001then start the project e e meeting to order we all please rise with the pledge of allegiance to the flag of the United States of America and to the for which it stands na God indivisible with Li and justice for all all right everyone's received a copy of tonight's agenda are there any proposed changes or amendments to the agenda right if there's no proposed amendments or changes do I have a motion to adopt the agenda I move to adopt the agenda second all right we move second all in favor say I I all oppos no and first up we have public comments looks like we do have one public comment Megan Megan I have to read my okay very succinct note for you here okay um public comment is not a time for dialogue between
002the board and the public to align with the open public meetings act the board will not respond to statements questions or challenges made during the public comment period and there will be no back and forth dialogue please know that the board silent is neutral and signifies that we are listening thoughtfully okay um first thing I want to say is thank you to the Mountain View parent volunteer committee because I asked them for $ thousand doll for books for the library and they said yes so um that's really awesome thing for Mountainville I'm very excited about that um so uh we have a very supportive parent group I was there at the meeting I said I will step out and not vote but they have said no we have they had no questions I mean I
003had given them some data they had no questions no like qualms at all they knew it was like the best thing for the kids so it was awesome um it is classified staff appreciation week so I wanted to highlight a couple more staff members from Mountain View I did that at the last meeting but I've got a couple more so first is a parah and helica Lopez she is very respected looked up to by other Paras a great leader and a kind educator she's been working there for a while and so she's kind of um kind of like our very grandmother um or godmother um perah right she works very hard to make staff and students feel supported and seen she's a hard worker and after a long long Tuesdays and Thursday she stays and
004does math boost so she stays for a couple extra hours and some of those times we have like our PVC meeting she's a parent of a student at our school so last Thursday she was there from 700 to 7 I think at the school um she's so awesome she um is yeah the first one to the into the school last one out the door A lot of times she's amazing we're very lucky to have her and hopefully she stays forever um next is our parent leaon cica Martinez if you've ever gone into the opposite Mountain View you'll know she's like a ray of Sunshine she's so bouncy and wonderful and positive and a great smile um she's outgoing she makes parents feel welcome approachable and she always has a kind word or a shoulder to
005crry on for our students uh she's very understanding empathetic and No Nonsense so sometimes she's got to tell a kid nope you can't have another ice pack it's time to go back to class um but she does it in a very nice happy way uh she is funny and kind-hearted and she's definitely the life of all of our staff parties she's so fun she works very hard to organize our student of the month program and support the teachers and staff and help the parents navigate Mountain View and now I'm going to switch gears last week we had there last at the last meeting there were some Public public comments about the policy 3122 P so took a look at it and wanted to add to the discussion I just want to say I support the
006policy I can understand why it makes some parents uneasy but I can see a practical and positive aspect to the policy I've worked as an educator and as everybody in this room that has worked as an educator can attest sometimes we have some very difficult situations with our students some of our students have some very hard home lives um and they sometimes encounter horrific abuse perpetrated by family members missing school for a counselor or doctor's appointment and then being able to write their own excuse doesn't seem like a huge issue in general and if people who oppose it can think outside of their own families and think about some of those students that encounter some of those very terrible situations um they might see the need for not having to run your doctor's appointment by
007a family member that might not be supportive of you having that doctor's appointment in the first place and the real the reality of situation is some of those doctor's appointments might be as a result of abuse perpetrated by family members and it's a terrible thing to ask a kid to run that by their family or ask the school to call their family for that to to happen so I would just urge the board to keep the policy in place thank you thank you appreciate you so much all right next time on the agenda is our consent agenda uh includes routine manners uh can be approved in motion do we have any questions on the consent agenda before we excuse me I have a motion to accept the consent agenda I move to accept the consent
008agenda in a second all right all in favor say I have questions about it first sorry um on the uh AP report there is an entry on page red 21 um page 21 there was a little over $166,000 for wall Loop School District looking for info on what that is for on page 21 we to speak to that let me turn you down please very loudly yeah Tia you're the Flor is yours literally just kind of took it so the voice so we had um a a check that was uncashed by walluk School District um that was issued back in January of 2024 for a payment for special ed services we were um paying walluk School District to provide to one of our students um it was uncashed we reached out and they had us
009reissue so it was a wash from a check that we issued back in 2024 for sped services that we're no longer um Contracting for but we were at the time back in January of 24 I was curious is to um it mentioned Habitat for Humanity they had seven uh payroll acrs what does that mean that also was a voidy issue um we had um I I'm not exactly sure what it's called but I when um a member of the qea or our certificated Union chooses not to pay dues their dues go can go to a um a nonprofit of their choice and um we had a few that were having their dues go to Habitat for Humanity and we found that they were uncashed they had like seven of them UNCA or un un um
010they weren't cashed so we reached out and got them to um sign lost check affidavits and we reissued those so there again it was a wash but it was from a previous year so that's what the reissue for payroll warrants means yeah okay further on and I just wanted to ask printing or uh yeah it was a copy machine $26,000 seriously well that's that is definitely on the lowend are unbelievable really expensive yeah so okay that's yeah you read that right and I hoping that we can discuss this power school a little bit because I do not understand that's on the agenda what what is a contract with power school and power school they run all of our online application portal so for all anybody that applies to the Quincy School District that's the application
011that they apply to and one of the benefit to uh power schools in that application is almost every District in our region uses it so once they start an application they can easily transfer it so um that's what we use for all of our our online hiring and beltram principal beltram I'm not I guess I've never met that that person well first off they said principal and then they said super intendant uh a noine or noene is that still on the is that in is that in well that was the other signature on that contract it's the customer contract whoever yes they're working with that power correct and then once Quincy School District I'll sign it once the board approves it tonight so that's the that's the service rep that we're working with okay yeah
012it's yeah well it's kind of confusing when it call they call her the superintendent because that was supposed to be from there across the top prepared by preped cont the person principal person working on and then and then down here she signed it he signed it and this is where and then the the title got her title superintendent where is that oh no I see title superintendent Bel I see that that that is CT that that should be should go up there wasn't sure I thought I understand that was a formatting issue yep I'm guessing they send out similar contracts to other school districts and it might have had carry over a mistake that's a good catch that is a good catch you will have them clean that up yeah all any other questions on
013the consent agenda don't right there any other questions then all in favor of adopting the consent agenda I the consent agenda pass and we're on to reports ancient legs Mrs Craig to take the not highlight no that one is actually though in my building so if you want to check out $26,000 thank you and you'll give us the tours later yeah tours later I also heard the great news that um I'm really one of very few reports tonight so they told me you know take as much time as I need she's prepar to dance no no no no I should have had the music teacher come though but all right well thank you for this opportunity to present to the board the awesome things that are going on at ancient lak Elementry um I'm Whitney
014Greg i'm the principal here um and this is my awesome School in the cafeteria know that so um to start with I just wanted to reiterate the really important things about ancient Lakes what we really believe in here um we believe that students have unique strengths and assets that they bring to our community and that we really want to create a school space where those strengths are celebrated and that students know they belong um and we believe that every student can succeed and become something that they are excited about um and achieve their goals so that is kind of our ancient likes overview um we also are working like every school on a sip plan we have three three major sip goals um the first sip goal is around attendance and I will say that
015this goal is um what I would call either a g gutsy goal or a lofty goal this is a challenging goal to reach we um aimed to improve our attendance rate from 60% of students attending at least 90% of the school days to 70% of the students attending at least 90% of the school days um and we we noticed last year when we were doing our needs assessment that our our students with special needs um only had a 50% attendance rate um so that was kind of the target group that we decided we would focus on um for helping to improve the school um currently we are overall sitting at 60% so kind of where we were last year but I have some really cool things that have come out of our Focus work on
016that um our fifth grade is currently at 71% which is really awesome if you know fifth graders they don't necessarily love school they probably like a good excuse to not come our fifth graders are coming to school and they're coming to school regularly our sped is also sitting at 66.9% right now which is almost a 177% Improvement and granted we're going till the end of the year but really we're seeing some huge growth in that area as well so those are some exciting numbers um uh some of the things that we thought as our team work to like how are we going to impact attendance and the big idea was we need to make school the place that students want to be so how do we make ancient Lakes a place that kids want to
017come to and they look forward to being at um we worked on refining our PBIS um positive behavior interventions we worked on making some tear one supports that students could get excited about um one of our major shifts uh is in our community experience which we have monthly and these things are uh just fun events that kids get to do at school not just with their classroom but a larger group uh last year we did this where they had to earn uh Quincy gold to purchase the experience um and last April we did an experience where kids got to plant a seed in a milk carton really simple get some soil put a seed in there you know the kids were so excited about it and um one of our teachers said is actually the
018instructional coach she said you know we need to really think about changing this to be something everyone gets unconditionally you don't have to buy it so we took that to our PBIS team and um they all agreed that that would be great that would be a great way to show kids like you belong here this is part of your community so we started that this year everyone gets to go um I we have the seed planting one coming up in April we've had a glow stick dance party we've had um a really exciting bead thing that I did in the cafeteria and it was like way too many kids at once but next year we'll adjust a little bit they all got to to make very cool creations if you know any ancient Lake students
019especially third fourth and 5ifth you could talk to them about that um and then we also revamped our um gold bars which are a way for students to earn as a class um we revamped the pyramid that they work up to try to get more and more gold bars as a class and our fifth graders again have really really taking ownership of this they are plowing through the rewards so they're they're trying every day in their assemblies to be perfect they're they're working on attendance to get their gold bars and they're almost finished with our chart and we were hoping it would take them until June and they're like almost done so so we're very excited about what our what these little changes have done to just the community and students being excited about the
020rewards here and the ways to be a part of our community so that gold bar thing is going to culminate with a mini field trip going to Lich wakana which is very close to us so that's kind of nice we just walk over there and our PVC is going to donate ice cream for the students so they're very EXC excited about that um on another level we worked with our mtss team and our school psych um special ed Department really helping to solidify our tier 2 supports for like tracking behavior when we notice students having behavior concerns we've really refined how we use those tracking behaviors to to get data and really support the kids that need additional beyond what the tier one has so our mtss team we've all noticed a lot of improvement
021in that area and just um really solid way and strategies to help our students so do you guys have any questions about Cal one oh and I'll do the staff recognition but that little section do you have any questions was there any specific reason that stood out as far as all of your absences um you know it it's interesting because you would think that that 60% is pretty common like it doesn't sound right but it is pretty like steady across all elementaries and um even Statewide I think if I'm not misspeaking but um it's it's hard a lot of kids a lot of parents don't understand what happens when you miss a day you know missing one day is it's like oh it's not that big a deal but if you are right at grade
022level or you know kind of a Strate IC student who's not quite there yet but you're getting there and you miss one day you come back and you're like wait they were doing something a little different than what I remember and then if you accumulate that so it's just communicating with parents really getting our community to buy in that school is really essential not just not just something you can hit or miss you know so I I don't I don't know why I know that it's common and it's just a work of like getting students and parents to be about it so and those numbers cumulative like they count for half a day does it count ah it's a half a day I believe counts as the absence I think it's up to two hours
023that it wouldn't be in full absence yet I could be wrong on that but that's my understanding of it so students who are chronically tardy it's kind of a separate issue from the option all right so again I'm really highlighting my fifth grade but they have just really impressed me this year um early in the year I had a fifth grade class email me one of the students saying uh we have an idea Mrs grg can we do a staff of the month like how you do student of the month and I was like great this is going to be some more work for me I was like sure tell me more um the teacher was like no no no they they have a plan like they want to do this I was like okay
024let's try it out like let's go so they started off our fifth grade one of the fifth grade classes would give up their lunch recess time to sit in the we have a little pot area and they sat out there with signs saying staff of the month nominations and they made these little forms and students would come by and write who they were nominating why and turn them into these kids and the very first month they collected I mean they had tons of nominations they went through them and they were very intentional about we're going to find a staff member where the kids are nominating them for a really good reason not just cuz they're nice and so these kids went through and they got their nominations and they presented um themselves at the student
025of the month assembly they got up there told about the process they presented to the staff and they've been doing it every month and it is really really cool I I'm just really I'm thankful for my fifth grade teachers that support that because they do have to facilitate um and but the fifth graders really have taken on some leadership and ownership of being the the ones of the building that know what's going on so it's it's very cool and these were two of our first uh actually I think this was October so staff of the month so any questions about staff of the month okay all right STP goal number two um is around math and I really really like math it's one of my favorite things about being an educator is teaching math um
026our math goal focused on our multilingual Learners and it's also again a gutsy goal um we didn't go off of student growth we went off of pro proficiency which is a little more challenging but they do go hand inand so um our goal is to get 40% of our students proficient according to star in the math area um we are sitting right now at let me see what I wrote sorry um see is not right oh sorry I don't have the right now right now we are at 25 or 27% for Benchmark and Beyond which is like 2% more than where we started this fall but but the really cool thing is our strategic student group that's the students that are just below Benchmark um that's went up 8% so we are noticing that we're
027seeing students move from our intensive group up to strategic and so we are talking about how are we really going to support those yellow students sometimes we call them yellow students students who are performing at strategic level to get to Benchmark um one of the strategies that we focus on this year's number talks um at the beginning of this year I would say we had two teachers that were even familiar with what a number talk was and how you implement it at this point we have um all of our teachers have tried a number talk um all but two are using them regularly in the classroom and our goal is two times a week minimum and those two are coming along we have nine teachers working on a book study right now to help learn
028how to implement number talks and number talks are all about getting students talking about math and using math vocabulary in an authentic way to describe what they're learning and thinking um you don't get to use paper and pencil you have to use your brain um and mental math and then you have to use your words to describe to the teacher how to do the problem that is being featured for the number talk we have had students um when we really started hitting this hard in October my counselor mentioned to me I keep pulling students in and I always ask them what is what's your favorite thing about your school day she's like they're all starting to say number talks and I was like awesome that is so good and then we have teachers saying yeah
029if I forget the number talk the kids are telling me don't forget the number talk um so so it's a really we've seen a lot of growth in just the student involvement and understanding of what math is it's more than just paper and pencil solving problems um there's a lot of language and um thinking invol so it's been very good and then that's a nice little picture of our math is cool team we had 34 students in fourth and fifth grade that were doing math as schol every day not every day twice a week after school and then um they went to the competition and there they are yes um another thing I want to highlight is although we're not focusing on growth for our sipal we're always focusing on growth 61% of our students
030had typical or high growth from the fall to the winter star so from what from fall to winter 61% of our students had um typical or high growth so that's that's an improvement from last year so any questions about math or number talks or discourse all right and then for our Ela cpal again we focused on proficiency um we started with 29% of all students proficient um and our goal is to get to 45 we're currently at 31% of students and then a very interesting fact is that our strategic rat 20% strategic so if we were to get those strategic students up to Benchmark we'd have 51% so we we we're not like on track of getting half there but we are on track with having a lot of movement into the Strategic categ so
031um our Focus right now for our Ela is also language but looking at really deeply at what is stopping students on the star from progressing to grade level and so we are using some of the star instructional planning reports they have reports you can look at um that say like this group of students really struggled when it got to this standard um and so teachers we've done some work in our um lid days and our um Monday collaborations on how do we use those reports to design targeted interventions for student groups um I have several teachers that are using their intervention time to differentiate so they're use like there students that are at grade level they're giving them some work that is hitting the standards that we tripping them up on Star and giving them
032some practice and some instruction on that whereas our student the students that maybe were in the Intensive category they're getting something a little bit more targeted to what they're doing outside of the regular curriculum so that's what we're working on right now is really differentiating our supports for elll in each classroom um and trying to move that yellow the kids that are pooling in the yellow area trying to move them towards um Benchmark so and again 61% had high or typical growth on star for reading so there any questions about that you mentioned taking the test data and using it to include yes just as a ball part time coate that data and make it into something that's that's plannable yes so that is where AI has been actually really coming in handy for teachers
033um so we real we star has a lot of deep reporting you can go a lot of different ways we realized through some conversations I had with a another school that there's an instructional planning sheet well I had seen that before and I thought it was for individual students or a whole class well you can actually just say you have these five students that you're working with in your group you can put those five students in and it will just tell you where their average area was and where they were getting Shi up so teachers are using that for their intervention time um we have intervention times where kids will go to like their lap Specialist or their enrichment specialist and they're using who's left in their class and they're they're putting that information in
034seeing oh um a lot of times it'll be like okay they they still need third grade class they still need a few first grade things they're trip tripping them up so then um one teacher today was showing me how she can just put those into an AI thing and it will create some problems that are really focused on those things I yeah so yes it could be very timec consuming but we do have some of these great technological advances that can really help teachers make some targeted supports for students will the report spit it out based on can you do it backwards you could do it by like low levels of of achievement could you pull those names um yes we can get a report that shows us who who is what yes so teachers
035usually start with one that will show like you can do a growth report or just a status report and then they can look in group students that way um usually they're not surprised though they kind of already know these are the groups I'm working on and so just kind of fits with what they know but it gives them another layer of like why did you so the star is um it gets harder as you get them right so sometimes if a kid has something missing in like a second grade skill but they're fourth grader they might be able to do some fourth grade stuff right but they're getting stuck at this one spot and so if we can just address that whole then we might see a lot of growth that that's my suspicion I'm
036really hoping that if we can Target to what star is getting them stuck on we can also see some more growth in those areas plus it will apply to what the students need what they're showing they need so yeah it was pretty incredible I was able to classrooms today one the teachers probably the teacher that you're referring toar report she some of her students had some they were at a first grade level and some that classroom and she was able to take the exact skills students need to improve on with just a prompt hit enter and then she had a whole customized uh learning tool available for Windows in the LA so it's really got to push us you know even Beyond just intervention but just in the district and we started having these conversations
037just thinking about curriculum in general like I don't necessarily need to have a curriculum I mean we need a curriculum don't get me wrong but like leave it to whitne and I don't have to wait until I get to this particular point in the unit to meet a kid's needs where back in the day if I would have got that data that I would have done hours of planning hours of possible intervention to meet a variety of needs where now I can put these skill sets that that this you know cluster of kiddos need and then it literally was one minute yeah we were we were in her classroom for less than 10 minutes and she showed us how she granted she has done it before so it wasn't a brand new thing to her
038but yeah and she's using it like you said when other kids are out of the room especially yes for her intervention time we don't use it to replace curriculum I that I I don't have the stamp of on that but intervention the most common need and I think Allison would also attest to this is when we do like PD surveys if different iation is a thing on there it almost always is a hot topic for teachers differentiation is really challenging when it's one with 25 so that that way to like have some supports on how do we make things really meaningful and where they're at when it's one of us with many um and so there's another teacher if you guys don't mind if I have a little time okay there's another teacher in fourth
039grade um she is she's kind of discovered the AI thing and she just realized you know someone my students that are above Benchmark she's like I don't get as much time with them but man they can teach themselves so if I can print them something out that they need has a little bit of instructional material at the beginning they can read that and say oh I get it and then practice and so she's been using that with some of her Advanced students during their intervention time to like say hey I might not be able to pull you guys for a group but this is something you're ready to learn so try it out and see what you think and she's had a lot of great success with that too so very cool all right well
040that is my board report so if you have no further questions you Dr Bergman all right so first off uh man a lot of congratulations are in order uh congratul congratulations we had four all of our four di teams went to state is I think your son's one of them so we had destination this last week in Richland the four teams that represented Quincy are all going to state so that's really exciting uh congratulations the fourth graders and thank you so much the Quincy Community for we raised almost $25,000 to send our students our fourth grade students to overnight trip in Seattle so that was really exciting um on the same night of the spaghetti feed we also had the opening play of the night that wrapped up last weekend and um it was amazing
041uh it was just absolutely astonishing we had the the leads were a freshman and sophomore so that was really fun to see uh that just the talent that Haley has available to her in the next years years to come so it was amazing um again 19 people in the pit uh from all over the area coming to play at our high school for our kiddos uh for free just to play music um it was really cool and really inspiring so just such a great night um board retreat so we are working we are going to get a board retreat if you have any dates that you know you're just you're going to be gone for two weeks um June June okay email VMA those dates um so we can make sure that we don't include
042those in the survey to you guys um conferences are coming it's hard to believe two weeks from now student Le conferences will be here so students right now are working on uh finishing up their goals teachers are assessing and are it will be an opportunity for our students to share where they're at with their progress uh and they're learning with their families um um it is also educational support professional week so just thank you so much to all of our classified staff they really are the heart and soul um they are the first and last people our students often see um and I just cannot be more proud more thankful of the amazing classified staff that we have they work really really hard um and then lastly congratulations to Allison gatley who in yeah national
043leader of the year it's it's incredible uh We've we no stranger to having National recognized staff Mike Wallace was a nationally recognized act teacher she's our first nationally recognized um educational leader so she went to New Orleans and got called up on the big stage um so just congratulations Allison and representing Quincy on that large of stage literally so way to go awesome so that is all I have thank you I'll save my beignet request for later beignet they're delicious that's all you know student board report they removed okay so down just down to the leadership report so during the leadership meeting this week um we took some of what we heard last week about uh policy 312p and uh did have a a talk with our um legal representatives and and talked about the
044ledge right now the legislature has codified that the rights of 13-year olds um and we kind of feel like we don't think that the PO the policy is what it is it's what the legislator's written the procedure that we do we can tailor more to what fits clincy and so we've asked him to work with the language and try to make it something that's more representative of our community and how we would like it to read um and he will U he will will present that to us as a group and we'll we'll share it again and have an opportunity to adopt it as a group um we had a little bit of a discussion about Title Nine where we're at where we're going um Everything's changed for the second maybe third time in the
045last 12 calendar months um as the Trump Administration has put out executive orders and and rolled back some of the rul making that had been done under the previous administration um we're kind of waiting for some legal battles to be fought in other places um to kind of give us some some bigger guidance but for now we're kind of trying to stay the course with what we we do in our district uh and moving forward we will um hopefully have some guidance from some court cases that are processing through the federal level so there'll be some clarification but he he'll be available for more of that conversation as well but those are our big takeaways from leadership thank you for everybody Who provided reports tonight and Alon again congratulations we had a great time um
046we have some policy review and adoption these are second readings and adoptions all right so I do have questions on this Nick explain culturally responsive and why is that in there did that last I don't remember yeah so I think when we are when student does come to our office or the principal's office for discipline I think thinking about their cultural background um before ising discipline or working with the child and it could be special education it could be 504 um but the cultural piece you know some cultures don't look administrator in the eye um some do so just taking that into account when we are diss um issuing discipline it might not change the the discipline necessarily um even working with the parents and and when the parents are available to come meet with
047us or or so just making sure that we're keeping that in mind mind when administrating discipline uh but we're not talking like oh my gosh we're in the middle of a situation in classroom and I have to tip to I'll be careful that child has a cultural background not to say that we shouldn't take that into consideration but no it's it's when I when when the child gets sent to the office and we're having that cor and you know afterwards working with the teacher if there's a behavior plan you know thinking about some of those things in mind and getting the family on board the behavior soon okay that makes sense uh I think that was the only clarification I know we discussed it last week but obviously wasn't paying attention there's no further questions
048then I do have questions yes please she's here okay and I apologize if my uh audio is spotty I'm definitely not gonna turn on my camera just because I don't trust my internet um we're going to I have a few so I'm I'm just going to take it line by line and we can start just the policy and then go to the procedure sure okay so let me look at my notes um for the procedure I'm on page three at the very bottom it notes the race and ethnicity student data task force um it are the practices that they're guiding us on is that a whack requirement where are you at J procedure procedure or policy no policy policy 3241 on page three at the very bottom it notes that we're going to be following
049guidelines from the race and ethn ethnicity student data task force so I just want to see is this required language from the whack or RCW or wherever it's being reference from you know I would assume Dana that is from a state group um our state does look at our discipline data but I don't have a good answer for you today on that the last line does say that this process may include review of data to prevent address and address discrimination against students based on whack but it doesn't specifically mention um yeah I'm just uncomfortable with the idea of following guidance it's not required de I believe it is I just it is from the is an arm of the um office uh OPI but that doesn't that doesn't still determine that it's required that we
050follow it if it's not coming out of a whack directly then I would have to research the the whack on that I would imagine because in the bottom it does reference the RCW language and a whack I think it certain parts of it makes sense because it does have that quoted but I I feel some hesitancy about following guidance from a state arm of the government versus that local control so that that was my biggest question if you don't mind looking into that I really appreciate it um now for the procedure 3241 P um I have a lot more notes Here I just I I just didn't understand it so it's more of me comprehending what you're trying to say by that um let so I'm on page six um the paragraph that starts with
051unless the student's presence and in that paragraph it mentions the continuing thread of material and substantial disruption and so this one was originally under classroom exclusion so not sure what category oh yeah it's still under classroom exclusions um so I guess what is what is this continuing threat of material and substantial disruption mean I think that's do you want to take that teacher sure so if a student is talking back or if a student is tapping the pencil or being disrupted in that way we would want to try to redirect that student as opposed to excluding them in the classroom that would be trying to one trying some kind of intervention first if the student is throwing a chair at the teacher then that student needs to be removed immediately and really absolutely and de
052what what these changes did they went into effect in around October they gave more say back to the teachers about what they deem as substantial material either so if a teacher calls the administrator that you know Billy needs to be removed or Billy's on his way down to the office teachers get to have that say yeah I'm just where I'm I'm coming from I think this is a good step um in OSI uh looking at guidance that came from 2016 that you know I question some of the effectiveness of it and I feel that they're making good steps um of giving some control back to the classroom teacher and back to the building administrator yeah I'm all for that I I think it's so more it's also important so when families try to understand why
053their child is being discipled that they understand why um and it can be justified and that's documented but I'm just thinking like does this also include like hallway like like I I myself experienced it I know many people who have where just being in the hallway lands you into the principal's office but I wouldn't consider that a threat of material substantial disruption um I did see somewhere down at the bottom where even just being asked to be removed from an area so I'm just this is very specific within the classroom and the teacher is sending you to the principals off office or sending you outside to say on the uh the hallway this is what this is talking about correct yes that's correct the class exclusion correct specific to exclusion yeah class and and because
054later it's going to have to be documented so the teachers are then reporting how they determine something to be that continued threat or that substantial disruption right correct they use our we have a Swiss status system that they enter those our online referrals onto okay okay uh the next section I just had a question about the and the teacher um I just I like the idea of definitely including the teacher um where it's a United decision right when it comes back to the student coming back into the classroom this is the principal or disy working with the teacher they they came up with the plan together they're both in agreement correct that's what that's saying correct yep that's fantastic um and then I got super confused in the next paragraph where it says that classroom
055exclusion does not include um I I didn't get the does not include and then the following list you know what I mean like that does not include part is where I got stuck soorry that's I I didn't understand so are you um Dan are you saying so they struck out all that language right yeah then it goes down to a teacher or school Personnel evidence-based classroom management practices correct yeah that's I agree with that I question that to I understand what that means is not everything necessarily is going to be a classroom exclusion you might there might be a part of a behavior plan where they use um you know there's there's actually classroom management practices outlined in that RCW uh it could be going to a buddy teachers classroom it could be maybe maybe
056a a pass in their behavior plan where the the child goes to the office for a quick break but it's part of their behavior plan and parents agree to it that might not count as a classroom exclusion so what it does it just gives more flexibility back to the schools instead of before you had all that laundry list that the state was saying these are the things well now it really kind of comes down to um what are those evidence-based classroom management practices that we can fall back to it wouldn't necessarily be a exclusion it's just an opportunity to help correct the stud's behavior but it's so say exposion it says then classroom expion do not that result in misinstruction so you could Mis instruction but it's not necessarily because you're excluded or because it
057could be just part of the behavior plan maybe you you are Mr Medina's classroom PE helper that helps just redirect refocus the kid and then they go back to class but that's already part of the behavior plan then hasn't he already missed some of the he has missed but that's not considered an excl A disciplinary exclusion that's where before it was really and we so would it maybe per Clarity just putting uh like quotes around clashroom exclusion or italicizing that so they understand that's a section um like it's actually a category I mean to say like does that make sense yeah that's the that's what we're discussing right oh I see you're saying subject that's exactly sure okay um and then I'm gonna continue on sorry you're fine now on page seven the teacher principal
058or principal disne right there it talks about the parent notification as soon as reasonably possible um my question around that is can we give it some parameters I have heard from parents in a community where they find out in their opinion way too late that their child's been in trouble and so I'm like is there a way to give it some sort of time frame um I'm not sure but I just want to kind of throw that out there to the board and see what their thoughts were page seven the paragraph that says the teacher principal or the principal is seing me right there you know I I think keeping it our our administrators we do try to to let our families know usually before the end of the day if not start of the
059day the very next day uh we try to hold to a 24-hour rule I think that reasonably possible gives administrators just a little bit of flexibility depending on maybe the volume of discipline that they've received that day or even the situation that they might be in investigating my recommendation would be to keep the flexibility um because I can tell you that our principl we do want to work very closely with our families there is the occasion where it might go longer than 24 hours um but I would say that's the exception not the norm I would agree with Di and that having some kind of something dep I guess depends on the severity it's from a parental standpoint if my kiddo comes home and says he got in trouble or or this is specific to
060classroom exclusion so like if I hadn't been told or I hadn't been given a phone call within 24 hours for sure hopefully by the end of the day I would be would be upset if I'm having to hear from my student and the next thing I'm going to do is call that principal and be like what the heck I I would say that's the goal but I'm just I don't want to necessarily lock our initiators into a 24-hour in procedure just because there are sometimes unforeseen circumstances that might do that it's a two-way andity too put a 24-hour notice requirement in here and then we're unable to contact a parent 24 hours then a future I also think though it's almost a liability to the administrator for not doing it sooner I don't know I
061see both it all depends but I I can yeah I don't I don't hav being a principal I didn't want it to hang out with that I understand yeah I'm just thinking like with Skyward you know immediately when your child is absent from a class so it it's happen so can it just be designated that the student was expelled from that class like somewhere within the Skyward system and tools that we already have yeah the classroom exclusions aren't recording to Skyward we don't want an exclusion being part of the students discipline record that makes sense but I would say that administrating discipline is it's very challenging uh so I think if our our administrators can have that a little bit of flexibility knowing that we're going to try to do in 24 hours is there
062like something that's like tracking that like for example um some sort of like tool that does track how long it takes for an administrator to reach out or the design to reach out to the parents C uh we once once it gets into Swiss danana it does enter the time and date once it was entered into Swiss and you usually Mark parent contact on that and then parent contact would happened before it was entered all that so the referrals are date time stamp but not necessarily a system for follow yeah there's notes in there when when they you know when they contacted families and action and the action yeah I'm just thinking like if something happened second period um and then the following day end of day that's when they were finally able to reach
063out to the parents and they haven't been able to return to the classroom that's a really long time but again this is thinking of like and again I think scenario that is worst case that does not happen very often if they're that long they're generally out of school suspended or we or we issue in school suspension we convert it to an in school suspension because again these classroom exclusions back in the day they they had to be brief uh and because anything beyond 10 minutes was considered it could start the clock for an ISS so really but there are times when a child may need to be in the office for a couple of hours and it was very Comm practice a kid would come down with their rest of their their Ela assignment and
064they would work out of the office so they work in my office and um then they go back to class and we let the parent know that they were in here and then they go on their way okay um now in regards to the informal grievance procedure um wh I know it kind of lists the process but not really is there like a form or is it just like an email is this a phone call a visit to the school so how does a a parent or Guardian activate this informal grievance procedure yeah just that it could be a phone call it could be a conversation when you're meeting with that principal it does not have to be in writing it could be in writing too though but if there is suspension um issued Dana
065all of the parents rights are on the suspension paperwork that we give to our families and the right and and this this is like before the actual suspension so I'm assuming this informal grievance procedure is listed after classroom exclusions because it's in regards to the classroom uh explosion you know what I mean so this is D it's calling it out in procedure that the student was given an opportunity to explain their side of the story that's really all it ISS and this is a parent who didn't agree with their child being excluded from a class and so um this is before student it says yeah this is this is they they can um request a meeting with the principal they have the right to that informal conference where say where this came from in the
066state where you know I'm not saying it was here but it might have I don't know uh where students were just suspended have a good day you're gone no no conference with the parent no conference with the student they were just suspended so some of the bad behavior that happened throughout the state you know winds its way here and really it is it's an opportunity for the parent and the student to just to tell their side and then if if the you know the principal sometimes they will reduce sometimes they'll remove sometimes the discipline stands U and then that will trigger an additional grievance uh uh appeal process yeah my recommendation maybe for the language here for your consideration is just to include language of how literally they can make an informal like is it
067a phone call do you prefer them to visit and even just adding those options it really helps people who aren't used to doing this kind of griev situation um like just the clear understanding what they can do so it just gives them guidance is what I'm saying um yeah I'm going to keep going um page 10 number 16 of the list of behavior that can result in in school or short-term suspension page 10 number 16 um that refusal to cease prohibited behavior is that listed somewhere is that like maybe against the code of conduct of that school or if it's Defiance if I've asked you Danna put your cell phone away and you say no way I said Dan put your cell phone away nope not doing it that's what that means okay um page
06813 keeping this C sorry I just I want make sure I understand number one on page 13 under suspensions and expulsions notice category number one it just lists the word and and I'm like wait this is a procedure so the description of the student's behavior and how the behavior violated this policy and procedure consist is in a policy wouldn't it just be violated this procedure well no there's a discipline policy that we we need to reference to in in issueing discipline so maybe instead of this policy it be policy and procedure 3241 and procedure you know what I mean yeah I hear it okay let's see this is a very long thing to read okay so that's why there's a lot of questions that also just illustrates the complexity of discipline that our ad having
069to experience too and we're and our and our students so um it's very complex and then they have a uh 80 page legal handbook that they also need to consult um to make sure that we're following the law so student discipline with all the appeal processes it takes a considerable amount of our our our admin teams time but I'm glad thatp is making changes because that's helping definitely um on page 17 um the this is my first time seeing any kind of thing related to a an appointed discipline appeal council do we have a discipline appeal Council yes we do we have a a gentleman um who comes in he's a independent um hearing officer and if we have an appeal they listen to the appeal this year we have not had very many we've
070I think two appeals well it says it's supposed to be three persons appointed by the school board for terms I'm not familiar with who these three persons are wait a second I want to make sure this is around the the process sorry this is what it goes to the board yeah paragraph what so they've appeal with us with us Diana and then after the hearing goes it can go all the way to the or the short term uh can go all the way to the board and in the past we this has only happened one time it's generally it's up to three people of the board school board but we we try to get everybody there yeah again I I don't know who the three persons are um us it would be us it's the
071school it be at least a quorum of the school board so we could change that say the school board versus but then it removes our ability to designate well it says it's for fixed terms so I'm assuming they exist in action already not that they're being used but they're they're already there so my question is if they're for a fixed term who are they when are these terms up you're elected for four years so that's a fix ter it's May designate oh yeah and it's the school May appeal councel we do not have a discipline appeal Council oh I'm sorry I'm confused sorry so then we would yeah you're right we would need to Define what the fixed terms would be and everything if we stood up in a separate appeals counil but we do
072not use a separate Appeals Council that yeah we could you could that's if we were activated into a situation right then we would free of us to do that but it says appointed vus the board may also so what we do Dan the board may also designate a the superintendent or a hearing officer to decide Appeals so this does keep having an appeals officer keeps the board out of it because the board is the ultimate decider on a discipline so we have I don't do the hearing officer I have a I don't do the hearings I have a hearing officer so the hearing officer the way we've run in the past and it's it's worked very clean and it doesn't happen very often but the the hearing officer hears the discipline and then if the
073family would like to appeal the discipline from there it goes then to the school board and I think that separation from because I bring in the hearing officer again who's an independent hearing officer it's not me because sometimes I'm involved with administrators so I think having an independent person is important and then if they don't like the hearing officer's decision then it can go to the school board for their for the final hearing they and they can and then and then who's GNA and that's not that doesn't take place in open board meeting uh you just need a quum with the board uh the one time we had it it was three board members um and we had it at a five o' board meeting uh or not a board meeting but it's a five
074o'clock discipline hearing and again in my whole time here as assistant soup and then superintendent this only happened one time yeah and that's good to know uh that background and I guess the main reason I wanted to highlight that is just that is a responsibility of the board and I didn't even know that there could be a designated board um and it does talk about some sort of fixed terms which makes me assume that it's a lot more formal than yeah something happens and then they're activated versus they know that they could be called upon if the need arises but the way I read it is we would appoint we would choose those three people tell them that they are appointed for the this set number of dates and that would be their term and
075then once whatever they heard was over they would be relieved of that Duty and then the next appeal would be directly to us so and it doesn't have we don't have to have we don't have to committee there it's it's would this be easier to read in like a like an ABC format ver you read it to me for fourth grade level or [Laughter] something I think the way it's written as a paragraph fix it a little hard to digest and Chad real quick to your point I don't think it's um an and where it's the that review designated committee and the school board I think it's either or so by the time it reaches that level either we're going to do it or we designate it to another group yeah right and and I
076would recommend again having the board be the final say on that and having the independent hearing officer hear that hear it first and then it goes to the board agre and that's how it's listed which is totally fine but I just I guess even knowing that that could be an option was interesting to me and that's it for my policy questions appreciate you yeah this great I love it and so my guess is we aren't getting past this well we the good news is we got time it's it's yeah I would say let's not pass it yet and adj so let's for future I move to table the policy and procedure adoptions for tonight until the next regular scheduled board me I second all right all in favor so we'll move this policy and procedure
077to a future date after we have a chance to make some amendments to this and further discussion okay uh unfinished business I don't show any unfinished business on our agenda any new business or request for new business request for future topics well I believe have but I didn't understand the dates on it having trouble opening that attachment with I just that that's our it's our list of all the things that we've yeah I what it is I just couldn't get for but uh it's got the dates now like on the title X and or title excuse me that we have discussed this already uh we at um yeah so didn't really have that discussion I thought we put it off it was supposed to show up at or be part of a that was when
078we drafted the letter to WIA yeah whether more was there more that you wanted to discuss about it I think it's to be honest I think it's in such flux right now really there's there's no there's really nothing there's no clear definition of anything at the moment so I I think let it sit for a little bit yeah let it marinate so to speak in legal but there was any is there anything on here that we want to press well I thought we really wanted to do the uh parliamentary procedure that was supposed to I thought we were supposed to have already done that so the ff18 bringing them in they're preparing for state right now so we're wanting to get them fully prepared and ready for state and then we're thinking it'd be a
079great work session after they've finish a competition to come in or it can be a good Retreat topic but yeah they we you know Casey's talked to to Mike about that and they're queued up to do that I just haven't than us yeah I just haven't I just haven't put the the because we haven't closed that Loop so there's not a second dat if there's no further business I declare this meeting adjourned that's great all right