WEBVTT

METADATA
Video-Count: 1
Video-1: youtube.com/watch?v=mRhiPYiFrl8

Part: 1

1
00:00:04.303 --> 00:00:56.431
This meeting is now called to order.
Roll call, please. Vice President Payne. Here. Director Tripp. Here.
Director Wilburn. Here. Director Waldrep. Here. President Shandy. Here.
The Pledge of Allegiance will be led by myself, President Shandy. Please rise. All right, welcome to our board meeting,
Board of Education meeting this evening. We are so excited to start our gathering
by celebrating the outstanding faculty, staff, and students of D20.
Their hard work deserves our recognition,

2
00:00:56.431 --> 00:01:43.273
so we encourage applause during this
celebration. Let's get started. First up, Ms. Hatfield,
are there any updates to our agenda? Yes, and the board has been made aware. Members of the Board,
are there any items you wish to move from the consent agenda? Are there any discussion items to be
added to the agenda? May we have a motion to approve the
agenda? So moved. Second. Roll call, please. Vice President Payne, Director Tripp,
Director Wilburn, Director Waldrep, President Shandy. All right. Board comments. Director,
Vice President Payne. First,

3
00:01:43.273 --> 00:02:16.863
I'd like to welcome United States Air
Force Academy Colonel Weish. Thank you for being here.
Thank you for your service. And I just want to add for any of you
that weren't there, we had the groundbreaking ceremony this
week. We all had the wonderful opportunity to
be there. And we had wonderful comments from Dr.
Field, Becky Allan, and so many others. But I have to say that no one wanted to
follow your speech. It was absolutely incredible.

4
00:02:17.223 --> 00:02:56.064
And we are so grateful that I believe
Mark Belcher got that on recording. And hopefully we can use that to keep
rerunning it on our website somewhere because it really was so fabulous.
It was great to hear about you personally, your family,
your commitment to this country and your leadership, but also just to children. Thank you so much for serving here with
us. You will see we value your input so much
and so greatly. So welcome to the team. Thank you, ma'am. Director Tripp. Hello, everybody. Happy new school year.
And yes, definitely welcome, Colonel.

5
00:02:56.064 --> 00:03:30.579
We're so glad you're here.
So as the school year is beginning, I found myself reflecting on just areas
of focus or district goals that I want to continue orienting my efforts around.
And I know we had a great discussion about that earlier today,
but these are some things that I thought about. I thought about continuing to strive for
student readiness and achievement. I really want them to have the
opportunity here to gain the knowledge and skills that lead to future
opportunity elsewhere. I thought about ensuring a positive and
safe environment for students in all

6
00:03:30.579 --> 00:04:03.052
levels of staff.
I thought about providing for staff support and growth. And finally,
ensuring that structural elements in our district are healthy, like transportation,
security, facilities, finances, communication, and elements. Assessing these different goals can
sometimes feel like our governance is pushing into operations,
and that can create some tension, and it's hard to find the right balance.
But for me, that is one of the job requirements,
diving into the details while keeping our

7
00:04:03.052 --> 00:04:36.504
eyes on the big picture. For me,
it also looks like asking other people, how is it going for you?
What does it look like for you? What do you see from where you are?
And asking those questions is important to me.
And so tonight I wanted to share some answers kind of from those questions in
two areas. And I'm sorry this is going to be a
little hot second, but it's very important.
I feel pretty passionate about it. So please bear with me.
The first one is security.

8
00:04:36.504 --> 00:05:08.103
I was talking to our director of security,
Rich Payne, and also Buck Meyer recently and asking
them how school preparations were going from a security standpoint. And this week,
they have been meeting with all of the security team, including our new hires.
They've been doing trainings, school walkthroughs, and so on.
It's cool to note that we had 10 to 11 candidates for every open position for
our security, which again, just speaks to the desirability of our
district.

9
00:05:08.703 --> 00:05:44.212
and the strength of our team.
And so they were able to choose good hires with really good background
experience. These security folks are interested in
supporting our kids in our schools. We all are.
But they are also uniquely willing to physically step between imminent harm and
our kids to protect them. I just want you to let that register for
a second. So let's keep that in mind as we see and
interact with our school safety officers

10
00:05:44.212 --> 00:06:17.704
and their whole team.
And thank you from us for being willing to serve our district families in that
truly all-encompassing way. Really appreciate it. The second thing I want to focus on,
at the end of the last school year, I sat at a table full of bus drivers in
the transportation department, which was wonderful.
And I asked them to share their thoughts and experiences with me.
You should know that many of them feel a sense of calling. They know,
they're aware that they are the first

11
00:06:17.704 --> 00:06:51.394
face of the school in the morning.
They're the last face in the afternoon, and they can often be an agent for
setting the tone for the day for a kid. So as a former school bus rider,
I really appreciate that, because that was me sitting right behind
the bus driver. But they also really,
really are concerned with safety. They are very concerned about keeping
kids both on and off of their buses safe. And they are actually quite fearful of
accidents that may occur,

12
00:06:51.394 --> 00:07:25.947
and we have had occur.
So some fun facts for you all. A bus weighing up to weighs about 33,000 pounds. 16 and a half tons. In ideal conditions,
that bus going 25 miles an hour will need 140 feet to stop. more if it's wet, if it's downhill,
if they're somehow distracted by a kid pinging off the ceiling in the back. The blind spot of a bus is at least 10
feet in each direction,

13
00:07:25.947 --> 00:08:02.743
more front to back. In other words,
they cannot see you if you are trying to sneak by. Bus route fax if our buses are delayed
coming out of the first morning drop-off. They will be late picking up the next
round of kids. And then they will be late for the next
round of kids. So can you see in your mind those
shivering kids waiting on a February morning for a late bus?
And that's true for after school as well. It's a domino effect, and no,
they can't make up the time.

14
00:08:03.423 --> 00:08:37.297
They're not actually allowed to do that.
They have to drive the speed limit. They have to obey those rules.
The last fact, and this is where I really get passionate
and I'm really, it's so important, buses only need one to two minutes as a
group to completely exit a school lot. One to two minutes.
And the people I talked to were like, I mean, not even, not even that. Like,
it's so fast. So I am using this moment to plead with
our entire school district and our whole

15
00:08:37.297 --> 00:09:12.525
communities. Parents and teenage drivers,
please don't park in the bus lanes. Please don't pull out in front of or
skirt around a moving bus. Please let the buses enter and exit the
lots as a group,
without trying to sneak in between. And for heaven's sakes,
don't yell at the staff who are facilitating that. It's not just about your kid.
It's about your neighbor's kid, that family in the subdivision across the
way. It's all of our kids.

16
00:09:12.525 --> 00:09:50.383
We can model civil and thoughtful
behavior. Students,
if anyone happens to watch this board meeting,
please stop entirely and wait for all the buses to exit before crossing a street,
the interior school roads, so forth. Even if you have an e-bike,
don't be dashing in between them. I see you over there. I see you. Uh-huh,
uh-huh. No e-bikes, sneaking around. And finally,
to my most esteemed school district, school and district leaders,
please work with staff to create a system

17
00:09:50.383 --> 00:10:26.543
that's ready to go for our first day of
school, that keeps our parents out of the bus
lanes, and that allows buses to exit as a group. Let me repeat that.
As a group, all at once, one to two minutes, with all foot, bike,
and car traffic stopped. Rich Payne, Meghan Sanders,
they've got expertise, they've got experience with this.
Please draw from them on what that might look like in your school. We can do this.
We are talking about two minutes.

18
00:10:26.543 --> 00:11:11.641
We're talking about all our kids.
Thank you for letting me take that time. Well, I'm up. My turn. Director Wilburn.
Thank you for that, Director Tripp. And I can't relate to you having been a
kid out there freezing at a bus stop, because I used to have to walk to school
and back. I did that too. Eight miles across a lake. Yeah, we we couldn't afford shoes. Ditto everything Director Payne said,
Colonel. Glad to have you on the team. Fantastic event we had at Douglas Valley
and God willing,

19
00:11:11.641 --> 00:11:44.588
we'll do the same thing again next year
at Air Academy. So it's going to be a busy few years and
our relationship with you, Safa and your leadership and liaison is
going to be really important. And we're certainly glad to have you on
the team. Welcome back to school, everybody,
as well. Very well spoken, Director Tripp. The only thing I want to add,
we're going to have, I think we're off to a good start,
and it's only August. What people are going to hear from this
board, more than you have in the past even,
is that we want to focus on academic

20
00:11:44.588 --> 00:12:16.652
excellence. that this district has been accredited
with distinction for as long as it has and being the size that we are is really
amazing and truly a testament to our staff and to the teachers and the people
getting it done in the classrooms. And as much as we're focused on academic
excellence now and producing young people who are prepared for the next step, in life once they walk across the stage
and get that diploma. We want to even sharpen that sword more
and keep that accreditation going and keep those accolades coming and making
sure that we're preparing young people to

21
00:12:16.652 --> 00:12:50.550
begin their lives,
whether it's the next step of education or entering the workforce or whatever it
may be, more than ever. So you're going to hear a lot about
academic excellence. And that's a good thing,
because we've already had it, and we're going to we're going to take it
up another notch. Thank you. Thank you, Director Wilburn.
Director Waldrep. Yeah, thank you. And I echo what everyone said. Welcome,
Colonel. I literally look forward to him. Apparently, really,
this is a great speech, so I might have to watch that.
Really looking forward to this academic year coming up.
I want to hopefully not steal some

22
00:12:50.550 --> 00:13:24.197
thunder from our great president, Shandy,
but moving into this year, We have a ability to focus a lot on,
you know, America's 250th and have a year kind of
celebrating patriotism. I'd love to be able to see something like
presentations about how the schools are celebrating some element patriotism
within our country, the, you know, having different elements of the
Constitution or things like that, different famous battles or whatever it
might be. Of course,
spent a lot of time in the military. So I think about even some of those old
AFN commercials, kind of things like that. Something to see the kids put on a
project would be fantastic.

23
00:13:24.197 --> 00:13:56.817
I think we will be hearing quite a bit
this year about academic excellence. Of course,
I think we're all on the same page there. And I think that's also what our
constituents want and what's the best case for our students. Along those lines,
I was thinking that there might be a book. I'm not sure exactly how we go about
proposing a book for like a study. I know it's happened before,
but I've got this book here, Just Tell Them by Zach Rachel.
It's been a fantastic book. It really talks about things like
explicit teaching and direct teaching methods,
which are shown to be much more effective for academics. excellence.
I also delves in quite a bit into

24
00:13:56.817 --> 00:14:30.509
neuroscience. Yeah,
what are the things we know about how learning occurs,
how we focus on those things and kind of move away from the other kind of more
extraneous elements. So I would love to see a copy of this
book and all of our teachers kind of rooms kind of thing.
As we focus on those things too, I also want to highlight one of the books
that I kind of come across this last year. social justice fallacies.
I'm not sure if people are familiar with this,
but one of my more recent favorite authors, Thomas Sowell,
has kind of a condensed version of a lot of his other concepts that he's talked
about. And these issues come up here and there,
they come across discussion.

25
00:14:30.509 --> 00:15:01.623
Like we were recently having a discussion
on restorative justice, for example. There's a lot of different things.
These things kind of continue to creep up. I think it's a great resource. And he's one of my favorite authors,
like I just mentioned, but I hadn't gone through four years of
undergrad, seven years of graduate school, and two years of post-doctoral education
and never heard his name. I just think it's really a really sore,
lacking spot in our kind of domain. So if you've read if it's going to work,
you'll know what I'm talking about. So hopefully we have some opportunity to
have some of these books kind of brought in as well, but I'm really

26
00:15:01.943 --> 00:15:42.151
Looking forward to seeing hopefully a lot
of patriotism and focus on academic excellence this coming school year.
And so it's also exciting to see all the work put in by our staff too,
moving into a year from the beginning. You know, we came in in December,
so be able to see it from the beginning of the year kind of going through.
So I'm really looking forward to that. So thank you. Very good, thank you. Vice President Payne. Do you have any Board comments? Well, I welcomed Colonel Weisch,
but I do want to thank everybody for their time today for the board retreat
and the insightful opportunities to talk about priorities and our norms.
So that's really it.

27
00:15:42.151 --> 00:16:17.223
Welcome to this new school year.
We're just really excited for the future of District 20. That was a special ask, Director Wilburn,
that I had asked her up. So thank you. To your point, Director Waldrep,
it is exciting to be in our 250th anniversary of this great nation,
and it will be exciting to see the spotlights circled around that and
highlighting how we're teaching that in schools. and things of such.
I want to touch really quickly on the topic of concurrent enrollment and the
changes that we have

28
00:16:19.063 --> 00:16:53.198
had to make and just get some
clarification on that. I know we got some emails and whatnot and
I want to just kind of just briefly address it real fast. So Dr. Field,
can you do that for me? Yes, actually, I'm going to invite Shane Knight,
who's one of our executive directors to the podium to speak. Thank you. It's on. All right. Yeah.
Thank you so much for bringing the topic up. As a district, we support,
our college and career services supports nearly 4,500 kids in secondary schools,
supporting their growth and development

29
00:16:53.198 --> 00:17:24.835
towards post-secondary options. Of that, about 2,000 kids a year, about 1,
000 kids this semester take concurrent enrollment. Nearly 10,
000 credits a year of concurrent enrollment do we provide for students in
partnership with Pikes Peak, with UCCS, with Metro State, and with Western. University. This year,
we had to adjust some of our district policies to make our policies and our
practices more aligned with district or

30
00:17:24.835 --> 00:17:56.816
with the state legislation,
the state laws. And in doing so, we did an audit of all the kids that
registered for college courses, for this fall. And of that,
there was a number of kids who had requested to take classes that did not
meet the requirements by the state, nor didn't qualify under the policy.
So in that audit, we contacted every single family
personally and did our best to bridge the gap and help them understand. Unfortunately,
we caught that after the fact.

31
00:17:56.816 --> 00:18:28.671
And so kids left school for the summer
expecting to take certain classes and concurrent enrollment,
and then in the summer had to learn, you know, after the fact.
And so to make sure that that last minute or after the fact surprise doesn't happen
again, we've got a couple solutions to help improve the process.
We'll be sending communication to everybody prior to the beginning of
school year to make sure everyone's aware of the changes and the requirements for
concurrent enrollment for the future.

32
00:18:28.671 --> 00:19:01.397
And then when College and Career Services
opens up the window to request concurrent enrollment classes starting
September 1st. There will be an additional communication
spelling out exactly what the requirements are to make sure people know
and understand. Our commitment is to make sure that kids
have the opportunity to engage in high-level classes and develop the
opportunity to experience college pathways in advance of graduation. and we want to continue that commitment.
Thank you very much. I really appreciate that.
Vice President Payne, I, yeah, sure. Well,

33
00:19:01.397 --> 00:19:32.615
I just have a question on that because I
appreciate communication in the aftermath. Was there ever a discussion of maybe
communicating it when we recognized there was a failure that occurred,
which happens, right? But,
and I just was wondering if you could explain the part about it was on the
calendar for training, but did that not occur?
There was training. I think we learned we need to do a better
job and providing more clarity and training for the people that are doing it.
I don't fault the counselors that were

34
00:19:32.615 --> 00:20:05.413
doing it. I think that was just in reflection,
we could have been more clear in our expectations and the procedures going
forward. When we talk about the number of kids
impacted, it was about 10%, maybe less, of the number of kids impacted.
And the number of courses was far less than 10% impacted.
And so we didn't want to create hysteria by sending a mass communication to 8,
000 high school students when it was only affecting a very small number of people.
And that's why we didn't do a proactive communication. Once we real,
after the audit was done, we reached out and with a personal
connection,

35
00:20:05.413 --> 00:20:36.589
either phone call from one of the
counselors or someone from college and career services. Okay,
so you're saying in the communication side, Because I mean,
we've all been getting a lot of calls about this. And part of what I've heard,
at least me, I don't know others, but was that there was a,
they don't feel like they were communicated right away with.
We communicated as soon as we found out. Okay, thank you. And then, you know,
unfortunately, the social media kind of blew up around
some things with some inaccuracy. So I I had personal conversations with parents
about concerns about their kid.

36
00:20:36.589 --> 00:21:08.743
And when I looked it up,
your student wasn't involved in this. Actually,
they're getting all the classes they expected.
And having that conversation with them, they're like, oh, thank goodness.
And so they were appreciative of that. So that was our hope with the
interpersonal communication directly with the people impacted. So in hindsight, just bear with me,
but in hindsight, would we maybe rethink an upstream,
more transparent communication about it? And that's the plan to going forward.
Yeah, absolutely. Yeah, without question. Thank you. Yep. Awesome.
Thank you so much. I appreciate it.

37
00:21:08.743 --> 00:21:56.623
And if you emailed us or me,
there's your answer. So. Thank you.
I need to announce our September board meeting will be September 3rd instead of
September 10th. We have some conflicts we have to work
around. So September 3rd. That will also be a big day because that
will be my last board meeting. I am announcing my presentation from this
board at the end of the September 3rd meeting. Sorry. It's an honor. So I'm moving out of state.
My husband took a job.

38
00:22:01.623 --> 00:22:41.953
Anyway,
I'm announcing my resignation from the board effective September 3rd board
meeting. I am announcing my resignation as
president, effective immediately. I think it's just better for the Board to
make that change now, so. Vice President Payne. With my resignation,
I understand that our governance policies direct that I transfer my powers and
duties to you immediately as our vice president.
This is in accordance with governance policy 4.6,
which states that in the absence or inability of the president,
the vice president shall have and perform

39
00:22:41.953 --> 00:23:26.640
all the powers and duties of the
president. I have the utmost confidence in you. Here's the gavel. I just want to say,
sitting here as her wingman, part of it is you don't really,
as a public facing eye, see the enormous responsibility. or roles of anybody that serves in an
elected official capacity on a school board. And I don't,
and there's a lot of learning. But as president,
you have been so inspirational. The immense amount of burden and time
spent, I don't think anyone has any idea how
much is put in as a volunteer board

40
00:23:26.640 --> 00:24:04.723
member. but especially as president.
So your leadership and dedication and commitment to the children of District 20
will go on for years to come. And hopefully I can,
you can be my wingman tonight because I'm not very, I have not done this before.
So we'll see how we can manage the meeting. Please give me grace. Well, and moving on with that,
2026 school year, Dr. Fields, do you have any comments this evening?
Boy, do I ever. So welcome, Field. Great to see you here. And thank you, Amy,
for all your service to Academy District

41
00:24:04.723 --> 00:24:38.998
20.
I know all of us that work closely with the board know what a commitment of time
it is I mean, they're in a volunteer role,
not getting paid to do this incredibly important job.
So thank you to all of you for serving on our board. But Amy, thank you.
You will be missed. And we wish you the best of luck as you
move out of state. Okay. All right. So welcome back, everybody.
It's 26-27 school year. Woo. We have been super busy the last couple
weeks and our teachers come in on Monday

42
00:24:38.998 --> 00:25:12.823
for a full week of fun.
So they get to go to our rally on Tuesday and get donuts and coffee.
They have a lot of in-services and professional learning.
I live really close to da Vinci and I think for the last good two weeks.
Their parking lot is full every day because the teachers are already there
setting up their classrooms. So we know that teachers come to work far
before their scheduled time, but it's going to be great to have a full
staff back on Monday. So I do have just a few updates and
things that have been going on.

43
00:25:12.903 --> 00:25:46.892
Going on this summer and just in this
last couple weeks. Okay, so our district is providing 8,
000 new Chromebooks to high school students this fall,
offering faster performance, longer battery life,
and improved security through district-managed devices.
The switch will save the district approximately $300 per device, allowing these savings to fund extended
warranties, expanded IT support, and faster response times.
The rollout reflects the district's

44
00:25:46.892 --> 00:26:22.263
commitment to providing reliable
technology and enhances learning while supporting long-term sustainability and
efficient use of resources. So that's coming to all high schools.
Middle school's next year, right, Zach? Yes. Okay, our next slide,
this lovely young lady who is a Women Roberts student, her name is Debbie Chang,
and she won the National Society Daughters of the American Revolution
American History essay contest after imagining a lunch with Declaration of
Independent Signer

45
00:26:22.583 --> 00:26:54.503
Charles Carroll and researching his life.
Her essay advanced from the local level to become the national winner,
earning her prize of $2, 500 and the opportunity to read part of
her essay before 4, 000 guests in Washington, D.C.
We invited Debbie and her family to attend the board meeting tonight,
but unfortunately they were unable to do so. But we extend our congratulations to her
on a job well done, and maybe we'll try to get her here. sometime this fall after we get going
with school.

46
00:26:56.023 --> 00:27:31.250
Okay. So congratulations to Aspen Valley High
School junior Alex Kramas, sorry if I mispronounce his name,
for recently earning 1 gold and two silver medals at the 2026 Special
Olympics Colorado State Summer Games. His incredible comeback comes after
surviving a life threatening diagnosis of diabetic
ketoacidosis in late 2025. His journey is a testament to resilience,
teamwork, and the power of perseverance in
overcoming extraordinary challenges.

47
00:27:31.250 --> 00:28:09.034
Awesome. Hi. So thank you to Miss Becky Allan,
Deputy Superintendent, CFO, for attending the El Paso County PTA Fall
Leadership Training. Miss Allan, do you want to share about your
experience at the training? Yeah, so it was so much fun. It was at UCCS.
It's the Fall PTA Leadership. And these fine parents, As always,
giving of their time to the school district.
This was on a Saturday and they had different rotations and I got to enjoy
lunch with them and they had questions

48
00:28:09.034 --> 00:28:41.543
and I was able to give them some updates
in some areas. So I will share with you what I told them.
I said they make such a difference in our schools. And they make sure that our students,
our staff just have the best from meals to activities.
They just go above and beyond. And just like our board members,
they do it gratis only to do from their heart and help others.
So they're a great group and I enjoyed my time with them and it was an honor to get
asked to go.

49
00:28:41.863 --> 00:29:14.855
So thank you. No,
thank you for going for us. Thank you. A couple of weeks ago, we,
our lead team participated in our annual lead team retreat,
an inspiring way to kick off the new school year. As in years past,
participants took part in fun team building activities, earned awards,
and even celebrated a hole in one by our very own Mr. Smart. During mini golf. That's probably your only hole in one,
right? Okay, sorry, sorry. The retreat also featured breakout
sessions on topics including operations,

50
00:29:14.855 --> 00:29:53.766
security, transportation,
learning services, human resources, information technology, and communication.
Thank you to the professional learning team and learning services for their
thoughtful planning and preparation in making this year's retreat another great
success. Yes. Sure,
did he have to time that put up with the windmill? I don't know, did you? Oh, there was a windmill. Yes.
I don't think that was the one. So I was able to attend a portion of that
retreat. Oh, great. And I just wanted to give a shout out to
Ms. Allan, who delivered a rousing,

51
00:29:53.766 --> 00:30:29.908
inspirational speech,
which I think really reflected the passion that nearly everyone I interact
with in this district has for the work of helping our students do amazing things.
So I wanted to send that out and also just say again,
as I interact with more and more teachers and administrators and leaders,
there are just so many really great, dedicated people involved in this work.
And it's always a delight to rub shoulders with them. Yep. So yesterday,
our Learning Services team also hosted

52
00:30:29.908 --> 00:31:04.290
this year's new licensed staff
orientation. You can see that top left picture is the
gauntlet you got to run with like 50 cheerleaders screaming and yelling in
your face. It's the best ever. We welcomed approximately 200 new
educators to Academy District 20. Throughout the event,
new staff members learned about the district, connected with new colleagues,
and prepared for a successful start to the school year.
Thank you to everyone who helped make this important onboarding experience a
success. Okay, yesterday, this is just yesterday,
at Rampart High School,

53
00:31:04.290 --> 00:31:34.423
they partnered with True Sport to host a
free student athlete leadership event that brought together high school
athletes from across Colorado Springs. Students heard from Olympic, Paralympic,
national team, and collegiate athletes who shared how
sports helped shape their character. by teaching resilience, leadership,
perseverance, and lessons they carry with them far
beyond the game. The event also gave students a chance to
connect with athletes from other schools and districts while building community.

54
00:31:36.023 --> 00:32:10.557
And then, finally... We were just talking about this.
This is our groundbreaking on Monday, surrounded by students, educators,
and members of the United States Air Force.
The Board of Education and Community Partners, Academy District 20,
officially broke ground Monday on the future Douglas Valley PK-8 campus.
The new school will honor Douglas Valley's history while providing a modern learning space
for future generations of military connected students.
Made possible through a federal grant, the new campus will serve students from
preschool through 8th grade,

55
00:32:10.557 --> 00:32:50.197
giving military families the convenience
of 1 school community for more of their child's educational journey. The $54.2 million project includes $42.
7 million in federal grant funding. So we're super excited about this. And we'll have lots of reports throughout
the year. And Miss Allan, do you know when we're actually going to
start construction? It should be any day now,
our notice to proceed, because you cannot move a fleck of dirt.
We had to be ready for our own fake dirt for the groundbreaking,
just in case we didn't have the notice to

56
00:32:50.197 --> 00:33:26.657
proceed.
So that we moved our own dirt instead of what was actually on the ground. But now we have that and it should be any
day. Yes. What exactly is fake dirt? Well, it's not fake.
Fake dirt is like not the official Douglas Valley dirt.
It's the Home Depot dirt. And you bring it in and you move it and
just pretend. I'd also like to give a shout out to the
comms team who organized the event. You did a great job. Thank you. That's all I have. Thank you, Dr. Field.
Tonight we have 4 new administrators to

57
00:33:26.657 --> 00:33:58.863
approve. Mr. Smart,
would you please make the introductions? All right. So first,
I'm pleased to introduce Taylor May, who's being recommended as the interim
assistant principal for Foothills Elementary School.
Taylor is joined this evening by her husband, DJ, right over there somewhere. Taylor and her Bachelor of Arts in
Special Education from Clemson University, where if you didn't know,
the football stadium is referred to as Death Valley. Well, okay,
I'm just going to say it sounds a little intimidating, not super welcoming,
but hey, okay. All right,

58
00:33:58.863 --> 00:34:43.047
didn't know you went there too. Oh, okay, great.
She also earned A Master's of Arts in Secondary School Leadership from Furman
University. Taylor has served as a special education
teacher, department chair, and is a special education administrator
in D20. We're pleased to recommend Taylor tonight
for the position of interim assistant principal at Foothills Elementary. Taylor,
anything you'd like to say? All right, Cameron,
thank you so much for that introduction. And I have to echo, go Tigers. Thank you.
I would also like to say thank you to Dr.

59
00:34:43.047 --> 00:35:13.863
Field and our Board of Education members
for this opportunity to speak this evening.
I also want to extend my sincere gratitude to Coy Shatzer. for entrusting me to serve as interim
assistant principal at Foothills. I look forward to partnering with you as
we continue building on the great work already happening in this school.
To my Foothills community, thank you so much for welcoming me with
open arms. I already have experienced the warmth and
support that makes Foothills such a special place.

60
00:35:14.263 --> 00:35:45.463
And I am excited to begin the school year
alongside of you and support students, staffs, and our amazing families. Finally,
I want to thank my husband, DJ, and my family,
who I believe is watching virtually right now. Hey, everyone.
Your unwavering love and encouragement has meant the world to me,
and I would not be able to be here today without it. I am very,
very grateful and I can't wait to get this school year started in this new role.
Last but not least, go Falcons. Thank you.

61
00:35:46.743 --> 00:36:22.925
Right. Alright, thank you. Speaking of Coy,
I'm pleased to introduce Coy Schatzer, who's being recommended as the interim
principal for Foothills Elementary School. Coy is joined this evening by his wife,
Mary, and son, Cody. And Coy earned a Bachelor of Science in
Business Administration from the University of Wyoming. Go Cowboys! Whoo!
Okay. I don't think the is official. Well,
I just made it official. He also earned a Master of Arts in
Special Education from Regis University. And Coy has served as a special education
para, instructional para,

62
00:36:22.925 --> 00:36:56.346
special education teacher,
dean of students, assistant principal, and is currently assistant principal at
Foothills Elementary. And so he just couldn't decide what job
he wanted to do. So he just kind of tried them all. I'll tell you, in Coy's previous life,
he used to be an area manager for Blockbuster Video.
And I don't know if you guys know if you're familiar with Blockbuster,
but it was the most anxiety-ridden Friday and Saturday night,
trying to go there and see if the new release was still on the shelf.
And you get there in the disappointment when you realize that movie you wanted to
rent is no longer available. I still have bad dreams about that.
So we're pleased to recommend Coy tonight

63
00:36:56.346 --> 00:37:40.406
for the position of interim principal at
Foothills Elementary School. Coy, is there anything you'd like to say,
especially about the Wyoming Cowboys? Right, whoop. Yeah. First,
I'd like to thank the Board of Education, Dr. Field, Dr. Harris,
Meghan Sanders for the opportunity. I would also like to thank Julie for
leaving such a great community. Like leaving us with such a legacy.
You have touched so many lives and it's greatly appreciated. I'm losing a friend, a mentor,
and a great leader. I have been, I would also thank my wife,
Mary, and our children, Kaya and Cody,

64
00:37:40.406 --> 00:38:11.223
for always being there for me.
Without them, I couldn't do this. I've been a long time Foothills Falcon,
and I'm truly honored to have the opportunity to lead such an amazing
community. I still remember touring schools with my
wife as we were searched for the right place for our children.
When we finished our Foothills tour, She turned to me and said,
this is our choice because it just feels like a great place for our children.
I knew it was wise to agree with my wife, as I always should,
and she was absolutely right. Since then, I've had the privilege of serving the
community as a parent, a paraprofessional,

65
00:38:11.223 --> 00:38:43.850
a teacher, an assistant principal,
and now as the interim principal. I have some giant shoes to fill, Julie. Previous principals Julie, Gina,
and Brandon worked tirelessly to ensure that our school culture remained positive
and welcoming for every member of our community,
while also ensuring we are a high achieving school academically.
That success is a direct reflection of the incredible staff members who are here
tonight and pour their hearts and souls into every student every single day.
As I transition into this role, I will continue to remember my wife's
words.

66
00:38:43.850 --> 00:39:14.810
We chose this school because it just
feels like a great place for our children. My commitment and Taylor working together
is to ensure that Foothills continues to be that place,
a school where every child is known, valued, challenged, and supported,
where every staff member feels respected, empowered,
and where every family knows they belong. Together,
we will continue to build on a strong foundation that has made Foothills such a
special place while always keeping students at the center of every decision
we make. Thank you for your trust,

67
00:39:14.810 --> 00:39:52.983
your support,
and the opportunity to serve this incredible community. I'm excited for what lies ahead,
and we look forward to continuing our work together as Foothills Falcons.
Go Falcons! Go Falcons. Thank you, Coin. All right, next,
I'd like to introduce Brian Herman, who's been recommended as the interim
assistant principal for Rampart High School.
Brian is joined this evening by his guest, Melissa Knight.
Brian earned a Bachelor's of Arts in French from the University of Buffalo,
a Master of Arts in Management and Human Resources development from Western
University, and an

68
00:39:53.143 --> 00:40:24.190
educational specialist degree in
Educational Leadership and Policy Studies. That sounds really exciting, doesn't it?
Well, I do policy. So for the University of Northern
Colorado. Bryan served as an assistant professor at
the University of Wyoming. I'm sure that was probably awful. Hawaii.
Oh, yeah. Okay. Hawaii. Hawaii. And as a French teacher, IB coordinator,
dean of students, interim assistant principal at DCC High
School, and as a dean of students at Rampart. Spart High School.
Please do recommend Brian Knight for the position of interim assistant principal
at Rampart High School.

69
00:40:24.190 --> 00:40:56.423
And I think he has something to say.
That's why he's up here. So go ahead. Thank you, Mrs. Spartan. Appreciate that.
And I just want to take a moment to thank the Board of Education for your service
to the community, in particular, President Shandy. Thank you. And Best of luck in your next adventure. I'd like to thank Ms. Kelly Bailey,
Rampart's new principal, for her confidence and trust in me and
for giving me the opportunity to be a part of her already awesome
administrative team. I'm excited for the work ahead and
grateful for the opportunity to continue to serve in a school that I care so
deeply about.

70
00:40:57.383 --> 00:41:35.157
I'd also like to thank Ms. Meghan Sanders,
our previous principal. Megan's leadership has positioned Rampart
for continued success, and I'm incredibly grateful for her
leadership over the last few years. She truly represents the kind of
principal that every school in America deserves to have.
I'd also like to thank Melissa for her love and support. I could do this without you. So in closing, thank you very much.
I'm sincerely honored to have this opportunity,
and I'm really looking forward to the year ahead. Thanks, Bryan. All right. And last,
I'd like to introduce Kelly Bailey.

71
00:41:35.157 --> 00:42:05.888
You see a theme we've got going on here
tonight, who's being recommended as the interim
principal for Rampart High School. Kylie is joined this evening by her
husband, Ryan, and two of their children who are going
to get to have ice cream when this is over, right? Maybe.
And she has a couple other kids and they're up at camp. So They couldn't be here tonight.
Kylie earned a Bachelor of Arts in English and a Master of Arts in Teaching
from Austin College, which is not in Austin, Texas.
It's actually in... It's in Kangaroo, Texas. No. Sherman, Texas. Sherman,
there you go. Kylie,

72
00:42:05.888 --> 00:42:37.499
I have a kid named Austin,
and we named him after Austin, Texas. So Kylie has served as an assistant. language teacher in Japan.
That's pretty cool. And English and language arts teacher,
AP teacher, journalism teacher, staff development tosta,
a middle school assistant principal, and assistant principal at Rampart High
School. Again, could not decide what she wanted to do
yet. We are pleased to recommend Cody tonight
for the position of interim principal at Rampart High School. And Kylie,
is there anything you'd like to say? Sure. Thank you for that introduction.
And I have never left school,

73
00:42:37.499 --> 00:43:09.816
so I've tried all the flavors.
I'd like to thank the board tonight for this opportunity to step into a new role
on a campus that I already love. And I cannot wait to continue to work
with our incredible staff. our fabulous students and the wonderful
Ram community. I would be remiss if I didn't give a very
echoey thank you to Mr. Herman, but to Miss Meghan Sanders.
She has been an excellent mentor and an incredible encouragement.
And over the last few weeks, as people have found out that I've
stepped into this role,

74
00:43:09.816 --> 00:43:42.230
their eyebrows tend to go, really high up.
But I would like to say that I have a lot of confidence and most of that comes from
having the opportunity to work with her and to be a part of this district for the
last decade. Everywhere I go, I have had support.
No question has been met with, why didn't you know that?
There are so many people out there who are ready to help and I am incredibly grateful for that.
I did get lots of advice that a principal job would be very many things that you
didn't know you were going to have to

75
00:43:42.230 --> 00:44:17.623
talk about when you went to college.
And so I would say, yes, that became real today.
When I had a parent ask if they could bring their miniature pony into the newly
varnished gym, for the varsity football pictures and I
had to say no, but I was like, oh my gosh, I never had to think about those kinds of
things as I was going to college. But all jokes aside,
I am blessed to have an incredible team that I know we are going to work well
together. I know that the Rampart staff is going to
work hard for our students to

76
00:44:18.103 --> 00:44:52.873
make sure that every day they come to
school, it's a place of learning and a place of
growing together. So I can't thank them enough.
I would also like to thank my family. They're coming to school with me.
The two big kids are, so they will not be able to avoid a lot
of new adventures. We're going to go through those together. but my husband also,
we are of a family that crosses 3 school districts in five different schools.
So we do a lot of school around our house, but it's very supportive and I love every
second of it and I cannot wait for this

77
00:44:52.873 --> 00:45:30.743
next adventure. Thank you. Thank you. Lots of emotion in the audience.
I just have to note, I think I should report out.
If you could be here, you could see it. There's lots of happy tears going on.
And I'm just so proud of all of the schools and the words spoken here tonight.
With that, we need a motion to approve the consent
agenda as posted. So moved. Second. Roll call, please. Vice President Payne,
Director Tripp, Director Wilburn, Director Waldrep, Director Shandy.

78
00:45:32.343 --> 00:58:54.529
I... There are 25 people watching the live
stream tonight, and now we will take a 10-minute break. I was right. Okay, everyone, a two-minute warning.
Please find your seats. Oh, there we go. All right, everybody,
if you could please find your seat. We're going to start.
It's always incredibly inspiring to begin our meeting by celebrating the hard work
and achievements of our District 20 students, faculty, and staff.
Now we transition into the business portion of our meeting,
a time for thoughtful discussion and decision making. Out of respect for this focus,
we ask that applause be held during this

79
00:58:54.529 --> 00:59:33.063
part of the session as we shift our
attention to the important work ahead. Thank you, everybody. All right,
there are no items pulled from the consent agenda.
We are now on to our written reports. Annual monitoring report for governance
policy for, excuse me, for governance process policy 4.
0 governance commitment. Does anyone have any questions or
comments? Okay, and I'm, I don't. All right.
Is there sufficient evidence to determine compliance for each section? Are all sections in compliance?

80
00:59:33.903 --> 01:00:15.703
Okay.
Recognition of exemplary performance or concerns regarding performance. Would you like to see additional
different evidence or should any part of this policy be changed on the next
monitoring report cycle? Nope. Okay.
Do you see evidence which is extraneous or no longer necessary? Okay. On to the next one.
I'm going to try to do this quicker, folks.
Annual monitoring report for governance process policy 4.1,
composition of the board. Does anyone have any questions or
comments? I don't. Anybody else? No. Is there sufficient evidence to determine
compliance for each section?

81
01:00:17.063 --> 01:00:48.663
Are all sections in compliance?
Recognition of exemplary performance or concerns regarding performance.
Would you like to see additional different evidence or should any part of
this policy be changed in the next monitoring report cycle? No.
Do you see any evidence which is extraneous or no longer necessary? No.
Okay. Annual monitoring report for governance
process policy 4.2, governing styles and values.
Does anyone have any questions or comments? I don't. Oh, Holly?

82
01:00:50.223 --> 01:01:27.495
So I just want to note that we just
looked at this in June. So this, but this is not an error because this is
reflecting a new reporting cycle that we've added in.
And also regarding questions that are coming regarding this,
we are going to be talking about some changes here in a hot second. So,
we'll just blow on through all those questions again, but we are,
we do have additional things to discuss that are coming. Thank you, Director Tripp. All right, so now we're going to get here.
Is there sufficient evidence to determine

83
01:01:27.495 --> 01:02:15.897
compliance for each section? Are all sections in compliance?
Recognition of exemplary performance or concerns regarding performance? No.
Would you like to see additional different evidence or should any part of
this policy be changed to the next monitoring report cycle? Director Tripp. as noted by Director Tripp.
Do you see evidence which is extraneous or no longer necessary? No. Okie dokie. Annual monitoring report for governance
process policy 4.3 board job description. Does anyone have any questions or
comments? No. Is there sufficient evidence to determine
compliance for each section? Yes.

84
01:02:15.897 --> 01:02:58.776
Are all sections in compliance? Yes.
Recognition of exemplary performance or concerns regarding performance? Okay, Director Tripp.
I just want to note the excellent work that Director Payne has been doing with
one of our biggest linkage groups, which is DAC.
And just want to call out her tremendous work on that. Thank you. That was not in isolation.
That was with a big team effort from the leadership team here. So thank you,
though. Would you like to see additional or
different evidence or should any part of

85
01:02:58.776 --> 01:03:38.583
this policy be changed in the next
monitoring report cycle? You see evidence which is extraneous or
no longer necessary. Okay, 4.4,
annual monitoring report for governance process policy 4.4 board meetings.
Does anyone have any questions or comments? I did not. Okay.
Is there sufficient evidence to determine compliance for each section?
Are all sections in compliance? Recognition of exemplary performance or
concerns regarding performance? Would you like to see additional
different evidence or should any part of this policy be changed in the next
monitoring report cycle?

86
01:03:39.863 --> 01:04:20.002
Do you see evidence which is extraneous
or no longer necessary? Okay, next one.
Annual monitoring report for executive limitations policy EL 2.6.
Financial planning and budgeting. Does anyone have any questions or
comments, Dr. Field? No? Anyone? Okay. Is the superintendent's interpretation of
the policy reasonable? Is there a sufficient evidence to
determine compliance for each section? Are all sections in compliance?
Recognition of exemplary performance or concerns regarding performance? Would you like to see additional evidence
or different evidence,

87
01:04:20.002 --> 01:05:01.083
or should any part of this policy be
changed in the next monitoring report cycle? Do you see evidence which is extraneous
or no longer necessary? Okay, did I? Okay,
proposed changes to four GP 4. 2 governing style and values.
Does anyone have any questions or comments? I did not. I do. Director Tripp. So I just wanted to note,
this is about our governing style and our values.
So I was reading that with that in mind. And there's a bunch of statements about
what we believe and what we're committed

88
01:05:01.083 --> 01:05:32.940
to and things like that.
And I felt like as I was going through this, there were a few pieces that were maybe didn't reflect our focus anymore or
were a little bit outdated. For example,
one of the items is we're committed to extending our district's ability to
influence the larger education community. And I just feel like this board really
cares about the kids in our district. And that's where we want our focus to be.
And that's what we are committed to

89
01:05:32.940 --> 01:06:09.212
paying attention to. And so whatever impact that has on the
larger education community will take care of itself.
But I don't think that that should be our number two commitment listed in this
governing style, for example. Another one that I wanted to call out was
the change made in Jay. I totally believe in trying to create a
system that provides a very rigorous and well-rounded education,
but we do have students that have agency. They get to choose if they engage with
what they're offered,

90
01:06:09.212 --> 01:06:46.311
if they engage with the amazing systems
that our teachers and PSSGs and Principles. have there for them. And so I felt like this updated sort of
that language that every student has access to a rigorous and well-rounded
education that provides the foundation to pursue the post-graduation path of their
choice, just reflecting, hey, it's not all about what we offer.
It's about what they take. I felt like that was important.
And the last one I wanted to mention is in O, it's 4O.
And we really are trying to be a policy

91
01:06:46.311 --> 01:07:21.438
governance board.
We talked about that this morning. We're trying to keep that skill set and
learn more about that. So our focus is for long-term benefits
for students and not necessarily on the administrative or programmatic means of
attaining those benefits. Except we do have a responsibility to
verify that board policies are being followed and we have a responsibility to
ensure that the information we're getting is accurate and complete.
And so I just added that language in

92
01:07:21.438 --> 01:07:54.037
because it... we've felt some sense of we have to be so
hands off that we're not allowed to do the work that we feel like we're supposed
to be doing. So those are just some of the reasons
behind these changes. And since it's talking about our
governing style and values, I felt like it was important to look at
that. Director Tripp, that's well done. I do I want to call out a few other things,
because I know we worked really hard on this.
So the red line and green line is almost like if you get a chance to look at it,
you really should.

93
01:07:54.037 --> 01:08:24.383
But it really does talk about the
thoughtful process. And one of the things this board is very
committed to, you know, one, teachers can't teach, people can't work,
and kids can't learn if they don't feel safe. And when we looked at H,
number H specifically, we changed and modified that language
because it talked about, you know, what environment children thrive in.
And here's where the language ended up. Whether in the classroom or at home,
students achieve best when their safety is assured and their physical,
intellectual, social, mental, and emotional needs are met.

94
01:08:24.743 --> 01:08:56.791
So I would just encourage you in this
discussion to really, like, we really do start to believe that this
is a time in 2026 to update these things, to be reflective of what our priorities
are as a district and be very intentional about that.
And there's several more available. I didn't know if you wanted to go through
every one or just highlight, but for me, that was a highlighted. a highlighted one.
And it really is just because it's the right thing to do.
But with the intention that District 20 focuses on safety,
I just want to call out like some of the

95
01:08:56.791 --> 01:09:30.187
accomplishments too and your leadership,
the fact that we have our armed security department and an armed member of that
security department in every school. every elementary, every middle school,
and then three, at least three in every high school,
along with the school resource officer. So I am very proud of that work and just
have to put a little bridge that it was many years ago under Dr.
Hatchell that he made me chair of the safety committee. and we didn't have any of those things.
And I and my husband,

96
01:09:30.187 --> 01:10:03.085
Chief of Safety and Security, Rich Payne,
responded in the aftermath of Sandy Hook to work on a complete assessment on how
they might restore a sense of safety and security at Sandy Hook and their entire
district. So it is an honor and I wanted to make a
little statement here. Because I've been handed this gavel. And as an identified expert in the
courtroom and at a level where I weigh in on safety things,
often when it's a really bad day, usually people are really happy to see me
when I come into their districts.

97
01:10:03.085 --> 01:10:34.451
But I just want to be very honorable and
say it's an honor to have Rich here working in the district, but me, in this dais and having this mic before
me and this gavel now, which is so scary. I feel like I'm in a courtroom.
I can't help it. I do want to just say to my fellow board
members, this is only an interim, but in this interim,
I will always weigh in on expert decisions and provide my input if you,
if asked. but I will not be voting on anything so
related to safety security.

98
01:10:34.451 --> 01:11:11.965
That will be your burden because I do not
want to have any conflict of interest there. I would say for me,
it is a priority and I'm always happy to weigh in,
but I would not vote on those things. And it kind of makes me emotional because
I think it's really important that people take that really seriously,
but I just thought it was a good spot to put that in there.
Now you're going to have to tell me what I have to do next. So off on a tangent,
but thank you for that. Let's go to H then.
Are we wrapped up on that one, Miss Hatfield? Yes. All right, H,
proposed changes to GP 4.

99
01:11:11.965 --> 01:11:46.697
7 and board committee principles.
Does anyone have any questions or comments? Take that? No. You want to? I mean,
I have it up, but I have a lot going on up here,
so I'm going to divert to director Tripp. Okay. This item and the following 4.
8 are just kind of looking at our committees and what board committees look
like and what kinds of behavioral norms

100
01:11:46.697 --> 01:12:24.423
and things are important to having a civil and
well-working board and well-working committees.
So we've added a little bit of language in 4.7 to talk about what they're doing,
where it's supposed to be directed, and how they're supposed to be. conducting themselves, I would say.
And just in a commitment to effective partnership with all the groups in our
district. We are so excited for

101
01:12:25.383 --> 01:13:01.770
the future with working together well and
getting all kinds of input and we really are very excited about that.
So this just reflects some of those things. Thank you.
Appreciate you jumping in there. All right, let's go to the next one.
The proposed changes to GP 4. 8 on board committee structure.
Does anyone have any comments? Questions? Director Tripp. So I'll just say this.
This one specifically talks about DAC and membership for DAC and providing for a
DAC chair,

102
01:13:01.770 --> 01:13:38.210
taking away some of the things that
seemed a little onerous, adding in some language about
expectations for being specifically on that committee. We really feel like DAC is sort of like
our back pocket superpower group that can give us such great independent
information and really help us see great things or have a great view of things
that are happening in our school district. And so the people that serve on that on that committee are really important
and how that functions is really,

103
01:13:38.210 --> 01:14:10.477
really important.
And then just cleaning up a few things related to just the bond committee and
like what that looks like, just cleaning up some things.
So that's sort of the reason for that. Again, aligning behaviors and and where those committees are focused. No, and I just want to thank you, Dr.
Tripp. I want to thank Dr. Field, Dr. Harris.
Thank you for weighing in and all of those that did.
I think it's really important. And I wanted to say that that also is as
a result of the facilitated discussion

104
01:14:10.477 --> 01:14:45.055
that happened.
It was very intentional work. It happened last spring.
And it's exciting to see next steps come to light with better practices and really in alignment
with statute as well. So there's been great work done there,
but hopefully we'll just continue that great work and it's excited to use them,
use more, be able to have the opportunity to give
our parent group more opportunity to provide feedback on special needs that we
have as a board. Formally, so. All right, here we go.
We're going to get through this meeting,

105
01:14:45.055 --> 01:15:15.782
you guys.
Fourth quarter Board of Education discretionary budget update.
Does anyone have any questions or comments? Director Tripp. Sorry,
this is my little function as a treasurer. So one fun thing is to look at a budget
and see zeros. I like it when my fridge is empty because
it means I've eaten everything in it. So this is kind of the same thing.
So you'll see on this update, we've got some balances that are at zeros,
which means we probably allocated well and spent well,
which is a good thing to see.

106
01:15:15.782 --> 01:15:50.911
We do have some monies that we didn't
spend like election fees and some things like that. Even as far as like our travel and conference registration things
weren't as expensive. Our retirement banquet and things weren't
as expensive. And I just do want to call out our admin
partners who really help do some cost savings for us as we're looking at
running things. I had a little piggy bank when I was a
kid, and on the piggy bank it said, he who saves pennies shall always have
dollars. And so even though some of these cost
savings are small, they add up over time.

107
01:15:50.911 --> 01:16:21.847
And I will say also,
if you're wondering what happens to this excess that we see there,
that goes back into the general fund. So it doesn't stay with us and we just
kind of accumulate our own little pot. It goes back into the general fund and
then gets thoughtfully dispersed as needs come to
pass. So just wanted to give you a little
thought about that. And also thank you to Ms.
Allan and Cathy Watts. They are absolutely critical and key to
keeping track of all of this.

108
01:16:21.847 --> 01:17:04.450
And when I ask questions,
I get answers and it's fantastic. Thank you, Director Tripp,
and thank you for serving as our treasurer. All right,
monthly financial report through June 2026.
Does anyone have any questions or comments? No. Building fund update.
Does anyone have any questions or comments? 2025-2026 Parent Academy Session.
Does anyone have any questions or comments? Yes. Dr. Waldrep. Yeah,
I noticed there's a different. Things that are offered at different
times.

109
01:17:04.450 --> 01:17:37.771
One of the ones that I thought was really
interesting, it was offered November of one year.
It was financial planning, but I didn't see it off for the next year.
I didn't know that might be one that might be like fundamental if you want to
consider that if there are certain ones that are really important.
You want to try to have a standard cycle so that it's not being missed out on.
I don't know what the sequence is, but some of those things that we're
learning, especially these days, were We talk about across the country,
so many people have concerns about their finances and, you know,
they have different words to use for it these days.
But I think one of the things that's really missing is kind of having a good
education about how resources, how you,

110
01:17:37.771 --> 01:18:08.442
you know, gain kind of resources,
how you attract resources. And like Director Tripp was just saying,
you know, if you save your pennies, you'll have dollars. You know,
so that might be one that we want to consider having on a regular basis.
The financial literacy one. Yeah, exactly. I think, Dr. Harris,
you responded back to that question. Do you recall why it's not on the
schedule this year? Yes. So when we collected feedback after each
session, that was one that the feedback just didn't raise to the level of some of the
others.

111
01:18:08.442 --> 01:18:42.745
So we are offering a student success
academy instead for this coming year, which is focused on helping parents
prepare their students for college readiness. However, we did discuss,
I talked with Director Andie Ruskin and Dr. Julie Hendrickson,
and there is potential for having that in the future, the financial literacy, if we we feel like maybe we could improve it in
some way to get better feedback, we are certainly open to that because we
do see the need. And I think it's also coming into part of
the graduation requirements, isn't it,

112
01:18:42.745 --> 01:19:16.870
or somewhere it's in the... It is. Yeah,
so it's also being built in as well. So I'm not sure that I also deviate a
little bit of that. Do you remember what year that starts?
Is it this year? I think it is too. It's built in.
There's standards that are built into several different courses. Right,
so therefore it might be kind of redundant anyways, but... If I may,
I have a follow up on that director or Dr. Harris.
And I have not asked you or asked you to prepare anything,
but I was thinking when you said that, I do recall that for many years,
that's been a discussion at the legislature,
but also some of the districts that have

113
01:19:16.870 --> 01:19:47.772
incorporated it into their life skills
learning. Do we incorporate this into the classroom
or is that what's coming? We will be incorporating it depending on
what the content area is. It's going to be spread out over a couple
content areas. And as a follow-up to that, is that where those, I mean,
are we still doing home economics? I just thought of that.
Like I was thinking about in our retreat today, we had a lot of discussion about life skills and wooden
bowls. And I think over my course of learning,
I was wondering, are we still doing like teaching children
to cook? Or I'm sorry,

114
01:19:47.772 --> 01:20:21.439
I'm just off the cuff doing this,
but I guess since I'm sitting here, I get to ask. Sure. And Karie,
our director for curriculum and instruction is going to tell you about
all our courses. It's me again. And of course,
I don't have them all off of the top of my head. I don't believe that we offer anything
specifically called home economics, but the things that would be incorporated
under there are in certain elective courses for our high schoolers.
So we have an array of things for our students. I just hate to think where I would be in
life had I not had some of those things

115
01:20:21.439 --> 01:20:53.129
in school to just even manage my life or
go off to college and know how to do some of those things.
And obviously I had a great family that taught me those things,
but I'm glad we had that conversation. It's just something to be mindful of for
even anyone listening or here. It really has changed our learning things
surrounding those issues and trying to get all these other competencies in.
But when we think about preparing students for the future,
it's always something we should consider what is important. But thanks for that.
And then while I'm sitting here, just to clarify,
the personal financial literacy is in

116
01:20:53.129 --> 01:21:26.812
effect for this year's freshman class. Oh,
it is. Great, thank you. Dr. Waldrep,
did that help you? Yeah, it did. And just as you're kind of talking about
the home economics, I do wish we could bring something like
that back. Or I know it's hard we have so many
competing priorities, but that's a current social media trend
going on. I know there's some guy that does like
financial, I guess, consulting for people and he insults them
a lot. I'm not sure if you've seen this, but I think that's why it's viral because
he insults them. But one of the things he insults them on
is the fact that people say they can't get ahead when they're young,
but he's like, but you're spending $150 a week on kind
of eating out or doing GrubHub, you know,

117
01:21:26.812 --> 01:22:00.775
things like that.
So I do think if there's, you know, if you learn how to pack sardines or make
yourself a ham and cheese sandwich, like, you know, we do when I was growing up,
you might be able to have a little bit more money at the end of the week and
those kind of things. So I know we have competing priorities,
but it's That would be, I think, of service. Director Tripp. And I apologize if I didn't see answers
because they may have come across after I stopped checking emails.
But I did wonder about the schedule. I noticed it's really heavy in the fall
and then very light after, you know, January, February.
So I wondered about that. And then,

118
01:22:00.775 --> 01:22:32.821
and there's a lot of great stuff for our
seniors and also for families kind of dealing with some distressing situations
like dyslexia and anxiety and things,
but is there something we can offer our elementary families that just don't have,
you know, like a big glaring issue, but they just want to know how to be
better parents, how to be, how to help their kids learn better,
things like that, that doesn't rise to the level of ADHD
and dyslexia and some of those things. For both of those questions,
I'm going to ask Andie Ruskin,

119
01:22:32.821 --> 01:23:11.527
Director for Literacy, and Dr.
Julie Hendrickson, Assistant Director for Counseling,
to come up. Just lean close to it, yeah. Okay. Yes,
great, great comments. So there are three Parent Academies on
this year's schedule that we hope attract all levels of students and families that
aren't related necessarily to a challenge. One is our sports. Oh, I'm forgetting the name of it.
True Speak. Actually, you saw a little bit in the spotlight
about our True Speak partners.

120
01:23:11.527 --> 01:23:43.340
So a little bit about the benefits of
sports and children. And then we have our AI literacy.
So just again, kind of an overall wanting to inform
parents about a literacy,
and then of course our military family night is for all families.
But I would encourage for anyone listening or in the audience,
on our Parent Academy page on the D20 website,
we have a link that we encourage all parents to request if there's something
they're interested in or a need that we

121
01:23:43.340 --> 01:24:15.597
check that because we certainly want to serve our community
and meet those needs. Can I jump in about the schedule,
the reason why we stack the schedule this way?
So historically over the past few years, we've had one Parent Academy a month and
we start usually in September and we go until approximately March.
And we've just seen our enrollment and parent participation really decline
second semester. And our September and October Parent
Academies run sometimes with 100 parents.
So we decided this year, strategically, me and Ms. Ruskin,
to really stack September, October,

122
01:24:15.597 --> 01:24:46.570
and November,
and then have fewer Parent Academies in the winter.
So we'll see how that works this year. We'll see if we historically keep higher
numbers in the fall. And if not, we'll go back to looking at kind of
spreading it out more evenly. But we did that. Just we felt like we would hopefully get better
participation by stacking them in the fall. People don't want to, you know,
seem to want to come out of their homes in the dark and cold.
When it's dark by 435 o'clock, we get a little fewer participation.
But thank you.

123
01:24:46.570 --> 01:25:34.050
Any other questions that we can answer?
No, thank you so much. Thanks. 2025-2026 Student Experience Survey.
Does anyone have any questions or comments? Direct your Tripp. How about we just switch for a moment?
How about we go to... I did that. She told me I would do that.
She goes, there's going to be times when you just
forget what, who are you? What are you doing? Director Wilburn,
would you please start? Never been so disrespected. I'm so sorry. This was a really encouraging,
encouraging survey. So there was a 64% increase in
participation from 2025 to 2026.

124
01:25:34.050 --> 01:26:05.463
So we jumped up from 4,100 to about 7,500.
That's huge. And even with that larger sample size,
all our positives were up significantly. Where,
how or where did we make such a such a huge increase in getting kids to
participate in this? Well, I'm going to let Dr. Harris tell you,
but we hounded principals, right, Meghan? Is that what it came down to?
We would get statistics every week from from Hanover on how many students,
parents, and student

125
01:26:06.343 --> 01:26:37.743
Teachers or staff had taken the survey in
each school, and we would send weekly updates, so... That was going to be my first response.
We also made it a little competitive. We, you know, we also showed some people, hey,
we have this many at this school. You need to get up there too.
But something else that we did was we had conversations with principals about the
opportunities that they were providing their parents, their staff,
and their students to actually take the survey at a time

126
01:26:37.823 --> 01:27:10.979
that was convenient for them.
So we capitalized on different engagement activities where parents were coming to
the school. We might open up some laptops and have
them available for parents to take it right then.
We set aside some time for students to take it during the school day. Staff,
we would use maybe a staff meeting. So it was really showing them that, here,
we're making it convenient for you, and this is really meaningful feedback
for us. Well, it worked, clearly. And you would think with the sample size
getting that much bigger that fast,

127
01:27:10.979 --> 01:27:42.538
that the negatives would go up.
And it's just the opposite. So it was a job well done.
And whatever you did to motivate the principals, threatening them or whatever,
keep it up because it worked. No, and Dr. Allan, I just,
I think tactically that sounds really great, but Mr. Smart,
are we in any policy violations for the harassment of principals by? No, okay,
just me. I want to verify no one has any questions
or comments pertaining to that. We're safe. All right, Director Tripp.
So I was noticing that we continue to see

128
01:27:42.538 --> 01:28:19.296
a difference in the student perspective,
especially at the high school level. versus the parent and staff perspective.
And I noticed that from the last time. I noticed that this time,
is this just the age brings that out and that's what we're seeing?
Or is there something else? And then I, and then I had another question also.
So I'm going to ask Dr. Michael Braum. He's our director for assessment to come
up and answer your questions. Thank you.
And the nice thing that I have in my role

129
01:28:19.296 --> 01:28:51.764
is that I can come in with no assumptions.
And so having not having that historical perspective,
the way that I would interpret it is exactly the way that you did.
That would be a factor would be difference.
And I think sometimes anytime that we look at a survey,
our own experiences as an adult might be might be different from those of our
students. And some of the survey questions are
experienced by students firsthand, maybe adults secondhand and vice versa.
So I wouldn't necessarily look at those differences as a negative per se.
But what we could do with that data is I

130
01:28:51.764 --> 01:29:24.142
know that one of the things that we want
to do going forward this year is finding how can we help our students
build those connections in school and improve the social environment for our
students, because that's probably where we have an
opportunity to grow. And so that's where we look at coming up
with authentic opportunities for our students to get together.
I know that differences was something that also as a result in the survey.
And so finding ways to bring our students together and to give them opportunities,
whether it's not just in clubs, academic,

131
01:29:24.142 --> 01:29:56.823
or athletics, but authentic opportunities.
Sometimes it's just a matter of, for example,
I was in a high school once where they had Lumberjack Friday,
and the kids dressed up in plaid shirts, and they came and they made pancakes.
And it was just an opportunity for kids to come together. And yes,
they bring their differences, but it's just an opportunity for them to
get together before school on a Friday, Friday morning.
So can I just follow up on that? Because I think you were starting to talk
to it. There's a statement to increase student
interactions with peers from different

132
01:29:56.863 --> 01:30:29.601
backgrounds outside of class.
I'm just wondering what our expectations are.
Are we trying to track this kid from this background and this kid from this
background got together and had an interaction? Like,
are we trying to track that? Like, I'm just wondering what the focus is and
what the expectation is. I, my own take, this is my own personal take.
I wouldn't say that it's necessarily that because when we start going out and
trying to identify kids,
students that have differences and bringing them together.
That's not authentic to students and that's going to be less meaningful to
them. It has to be authentic.

133
01:30:29.601 --> 01:31:03.287
It has to be organic. Yeah. Thank you.
But I want to add in because that also has a direct correlation to culture and
climate and relationship building. And the more intentional we are about
those things before school, I think we as a cabinet and a board need
to have a lumberjack pancake making day. And it's an excellent idea. And Those things can be measured.
There's measurable outcomes to those things that might even beyond just the
student experience survey. It's really about culture and climate.
So thank you for answering that and well

134
01:31:03.287 --> 01:31:37.840
done. All right, end of this. Oh, yeah.
Director, Doctor Waldrep. Oh, sorry, Doctor. Yeah,
I didn't know what these kinds of the surveys. Of course,
one of the problems we have a self-report is taking a look at some of the different
research aspects of it, right? Are there demand characteristics, right?
Are they kind of, is there an expected way they think
they're supposed to answer and does that influence how they actually? Yeah, respond, is there face validity?
And then, more importantly, I think in this kind of setting is,
do we have like criterion validity in terms of, like,
it's saying they're having a good experience,
we actually have metrics of what that

135
01:31:37.840 --> 01:32:18.117
experience is,
so we can tie that together between what's, you know,
the survey says and what an actual objective metric might reflect upon with
that. So not sure we have that now,
but sometimes in my experience before these things,
these surveys get set up because like, oh, it sounds good, it looks good.
What does it actually mean? Right. You know. That's fair, very fair. I think you just all two research nerds
kind of think about this. And what that means is those are a way
for us to be able to see that and objectively get to review that and
discuss it. So I appreciate that. Bring it on. Yeah. All right,
the end of the year student behavior report for 2025-2026.
Does anyone have any questions or

136
01:32:18.117 --> 01:32:54.181
comments? Of course.
I'm trying to see who gets it first. All right. Director Wilburn. No. You mentioned culture and climate a
minute ago. This is really encouraging and a big set
of kudos to our staff. admin and teacher level for the culture
and climate. So we got the expulsion report in May or
in June or wherever it was, and it was extremely good. If I remember,
we only had two expulsions and one of them was kind of a weird situation.
So in a district this size,

137
01:32:54.181 --> 01:33:28.566
only one person.
And now with this student behavior report, Every single statistical category,
and those of you watching and here in the room,
you don't get to see what we get to see, but there's a bunch of metrics on there.
All of them were down. Every single one of them except one,
which was high school detrimental behavior on or off school property.
I'm guessing if it's off school property, there may be some fudge in the numbers
dealing with law enforcement and other reporting agencies we're not in control
of. Everything was down.
So whatever we're doing from the EAC out to the schools to instill a culture of
mutual respect,

138
01:33:28.566 --> 01:33:59.543
of de-escalating aggression,
of doing the things that it takes to make sure we have well-behaved classrooms is
working extremely well. All the data that we've seen in the last 2 1/2 year, two years since Amy and I,
Director, what's her face and I have been looking
at it, Shandy, it's constantly trending in the right
direction. So job well done for those of you who are
involved in that, because it's clear that one of the issues

139
01:34:00.103 --> 01:34:33.703
I've been in and around schools where
aggression and people coming in with black eyes and stuff was problematic on a
daily basis. In our schools, it's problematic barely on an annual
basis. And that's because our culture and
climate has been so well pushed out into the schools that the students just know
the expectations. That much is clear. And I just want to shout out and say
thank you to those of you who are driving that bus,
because whatever you're doing is really working. Director Tripp. Oh, I'm going to be like the downer.
You should have gone after me.

140
01:34:34.903 --> 01:35:11.129
Sheesh. So I'm looking at, and I agree,
so many things came down, which is super exciting. I did,
this behavior for context came out of a push that we heard on the campaign trail
that said teachers are experiencing too much aggression towards them. And this is where trying to drill down
into these behaviors really came from. And so... I love the decreases that we're seeing.
I also see that disrespect to staff is

141
01:35:11.129 --> 01:35:46.204
slightly up.
And I also see that we don't have stats for physical violence towards teachers
now. I understand this is top five behavior
types, but I still, we asked before and I still would want to
see what are we looking at as far as physical violence,
not disrespectful behavior, but actual physical violence towards our
staff. I don't really care if it's not in the
top five. right?
Like we want to be tracking that because I feel so strongly that our teachers need
to feel safe while they're at school and

142
01:35:46.204 --> 01:36:17.183
they're teaching. And if it's just like,
well, hey, you're just a kindergartner, you're going to get beat on,
that's the way it is. I find that unacceptable. I mean, yes,
occasionally a kid's going to do something like that, but as a expectation for experience,
I just, I don't find that acceptable. And I want to make sure we're continuing
to push the teaching and the training that, hey,
disrespect looks like this and we're not going to let you do it. Even though it's,
this is, you know,

143
01:36:17.183 --> 01:36:49.223
the modern era and we got social media,
whatever, whatever, like, this is what disrespect means and we're
going to keep telling you it's not okay. So I'd love to hear just kind of some
thoughts about that. Can I speak to that briefly? Please.
So we reported on the top five most common behaviors. There are,
to your point, there are incidents where students are
exhibiting behaviors that are harmful to adults at a far higher degree in this

144
01:36:50.103 --> 01:37:21.063
in current times than we've seen in the
past. And that's alarming on a number of, for a number of reasons.
And we haven't done, and when I say we, I'm not talking about ASD 20,
but I'm talking as a nation. This is a common trend.
And we haven't arrived at a root cause. There's a lot of hypotheses. as to why this is occurring,
but there's not a root cause. I can tell you that there were 75
incidents that resulted in harm to staff at the kindergarten level last year.

145
01:37:22.823 --> 01:37:58.343
by 25 kids out of 2000 kindergartners.
So while it is extremely impactful for those who are involved,
it's not a majority of the students, certainly not.
And when we look at the data, 30% of the harm to staff as a result of
violence from students, Comes from our kindergarten level. 19% come from 1st grade and 15% come from
2nd grade. An additional 15% come from 3rd grade.
By the time we get to 5th grade, there's seven students out of 2,
000 kids that have harmed a staff member.

146
01:37:59.383 --> 01:38:34.048
By the time we're at 6th grade, it's two,
7th grade is 2. So we have a very small number of kids
that are exhibiting extremely difficult circumstances.
And what I would attribute that year over year decline in results or of number of students
impacted like this is the hard work of our staff in the school buildings. of teaching exactly what you said,
Director Tripp. It's teaching, this is appropriate school behavior,
this is inappropriate school behavior.

147
01:38:34.048 --> 01:39:05.383
And we start to see that those,
as the kids become more engaged in the school system,
they learn the expectations and they respond to the teaching they've gotten. Additionally,
we've provided significant resources to support students who are in extreme need.
So we have the behavior team, and you can see that later in the report.
The amount of time and intervention that our special ed department and when our
specialists related to the behavior team are going in to support individual
students,

148
01:39:05.623 --> 01:39:40.478
and teams of teachers and professionals
in each building helping support the students with the most intense needs.
So while it is a concern, absolutely for all of those kids that are
in that level of distress that they feel like that's their only option,
we're demonstrating through our data that we track. but also through the experience of the
kids in the classroom, through the teachers in the classroom,
that our interventions are working over time. And may I just ask a follow-up?
Sure. I just, I also want to just make sure,
and I know we've had some conversation

149
01:39:40.478 --> 01:40:11.881
around this, but I will ask it again.
Are we certain that we have a reporting culture and mechanism that allows
teachers to say, this is what's happening, and I can say that to my principal, or to the district staff,
and I'm not going to get told that I'm a wuss and I'm not going to get poo-pooed
and I'm going to be believed. Do we have those systems and that culture
in place? I believe so. And there's mechanisms in the district
where if a teacher feels unsafe to report

150
01:40:11.881 --> 01:40:49.660
incidents appropriately, For their school leaders,
there's mechanisms within the district to amplify that and rise it up the chain.
Cameron could speak more to that. Yeah,
I think part of it too is typically when somebody is injured by a student,
there's a couple of things that they report.
They report what happened with the student,
but they also will fill out a worker's comp claim.
And so we can kind of track the incidents related to what was seen in the classroom,
what was reported. But there is policy in place and
procedures in place for somebody if they

151
01:40:49.660 --> 01:41:23.413
felt like they weren't able to or did not
get the support they needed at the site level when they reported an incident to
go to the next level in the chain. And we feel that that is being utilized
when necessary. Just keep doing it. Yeah. Director Waldrep.
I think along those same lines, do we have like a climate culture kind of
survey of teachers to see if they actually are,
they experience it that they have confidence in that system that if they
were to speak up or something was happening, they could come forward.
I'm not sure if there's like a formalized

152
01:41:23.413 --> 01:41:55.956
way forward.
We have mechanisms like you just mentioned there,
but we have a sense from the teachers how they are Is there a way for them,
or a way for us to get an impression from them that they feel supportive?
If there was a problem, they could address it. And I know, Shane,
I'm sure you probably have a delineation between kind of intentional harm and
other kinds of harm where it might be, you know,
a student with needs who might be non-verbal or things like that,
and that accidentally. Yeah, that's an important distinction.
Not all not all student caused harm to teachers. is going to be reflected in a discipline
report, discipline measure, or in a discipline behavior report for
that exact reason.

153
01:41:55.956 --> 01:42:27.703
Some kids are in specialized plans that,
you know, while the behavior is not acceptable.
Right. We're not reporting it as a discipline
because of. Right, it wasn't as intentional, volitional,
that kind of thing. Right. Yeah. Yeah, I think we used to. have a climate survey,
but I don't think that even asks those specific questions that you're asking,
but we are looking to gather more feedback from staff in general.
And so I think through that process, we can ascertain if they feel comfortable
reaching out to somebody, talking to their supervisor, you know,
sharing things. So

154
01:42:27.863 --> 01:43:01.816
That's our goal is to see where people
are at. And then if that's an area that we need
to improve in, that we can address that. Well, if I could just land that plane,
I think there are opportunities because there was a TLCC,
the Teaching and Learning Conditions in Colorado survey that was completed this
spring by both the Department of Education,
the Colorado School Safety Resource Center. And it really did focus on student
conduct, educator safety specifically, and the results.
And I would say from the educator safety perspective, you know,
just we as a district want to prioritize that and also try to figure out if a
student is acting aggressive toward a

155
01:43:01.816 --> 01:43:35.006
teacher or elopement or any of those
things, that we want to kind of get in alignment
with why that's happening. What are those protective factors?
How do we work through it? But I would say that we can always
crosswalk that with the fact that they engaged in educator safety task force
roadmap for action. And some of those findings,
we don't have to really reinvent the wheel.
They have key takeaways that guide these beliefs. And there's five of them.
And I'll read them just put them on record.
But action is needed on multiple levels, including the individual staff member,
the building district. Well,

156
01:43:35.006 --> 01:44:06.831
now I can't see because my readers are on.
I'm like, wow, what's happening? Let me say that again.
Action is needed at multiple levels, including the individual staff member,
building district, state and educator preparation programs
with communities. and key partners having a role in each.
And then it gets into school, culture and climate are critical to
reducing, managing and post incident response,
making sure there's a culture of belonging for all students and a
trauma-informed philosophy in the school. And then it gets into training,
particularly de-escalation.

157
01:44:06.831 --> 01:44:37.838
And I know we do that. But I think if we could crosswalk or just
look at this framework, it might be nice to see where we've been
proactive in these same efforts and, you know, even resource allocation.
And then the last one is, is there additional funding to be
prioritized for this effort? Because I do know that it takes away from
learning and building objectives when principals and everyone is working on it. And the more we're on the same page,
I love that the numbers are going down. So we're obviously doing great work and
we're being very tactical in our

158
01:44:37.838 --> 01:45:08.641
objectives.
But I just want to say it's a great conversation here because it's a really
important work and it's something we really need to monitor because it's
important and we want everybody to feel safe and respected. But we also need to remind ourselves that
all the dynamics and thank you, Mr. Mc Knight and Julie Cassano.
I knew I was going to. How do I say that? Cassano. Cassano. Cassano. And oh,
it's just night. Well, I'm McKnighting you.
That happens about two-thirds of the time.

159
01:45:08.641 --> 01:45:42.787
And President Payne, I want to. follow up on what you just said.
I think the climate culture is so critically important,
and it's really important as a district for us to be really proactive in not just
responding to the crisis when it happens, but being proactive and doing the best to
prevent it and to de-escalate. And to that end, our district recently, not just this year,
but in previous years, started to pilot not just CPI,
which is the non-violent crisis prevention and intervention,
but also started piloting MANT.

160
01:45:42.787 --> 01:46:18.362
And then we have some other schools
piloting some other school-wide interventions. that are helping to create a more solid
culture of achievement and help proactively teach school appropriate
behaviors. They're going to lead to a better
learning environment for all. And then to your question about,
or not your question, but your commitment to reinvesting or to
increasing our investment towards this, The district wisely hired or created a
new position for the student support. Director for Student Support Services.
All right. And Julie Cassano.

161
01:46:18.362 --> 01:46:50.682
And Julie's going to do an amazing job of
taking the good work that's already established and taking it even further
because one kid in crisis is 1 kid too many.
And Julie and her team and our special ed team and all of the hundreds and
thousands of teachers and school staff that are supporting kids
every single day are investing deeply to make sure that even one kid in crisis is
too much. And so I'm glad that Julie is here to do
that work. Director Cassano, do you have any things you'd like to say?
Because I do think it's important anytime

162
01:46:50.682 --> 01:47:23.163
we create a new position. or we're piloting things,
that we're constantly assessing them and looking at their sustainable value and
the resource allocation to say, is this effective?
Is this a good use of what we put in place or do we need to reevaluate?
And welcome to the team. We all were so excited with you being
promoted to that position, but I'd like to give you a little,
a few minutes if you want to weigh in. Yeah, I think, you know,
as a building principal, my philosophy was that culture and
climate eats everything else for

163
01:47:23.163 --> 01:47:54.088
breakfast. And I really,
I truly believe that and I lead in that way.
I kind of pride myself on being a visible leader.
So I think really my first step is to get out into schools and see really what is
out there. In talking with principals kind of in
preparation for this report, I think a lot of them have really shifted
to, while there will need to be consequences
for behavior at some point, also the idea of really getting ahead of
behavior and creating great like tier one

164
01:47:54.088 --> 01:48:28.048
systems that support every single kid
with explicit teaching around, what does this behavior look, smell,
taste, feel like in all of these different areas
of the building. And so that would kind of be my first
step to really see what's going really well across the district,
what are some areas of gap and improvement,
and then working with my team to build capacity across the district.
And I want to add One last thing on that,
because I think when we go from tier one, but when you get up to tier 3 and that
cry for help and that intensity of

165
01:48:28.048 --> 01:49:00.798
support and needs, that's so important.
That work is so important. And I just would say,
I would appreciate that we don't wait too long for those kind of updates. updates that we're really active in
monitoring. It really is a priority, I think, for this entire board.
I don't think we have to thumbs up or anything. I think I know it is. And Dr.
Field, I know it's important to you. It is.
And I would say also that our schools partner with one another and our
leadership team of principals and assistant principals. visit each other's schools,
learn from each other,

166
01:49:00.798 --> 01:49:36.684
and we do a lot of collaboration.
So I think that's another strength for us. Well, thank you all.
I think we can move on. It was an important topic.
I'm glad we had the time. Thanks for being here late tonight.
We really appreciate it. All right, administrative policy updates for the
months of June and July 2026. Does anyone have any questions or
comments? Director Tripp, Director Tripp. You guys know me by now.
I just want to say thank you, first of all,
for those who answered questions. You should know I am not asking as many
questions here at the mic as I asked by

167
01:49:36.684 --> 01:50:09.275
e-mail. So there is that. I did want to,
though, ask specifically about our electronic
devices. We have a policy surrounding that. And device use and things,
and that brought up for me just a question about... What percentage of our classrooms are
really operating device free? We've got some rumors that teachers are
expecting their kids to bring their own phones to use because their district
devices don't work. So when we talk about trying to create a
phone free policy, I'm hearing, well,

168
01:50:09.275 --> 01:50:44.233
we can't do that because our phones are
the only thing that's working. And I know we've you know,
bought some new laptops and things and we're trying that will help address that.
But I'm just, but also there's just this idea like we
really don't want to send our kids to school and have them on a device the
whole time. They can sit at home and do that.
Maybe we call that online learning. So I would love to hear just some. I don't know your thoughts and what the
experiences are, how we're helping teachers continue to
develop offline teaching techniques,

169
01:50:44.233 --> 01:51:18.182
resources, procedures,
and habits in the classroom. Do you mind address that, Zach? Sure.
So to your point, right, we recognized last year that we had some
issues with devices, which is hence why we started going with
Chromebooks. I would say in general, one, we don't really have a metric to track
how much time is spent on screens, but I can tell you,
in a lot of the other trainings, and especially in learning services,
the Digital Innovation Services team, There's a lot of talk around being
intentional. There's a difference between, you know,
consuming tech and using it to create

170
01:51:18.182 --> 01:51:58.832
those kind of things.
And I think depending on the grade, depending on the time of year,
depending on the project, you'll see ebbs and flows in use.
Sometimes it'll be a little bit more, and a lot of times it'll be a lot less. I think that would be a question we want
to follow up with you on, because our expert is Dianna Fricke. I don't know if you want to add anything,
Dr. Harris. I just didn't hear what your last
question was, what you just asked, Dr. Field. Oh,
just following up from a learning services standpoint.
So we've got a tech standpoint, but then there's just the whole learning
services standpoint. Yes,

171
01:51:58.832 --> 01:52:46.337
I will get with Dianna to respond.
Thank you. Okay, moving on to the next one. Oh, nope,
we have Director Wilburn. Um... In EJR, this is,
I'm more just curious than anything. EJR, which is service animals,
the language consistently says service animal in training means a dog and does
not mean a miniature horse. It doesn't say a,
it doesn't say a butterfly. It doesn't say a duck-billed platypus.
It's always a miniature horse. And I'm guessing there's a reason for
that. I'm just curious. I mean,
do we have a history of people bringing

172
01:52:46.337 --> 01:53:24.071
miniature horses on campus? Derrick,
I actually think that there... Was it there? Is this an authorized?
I'm not assuming. Is that what you're asking? What is the?
I'm guessing people have miniature horses as authorized service animals.
Maybe that's #2 behind dogs. And so that's why it needs to be in the
language to specify that. Is that what it is? Okay.
I wasn't aware of that. And the only other one,
there's some curious wording, which is FFR1.
This is the naming of buildings and facilities procedure.
And I thought I had this blue line pulled

173
01:53:24.071 --> 01:54:02.623
up, but I don't, but I quoted it. It says,
quote, the renaming, the naming of the buildings and
facilities shall be started before the building or facility is opened for use. which is fine. The next sentence is,
this procedure applies to renaming a building or facility. Well, obviously,
if it's being renamed, it probably already is open for use.
So that might just be a technicality to clean up at some point in time. Alright, moving on out. That might that might have been a TV show,
but we're going to go enrollment manage.

174
01:54:02.623 --> 01:54:42.983
Oh, Doctor Field,
did you have enrollment management strategies for the Eastside Elementary
Schools? Doctor Field. Yes, good evening. Do you want to? Yes,
Becky, I'm going to let you introduce. Thank you.
This is a follow-up to the work session that we had in June. If you recall,
we talked about enrollment strategies for the east side of the district.
Just as a reminder, this is Shannon Bingham.
He is our contracted demographer, and it's been a pleasure to work with him
on this. Zach, is this I shouldn't pull it off. Is it attached?
Okay.

175
01:54:44.663 --> 01:55:19.305
I just wanted to be sure. All right,
thank you. So we have some slides here that go over
the main strategies and we'll do a little bit of tag teaming on topics.
I'll kind of do more of the conceptual pieces and Shannon will do more of the
technical pieces. Here's the agenda. First of all, again, why we are here.
If you take a look at this map and you look on that right lower,
there's a white box. This is the area we're talking about when
we refer to the east side,

176
01:55:19.305 --> 01:55:51.543
the east side of Powers.
And it really involves the four elementary schools of Encompass Heights,
Chinook Trail Elementary School, Legacy Peak Elementary School,
and also Ranch Creek Elementary. And there is still a good amount of
construction, new residential construction in these
areas, Sterling Ranch, Wolf Ranch. And that is what is prompting this need to look and say,
how do we strategize this situation?

177
01:55:54.063 --> 01:56:29.131
When we think about addressing enrollment
strategies, we put this continuum together because it
really illustrates there are less impactful strategies and there are more
impactful strategies in terms of impacting existing families. And if you look at this slide,
you will see that we are focusing on the least impactful strategies to begin.
And if we need to get more impactful in the future, years down the line,
that certainly can be evaluated at that

178
01:56:29.131 --> 01:57:01.223
time. But right now,
we are just focusing on limiting out of district choice. looking at overflow and looking at
boundary changes for unoccupied subdivisions,
meaning the houses aren't built yet. Again,
could we have to go deeper in years, in the future, four years? It's possible,
but we're not ready for that yet. And boundary changes and things of this
nature can be very impactful to existing families,
and we want these strategies to impact them the least that we possibly can.

179
01:57:03.783 --> 01:57:35.454
So the first strategy is around out of
district choice. This is a concept we've already
implemented in Pine Creek High School. And I always kind of refer to it as a
spigot that we kind of shut down a little bit. When we're getting very full,
we need to prioritize our neighborhood students.
And so we are not going to accept as many out of district students. And it doesn't mean that we want to turn
those families away, but we let them know we cannot
accommodate you at this school, but here are other options.
And we have many families that say,

180
01:57:35.454 --> 01:58:05.961
I want District 20.
Can't get my first choice. That's okay. I move to the next one.
And when we look at this, just to give you some context,
there's room there, right? When you look at these percentages of
total enrollment based on last year, you see that there's room. Chinook at 8.
8%, Encompass Heights is over 8, Legacy and Ranch Creek, 11.8%.
So there's room there. So what we are proposing and what we've
actually started to implement some this

181
01:58:05.961 --> 01:58:37.047
year is each elementary school in a particular
grade level, when they end up with only six seats left,
they say, nope, no more out of district choice.
We're going to hold these seats for neighborhood students. At these schools,
we are upping that to 12. That way, there's more room. Now, eventually, two years, you know,
we have to see how this plays out. It may be that some of these schools
cannot accommodate out of district choice.

182
01:58:37.047 --> 01:59:12.306
And again,
we go ahead and we encourage and give other opportunities.
So that's strategy one. The next strategy is around overflow.
Overflow is only a phenomenon at elementary school.
We do not overflow at middle or high. What it means is if an elementary school
is at complete capacity at a particular grade level, even a neighborhood school,
there's a student there may not be room for them.
So we have to overflow them to another

183
01:59:12.306 --> 01:59:42.663
school.
And the promise has always been that that student will be able to return to that
school the following year. Now we amended the policy this summer when we started to realize for Legacy
Peak, we may not be able to make good on that
promise. And so we don't want to float that
promise out there. We want to be transparent.
So we already modified the policy to say that at Legacy Peak,
it may not be able to happen that you return.

184
01:59:44.583 --> 02:00:19.014
With that,
we think about what are the overflow assignments. First of all,
we are planning at the four schools that we're targeting here,
which is up on the screen. Chinook Trail and Legacy Peak already
have 4 sections at each grade level. But if you'll notice,
Encompass Heights and Ranch Creek do not. Eventually,
we will be moving them to four round. That's the terminology,
4 sections at each grade level. We have room there to be able to kind of
play a zone defense with these four

185
02:00:19.014 --> 02:00:52.888
schools to manage the enrollment
pressures at elementary. The next slide shows you where these
students would actually be overflowed if you look at the bottom chart. You can see in the second column to the
right, you see the current overflow and you can
see those schools, Summer Frontier, Pioneer, Prairie Hills, Edith Wolford.
What we are trying to do in Compass Heights will stay Edith Wolford because
that's up by Pine Creek,
it's close to Black Forest Road,

186
02:00:52.888 --> 02:01:23.924
makes sense. However, for the other sites,
these schools on the east side, these neighborhoods flow right from one
to the other. So we want to be able, if we have to overflow a student,
to keep them on the east side. I can tell you when And I did the boundary work back in 20,
based on the 2016 bond for Encompass Heights, for Legacy Peak,
and for Chinook Trail Middle. Some of these areas,
the boundary goes on the grass between

187
02:01:23.924 --> 02:01:56.086
the back of two houses. They flow.
So we want these families to feel like they're staying in familiar territory. They're staying on that east side.
So we are making these changes. If this got so full years down the future,
we could always look at like Prairie Hills as an example.
It's right on the west side of Powers, but we're not ready for that yet. The next part of this is that we're going
to make an amendment to our policy about

188
02:01:56.086 --> 02:02:32.500
overflow.
And instead of just calling out Legacy Peak,
we're going to change the language that says we are going to do our absolute best
to return a student if they are overflowed to their neighborhood school. However, if it's not possible,
which as this starts to bloom, it may not be,
then they would stay at that overflow school,
but it's in that east side zone defense, so it's a familiar location. Strategy 3 is about boundary changes for
unoccupied areas.

189
02:02:32.500 --> 02:03:05.757
No one lives there at this time.
So that's an important concept as we think about the least impact on our
current families. And I'm going to give this one to Shannon.
So this is a pretty standard practice up and down the front
range to identify subdivision filings where nothing's been sold.
So to the extent possible, the lots in areas one through 4 are not
under contract. No one has bought a home thinking they
are assigned to a specific school

190
02:03:05.757 --> 02:03:40.173
attendance area. So for that area one and two,
that's the Wolf Ranch Highline area and part of Wolf Ranch Gardens.
And for the most part, there's nothing in the area that we have
designated that has been sold. And the overflows assignments are the
ones that make the most sense to transportation as far as overflowing
immediately next door. Now,
these schools are going to have a little bit of room in them because the homes
that are up against Powers Boulevard are already beginning to age,
meaning the existing housing stock,

191
02:03:40.173 --> 02:04:12.379
that is some of it is 6 or 8 years old,
some of it may be 10 years old, some of those homes are already starting
to produce fewer kids.
And that's what's making room, especially in grades K1 and 2 for some of
these children that are coming from the new housing units. So again,
this is kind of become a standard procedure up and down the front range to
identify these unbuilt areas. That area 3 would go into Ranch Creek, We're seeing already a little bit of
space available in those early grades in

192
02:04:12.379 --> 02:04:43.997
Ranch Creek.
And a lot of that area 3 will either be very high density,
which will produce fewer children, or it will be high value homes that would
produce fewer children as well. Area 4 is Sterling Ranch,
the area that is in that southeastern corner of the district is
going to be probably family targeted housing,
meaning in a price range that families can afford.
And then area 4 is referred to as Prairie Ridge and Briargate Parkway will go right
through the middle of that.

193
02:04:43.997 --> 02:05:15.425
And if you've been over there,
they're grading it now. And so before anything gets sold or
anything gets taken offline, We want to redesignate that to a school
with room. So at the middle school level, we would be assigning those children to
Timberview. Now they go to Liberty for high school.
So this would be kind of a relatively small change where they would be going to
Timberview on the West side of Powers. in advance of going to Liberty,
also on the West side of Towers.

194
02:05:15.425 --> 02:05:49.632
That entire area, Wolf Ranch,
Sterling Ranch, Prairie Ridge, is assigned to two schools,
Legacy Peak Elementary and Chinook Trail Middle.
So we have to do something to decentralize that point load and all of those middle school kids go to
Chinook Trail, where we are just about out of seat.
So that's the reason why we are looking at Timberview.
The assignments are shown across the bottom of the slide before and after.
There is a finger of Encompass Heights

195
02:05:49.632 --> 02:06:22.709
that extends across south of Old Ranch Road into the Wolf
Ranch area. And we would be picking up that portion
of Wolf Ranch Highline into that finger into Encompass Heights.
And then those students would also feed to Challenger and Pine Creek in order to
keep that feeder system intact so that those children would stay with their
peers as they matriculate through the grades. Great. This slide just gives you an idea,
you know, a natural question I think that comes up
is, okay,

196
02:06:22.709 --> 02:06:55.404
what kind of impact would this look like?
So these are some projections that Shannon has developed that shows a four
section capacity at these four elementaries.
And you see they're in pretty good shape. Now Legacy Peak starts to get you know, over that 656 in several years.
It doesn't mean at that point that we have to scramble.
That may be another spigot turn where we make it tighter on the out of district
choice, maybe even a little tighter on
in-district choice. Again,

197
02:06:55.404 --> 02:07:30.109
you don't have to jump right to boundary
changes. There's other intermediate strategies,
and we would evaluate that at that time. So just a couple of notes.
It's always important, I think, for you to gain context about how do some
of the consumers of this feel. So Shannon and I,
we met with all of the principals that you see listed there.
Anyone who was peripherally involved, And you see the themes down below.
Principals felt like that this was the

198
02:07:30.109 --> 02:08:04.084
least impactful for families.
They thought it made sense. They appreciated the step by step.
And they said this will place, you know, as we do 656 capacity,
we'll have to be more mindful about the spaces in our building. And and that nature. And Pat Shoemaker,
he said, hey, everybody, you need ideas? Call me.
I've already done that type of creative work.
So it was a positive meeting back at the end of July. The other thing Shannon did a great job
was organizing meetings for us with the

199
02:08:04.084 --> 02:08:35.999
developers.
So we met with Classic and Norwood, and they came here to the EAC. And again,
we had a very pleasant meeting with them. They appreciated the proactive.
To be honest, they were very kind. I think they were a little almost
surprised that we invited them in. in a good way.
They felt that it was proactive. They said, hey, I said,
this is just a proposal. We'll know more in September. They said,
if it goes through, send us the online maps,
send us flyers so we can get it to the

200
02:08:35.999 --> 02:09:06.773
families who come into the sales offices.
And Shannon's been critical on that. As you look at the last slide,
this would just show next steps. Again, we've talked about principles,
we've talked about developers, but now how about our community?
So you can see at the top, we will be using our stakeholder meetings
in September. We just can't sit on this. The longer we wait, Then all of a sudden a house pops up.
So we're going to go ahead and we will be

201
02:09:06.773 --> 02:09:41.263
visiting each one of these stakeholder
meetings. And then we will also have a community
meeting on the evening of September 2nd. It's important to note that that's going
to be right before the board meeting the next day. So I won't have the feedback in what I
bring that day, but verbally can share it. On September 3rd,
depending on what you instruct me now, we would be bringing back the update on
the community engagement. We would go ahead and give a resolution
for you to consider. And if you approved

202
02:09:41.343 --> 02:10:13.783
these changes,
we would immediately implement them into our online map.
Even though these areas don't have street names,
a parent that clicks on that area will bring up the correct new assignments.
And then of course, we would continue to monitor this over
time and close that **** a little tighter or
loosen it up and just, you know, be kind of proactive and thoughtful and
do some pivoting when we need to. Do you have any questions for us?

203
02:10:18.703 --> 02:10:53.278
Doctor Waldrep. And these are the new areas there.
Is there any plans for potentially looking at new schools being built in
those areas in the future? Because I think about it,
born and raised in Phoenix, everything in Phoenix looks like a piece
of graph paper. Have you ever seen it on a map?
In the middle of every one of the one mile squares,
there's an elementary school and then every two has like a Yeah,
so I think about those parents driving quite a distance away to go to their
science school and hopefully something we can think about in the future to. And here we do have some reserve parcels.
And I think here's the leverage point.

204
02:10:53.278 --> 02:11:29.480
When we think about District 20 right now,
we're really flat in enrollment. We went down 0.4%.
And that is good compared to many very successful school districts in our state.
We're holding our own. What we have to really consider at the
time, and that's why we're starting in this
benign fashion, when you think about our revenue coming
in, it's flat. And so to bring on a new school when
we've got other areas in the district that have the capacity,
the challenge that comes with that,

205
02:11:29.480 --> 02:12:01.995
it could be overcomable,
but just something to consider is you would need to pass a bond for it to build
the building. And then all of the operational expenses
are now new expenses. And if the enrollment is remaining flat,
that just becomes the challenge. So I think to your point, Dr. Waldrep,
that certainly those conversations will happen probably several years from now,
right? As these strategies are kind of done
doing their job and they've gotten us so

206
02:12:01.995 --> 02:12:47.399
far. And then at that point, the board,
you know, evaluates proposals from staff and
community input to kind of decide what to do next.
But that's why that wasn't our first strategy out of the gate.
But great question. Anyone else? Dr. Field, we're good.
Thank you so much for the time and thank you, Shannon.
You've been a joy to work with. Thank you. Thank you so much. All right,
now we have the report of the Citizens Bond Oversight Committee. Field. I'd like to please invite Kris Garnhart,
Executive Director for Building Fund,

207
02:12:47.399 --> 02:13:21.360
and Jessica Tiverdi,
also a Falcon at Foothills, who is our co-chair of the CBOC. Hello,
how are we? We're always the last one. I don't know. Okay, so as she said,
I'm Jessica Tiverdi. I'm the co-facilitator of the Citizen
Bond Oversight Committee. The big thing to know about me, yes,
I'm A Falcon through and through, but I'm about to also have to span and
like Eagle View because my son is going there. So,
and I really want this project to stay on task because he's going to be coming to
Air Force Academy when we get this all

208
02:13:21.360 --> 02:13:53.344
done. So just some updates.
They've been busy this summer. So huge shout out to Chris for everything. that he has managed and overseen because
I don't think there is a building that you can walk in that this bond is not
touching and helping. So our group, we met in July 15th of 2026.
Our meeting was led by Kris and discussed all of our financial activities. In the month of April,
encumbrances increased by approximately

209
02:13:53.344 --> 02:14:29.496
$516,000.
This included HVAC upgrades at Foothills, High Plains,
an ADA ramp for the lower lot of the playground at Woodman Roberts Elementary
School. In the month of May, encumbrances increased approximately by 6.
8 million.
This included lighting upgrades at 27 locations and a demolition survey and
asbestos testing at the Air Academy High School. In the month of June 2026,
encumbrances increased by approximately

210
02:14:29.496 --> 02:15:01.517
138,000. This included HVAC repairs at Discovery
Canyon Middle School and Explorer Elementary School. As of June 30th, 2026,
58% of the funds have been spent. CBOC was updated on all projects being
worked on this summer. Several photos, I hope you took the time to look at them
in his report. are showing just the positive impact.
And as a little tidbit, my soon to be third grader got to use the
bathrooms that have been updated.

211
02:15:01.517 --> 02:15:33.737
And it's in like our top 10 of the summer.
It's a big deal. And she turned to me and she goes,
the custodians are going to be so happy, mom. So like this work is impactful.
And being on this oversight to just to get to see how the money that I pay as a D20
taxpayer is used. Like I would trust their leadership for
anything. And it is, it's just amazing to see.
Chris has invited me. I get to go walk some of the sites and
see it. I would encourage all of you,

212
02:15:33.737 --> 02:16:13.041
like it sounds silly, but When a first grader is going to see our
bathrooms, I wish all of you as board members could
see the impact that has because they were, they were rough. So I just,
I hope you get into the buildings and you take the time to see the work that this
bond has given to our district. So it's a joy to be on the committee. Do you have questions? Does anyone have questions? Director Tripp. So I'm going to sound like a Becky Allan
in this moment. But first, thank you so much.
I don't have questions for you,

213
02:16:13.041 --> 02:16:50.423
but I looked at all the pictures.
I was like, oh, I got to go there and I got to go there
and I got to see that. So it's really exciting and I appreciate
it. And I did get a little snapshot of what's
coming next summer and And it's great work. So thank you so much. For my fellow board members who like to
know where our money's going and what's happening with that,
can we pull up that report and go to page 6? Would that be possible?
Whoever is in charge of? Scrolly. If you look at the bottom of page 6 and
it says BOE contingency tracking.

214
02:16:51.943 --> 02:17:34.071
And I was like, what the heck is that? Payne. Turns out this bond premium allocation of
3. 5 million has to do with our rating as a
district. And basically kind of like you get an
insurance rating for how amazing you are. It's the same thing.
Our district is seen as being so amazing that they gave us 3.
5 million extra dollars. And They gave us some refund of 5000.
So basically we have extra money that was offered to us to utilize because we're
such an amazing district. So woo, woo,

215
02:17:34.071 --> 02:18:07.956
woo. The question is what, where do we,
where does that money go? And it goes into this contingency fund
that we technically hold. And it doesn't get spent,
not even like $5. It just stays here until a request is
made to utilize it for something very specific related to this bond work. So if part of the project goes over a
little bit, like LED lights cost a little bit more
than they thought,

216
02:18:07.956 --> 02:18:39.143
or if something comes up that wasn't
anticipated and it's not within what has already been allocated,
they can come and request us to help cover that. So this isn't money that goes into our
pockets to do whatever we want. This is money that's like kind of
protected to help shore up this bond work. And I thought you would want to know
about that, that it exists and the mechanisms for it
getting spent. So anytime this is going to be spent on
something, it's going to come to us.

217
02:18:39.183 --> 02:19:15.418
before that happens. Well,
I just want to thank you for your work in our community and being on the oversight
committee. And it's an honor to have you tonight.
We really appreciate the update. And we've got you on speed dial.
Did you want to add? Yeah. So I heard a comment earlier about when
construction activities were going to happen. at Douglas Valley.
That's not a bond project, so it doesn't show up in my reports.
But I will tell you, the contractor has delivered a
construction trailer on site.

218
02:19:15.418 --> 02:19:49.543
They're setting up construction fencing.
Next week, they'll start doing erosion control,
which is they got to protect you know,
sediment from getting off the site and use off of have to inspect that.
Once that happens, I expect to see some dirt moving pretty
quickly. So probably within the next two to three
weeks. Now,
will that be real dirt or will that be? I was going to ask the same question,
but I was actually waiting for Vice President Payne to.
Now we can do the real dirt. That will be the real dirt. Valley dirt.
I hope that was perfect.

219
02:19:51.543 --> 02:20:29.756
Thank you, Mr. Garnhart,
for all your expertise. We're so lucky to have you in the
district and your service has been exemplary. Thank you. All right,
so now we go into the public comment section. Mr. Belcher,
how many people have signed up to speak during public comment section one?
We have one speaker. All right. The board welcomes public comments on
issues related to the operation and conduct of district schools in accordance
with board governance policy GP 4.4. For members of the public who have
registered to comment at tonight's meeting,
the board has reserved 2 public comment

220
02:20:29.756 --> 02:21:02.591
sections.
The first public comment section is for individuals who are speaking on specific
agenda items and ASD 20 students. ASD 20 students will be called upon first,
after which individuals will be called in the order that they appear on the sign up
sheet. The second public comment section is for
the individuals who wish to speak on a general topic not on the agenda.
Individuals will be called in the order that they appear on the sign-up sheet.
Each individual speaker will be limited to two minutes of comment.
Individual speakers may not exceed their

221
02:21:02.591 --> 02:21:34.331
time to or cede their time to other
speakers. Please keep in mind that students often
attend board meetings. Speakers' remarks, therefore,
should be suitable for an audience that includes kindergarten through 12th grade
students. Out of respect for all speakers, please refrain from cheering, clapping,
snapping, or speaking out during public comment.
The board president will recognize each speaker and may interrupt, warn,
or terminate A speaker's statement. that is unrelated to the operations or
conduct of the school district, or disruptive to an orderly, civil,
and productive meeting.

222
02:21:34.331 --> 02:22:07.841
Examples of comments that may be
disruptive to an orderly, civil, and productive meeting include
obscenities of profanity, comments that constitute harassment on
the basis of one or more protected classes, and or personal attacks against any
individual that exceed permissible criticism of school operations or
personnel in their professional capacity. Finally, as a reminder to all presidents,
the board and staff generally do not respond to public comment.
This is our opportunity to hear from students, parents, and patrons.
The board may discuss public comments

223
02:22:07.841 --> 02:23:01.150
later in the agenda or on future agendas. Our sole speaker for this section is
William Savell. This past week, sorry, this past week,
I re-examined the list of concerning books of D20 libraries and finished with
the following discoveries. As you review IJLR2,
allow me to share with you the results. I am now tracking over 1900 concerning
books, 800 of which violate Miller versus
California. Once again,
I also uncovered yet another scheme by staff to make more, over 140 by my count,
available electronically in violation of

224
02:23:01.150 --> 02:23:32.041
the Children's Internet Protection Act.
Moreover, a lot of the titles are also being
slipped in under other languages. Kudos again to those of you who had the
courage to remove almost perfect. But let's be honest,
this isn't a battle won one book at a time. Derrick,
since you recently ambushed me and Brett with derisive comments,
only to run away before we could respond, let me answer you here. No,
I don't agonize over why the board doesn't, in your own words,
just rip the books out.

225
02:23:32.041 --> 02:24:06.187
Books that you yourself used once in your campaign for election onto this
board. Amy and Eddie, I know you've seen yourselves for
yourselves how staff manipulates the committee process,
packing them with activists, locals and teachers,
dismissing actual law, selectively manipulating policies,
or rewriting them when their power is limited. My position on this topic remains
consistent. Start by overhauling the Carver model.
Strengthen, legally align, and enforce policy so this filth isn't
permitted in the schools in the 1st place.

226
02:24:06.187 --> 02:24:52.103
Instead of taking years to react after
realizing an administrator has crossed the line,
accept that the ones that the ones you repeatedly treat as allies are not. They have clearly defined roles and
responsibilities codified in law, and so do you. Amy, don't kid yourself.
God does not release you from your duty. Thank you. Next on the agenda we have review of
administrative policy IJLR2, reconsideration of library resources
procedure. Discussion please. Director Wilburn. You're going first.

227
02:24:54.223 --> 02:25:27.703
In study session,
I think we discovered something very, very valuable, thanks to Mr. Miller,
about the lack of mandated head count on a book review committees, right?
So less is more, I think, in this case. And I think where we can really sharpen
this pencil up quite a bit and sharpen the sword is to figure out how many we
need to have. If there is no minimum, then how many do we want to have and make
that adjustment. So we

228
02:25:29.143 --> 02:26:04.393
We discussed today in a work session
about eliminating the student requirement, which I think is wise,
and that was well explained. Why are we inviting students to review a
book that we're saying is inappropriate for students? So there's one,
but we're still sitting at somewhere in the neighborhood of 6, 7, 8, 9. And if there's nothing necessarily saying
that we have to have that many, that I think we should discuss how many
we want and move in that direction. And who those people should individuals
should be? No, and I appreciate that.
That was those are all good points.

229
02:26:04.393 --> 02:26:36.836
Doctor Waldrep. Yeah,
I think we had a pretty good discussion. I think the more we continue to learn
about these things, what are the parameters we have to work
in? How can we do that as efficiently as
possible? We know that we have a A lot of the setbacks or kind of hurdles
we have to go through that are legislative that are kind of beyond us.
So how do we kind of recognize those things not necessarily as a limitation,
but as a challenge to be solved. And I think we're working towards that.
I also want to kind of give kudos to the staff that really helped out.
Ebbens and everyone else that kind of

230
02:26:36.836 --> 02:27:08.718
really helped out on there. Dr. Harris. So we have,
I think we're working with people that have the goal,
the shared goal in mind and trying to work towards that as best we can.
So I just want to say I appreciate the work we have so far.
I think there's some work to be done, but I also think little things we're
doing too is trying to streamline these things. Less is more sometimes.
So how do we kind of recognize what's effective, what's efficient?
How do we get this process done in a way that's not going to take, you know,
the next 55 years to get rid of, you know,

231
02:27:08.718 --> 02:27:43.107
five books if they're deemed to be
inappropriate? Well, thank you for that. Director Tripp. Also, I thought our work session was good.
And I think we do have a desire to get upstream from this.
The fewer yucky books that come in, the fewer we have to go through this
ridiculous process. And so addressing that, that upstream,
and, you know, books coming in,
I think is very important, a very important piece.
And we're going to be working on that

232
02:27:43.107 --> 02:28:18.643
over the course of the next little while,
which I'm excited about. And I just want to remind us all from a
context perspective, we curate the food our kids eat in school.
We curate the websites they can go to in school. We curate the curriculum. that we allow to be used in this school.
We don't allow them to access medicines, even Advil and Tylenol, without oversight. There is absolutely no reason why we
cannot and should not be curating the

233
02:28:18.643 --> 02:28:52.330
content of our libraries. I would just add that I really appreciate
the multidisciplinary approach of everyone coming together to work through
this, because some of this is a statutory issue.
And the constraints placed on schools across Colorado is sort of remarkable to
me that we are all finding ourselves in this position to navigate what has been put in place.
And I want to honor the thoughtful process because this has involved a
triage of things,

234
02:28:52.330 --> 02:29:24.694
of screeners and what's appropriate and
what is legislative and what is legal. I mean, we are under legal constraints.
So I want to honor everybody that's worked on this.
And I want to be very respectful and mindful that the way even then when we have
disagreements or when people come to the mic, that children learn what they live.
And when they learn from adults of how we manage things like this,
we have to be very mindful of the message we're sending to future generations,
because I think we're all trying to be

235
02:29:24.694 --> 02:29:59.728
part of the solution. And it's a tough issue. So with that,
I want to get to the, go ahead. Moving on to decision items. Oh,
Director Waldrep. I just said, as we kind of mentioned here,
as Director Tripp mentioned, I'm not sure we have in place yet,
but it might be worthwhile to consider a moratorium and take new books into the
district while we solve this kind of problem.
I think we have probably sufficient books, you know,
for academic merit and academic excellence as currently as we have it.
So we play some moratorium on taking new books in until we can figure out more
about how we can implement an efficient,

236
02:29:59.728 --> 02:30:36.770
effective system for the reconsideration
process. That might be worthwhile for us to
consider. So if I can just add. I'm so sorry.
I apologize. I'm so nervous up here. I'm just trying to make sure.
I just wanted to respond to Dr. Waldrep. Starting at the very end of last year for
our secondary schools, we did put a hold on new books being
added to the shelves pending the updated policy. Apologize,
I'm sitting here trying to remember your last name and not call you Karie.
It's Ebbens, but it's fine. Karie Ebbens.

237
02:30:36.770 --> 02:31:14.610
I'm so sorry. So thank you for that.
You're welcome. Any additions, anyone? Any other comments or questions? No. Thank you. All right.
Moving on to decision items. We need a motion to approve resolution
262-26, parameters resolution for series 2026
general obligation refunding bonds. So moved. Second. All right, discussion, please. Well,
thank you this evening for giving us a few minutes.
I just first want to introduce Dan O'Connell.
He's A managing director with RBC Capital

238
02:31:14.610 --> 02:31:45.431
Markets.
He's the gentleman that helps us plan our levies and all of those to try to
strategize. So just a great collaborator. He does trainings through CDE for school districts.
He's just a friend of school districts across the state.
So you know when you have a mortgage, and I'm making this up, you get 7%, okay?
And then eight years later, all of a sudden it fell to 3%, 4%,
and you decide you want to refinance that

239
02:31:45.431 --> 02:32:21.527
mortgage. Well,
the length of the mortgage doesn't necessarily change,
but now you're going to pay less interest. That is what a refunding means.
It's basically like a mortgage type of refinancing.
So we have a set of bonds that came from the 2016 voter approved bond.
That one was for $230 million. And we didn't sell all those bonds at
once. In 2017, we sold $160 million of bonds.
And so we've been paying those payments

240
02:32:21.527 --> 02:32:55.006
just like you do with a mortgage. But now conditions are right to say,
you know what? We would save interest costs by refunding,
reselling these bonds, paying off the old ones,
and having new debt at a lower rate. And that's good stewardship for our
community. And so that is really what this is all
about. It's about $124 million worth of bonds
that we would sell. And there's kind of a,
there's something called net present

241
02:32:55.006 --> 02:33:28.744
value,
which tries to estimate what your savings would be. And it,
3% is a typical threshold. If 3% is the savings,
that makes sense for a school district to move forward. If it's less than that,
you know, there's costs associated with selling
these bonds, just like when you have mortgage closing
costs and all that. Well, if the savings is so little,
it's not worth it. So we are exceeding that.
Dan is really looking at that number

242
02:33:28.744 --> 02:34:03.690
being at least 4.5%,
maybe even in the sixes. What would you say today, Dan? This does not move, I learned,
so you could use that. So, Paul, who was here before? Okay, thank you.
Yeah, currently, we're at about 6% present value savings,
so double the GFOA standards of 3% savings. And obviously,
that's subject to market change. So we've been in the process which I'm sure Becky is going to talk
about a little bit, but I don't want to steal your thunder.
But we've been in the process of putting

243
02:34:03.690 --> 02:34:35.275
together the financing documents,
approaching the rating agencies. We just had a rating call,
what was that yesterday, two days ago. And they're likely to assign the rating
next week. And so as the process goes along,
we're now getting prep to post the offering document and
hope to be in the market sometime around August 20,
with a closing occurring in September. But present value savings currently are
at about $7 million on the 124 million that would be refunded.
And that's spread out. So that savings,

244
02:34:35.275 --> 02:35:09.478
you don't all of a sudden feel it. To pay the rest off takes till 2040.
So you have to go through all those payments. Every year, it's a little less.
By the end, about $7 million. The rating that Dan was mentioning speaks
to what Director Tripp was talking about, about why we got premium when we sold the
bonds and she was showing you in the box. It's like when you try to look up a hotel
and there's one for five stars and one for 1 1/2 stars. Well,
people are going to gravitate to,

245
02:35:09.478 --> 02:35:42.183
you know, okay,
this is somewhere that is more appealing, right? Popular,
a movie that has nine out of 10 versus 2 out of 10.
More people are going to go to the nine out of 10. This rating process that Dan,
we had about an hour call with Moody's rating,
and they give us a rating as a financial institution. The better our score,
more people are willing to pay, and they are even willing to pay more
than what we're initially charging. And that's that 3 million plus that
Director Tripp mentioned.

246
02:35:42.743 --> 02:36:14.739
So that's really where we are.
Most of the documents are attached to this board item.
There's another one called the preliminary official statement that is so
large. If you'd like to see it, Brittny has a copy of that.
And all of these documents still become, we work with attorneys and all of that to
finalize. They're not all finalized yet.
They probably won't until, you know, the time of sale or some even after sale.
Right. We will post the offering document, the preliminary official statement,
which is like the equivalent of a

247
02:36:14.739 --> 02:36:44.868
prospectus for stocks.
And once that's posted, we will then proceed to the pre-marketing
phase, price the bonds, like I said, hopefully August 20th or somewhere
thereabouts. Again, we need to be relatively nimble in this
market. market.
It has been a challenging market as of the last several months, to be honest.
So timing is critical. And once we price the bonds,
then that actually is finalized, rates are finalized,
and then we fill in all of the blanks in the preliminary document,
and then that becomes the final official

248
02:36:44.868 --> 02:37:25.096
statement,
and that's available for you as well. after we price. Do you have any questions for us? Anyone? No, we appreciate your expertise.
We appreciate you being here tonight and we appreciate all of, again,
supporting this district. This is a complicated issue and it's a
really important responsibility. So your wisdom and guidance is much
appreciated. And thank you, Ms. Allan. We appreciate you working together at
least to help guide us. Thank you. Yeah, and Dan is excellent.
I mean, I first met Dan when I became the CFO.
He had worked for Tom for years and years.

249
02:37:25.096 --> 02:38:00.251
And he'll answer my call at 7 o'clock on
a Saturday or whatever, because there are some levy emergencies
that come up, right? Where you're like, oh, we have to... look at this or what have you.
She works hard. She works hard. And so does the answer. Miss Allan,
I think we're going to have to put in a definition for emergency and crisis
management at 7 AM on a Saturday. Maybe the levy is not an emergency. Yes,
but a great partner. So thank you. Thank you. No, thank you so much.
This was great. We really appreciate it. All right,
off to the next thing here. Oh, roll call.

250
02:38:00.251 --> 02:38:33.263
I guess we have to vote on it. All right,
we're going to do a roll call. Vice President Payne. Director Tripp.
Director Wilburn. Director Waldrep. Director Shandy. Mr. Belcher,
how many people have signed up to speak during public comment section 2?
We have 3 speakers. Thank you. The board president will recognize each
speaker and consistent with GP 4.4, comments will be curtailed if remarks or
behavior becomes inappropriate. The board president may interrupt, warn,
or terminate A speaker's statement.

251
02:38:33.503 --> 02:39:20.903
that is unrelated to the business of the
school district, inappropriate for K through 12 students,
or disruptive to an orderly, civil, and productive meeting.
Thank you for your cooperation. Our first speaker is Cynthia Halverson,
followed by Tiana Clark. I hate what the world is doing to our
children, and I believe that God hates it too.
What is the world doing to our children? Dumbing them down,
confusing them with lies and distractions, tools of the enemy?
Abducting them and abusing them, selling them,
stealing their God-given identities and giving them false identities,
stripping them of their innocence?

252
02:39:21.343 --> 02:39:52.021
immersing them in a life riddled with
fear, paraded as love, snuffing out the life that the Lord
created in them. There is coming a time, and quite soon, I'm afraid,
where those who are following these agendas will have to make a choice,
repent or burn in hell. My heart grieves me,
and when I sit down in board meetings and I listen to the faculty, staff,
and administration rejoice and cheer over stats that are far below where our
children should be, dumbing them down rather than raising
them up,

253
02:39:52.021 --> 02:40:24.823
hearing the usage of numerous acronyms
that are feeding the ears and the minds of these precious ones,
that they are not who God created them to be,
as lies are being fed to them regarding their gender, their names,
and their self-worth. Turning what is evil into good,
for what purpose? May I ask, to what benefit does this provide the
staff, the faculty, and the administration?
My heart is heavy with grief, and God's heart is grieved as well.
Many sitting in seats that are applauding themselves were not raised under these
lack of standards.

254
02:40:24.983 --> 02:40:58.328
I grieve for you as well.
But it's not too late, not too late for our children,
but it will be soon. So I am here to plead with those who have
an ear. Repent from your wicked ways. Take these pornographic books out of the
eyes in reach of our precious children. Stop attempting to strip their parents of
their God-given authority over their children. and introduce the true history of our
nation, the pride of a patriot whose forefathers
gave their lives, their fortunes, and their families so that we could enjoy
the liberty, the justice,

255
02:40:58.328 --> 02:41:41.670
and the freedoms that other nations only
dream of. Teach the Constitution of the United
States of Our next speaker is Tiana Clark,
followed by Brett Dayberry. Again, our next speaker is Tiana Clark,
followed by Brett Dayberry. So I had some names I was going to read
out loud, but based on the policy, apparently those names are only
acceptable in the hallways and not in the board meeting.
So the names I was going to say are the ones that actually hurt our kids' mental
health and sense of belonging. When said, the offender may receive a verbal warning,
but rarely an enforceable punishment.

256
02:41:41.670 --> 02:42:13.520
In fact,
if a student reacts to being subjected to hate speech,
they often receive a harsher penalty. The impact of being called hateful words
just serves the same punishment as a physical altercation would receive.
Since the board likes to set policies surrounding names,
where's your policy for when names impact demographics outside yourselves?
Where's your outrage of parental rights for those who don't want their kids being
called racist phobic terms? towards the policy for victims,
including students and staff, of hate speech. The impact,
Rampart class of 2028 had a completed

257
02:42:13.520 --> 02:42:47.166
suicide as 6th Graders and a completed
suicide as 7th Graders. Staff were tasked with an initiative to
keep them alive as 8th Graders to get every student to high school.
At least one student in this class had an attempted suicide just last week. The trauma traced back to the impact of
being called a ****** daily in middle school at Chinook.
We almost lost a third student from this class, my son.
There is no focus on students, academics, or supporting staff.
In the last three years of teaching, I have no idea who the board rep has been
in any year. You make decisions that add to the
workload without direction of

258
02:42:47.166 --> 02:43:19.590
implementation. He put staff in an impossible position of
breaking state law or having jobs threatened.
You create more work and stress while adding duties that weren't in our job
description. He put effort into making sure Jonathan
isn't called Johnny without permission while ignoring the kids being called
slurs. You instead banned books that explain why
the slurs are wrong. My challenge to you is to maybe visit an
actual classroom this year at your assigned schools and perhaps contemplate
how our dystopian unit in the 8th grade may need to be updated to current events
instead.

259
02:43:19.590 --> 02:43:50.035
Here's to kicking off a new school year.
May the odds be in your favor. Our final speaker for the night is Brett
Dayberry, who intends to read from a book housed
within a District 20 school library. The book is titled Kingdom of Ash and is
located in the library at Rampart High School.
It's rated young adult and the speaker did follow the process outlined in GP 4.
4 and the public comment sign up form. Before this comment begins,
we want to allow students or those who do not wish to hear potentially adult or
sensitive content the opportunity to leave the room or turn off the stream.
I'll give a signal when we've rated

260
02:43:50.035 --> 02:44:38.244
approximately 30 seconds for those
wishing to leave. As a note while we wait, Brett Dayberry is our first. Final speaker for the night. You may begin. Psalm 97, 10 reads in part,
let those who love the Lord hate evil. Mark 10, 14 reads,
let the children come to me and do not hinder them,
for the kingdom of God belongs to such as these.
After opening the online file of the draft of the IGLR2 changes, I now know what Geraldo Rivera felt like
when he opened the vault.

261
02:44:38.244 --> 02:45:21.863
There's nothing there.
And it's obvious to me there's no evidence from this board of any real
changes. Specifically,
I have an issue with the director of curriculum and instruction,
who I understand is Meghan Sanders, being committee facilitator.
As A principal of Rampart, Her and I met three years ago to review
Almost Perfect, and she thought that book was fine.
And now you're going to put her on the committee? It took three years and one lawsuit to
get almost perfect out of the library.

262
02:45:23.623 --> 02:45:56.034
For those not convinced the changes are
necessary, let me read from yet another book
currently in the D20 library system. As I read, ask yourselves,
how much are we hindering our children? She couldn't touch him fast enough.
Fast enough, feel him against her, even when he roamed further,
worshipping her breast as she arched up until each lick and suckle.
Even when he felt he knelt between her

263
02:45:56.034 --> 02:46:36.493
legs, his shoulders spreading her thighs wide and tasting her over and over
until she was writhing beneath him. Rowan thrust into her in a mighty stroke
as he plunged his teeth into the side of her neck,
and she moaned with each drive of his hips. Get the point. After final speaker for the night. All right, Dr. Susan Field,
do you have any clarifications or next steps? I do not. Board of Education,
do you have any clarifications or next steps? Board directors,
we will need to schedule a special

264
02:46:36.493 --> 02:47:15.252
meeting to accept Director Shandy's
resignation. I'm reluctant to do that. We will Monday, August 10th at 6 P.m.
work for everyone to gather and have a special meeting. Oh, look at your calendar,
Director Wilburn. in person. So again,
we're looking at a meeting Monday, 10 o'clock, or excuse me, Monday,
August 10th at 6 P.m. in person right here. All right. Was our business this evening focused on
activities that promote on, oh wait, Ms. Hatfield. Did you, did you monitor,
we're going to have a meeting?

265
02:47:15.252 --> 02:47:57.383
Can you post that? Thank you.
Was our business this evening focused on activities that promote and honor our
mission statement, our belief statement, and our global end statements that remind
us that all students will have the knowledge skills,
and character necessary for successful transition to the next level and upon
graduation will be fully prepared for success. Did the Board hear information tonight
that would require the review or revision of a policy? I'm hearing Director Tripp, yes.
Four point, do we need to name the policies right now? As discussed. As discussed tonight.

266
02:47:58.743 --> 02:48:45.943
Miss Hatfield, do you have that captured?
And also including at some point putting a pin in the book work,
the upstream book work. Do you wanna do do you wanna rephrase or
do you this is? Mrs. Hatfield,
do you have kind of the summary of that or you want to repeat it back? the information that was discussed about
IJLR2. Yes. So you're calling up other IJL policies,
the acquisition and implementation of those books, basically what you're saying.
Yeah. Word is not done with IGLR2 or IGL period.

267
02:48:48.983 --> 02:49:29.343
Mrs. Hatfield, are we clear? Okay.
All right, did the board hear information tonight
that would require a new policy? Nope.
Did the board hear information tonight that the board would like to include on a
future agenda? All right, getting close,
but we do have an announcement. It's Director Wilburn's birthday this
Sunday. Happy birthday, Director Wilburn. I am that man. 39 and holding. Oh, 42, I forgot. Happy birthday.
Thanks for all you do. We really appreciate it. We have 24 people watching the live
stream and this meeting is adjourned.