001I got surrounded by the camera. No, I can elaborate on this. Right. You give me a second to think about it. Yeah. Follow me to the border and then we'll go over the five violations. I pledge to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. I welcome everybody. Um first item is adoption of the agenda. I move we adopt the agenda. I second. We have a motion second. All those in favor, say "Aye." Aye. Opposed? The agenda is adopted. Do we have any public comments today? No, we do not. Okay. So, we'll move to Can I mark and confirm? Okay. Questions. For the consent agenda I move to approve the consent agenda. I second that. Who's
002going to second it? First second. Any discussion? Yes. Okay. Any questions or discussion for the consent agenda? One time with the spoiler. There's a lot of words that we're just warming up. I'm straight. Awesome. Seeing there's no further discussion, all those in favor say I. I. Opposed? The motion passes for the consent agenda, and so we'll move to the reports. I'll start with special education update. Hello. Lisa um Martinez is here. We had somebody else that was going to be here, Sandra, and she's sent a letter and she wasn't able to attend. So, all right. Well, welcome. It's been a year, so let's see what's changed in special education. That's just kind of our quick agenda. All right. So, I wanted to go over um last year I kind of did this, too. We have
003454 students that are currently in our program. And to serve those, we have 21 certificated staff, 48 classified staff, and then our contracted staff. So, SLP is our speech language pathologist, speech language pathologist assistant. These are all contracted people cuz we can't get district employees for some of these. Sometimes it's cuz the position is so small, or there's, you know, one person in all of Eastern Washington doing these positions. Teacher of the visually impaired and orientation and mobility, a teacher of the deaf and hard of hearing. We do have a one-to-one nurse for a student that's medically fragile, uh physical therapy, occupational therapy. We have one psych assistant who's also been an intern this year, and then we have a BCBA, and then currently we have a BCBA that is here one day a week
004supporting a student. >> And what does BCBA stand for? >> It's our behavior uh board board No, behavior certified board analyst, right? Something like that? Okay, now that I'm on here, it's it's a behavior person. They are the ones that really come in and say they look at what's happening, and then they kind of give us feedback on this seems to be what the student is trying to get in here some ways to work with that. Board certified, there we go. Behavior analyst. >> I was like, "It'll come to me." >> You nailed it. Sorry about the people. Um and then there are 13 disability categories, and of those 11 of them are represented here in the district. Um So, when you look at this, there's just two that we don't currently have a traumatic
005brain injury, and then uh deafness, there's no students in the district. I do kind of want you to look at how it's spread out, and I'm going to I like this one. So, 204 of our students are identified with a specific learning disability, and I think it's important that you understand like all these others you can go, "Student does have autism, right?" This one, when we do this one currently, we do it on a discrepancy model, which means we get the student's cognitive ability, and it says it's here, and then we say, "How is the student performing? What are they able to do in reading, writing, and math?" And it's down here, and the discrepancy between those two is how we identify if the student has a specific learning disability. And I'm highlighting that cuz
006there's some things that are going to go along with this, but it's also because it's changing. So, Washington state has now told us a few times that it was going to change, and they moved the date out, I think because our systems weren't strong enough in our MTSS in a lot of areas, and so they've given us time to build that MTSS system up because this process is going to change, where we're no longer going to use discrepancy. And that will happen in um 28 2028-29 school year. It is no longer allowed to be used, the discrepancy model. And instead we'll start looking at student growth percentiles and um kind of their patterns of strength and weakness. Then I thought I might highlight this one for you. Um this is the Quincy School District and
007this is what percentages we have of students in each of those 11 areas that I just told you about compared to the state. And what I want you to look at is because this one currently is sitting at nearly 50% which we saw, right, when we just looked at that. But the state is almost 30%. So most of the other categories are pretty close and some of ours, you know, our district is so small might only have one student in it, so it could look like that. But most everything is pretty similar, but that specific learning disability is much different. So the next slide I think will highlight kind of why I Victoria, I think this might be happening. So Yes, sir. You're okay. After like the specific learning uh Is is an example like
008dyslexia or something like that? Like what would be an example? Um it really is it doesn't have to have a label. It really is we come in and we test the student's cognitive ability and it says the student should be able to function at this level. Then they come in and they do an academic test for reading, writing, and math and it says the student is performing at this level. So it really is that discrepancy between them. So why is the student not able if we know cognitively they should be up here, why are they not closer to that? So maybe language is a factor? Yes. Yes, that could be. And sometimes it's just lack of exposure that we don't, you know, we don't know where the student how much education they had formally sometimes
009in other places and so but that is something that we really have intentionally been looking at and working I would say at least I mean I this is my third year so I know it's been being brought up for 3 years and I know Victoria and I've been working on it and are going to continue to. So this the blue is our students with disabilities that are not multilingual learners and the orange is multilingual learners that are also students with disabilities so our dually identified students. In our district 40% of our students are dually identified. So if we're looking at this we should see that realistically this should be about 60% of our students and the orange should be about 40% of the students cuz that's the way it's divided right between our students. So
010when we look here we can see this one's a little bit higher. These are you know not much of a difference but a little a little bit of difference you can see this one looks like it's probably right on and then here is our specific learning disability. And the blue bar should be higher than that orange bar. And the point difference is about 20%. So if you think back what is causing this we think realistically that we're still trying to figure out how to embed more language and determine that it's is the student really is the discrepancy really showing that the student has a discrepancy between that cognitive ability and their ability or is their language just not caught up yet. And that's what we are working Victoria and I and our teams are working
011on intentionally is to try to bring this number to more even amounts so that we're correctly identifying our students. And the MTSS model will help us through that as we look at all pieces of that student and how to support them. Yep. Will that also include like I'm just curious about like the impact of technology in the classroom and the use of it. Do you think that all is playing a role with the removal of like textbooks and stuff like that to learn technology is that at all factoring in I mean I'm sure somebody could say it was but I see it being used utilized a lot for our students to help them translate information. Like they get on and they know how to get Google Translate to translate whatever it is they're reading to
012support them. So I mean I would hate to say that it's that could definitely be it. I'm sure there's somebody who could find a research to say yeah that's what's going on but I don't I don't know that that is. I see our students utilizing a lot. The other thing is is like I had one student write an essay the end of last year and she did it all in Spanish. So she wrote a beautiful five paragraph essay that her teacher could not actually read. But we were like okay well let's throw that in the technology and see what we can do. So if they can like show us that ability to that I mean we're not looking for it to be in English to be able to show us that they can do things
013right. So but this is I mean this is what we've been trying to figure out. How do we get that? We've worked with some with Victoria's team on really looking at a matrix to say hey the student they are growing just maybe not as fast as all of their peers but they're as their language grows we see their academics grow. So that's what we want to see. It's when we see their language is growing but they're still no academic growth that we would you know that's when we would be more concerned. There seems to be an awful lot of kids. What were they 400 and 454 students special ed How do you spread that out and you know are they pretty well spaced in classrooms rather than one being inundated and the other Yeah. Yeah.
014So um when we look um we're going to talk about our model a little bit that we went to for secondary but in the elementary they space them out amongst the different teachers. So you know if there's six in the grade level and there's three teachers everybody's probably getting two. Um there are a few classes where there are more students and those are our students in our foundations or like our life skills classroom where they're in special education most of the day for their safety. Um Just that they have extra help in those. Yes. So usually the ratio on those is three to one. So we have for every three students we have an adult. And sometimes if there's a student in there that has a one-on-one, that doesn't count as part of the ratio.
015So there's extra support because a one-on-one really needs to be with that student wherever they go in the building to support them. So um So we do have we keep it about stay with the child all day. Yeah. So if that student is So even in our life skills classes when our students go out for different activities, PE and music and all the things, staff still go with them into that other environment also. But if it's a one-on-one and that kid is tran- you know, going to several different classes, that person goes with them to all seven classes. Yeah. Um were there any other questions before I jump onto this because this kind of changes that just a little bit? Okay. So what I think is interesting is I look at our numbers every single
016month. And if I sent you the numbers of students in special education every single month month, it would vary by about three to four. So we stay pretty consistent with the number that we have for the year. But I don't think that really reflects the behind the scenes of what is happening. So in five months, we have had students 42 students with that already had an IEP move into the district. And we've qualified 29 students. And we've had 49 students who have moved out of the district or no longer qualified. So there's a lot of movement even though that number stays really really close. And that's I mean that's there's a lot to bringing a student in and transferring over their IEP and getting them into the system and all of that. But when you
017look at the number, you really wouldn't be able to tell how much movement happens. So All right. >> What percentage of students that moved into the district of that 42 represent? So how many students have moved into the district? versus And how many and and 42 of them being in our on an IEP? Yeah, so the 42 that moved into the district, that's 100% of the students in the last five five months that have come in. That 42 moved in. Is that what you meant? So every student that moved into the district? >> No, I only keep track of the IEP students. Sorry. Okay. I was like, I don't I don't keep track of the IEP students. Sorry, Jason. About the ins and outs, there's a lot of movement. Our enrollment has stayed just like,
018you know, Sunshine's mentioned, you know, the our special our students in the special ed program, that enrollment has stayed pretty flat, right? Just like our enrollment, it stayed pretty flat. Our ins even in gen ed equal our outs. So I'd say our our you know, I'm assuming just with that trend, you know, it's probably the same in gen ed as well. Yeah. Yeah, I just I don't I I keep track of mine. Um and then these would be students who've been in the district and are newly qualified. So they were already enrolled here, but they're newly qualified. And then out are no longer qualified and I didn't separate those out. But if you want to me to, I could. About what grade level did the newly qualified typically average out in? Generally kindergar or um
019elementary, like three, five, sometimes into the beginning of middle school. There's always a couple in middle school and high school that are newly identified, but usually um they're identified when they're a bit younger because we're seeing the the the difference in what they're able to do, right? When you're in kindergarten, everybody comes in at a different level. By the time you're in fifth grade, there's kind of like we think kids are going to be about here, so we're trying to figure out that, but there are some kids at every in every building that are brand new. Typically initiates. You said they're newly qualified, so who's who's typically initiating you? Is it the school district staff or the parents? >> It could be either. So honestly, we get recommendations from doctors sometimes that say I just
020had this student or this you know, patient, and I've diagnosed them with autism, and I think they need should have lots of times I get 504 and IEP. Um, and then sometimes it'll be a parent who said, "I'm really concerned. My student is not doing well, and I'm worried that they need an IEP." And they'll send it, and sometimes it's a kid that's gone through in the school, and we've been using our MTSS system to provide interventions to that student, and it's like, "The student is still not making growth after interventions, and we feel like maybe there's something more going on." And um, what we do then is we look we pull all the data together with our school sites, and we go through all the data, and if we're like, "Yeah, we see that
021you've done the interventions to fidelity. Student is not making growth. We're going to go ahead." Sometimes we're like, "There's not enough data, or the attendance of the student is really poor." And if the attendance is really poor, we're not moving forward with an evaluation cuz we can't rule out that they haven't had quality instruction. Um, but sometimes it'll just be like, "We need you to try another intervention before we, you know, before we do that." And it's not just like, it's not that we don't want to give kids all the extra support they need, but you're saying somebody's student has a disability. That's a big deal. >> Right. You want to make sure that you're doing the right thing if you're going to say that. Yeah. Mhm. Okay. All right, I'm going to let Lisa
022come up here and talk about the next part. All right, so this is what's currently offered at the Quincy Public Schools. So, we currently have developmental preschool. This year you'll see the star for the new things. So, we actually included our speech only students at the developmental preschool this year. So, they attend preschool one day a week with their peers. We continually have the K2 life skills, the 3-5 life skills. We have resource room and inclusion at our elementary. In secondary, we have a 6-8 life skills room. We also have the 9 through 12 plus life skills. We have limited support, and that is new this year except for last year we had one teacher at each building doing that and so now we actually have more people doing the limited support. Full support is
023new this year. Targeted support {slash} grad success, which is just different buildings have different names for it, but that is new this year. We continually have replacement core classes for math and reading for certain students and then full inclusion for other students. This is the continuum of service that we currently have at the PUSD. This is new this year. So, we have full inclusion. Those are students who um can advocate for themselves. They do need accommodations in their classroom. They are students who um are in their gen ed classroom with gen ed teacher support. So, they're getting their accommodations met in the classroom. The limited support, which as we talked about was more new this year. Um the students are advocating for themselves, but they need accommodations to support their classroom. They're able to keep
024up with their peers, but they need someone to check in with them. So, right now we have them in the gen ed class with special ed support about one day a week. Sometimes it's a little bit more, but about one day a week. Our supported um is new this year. That one is students who are who might not speak up for themselves. They might not ask a question. They may have a question, but they just aren't asking the questions. They need accommodations in their classrooms and scaffolding to access that content. And those students get are in the gen ed classrooms with special ed support about four days a week. Then we have our targeted support and our grad success. Those are You could be in a supported class and also get a targeted support. So,
025this is kind of a separate class. Um students who are still unsure about asking questions, they might need help with extra help with homework or assignments or things like that. They're going in and getting that support in a special ed classroom with a special ed staff, and it's about 221 minutes a week. We next have the Foundations Limited. These This is our replacement classes for math and reading. So, the students they're working on those basic skills. Um maybe they're working on letter recognition. And those ones are the replacement classes. So, you could take a replacement class for just math, a replacement class for just reading, or you can take replacement for math and and reading. And you can also, if you are in the Foundations you can get a targeted support also to help with
026other classes. Say you have an assignment in social studies and you're needing extra work in social studies or science, they could support you on that. And then we continually have our Foundations classes, which is um our life skills students, and they work on those basic skills. Um they need alternative access to like social studies and science. They have safety concerns, but they're out with in the gen ed for electives. So, and then they go in the support. You guys did see that last year. I wanted to just to remind you cuz we kind of talked about it at this time last year that that was going to be what was moving forward. So, this is our continuous supports. This is how we're supporting. We have professional development around accommodations and modifications. We've done professional development
027focused on co-teaching and blending support. So, that might be like planning and preparing assignments, things like that. We have weekly collaborations with our special ed teachers to support the model. We have weekly and bi-weekly, depending on the teachers and us, we pull bi-weekly or weekly grades to have a discussion to see if the students are making progress, what do we need to assist the students with. We have um there's tools to support differentiation. So, we've made posters, um making accommodation teachers are getting um the assignments and they're making accommodations and modifications to it, and working on assessments to make them accessible. And then we worked on progress monitoring strategies for data collection. So, this one you saw last year. This was last year about this time, like she said, this is what we thought were
028going to be about the numbers for the students who'd be in the in the least restrictive environment or LRE one. So, we talked about this was going to be about 80%. We wanted more students to gain access to the grade level curriculum, grade level content, sorry, and then more students to spend time with their peers. So, this was kind of the estimate for where we thought we would be once we implemented the model. All right, I'm going to read a letter from a teacher. She really planned on being here, so um these are her words, so I'm just changing them a little bit. All right. So, reading this one on behalf of Stander Garcia. She's a special education teacher serving students 6 through 8 in math at Quincy Middle School. She's been in education for
0295 years, all in special education. She began by co-teaching a few classes, while also teaching resource math. And for the past 2 years, she has been fully co-teaching math across all three level grade levels. She appreciates the opportunity to share the inclusion looks like in the secondary setting and the impact she has seen on students. In her classroom, inclusion means full co-teaching. It means sharing responsibility for planning, instruction, and grading. It looks like small group support within the classroom, modifying assignments and assessments based on students' needs, such as reducing questions, simplified language, and guidance steps. This allows students with IEPs to learn the same grade level content as their peer, while receiving the support they need to be successful. Over time, she has seen real growth in students. Students with IEPs are building confidence, forming
030stronger peer relations, and are more independent. In one of the eighth grade classes, they had a group of students who struggled at the beginning of the year. With consistent support and small group instruction, they began understanding the content and completing work more independently. Seeing their confidence grow, especially when recognized by their peers, has been incredibly meaningful. They've also seen academic growth. This year, one of the sixth grade class one of the seventh grade and our eighth grade co-taught math classes received awards for most growth on the star assessment from fall to winter. This showed us that students are not only included, but they are making progress. Another important piece of this is all students take the same assessments, including SBA. Because of that, it is important that they are exposed to grade level content throughout
031the year with the right supports. Beyond academics, inclusion reflects real life. We all live and work in the same community. Learning together helps build understanding and reduces stigma. She has seen students share that they appreciate being in the general education classroom because they no longer feel labeled, and it is something that matters. She also wants to acknowledge that the shift has not been without challenges. Change can feel uncomfortable, especially when you're building new systems, but meaningful change takes time, consistency, and a willingness to continually refine our practice. When we can when we stay committed and continue working together, we will begin to see impact both in student growth and in classroom culture. Based on what she has seen in her classrooms, especially in math, the work is making a difference. Thank you for the opportunity
032to share Sandra's experience. All right. So, this is exciting news. Um this is how our students where they're at based on their LRE. We had 88.4 and last year the goal at this point time was I was hoping for 80% and we hit it. 88.4 of our students are in LRE 1. I did include so you guys could see how many of the students are speech only in our preschool cuz that's a big number. So previously how that used to work is whatever your neighborhood school was if your student needed speech services, they would have to your parents would drive you to the school for a 20 to 30 minute session once a week. But that really creates a issue when families both parents are working and nobody can get student there. And so this
033way I just feel like we're making sure every kid gets what they need. We pick them up on the bus just like we do all the other preschool students and they get to come for that 2 and 1/2 hours for one session. So our other preschoolers that are in developmental preschool, they come for 2 days a week. But our speech and it's nice to have more peer role models that you know where they're having a good time and so that is what that looks like and I'm very excited about that. Good job. I think that's Oh, this is just areas of focus for the next school year. We're going to continue reviewing and and refining the service matrix, right? Cuz now we've had a full year of it. And as we sit down at every
034IEP it's not like you have an IEP for math so you go into this class. It's you have an IEP for math and how much support do you need and what's the best fit for you? And even like with that grad success class, we sat down with students and it's been like they need grad success but maybe they also need like the reading intervention through teaching and learning that and we discuss what's best for this kiddo, not just this is what the this is what we're going to say. We really are looking at every single kid. So we're just going to continue working on that. A big area of push for next year is transition plans and post secondary outcomes for our students. So I do have to complete a report this year because we
035didn't have enough response from our post-secondary outcomes. So, at the beginning of next year, we will call the graduates from over a year ago and ask them, "What have you done? Have you gone to college? Did you get a job?" And um unfortunately, only 46% of our students engaged in anything is what our last survey said. I don't know if we're not asking the right questions because when I was talking to some kids like a couple of them afterwards, I talked to them, they were like, "Oh, I didn't know I could say I did that cuz I've been staying home watching my siblings while my parents are working." Well, that would be a paid job if you were not doing it for your family, right? So, understanding some of those, but really trying to figure
036out how do we build our program up so it really connects to students and they see themselves out in the community. And part of that's the pre-eds. I think Lisa's going to hand out some flyers on this. This is a program through the ESD that we are working collaboratively with. And it's a pre-employment transition service. So, they are going to come into the building and do workshops with the kids on being a good um employee. Like, what does that take? And then they can get them paid internships. And money seems to motivate, right? So, we're hoping we can get some kids into some paid internships and then they'll see themselves as working people and um be ready to do do life after that. The other thing we're looking at is building our 18 to 22
037programs and students can stay till they're 22. It really shouldn't look the same as just four more years of regular high school where they're coming for all seven periods. It really should look like some work on those basic skills and then, you know, how do we do how do we get to the grocery store? How do we use public transportation? How do we create a shopping list? How do we do our laundry? So, that's what the 18 to 22 program will look like. And then um just collaboration and proof practice around our daily qualified students. That's something we're continuing to work on. And then of course, our family nights. We do four family nights for all students um with disabilities. We do two for our preschool family nights and then of course our field day.
038And this the family nights they're growing as we're getting people are getting used to seeing them, but like our last one was we had a presenter from DDA there, Department of, uh, Developmental Disabilities, right? They came in and they talked about all the ways they can support families. And we had a family that was there that was like, "Oh, we're signed up and I didn't even know we could utilize these skills." So, it really was a really beneficial thing. All right, thank you. Any other questions before I Yes. Well, this is more of a general question for you. Okay, thank you. Okay. I'm hoping I word this correctly. This will appropriately, but I'm just curious if there's like external factors at like at the state level putting pressure because our program is so large. Um,
039Quincy has a great reputation where families do see it as a very beneficial school system. And I'm just curious, are there external pressures for us to reduce the number of students on disability or somehow get them off, you know what I mean? Or no, it's okay. Like Um, once upon a time there was definitely where they said, "Here's the cap. And if you go over this cap, you're over qualified students." Um, we are at 13% we are by no means, like we are not over qualifying. I'm not worried about that for us. I do wonder if we're qualifying in the wrong areas, though. Like the students with disability or with, uh, the specific learning, uh, disability, learning disability. Because I think what I see is at the high school and even sometimes by eighth grade,
040kids are with this specific learning disability are no longer qualifying because their language has finally caught up. So, what would have been a better placement for that student for the last seven years or six years, whatever it was. So, I do think that. I don't think there's a push to I don't think there's a push from the state to like stop qualifying kids for special education, but there definitely is a push from the state for inclusion. And it's been there since I think it was 2017 when Washington state really said kids should be in full inclusion. They should not be away from their peers. Um, but I don't think it's realistic to say that's the best for every student, right? Because it is individual and we can't just go every kid goes here. That's just
041like saying every kid goes here. So we really do have to look at it case-by-case and determine what's best for students. Yeah. You know? So this was I I'm not I'm not an expert. Okay. You know, this was this was a big, you know, push and a big change for for especially secondary. I'll mention the second half right here for years. What were some of the biggest challenges that you faced in in the many and what are some of those challenges challenges that you're still you know, working to address? Yeah, I um, I think one was just kind of like they can't do the work, right? Not that teachers didn't want them in there and don't love all the kids. I'm not saying that. But teachers were very much like they can't do the work.
042They can't do this. Like they almost felt really bad for kids. Like but this isn't right for them. Um, and so we just really tried to figure out how do we beef up the the accommodations and the supports so the student can be in there. And I was really clear with them this is going to be really hard for the first few years because you're talking about kids if you're talking about our freshman, they hadn't been in gen ed since fifth grade for math or ELA, right? All of middle school they could have been out of gen ed and in a replacement class. So yes, there's going to be a big learning curve, but we can be in there supporting them. We had a lot of discussions and I think that collaboration, the reason they're
043only in four days a week is because one day they work with um, Lisa and I. And we go into the building and we're like, okay, let's look at assessments. How are kids doing on the assessments and what could we do different to support them? And like one of the things like a math assessment, I was like they get their notes. Let's highlight some of the notes and what problems they go with so they can know where to refer. And don't make them go get notes out when nobody else has notes out because it cause attention to them. Instead, staple them to the back of the test and hand them that test. They've got the notes, everybody else doesn't have to know that they have the notes. So, really finding ways to, you know, kind
044of do that. Um and then grading, right? Grading is a big part and if you're a secondary person, that grade means something. And sometimes it's hard to say this student is still learning even if they're not passing every standard. And should they fail because they're not passing every standard? Like that was part of the discussion. And honestly, that's I would say that is one of the absolute hardest changes because secondary is really, I mean, I know I taught secondary, they're really stuck on that. Um and so, they have really though, we created some really good rubrics and I feel like they were like, okay, I can follow this. Like this makes sense. So, now we're just going to keep refining and refining. And I do think it'll be interesting to see in two years the
045freshman coming up, how much easier that is for the high school to take students who haven't been out of gen ed. Okay. Yeah. Excellent presentation. Next we have transportation update. That's first order. You see shiny face. Shiny face, huh? Okay. Thank you, everybody. Um this is my report. First we have the allocation money that we received this 25-26 is 1.9 37. So, part of that we use it for salaries, benefits, and bus district vehicles and repairs like fuel, uh gas, oil. But the salary and the benefits take like 70 80% of the budget. So, also we do the contra service the Zona and the Smart Tag. And Trip Finder and it is the service finder. And that's it. That's the part of the allocation money. Okay. Well, what's Zona? The Zona is a program we
046use it to do the pre-in post inspection. So, they make the driver go and check every single part of the bus, tires, engine, oil, um lights. So, every time they go walk around to the bus, they have to uh click in the little computer in a little tab. Make sure they tab every single one. That make me know they doing the post and pre-inspection and they check for the students and miles and how many students do it. So, when they finish the route, let's say they finish the route, they put the miles they travel, how many students they have and before they leave the bus, they have to go all the way in the back and check they they don't have any students left. That's what the Zona we use it in for miles. That's
047really really good. They I think they have that service for 15 years, I guess, already. Yeah. Can kids fall asleep on buses maybe? And this is a form right here. This is a information you guys can find in OSBI. We tried to find the put the link right there, but I guess ESD was not working right, Mr. Shan. Oh, there's a there's a link here. So, if you if you do want to click on the left hand side and then see it a little bit better, you definitely can. Okay. So, that's our breakdown for Quincy. Yes. Okay. Buses and depreciation. So, we have 27 buses on depreciation. 27 and we received this year 406 thousand dollars. This fund is totally different for allocation money. This is only designed to help the district to replace buses
048and to fix vehicles that like big repairs like engines or transmission. That's what that fund we we can use that money. Uh this year I just have the last week. The depreciation of the buses is for 13 years. This I guess next year is going to be for 15 years. So the money is going to be reduced little bit and then I guess my my guess is going to be no 406 is going to be like 330 something thousand because they go by 15 years not 13 years anymore. And 15 years in an Eastern Washington bus is a little different than 15 years in an I-5 bus driving 10 miles a day. Yes. So it's it's really I don't mean to steal your thunder but it that's a change that the legislature just made that
049I feel, you know, um equally punishes rural school districts >> Exactly. uh versus urban school districts. >> Right. Yeah. And this is the list we have the old the buses we have. >> We were really hard to get our buses to this place. Is that's the numbers of the buses, the mark the year and the money we receive. Well, like I say it's not going to be that. It's going to be less than that. So we're going to have two new buses coming in May. Those are the ones already ordered. Bus number 10 is going to be for trips. The second bus is going to be 37 for routes. With these two new buses we going to have 37 buses. Then we use 17 buses for normal routes, four buses for special needs. Um That's
050it. The trips and district vehicles, we have field trips and sport trips around 400. We don't uh we're doing everything we can. We don't deny any single one. We transport all the students and uh we have we still we have allocation um a special transportation for students that are making a mental with special accommodation with special needs. So, our goal is customer service, happy face, and make it happen. Uh we create accident report. We have one of these packets in every single bus and every single district vehicle. This one they let you know in case of an accident, they give you a step-by-step what to do, all the phone numbers, insurance, and they guide you what to do. Safety meeting. We have safety meetings with the drivers at least once a month. Um we try
051to uh give it a little refreshment how to be more professional, how to respond to unloading procedures like uh for the snow inspection uh the snow uh we training how to put the chains in the buses the ones that don't have chains. The buses for trips that have the automatic chains, you would drive at 25, click a button, and then the chain come down and put it up with the cell. So, the drivers are happy with this one because they don't have this training before I guess. That's uh so, I try to do once a month. So, so far we're doing once a month. Like closing railroads, just a little refreshment so that they can be more professional, so they can be more patient, and treat better uh our students. And we have some few
052pictures after this. Teaching how to put the chains. The mechanic was helping a lot with those guys. We have buses and so they can check how the brakes work, how do the chains work in the automatic buses for the trips. So, they love those trainings. And we create a type two training for every single one day uh drive the district vehicles so they can be safe with the students. Uh our topics they are some this ones, identification requirements, uh loading and unloading, rules and and the road, motor vehicle procedures, just a little reminding common sense, and uh asking for the driver's record, CPR, um and the insurance so they can be it's a just a little reminder. The insurance like this. Yeah. And we have first aid CPR classes at least once or two classes
053a month. So, once they say once a month, a lot of people uh cancel, but we try to do it while it's once a month so everybody can be having that day. Is that district-wide? District-wide. So, whoever in that school at all districts, yeah. The inspections, we had the surprise with the inspection we passed it with 98%. We have the summer it's going to be May 27th, 28th. So, we working a lot with those replacing brakes, stickers, checking lights, brakes. What were the 2% that didn't pass? The 2% was uh decals that was a little bit faded. So, they we had to replace those. Decals. >> So, we already We already Yeah. So, we already ordered new decals so we can put a new ones. And challenges, we still working with the students uh using
054the smart tags. So, once they lost the smart the cars, so once they they use it by uh manual. We invite the parents to use the app. So we recently we got little bit more especially Hispanic parents coming to the bus garage asking for help and sometimes we have to help them in the form and load the app. And we are working on behavior, you know, normal students um verbal warnings, switching buses, switching the seats. So try to work to not just expel the students to they make it feel more comfortable and work with the students so they can behave better. And we are working and routing and do the road construction by QA and monument. They going to start construction by I think the first week in June, right DJ? And then we work
055on the reroute. Um the They stop right there by 7th Avenue. >> it's okay. It's going to be done by the first day of school, right? Yeah, I hope so. I'm just saying right now. I want to plan. Yeah, so we try we working on rerouting that and so the students they can be safe. And that's it. You guys have any questions, comments, concerns? Obviously this was a this was a much easier winter than This winter was really easy. So so um is there do you have any technology or or do you have all your needs for like going in next winter being able to monitor road conditions? We have a guy to read the road have what's the temperature. Uh my knowledge is at 27° you would try to go 2 hours delay. If
056it's 30 33 it's good. Try to drive safe 60. And then and then you going out. >> Yeah, I go out. Yeah. I start with uh Martin Road, Highway 28, Adams, French Hills, men road go around to 281, Route 5, and all the way to Christiansburg. I wouldn't have something like that. If it's good. Yeah, that's what they tell me. The roads are not that bad this year. Let's see what next year. She was here last year. She didn't get it. Pick up at 3:00 or 5:00. No call waiting for it. And this I live for the graders. So, sometimes in your area can be it's snowing right here. Nothing. Also, sometimes it's snowing right here. So, just for precaution, they're just coming to ride. Yeah. I'm sure I'll hear your voice. I can't wait
057to get this two years over. Yeah. Something else? Excellent. Thank you so much. >> Yeah, miss you. Okay. Have a good day. Thank you. Thank you. Honestly, I think it's a full presentation for such a treat. Thank you so much. Um we'll move on to the superintendent report. Sure. So, I have a few things and I'm actually going to kick it over to Shawn here in a little bit. Uh we are right in the middle of conference week. We every student and parent have almost 300 or 3,200 students attend conferences this week. So, we have really high attendance rates. I know I have all four of mine tomorrow. Sharon has hers. Casey has some, too. So, just really appreciate the support from our teachers. There's a lot of work that goes into this. Uh I
058want to thank all of our parents that are contributing to feeding our teachers this week. Uh so, just really appreciate all the support and all the work that goes into this week. It's a really big week and it's a great opportunity for our kids to show their growth and everything they're working with. Uh working on. And we are well into the fourth quarter. So, we are in the the last 100 yards of this race. So, it's it's pretty incredible how fast this year has gone. Um so, there'll be a lot of activities and they want members to attend Um as we're coming to the end of the school year like scholarship nights. There's multiple family nights. So there's opportunities for you to engage. I'll make sure that you have all those the end of the
059year dates coming up. Um spring break is the 30th through the 3rd. I will be out on the 2nd and the 3rd. So you will get a weekly update this week but not the following Friday. Then you'll get board leadership minutes the next. And just you know that our next board meeting isn't until April 21st. So don't don't panic if you haven't seen anything or any board agendas haven't been kicked out. We only have one this month and it's the 21st and that's I believe I'm logging in that. Um Um just another thing of note is you had a bond presentation by Corey Clayton and Dave Davidson on the 26th of last month. Sorry. Okay, well we'll get back to that for the rest of it. We had our our senior March 24th. Uh sorry,
060February 24th meeting with Corey around bond refinancing. Bond rates have taken a bit of a dip just due to geopolitical instability right now. Oil prices are way up. Oil prices are way up and all the commodities jump up. Bond rates drop. And as I was on a call with Corey today as bonds they they take the elevator down and then the stairs in this case all the way back up. So it's going to be a little while. We're below our target. We're about 4% right now. So we are putting a hold until bond markets recover. We're meeting with more leadership. I'll go over a little bit more and then I'll more details to you in my weekly update. Just be exactly the next steps in determining that. But the bond market's right about 4%. The
061target is 4 and 1/2%. But we We really need to analyze and we might come back, depending on what the forecast is, even at a 4% savings. That's a That's a good savings. Um especially if you wait for a full year um cuz we're then we're still paying on the bond um for the bond market to recover. So, we're just watching that really closely right now. So, I just wanted to put that on your radar. It's disappointing to see the the rates take the the the hit that they did, but such is life. Um and then just please mark your calendar. Uh Casey mentioned this. We do have student online safety night on the 29th. We have Steve representatives come. Uh they're going to talk about some of the dangers that, you know, seemingly innocent
062games like Minecraft, Roblox, are really really dangerous um and can be, you know, you know, in a way I know we can sound dramatic, but, you know, hunting grounds for online predators. So, uh it's an opportunity for our families to learn about some of those dangers on on online. And then also not just worrying about the dangers, but learning about how they can prevent that from happening and how they can monitor their child's devices and help prevent some of that. So, that uh will be at the community center at 6:00 on the 29th. We will have child care provided. We don't want children in the sessions for parents of. And the global department gives you partnership for you all that as well. So, we really appreciate their partnership. So, Shawn, I'm going to turn over
063to you. We've been working really hard, Shawn and Velma um and then and Jessica we're working hard on our new board docs website. So, this will be where we'll be launching um our board agendas from on our 21st or meeting on the 21st. Yeah. And actually we have this week's uh meeting actually today's meeting on there as well just to showcase and we actually have all the back meetings. So, um as some of you folks may or may not know out here in the audience, we have moved from EduPortal who is a bunch setting their product over to BoardDocs or Diligent for housing our board documents meaning our agendas, our board policies and so forth. So, this is actually what it's going to look like. Um this this is a live public site as we
064speak. And there might be some minor changes, but there's some definite improvements over the old Edgenda Portal. Um it's got a great calendar up here which you can click on any particular date that there's a board meeting and it will link you straight into that particular agenda and so forth. Up here, if you scroll down a bit further down this page here, you can check out things like the meetings that are going on here. Um there happens to be one today and it goes back a couple of um further if you want to go check that out. We'll just kind of go back here real quick. Uh you've also got all the policies here that anybody can check out from the general public. Um it's got if I can actually Oh, wait. I probably did
065not Did I publish it? Let's see if I publish it. I did publish them. So, you've got all the all the all the documents down here and the search feature is a bit better than over on the old uh Edgenda Portal as well. So, you've got that there. Um another cool feature if I can go back. Let me see if I can. If I can go back. You've got a document library which could house things um such as our presentations and so forth that are attached to the agendas. You've got the ability to subscribe. So, if you want to be alerted to um what's happening with board, you can do that as well. And then it's got a link to our website. Um and we can take a look at one of the agendas. So,
066it's going to be very very similar to what you guys have seen in the past. So, nothing that's too earth-shattering here. So, this is one feature that I I do really like Sean Williams' split screen. Sure. Where where am I? Oh, sorry. I have not I've not even used this before, so I'm learning as we go. Okay, split screen. So I have the agenda, and then if you go down and click on one of the reports or the attachments, like click any attachment. I I like browsing any attachment. Let's see. Oh, sorry. That's probably not going to work. Let me go to an attachment. Here we go. Nope, that is not going to work. Show me something here here. Okay, we're going to try one more time. It's probably this attachment right here. As Nick
067was saying. There we go. So we'll split the screen so you're not having to toggle back and forth. That's the discount feature. And then you guys will be given a login, so you can either access it via the public or you can access it via your QSD account, and then your QSD account will have this feature and some other markup features to that. You don't have to show me like what do you mean? As far as far as access it. It will this >> I've already activated my account, but I'm like, okay, now where do I go to find what I just activated? That's what having online >> That is it has an online, yeah. Uh, yeah. That part you you just signed up, yes. So there's additional features, and we're actually still learning those
068features, but yes, you'll be able to annotate um things that are in executive session. There can be private documents that are shared with you folks in there, so you can be a prepared ahead of time. Velma pretty seamlessly can actually share the whole entire board packet with you guys pretty easily. And then Once she publishes it, it will go So she pub you know, usually she publishes it on a Thursday, but you'll get it from me on a Friday. Uh, with my Okay, the minute it's published, you'll get a notification email that the agenda has been published. So we kind of save the step to wondering if the agenda is available or not. But I look at it through my emails. And then Velma's building all the agendas back to the very beginning of the
069year, so we'll have with all the attachments, everything. >> I I already took care of that. It's good. Okay, good. So we'll have everything this year done. Um and all of our previous just our agendas will live in the document library and if people want to go back and ask for a a copy they can ask the district office and we'll find out for any any attachment. On the new >> It's all over but I appreciate Shawn, Elma, and Jessica all of them. On the new website, where will it It will live in the same exact area that it was before. So, what we'll do is we'll update that link so rather than clicking on the the board and it redirecting you to EduPortal it will redirect you to this particular site. So, everything stays
070the same. So, like the agendas and minutes tab on the website stays the same. I I've got to give it to Jessica. We have not had that conversation yet. So, you know, we don't really we wanted to see what all the functions and features were of that website and if that, you know, it that might replace some of the the landing spots that we already have on our website. So, I think once we see just if it if it is functional and and easy to navigate we can just even feel that might be the main landing page for the school board. Mhm. And just keep it easy for people. It'll be in one place. So, I think we're seeing to see how user-friendly it really is but yeah, that's I'll talk with Jessica about that.
071So, I was going to say the only thing that really isn't captured is just like how to join the school board, uh the map, the the how you communicate with us but other than that it seems like almost like a SharePoint. It's like the old website. >> Yeah, exactly. Exactly. It's a really good analogy. Yep. So, that is the end of my report. Thank you. Thank you, Shawn. You're welcome. Thank you, Shawn. I'm sure. I'm sorry. I didn't stop Oh, yeah. Right. And if we need any board members that needs any I mean, wants any help or you know, we're available. So, and we're all learning this together. I'm learning it and plucking around in it, too. So, It's a matter of getting it a few times back and out just picking it up. You
072can't break that. I have to. You can't break that. I know. Push a button. Well, I get me into trouble, too. Okay. so now we'll put pass it on to our student board representative. Um, I'm just told me that told me that he that he helped me with my report cuz he said he wanted credit for it. Where is he? Where is his face? He went with the band. Oh, it's always the band. >> Yeah, I couldn't be had I guess they had a festival competition today. So, that's where they went. Great. Um, SISA is having their plant sale on April 30th and May 1st and May 2nd. Um, Mountain View Destination Imagination team got to compete at state. Um, oh, today actually. And then yeah, they they placed first at regionals on March 7th
073and then they had state today. And then, oh, sorry. The theater club um, is having a fundraiser where called egg my yard where they're selling eggs for Easter, I guess. And then, there's a baseball game today in Ellensburg, I think. And let me try to think of something else I have. Um, oh, ASB leadership moved their leadership conference from last Saturday to May 11th instead of last week cuz I guess it was like they were having difficulties with other schools, so they just wanted to make it more available for them. And prom is May 9th. They just confirmed it. And that's all I have. What's your egg sale for those? I think they're just selling like eggs and candy. Oh, plastic eggs? Yeah, plastic eggs. They come and they They put eggs in your yard.
074So, if you know somebody Oh, yeah. Or they like they like hide them for the I see. My mind had went to Halloween and I'm like, man, who could have done this? Different generation of egging. Much kinder. Okay, uh, board leadership report. We meet again. Oh, we meet again on the 7th, right? Uh, we meet on the 7th. Yeah. And then you'll have minutes and then I did about a survey for the board retreat from the minutes. I I was just think think Rita for getting some Minecraft. Building blocks George, the kids They like his puppet and so all the kids love it. Are you Minecrafting with the kids of George? Please. What? >> Minecrafting? Is it No, but they were they only had three sets and she's got quite a few kids in there.
075That's really cool. And so I Are they physical blocks or not like the little magnets? They're magnetic blocks. Oh. Yeah. That's awesome. Yeah. And it gave me a great idea for my godchildren I got Easter to give them. But they did love them. They were very appreciative. I don't know how to handle the hugging thing cuz they all come at you. And I You're fine. Just hug them back. Yeah, I did. And then I wondered, oh, I'm going to get in trouble here. Okay, we'll move on to the policy review and adoption for the first reading. And then any questions? I don't want to read through it once more. You have a lot of time. These are approved. >> too bad. So we have seen them. Like what? Your test isn't till March April 21st.
076So that's our next board meeting. So this is first reading only. Okay. I just don't understand how they are measuring their competency for physical ed. I mean, when I think physically at I'm thinking PE and I'm old school. Um how do you like if you've got a special ed kid in PE, how do you make sure they're physically competent competent they uh So this is a little mastering of the concepts, you know, that seems So for this one this these are students in you know, else in there Fred you can maybe Fred you want to talk about this little bit? This is in your right? I I can talk about it. Yeah, this is for our students. It's already built into the RCW's that for students who take part in extracurricular activities and sports that
077that that PE credits can be waived. So it's not an excuse. >> that. So uh so uh when we few years ago when we were looking at this policy and we do we do have parents who reach out to the school and say hey my kid is involved in sports. I know what the RCW says, I'm requesting this waiver for my student. So We just haven't had a policy yet. We haven't had a policy yet. So it's it's there. Uh So in other words then they don't have to do PE class? Correct. Because they are If they are in in three sports throughout their high school years uh they uh can have 1.0 of their 1.5 PE credits waived. So they still have to take health? Correct. So they still have to take health. But
078within the four years they do three sports in one year then that would check off that as a Is it only school endorsed athletics? Not necessarily. The RCW speaks to like military science and and so there's some other things that injuries if a kid's injured Mhm. Yeah. And so this policy just supports the RCW and it supports what the parents are requesting. When it wasn't on the books it wasn't on the books for us yet and he had a few that came to brought to our attention that they wanted to go through it so we had to make sure that we were compliant. But as far as like for some of our our students with disabilities and we have inclusive PE classes which are really great. Um like we have our students from the life
079skills program, they have PE with our students who are in the gen ed program and they get to participate together. Yeah, I was at one of the one of the schools one time and they had all these different things they could do, stations. >> Yeah. in the gym and it's pretty fantastic. If my honors student PE teacher, they keep on top of it. Does that would that include um like going to the gym? I don't think that. It was in the gym. I don't No, no, no, I mean like outdoor PE. I don't Right. I don't think so, but it would I don't think but I think I think it would I don't I don't think that but I think like drama, right? Would include uh you know, theater. Yeah, like the spring musical. Even
080like a fire science that you know, those kids are doing a lot of physical activities in that class and and even like putting on something like that. We don't have like a JROTC program here at Quincy, but uh you know, Which is? Junior Junior uh ROTC. Oh. That would be like the military science. >> Right. Right. Thank you. You know that that policy is catching up. Um I have a specific question related to um policy 5403. Um it talks about the definition of family related to bereavement leave and it's related to like the collective bargaining agreements and the definitions of what's considered. My question is if I guess are all school employees on a collective bargaining agreement, so therefore the definition is for everybody? Uh not everyone is necessarily like administrators are on the collective
081bargaining agreement. Um, but the majority of our employees are in a collective bargaining agreement, but not all collective bargaining leaves are the exact same. So, you do have to refer to the the collective bar- They're very close, but there's subtle differences between you know, we have a secretaries, we have a uh teachers and PSC. Those are the ones where have they do talk about leave their contract, but they're they're all a little different. So, you have to refer to those. I'm just wondering since we're listing them out here, if that's I'm just wondering if we're supposed to do so, especially if there is that kind of variation by agreement. I'm already in agreement at the bottom of the policy procedure on the first page of the policy. If there are any employees not in the
082collective bargaining agreement, like I get to include all those different reimbursements listed in the policy. Even though it does reference the bargaining agreements. So, it seems like that's the standard. >> parentheses, you get QEA, PSE, UESA, just so that you would know. I'm just saying that they vary, those vary than what this list is. Right? Ours might have to be in agreement with the other one. Yeah, it it it correct. So, it's not going to vary at all? Yeah, cuz they they agree they agree to go by the law of the land. Correct. I just know like where I work, most of those categories don't exist. So, I'm like uh Sorry. >> Like mother-in-law, father-in-law, it's not common. Um, so unless all bargaining agreements have every single one of these categories listed, I wonder if
083we would just be better to point them to refer to their own bargaining since the changes and maybe I don't I think it's the other way around. I think the bargaining units are actually pointing to our policy and our policy clarifies So we have the bare minimum of RCW and WACs within the leave. This is the WAC minimum for all these categories. What are you out for? I'm sorry again. I was Um brother-in-law Okay, I'll back up. Wait, go back up. Okay, see. Brother-in-law, sister-in-law Up right there. Right there. Okay, there we go. And then answer the next page. >> Even grandparents um I did I don't know >> Yeah, so I mean what I can do is I can reference I can reference the RCW and WAC see what is listed and then try
084to cross-reference that bargaining agreements and make sure it's specific to that. >> But when you get that laundry list of relations that we will follow RCW within that, this is where it gets so different. Is there are associations that will try to throw in um you know, my second cousin twice removed. Um you know, so They're pretty well listed out in like PSE and UEA and they UEA they all list out like Exactly. >> Like that. But they don't all have the same ones which is very >> will try and they will they will lock the bare minimum agree to the bare minimum but for anything above and beyond this is negotiated. I'm taking a position. I'm just saying I wonder if the way we're approaching it >> Yeah, we can some some Just make
085sure that's exactly what I mean should I Yeah, we will go back and begin that. What was it from the commission? Anything else? There was no action related to the first reading, so Okay. the typo Um Just Oh, sorry. No joke. The new system Yeah, it's a pretty unique one, too. I love it. Sorry. You know, kids have school assignments where they have to try to find typos, so There you go. Okay, so hearing no further questions, we'll all look at number seven. There's no unfinished business, no new business. Any board requests for future topics? Can we include some point of review of policy 2333? You start with me probably. We can add it on. I'm so sorry. We're going to Yeah, we'll put that on board next show. Thank you. Okay. Uh reminder to
086sign your document for the minute. Our meeting is adjourned. Thank you, everybody. Case in point, 2333