you know there's research that says even if you go up till fifth grade the the results of kiddos that were in the dual language program are exceeding students who weren't even into high school so it just really opens up other neuropath pathways when you're bilingual. Um, tomorrow is admin assistance day. So, just want to say thank you to all of our admin assistants and admin professionals. We have amazing front office people here that just do such an amazing job. Very thankful. Thank you, Bella. Um, and then just two things uh for the board to be aware of. Well, three dates actually. Uh this Saturday the 26 uh 2:30 to 5:30 uh we have our family festival at the middle school. It's a really well
089attended event. We generally have anywhere from 400 to 700 people attend this event. There'll be lunch provided. Full boards open to attend. Stop by, say hi. It's a really nice uh celebration with our families. May 2nd we have our booster club auction back to Jacks. uh another really fun opportunity to support our kiddos and celebrate um our athletics. Uh that starts at 5:30 and silent auction. It usually goes from 5:30 to about 8. So that's the 2nd of May. And then May 6th uh from 4:30 to 6, we have our employee of the year retirees celebration. All boards welcome. It's a really fun um opportunity to just recognize, celebrate Bob P from, you know, FFA. Uh he's retiring. celebrate him all his contributions. Uh we had five other retirees. Then we have our uh employees
090of the year from our schools and department. It's just really inspirational to hear our principles talk about the amazing employees that we have and how they contribute every day. So I just really encourage sport to go to that. So that's uh if you can May 6th 4:30 uh to 6 at the high school. So that is all I have. Thanks sir. just a little bit. Dean representative Gord. Yes. So we have started SBA testing uh for sophomores and previously again growing up uh I school district and every SBA was a dread. I'm a hater of the awful cheese steak and a mint and a water ball you call it. Um, as those youth progressed, we bettered it a little bit and to get to high school, you get none of that, which it's really sad.
091So, it's we decided after the new sophomores came in and I'm really proud of the sophomores and the ones that have come that are very vocal their needs and what they would like to see, not just for their class, themselves, for their peers. And one thing they requested was goodie bag. And every since last year started doing it, uh, we make little goodie bags. They have um a sensory strip to help with anxiety during test. Bubble gumins, a little squishy toy, and a lifesaver. Um we add some a little treat, a nice good luck or you got this or you're capable of all these amazing things. Um and we hand them out to each student and even the students that later test makeup test, they also get one. And we've seen a lot of good
092feedback when it comes to those. A lot of students look forward to it. I've heard a lot of good comments of you know so bad I get to enjoy very much like it's become not an enjoyable experience but it's become a lot better than it has been. Um so start doing that which also have again mentioned the high school we went the Quincy High School band will be marching May 3rd we are um we are the first 15th so there's deep and then it's so the first three bands like last year so go show some support um and prom is May 17th that seems chosen to be Arabian night and you may be confused but it's or it's Aladdin say it's very it's very like I spin it. We have a little Pinterest board and
093if you see you be like, "Wow, I don't you'll be seeing pictures of that. Also, uh we're planning a lot of senior events coming up. I think the next two months are just filled with so many things. Awards, the senior sunset. Uh I think it's I I would I would like to mention to you guys that we are doing outside of a district or at a school event. It's kind of the senior class thing. It's called senior assassin. And I don't know if you guys heard about it, but your butt fantastic. So it's not as intense. It's you for flashing and you get automatically found someone that has been code. So you join in and tell you you have to go and shoot the gun, the water gun, and then someone gets you, right? Um
094the rules are very clear. It's very safe. We've chewed some things out our class um to make sure it felt safe. Uh I just wanted to mention it because I know some concerns are brought up last year and thank you to the community. Uh so we arranged a lot of things and the moment that anything does go wrong you'll be the will end. Um so we're trying to make as possible and also enjoy this game for all seniors. Uh so if you have any questions about that I will be glad to answer them. I think last year was it became a little hectic. Um, but I think now with the ASB group control of that and we're trying to make it a little more manageable and less intense. Um, so there's rules in place and
095everything. Hopefully we'll run smoothly this year. Um, we're not quite literally passing our peers when it's like that. Um, also one more thing. Oh, we are also taking for the first time in many years a smear trip. It's still with plans. Uh we've gone through a lot of alternatives and questions and about insurance what we can and can't do. So thankfully we've been able to figure out uh an alternative for that and we rented out we're planning to rent out the Toronto water slides. Uh we are planning to I think it's I don't know the details yet. It's still in the process. um they need to pay $15 and that would include their meal on their ticket and that would come out of our senior fund. Uh but again we make a majority of that
096money hopefully as well as we can provide for our cap decorations and we still have senior sunrise um to plan for and we're still trying to figure out the [Music] numbers to that's still in motion. Um, we hope we will have we will have that to happen. And lastly, we're also having the same day that's near Sunrise. We're going to have a courtyard takeover where the entire day we spend there. Uh, Mr. Cool. So, are there making burgers, hot dog, there's many games, and it's seniors all day. It's kind of our seniors day. But in school, everybody can all just kind of enjoy and that's beautiful. Everybody gets to watch you enjoy. Yeah. And it gets a little awkward. I notic that like last year when they try to do it. Um, everyone's just peeking
097through window like this trying to enjoy your burger. But again, last year it wasn't ran very well for the previous seniors, but again control of that kind of manage it very well. Um, but yeah, we have pluggies coming up. Maybe if you have any questions, please ask questions. I don't want any doubts. So let me the name that's all. Yeah to work without for next year. Yeah thank you so much. Um board leadership report. So we've been using this time to update what's been going on with the WIA. The latest update they voted last week. Um neither of the two amendments, amendment seven or amendment eight passed. Amendment seven was the closest to passing. that would have uh driven um you participate in the the gender of your birth. Um it missed by one vote.
098It needed 60% to pass and it it didn't quite hit that threshold. Um and there's some mixed reviews on where the WIA might go from here. They were both advisory votes after they were told by the state that they may violate state law. So there's also some um there's been uh petitions to the Department of Education for civil rights violations. Sorry. Yeah. Civil rights complaints in some of the school districts that are affected directly by participation. So it's moving through the courts now on that thing. Other than that we had any updates from board leadership. It was just a board retreat. Oh that's right. Yes we did schedule the board retreat. Thank you. Is it off? It didn't work. No, I'm sorry. We need to book it. June, are you out June? I'm gone for
099two and almost three full week. The first or the second? The last Well, I leave like the 8th and back. Okay. So, I might be in July. July. Does anybody have July dates that are available that they know or that they that won't work? because then the 20th was the only one that I'll buy possibly and it just doesn't work out. So, do people have their calendars if theoretically July the week seven be great. What? The week of the seventh. Yeah, I think I can make that work too. Right now, I can't say that. for the week of December. I'll try to get something and where at you said you didn't know TBD what to to be determined we'll be really where the board we'll talk about board leadership we've done the lavender forums down
100loud enough for really nice um but it could be here in the district office wherever you would like to have it but we'll as board leadership uh I'll let them do the planning so we'll send out another We'll get this set up. Yep. Yeah. We'll send another report to make sure we get everybody on the same page. Yeah. Okay. And then uh policy review and adoption. Um I had a few minor problems with my computer and I read for a couple of hours in my phone. I have not gotten. It just was too small. I would like to ask if we pass this on for another week. No problem. No problem. I only got so far. I do have a couple of questions. I don't know if you want to go into it if we
101just are going to wait. Um, no, why don't we just we wait everybody chance to fully review and then we can review and adopt and future. Well, these are procedures, so they don't need adoption. So, they're fine. I mean, they just hang. They can hang and more's comfortable. We'll then upload the the final version. Okay. Of the procedures. All right, say that again. So procedures aren't formally adopted because they're administrative procedures. So the board adopts the policy and then there's the procedure. That's that's how we do it. So um we don't necessarily need to adopt the procedure, but you know, obviously want the board to be comfortable and have some of the language is just troubling me. uh like you had one portion where you talked about um part of the accepting of uh what
102does a migrant condition mean? Migrant condition mean as far as they're the you're being able to reach out to gather these kids that you feel need special ed. I would have to look at what proced what that is exactly in the policy. Um, it was under policy 2161. Sure. What you and it was page 4, bullet three. Um, I didn't like the way that sounded. I guess it just hit me wrong. Highly mobile children such as children experiencing homelessness or children in foster care or living in a migrant in migrant conditions. So their families are migrate. They they migrate for work. So they're part of it. So that would be yeah I know what what it means but um yeah the condition back have Victoria I mean you can talk about that we have migrant
103recruiters that go out and recruiter migrant families so there's a whole process to how we determine if a student is qualifies for migrants or not but if they're migrant then they're most likely not going to be here because they take a whole season no not necessarily Oh. Oh, yeah. They hit part of the bed. Like if the trees are really in Chalan, they might move to Pointy uh even though they've made roots and they come here. But if then those cherries ended way earlier than expected, then they might go to Mawa. That's what I'm saying. But but it could be a month, it could be a year, it could be multiple years. It could be multiple years. Yeah. That we dealt with. They went on Jesus. They went to California, Texas, some of our families.
104Some of our families still do that. Some of our families, but not all of them. The majority don't. And the the part of that is really about childfind that we're going to make an effort to go out and if there are students to make sure we talk to the community. We we're at we know if there's migrant students or homeless students that it's not like that that keeps them out of child process. kind of what they want to be really proactive about seeking those families because they might not even know about the services just based on you know the situation. So really it's on us to make our migrant foster homeless students aware of our special education services and I think the posting of notices newspaper I think that all helps and I thought you
105had some really good spots to put your notices. Yeah. Um, I absolutely hate the multi-disiplinary name. I just thinking, man, that just does not sound good to me. I'm sorry. Instead of special ed uh well MDT team, so there's your IEP team, but there's also your multi-disiplinary team. And sunshine can explain that a little bit better than I can. But you that is part of the sped law too. So this is you have to have that name. Correct. Yeah. We didn't we didn't make up the this is this is part of and the idea there's a lot of people coming together that that are looking at what the students needs are and you know is it something do we put some accommodations in place to see if we can help the student? Do we review
106the data? Everybody brings something to the team that they know about that student before that when I add it's not it's not student discipline you know you're talking multi-isiplinary it's you might you'll have your it can't what's what is prevailing is a single teacher making an educational program for a student so if I'm going to make a a child a change to a child's IEP I can't do that in isolation I have to have a multid-disciplinary team so if this child receives speech services speech therapist has to be there. If they have OT or occupational or physical therapy, they have to be there and have notice of the team. Parents have to have notice of the team. The resource room gened teacher have to have notice of this team's meeting administrators. So it it's not
107just something done in isolation isolation. So when you're thinking multi-disipline, it's mult multiple disciplines of the people, the specialists that are at the table. That sounds better. But I can understand where Yeah. Is that a shift away from the stigma of special education too? Is that Well, and the MDT really could be when students come from our MTSS system where we've been working and trying to support them. We're like, "Hey, this kid just ended up making gains, then that name goes to the MDT where the school psych runs that team. They bring all the people together and they're like, "Okay, where's the data? Let me see. Have we tried this? Have we contacted parents and told them there's a concern?" And so there's kind of somebody a little bit more um overseeing it and really
108making sure all the things are and we're putting all those pieces in place. They're looking at attendance and all the stuff so we can say this student has had access to an education, has had all the things that they should need and they're still not making gains. Now, that might be a a cause for a referral for special education. Or it's a student who's already in special education. like, hey, this kid is in special education and they're getting in trouble all the time in class. Let's pull them back into our MDT and get all the power brains around the table to go, what could we do to help? How could we help this student? So, it's kind of like a powerhouse team of thinkers that are like, how can we support kids? Now, three-year-olds, do
109you really have enough data to deal with making a decision on I mean, let's say for instance, migrant family, they don't have a lot of money. The kids don't physician, they just know they've got issues. Mhm. So, what data do you have to follow to decide what you're going to do with that child? with our littles like that. We do we ask the parents through a questionnaire of developmental pieces that they of milestones our students had and then we do um an observation of the students and then we do some testing of them also like I mean non-verbal tests right to see what's going on. If they come to us and they have a diagnosis and we can see that it's impacting their education then that would be how a three-year-old would qualify for special
110education. But the biggest thing that comes to us are the kids that have already qualified in the program birth to three. So they're coming in with a diagnosis of hearing loss as a as a one-year-old. They already roll into special education and then we at three qualify them. We have to still make sure they qualify, but then we move them into our our program. But we don't do any of the testing like autism or we don't diagnose or what we do is we look at it and we say we can see that this student has a disability and it could look like autism but we that's not unless they have a doctor's we don't say that and it's impacting their education because sometimes a student can have a diagnosis of autism and it not affect
111their education then they wouldn't need the IEP. But if we say yes, they have that and it's impacting their education, that's when the Ike is written. Okay, that's a great review. That's as far as I got. That was a good That was That was a good That was a good special education quiz. That's a great We did it. I think we did. Yeah. Okay. So, uh and we go now. We're just reviewing. So there's no action to take there. Okay. Any unfinished business? Uh any new business to add? Request for future technics. All right. Well, with that, well, we have a work session with our kiddos. Work session. Sorry. As long or as short as we want to make it. Okay. So, we do What's that? Yeah, we can take a little break. You guys
112are bored. You tell tell me. Yeah. The work session. Yes. take a little break and then we'll get into our work session. We were that close to ending the gonna be over once a month and then I start. Yeah, it happens. You know, it's like we have so many passwords that we all sort of keep in our heads. Here we go. We're on. So, the point of the work session tonight is just to get um set days nailed down u for when we would um do interviews for the next set of board rep or next year board rep. Um and then also to cover a little bit about um the the student governing boards like you guys have advisory votes and we've never really implemented them. Yes. Sorry. So you guys have both but we've
113never really offered you the opportunity to do that. So we wanted to talk a little bit about how we go about adding that to the board meetings and and how it would work best for you guys. Um, so I guess we'll start with dates. When sooner the better you guys, you got enough stuff on your days, right? I don't mean to put you guys on the spot. But are we talking about interviews? Any board member that would like to sit in on it? that I can always do Mondays and Tuesdays like in the afternoon because they do have no one after in the morning. Um so Monday I'm back by 9 by 10 no 9:30ish and then Tuesday I'll be back by 12 12:30ish. So anytime after that it's fine. Mondays and Tuesdays or um
114also Wednesdays will go for me. When is your quarter done? until June 18. Wow. Yeah. I'm a senior. I've done the first week. So, nothing's for the Yeah. So, we need some time to recruit. Um, you know, last year we had flyers around the high school. We had the QR code. We had, you know, how did that work getting the word out last year? Did that work? just the posters, QR code, miss be home kind of running it and then we could kind of also QIA we've never had a student from 2. Uh we've never had a student from QIA on the board. Yeah. Well, I think again fortunately some high school students don't really pay attention from the walls. They are there to do what they need to do. Yeah. Like sometimes even I'm
115walking in I'm like oh and I I'm always looking I always like catch them but a lot of students until it was last minute oh I know I could do that like yeah it was up on social media like and a lot of students just don't um and also I don't think we announced as much last year I think it was a very like you know short thing um and we've been I've been trying to get since last year they all that table up where we go in during lunch they can ask questions or it's a very open three openended questions they fill it out or anything and we're thinking of doing for every elementary um just to kind of like you know they have someone like a student an actual student uh unfortunately when
116they get to it this year maybe we've just been kind of everywhere as a classroom trying to figure it out um was something I'm hoping for I know that if we a little more an effort and trying to get that together we can high school at least once a week um up until the time is like education to the interviews um and I think that would be a little more helpful Um, but yeah, not that sure. Maybe have you guys if you could go over and talk to QIA. We can arrange that. Kind of just talk students there. I just wanted to I had like a couple of the sophomores asking questions about it. Um, and I kind of let them know and uh they're looking forward to that. So I know some students are
117very interested in it but I'm kind of getting a broader like audience and again QA would be amazing and I haven't seen QA. Um she works with me and she asked me about it. She's unfortunate graduating but um she had moved last year and she's like oh I saw it and gives you all these amazing things and I'm very intrigued in it but unfortunately like it's already too late. So um I think that would really cool to get them in in as well. And I know they have a they do have a student over there that's really interested in just policy government policy work in general. She's a sophomore who uh testified in front of even the she testified in front of the house committee on uh on AL learning. So um I think there'd
118definitely be some interest over there. So would a kind of backwards planning this would May 28th work for you guys? Maybe that's a Wednesday. What day of the week? on Wednesday, May 28th, I think. So, um, Casey, do you want to participate, too? What's up? You guys have two board members. Do you want to participate, too? Yeah. As long as day works, the ones we're And we're talking afternoon. Could be the afternoon. Be May 28th. May 28th. Okay. After the school day. So, like at 3:30, starting at 3:30. that you think it might be a barrier for some to stay after school. Like maybe some kids could do it through the day by skipping in class. Oh yeah, sports and other Oh, sports should be done by then. Done by then. That's true. You can
119also do that. I I can I can do them I can start interviews at 1:30 at high school. Make it a window 1:30 to you do like 1:30 to 3 and then schedule them in and that that would be during the school day. Yeah. Like from like 2 to 4. What what do you think would be best? What would kids be most likely to? But yeah, I guess two to four we can do either, right? Yeah. I think some students would prefer like they're already at school. Okay. They would prefer a little time after. So it both will work well. Okay. I like the that's good idea. Just like I know for me like if I miss the bus I would still see it, right? You would I get in trouble. My parents had to
120come pick me up. I'm thinking about them, you know. Yeah. Okay. Cool. And then what would be a good day for you guys to, you know, you and Louis and Ail go visit QIA so I can reach out to um Miss Franks and arrange a visit. I think that'd be an a little question. So yeah, because we already start so we can always figure it out. But I think that's more a deal. See when he's available cuz I don't know if he's also working so kind of what line schedule. Yeah. Okay. I'll we'll get a date um maybe that first or second week of May to to go over read flyers, talk to the kids in QA about it, the students over there, too. Does that work with you guys? Okay. Right. That's helpful. Yeah.
121The second part was uh participating like how how can we help with advisory votes and make you guys feel like you're more active participants in the board meetings. Yeah, you guys are always, you know, you're always welcome to ask questions like you can pour through the budgets by all means and I was curious about that because um I forgot what school district was one of the Smiths I was talking to and they get the board agenda in advance so they could kind of see what's going on and not look through it. I don't know who's curious. We never kind of got that. So we come it's a very Yeah, I can show you where it's at. It's on the should Yeah. Sorry. We all assume that you were part of the email chain. I'm sorry.
122Not too well. I would like skim through and was last year. I was looking the right place. I was like, well, where do they get on this? I thought I was going to get it all directly. Good to know. I said it I sent it to you guys cuz they don't think Friday. Oh my god. Friday before. So it's like time. Yeah. They'll be sending it Friday before to you guys. Oh, we get we can do it. I would not be able to do it the day of. Well, that that made that was that made the work session worth it right there. Yeah. Oh wow. I have no idea. So we go I would suggest on the advisory votes like that when we have a motion when discussion's done and you're ready to ask for
123a vote just simply ask let's we'll take a student rep advisory vote all in favor before we take the official vote. Yeah, I was just going to say how do we we delineate the two? That's perfect. I can mess that up. No problem. We'll execute that perfectly. Yeah, cuz I know when I um went with Bernachi school district, they were they had this they had a whole different thing, but one thing they did have is they have this council. Um it's not exactly on the student board, but it's kind of like little committee they have and they do advisory boards advisory votes. It's a very interesting way they do it but I think it was it was very interesting how they went about it. Um and kind of the same thing they asked students they
124kind of deliberate on the topic whatever is going to be already present in the board and so this one of the students there to have information they want to share with the board then they were invited and so it was very interesting idea I thought and um I also liked how they had like they have they have three schools of kids but it was a great representation a new school um and they were all more welcome to show up and give um a feedback or concern or whatever may be almost I'm sorry. Do you mind helping me visualize what you were saying because I'm like I kind of got up but I didn't. So is it an emotion? No, it's before the motions. The board meeting it's avisory group that sits outside, right? You want
125to go? Yeah, they say outside and they have their own meetings as well. influence from the west side east and wachi um and they all come together and whatever the board's gonna present that week prep on it see what's going on and who may interest them in that committee then they will be invited to the board to speak on it so that's kind of how they say last sentence yeah they get invited to the board to like share came up with or they had while reviewing whatever the board said that week um and so far they said it's worked very well they can get idea a lot more a bigger group of people than just to a certain kid. So yeah, it's a lot bigger than what we have. Yeah, it was a lot bigger.
126Yeah. Are we interested in growing? You know, I think they don't have student board reps though. So they were reaching us like how do you do that? Okay. So um and I don't know what the leadership structure looks like there at the high school. I have think I'd have to look at that. Yeah. I mean, anytime that we can gather more student voice, I'd absolutely be open to it. I can talk to Cory and see how they, you know, the superintendent there and see how they do that. ASB. Well, one thing that we've worked really hard and I don't think we probably use you we've utilized as as well as we probably could is working with because a leadership class it's really it's about they have two sections now. So, it's almost 60 kids. Yeah.
127And then they also um meet you guys meet with everybody monthly. one. Oh, that's the student council. The student council conflict, right? So, that's about 100 kids. Yeah, that's so we have vehicles to get some different ideas and thoughts from some really formal groups that are leading in our high school in some pretty cool ways. So, it just be a way to, you know, we could work with our new student board reps and loose uh with the advisor and how we could, you know, formalize some of that, you utilize some of those structures, too. For sure. I see the value of like youth having an opportunity to talk amongst themselves to be able safer. Uh just speak really. Um I see the value of here hearing it as well directly from the youth. Um yeah,
128I'm curious to see if recommendations. Yeah, but actually they have um the president of the board. He tries to show up every meeting and it's like he get an idea of what's going on before get presented to the board. So you kind of back them up or ask the questions that may not ask. And so he's really he's he's really involved. He's deeply involved. Um yeah, that's something I find interesting. Uh again, maybe to do it here in a way, but I think it would be nice to have a little more sense of especially when you can find things online like this to like Yeah. A lot of students are very interested in this and they know or are curious like know how how do they approve this or this or budget or go to
129field trips because I had no idea they would approve field trips or something like that. There's somebody traded and uh I think if it was more known like this or have space to just talk about it or have questions um it like feel a little more manageable in that way. Do you guys have regular structures where you do talk with leadership group? Uh yeah I do I because leadership well it's every single day when you're in the class while students are not in the class but they still again have leadership peers and they try to get in the class or very involved with it. Um but we do have that western things or a lot of kid will come ask me a question and okay we'll get back to you and then kind of well
130I will miss beggar or miss you have to kind of answer those questions. cuz again I don't I can't give them an actual proper answer because I'm not I didn't know these things were here so I can't actually um a lot of competition that way and there's a lot more in the leadership space but even then a lot of students a lot more students want to participate in that conversation but you do we do have some structures within the high school we can kind of be that more formal conversation with your peers right about maybe some things that are going on that maybe the board wants to be that onm Mhm. You can work both ways. We can request feedback on policies or changes or things that come up and have you guys be the
131be the conduit for that too. Yeah. There's still responsible every month and so if there's something that you guys know will be talked about, you can reach out to mom. They want feedback and a lot of and we usually like give out papers where they fill out. So we have like spots where they have to fill out as they're listening to what's going to be happening, they fill it in and they go back to their class. So we could also like give another sheet of paper where it's kind of this is what the board's asking or they want to hear from you. Um and we can kind of arrange the ASB class on how these students reached out and they want to go to the board and kind of give their their thoughts on it.
132I could definitely see the value in that like with some of the first readings of certain policies like the dress code. Yeah, that was a really great example where we would have benefited from having a long pause between first and second reading to ensure we're getting that youth voice. Yeah. And so I did give back feedback to the um ASB class I mean to the leadership class and as well to ASB and a lot of the students I got a lot of their feedback but it was just me and I a lot of those students had very powerful statements that I couldn't convey for them and if it would have been here it would have been it would have given you a different sense of kind of all the different types of kids that we
133have in the school and what they feel about it in how it will affect their person. I think that that would have been a really good idea and they could still again happen again and I would I would say as far as providing their votes and I don't know if that would be something that we would change because it says immediately before the board votes on the agenda item the student representatives provide their advisory vote vote. I don't want to have like I don't see a point to them giving an advisory vote if it's just they give their advisory vote then we give our vote. I prefer a spot in there where it says new discussion they follow. That's I' in the procedure language in the procedure which well no it's in the policy as
134well but it's echoed in the procedure last sentence. So it's the last sentence of a policy and it's also a procedure. I mean usually when you take a vote discussion is over. But if you're going to if we're going to take an advisory vote because the whole point of that is for them to you know if we're voting on something to approve and the student board reps are like no I think that warrants us taking a pause. Should it say before before action on an agenda item? I think that the last one immediately before the board votes on agenda item the student board representatives will provide their advisory vote. I think you had a sense at the end and you just say additional discussion may follow the advisory vote the board. So keep that whole
135sentence immediately before the board votes on agenda item. The student board representatives will provide an advisor vote with a procon or abstain. Additional board conversation may fall on before the final may follow based on student vote. Yeah. Yeah. You wouldn't take you wouldn't take a second advisory vote. Before the final board vote. Okay. Or is that just extra? It just says before the board votes immediately it feels just well no that makes sense because that's when we're wrapped up with discussion payments but we're saying otherwise oh so clarify the I'm also you know there are some of those conversations and the kids are engaging in that discussion piece right and asking questions I'm just thinking poly pro aspect of it. See, this gets this where you would have I'd have to look up how advisory
136votes technically are handled that way. I'm not sure because you have latitude to write in the way you want to do. I'm just wondering what would change because if we're if we are, you know, if the students are taking part in the discussion, right? Yeah. They should be Yeah, you're right. And then you wouldn't need to come back to do it. Um because really I think it's just kind of the board really intentionally like you know you wantly s when you what are your feelings what are your thoughts on this policy and procedure or you guys jumping in as part of that discussion and then once we've heard all that then the board would go and then we do the advisory and then the board would vote and you guys could still say no and
137we say yes go back to student council and say hey I'm just that makes sense. Yeah that makes sense. Yeah. All right. Question on procedures if we could have like the onboarding process added. Yes. They feel confident and Yeah. And I would love and I'd love you know in the future too you know we'll figure out a time where you maybe that we carve out just a special part of our leadership to bring them in and orientate them as well. I think that would be awesome. Or we do it as a work session with everybody and that way everybody gets Yeah. We've done that in the past. We did that initially. Yeah. I think maybe every other even for board leadership to carve out an extra half hour or some time for them to come
138in and talk to on a more ongoing so we have a whole year and you're not getting agendas. So I will do that. Yeah. Anything else guys on your mind about your experience? Just really appreciate you you all. I think the orientation would be nice. A what? A little orientation for them. Yeah. And you know, this is the district website. This is what you can find on that. You mean as a student, you're not first. Yeah. Exactly. Yeah. Nancy was she was a lot of help. Okay. Like this, but she was a lot more, you know, reserved. And yeah, I think she kind of saw that, oh, you don't see that or you know, you shouldn't see that. Maybe like this. And so a lot of times like what can I sing like do I
139say how do I say it or what account how follows how do I bring this up how do I not and so again I think also I should kind of know either just like oh well from when I've been here it's like this so I think especially this last year I've learned a lot on my own and how things kind of work. Um so I think that would be nice to kind of go through that with them. Yeah. On how things work and how they can go through with it. Um, and say it provides like a plan and an idea of how they they should work their time throughout the board. Perfect. Awesome. I will say the app, I don't know, I'm pretty sure Teresa said, but on the calendar it'll show school board. You
140could actually click the link to the agendas, which is amazing. Yeah. Now I actually That is pretty awesome. Yeah, except Oh, I know what that was. All right. All right. Thank you guys. It would that ends our work session. Go ahead and join the meeting. Thank you.