001Anything you don't want the world to hear, don't say it. How we practice? >> Welcome everyone. I'm going to call the meeting to order and we're going to start with the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Next order of business agenda. >> Make motion to adopt the agenda. >> I second that. >> Uh second and then a discussion. >> Yes, sir. >> Yes. >> Uh I move that we um amend the agenda by changing the order of the reports uh by moving the career pathways report to 5.1 and the multilingual learner update to 5.2. >> Any questions? >> Motion is the new motion. I guess
002I made the motion. We do so. >> He motioned it. >> Second. So all those in favor >> I >> So the agenda has been >> So we adopt the agenda blocking goes 5.1 and 5.2. >> Okay. >> Yeah. But that was for the >> Yeah. We already made a motion. So now all in favor to adopt. >> So all those in favor to adopt the amended agenda. I >> I Okay. New amended agenda is adopt. Thank you. >> Uh I don't see there's anyone for public comments. >> Nope. No. >> Okay. So we moving forward to the consent agenda. >> I move to approve the consent agenda. Okay. >> Any discussion? Hearing none, um I invite our student advisory vote. >> Um I mean I I I don't really know too much about it.
003So >> um so for the rest uh all those in favor >> I the motion carries. So we'll move on to agenda item number five or fours and we invite the career pathway of David. >> We're practicing laid out here. So um I'm Elizabeth Naval. I'm the CTE director for Quincy School District. Today we're going to be presenting a little bit about how we are expanding our health science pathways through innovation um with these amazing and innovative teachers and students as well. Go to the next slide. Thank you. Um Ross Ko couldn't be here. He is our CTE coordinator. He is also a wrestling coach. So he's at practice. Um but he's an integral part of these workings. Uh we have our wonderful EMT teacher. I'll let her introduce herself. I'm Lana Vanerk and I
004teach EMTT and fire science in high school. And go ahead, Miss Jones. >> And I'm Camille Jones and I teach the nursing assistant program. >> And then we'll have our EMT students go and stand up and introduce themselves. >> I'm a senior in high school. I'm a senior in high school. >> And then our wonderful you guys go and sit our nursing assistant students. >> My name is Jas and I'm a senior in high school. My name is Lucia and I'm a senior in high school. My name is Alison Roses and I'm a junior in high school. >> Thank you so much, Dist. So, we're very excited um to have these wonderful students here. I think it is more powerful to hear from the teachers and the students uh when we talk about their programs
005and their experiences and what they hope our future has to hold. Um so, we're going to talk a little bit about our purpose and vision for health science pathways. We can go to the next slide. Thank you so much. So, a big piece of it as we look at all of our different pathways is what is the workforce demand? So, while we're really focused on what our students are interested in, we know it has to kind of meet a job when they graduate and come, whether that's straight out of high school or out of community college, a certification program, or a 4-year university. Um, we are really trying to make sure our students gain real world skills that they can put into practice immediately, but then also when they're looking at their future career pathways
006as well. Um, we talk a lot about being student- centered and we work a lot on mastery of skills. You can't just save someone halfway, right? You can't just give someone customer service like halfway. So, we have to really talk about what does that look like in the workplace so they can master those skills so that they're ready to go out and be some of those different certified positions. Um, our course offerings intentionally align with our local and regional needs. So we have an amazing advisory board for health science uh that we invite in different community members to really share what are the needs in our community, what are the needs outside of our community and so forth so we can prepare our students, our teachers, our curriculum to match those needs. And then we're
007continuing to build out our program and network and our classes. And so that's kind of a big piece that our teachers have been working on about how can we innovate to create well-lit pathways for our students. It's something we've continued to talk about, but also create really warm transitions for them. So, I'm excited for our teachers to share about those classes and the futures of them. Uh, even as we were talking about it with our students, they're like, "Oh, we want to take that class." And so, our teachers have even assured them even if you're a senior and graduating, it's really important that, you know, you can come back to us that we will help provide that guidance, that mentorship, that connection, and that network that Quincy School District is known for. So, that is
008kind of how we continue to innovate. So, I'm gonna hand it off to our amazing EMT teacher, Londa Vancerk, and she'll do her part of the presentation with her students. All right. So, good evening. I am Londa Vancerk and um have you ever been asked like, "What can you give a TED talk on at any given moment?" Finding an EMT, I can talk and talk and so I did this wonderful thing. I wrote a script to try and stay on track for you guys. Um here we go. So EMT it was something that I wanted to do uh literally since 2020 we talked with Nicole and we began to collaborate with Liz and here we are in 2025 we have offered uh EMT. So that is a wonderful thing. Um the program here it's two
009different pathways that I teach. There's the fire, there's the EMT and it's amazing how EMT is actually becoming that stackable industry search. So I'm going to get back to my script and we'll start there. Um the program is a nationally recognized EMT curriculum. uh it's identical to what you do at the community college. It's identical to what you do at the fire department. If you go to a tech school, everything is the same. So these kids hopefully when they graduate, they will be walking out with that EMT certification and they can go and walk into the industry with that. Um because of the course being so rigorous, the short is these kids have been coming in on Saturdays, they've been coming in at after school hours, and they even came in um over winter break
010to make sure that they stayed on course, that they were dialing in their skills. and I just got to give them so much credit for that. Um, what they're going to end up doing is, uh, supervised clinical rotations in the emergency rooms in the emergency departments. They'll be doing ride alongs and it's, uh, very handson. Um, let's see. Well, EMT has traditionally been supported in the firefighting career. It actually has evolved into that wonderful word I said, that stackable industrial um, recognized certification. It supports a wide range of pathways. Um, it's going to include health care, physician assistant programs, community and sports medicine programs, uh, emergency dispatchers, uh, will sometimes come in with them, and emergency management. Uh, the new one that actually I just came across and I'm seeing more and more is that,
011um, industries like Becca and Microsoft are hiring safety professionals um, and they are coming in with a minimum EMT. So, I'm loving the pathways that are out there. Um, in my own in my own experience, I actually found out that my physician assistant worked with um people from Columbia EMS over on the west side, and that was actually his pathway. He went into EMT so that he could apply for a PA position. Um, sorry, PA schooling. And uh, for those of you who remember Emily Whirl, she's doing the exact same thing. So, it's kind of cool to see EMT being that stackable resource. Um, the biggest thing is is when I look at EMT, it's not just an elective, it's definitely a career pathway. So, with that being said, I'm gonna introduce Ken and Axel.
012Exactly. I know I had to say his name. Um, and you can go to the next slide. >> So, this this slide show how shows how EMT and FIRE programs are connected. Students don't have to choose a career right away after they graduate high school. They start with a strong foundation and that applies to multiple emergency service roles. Uh get your certifications. You could do hospital, EMT, fire, all sorts of stuff. Well, many careers are shared across these pathways including dispatch, emergency management and public safety. On the power side, the students can move into a circle of fire while natural resources and where medical and fire training come together creates more opportunities. Our EMT program is a nationally recognized curriculum. So we are learning the same industry standards across countries. We focused heavily on patient
013care and assessment, learning how to evaluate patients, communicate clearly, and make decisions during emergencies. We don't just learn from lectures. We also do a lot of hands-on skill labs or realistic scenarios. This build teamwork, professionalism, and confidence for the EMS, fire, healthcare, and public safety careers. This program helped me confirm that I want to be a firefighter medic. The hands-on training showed me that the job is really light and helped me feel prepared for what comes after high school. It's challenging and that what makes it valuable to me. >> Well, in my case, I'm still exploring my options about it, but I'm pretty sure I want to go for a career in emergency service. Something to understand is like this is a hard class, not gonna lie. And if you're not interested, don't go for
014it. You need to put a lot of effort and it's it's going to pay for it effort. But if you're not serious or you are not willing to put work on it, don't leave it. >> What serious kid? So, this is where I'm going to transition. So, this was our EMT program, and these are um amazing students who put a lot of work into it. What I really love is how EMT and CNA, they support each other, but they're so vastly different at the same time. So, with that being said, Miss Camille Jones, it's all you. Okay, we can go ahead and go to the next slide. So, the nursing assistant program, there's so much to it that I'm going to try to just highlight it and kind of step through it um kind of
015quickly, but get all that information in there. So, the highlights are at the end of the school year, the um students will be able to obtain their nursing assistant certification from Washington State. They will also receive 14 college credits, nine for nursing credits, and five medical terminology credits um that are articulated through Big Bend. um the strong pathways to nursing and allied health careers we'll get to in just a minute, but some of those include the early clinical immersion. We are out in the um facilities and doing hands-on care right away. Um foundational patient care and assessment skills. So emergency um we do a brief emergency, then we call the EMTs to come in and take care of um but there's just a a basic assessment skills that they work hand side by side with
016the nurse. Um, and then the next few were really team based. We're working in hospitals and in nursing homes with the full team of physicians and rehab um and all different types of um healthcare careers. So, they're getting the exposure to them and starting to understand the healthcare systems. We also do a lot of work on equity and empathy and community impact that's kind of embedded throughout our entire curriculum within our program. want to skip to the next one. With a certificate right out of high school, the top three here are careers that they can step right into. That is a um above minimum wage job that will get them far. So, a nursing assistant can work in multiple different settings, hospitals, memory care, assisted living. Uh they can be a patient care technician working
017in hospital dialysis centers and emergency rooms. um and then rehabilitation aid working with physical therapy, occupational therapy and others. There's also available endorsements that are anywhere from 5 hours to 45 hours that they can obtain on top of that certificate to give them a much more broadened uh arena there with behavioral health tech, phabbotomy technician, telemetry, and others. and stepping. I'm not going to go into this too much, but basically what this is looking like is the CNA is the launch point for really all different types of careers. Um, throughout my career as a nurse and as a as a mentor, I have seen nursing assistants go into each of these pathways. So, there's, as you can see here, there's a significant branch out that can happen from just starting that baseline with a CNA
018certificate. Okay, we'll have our students Um, so my name is Alison Ross and I am a junior in high school. My plan after high school is to attend Wache Valley College for my AA and also get assistance with guidance for my journey to become a pediatrician. This CNA class is helping me because it opened more doors for me at a young age. It's helping me learn to start communicating with people and see what it's like being in a healthc care facility. I've liked the labs and how fun they can be while also tying everything together. I expected this class to be hectic and challenging, though in some cases it is. Miss Jones has made those obstacles easier to cross. I am excited for clinicals and to put all we've learned into action. I'm going to
019interpret it for my mom in Spanish. Okay. Hello everyone. My name is Jin Gonzalez and I'm a senior in high school and my plan after high school is to graduate from Columbia Basin College the dental hygiene program and also after that I would pass the national board exam for for dental hygienist pass the required clinical state exams as well as receiving my Washington state registered dental hygienist license and then from there start working. How the CNA class has helped me was by providing a certification hands-on patient care experience as well with heading start towards advancing in the healthc care field as well as being prepared, feeling confident for what's heading my way. What I like about the CNA program was that walking into the CNA program, yeah, I was very nervous, but also excited. And
020now I'm proving to myself that I can succeed by studying, asking questions, and gaining hands-on experience that prepares me for future opportunities. And I'm also going to interpret for a moment. This is the for you. My name is Lucy and my plan after high school is to attend community college while working as a nursing assistant. I plan on receiving my associates degree in nursing from community college, then eventually transferring to university to earn my bachelor's in nursing and then eventually my master's in nursing. So that way I'm able to join a nurse practitioner program to then become a woman's health nurse practitioner. This CNA class has helped me by showing myself most importantly that I can be determined, dedicated, and succeed. First coming into the class, I was very nervous but super excited. Um because
021I'm showing myself that I can pull through while still in high school. It's kind of crazy knowing that I'm going to have a job lined up for me and it's super important to me because I see my future working in healthcare. >> Thanks. Okay. So, we wanted to take just a couple minutes here to look at what this looks like moving forward. So, we've proposed a few um classes here um to expand healthcare and health science uh opportunities. So, the first two here are semester long. Um one is patient care and therapeutic support that is patient facing kind of like the the front of the house when you're looking at like hospitality. So, it's looking at working with patients, focusing on empathy, focusing on professional behavior, hands-on real world experience. It's a little bit more
022entry level, um, but can be taken at any point in time throughout the high school level, 9th through 12th grade, depending on the student. Um, the second one is a healthcare technician and support services. This is for the student that may not want to work with patients, but really likes the healthcare aspect. So kind of behind the scenes looking at lab services, pharmacy support um and then really the technical side um of the sterilization and all the behind the scenes stuff that's just as important but maybe not wanting to deal with people as much. Um so those again are kind of could be anywhere throughout the health science curriculum and we'll we'll kind of look at that on the next slide. Um and then the final one here is a health science capstone and clinical
023internship. What this looks like is different for each student. This is kind of capping off their health science journey. So, as long as they are wanting to be in health science and have taken some, we can set them up with mentorships and internships within the community of somebody like a dental hygienist, like a pediatrician or a women's health um clinic. Um, and so their in-class experience will be really developed for them and for what their pathway looks like. In addition to that external internship, we will then help to build their network. So as they go into college and come back to the community to help um and serve here uh they will have some contacts to do that throughout that we'll also help to develop professional resumes work on interviews and be able to give
024that warm handoff whether that's to directly into a job or to a um next level of college career. So, if you want to go to the next slide, what this looks like in in real life is this could we could talk about this for a long time, but basically what we did is pulled together four different types of students that are entering high school. Um, so the top one, you have a curious nth grade student, maybe curious about health sciences, but not really sure what to do. So, they take a intro to health occupations class, and then they determine they want to work with patients. So, they go with our patient care, the front-facing class, um, and take the human body systems to get their science credit and still working along that health science pathway.
025From there they determine that they want to take the EMT class or the CNA class. They go into that they gain their certification their 11th grade year and then they can do a capstone project with wherever they have determined within that realm um is their peak of interest. Then we have our our next um student who's interested in healthcare but they know they don't want to work directly with patients. So they get into a biomedical science that gets their science credit works with the medical industry. Um and then they take the health intro to health occupations and that behind the scenes that healthcare technician where we're working on sterilization and and all of those things. Um they work into that human body systems because you got to know the human body to work in healthcare.
026And then we can get them into a capstone project that's something like maybe medical research or something along those lines. Um the third student is uh all about athletics and that that pathway. Okay. So, they enter into the sports med. They do sports med one, sports med two. Um, and then the exercise science, which would gain them a personal trainer certificate in their 11th grade year. Um, and then they take that front-facing patient care and support. And then we can get them into a capstone project with a physical therapist maybe or some sort of a rehab, whatever that pathway looks like for them. And then we have our student who comes in and has no idea what they want to do. Um, and they enter into ninth grade, they take a family health class because
027that's a required class and they determine maybe healthcare is for me. Um, so they go into the intro to health occupations, still like healthcare, not sure what to do. So they go and take that patient care and healthcare technician. Do I want to do you know patient facing or behind the scenes? From there, they have an opportunity to branch out and get a certification in EMT or nursing assistant um to start work directly after high school or we can get them into a capstone if they really say, you know what, I figured it out. This is what I want to do. We can help them along that journey. So, this is just a a quick snapshot of how the different health science classes and programs can work for four different types of students. And we
028have way more than four, but they can kind of fall into different pathways depending on what their goals are. So, I just wanted to thank Camille and Londa and these amazing students. Um, their passion is evident. Um, they put a lot of work into building these classes up um and to thinking out towards the future. We appreciate our students so much because they're pioneering both of these programs, which is an immense amount of pressure. We're like, want it, but kind of like Axel said, like you got to be serious about it. And a lot of them, like I remember taking Lucy on the field trip to Big Bench. She's like, this is what I want to do. I'm like, "Oh my gosh, I feel so much pressure to start this cuz Lucy graduated." Like, she
029was she was serious that she thought there was a chance it wasn't going to go. It was a big deal, right? And so, that's the kind of pressure that we need to kind of make awesome things happen. Our amazing principal, uh, Principal Beckard has been supporting us all along the way, allowing us to have these block periods. Our EMT students came up and they said, "Hey, we need a block period, too. We need more time. What can we do? How can we think outside the box? could this be crossredited? What does it look like? And so through those voice listening sessions and with our our wonderful administration like we're trying to kind of make all of these things happen for our students. So thank you guys. Uh we wanted to open up for any questions
030but I know we're kind of short of time too. So sit down. >> I just want to say I'm amazed at CTE. I love program. Thank you. >> You guys really have something to deal with. >> Oh thank you so much. That means a lot to us because >> so is this the first >> It is for both programs. Yeah. >> I was going to ask um do you cap the program size? What does that look like? >> So we have to kind of meet certain ratios. So for example for nursing assistant we have to cap it at 20 and part of that's based on her practicum per class period I should say. Um, and so she can only take kind of like 10 at a time with the group and then we have to
031have someone else kind of oversee with those certifications to take another 10. But now that we've done it, if there's more interest, then we could look at offering additional sections. Um, so I think that's kind of like the hope is as these students kind of talk with their peers and they see the certifications and ideally, you know, we do have to have a high success level as well, so there's some pressure for that. Camille actually has what's your success level, Camille, on passing the CNA test? >> I um I have 100% pass rate clinical and >> yes, >> we got a winner here. >> So, it's a big deal. Yes. Yeah. And so that is something that as it grows, we need to see can we offer more sections? What's possible? We do know the
032class size has to be limited in a smaller amount. Similar with L there there's so much hands-on work that we are trying to kind of limit it closer to 15 to 20 in there >> and getting the state certification they have the requirements we have to meet both the department of health and the OSPI so there's some layers there that we have to meet with numbers I just think this is such a relevant uh industry to be focusing on that there's been such a high demand for these different roles so the fact that kids get this kind of safe cushion to explore their interest go deep into these whole sciences because it's not just being a nurse. There's it's so unique. >> Yes. Um and there's such a demand and just impressive. Well done. Kudos
033to all the students that I did. Like just >> kudos to the the teachers, the school. Thank you for listening to the students, the community. is >> and then this before you step down. I just want to recognize Elizabeth April too, CT director because there are so many hoops and unexpected hoops, insurance hoops um uh for being the on between the insurance company and Kurt and Liz and then all the forms that we had to develop uh that you guys were just so persistent in getting this done and it was a lot of extra work but your heart for the kids listening to our students, your heart for you Pathways beyond graduation is you guys live it, you embody it. Uh, and this is just a really good example. So, just appreciate your persistence um,
034in getting this off the ground because it was not an easy task at all. I mean, you ask me questions I had no I mean I had no idea the answers to like malpractice insurance. >> They got it. They have it now. Uh, but we're just very lucky to have such uh, tenacious leaders that are student first. So, appreciate you all. Thank you so much. >> Um, we'll continue forward to the multilingual learner update. Victoria, >> sure. >> Are you going to welcome us? >> Thank you so much. Okay. Floor is yours. >> The floor is ours. Well, what a what a great thing to uh follow. But I can say that I am I am very excited and I'm privileged to be giving a multilingual program update. Our students 1350 plus strong are in
035all places and all spaces and all programs. So um we are very proud that they are representative CTE and going out in a community with a a community of folks that are helping them get fit. So with that, we are going to do an update. Um I am here today with a couple of amazing folks um two district uh folks that um partner with me in the leadership of the multilingual program. Mandy Horsell is our coordinator. She has great expertise in data assessment, our English language development curriculum, plus many other things. And uh Daniel um Forner is our English language development specialist on the instruction and uh side that supports collaborative planning. You'll hear more about that what it actually looks like in classroom co-eing and the WEDA framework. So this is a village of
036um not just our district staff a village of folks behind us that make this all happen. So tonight, um, we are going to highlight for you hopefully things that where we currently are, but also some things that are new that we're trying and some next steps that we're doing as well. So, we're going to review and and compare our numbers and program that highlight some some exciting things about the trajectory of our exits from the program and systems to sustain that growth. We're going to share a bit about how we use that language data to identify really intentional supports and services for kids while we explore new ways to monitor language as well because we know the uh WEDA assessment that is actually kicked off this week and will go through March 20 assessing 1350ome
037students in their um growth toward proficiency in English. Um, we need to know in between the annual assessment, how are they doing and how are we doing to help them get there. Um, we're also going to describe some real life examples of what is our mainstream practices for language across our district. How do we target our students in different places of their trajectory toward proficiency? And lastly, I'm going to end with an update for our journey toward dual language programming implementing through a multi-step process. So that's our targets for the season. So with that in mind, I'm going to let Mandy share a little bit more about our data enrollment and why that's important. I get the fun numbers. So, um, our enrollment as of January 5th, uh, was 1,352 students. Um, we had 30,
038uh, 34 students in our TK classes. Uh, we had 757 students, uh, grades K6, which is down a bit from, um, last year at this time. And just in case we were all wondering, cuz I was a little bit, um, we have some kinders that are down a little bit from last year's enrollment numbers. Nothing like rocket sciency, just they're just down. Um, and then at 712, um, we had 561 students, which is up a bit. Um, we have had more students enroll this year than we did last year at this time. So for example um as of the 5th of January we had enrolled 105 students in grades um 7 through 12 and last year in the entire school year let me know that last year in the whole school year we en enrolled
039105 students and as of January 5th uh we were at 75 so we and one more um and as of January 5th we had 165 students uh who have exited in the last two years that we are monitoring uh to make sure that after they leave our language development services, they're still flying. Um which is exciting. Um and the reason that number has increased is because when we first uh started WEDA, we did not exit very many students and then we exited more then we exited more. So we have two years of bigger numbers that's due too. So if you go to the next slide, sorry Mandy, what's TVIP? Uh TDIP is the state name for the program and this comes from our actual enrollment count. So this is um the enrollment number for the
040program. Yeah. >> The acronym of GBI. >> Oh um transitional bilingual instructional program. >> Okay. So it's not all the students of that grade, it's the program. Yes. Sorry. Yes. >> Yes. >> And that percentage roughly I'm wrong. It's about 43% of our students are multilingual learners. Mhm. Yeah. Uh so the uh official state assessment for multilingual learners uh is the WITA. Uh the we give a seven sevenish week uh window to give the WEDA to all of our pumpkins. Uh it just opened yesterday. We will have our first kiddos start taking it tomorrow. Um it is our annual assessment uh measuring listening, speaking, reading and writing. um you can reach proficiency um on Vita if you are at 4.0 if you're a little kid or a first grader or if you are at 4.7
041if you're older than that or if you are almost that and you get level three on the SBA for ELA or brand spank the one that I am most excited about uh if you are 4.0 know on our alternate axis. So in the state of Washington, we have an alternate assessment for our multilingual learners who have the most significant cognitive challenges. Um and starting last spring for the very first time and it makes me very happy. um if they reach level four they also I'm very happy about um so in 2025 six and a half% of our students reach proficiency which is very similar to the year before uh listening and reading are pretty easy tests to score if you are scoring a speaking test or if you're scoring a a writing test a real
042life person has to listen to a kiddo or has to read it um and so currently We monitor language proficiency through our instruction uh embedded within our instruction or classroom. But we have a dream of having uh a real life interim assessment. So this spring we have two small pilots going on. Uh we have um two companies that are um my just like uh commercial assessments for language. um one of them is uh commercially scored by the company and one of them is going to be locally scored and what we're looking to learn is how much information we can gather from it. We're looking to learn what staffing is required to administer and score it. Uh if you have 1300 students, that's a big deal. Um and we're looking to learn how long it takes
043to administer. Um if it takes a hundred uh minutes for each kiddo, that's a really time intensive assessment. Um so we are very excited to see kind of when we get to the end what we learn um about potentially having another way to measure language growth for our kiddos. We talked a little bit about this last year. um where are our traditional language learners that kind of move along the language uh development pathway. And then there are two unique groups of language learners. Our multilingual newcomers um and those are our kiddos who've been with us um for two years or less. They're still level one, level two. Um in our district, that's 7% of kiddos who are in grades three through five. and that's 9% of our kiddos who are in grades 6 through 12.
044Um they're working on basic uh English vocabulary and communication. These are kiddos who might have had uh interrupted or limited prior education. So when they come to us uh they may not have um grade level literacy in their home language that they can draw upon um and they are learning uh English and academics uh in a new place all at once um and so in addition to needing um intensive language support they also need intensive social emotional support when they come to us um and lots of foundational language development and this is important in the next life. Um the other group of students who need kind of a unique um set of supports are our long-term English learners. Those are our kiddos who have been in our schools for more than 5 years and they
045still are hanging out with us in program. Um and this is it's 67% of our fifth graders. Um it is 79% of our kiddos in grades 6 through 12. Um and that is pretty common nationally. um they are pretty proficient socially. So these are kiddos that if you talk with them in the hallway or at lunch, they sound exactly like a native English speaker. Um but when they hit the academic vocabulary, um it gets really hard really fast. Um they often have gaps in their reading and writing skills and they get really frustrated and often disengage in school. And again, this is not just a Quincy thing. It's not even just a Washington thing. Um this is the national um this is the national group of kiddos who need some additional support and some additional
046attention. These are kiddos who are at risk of not meeting their graduation requirements. Um and they need specialized EL courses. Lots of times if you can comp if you compare the language development data for your long-term English learners with your year 2 newcomers, they're actually very similar data. And one of the things and the reasons that the specialized courses come up is because in some places they'll stick them in the same course but they don't have the same needs. So um making sure that um long-term English learners have that targeted uh specialized support. So if you go to the next slide, Quincy like really a lot of places uh is currently a district that implement supportive mainstream. Um we do not hope that our multilers do okay out there in the world. We have lots
047of practices and supports um to help them be successful to help them learn English and academics. Um and so this is a range of services and supports from um most integrated with language with um content to the least integrated. And there's a reason for that. So if you go all the way over on the left, we have a few of our students. These are are multilingual newcomers who do have either a flexible group or a targeted elective that is designed for newcomers. Um it's usually shortterm. We don't want them hanging in our new groups forever. Um intended to help them learn things like um uh you're talking usually about school vocab. You start with school vocabulary. You start with um lots of things that we're not talking about in gender anymore when we hit third
048grade, fourth grade, especially middle school wise. So those are our um newcomers and there are um assessments and ways to monitor progress um embedded within those courses and those classes. Um we have some parents who push in for some students to support students to participate instruction in content classes. Um new this year that we are very excited about. Uh there is a curriculum that allows our ML specialists to coordinate their supplemental ELD with the language development instruction happening in content classes. Um and we are very excited to be able to do that. So we coordinate what happens uh in our groups with what is going on um in content classes. It's super intentional uh work on important key language uses that they need in their class. Um we have expanded our coaches. Uh we went
049from having at one building to coach at two buildings. Um and then all of our students uh receive integrated ELD on our class instruction. Um and that's where Danielle is going to talk about the intentional work she's been doing next. >> All right. Thank you. So we can go to the next slide. I'm going to talk about what collaborative planning looks like here in Swiny and why we do it. So, this is a slide I actually had last year, but I added some new additions because this work doesn't stop. We just refine our practices and we strengthen um kind of the steps that we're taking to dive deeper into planning. So, why we do this planning is because we're combining language learning alongside their content learning. So it's that simultaneous um development. The students who
050receive this are everyone in the class. So um it's a shift from what's happening in that picture right there from the left to the right. So before our framework, we have all of our teachers there and language happened a little bit more in isolation. Our content teachers are really focused on their science standards, their math standards. there was a EL means just English language development teacher or ML specialist we often refer to them here and the students went there really wasn't a lot of collaboration on what's happening in your course and what's happening in my course and how we can um collaborate together to really um impact students with our new VETA standards though it really gives us the language that students need for math for science for social studies and that instructional purpose language
051so you see all those teachers are still in that picture. Um, but now they're bringing their expertise when they come together to collaborate. So, like I just did one today where um the teachers were bringing their knowledge of math and the math units and where the learning goes. And as a EL specialist, I'm listening for the language that the students need to be successful to meet those content standards. So each teacher plays a role in that collaboration and it really just strengthens and reaffirms um that our multilingual are assets in our classrooms that they bring a lot of knowledge and expert um experiences that we can use to enrich our instruction. Let's talk a little bit about what that collaboration looks like. Um but what's new is we're diving deeper into what's called learning labs
052which I'll flush out a little more on our next slide. And then as Mandy mentioned, one of our supports is co-eing. So we've really worked hard to launch our co-eing partner sections. They're new um co-eing pairs this year. So we launched them strong and now we're providing monthly supports with them, setting goals. Now that they've kind of started to establish their routines on what does it look like to like co-e together and know our students and expectations. Now we can use observation tools to go and give them feedback to strengthen those practices even more. So we're excited to continue to grow that and we're already seeing some of great outcomes. But I want to touch a little bit more on learning labs. So in the past couple years we've taken um our content units. So
053that's been in partnership with teaching and learning and um the instructional coaches under Allison and taken those units and aligned them with the priority standards with the language standards that students would need to be able to be successful to reach those priority standards. So that work has been done over the last couple years. Now we're ready to take those units and make a particular concept or lesson that's uh historically challenging and make that come to life so that students can meet those standards along with the language development. So that's what that's the purpose of a learning lab. So teachers come together for a day. They're subbed out together. They select the lesson that they want to focus on. So really we have that teacher voice on like what's a problem that they want to solve
054and they want to see that student outcome improve around. Then we co-plan that unit together around some shared learning. So it could be like I did one today in kindergarten with math and so um it was with measurement and students being able to really talk about the measurement and understand greater than shorter than less than same. But we really wanted to see the students taking more ownership over the talking because the curriculum was very the teacher poses the question, students respond. So we really want to enrich that and make that a more um language rich environment for students. So we co-plan with that unit together. And then what we do is um in the within that day in the morning two teachers take a role in teaching and the rest of the educators um sit
055back and they observe a student. And we're really centering our instruction around some focal student, multilingual learners and observing their outcomes. Did what we planned for reach the desired effect that we'd hope for? Because as you're teaching, you um you see kids talking, but you don't really always know what they're saying. And so scripting and seeing what were they able to do, what were the things that they were saying, and were they able to successfully meet our language goals and our content goals. We come back together, we study that data, we look to see were a multilingual learner able to participate, what adjustments do we need to make, we make those adjustments, and then in the afternoon, we go and retach that lesson again. So, it's been a really um powerful experience for our educators
056to really get immediate feedback on just just sometimes it's just minor instructional changes that really impact the outcomes of our students. So having it be a student- centered um focus I think has been the most powerful takeaway for our teachers and it's helping and uh strengthen their instructional practices around um strategies that that would support their curriculum. So this has all been examples of job embedded PD that we don't have to send our educators somewhere else to learn a concept and then have the time to come back and think about how to adapt that or apply that to the curriculum that's in front of them. We do that with the curriculum that's already been purchased that we use that we planned for um and they get to that to make that immediate change right away.
057So, it's been really powerful. The next slide just has a couple of their feedbacks that they've been giving us like how they felt about it. And I won't read those to you. You can just see that it's been positive. I really say like please give me constructive criticism. What do you not enjoy? And overall, it's been very positive. They asked for more of this. they they see the value of how much their students are able to do. Sometimes they're they're really shocked like, "Wow, I didn't know that they could reach that rigor of standard and it's just they need that kind of partner along the way that really helps them think about the strategies and the language and the content development." Um, let's see. I think our next step with this is we're going to
058use our observation tool to touch base with them and go in and observe and continue that feedback. So, it's never the work's never done. We're just deepening our practices and really helping our teachers. >> Yeah. >> And I'm going to go into the last section, but before I do that, we did share with you a lot of information um around data around numbers and how that informs what we're doing. And then a peak, just the peak of really how powerful it is when it hits the classroom, how it it changes instructional practices. And we could do the same with kids from our students perspectives coming in. I did have the chance to go into PA and George in kindergarten and some kids were going this is pretty awesome and they were using their language to
059learn and so it's very powerful. But before I start with a dual language update in our last few slides, do you have any wonders or questions pertaining to some of the numbers we shared or >> these co- teachers? They teach all day. >> No, >> I'm thinking, wow. >> No. >> Well, oh, like the co-eing groups, >> right? >> Yeah. Um, they have sections where they co-e together. Yeah. So, some of our um teachers have like two or three sections that they co-e together and then they might add their own um class without each other. So, it does take coordination and planning and like learning each other's routines and whatnot. So, that's really what we helped establish and set up that successful partnership. And then now we're getting into like the instructional moves now that
060you have a cohesive unit. Yeah. >> Yeah. It's pretty powerful. I was a pilot co-teer about I don't know fiveish years ago. So I think I like come to them like I know how you're feeling and nobody else in the building is doing what you're doing. So I think it's kind of nice for them to have a thought partner and yeah just kind of bounce those questions off. I'm like how can we do this? >> It's great to have somebody observing for >> they've been very takes a lot of time. >> Yeah. And it's so interesting like what one teacher can pick up and the other one does it because you know in the moment when you're instructing it's your focus on delivering that that content. is a co-e sorry >> yes >> I was
061just gonna ask is a co-e or elementary >> right now our sections are uh eighth grade ELA co-eing pair and then a biology >> right >> and then the collaborative planning is really in depth at at KI which has components of kind of that collaborative planning um but um at at secondary it feels a bit different so the co-e model at secondary it's really been pretty very powerful. And again, we have a a team up at the high school doing biology. And again, the feedback has been really very similar to what we we shared around K5 that it's that thought partner and that person that brings a different perspective and working together to meet the needs of content academics. Well, how do we provide them uh language learning and access in a biology class, which
062is, you know, you heard the health sciences today. That is a that's tough that that rigor and um content is hard. So, how do we make sure that that is accessible to students that are acquiring uh language skills? Yeah. at the same time. And that's the power of it. And really what we're excited about seeing and even for English language arts and Mr. Ramsey could speak to that too at our middle school. Again, really um we're asking students to do some very rigorous and challenging things in English language arts. So, how do we ensure that they're getting access to that content while they're developing those language skills? Um has really great positive outcomes that will help would be what's the goal with the the co- teaching my my mind's going like oh go great now
063we're around two teachers per classroom this chaos resource we are growing it so you're right you wouldn't probably be able to sustain or maintain that type of resource but what it does is it it seems that just like the collaborative planning the front load is pretty high in resource um but when you build the capacity with your teachers around how they can also see how to provide that language support and access then they can spread that through their departments and they can grow that and um some folks do rotations. So maybe you do a rotation a couple years in a certain department or a certain team and then you um you grow that into another department and the things that for example our teams are learning is they can share that with their heart. So
064it's not just an isolated like when she showed that picture we're no longer isolated which is a very positive and extremely good thing that everything we're doing that is drawing students is not just isolated program but it's connected and integrated in the teaching and learning you know you've heard of also known as the technique it's a family we do you know we wouldn't do this work in isolation anymore for it just makes so much sense to to be collaborative and with special education as well. We're working really hard to make sure and like we said our kiddos are in every every place in every space. So we need to be out there working with every teacher and every content so students have that access and opportunity that you heard about from CTE tonight. >> And
065it really reinforces the fact that all of our students are general ed students. Yes, >> they need some need more support than others, but it's kind of >> the Jedi teacher with Hamilton teacher with our special education expert at the table planning um helping to to differentiate for all those student needs. Um it's pretty powerful and it did not always be that way. >> How does it feel as far as like the workload for the teacher? Feel like the teacher is now being asked to do a lot more. Is there like the is there or is it different in the way that they're teaching? are they >> it's kind of a l like it's just changes their lens on what to focus on. They still are getting to that content but now we're just thinking
066about what are the ramps to help kids access that instruction. So it yeah they haven't mentioned feeling overwhelmed with the workload. That's definitely something I listen for and then you're going to get like what well what can we do? Can we solve that problem? >> A lot of those vocabulary strategies especially when we're coming down like academic vocabulary strategies they're good for all students. Yeah. >> So, >> and many just good instructions. >> It really is because then they notice like all the students are talking to each other. All the students are making meetings together in that same way. It's not we don't just do these strategies just for multilingual learners like everyone's involved in that learning process. >> Yeah. And for the co-e classes at secondary when the um command and the partnership with
067leadership to make sure that they do have like common time and preparation and then we provide some support on the program side as well to go alongside and say what are the supports what are the things that are are opportunities and not we don't want those to be barriers to the good work you're doing. So we do some on-site and alongside things to make sure that that doesn't happen. even when you heard about the collaborative planning, it can appear to be pretty daunting, but then when they they experience what it is and realize how intentional it is um and that it can happen and is doable. And then I think when you see student success, there's nothing more in um positive about that and it drives you to understand your instruction. Is biology only like
068middle school or high school? >> It's a high school. 10th grade. I believe >> it's a 10th grade. Okay. It's a 10th grade. Yeah. >> I'm just thinking of some of the feedback we've heard from Andre and some students um just when it comes to inclassroom learning, not having the supports um especially with like newcomer students and then students having to translate for other students. I'm hoping that this type of program the investment of this new instruction >> relieves some of that workload from our students having a responsibility to teach their peers. >> Mr. Kus would love to help you. >> Yeah, he has found um that it is really being helpful. How do I reach students and I wasn't sure how um he is an amazing content teacher. >> Yes. And yes, and I
069watched him I had the opportunity to watch him teach. And so with partnering with with a language specialist, they've been able to see how they can provide different types of instruction with things that they were already doing with Veres to make sure that kids are receiving access. and he has um um we were just in their classroom doing some observations a couple of times recently and um the variety of of learners like Mandy presented there are students in there that that are um more emerging learners in language and there are students that have been in our program a long time and so we're helping them to identify how do we meet those diverse language needs while they're in very responsive I'm not I'm not sure if like data is tracked, but I would imagine that
070if there are certain classes where kids are failing at a higher rate than others that as the program grows, the party goes to supporting those classrooms and teachers. Yes. >> So more kids could pass. Did you understand? >> Absolutely. You're absolutely right in that what we do when we look at where that should grow next. We speak and talk about data and we speak and talk to leaders the building and we start looking at where we want to grow that and we do have that data that says these are particularly difficult content classes how can we grow that >> so like at high school they felt like they had had some co-eing in ELA but they were ready to give another department in a sense that opportunity and so they have kept and sustained some
071of those things they've practiced when They have coach support and now we are looking at neuroscience is one that is extremely difficult for most kids. >> Yeah. >> That's a really great subject to start in because it's challenging to begin with and it's so content vocabulary reliant. >> So it really is the best content to start in because you can do the science, you can do the course >> and we'll work alongside you do have some instructional coaches. I don't I do want to do a shout out. This is not alone. Like we work very very closely with teacher and learning and and content teachers, but we also where there's instructional coaches, they are alongside as well. Yes. Learning and and working with us to be sure it's all hands- on deck of how we
072can support kids in the classroom successful. >> Very great. Oh my gosh. So, I'm going to highlight this could be um a couple of days workshop. So, but I won't do that to you. But I did want to end um I know there was has been some wonders where are we with the idea um around dual language and so this last last section tonight really highlights our journey toward um dual language implementation. Um, I think you're going to find as we go through where we've been, where we are, and where we hope to go that there's a lot of connections with the groundwork. Um, Dr. Urgman mentioned when I was we were here a year ago. It's a good time. We have really good foundations around our vision and our mission that believes this is
073the right trajectory for our students in Quincy. Um, and it also you're going to see we were just talking about some of those practices that you just were asking questions about that actually lay great foundation for exploring another model to add to our menu of opportunities for students. >> So um with that lens I'm going to start setting the stage really it comes around the vision of um language is really are is so important. Uh there there's such benefits to bilingualism, multilingualism and really the vision that you know in our classrooms if we have more languages in the classroom it means that we actually have more tools more connections and more ways to understand the world. So that's really our frame. This is I'm going to walk through we learned last what we have learned
074is there are multiple steps to this journey. Um the state now has eight steps to consider and think about but some of the steps we're doing all along the way. So when we're building knowledge and advocacy, we don't just as um Danielle point, we don't just we we know that that now we continue to build our knowledge and advocacy around what it can be. Um and and a year ago in 2425, we did create an advisory group with a a number of important stakeholders. Um we have also began some needs assessment looking at our data and we also really brought in even in a panel last spring after um I spoke to you last year that had some leaders from three different districts um that talked about their journey so we could learn more about
075what did you do, what were some of your challenges and um they were very helpful in answering questions around our next steps. So now and if you notice in the pink box the strengthen instructional practices if you read those kind of bullets those are things we are also going to continue to strengthen as Danielle had mentioned we're planning instruction that integrates content language and literacy we're providing language development and strategies for multilingual learners in our program and um we're looking at specific strategies that promote language um including what we call trans languaging and language development in both languages. So these are things we're working on while we're creating a a better and better foundation for the consideration of dual language 2526 from what we learned a year ago. We will need to see that in
076action. We really want to go out and not just hear about them but go see schools. So OSBI because they also are very much a proponent and a leader in this work. They have a couple they have some options. We are going to have some teams go to two OSPI sponsored school visits Yakama and East Valley. Yakama we also have one that's invited us to come and look at their program. Um and potentially Luke who actually spoke to us last year as part of our panel. So these opportunities for different folks to go and ask questions about the model and the types and how they got where they did will help us to create our next trajectory going forward. Um understanding what would be our best option or recommendation as a program model. talk to
077you a bit more about that in a moment. That will help us to determine next steps for staffing, um, professional development, looking at our resources, and then going closer to implementation. really making sure and be partnering with everyone around resources and curriculum uh communication plans, enrollment and of course making sure we have a good evaluation plan to make sure that when we implement we are watching these drink. So next slide please. So what we will be looking at in the visitations is a couple of things when we look at dual language program you look at how much time for each language. So how do you know how much would you do in English or for a quincy it would be English and Spanish. So what how much how do you know? So what you do
078is you look at um in a what they call 50/50 it splits that uh distribution of language into two. So 50% of the day would be um instructed in English and 50% in Spanish. And I will show you kind of a logged up schedule to give more context. Um in a 9010 or what we also hear about as an 8020 there is more of the day and the partner language or Spanish and then transitioning to 50th by fourth grade. Many districts that I just described that we're visiting, most districts do start with 50/50. There's some reasons around that to think about and consider. Um, sometimes that's because of staff and it doesn't take as many bilingual staff members for the 5050 as it would be within 8010 or 8020 9010. Sometimes the it makes sense
079for folks um in the way that teachers partner. So, there's some pros and cons for these, but most um all of those that I mentioned to you that we're visiting and where we're seeing is most are starting at the 5050, sometimes moving into a 9010 or 8020. And the reason they move there is because of the data that they've collected is there is they're both good directions to go, but there's a little higher academic growth in 9010 or 8020. It's just taste um different resources and then different configuration for scheduling. So we will want to think about that ask good questions when we go and be able to make some recommendations because that will drive what we do with staffing etc and scope of our program that we could house. The other thing to consider
080before we leave the slide is what is the makeup of the of the class. So in a one way 70% or more speak the partner language or Spanish in our case what and um in a two-way it's a balance of students who speak partner and English and again in the four districts I described that we may visit most they are all two-way and one of the reasons around that is because when we when Mandy was sharing her data and we were looking um you do have a high percentage of students and some say in when we think about elementary but we don't have 70%. >> So just the physicality of trying to make up that correct proportion. Um I think Wala has over 50% districtwide. They were thinking of trying to um kind of go
081from two way to one way. They were struggling with getting the right proportion for that type. So, at this point in time, we're kind of leaning toward that two-way and have some really wonderings and questions around starting with the 50 and those are the questions and things we want to learn more about. Um, as early as February, our first visitation's towards the end of February. So, >> what is that January? >> February 20, I think. It's it >> and then there's one in April and then it is weed a time we heard that. So we have to balance obviously these districts also are testing all of their multilanguage learners. So we're trying to balance some reasonable times to do visitations >> but not impact um the language assessment windows. So but we're very excited. We
082plan to do those visitations, come back and have our large advisory group. We'll do some shareouts and our hope is that we really have some good recommendations to develop some next steps. Once we identify a program, we can start getting more deeply into some of the styles that will be important for us toward those days where, you know, I'd like to, you know, send an invitation out to the board too. you know, you can really one board member if they want to go on too late. We can talk about that. >> Two are in. I'll get you those dates. One's in April and once in February. Um if local is easier, we will probably um we will probably try to do one in late March. >> I'll add that too on Jim. >> Absolutely. >>
083Victoria, is is this program like uh something parents would elect their child to participate? activity and again we're not quite there yet but one of the questions that we'll inquire about um like in Yakima they have been doing this a very long time so they're a great resource to learn yeah you know uh opportunities and things that really help them in that process um starting small and growing larger but it's usually an enrollment in one they have one school in so they have an enrollment process we would have to think very strategically and thoughtfully about what that would look like for us. Um similar like we have TK that has an enrollment process. So we have the good news we've done some of these things before. So we would look at what we've gleaned from
084other um processes and try to think about very thoughtfully what that environment could be and then the communication out the families hugely important and community >> so that everyone has the same information and understanding why we're doing what and when and and a forum to ask questions. So those take some some very thoughtful time and that's what we're going to learn next about what how did you develop good enrollment communication when you determined your it would probably be like you would start payer in each elementary we closing here. Just for context, if you're curious, I don't have a vision of what that would look like. If we were choosing a 5050, what would that look like? So, for example, you could have language art, Spanish language arts, and then you could have an English language
085arts, and then you would take your other two content, science, social studies, maybe in Spanish, and then maybe math would be English. And again, you could move those around in in different ways depending upon what is right for your district and your staffing and what what you think is best. But that just hopefully gives you a little bit of a context what it would look like for a student in a 50/50 model for instruction. And again they're looking at those core content areas and splitting those between the two. And again whole another topic to think about is our specialists and interventions. So if we are you know providing um support for English and Spanish for interventions in those content areas because in the end the celebration is we have amazing biliterate bilingual students that are
086are going into amazing pathways after they graduate and successful in our world. That's the idea. >> So that's interesting because the whole will for the whole It is and that's why they say this is not I think there's a perception sometimes it's a school or it's one building it's a mindset shift of this is and this is a instead of some of the great work that we talked about earlier if 1350 students we wouldn't have all of those students that would it would make sense in a dual language program but it will enhance opportunities for some students that we don't want prior for that opportunity. >> I'm just thinking what recess will look like. >> Yeah. >> Well, when they leave the elementary school to middle school, we do have students that are now speaking
087Spanish. And culturally, that's been something that has been preferred not to do. >> We do have, for example, this is a K12, right? So, for example, on our advisory, Caitlyn at the middle school is already thinking way ahead. My god, said yes, she is. She's thinking way ahead. What are ways that what can we do now that starts helping us to develop the community and mindset that supports this amazing progression toward literacy and bilalism. So she is already she's going to be traveling alongside and asking those kind of questions. What did that what does that look like at year seven and eight? And then we um are not forgetful or leaving out in any way our high school. So they're aware that they know too that as student they'll want pathways to continue to to
088sustain the language um instruction that happened through the system. So you wouldn't for example you wouldn't want to just drop that opportunity to continue to sustain your proficiency. So we will look at those offering pathways and maybe heritage we are already thinking about how could we build now they might start in kindergarten but we want to be prepared when they get up into secondary. What offerings would you do to be sure that we grow and promote and embrace the language skills these students are coming to our middle and high school now. And some of those um even earlier could be thinking about heritage language classes for example and honoring those kids that are already coming in with some language skills that could really exciting work lots of work to happen but it's just I we
089all know that it's the right work. So this really does what happens if we kind of change our thinking and our starting point that our students languages are not obstacles. They are actually bridges to richer connections and a way to more powerful learning and that is the mindset we're building. Thank you so much for listening to our um share out tonight and your support of the work. And again any other question? >> I thank you for pursuing it. I think it opens up a lot of doors for other kids as well >> because you have to be able to speak dual languages in most of the regions around here. >> It can uh enhance your employment opportunities. >> Thank you. >> Yeah. Thank you. >> And now we have a written report uh by good
090services. I don't know if you guys are able to get in there and see. I know I couldn't, but >> thank you so much. We're still doing free meals districtwide. How long is that? >> Uh I think Washington state we haven't heard that is not intended that that will continue. Is that correct, Stephen? >> That's the way I feed program will still continue this year. >> That's the way I understand it. The numbers in the feeding summer feeding program is pretty impressive. >> Yeah, we had quite a turnout. It was really amazing the turn out this year and collaborating with the greatest school districts trying to put together a menu and everything. So, they're really helpful on that part working with OSPI too. even have a debrief with them this year. We're kind of going
091over the winds and some of the challenges and the a lot of the milk that we need to have to receive and it's only once a week versus like normal school years twice a week and just going through the waste just trying to figure all that kind of stuff out. So, but it was a very successful start program this year. Uh, you know, looking forward to see that what comes next year. So, It reminds me where is there a thing about expired milk? My kids say they have to check their dates when they get >> I'm like and I've gotten it where it's like that day that it expired that it already is not good. >> Oh yeah. I' I've heard a lot about like that the milk that the school buys sometimes and like
092sometimes I remember um I don't I don't know if that it's happening like all the time like I remember a couple instances where like the the milk was like like iced and it was like it was it it was like jello or whatever. It's just really bad. >> My kids reported curdled milk. >> So I guess so that thing that's on the rad. So um with their best buy dates, they're not expiry days, but uh what happens a lot of the times is the food distributor uh receives the product from the manufacturer and there's been a lot of manufacturing issues along with that. So, I haven't heard anything new other than they're working on trying to resolve these issues and kind of word. >> And if a student does have a milk as an issue,
093they can exchange. >> I just kids know that sometimes too. >> I wonder too. >> Yeah, >> I wonder that too. I should tell my kids. >> Uh the other thing I had a question for food service manager role. What does that entail? Chris Walker students new role. What's the difference between that and your role? What's it? >> So, um, that is a role of a kitchen manager that was previously in place along with the food service coordin. So it's uh help helpful for the compliance piece of the food service department but also uh food service operations and being able to help everything through all the schools sparks schedule food service substitutes filling in for certain roles and so on and so forth. There's a check and balance from OSPI so district side has tasks
094and roles and responsibilities that we have to oversee every management company that we hire or contract with. So >> that's what that food manager does kind of oversees or make sure that students and that kind of thing is doing all the right things. And even though everyone still gets free meals, we still have to verify students that qualify for free and reduced lunch. So we still have to track all those forms, connect with those families, make sure that that's all being accounted for as well. Uh and it is highly auditable even though everyone receives freedom. So she helps us with that too. >> Yes. >> A question are, you know, I mean kids because they're they're picky, right? So I mean is there any monitoring of watching like okay well the vegetables we had we
095had celery and carrots, >> you know, and when the kids go dump their trays, you know, no one's eating the celery. Like we need to we need to figure out a substitute for this for the next the next cycle that we order food. Is that going on or is it just be kind of set this is the this is the menu. These are the vegetables that we can get right now and that's just what we're gonna have. >> At least your question regarding because the student doesn't like this. >> Well, yeah. I mean I mean I I wouldn't want to be in charge of trying to develop something that >> but I I mean you know I'm sure there's certain foods that >> are less frequently eaten right way more often than others. I don't
096know is that something that's monitored and adjustments are try to make adjustments to that or >> so we do try to monitor what's um what the students like what they don't like even going to uh talking with the the ASB students and whatnot and kind of getting their feedback and trying to really understand what what they like and how it evolves too. uh I'm sure each year the kind of changes we found even from last year to this year that the the grill for burgers and chicken sandwiches have increased. So we kind of listen to that feedback and and try to really accommodate what students are want. Um but yeah, we can try to change those certain things really accommodate the the students in that way. Uh, the other thing I' I've heard refer to
097it, >> quantities. You mean >> and how some students will get the students that are closest to the cafeteria get to the cafeteria first and the students that are at the back of the building have to hurry their honeys to get to the school to the cafeteria. But by the time they get to the cafeteria, there's no more food left. >> Then left. >> So, and that could probably be specifics like they all wanted the chicken burger that day. However, there's other options. >> They didn't get their first choice, right? So, as far as quantity goes that I mean, >> so there is that challenge of making sure there's enough food but not being super wasteful and having options for all the students. And it is it is a challenge. >> Well, and traditionally, you
098know, not years ago, but I guess kind of years ago now when I was elementary principal, they had one choice. That's it. >> Yeah. Yeah. >> And um it wasn't always popular. You would have kids that just wouldn't eat because they didn't like one choice. So with the two choices, at least there's a chance that they're going to make sure they eat their lunch. >> That's their choice. >> Correct. >> My kid did not eat lunch today. Like, mom, I had carrots and a cookie or whatever. >> But yeah, now they get down to the one choice and you just get that one choice. >> So it's tricky. >> Going back to one choice. If you don't eat, you're lucky. And the kids switch their the kids will say, "I want uh corn dog." But
099then they get to and they're like, "I don't really want a corn dog, even though I said I want a corn dog. I'm gonna go for that burger because that was pretty good right now." So then the counts get off. >> Yeah, I guess I go back to one chips. you know um but yes even if there was a worst case scenario that there was I haven't even ran into this but there was not food >> I always encourage my staff to make sure that they let the students know we can always make something that there's always available so there's always that >> now summary is a big issue for a lot of I love >> traffic. >> Well, thank you so much. Uh, we're gonna continue on with the superintendent report. >> Okay. I
100don't have a lot and you're going to hear from me later, so I'm going to keep mine to a minimum. Um >> so just really we are full go on the levy that is consuming a lot of capacity right now. Um we're feeling really good about the energy. Uh our communicator hit mailboxes perfectly a day or two before ballots came. So really appreciate everybody's effort especially Jess Jessica's to make that come together and hit mailboxes at perfect timing. We have a video, a minute 50 video that explains the levy that will be going out to socials tomorrow and then the all families on uh Thursday. So, we're trying to keep the buzz going. Um so, ballots are officially out. I received mine yesterday and voted. Um so, look in your mailbox. Yeah, it should be
101there. If it's not there by >> up tonight, >> if it's not there by I looked online. If it's not there by the 28th, call the county. Um, so because it should be there by the 28th at at the latest. I just want to encourage everyone to vote and encourage those that are near and dear to you to vote as well. And all of our students that are 18, make sure you vote. Um, last weekend was a great weekend uh in Quincy. Friday night we had Battle of the Basin where uh we took a T Freda and both boys and girls. Sorry Joe for you to share that, but I got to share whenever we beat them by the boys and the girls by 20. That was pretty exciting. Uh some pretty incredible shots made
102by Pierce Benton that were just that doesn't get the cutest scholarship. I don't know what will. It was amazing. Um so Battle of the Bass Basin really well attended both sides of the bleachers were pretty packed. Then on Saturday night we had B bagpipe bash which is support the uh coral boosters. Uh that was really well attended and a really fun event. So just a great weekend of support of Quincy school. So just want to thank our community just for the ongoing support. Just really appreciated that and just fun being a part of it. February 6, we don't have school. We have a lid day where the majority of our schools will be talking about grading practices and making sure that the grades reflect what students are learning which are aligned with our priority standards.
103So it is it represents more than just a letter. it truly represents student learning that are tied to priority standards. Um, we are in the early stages of this conversation. I'm sure Allison just in the back for mine is a great board for the future for you guys, but it would be a great report for the board just to hear about the way that we're thinking about grading um how we're assessing students and what that ultimately what that grade means for for kids. Um, and then just lastly, happy board appreciation month. It's over this this week. I hope you've had a great month. I hope people have been really nice to you. I do have a gift for you. >> Yes. So, it's Robert Rules of Order. So, um happy Thank you for all you.
104I actually did a real gift for you, but it got hung up um in transit with all the bill. It was so I a real gift coming for you. Uh but in the meantime, I have your appetizer gift, your moosh for you. There you go. I appreciate it. >> The kids book was about what 600 pages and I think this is >> 400. >> Uh so there you go. >> Yeah. >> Happy board appreciation. >> I mean this is you know this one is brief. It's only >> 175 pages. any any any aspirations in political career you really got to know. >> There you go. Yeah. If you want to be the speaker of the house, there you go. That is all I have. >> Thank you. >> Again, we'll transition over to our student
105delegate representative. >> Uh we I I guess I have a bunch. Um right now I think we have a basketball game happening with the girls right now. Um it's against Ellensburg. Um and on Saturday uh we had the the Matt animal uh tournament uh with with um wrestling. So it was it was pretty big tournament. Like three schools showed up. Um yeah, it was it was really big. I think it was one of our biggest tournaments so far in the season. Um then right now um for QA uh we're working on our exhibitions showing our progress. um we're going to present them this week and next week. So, we're kind of I'm I'm kind of starting to get prepared for that stuff. So, hopefully it goes well for me. Um and then on Thursday this
106week, we're also having a um we're having a wrestling duel with I think Aello. I don't remember, but we're doing that. >> Yeah, that's pretty much it. >> Thank you. >> Wonderful report. Uh for board leadership, we haven't met. We only meet one time a month. So we are scheduled to meet next week. Otherwise, that's about it for that one. >> Okay. So we'll move on to the next agenda item. So the first reading um just for review >> if you have a question. >> Yeah. On the first one. >> I'm not on the first one. I have questions for some others. >> Go to the next one for the second reading. >> Fine. >> You're okay with the second reading. >> What is the number? >> We got the second reading. >> The second
107reading and adoption of the policies. >> Thank you. >> Now I'm on >> I have different members of course. Well, there was there was just for review, >> right? I read them all, >> but I don't recognize those numbers and I don't have questions until we hit uh 21106. >> That's our first. >> Yeah, I I also did have some questions for uh 211064. Okay. 21106 here recount >> in in 21106 it shows like all the list of like um groups that are protected. Um and I was looking at that and then I looked at another policy uh 2140. Um I don't know if it if it worded it differently but it does not it doesn't have um neuro divergence in in the uh 2140. I don't know if it's name worded differently because it
108it al because in in 2140 um it um it it it has mental or physical disabilities. I don't know if it um if neurody emergence is also a part of that or I I don't know. I feel like I'm >> different. Yeah, we can certainly look at that. Yeah, I was I was confused by it. >> And and sometimes the way was they get through one policy at a time and then the the other one the other group of policies will will update with that language change, but we can look at that because it's weird that they didn't do it all at once. >> I mean I guess I guess they worded it differently because I mean I >> that's 2140. >> Yeah, 2140. Yeah, cuz I mean I think they worded it differently because
109it has uh physical and mental disabilities. So maybe they worded neurode divergence differently. >> Okay. >> The language changes. >> Yeah. I mean I was I was I was kind of confused by it. But that was that was my only like complain. I wasn't really complaining. It was kind of like questions. >> It's a good question. >> Great observation. >> Yeah. didn't really have a complaint but on H uh I still haven't found where I can find it available online for each building administration >> for their visitor procedures. >> Uhhuh. >> On age it would be in their hand it would be in their handbooks. >> Um Rita and I >> in our handbook each elementary school has a handbook. So, Pioneer Elementary has a handbook, George Elementary, and it usually has visitation procedures in
110there. I can I can look um at that. >> Okay. >> And then on L, I didn't understand what it was talking about. Go out. There you go. >> Yep. >> What is that saying? That every school has the same amount of teachers, curriculum, blah blah blah. I didn't understand what it's saying. >> So for our No, that's a really good question. So for our title one schools, Victoria has to put in a rank order based on the amount of student population that they have and then that student population that ranks all our buildings by need. Um that would generate title one funds. >> I see. So that has to be done and we have to follow that rank order when we're distributing title one funds. We can't give all title one funds to one
111school and then none to another if they're both that if they're both been identified as we're all schoolwide title one. >> Um so that that's how that that that's what that's saying. >> Okay. All right. >> Victoria, how do I do? Did I pass my program coordinator test? >> That's confusing for sure. And if you're out of rank order and they go in and they look at individual students, they could result in audit finding. So that's something we have to pay really close attention to. >> They have us do comparability, which means comparing to make sure that we're, you know, do doing comparable staffing materials and curriculum. >> And my next one, if we don't have any others, was 2170. uh course equivalences >> that must be the procedure. It's a P. Yeah. The procedure,
112but >> where is that? >> I wonder what number >> 2170. >> Right. But we're at the >> P. Right. Right. But within the >> first reading procedure. >> No, no, I'm there. I'm just wondering in the procedure. >> Where in the procedure? I'm there. >> Um, >> sorry. the procedure specifically where in the procedure. >> Okay. >> What's that? >> Course. >> Okay. Perfect. >> Right there. >> Got it. >> Okay. you know, >> what's the question? >> I guess my question was, you know, we go with this report card and it's telling me we have 29% that are meeting or above uh their academic rate. So, are we replacing the core subject? >> No. No, not at all. Uh, but this is this is Alison, you want to take this one? I can
113do my best. >> I don't understand that portion at all. For the CTE courses, each course needs to get a framework approved. And for every framework, they can have equivalencies that are crossredited to other content areas for high school credit, but not necessarily the core. >> It it could be. So, for an example, and Alison, correct me if I'm wrong. So the example of of a course equivalency is personal finance can also substitute as a math curriculum and they have to identify or or math credit and then in their articulations they have to identify the standards the math standards that they're going to hit in that course to make it an equivalent. >> I see. >> Yeah. Okay. Same thing with like a >> animal science >> something animal science and biology that that it
114cross credits with a a regular gened science biology class. >> So they are equivalent. >> Okay. >> So a student getting a bio is getting the same standards and experience as a student in general ed bio. >> Okay. And then F advisory committees. When did we meet ever as a board to approve this committee? >> Yes, >> right there. >> We There are CTE advisory committees >> in place. >> It says the advisory committee members will be approved by the board. I've never heard of that. >> Advisory consultation. >> It's a good point. Yeah. First time I've seen it. We have all of our our and this did catch we we generally haven't but that's something according procedure we should be doing. Um so all of our classes read a like um a C AC
115sits on the advisory for a there's a advisory board for business there's an advisory board for health occupations but I think that's a that's a I'm wondering if they've been a part of a CTE um uh state uh uh grant package that maybe we've approved in the grant package. I'd have to go back and look at that. I I don't that's something that we could ask Elizabeth April for and put that on the consent agenda. That's easy. >> Yeah, that's a good catch. We maybe never done that. >> Yeah. >> Okay. And then 5010 P. We're done with this. >> Okay. Next. Okay. >> We to make our our our next second reading >> really easy. >> What? 5110 or 5010 P letter A affirmative action plan. >> That's my question. I guess we'll skip
116it because I can't remember is it's first reading so you can absolutely you know shoot me an email later and I can answer. >> Okay. >> Well, with the with a policy changing um to only include like equal employment opportunity, it doesn't It removed the affirmative action section. So I wonder if the procedure should also be >> FD language. We'll look into that. >> Yeah. I guess the way they accommodated it that they removed the paragraph and just brought >> you know I I think I remember because they and then they moved it into the procedure I believe. Well no they just changed the name because the procedure is new >> I believe. >> Okay. >> No. Yeah I we'll look into that. >> I I have a question for Rita was on a where
117it talks specifically about Vietnam veterans. Is that a specific legal Where is that? >> I can get there. There we go. >> Yeah, I know that several places, >> not just a good question. >> Yeah, we can ask about that. >> All right. Cheers. >> Yeah. All right. I've never seen a call out like that. >> Hearing no further discussion. Now we're moving to second reading. >> I'm thank um any discussion about those motion reading summary notes. >> Second. >> We have a first second. All those in favor say I. I >> opposed. All right, motion passes. Um, now we move on to new business. >> Oh, this poor guy. >> I love it. >> I love board meetings. >> Yes, I love celery. >> Just for user. >> We all have rubber rock now,
118too. >> Good to see everybody again. I think I was here in October and we talked about fun things like taxes and the history of levies in your region in preparation for your election this February 10th. So um we also introduced the idea of bond refunding that would be uh an opportunity starting this spring and so Nick BJ and Tia we had a meeting about two weeks ago and Nick said maybe we could do this same meeting in from the board. So I put together a few slides for you based on that meeting with the team. And what I put together was two things. It's kind of a trick. We said bond refunding update, but I'm also going to give you a quick 2026 tax update because we have really new information from the county
119that might be helpful if people ask you this question between now and the election. So Nick, I sent a brand new presentation today around noon. Did you get that one as one correction? >> I did. Let me send that to Sean and about slide nine so we can get that updated. She should have what was the correction going? >> It was a correction for the bond refunding slide nine the savings percentage it was just that and I can verbally share that change. >> I think we can get that up there too. Well I think I want re >> because the correction has been is on the piece of paper as well. >> Uh we'll go ahead and start verbally with the presentation so I don't delay. I know you don't want to hear any later
120but my updates may be about 5 10 minutes in total. Um, on slide three of your board presentation, I just did a really quick update for those that might be online or new to levies of the difference between educational program levies, cap levies and bonds. And if you recall, the school bonds were passed in 2016 for a total of 108 million. You still have 329 million in debt capacity. And what we're going to do is focus on your school bonds at the last half of your presentation. At the very beginning, I want to talk more about your education program levy. Levies are for learning. This is a flexible revenue from your local community that supports basic education but is critical for athletics and extra offerings that aren't funded by the state. Um on slide two
121um other direction um moving forward sorry I'm at slide four throwing you in for a loop. Uh this shows your tax base. The reason your tax base is so important is that this is the combination of everybody paying uh towards a school district. So the bigger your tax base uh the more it gets spread about uh all the constituents, all the businesses, all the data centers, all the homes. And one thing that's brand new in data since the last meeting was is we received your information for 2026 and you were up almost a billion dollars in one year, which is incredible >> and it can be problematic. So I think I want to share a little bit of the reasons why, but part of this number here that's not problematic is you have 158 million
122in new construction. So that's 2% of your whole tax base growing just in one year. So if you have a 100 taxpayers, now you have 102 and your tax bill isn't growing, right? Your bond is set, your levy is going to be approved at a new level. So that's really great news. But this 12.7% increase can be frustrating for some. they may they see maybe their business going up or their home going up. And so one thing I want to share with the board is that's going to change some things in your levy request. So I'll kind of talk about that perspective here in a minute. Most people aren't going to receive those statement for a little bit to go. So they might not get it for the election. But uh if we can move
123on to a few of the slides here forward. No matter what happens with your tax base size, this is the amount of your levy approved already by voters for 2026. So, one thing I want to share is just because property values are going up in this area, again, the district doesn't actually automatically get additional resources. So, you'll see the nine uh uh $9 million here for the EPO levy. On the next slide, this is what I wanted to share more than anything before we talk about the bond refunding is your tax rates over time. And I want to focus on between 2025 and 26. I want you to notice two things. If you notice in 2025, your bond in Tan is 96 cents per thousand. Look what's going to happen in 2026 with this property
124value increase. You don't just get to tax more. So, what's going to happen is that rate drops as property values go up to be that equilibrium. So, you're not asking for more for your bond. Take a look at the EPO levy. It's forecast to go from A12 to a dollar. And that's based on the amounts already approved by your uh resolutions uh by the boarders in 2000 or four years ago. So this is just something I want to show you this ratio. Now your ballot has already been submitt uh to the county for uh we uh sent to all the voters and at that time we have the best information available. We use conservative factors and the community continues to grow at huge numbers. So this is the preferable method where you underestimate it goes
125higher and now the tax rate will be lower. So if somebody comes to the board and says my property values went up 12% I'm going to pay 12% more taxes. The levy has not changed from what's been presented uh what's been approved by the board. I forecasted if these numbers are all accurate that $1.25 you've been asking for and all of your materials will most likely be a$114. So I don't think this changes the message. I think it'd be very confusing if you go out and change all your materials, but if somebody's frustrated and says, "My home values went up." Say, "Well, that $1.25 most likely will be cheaper because of that for your home value." So, just something to have in your hip pocket in case somebody shares some frustrations uh just based on
126some of the data and the facts from the county. A lot of information. Um, but any questions about that? Nick, anything to add? >> No. And you and I think when you combine the levy and the bond rate uh at 2011 over the next three years compared to what voters have been paying in the past, it it's still less in the long run with the exception of one year. And and that's not taking into account uh any future assessed value jumps. >> That's standing at at a 3% increase. >> Your new construction numbers are just uh I mean you're over a half a billion in three years now. a new construction, a >> new construction loan, new taxpayers supporting your school district. >> That is incredible. And just for the board, just with your reference
127to uh right next to where Paulius was building next to the high school, they just started a whole other development and and was still finishing out their development as well. So, I I continue to see that trend. I think that I still believe I think that 2011 is a really fair estimate, but I still think it's a very conservative estimate. I think we'll I think we'll uh we'll deliver on that. >> And new construction is lagging across the state due to interest rates. So you might have noticed the car loan is 6 and a half%, home loans were 7% for a while. Everything was slowed down, but not here. So this is an exception. I do a lot of more meetings and everywhere else the new construction has plummeted and it's your second highest new
128construction ever. One more slide that kind of shows the visual here before we talk about the bond refunding and this is really a representation of what your business office is doing in collaboration with administration is when you're trying to estimate in green what to put on the ballot and what's actually happened. You've outperformed these estimates every year except one and you're up by two pennies. So that's pretty well done. This means you've used conservative factors uh as you go to the voters and you've outperformed, right? your community is growing faster than what you've expected and it's going to happen again. If we look at 2027, let's say voters approve your new levy at $1.25, you'll probably start at A14 and already start to outperform that expectation in 2027. Any questions before we talk about the
129exciting world boundary? Super. I also want to say, you know, kind of give Cory some credit here and TIA, uh, you know, they have been wonderful partners and making sure that we have correct data, too. It's really important to us when we go out with voters that we are as accurate as possible and we wouldn't be able to do that without Cory's help. Um, that's a whole other conversation about platforms. So, what is a bond refunding? We talked about this, we teased the subject in October. It's when you issue a new bond to pay off your old bond and only in situations where the new bond is at a lower interest rate overall than the old bond. And the savings from from a bond directly reduce taxes paid by taxpayers. So you don't have this
130pot of money than you distribute it. What happens is your new debt is lower. So every year TIA bills the budget to bring to you that amount that you collect will be lower should a bond refunding be accomplished successfully. So that's how it relates to taxpayer savings is you just reduce your ask did not create any new money. So if anybody has concerns that the district's getting any benefit from this, you don't. The benefit is actually the extra work you get to do. It isn't uh incredibly time consuming for your leadership team. We try and take a lot of that on our shoulders along with your legal team. I would say the most cumbersome thing is already on Tia's desk from Friday, which is a data collection. Every single fact about your school district is
131being collected right now to start the process. And from there on it gets a little bit easier downhill. But this is your first opportunity to refund this bond because when you issue a bond, investors don't want to have you refinancing it a month later like we can do with home mortgages because they're doing such a large contribution. There were investors that bought five, six, seven million worth of your bonds and they don't want them to just be pulled away from their portfolios, right? They want some some stability. So in our industry, 10 years is common. So we're on your 10y year anniversary of your bond. And this is the first chance where you have the opportunity but not the obligation. So don't feel this is something that you must do. You have the opportunity to
132consider it just like a home mortgage. And right now our current forecast shows savings of 4.3 million in total dollars over 10 years. So if we think about the time value of money, it will feel like 3.8 million to your taxpayers. If we go forward at current market rates, I have a little bit of a table here. I showed the board back in October these numbers right here. >> I'll try to perfect for you. Thank you. >> Sorry about that. >> Well, I might have a dumb question. Sorry. So levies, they're every four years and bonds are every >> they can be up to 40. Most schools do 20. >> You can make the selection time. >> So the bond going to the voters, we choose >> you chose 20 last time. >> 20. >>
133Okay. >> And that's common. Uh you can do up to 40. The longest the school has done ours. It was 30 and it was a school named Colton and uh it's because they didn't think they needed anything more for 30 years about right. very small schools, but most schools do 20. Schools are starting to do 25-y year bonds because they're trying to stretch it out a little further because things are more expensive and they're trying to minimize taxpayer impact. Kind of like how my last car loan was six years instead of four with my first car loan. So, similar practice apply, but you can do it to 40. >> Ours right now, the plan's 20. >> Your plan is 20 and you're already your 10 year anniversary. So, it's only 10 years left. So, so
134if we were to refund starts, >> do we not? How long before we have a chance to do that again? >> So, if you refinance this bond, it will be your last >> unless federal laws change. >> And it does restart the clock. Correct. >> It restarts the clock at 10 years and now there's only 10 years left. So, it is not. >> Correct. So, >> this would be your last opportunity. And I I'll have more facts on that here coming up. >> Thank you. So, this is perfect. Um, this shows your your original PAR amount, how much is uh left to be refunded, the years remaining, and I was here in October sharing an uh the savings were 4.1 million based on current market conditions uh with 5.07% savings. Things actually started going worse
135around the holidays uh due to some employment data and some drama with the Federal Reserve and the president. And now we're back to kind of cruising along a little bit better here. And now we're at 4.3 million savings, estimated 5.44. If you recall, I shared this percentage because it's hard to think if this is good or not, right? Is this is five is four million in savings good because I know what it is on my budget if I'm saving a couple hundred on my mortgage. It feels different. But is this, as my kids would say, worth a squeeze? And so that's a technical banking term. Um, so what we do is we create a percentage and the reason we do that is the state of Washington does not have a law for you as a
136school board. They do not control you when you want to save money for your taxpayers, but the state has a policy that says they will do it if it's above a certain number and I can send that to the team if you'd like to see it, but their number would be 5%. So many schools in our state adopt one equal to state policy or slightly below because they don't want to miss the opportunity if it's 4.99. So some boards would opp uh adopt 1% lower or equal to if they're okay with it being put on hold. So that's something that will come back to the board in your resolution where you get to set the parameters for your leadership team to move forward with. >> But essentially you're saying we're above the 5% the state's
137already set. >> So they're doing it anything. So >> that's what you're telling us. We have a tweet or really the same thing you should do because >> No, the state won't even call you. The state won't get involved. But if they were trying to refinance the Vantage Bridge or where they're trying to do something like that corridor, they would do it for their bonds. But yeah, they're not going to even check more of a standard. I see. >> Yep. Exactly. >> I'm assuming you'll get to this, but are there forecasts on like >> What it could be? I mean, >> what's your magic ball? What's happening right now is almost perpetually level rates since December and we're seeing almost minuscule non-changing slightly down. I think we've maybe gone down six or seven basis points
138in two months. So your numbers since December, early December when I ran these numbers have not almost changed at all. We think the Federal Reserve I think comes out tomorrow with their outcome is going to hold stable. Um and that's what the markets are forecasting. I would imagine that we're going to stay here if not have minor improvements to your refunding if we just have slow steady information about challenges in the economy. So that's the question is is inflation still going to be hot or jobs data is still going to be low? We have some of those things we're watching but I think level is a real solid prediction. >> Okay. So that percentage if that's equal a year from now, two years from now, what's the what's the break even there exactly for for
139we so we get that question a lot is should we wait to where rates plummet hopefully, right? Will they plummet? Um and the forecast in our world is that they're probably going to have a slow steady burn decreasing rates. So, we did an analysis a couple months ago and what you need is because after June 1, you start paying off these bonds that we can refund at the old rate. So, now what we need is if we do nothing, we need interest rates to go down at a faster clip because you're paying old debt off at the higher yields. So, it comes out to be typically year-over-year, we need basis points to go down about 25 basis points faster to keep up with it. So that's why we do come at you pretty early to
140try and take advantage of the full 10 years. So if you wait, we need next year's rates to go down at least 25 basis points to have the thing saving and then you lost the chance to do one full year of savings. >> But that is a great question >> and I'm biased, right? I want to work on this and do this project. So I'm like, let's go. But as more you want to think about and do you have experts and leaders in your world that say rates are going to go down faster than that then maybe you should wait. >> You're the expert. >> We tend to say if there's savings at this level go get them. Um but it um it's a really decision really. So this 4.3 million I want to put
141this into perspective because I said >> I can ask you ask a quick question but you have districts that will go for refinancing at 49% correct. >> Oh we have districts that choose 3%. >> Right. And we are seeing a decision now at 5.44%. >> That's crazy. >> So it's >> and I I try not to make a recommendation on what the board would like to choose the savings target that I'm biased. Uh, so it's a real personal philosophy because there are municipal advisors that do what I do that say get the savings you can in the market you can and so they will recommend a 3%. I don't like to recommend a savings target. I want that to be on you to make that decision for your constituents. >> Um, but the state is
1425% sure wastes time if you didn't think. I I >> I think 5% is a is a really good call >> and I can share with you a list of all the schools that are refinanced debt in the last three years and what the Washington state target says it should have been and what they actually adopted and what they actually saved and then you can like look and see >> put more d I'm a data guy so I love to see that >> some districts will say if we do 5% and it drops to 499 then we can't move forward so someone would do some kind of cushion 4.5 or four and a quarter. Uh but that doesn't mean that Dr. Bergman would have to move forward. He could choose to not. He just the
143board says you can go forward if it's above four and a quarter and he has the decision to not unless he wants to. So Snooki Valley adopted a 5% number. We were at 6% and they thought rates are going to drop over the next two months and they told us to hold and we held >> that great. Yeah, they saved it was it was a large savings. The next slide puts it into perspective. So, we talked about it from the state's perspective that that would be a good refunding. Let's talk about from your individual taxpayers perspective. This is the amount that Tia could reduce her budget by each year. So, if we reduced her 2027 budget by $460,000, that would be 5 cents per thousand. So, remember we were talked about your bond rate being
144around a dollar on those previous charts. Five cents per thousand on a $400,000 home would be $20 a year. There's more data for consideration. So, $20 a year for 10 years. Maybe a pizza kind of put I mean pizza might be more expensive but now it's 20 bucks. But I'm putting it in p this is putting into perspective you're this is the size of your economy now where a half a million dollars >> that's is 5 cent >> that's substantial though >> so what what would be the next steps we are moving forward currently but the next steps are for the board to review and adopt bond resolutions March 10th um and um and the the legal team is Foster Garvey they helped you with your resolutions for your EPO levy uh that sets all
145the parameters including the most important one which is your savings target. Uh we'll also have a school bond guarantee resolution. The state is a co-signer essentially on your bond, which means if for any reason Quincy can't pay principal and interest, the state will, which means it's the most safe investment and so investors like that and that drops your interest rates. Um Tia just got the paperwork on Friday to begin the a preliminary official statement. This is a prospectus for investors who are considering purchasing. The next step after that would be to meet with Moody's to get a rating. This is the portion right here where we need to make a real strong decision to go or no go. Nothing right here signs you up for any expenses until Moody's. We don't get any compensation unless
146you actually refund a bond. Your legal team will not charge you unless you actually go through with refunding the bond. Moody's will charge you for a rating regardless. So, this date is scheduled for March 24th. So, we still have a few months to where we can pump the brakes. So, we're moving forward as if we're doing this based on feedback from Dr. Bergman. But right here, we're going to do a real serious conversation with how do interest rates look? Are we on pace with the board saving targets before we have that Moody's meeting and then we have a tenative schedule date of April? >> You want to talk a little about the Moody's rating and what that is? >> The Moody's rating is something that uh is for investors. So, it's not for you. Um
147it's for investors so they know the likelihood that they'll be repaid their principal and interest. So it is something that we have to pay for if we want that market support. We don't have to do it but then investors will be like I don't who can I trust right? That's like your credit score when you're doing a car loan. So we meet with them and 20% of your score is your economy. It's booming. It's thriving. Um uh 10% of your score is enrollment. uh 20% of your score uh now 30% of your score is fund balance. So they're fund balance. >> So fund balance I know always strain and you might read about it in the e- clippings from school districts. So your rating is a very strong rating currently and we don't forecast there
148to be a change but you would have to go through a formal process and we manage that process and we we prepare for it and we highlight the grade. We kind of smooth over some of the things that are maybe improving and we we try and put it in the best position to get the highest rating. But that process could cost 15 to $20,000 and it is included in my savings vest. So this is an update hopefully to just give you some more information before your March meeting where um you would be adopting a resolution. So something for the board to consider and feedback to your superintendent on what you'd like that savings target to be and I will provide him with the history of all the schools that have refunded bonds with us and
149anybody any other firms in our state and what their targets were and what the end result were. A lot of information I try to go quick so you're not here all night. >> I'll get that to you guys my Friday update. Is that too soon for you Cory or young? >> I already have it. >> Thank you. And then we've been getting Nick updates every month on the savings target. So we another update for your next board meeting. >> Yeah, it ticked about 5% launching this and then >> by the March resolution. What did it go about? >> When we hit 5% I thought now is the time we need to have a serious conversation around it. Okay, sure. >> So we set a resolution basically we set a number to call on. It's not
150like oh yeah we'll take it today. you >> at this level there's flexibility >> it goes >> we can say anywhere between 4.9 and 6.9 and then >> yeah you can sitting there minimum 4.9% you grant authority the leadership team to sign on our behalf and then we continue with the process and we monitor and it usually has about a six-month leash so you're not giving guidance to Dr. Bergman to say do this whenever it'll be a six-month expiration and then we would have to come back to you if it doesn't isn't successful when it would work in six months. >> What's that? >> Explain in that six months why you didn't pull the trigger if it's worth that right now. I would highly recommend >> revol 5.44 to go back to five could be
15120 basis points. So it could swing in three or four days. So someone really watch it. Oh god. >> Yes. >> Cory's great. >> Thank you. >> Appreciate all your time and you know my word for any question. >> Thank you. >> All righty. Thanks Cy. >> Um board request for future topics. Okay. Um, so just a reminder, please send your official documents. We're now going to go into executive session. Thank you everyone for being here. Um, I think this is also time for a break. >> Thank you so much. >> See, I gave you this one. Nobody's >> kind >> like how long you expect to be in executive like this. >> Thank you. 25 minutes should handle this, right? I'm sure that this is not where you score it. Just >> if we
152want to grab the piece of paper right now, the basketball game I had, but this is the most tedious step. said you were you there's dinner next door next door if you want >> the radio presentation I do it for you half hour makeover >> that