001That's right. Good evening. It's 6 o'clock p.m. Roll call. Um, everyone is present. Okay. This is the Wash City School Board meeting for Monday, July 7th, 2025. Having a quorum, we'll call the meeting to order. Please rise for the pledge of allegiance. I pledge allegiance 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. Wash city schools provides a relevant and rigorous education founded upon relationships to ensure each student is college and career ready for success in a global community. Welcome. Um, we have no recognitions tonight. We do have some revisions. We're going to approve um the revisions and the addition of items 4, E, O, and P. I'll accept a motion on that. So moved. Second
002that. All those in favor of approving the revision say I. I. Those opposed? Motion passes. Is there anyone in the audience that wishes to comment on an agenda item? Okay. You would possibly what item? Okay. Anyone else? possibly eat. Okay, we're moving on to the consent agenda. We have minutes from June 16th, some claims. There's no donations tonight and no financials. So moved. Second. All those in favor of approving the consent agenda say I. I. I. Those opposed. Motion passes. The next regular schedule board meeting will be Monday, July 21st, 2025 here at Wabash City Hall at 6:00 p.m. There's some items of communication. There's no old business and new business. A uh public meeting to hear comments in the proposed superintendent's contract. So moved. Second. Okay. Is there anybody that would like to comment
003on the proposed contract? Hearing no comments, I will close the public meeting and we vote on that later on. Yes. Okay. Item B. Board to approve administrative contracts for 2025 to 2026 in le of increases to their base pay. Administrators will receive a one-time deposit into their val account in the amounts listed below based on years as an administrator. Matt Stone,500, Justin Bale, 1500, Josh Blossom, 1500, Mike Madden, 1500, Jenny Waro 1500, Beth Philippy, 1500, Brody Cook 1,000, and Kathy Wilson 1500. So moved. Second. Um, I would also like to propose Amy uh left her name off of this and I would like to propose a um deposit into her vellock as well. Um a proposed 2000. Are you going to make a motion to that? Yes, I would second that motion. Okay. Discussion. Um
004first I want to start by saying that I greatly appreciate the work and dedication um of our administrators. I would love to be able to give them an increase on their base, but I feel like without knowing what our enrollment and budgets um will look like for the next year, we need to be conservative. Um this amount deposited into their val accounts come uh comes from the administrator forfeite accounts. We have about $35,000 in there. All it can be used for is for administrators in the district. Um so we have more than enough to cover these these deposits. Okay. Okay. And once again, this money can only be used for this kind of thing. Yes. Okay. Comments from the board. This is a one time, you said, right? Anything else from the board? No, I
005a you've busted your chops with all the information that you've supplied and I really appreciate that because I can't begin to imagine the amount of work that is to dig into all that and I think you deserve that. Thank you. All those in favor of approving the administrative contracts say I. I. I. Those opposed? Motion passes. Item C. Board to approve the 2025 contract for Sarah Delgado. This contract runs from July 1st, 2025 to September 24th, 2025. Miss G Delgado has decided to enter employment with WCS after September 24th, 2025. So moved. Second discussion. Um, so June 6, Sarah gave me her letter of resignation, and I will say that I was shocked. Um, since then, we have been negotiating on a shortened contract. So, this will allow her to help us get the DLI
006teachers that we still need to get hired for this year. Um, and also see us through the Spanish exchange program that happens in September. Um, you know, I I tried to get her to stay, but I know that she lives in Fort Wayne. It's a long drive. I've made those kinds of drives and I know that they can get taxing. So, we're thankful to have her until September and we wish her the best of luck in her future endeavors. All those in favor say I. I. Those opposed. Motion passes. Item D, board to approve the superintendent contract. I'll accept a motion. So moved. And a second. I'll second. All those in favor of approving the contract say I. I. Those opposed. Motion passes. That contract was on our on our um website. It was posted
007in the paper. So, um people had plenty of places to find that. Item E, recommend the board to approve one of the following two options for the DI program. Number one, begin transitioning DLI program out starting with the 2025 through 2026 school year. Kinder, excuse me, kindergarten would be eliminated and DLI would move to 1st through 8th for the coming year. Each year thereafter, it would continue to move up. This was presented at the last board meeting. Or option number two, give the parent group until May 1st, 2026 to raise necessary funds as shared by Dr. ively to attract and retain quality teachers, including those in DLI. Beginning with the 2025 through 2026 school year, WCS would move to a true Utah model by eliminating DLI at kindergarten. I'll accept a motion. So moved. A
008second. Second. Um so do you want to discuss or should we I can go through mine first and then we can Yeah. Okay. Um, so at our last board meeting, um, or after the last board meeting, I was asked to pull the cost to attract and retain quality teachers, including our DLI teachers. Um, that comes out to about $930,000 a year. Um, after talking with the community foundation, I learned that we would need an endowment of about $25 million to get that return each year. Um, all of this was shared with family um, last Thursday. I have had a few parents reach out to me. Um I do believe that there is a group that is interested in um raising these funds. So if the board would like to give them the time to do
009that, option two would give them that time. Um that option also includes eliminating DLI at the kindergarten level. I know in Utah um for many many many years students did not start DLI until first grade because they only had half day kindergarten. Um I believe that has changed but for many years that was the case and it worked for them. Um the reason to eliminate it at DLI is kind of three-fold or at kindergarten is three-fold. It would allow all of our students to have a solid foundation in math and reading prior to entering DLI. Um, we could also provide a Spanish language and culture class to our kindergarten students as a special as a way to get students a little more interested in it and hopefully they're going home, they're, you know, speaking Spanish
010to their their parents and that might get more families wanting to enter in first grade. Um, it would also be a cost savings for us. If we eliminate the kindergarten expense, it would drop the endowment necessary from about 25 million to about 22 million. Okay. Okay. Comments from the audience. Lindsay, did you want to Kathy? Sorry. She whiz. I told you it's been a long day. Kathy, stand. I I'm not doing this off the fly, but I I want to start by saying that I fully support Dr. of his proposal to begin the to begin the dual language immersion program in first grade rather than kindergarten. This shift is not about ending the program. It's about strengthening it. We're working to improve equity, increase access for all families, and and make the program more developmentally
011appropriate and sustainable for the long term. While dual dual language programs offer tremendous long-term benefits for students, I believe that beginning the program in first grade rather than kindergarten would provide a more equitable, developmental appropriate, and academically sound foundation for all students. There are several key reasons for this recommendation. Is that right? One, increase equity and access to all students. Currently, our dual language program primarily enrolls students whose families are more familiar with academic enrichment opportunities. Many of our families um around 60% 66% of them qualifi qualify for free and reduced lunches may not be aware of the program or may feel unsure whether their child will be successful in it. This often leads to a dual language cohort that is not reflective of our full student population, leaving traditional classrooms with a higher proportion
012of students with behavioral challenges and special needs. A delayed start in first grade with with inclusive outreach in a kindergarten exposure program could allow more families to consider this opportunity. Number two, kindergarten as a foundational year. Delaying entry into the dual language program until first grade allows kindergarten students to build a stronger foundation in early literacy, communication, and social emotional development in their first language. For many of our students, especially those with speech delays or language processing challenges, this extra time is essential for developing clear language skills and confidence before being introduced to a second language. Number three, reducing early anxiety and language overload. Many kindergarten students entering the current program experience significant anxiety when instruction is delivered entirely in Spanish, especially when they're still developing foundational English skills. For children experiencing speech or language
013delays, the early introduction of a second language can cause additional confusion or frustration. Allowing students to gain more confidence in their first language before beginning immersion supports healthier adjustment. and long-term success. Number four, academic considerations. In our current model, math instruction begins in Spanish during kindergarten. This can be particularly challenging for some students, especially those who are already struggling with early math concepts. By allowing students more time to build a solid academic foundation in their primary language before introducing core subjects in Spanish, we ensure that they are better equipped to succeed. Number five, improved program design and sustainability. We are proposing or I should say Dr. Sibi is proposing a weekly 55 minute Spanish and culture class for all kindergarten students. This in introductory model ensures that every child regardless of their background has access
014to language exposure in a low pressure engaging setting. This approach can also serve as a feeder generating student interest and increasing parent buyin for first grade enrollment. With enrollment declining and the district facing budget constraints, this shift allows us to maintain the program's integrity while using resources more strategically. And number six, long-term student success and family engagement. A later start allows more time to build awareness among families and foster enthusiasm among students. When students are introduced to the Spanish language and culture in kindergarten, they are more likely to express interest in continued learning, which encourages families to consider enrolling them in the full program starting in first grade. I believe this change will allow more students to benefit from the dual language immersion program while also ensuring it remains sustainable and impactful for years to
015come. Thank you, Shelley. I'm coming up front. Okay. Shelley Hipskin here on behalf of Mayor Wong and the city of Wbash who had surgery. He can't be here so it's me. Get me. So before we make your final decision I have a letter I'm going to pass out to all of you to consider before you make this decision. Um Mayor Long recently had a conversation with a gentleman from Indianapolis. His daughter had he enrolled his daughter in the program starting in second grade. She continued this program through her high school career. So, Mayor Long asked her to write a short statement how this program has impacted her academically and professionally. So, I would hope you take the time to consider this, read the letter, and realize what kind of positive impact that this program has
016on our kids right here at Wash City Schools. Want to pass out? You want me to pass out? You can put them down there and we'll pass them down. Just give the whole Yeah. Thank you. Thanks, Amanda. You're up. No one's forcing. So, first want to do acknibly and your ability to follow up quickly and trying to answer some of the questions that we had and some of the ideas that were raised about the DLI program. I know you just sent out on Thursday in the day right before the holiday. So, not many people have had time to read that because many of us are off over the holiday and are still out on holiday. Um, so I think there are still some questions that we have to understand uh what exactly the costs and
017needs are to fund raise for anything. You have to be really clear about what it is that you're fundraising for and what the money will go for. So I think um the few parents that I talked to as well as the mayor um for Wash and others who are supportive of the work and wanting to fund raise some of the next year money just had some follow questions about that. I did uh find it interesting that uh about 42% I believe it was of students enrolled in the DLI program are out of district. And so in addition to the cost for this I also think we should consider what are the what's the revenue driver here for the program? um even cutting it for one grade. Do we eliminate the opportunity to get that revenue
018of students enrolling into our district out of district that we wouldn't maybe normally agree with? And I know at the last meeting there were a lot of parents who shared they are out of district and so they are choosing to come to our city city schools because of the Li program. I also worry about the K program of cutting that because that's often the time a parent does enroll in the district and then they just stay in the district. And so I just wonder again with marketing recruitment efforts. So I think some of that should just be explored. I certainly welcome obviously she's the expert here works with the littles um you know Kathy's uh expertise there and I know that there's also a lot of research that shows the first five years there's a
019lot of dual language acquisition that does happen and it's a great opportunity to grow that. So again I think there's just a lot of factors for us to consider. Um, but certainly if we can save a program by cutting one grade, it's something to think about. But I just worry that it might inhibit um our ability to recruit out of district students. And so that is a great revenue opportunity. And I know a lot of parents shared other marketing strategies, but I do think we're not doing our best job of marketing the program and other great programs at Wilder City Schools to bring in more students into our district. So, as we also look at cutting costs, I think we should also look at growing by um which is what the goal is of this
020program. Um and then in that letter and the budget costs, Dr. Sibway that you put together, you know, I think and we've heard, you know, it's hard to just support one program, you know, while others are struggling. And so, appreciate, you know, the funding and the budgets. think about quality teachers, class size ratio, um supports for our students who need additional supports that are sped students, etc. And so, like I said, I have reached out to the group of volunteers who said that they would want to help fund raise. They've agreed to meet. We just got the information on Thursday. So, I would just really ask the board to give us time because I think we do have a really group of smart, committed people who are willing to think creatively, which is what we
021really need to do now in the state of public school and funding um to come up with a plan not only just short-term, but that long-term sustainability plan. Thank you, Christie. I I kind of have some notes, too. I'm better at that than just off the fly. Um I'm Christy Clark. I teach kindergarten at L Carpenter. Um, and I this will be my 32nd year with Wash City Schools. Um, and I truly believe um that kindergarten is the foundation of a child's entire educational journey. It's the year where students build critically early skills, not just academically, but socially and emotionally. And giving our students the chance to focus on learning English during the crucial year sets them up for greater success in the years to come. Um, I also want to respectfully share concerns that
022many general education teachers have experienced. And over time, the dual language classrooms often attract highly involved families, which naturally leaves the traditional classroom with a higher number of students needing extra support, whether academically, behaviorally, or emotionally. And that creates an imbalance that affects both teaching and learning. Um, so I like the idea of of giving them more time and getting them interested um through that special for all kids. Um, furthermore, I think um I want to thank Dr. Sibly for including in and being mindful when the community's conversation kind of turned to, you know, wanting to find extra funding, which is great. Um, but I appreciate that um her thoughts are for everyone. Um we have worked many years with little to no raises, increasing demands. Um we've all worked hard and we all have
023remained loyal loyal. So while I support, you know, innovation, I also believe any new investment should also be fair and reflect the needs of all teachers and all students. Um we all want what's best for kids. Um, but I do believe that starting with a strong English base for those kindergarten kids, um, will give everybody a great possible start to then move into a great minute. Okay, thank you. Was Sarah? Huh? Sarah. Oh, sorry. I didn't have a I forgot. Sarah, I appreciate the board and the willingness to have this discussion. I know it's not an easy one, but I think it's a a really good opportunity to hear from the community and get perspectives that maybe are different than what we're used to. So, I do want to just share a couple of notes
024um just about what has already been shared. Um the Utah model, which is what we follow, which most schools to follow as well is that 50/50 model. Um for many years they didn't have full day kindergarten so they didn't have kindergarten. Now they are doing that and they are offering bli. Um, if we cut out kindergarten, we would be the only district in the whole state that doesn't all premially. [Music] Uh, and going back to Utah, um, it it's hard to compare it. So, Utah says Utah is a state system that supports blue. Uh so it's not really apples to apples when we look at considering our DI locally to a state support program. Um I do think that uh and I've shared a little bit with Dr. Sibly about this that children develop language
025at different levels. Um but those first few years of life are so essential to language development. Um, and that's really what essentially brings into that conversation of of brain development. Um, and probably Ma could even speak to some of this as well, but the brain development that happens to the age of seven usually is the highest amount of activity in a child's brain. So, if we truly wanted to make smarter kids, we would teach them two languages from the get-go, right? um from earlier uh from when they first come to English, not not waiting until kindergarten. In fact, um there's a lot of research out there that we could look at that shows that brain development um at those younger ages really can carry a student further um versus trying to teach them obviously later
026in life. Um and just that brain development, like I said, that happens at that age is so essential to developing um their whole course. And so I do agree that kindergarten is a foundational year uh with ELI in Spanish uh and English they're actually receiving more language arts than they would if they're not in EI. So yes, it's in two different languages, but it's more time in language arts than in a non EI school. Um so there is a difference and and yes, there are children that have anxiety and um nervousness about uh a new language. also have that about coming to school, about leaving mom and dad. Um, there's also kids who speak Spanish at home that come and are now in an environment that's speaking English. Um, so I think there's there's two
027sides to that as well. Like I think those kids who are going to have some anxiety are probably going to have uh some of that either way. Um I do think you know by eliminating it if he did in LA Carpenter um it in my opinion uh and working with DI for the last almost six years I think it would be a disservice to grow and develop students. I know that it would be uh maybe a change right that then is not necessarily um like for for LH carpenter then they you know they'll have to necessarily work with the schedule which may be beneficial for them but in the end I think that could be detrimental to the students itself um I think we could look at many different models uh instead of just saying
028we have do this or this. Um, I think we can look at what other schools are doing, talk to Wade from Utah, talk to others in the state and look at what is best for a small school district that is constrained by finances. Um, I think that there are there are people out there that have probably dealt with the very similar conversation and we probably need to see what has already happened in other districts and and take what we have learned. Um, so I do ask for more time, but I don't like either option because it eliminates kindergarten. Um, and so that's a real struggle there. Um, I think the other last part I just want to mention too is that, um, this is an opportunity to get the community involved with what, you know,
029the school is providing. Um, I know the school is an amazing uh, school for for all students. Wash would love to see language and culture for all students at LH Carpenter in addition to a DI program at kindergarten because if you did offer it for the threes and the fours class then yes it would build that kindergarten class right and even if it didn't build it in the way we wanted to right away we could still send out letters to families and invite them to or opt them in if they have to opt out. There's many ways you could look at developing a system that would fill the classes that would make it more equal that uh some schools do lotteryies where they uh it's it's really the luck of the draw, right? The luck
030of the lottery whether or not the students are going to be in the program. Um so there's many options to look at um to making it sustainable as well as equitable for all. Okay. Thank you. Board discussion. Who wants to start? Oh. Oh, you'd like to? Okay. What's your name? Jared Kaufman. I grew out of district, but my kids are in program. Um, so yeah, this whole not in kindergarten thing being better from an educational standpoint. I mean, the data just doesn't bear that out, right? Like our kids that are in it in sixth grade now, their scores are not worse off for having been in it in kindergarten. So, I feel like that's kind of a weak argument. Um, as far as getting the kids some kindergarten exposure and they have the opportunity to
031join, I know that where my kids started down in Lawrence, um, they could still join the Spanish program in first grade if there were openings available, right? It's it's not kindergarten or nothing. So, excuse me. The kids could still join in first grade. So you can still do that kind of cultural outreach to to recruit and and have them go in first grade. You're going to lose some anyway. You want this to be full. Um but really what I came here tonight to say is that um education dollars in this community are a zero sum game and there's not enough money to keep three schools opening Northfield Southwood and Wall Consolidation is inevitable and the school that is in the best financial position when that happens is going to be in the driver's seat with
032making those decisions. And by having programs like this or dual credit, which I heard is on a chopping block next, these things that maybe cost money now, these things that set us apart are what are going to recruit and we need to be marketing that, not cutting because otherwise Metro is going to be in the driver's seat in a few years when it comes time to consolidate because that is inevitable. There is not enough dollars in this community for three schools and cutting programs is going to put you in a weaker position. Would you like to say anything about his comment about about dual credit? Yeah, dual credit is not something that we've even discussed eliminating. We know that the cost savings that that gives to our families, um, students moving on to college, even
033students that don't, they can take those classes and they still have them if they decide to go to college 5 years later. So, that is not something that we've even considered. We've done a lot of cuts. We've done a lot of things. I just shared with the board today um September of 2022, our operations fund was minus $1.9 million. You talk about needing to have our finances in line so we can be in the cat bird seat if and when force consolidation happens. That's what we've done over the last three years. We have that down on June 30th down to minus $166,000. So we have done a lot of things and it's a balance of how do we offer programs but how do we stay fiscally responsible and work within the budgets that have been
034given to us and for my friends in the community that are not at Wash they don't they were they were floored when they they think that Northfield is the same as right and when I tell them my first three kids all graduated with associates degrees they're floored because we don't market and with the Spanish program we don't market we don't recruit and yeah there's a lot of expense that goes into these programs and if we're not marketing them they don't do us financially they don't do us any good I mean they still do some good for the student we've implemented a new wall bash Wednesday we share things out know that then they're not watching those settings.