WEBVTT

METADATA
Video-Count: 1
Video-1: youtube.com/watch?v=EI5B7iuWZf8

NOTE
MEETING SECTIONS:

Part 1 (Video ID: EI5B7iuWZf8):
- 00:00:00: Early Childhood Showcase: Growth, Connection, and New Programs
- 00:09:21: Acknowledging Leadership and Expansion of Infant Toddler Program
- 00:10:28: Elizabeth High School Showcase: Successes and Ongoing Projects
- 00:19:12: High School Auto Shop Dedication and Bi-literacy Recognition
- 00:21:41: Board Member Reports: Stars, ICA Renovations, and Math Curriculum
- 00:29:33: Class Size Report, Employee Benefits, and End-of-Year Activities
- 00:40:44: Consent Agenda Approval and Running Creek Redesign Model
- 00:52:56: Budget Discussion: Revenues, Expenses, and Contingency Planning
- 01:15:17: Action Items: Policy Revisions and Review


Part: 1

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I >> director Olsen >> I >> Director Pal >> I >> Okay, next up we have communications. So we have our early childhood showcase first. >> Need to turn your mic on. Sorry. >> Hold it down >> till you see numbers.

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>> There we go. >> There we go. >> Cool. >> Okay. So this year has been an exciting time of growth and connection within our programs. We were excited to announce that we received a Bule Foundation grant last year that allowed us to open up a

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second toddler classroom which increased our capacity from 20 students to 30 which was pretty exciting. Um with that we celebrated a ribbon ceremony with the Chamber of Commerce early in August just to excite the new reopening to a new

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classroom. Our faculty worked on team building as we built this the team this year with our new enrollments with monthly potlucks to strengthen their collaboration and support and build that team culture. Um within the environment we really wanted to make it a fun

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collaborative enjoying place to be for our early learners. And so within that we implemented teaching strategies gold this year at the child care center because our preschoolers also use that as well as our kindergarteners. And so it is a program that's infants through

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third grade. And so we really thought it would set them up for success even in our infant classroom. And so those were the assessment tools we used this year and we will continue using. Um we hosted many family classroom celebrations in October, December, February that allowed

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our families to come in and see the rooms and see their kiddos um within their team. and our children created cards for our veterans that we sent off in November with little handprints right within our age, right, of infant and toddlers. And so that was really neat to

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see them do that. Um in March, um we featured a preschool registration night that we brought in obviously our toddlers that were transitioning to preschool and collaborate collaborated them to move over to the preschool um to continue that enrollment. And this year

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we're going to have a toddler continuation which is going to be uh really fun. I have sashes that we made that says Elizabeth School District child care um that they're going to get as they transition to the preschool as well for continuation. And then even

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more exciting this summer we are open at the child care center. So we will be year round. Um and that's really exciting for our community um to be able to utilize that year round. We're going to have some in-house special visitors. Um we're gonna have a wheels day that

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the kiddos get to bring, you know, their little scooters and different things and then um just some water days with some um splash things with some water. So very fun for them to have the summer with us and we're excited to be open Monday through Friday from 7:00 a.m. to

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5:00 pm all summer long. So >> 7 to 5, you said? >> Yes. >> Yes. Yeah. We um currently have um 13 families that will utilize the program for this summer which I was excited about. So those are just some highlights

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from our child care from this year. Um some highlights from preschool, we focused on the collaboration, family engagement and the meaningful learning experiences. So, beginning in August, we had a meet and greet with our families that we aligned with our special services team to have those

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pre-screeners early on to build those relationships with our special services team. Our ongoing staff collaboration is also faculty potlucks, but across the board, our two preschools, we met together once a month and did a professional development day at the

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collaborative preschool between Running Creek and Singing Hills. It was really neat to see them come together. um and communicate and work well and um you know work through our different curriculums and give each other ideas and um each time usually somebody we had

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last year a teacher who brought pins that we all made pins or mugs together so something that brought us together which was really neat as well and then our family events so both Running Creek and Singing Hills came together for field trips on a Friday because we don't

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have our students we had in October over 170 attendees at the pumpkin patch between both schools, families, teachers, and the kiddos. And then in February went to the aquarium and we had over a hundred as well at the aquarium.

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Um, our transportation helped with busing, which was huge, huge help to get families there and I think that really helped allow more families to be able to attend. Um they also created cards for our veterans in our senior center that we brought um to a senior center for

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them. Coming up, we do have muffins with moms and donuts with dads that we're pretty excited about. Singing Hills has already um done their donuts with dads, but they're getting ready to do muffins with moms. So, and Running Creek as well. And then our big event at the end

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of the year is our prek graduation. um they rent out the gym and have a large graduation with presentations and diplomas. So, we're excited to present those prekers that are moving to kindergarten um with a graduation as well. Um we're looking forward to

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celebrating our teachers and we have our families who we're partnering with that are providing breakfast for a day, sweet treats for a day, and flowers for the teachers. So, we're really excited to to be able to partner with our families and share that appreciation to our teachers.

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Looking forward to 2627. We just couple days ago received another grant from the VU Foundation that we're extremely excited about. What we're doing with this is I partnered with our security team. We're getting some more security cameras down at the child care

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center. So $5,000 of that will go to the security cameras to allow us to have a little bit better um visibility. and then 15,000 of it is going to a new playground structure. Within this playground structure, what it's going to allow me to do is open up our license.

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Instead of ending it at two and a half, we can now go through five years old, which will allow those three year olds who turn three midyear to can have their continuity of care through the remainder of the year instead of having to find care elsewhere. And then goal is they'll

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transition to the preschool. So excited to be able to have that. It'll also open up opportunities for summer care for families um that may need it a little outside of that 3 to five dude that's really hard to find care in that age. So, we're hopeful that that will also

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open up. So, I will be working on the construction this summer for the new program. So, pretty excited about that. Um a new thing that I'll be implementing next year is a program called Brightitewheel. Um, we were currently using three different programs within

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billing, communication. Um, there has never been an online tool for online registration for preschool and obviously now child care. And so, this is kind of going to be our one-stop shop. And this will allow families to enroll online, which I think will also increase our

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enrollment a little bit easier for families to get on and be able to fill that out over the summer. Um, it will also allow for us to have daily communication with our families, newsletters. Um, our infants do have to track a lot more for our families and so

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this will allow um for connection with our families to give them those updates on their infants and toddlers as well. Um, it will also give us a secure check-in and checkout system. Um, and there's a QR code that they will have to scan to check in and out. So, I've worked with our security team to ensure

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we have that um in place as well for families for that convenience and safety. And then really exciting, Running Creek gets to open up an additional classroom due to their expansion of their enrollment for next year. I'm very excited. So, they'll yep go from three classrooms to four next

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year um due to their increasing of their enrollment. So, we're very exciting to accommodate that. and we're proud to share that all early childhood faculty plan to return, which is huge. Yay. Um, we've had challenges over the last few

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years, but I'm very excited that all staff is returning next year, which is incredible across our schools. Um, it does show an ex a wonderful example of spirit to show our collaboration. We even had a singing hills preschool

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teacher and her daughter go to our child care center and paint a mural for them. Wow. >> Yes, it was wonderful. We due to licensing can't have a lot on the walls and so they came and painted a mural together. So that was really neat to see. And overall this year has been

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wonderful. We are grateful for our staff, families, and community partners. And we looked forwarding forward to educating and supporting our youngest learners. >> That's all I have. >> Would you like to introduce your >> Oh, yeah. Yes, >> we have Tina Far, our preschool director

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at Singing Hills and her daughter Gracie who attends our health. >> We're also at the Singing Hills. >> Great to support. >> Well, I haven't met the Running Grace team, but I met the Singing Hills team and you guys are great. >> Yeah.

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>> I just I'll brag a little on Karina. We really appreciate her leadership and and the Bule Foundation grants and seeking outside funding. And you know, our dream for infant toddler was it would not only be a service to our staff, but also to first responders and town employees. And

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because we weren't open during the summer, we really weren't attracting them because obviously they need care year round. They don't get the summers off. And so this expansion, I think, we may start with 13, but I think if we get the word out, it will grow. So, >> yes, we have numerous um county workers

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that utilize the child care. Um so, that's really great and they get a discount as well. >> Spread the word. >> Yes. Yes. Spread the word. >> Thank you guys. >> Thank you. >> Thank you. >> And thank you, Tina.

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>> Thank you. >> All right. Next up, we have our Elizabeth High School Showcase. Principal McClendon is here to share what's going on. >> And there's a lot going on. >> Yes. Well, good evening. Uh want to just

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we'll just kind of highlight some of the successes that we've had, some of the ongoing u projects that we've that are underway, and really highlight what our what our kids and staff have done this year. So, I want to start with uh

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concurrent enrollment. So just um you know the number of students that are taking classes uh primarily through Arapjo Community College uh we had 222 students which is over a third of the kids in the building that took at least

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one uh concurrent enrollment class with 2,178 credits earned by those students. And for the first time in the history of Elizabeth High School, we are going to have two students graduate uh on May

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23rd with a high school diploma and an associates degree. >> So th this is uh it it's pretty cool. Um >> the growth that we've been able to uh to see there has has been phenomenal. Um we

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have 20 students this year who are also receiving the state seal of biiteracy and that means that they can read, write and speak fluently in two languages. >> Uh some of those kids actually helped um do some translation for some of our

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students primarily at Running Creek. >> Uh came down and assisted those kids who could not speak any English and were able to to help them. So that's uh that's new for us this year. We haven't had that. Uh which is pretty pretty amazing. Uh I do want to shout out one

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of our teachers because this does not happen very often, but we had a teacher who was uh named teacher of the year in her subject area. That was Jennifer Barlay in drama. Um was named the state teacher of the year uh for for the drama

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programs across the state. So we're pretty excited about that. Uh we had two very large community events. Uh one just last week with the big help day where kids went out throughout the community. Um volunteered, did a lot of great

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service. Uh and then uh don't forget our Thanksgiving uh the community Thanksgiving that was put on back in November. Uh over 500 people attended. One of our one of the biggest that we have that we have had. Certainly the biggest that we've had since it was moved to the high school. Um pretty

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amazing. And we want to thank all the volunteers that helped cook, the kids who helped serve people. Um that was put on by uh primarily all our alternative program uh and something we we look to want to continue year in and year out.

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It's it's a really fun evening. Uh I want to transition now into some of our group successes, the organizations, clubs, uh teams, things of that nature. Um both our band and our orchestra received superior ratings at uh state

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competitions this year. Uh marching band qualified uh for state again after winning regionals for the fifth time in a row. Uh so that obviously is is a program that has really grown under Miss Powell. Very very happy for that. uh our

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robotics, FBLA, FCCLA, uh clubs, which we have to have as associated with our con uh career and teched programs, uh all competed at state with FBLA and FCCLA uh having students that qualified for

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the national competitions coming up this summer. Um, again, you know, shows the outstanding work that our sponsors are doing with our kids and then our kids are doing uh putting in the time and the effort to be able to qualify for those. Uh, on the sports side of things, uh, we

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softball, wrestling, boys basketball, uh, and gym and gymnastics all competed at state as did football. Um, football made it to the championship game this year. Uh, unfortunately came up a little bit short. It was a very cold night. Um

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but but yeah, we a lot of success for those kids that are out there in athletics. We have kids that have uh qualified for track. Um already qualified for the state meet and track and field and baseball is most likely going to be hosting uh a regional. Uh

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hopefully they too will be able to qualify for uh state competition. uh our esports which is fairly new. We've had it now. I believe this is our third year. Uh they were third in state in e chess which was something I had not

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heard about until uh just recently. Uh but you know congratulations to to those young people. And uh we started uh boys volleyball this spring. So for the first time we've added a new program. Um and they're actually competing this evening.

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So not at home. Uh but that that's a new one for us. Uh and finally in in that realm of of activities and things um I want to shout out our entire performing arts department for the Anything Goes

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Musical. Uh nominated in several areas for the Bobby G awards. And if you think about this in context, over 10% of the student body was involved in some way, shape, or form in that show. They were

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either in the pit, they were on the stage acting, or they were behind the scenes doing the technical piece. 70 kids uh involved in that. Uh which is again over 10% of our our student body. That's one of the biggest areas we have

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of anything um bigger than football um as far as that goes. And that's that's our biggest uh sport for participation. Uh before I kind of wind things down with our season of awards, I want to do want to mention that there will be a a

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change at the high school next year as it relates to our schedule. Uh we are going to a seven period schedule. Um three days a week will be the seven periods, two days a week will be uh of in block form. Um this this is something

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that really is going to be good for our kids. We're going to see we're going to see our kids four days a week instead of three that we have now. We're actually going to get more time with students and teachers in the classroom than our current schedule. And we have academic

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time built into the schedule. So students will be able to go and get assistance uh once a week whenever they need help, retake tests, things like that. And it's built into the day. Um, with so many kids that ride the bus, it makes it very difficult for students to

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come in early because I stand down there where that bus when those buses come in. >> And sometimes kids don't get in until 7:42, 7:43 and class starts at 7:50. They don't have time to go and get a lot of assistance. And then the same thing after school, you know, they got to get

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on the bus and go or if they're involved in an activity, uh, they just don't have that opportunity. But with the schedule that we're putting together right now, I think we're really going to have an opportunity to see kids have better academic success, get more assistance, have more opportunity to meet with with

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staff. Um, and give our staff an opportunity to use the plan time they have because students won't be coming in on study halls or Cardinal Brown School or anything like that uh during a teacher's plan or lunch. And so I think it just will be once we get it going uh

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it will just be a more calming effect I think on everybody's opportunity uh to go about the academic day. Uh finally uh t the season for awards. Um last week we had uh the district art show. Uh right

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before that obviously many of you know we had the stars banquet celebrating our students and the and the great things that they're doing. Uh our awards night is next Tuesday. So, one week from tonight at 6:00 p.m. for any of you who would be interested in coming and watching our students who received

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awards and scholarships throughout the course of the year. And finally, uh this is your formal invitation to May 23rd, 10:00 a.m. in the stadium, uh our graduation. Uh hope you can all make it.

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Just remember sunscreen, sunglasses. We will have water. Um, but hopefully we'll we'll have another beautiful ceremony outside. So, that's where we're at. >> All right. >> Very good. >> Any questions for Brett? >> Tuesday. Did you say

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>> Tuesday is >> Yeah. Tuesday's also the auto shop. >> Yes. Yes. Yes. The auto at 5. Yeah. So, just come right on over. You go to You can spend the evening. >> Dedicate the auto uh building at 5 and awards night starts at 6. Just >> you're right there. Come on in.

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to be ready to cheer because I'm telling you. >> Yes. >> Yes. >> Yes. >> And our and our grand opening is really invitation to our donors. So, it's not a public event. It's not something that's come on come all. It's really designed uh each of our donors are are receiving

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a a personal invitation to that. So, just to be clear, I know there's been some publishing that on social media. This is not a grand opening for the public. This is really to celebrate our donors who have helped um raise the money necessary to get that building

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open. So um >> there'll be there'll be a public opportunity but not yet. >> Right. >> How many kids did you say did that uh state seal of biiteracy? How many kids? >> 20. >> 20. Wow. >> Yes. >> I knew there was a two in there, but it wasn't two. Or how many? There's a lot.

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That's amazing. >> And they've been extremely helpful with some of our elementary children who are who speak no English. >> Yeah. um as they arrive just to be able to >> I mean immersion is our is our focus. We emerged students in English but as they first arrived just to get them

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acclimated. It's been amazing. So >> yeah. Yeah. I remember we talked about that there was a couple students that we were really concerned about but sounds like your high school students really did a >> a good job and helping them >> be able to move forward and >> they they did and you know a big thanks to Mr. Bedo working with them through

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internships and getting them over there so that it could be consistent. So, uh, great opportunity for our kids and a way to give back. >> That's great. >> And I saw the kids out there for Big Help Day and they were working hard.

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>> Yeah. >> Yeah. >> Well, great. Well, thank you, Brett. >> Thank you. You all have a nice evening. >> You too, too. >> Okay. Next up, we have the board member reports. Um, Mary, do you want to talk about stars? we were there. It was awesome.

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>> Well, um stars, uh our event was another great one and we were very excited to do that and the the Elizabeth Education Foundation puts that on and um it was it came together really well and and this was Jace Glick's 20th year of MCing that

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event. He was actually one of the founding members of EF to begin with and I was a little confused because there was there was a gap in there. So that was why it was 20 years doing this rather than 28 which I wasn't quite understanding the game but whatever. >> Uh but he is amazing and we just

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appreciate him so much and uh so he u he was instrumental in that and has been every year and he's just a lot of fun to be up there. He's just you you never get bored when you're in the room with Jace >> and so but it was great and it was great to see the students and u lots of lots

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of uh great nomination stories from the teachers. So, it's always a fun event and and I think it went actually a little smoother this year. I think this was probably the smoothest logistics year that we've had. So, I was grateful for that personally.

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>> Um, I had the opportunity to tour ICA's renovations this past week at Frontier and um, I was just really excited to see how far they've come, what they're doing. They have real vision and um and I was excited to hear that, you know,

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enrollments ongoing. I think I see I see a lot of their advertisements around town in buildings online. So anyway, I'm excited about this other option that we're providing to students in our community and students outside of our community who are willing to come here for for uh classical education. So it

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was good good visit. >> Yeah, the work they've done is incredible. >> Yeah, I did that on Saturday with Ken and and uh folks and it was I was impressed of what they've gotten done what they're they they a lot of

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logistics but they're getting they're getting students signing up every week they're getting more students they're just I think uh parents that aren't used to like I know a lot of parents that are sending their kids to private school

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like they're used to okay today's the first day of school all right I got to sign up for the next year you know but it's It's so maybe it's just just took a little while for it to catch on, but it is catching on. So, I'm I'm uh I'm grateful that they they really I think

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they they're still not sure like how many like they have, you know, their teachers for everything, but they're like, "We may need to hire more teachers, >> right? >> They're not sure yet." So, um yeah, I'm really I'm really excited. I spent a lot

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of time just talking to them about the classical education and just how they're how it's going to be structured and and uh you know I think I think they they're they're working through some challenges uh but they I think they're on on target

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on track. So >> you know if you've been in the frontier building before which I I don't think you had. >> Wow. You know, I'm I'm I'm excited to see an old building brought back to life. >> Yeah. >> I was I was walking in. It's got that

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big plaque. That's >> the cornerstone there. It's like >> 1971. >> It was 1921. >> Oh. Oh. Oh. Oh. I'm thinking the one inside. The one inside. >> I'm like, "Wow." Like, no wonder there have been some issues with the roof or whatever because I mean this is a really

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old building. And it feels like it too when you're in there like these rooms with no windows and just cinder block walls. >> It sounds like my elementary school. >> One one thing that um um Jessica the head headmaster said while we were there

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um was that they have a lot of families whose parents went there as their high school. So they've got quite a number of it's like coming home again. And the parents were like, "Wow, this place looks a lot better than it did when I went to school here." >> So, yeah. So, it's exciting.

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>> Yeah. Full circle for a lot of these families. >> Yeah. >> And I think they're they're working out some of the logistics with Legacy and how they're going to, you know, work around each other. I don't know. I think I I really I feel good about >> and they got there's plenty of space for

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them to if they do grow, if they do need more classrooms, there's plenty of of classroom space there. So, >> I mean, I I think they're gonna think they're going to do well positive about

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other than stars. I don't I don't feel >> I don't have anything. Okay. >> Just we're looking forward to >> the awards banquet and and graduation and >> launching another set of kids out in the world.

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>> Do we do we speaking of something that's coming up? Do we know when the math >> curriculum review >> the >> assessment thing? >> Assessment. Yeah, the math the the district-wide math assessment is going out.

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>> Elementary um and middle school happens, I believe. two to three weeks before the end of the school year. Um, and so we should have those results, I would hope, before maybe our second meeting in May. >> Okay.

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>> Yeah. >> And has has the high school one been done already or >> um, we did midyear. I I think our question is, is it valuable to do again? >> Well, the I guess we're talking about the I don't know if assessment is the right word, but the ones that, you know,

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determine what class are they going to go into. Oh, this placement tests. I I don't believe those have been done yet. I I don't have the date. Ted's not here tonight, but yeah, he I'll ask him to update you. >> Yeah, I think he's going to do them pretty soon because >> they'll they'll be done so we can

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schedule >> figure out how many. >> Yeah, >> but I think he's also supposed to be scheduling a time for us and the community to go in and look at some different curriculum options at the high school. >> Y >> I don't have those dates, but I'll make sure he emails you. So, a couple

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>> just for people online or whoever is going to watch this. They're going to be doing a placement test for districtwide for everybody just to see where everybody is for math. So that next year your student, your child will be put in where

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they're where they place on the test vice just throwing them in the deep end where they don't belong or that they could fail or so. Yeah, that's that's coming up that there's a lot of planning that's going into that.

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>> And it will it will not be an online test. It will be a paper test. Um, obviously, you know, with math, students can make a minor mistake and get the wrong answer, but have a clear understanding of how to do the problem. So, >> I think doing by paper, we're going to be able to have a little better job in

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act accurately placing and not have the computer and the distractions >> be a factor. So, um, so all students will take a placement test in middle and high school. >> Yeah. >> Yeah. Um, I think this will be really good to basically set the students up for success instead of just dumping them

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in the next regular class. It'll be, you know, where they're at and get them >> back on track for >> It allows us to really mastering the skills, >> accelerate students as well. So, there students who really don't need to be in algebra next year. They need to be in geometry and it'll give us that ability.

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>> Yeah. So, it's exciting. I think it's great. >> I'm pumped. I'm pumped. >> This kind of ties into some of the topics you're going to talk about. >> Yeah. So, um my report, uh you have a class-size report in your packet. Um

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that class size report by your policy um IIB1 requires that we report to you um both October count and and in the second semester uh class sizes um at our schools. It outlines what our targets

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are and then provides you the actual data of class sizes. you'll see um that we really have had some very small class sizes this year um at both uh elementary schools. Um we have a couple of classes have been large and we're working to

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lower those next year, but um we are um when you look at the middle school and looking at some of the class sizes, some are large and some are not. And that's really the function of secondary scheduling. At the high school, um you'll see some very tiny classes. And

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what will happen next year is some of those classes um we will look at other options. Um we won't be able to offer a class for a group of students of three. >> Yeah. >> Um and so that will be a change. Um when you look at our our class size report,

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you'll see some that are extremely tiny. Um and some of those are online programs, some of those are concurrent enrollment classes where students go to. Um but just important that um you you note that um because you will see some of those that won't continue next year.

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>> Do we have totals for the middle school and high school >> as far as >> total student count? >> Total student count. I thought it was here. Um >> um Singing Hills 396. >> Yeah, the elementaryaries are there.

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Let's see what Mike's saying is >> for some reason it's not there. Um I I know the high school is about 640 right now. That's the last number I I have, but let me get you accurate current numbers. Do that.

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>> Okay. Okay. Um Okay. Uh on the things that you asked, Ted's obviously watching. Um uh next Monday is a textbook option uh meeting. So an email will go out tomorrow. So uh next Monday I think

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that's when the textbooks will be displayed so we can get uh community um feedback on the I believe we have three programs that are displayed that we're considering. So >> So that's um >> this coming Monday that will start >> next Monday. Yep. >> Cool.

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>> Test will be completed next week. The tests will be completed in next week. Okay. >> Can you can you explain more about the display? >> Um the the the three different math programs that we're considering will be displayed so that people can come in, look at them >> and give feedback.

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>> Okay. >> Um so it's feedback. It's it's feedback for the process of actually making the final selection. >> Okay. >> So that'll that will be done Monday and then hopefully we'll be able to make a selection and then begin ordering and getting training lined up for those programs. So when we were at the at our

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CRC meeting, we saw two of them, but then he was going to try to get that third option. So So we won't have seen that one. So we'll be able to come in and see it um with the public display. >> Okay. >> So yeah. >> All right. Uh so class size report.

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Again, that's required that we present that to you. I do I'm really proud of this. I'm going to display it on the screen um for you. You have a copy at your seat, so you can look at that one. Um, but we are really excited about what we've been able to do with employee

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benefits and I know some of you have been at our um TAC and CAC uh to hear the presentation. Um, this is a really unique option and several districts in the state are moving in this direction. It really is trying to compete with or

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combat the continued growth of premiums and and public health care. Um, most of the premium increases are not going to better healthcare. are going to the profits of the middleman. Um and so uh our program next year through 550

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advisory is really a program that allows people to continue to use uh doctors in their networks. Um there are co-pays depending on the cost of those networks and there is a free option. So, we will actually have a clinic that we're negotiating space across the parking lot

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here that will be open to our employees who need health care um can during the day come and see a doctor who will be on site um and be able to get their care, have be seen immediately, not have to wait six weeks like some of us have to with our doctors uh to get in and

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actually be given their prescription that they need versus having to go and hunt down a pharmacy that's open. Um so, we're excited about that. um should they choose a free option that will also offer free options for specialists. So if I need a cardiologist working through

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this group, they can align you with a with one of the doctors who who can take care of those special needs as well. Um as you can see on the chart, um some districts are charging an awful lot to employees. One of our got our two

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neighboring districts, Cherry Creek and and Douglas County. Um, this is kind of sobering to our employees uh last Friday when they received the insurance presentation. If you are an employee covering your entire family, spouse and children, your first $30,000 of salary

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goes to health insurance, not dental and vision, just health insurance. Dental and vision is additional. Um, if you're trying to cover your spouse, you're you're paying uh $1613 a month just for your spouse to be covered on the insurance plan. This is in Cherry Creek.

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Yeah. >> Um Douglas County um did is not raising their their rates as of right now. This is these are the rates that are currently in their benefits handbook. Um uh they're a little more comparable to us, but we're still um less expensive than Douglas County. We are actually

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cutting our employee and spouse coverage by $264. We're cutting our employee and children coverage by $229 a month. And we're covering our employee are cutting our employee and family coverage by $219 a month. So our employees in addition to

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the raise we're discussing tonight are also getting a raise by saving some premiums. So we're really proud of that. It doesn't mean less care. It means cutting out the middleman, getting direct care um not only from doctors in the Adventist network, the common spirit

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network, the UC health network u but also having some free options that if if they choose to take advantage of those literally can get no cost health care um all the way up to and including surgeries. So um it's pretty exciting. Um it is a it is something that our TAC

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and our CAC have embraced. It is a change. Um all of the districts who have done this um have seen continued drop in premiums over the years. So instead of the opposite of 17% 10% 11% increases um the districts who are using 550 advisory

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have consistently saw a cut in premiums because of the education that goes along with employees understanding that insurance isn't a credit card. than insurance. If I if I'm smart in how I seek out medical care, I can actually save a boat but load of money in my

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pocket as well as the district's pockets. So, we are excited about it. Um, we we I think this was an eye openener to our employees who often think, oh, I can go next door and make more money, but some of that money is going to be going towards health benefits that that it's not going to

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here. So, we're proud of that. Um, as I mentioned earlier, our honor celebration next uh Tuesday is really targeted to our donors. So, our donors are getting personal invitations. We are providing um pizza through Fox's Pizza. Um, it'll

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be more of a standup event. Obviously, the key is opening up the auto shop so they can see it, see the work that's been done. Their plaques are already on the wall recognizing the donors um who have given uh to this effort. So, um, next Tuesday is that event. And again,

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those folks are getting personal invitation. We will have a public grand opening probably before the start of the school year. Um, we're where folks who want to come in and walk through and see it. Um, right now we really are trying to thank our donors who who who helped us raise over $300,000 to get this

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building finally done. So, um, important to note that. Um, have a lot of end of the year activities. You've already heard some of those. May 5th is is awards night. six o'clock at the high school. Always great chance to see the amazing work that our kids are doing.

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And then May 23rd is graduation. I do want to address the consent agenda before you get to that. Um so you are uh not only approving um raises for licensed and classified staff. those raises um and we'll talk about that in

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the budget which is comes after that. But those raises are are to the tune of about $300,000 of additional committed funds in our in our budget and you'll see tonight where where that money is actually available within our budget. Um you're approving the rehiring of

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licensed and classified staff. No administrators tonight. They'll come at the next meeting. Um but licensed staff for teachers, um special education teachers, uh uh social workers, psychologists, that type of staff. And then classified our our bus drivers, our

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custodians, our food and service staff, our pair professionals. Um and so that's what you're authorizing as a reappointment of those individuals. The salaries that are listed are estimated salaries. Some people, as you know, in our point system, they have up until June to actually earn the points

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necessary to move. So I I want to really point out that you're approving the individuals being rehired at the appropriate salary that they earn based upon where they would be on our salary scale. So um some of those salaries just as we're looking through we're realizing some people may not move because they

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don't have the points we tried for budget sake anyone who who was within striking distance we budgeted the higher salary because we'd rather come in low than high. Um, and so as we printed that list, that hit me over the weekend that you're really not approving that salary

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because they may get not get that salary if they don't have the points I'm expected to move. So, um, so salaries are not what you're approving. You're approving the district rehiring those individuals and issuing contracts. If we don't do that tonight, our staff will not get contracts before they leave for

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the year. And we really would like to get them contracts um, starting next week. And so by your authorizing that, we can begin pushing contracts for those employees. Administrators will come to you at the next meeting. We'll get you that list in advance. If you have any questions, certainly reach out. Um and

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then those individuals will be ready to push contracts or a smaller group so we can push contracts and still get those closer to the end of the school year. >> Okay. I think that's all I have. >> Okay. >> All right. So, it doesn't look like we

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have any public comment tonight. So, we will move on to the consent agenda. I move that the board approved consent items 8.1 through 8.11 as presented. Um, making note of Dan's comments.

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Second. Can I get a roll call? >> Director Pahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. Okay. So, next up, um, more discussion.

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Uh, Dan, you're going to talk about Running Creek. >> Yeah. So, Running Creek, um, as we've talked about, Running Creek is is a building that really has the opportunity for us to do some redesign of the learning model. We will be uh announcing a parent meeting next Wednesday night uh

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for parents of Running Creek students to come and actually ask questions and and and get answers to what this model will look like. This is not a Dan created or Ted created model. This is actually a model that's being used across the country um in schools like Running Creek

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as a as they really don't have the number of students to have pure, you know, kindergarten class, first grade classes, but you also don't want to do combined classes. I'm not a fan of a K1 class because are your kindergarteners getting what they need and our first

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graders getting what they need? So, this is actually a model and I wanted to explain it a little to the board and again parents of Running Creek students will have that opportunity next Wednesday uh to ask questions and certainly to push our thinking. There may be things that they want us to think about and certainly we're open to doing

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that. The current state is that there are two teachers per grade level and you'll see that some of those grade levels are very small at Running Creek. Um uh and and and students are taught based on the chronolog chronological age. So whether they're ready for third grade or not, they're being taught third

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grade material. They do get some intervention through the reading interventionist and take flight therapists. Um they typically receive grade level instruction, ready or not. Um at that grade level, um there is um if they're in reading intervention, that's going to be targeted at the

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reading level. If they're in take flight, that's targeted at their phmic awareness and phonics um development, which is sometimes stunted by dyslexia. um they do get some small groupoup intervention time. They call it win time, what I need time. So students are grouped for a short period of time

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during the day where they can get reinstruction and skills that they've missed. Um the challenge is that for students who may have fallen behind, it's a perpetuation of falling behind because there's really not the ability of of grouping them to the degree that sometimes students need. And I think in

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public education, we've seen this social promotion that's continued to occur and we've talked about that repeatedly as a board that we can't continue to do that because we move kids like Swiss cheese and then we have kids with massive holes in their skills and they encounter challenges as they move into more

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challenging material. The model we want to use is called teambased staffing and you can Google this. This is like I said a national phenomena. In fact, what you see on the screen is what Google told me. Um, team-based staffing is it's team- based staffing in education replaces a traditional one teacher, one

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classroom model. Um, there will be a team of teachers. So, next year, um, kindergarten or first graders will be assigned a team of teachers. They probably will still have a home room. They probably will still have that close-knit feeling, but when they're getting instruction, it's going to continually be focused on what they

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need. So there'll be continu assessing and reassessing of students, grouping them during key instructional times, language arts and and math when students can really be taught at the level they need. Now there may be a kindergartener who's advanced in reading and a first

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grader who's at the same level that are going to be taught together for a period of time on a specific skill. The intent is to teach them to mastery and then to move them on. Um, and so it's really a matter of filling in those gaps, having the structure to do so. During math and

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reading time, they'll be flooded with additional staff. So, in addition to the teachers assigned to that team, the reading interventionist will be there, the special education teacher will be there. During math, the math interventionist teacher will be there. There'll be an opportunity um for some specials teachers at times to come in

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and support maybe some enrichment for high performing students so that we can stretch them. So, during that time, it's flooded. So instead of just being two teachers or three teachers or four teachers, it could be seven teachers. Really grouping students based upon their need. And the intent is to take

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students as far as they can go. One of the things we've heard a lot of criticism on is my gifted child not being challenged. We can't just fill in the gaps for students who are low performing. We have to be able to advance students who are ready for greater challenges. So that will be

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taken account into this model. So, what it will look like next year is we will have a K1 team, a two-3 team, and a four- five team where there will be teachers who who kids will get to know all of those teachers. Like I said, they probably will still have some sort of a home room, so they'll have a home base

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and a teacher they can feel like they're connected to most of the day, but they will be grouped according to who is the best suited teacher to teach that need. they're getting dyslexia therapy during reading, they may get that dyslexia therapy instead of missing out on

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instruct other instruction. Um, and so it will be again an opportunity during those key core instruction times where flooding can occur into that classroom. special education teacher can serve special education students during that time versus those students constantly.

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You know, we take students who are struggling the most and we take them out of class and then they come back and they're lost because they missed key things. This really allows a continuity of service um throughout the day for students based upon what they need. Um they will engage in all four core

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academic subjects. They'll have science, they'll have social studies. There'll be teachers who are who are better suited to teach those instead of everyone has to teach science if your gigs not science. There may be a teacher who teaches science uh to students versus everyone having to teach science. Um

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what the research shows is it actually creates a a a more reasonable plate for teacher. It allows them to it it's it solves some of the burnout issues because I'm not trying to teach for 20 different levels of kids and four different subject areas throughout the

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day. I'm really able to focus on a key group of students that need what I have to offer um for a short period of time, get them there, and then reassess and regroup students to make sure that we're building upon their knowledge and information. So again, um ongoing skill

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assessment, we're not talking about online assessment next year. We don't intend to use I Ready next year. We will be assessing students so that we can truly see their thought process and and and engaging in the work. We'll know if it's just a matter of a simple mistake or if they truly are lost on the skill

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and then we'll be able to group them accordingly. So, um, our our teachers through the collaborative or the the, um, DT process that TED explained last meeting, um, will continue to actually be supported and and trained so that

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they can truly do those probes, know where students are, and be able to plan for that instruction. So, again, students who are ready to advance can advance. Students who are ready, who need remediation, can get that remediation with a focus always towards mastery, not I taught it. I hope you

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learned it, but I taught it so you learned it so that we can move you on and and progress you forward. Um, and again, a grouping and regrouping. So, I may be in this reading group for two weeks because I'm focused on this key reading skill. Once I master it, I may move on. There may be students who need

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two more weeks of that, but I don't. So, I don't need to sit there and wait. I can move on uh to to a new group. So, it is a it is a model that's proven. the schools who use utilize um this approach actually are high performing schools. Students make great growth because again

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they're getting what they need versus I'm a third grader so I get third grade whether I'm ready for that or not. Um so again parent information meeting next Wednesday um 6:00 to 7 o'clock at at Running Creek um and and not only will we share more details on the model far

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more than what I've shared tonight um but then also open it up for questions so that we can hear from parents. So I do have a question. You said um so we're we're only talking Running Creek. >> Running Creek. This is a model we'll implement at Running Creek. >> Okay. And then you said uh we will not

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be using I Ready next year at all. >> Not at the elementary school. We're going to move >> at either one of them or just rce again. >> We're going to move away from both. We're going to for both elementary schools. We are we are not sure that that I Ready is necessarily giving us the data we need. um we believe we can

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get that data through more um individualized and and focused assessment with students and so at this point in time we do not plan to use an online assessment. We intended to to utilize other dibbles is is an assessment we've used to use. A cadence

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math has some math probes that allows us to really assess the student had a math skill or not and then we can group accordingly. So, um, we we do intend, and I think the public will appreciate this, we do intend to lessen the amount of time that children in the elementary

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school are using technology, um, and increase the direct instruction based upon what that student needs, um, so that when they do arrive at middle school, they have a chain mastery, they're ready, and then the technology truly can be a tool instead of just something that that takes up time. Yeah.

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Um so my understanding of I ready is that there are three pieces to it. So this is the assessment part you're talking about the assessment part well there is the curriculum that we have been using right and so will that curriculum still be used >> the curriculum will continue um at the elementary math level I ready math will

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continue to be our curriculum it's I ready classroom math >> um the 15 minutes a day is something I believe we also will eliminate good >> we're just not seeing the growth um within our students >> I heard some concerns about that which I was a little surprised to hear but um so

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that's good so we'll only really end up in in both of the elementaryaries will only end up using the curriculum of Ready. Correct. And we will be assessing >> past that concern. >> Ready Creek students will be assessed using the same instruments as Singing Hills. We'll still have apples to apples data.

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>> Um what won't happen at Singing Hills because we do have a large school and we do have very healthy grade levels and and certainly they do a lot of grouping at Singing Hills of students based upon needs. So it's already happening at Singing Hills naturally and the and the team structure that exists there. It's

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not been happening at at Running Creek. Um so this this structure as Running Creek grows and maybe doesn't need to necessarily have the teaming structure. I think the residual effect will be teachers who are very used to grouping students based upon need and and sharing

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students which which is really critical today. You can't I mean when I taught I had kids who are on the spectrum today it's >> this and and for a teacher literally to to create 24 lesson plans for 24 students who are functioning across that spectrum

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>> um it really is becoming challenging and why we have so many people leaving the >> for the teachers. So it sounds like so what I'm understanding you're saying for Singing Hills um they've kind of done this maybe not the full scope of it but they've done a lot of it sort of

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organically already >> over time and >> they do a lot of grouping not as much as this model will bring but but certainly they've naturally grouped which is why we've seen performance a little different in in Sing Hills. >> Good. Well that's exciting. So

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>> cool. I like it. Okay. All right. Next item. Go ahead. >> Next item is the budget discussion. >> All right. >> Future. >> So you have um in front of you a a copy of this. I'm going to display um just so

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you can see it. But really the copy in front of you is probably the best thing for you to to look at. Um so we have been busy in our budget process um working not only with CE uh to look at our procedures and our processes but

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also um waiting for the state legislature to finally decide how much are we being funded. Um the school finance act has not been introduced yet. Um I was told today it might hit the Senate Education Committee next week and that we'll move rapidly because we only

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have one more session. Um there's been some conversation that they may not get it done and they may need to call a special session. So um so budgeting's hard when you're trying to guess. Um we've been very conservative in this and and while

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um the state right now their projection says that we would earn $12,414. We're not projecting that right now. We're projecting less because we don't want to we don't want to build a budget and then find that okay we're funded less per student. And so, um, at this

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point in time, we we are being conservative in our approach. Um, we, um, have have looked at our our property tax, our state equalization, our specific ownership tax, and all of our current revenues. Um, you'll see in the

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the revenue section that um, we have made some corrections to how it's been tracked this year. Um, infant toddler seemed to get a lot of money that was preschool related. that infant toddler and preschool are separate. Um preschool is funded through universal pre pre

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kindergarten in Colorado. Infant toddler is is fee based unless a parent qualifies for CCAP Colorado childcare assistance program. So um we have for next year aligned UPK dollars and a UPK line and infant toddler in a separate

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line. Um and so that's why you see some numbers shifting up there. Um we are with some of the homeschool enrichment um programs that we are considering moving forward with um we obviously will see some increased um revenue uh coming

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from these programs. Um and then obviously you'll see on the line the amount of money that goes out um for those programs that are that are occurring within the district. Um the first expense portion is salary and

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benefits and and just um if I can direct your attention to the screen, you'll see a big spreadsheet with all of our current employees where we have vacancies uh salaries. Um and that's how we're budgeting. So we're budgeting to the person. We're not guessing. We're not saying well the average teacher

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makes. We're actually budgeting um and where we have an open position. We actually are budgeting um the average teacher salary, not the beginning teacher salary, but the average teacher salary. We know that we might hire a beginning teacher who may cost less, but we may also hire an experienced teacher

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and we don't want to tie ourselves in. So, for this budget, and all of you certainly have have the ability of of letting me know you want to see it and we can go page by page and look at the supporting document that gets to the numbers. Uh you'll see um where staff is

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increasing, where staff is decreasing. um uh based upon growth or or shrinkage. The middle school is is going to be a little smaller next year because we have a very small fifth grade class and a very large eighth grade class leading. So so there's always going to be that fluctuation. Um so therefore we don't

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need as many staff if we're if we're decreasing um in size. A high school is shrinking some as well and so you see some some uh reduction in staffing at the high school. Um RCE is shrinking so you see some reduction in staffing there as well. Singing Hills is growing. Uh

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Singing Hills continues to grow. Um we're continuing to run the risk of trying to find additional classroom space. So I think we're fine next year, but but certainly as we expected in that segment of our community, growth is occurring and they are seeing the growth

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occur. They will actually have four classes in kindergarten, first and second next year and three classes in third, fourth, and fifth. And so as that grows, we have to get another classroom for third grade, another classroom for fourth grade, and another classroom for fifth grade. So just in the next three

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years alone, if nothing changes, but that group metriculates through, we're going to see three additional classroom spaces needed at Sing Hills because of the growth that's occurring on that side of the district. And so um so you'll see that their salaries are increasing. We

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also had some long-term subs that we had people who left midyear. Um we hired a long-term sub who met the qualifications. Their their pay actually came out of the subline. So the budget was adjusted midyear knowing we had some subs. Um so not all of that is growth

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and staff. Some of that is just teachers being hired now in those positions that were opened uh during the year. Um, >> you didn't tell me that my salary is getting cut. >> Yeah, I know. I'm sorry. I'm sorry. Yeah, I was going to tell I was I was

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getting to that news. Sorry. Um, this does incorporate the raises that you've approved um so far for licensed and support staff. The raises are adding $1,000 to the teacher base, moving our starting salary from 43 to 44,000. It

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also adds a 2% increase for support staff. So, both of those equal 3% um for those employee groups. Um administrators will come to you next meeting um with with a proposed salary increase. Again, that's that's separate from what you've

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done tonight. Um so, right now, this budget does take into account all of those raises. Obviously, if you choose not to approve all of them, that would change um the bottom line. Couple things happening. Um, I want to point out, um, in special services, you'll notice a

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pretty drastic increase in budget for staffing, we have had to hire a lot of contractors, meaning we have to go to a company and pay someone to bring in a psychologist, a social worker, an aiologist. Those are very expensive. You're paying not only the salary of the

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person, but you're paying the fee to the to the contractor. Um, Len Pearson, who has been an amazing addition to our staff, has worked really hard to recruit our own employees in those roles. So, you'll see a shift from cost in the expense side, which is the

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next segment that we'll look at, to cost and salaries because it costs us less to hire our own social worker than to contract for a social worker. So, um, so we're pleased with that shift. Yes, it's an increase in salary, but you'll see a decrease um in in expenses. I will also

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say that at the before the end of the year, you'll do a revised budget that will actually show an increase in special education costs this year. What you're looking at is the January forecast and our revised budget. We have spent more in special education this year than than we budgeted. So, we'll be

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coming to you for authorization to to approve that those. We'll have an entity year budget that will true up any areas where we need authorization to spend more or less. Um so that will come to you in the next couple of board meetings. Um board of education. Um it

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looked like last year the board clerk who also serves as my executive assistant was completely charged to the board. Um that's been taken out of the board. You're you're paying half of the board clerk salary and the other half is being reflected in superintendent. Uh so no Mike, we didn't cut your salary. We

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just moved Jamie. >> We moved some of we moved some of Jamie out of of that line. Um, if you also remember, we budgeted some additional money for those transition jobs, which we don't anticipate needing next year. So, that's another part of that $122,000

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decrease. Jamie doesn't make that much. She deserves that much, but she doesn't make that much. Um, but that extra money we had budgeted is coming out of there because we won't need it next year. Um, uh, security. One of the things that did not happen this year, which I was a

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little surprised at, is we did not move all of the security specialists to security. We still had some that were hanging out in school budgets. Um, and we really because all of them are supervised by our director of security because of their armed status. We've moved every employee into that security

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line. So, when you look at security and you think, "Oh my gosh, look at that that increase." It's because we have moved all of our safety and security specialists into that budget. several of them were still hanging out in their bud in their school budgets. So, so that's more of a true up. So, where you see

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some decreases in school budgets, it's because their security specialist was also moved. >> Um the general fund stipens is a massive increase and that's because what wasn't accounted for was the leave payout. We

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still have a policy that says if you have more than five uh uh discretionary days, you can cash them in. um that um was not taken into account in in last year's budget and that was something that our CFO discovered this year. Um so

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we are budgeting for that. It's it's a high budget. Not sure we need all of that. We also will be bringing that to TAC and CAC at this next meeting to talk about if we want to continue that because again we're trying to put as much money in everyone's pocket and that really is a cost to the district that

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could help us actually further increase salaries down the road if we didn't leave it only for lead buyouts. Um so so our total expense for um staffing is increasing by about $ 1.5 million. Um

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the next section is the expenditures, the projected expenditures. Um ju just this year moved our costs of insurance for each school, our cost of utilities to each school. Um so you see um Running Creek gets $267,000

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next year. However, only 23,000 is discretionary spending which covers paper and supplies that they need to buy at the school. Um, the rest of it is expenses outside of their control. Their lights, their power, their water, those are those are being charged to the

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school. So, you look at that and it looks like, oh my gosh, that principal got a lot of money to spend. They really don't. They've got the amount that's over in the notes column. 23,000 for Ring Creek, 46,000 for Singing Hills, 40,000 for the middle school, and 85,000

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for the high school. And that's a per pupil allocation based upon the number of students expected. Um again, you'll see special services did drop in the contracted services. So while it's only a $32,000 decrease here, it it was much larger increase on the

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other side. Again, when you see the revised budget that we'll need to bring to you before the end of the year, you'll see that special education spent more than $1.8 million this year. And Len is really working hard to to get that back um in control. Um again all of the other departments

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there are specific budget requests that came with those budgets. So um what what is really important is that um any of those that you want to see okay what is technology technology this number is questionable. I'm working with Marty right now. I think he was projecting

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much larger ninth grade classes and in sixth grade classes they're not as large as he projected. So he won't have to buy as many Chromebooks. We always issue new Chromebooks at ninth and sixth grade and and so he had budgeted for a lot more than I think we need. So that 300,000

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will probably decrease before the final budget comes to you. These are the requests we're working now to go through and say, "Okay, do we really need all of that?" So you you can expect some cuts in this line. This is the wish list. >> We'll eventually get to okay, this is

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really what we need for next year with a real emphasis on the curriculum programs. Um so even with giving everybody their wish list um we end the year projected at $2.291 million um that is um on fund balance the

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percentages is lower but it's because of the increased revenue. When we increase revenue because of the homeschool enrichment programs that we'll be funding next year it makes the portion of savings smaller percentage based upon the revenues that we're earning. And so,

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uh, we still meet Taber, we still meet more. Um, I do want to draw your attention to a line at the bottom of the expense line, and that's a contingency line. We have $1.4 million in a contingency line. And one of the fears that exists from the state is that while

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this legislature may not make cuts to education, that our new governor and the new legislature when they come back into session in January will realize they have to. We've set aside $1.4 for a million dollars for a recision just in case they call us and say we need some

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money back. What we don't want to do is go to staff and say hey give me your raise back. Yeah. >> Or hey you know we're going to cut this or we're going to lay off half of you or whatever it is. So we are trying to be proactive by setting aside. That's 5% of our state equalization. Um so we're

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keeping that in a line um in a contingency budget. If we don't spend that, if there is no recision, that actually brings our fund balance to 8.4% with charters and and homeschool enrichment or 12.8%

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without. So that actually exceeds our expectation. Our hope will be we don't have to use that. Our hope will be we won't have a recision. But I also wanted to prepare the board that if we had a recision that doesn't put you in a in a position necessarily to do a fiscal

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exigency next year because we are setting aside 1.4 million just to be safe. So we will continue to scrub this budget. Again for every line here there is a page associated on a tab. So if you as a board member really want to come in

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please let me know. I can send it to you. It may not be as easy to understand as if we schedule time. So, if you're like, I want to see what technology, please do between now and June when we approve this budget. Know that that's the detail we've gathered. Um because we really want you to be able to say, yeah,

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I'm comfortable with what we're funding or I'm not. Okay, this is our first look. This is um again our best thinking right now based upon what we believe we know. We may find that they passed the school finance act and we're actually going to get more money than what we

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projected in here. We'd rather not project that yet until we know for sure. And even with that, we're still going to be concerned about a recision. The state is 1.5 billion dollars short and half of their budget is education. So, it's hard

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to believe that they can actually balance a budget without at some point having to come to education and say, "We need some money back." So, questions. What is the I'm sure that just asking this question

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is probably going to send a number of people spinning into the solar system. Um what is the thinking behind across the board raises versus merit raises?

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>> I think right now with our salary scale being so far behind our neighbors, we have merit raises. It's called the point system. So teachers who are contributing to their school, contributing to the district are earning points and they're progressing more rapidly on the pay

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scale already. So we already have a merit system in our in our salary scale. We have people who don't move for four years because they're not contributing. They're not going to professional development. They're not on committees. They're they're getting 25 points a year for coming back. It takes four years to

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get that raise. We have other people who literally are moving every year, year and a half, two years. And so again, I think our system already recognizes that that that people can move. People people have control of their movement. It's how much they give. And we have teachers who

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you see at every event you see, you know, on committees, see at curriculum review committee, you see teachers who are giving of themselves to that degree. They're moving more rapidly than the teacher who locks their door when kids leave, goes home, comes back the next day. And not that they're a bad teacher,

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they're just they don't have the time or they're choosing not to contribute. Teachers who are contributing are moving more rapidly. I think we're still trying to catch up to our neighbors. And honestly, I we'll we'll continue to do what we can. We can't do much more than

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this without more tax money from our community. And I'm not sure our community is ready for that. Douglas County levies 25% above their total program on their taxpayers. We levy 4%. So we can't we're never going to match

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them. It's impossible. There are things that cause people to want to stay in Elizabeth, the small town, the smaller class size. Those are the things we market to say come here. Health insurance thing we can market. >> Yeah, just there's other intangibles. >> Exactly. >> But that's pretty tangible actually. We

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saw this opportunity with no one else giving raises to actually move a step closer and that's why we felt so strongly about it. Cost of living has been huge as we all know. Our employees have actually had less money coming home because of health insurance, because of

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gas prices, food prices. So, we really felt like cost of living and we promised our employees every three years we'd look at it. We moved it up a year because of the the impact people have felt with cost of living. Um, is this is this the end of the

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second year of the point system or? Yes. >> Okay. So, we've had so that I mean I do consider that point system to be a merit system, but we put that into place just two years ago >> and it does you know people have to do extra stuff in order to get the points they get automatically at 25 points

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every year. But like you know even on the Elizabeth Education Foundation we've got >> uh one teacher at least who is is on there and is getting points for >> you know this contributions. >> Um so um and then all the like you said

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the all the different committees and the different things that they're on. So and then >> just other things above and beyond. >> There's a performance option that no one has used yet. there is a performance option to based upon your student growth that you can earn points. So that's in

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the system. It's not been utilized yet. Um I think the day will come when someone will choose to utilize it. It it's setting a very rigorous goal, setting a high goal, having quality data to support the fact that your students prove greater than expected. Um and then

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there is that ability to earn points for that as well. >> How do they have how how will they assess to do that? Will it be from just our normal assessment situations where they >> It would be through either CMSS, PSAT, SAT, >> okay,

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>> or some standardized assessment that can truly compare growth of those students to. >> So we want it to be objective growth, not subjective growth. So >> I did remember that was in there. That's interesting. >> Cool. >> So overall, like I said, this is work in

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progress. Um you'll see changes come next next meeting. Our intention is to present to you what we believe is a pretty darn close final budget. We will then post a budget, public budget hearing at the last meeting in May. Our hope is um we really I think are are

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while we felt like we started behind, we actually are are moving pretty rapidly. We believe we actually can have a budget to you the first meeting in June to actually finish and adopt for the 2627 school year. What would we throw that off as the

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legislature, but fingers crossed? >> Who can who can predict? >> Yeah, we did have Glenn Gustoson visit today. He is uh one of the consultants with the Colorado Department of Education. We asked him to come and just do a look at our financial reporting,

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our our financial system. Um he will be back. Um and he has offered to come and speak with the board and share kind of his perspective on things that we might be able to improve, things that we're doing well. Um, and so he he has offered to do that. And so we certainly will be bringing him forward either at the next

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meeting or the last meeting in May to give you an update on on his look at at our systems and and how we're growing. He was very pleased with what he saw today. We went through this in great detail, looked at some of the supporting pages. Um, he's pleased with what he sees. He's pleased with where we are

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projecting fund balance to be at the end of this year. Um, so he he feels very good. Um, but he is he is partnering with us just to have that outside look to make sure that there's nothing that we're missing. Um, having a new CFO and all of that. We really want to make sure that we're not missing anything.

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>> And that's coming next. >> He he potentially could be here next mean he he he started his review today. He has a number of things he's asked the department to provide him. Once they provide him, he'll come back for a second visit. Um, and then after that, I think he'd be in a position to come and

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give you kind of his overall thinking of of how we're doing, what we can do better, what we're doing great. So, >> I expect there to be some negatives. >> I don't want to just hear everybody's >> No, actually, actually, no. Even today as we were looking at our reporting, he

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he made some suggestions of of reporting that might be more beneficial to the board um than than maybe that the the I think the cash flow is important. Some people really like that because it lets you see kind of where things are, but really getting to the fund level

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reporting of what percentage of of the salary budget at Singing Hills has been spent at the first quarter, you know, so you can see are we on track? Are we off track? What's happening there? Special education is something that is probably good to watch. Are we on track or are we overspending? So, those are the types of

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things he recommended today as we were working through and looking at reporting with with with Justin. So, he's already making some recommendations of things that we could do better. And I think if he shared that with the board, I think you would probably agree. Yeah, that that would be really helpful, too.

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Ready to move on to action items? >> Okay. All right. First up, we have our first reading of revised policy, notification of school board meetings. I move that >> I think we should make this unless

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anybody sees any other reason. Finally, >> I I think it's I would be okay with that, but I think it's with the changes >> the the additional changes Ted had made. I think it cleaned it up nicely. I don't know if everybody had a chance to read it and we can go through it and make sure I capture

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>> what you want, but it's really what we do. >> We haven't really been >> clear on what we've done. >> And so I think it's important to people know where we post >> our agendas. >> And it wasn't a CASBY change or

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anything. It was just something that was caught that >> that we do it. Let's just hope that we do that. >> Yeah. >> Or say we do. So, I'm gonna move that the board approve. >> I thought it looked good. Um,

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>> yeah, I like Ted's changes. >> Everybody has them. So, >> I move the board approve the first and final reading of revised policy BEDA, notification of schoolboard meetings. >> Second. Okay. Any discussion on this?

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>> And just so you know, I hadn't posted the changes Ted had made. >> Okay. >> So, I don't know if we want to >> Oh, they weren't >> talk about those a little bit or read them. Do you want me to read them or how do you I don't know, Dan. Do you think that's necessary? >> I don't think it's necessary. Okay.

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Yeah. I mean, I think um because the board could could also make changes tonight that they bring in adopted. >> Okay. >> I just want to make sure we >> well and and just to just to make sure we have all of our bases covered here. >> It says the same thing. It just says it

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clear. >> Yeah. It's more clear than what I wrote. >> Yeah. So, >> I'd like to read it. So, This is what? >> Yeah, that's the one. We should >> Okay.

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So, basically what it says is the board shall give full and timely notice to the public of any meeting of three or more board members at which public business may be discussed or any formal action taken, including special, regular, or end work

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session meetings and retreats. Then you move on to the blue section. >> Yeah, it looks like it. The board designates the district's official website as the primary location for posting notice of board meetings. In

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addition, notice shall be physically posted outside of the district office building as a secondary posting location. In the event the district is unable to post notice on the website due to exigent or emergency circumstances

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including but not limited to power outages or interruptions in internet service. The physical posting locations shall serve as the official posting site. And then at a minimum, the board shall discuss or excuse me, at a minimum, the

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board shall cause notice of regular and special meetings and work sessions to be posted on the district's website no less than 24 hours prior to the meeting. This notice shall include specific agenda information where possible, and the district shall maintain a list

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of individuals who request advanced notice of board meetings or of meetings addressing specified topics and shall provide reasonable notice to such individuals in accordance with law. >> So, and that was one question. Sorry to

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interrupt you. Um, >> is we used to do the 72 hours and that's something I don't know that we're always >> I think I think as long as we give 24 at a minimum 24 I think we're fine. >> Well, this 72 hours is when we provide to you

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>> as a board. It's when I've committed to provide to you materials and sometimes I don't always have those materials >> that far in advance >> and so you don't always get them 72 hours. So I think he crossed that out saying >> if we're not truly following it, do we

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keep it in there? And that's I guess up to you. I try really hard to get to everything. I just am not always able to. >> And my my big concern is you know logistically on this you know we have it specified notice to the public. >> Yeah.

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>> And then procedurally on the inside we can work on that >> and that's timing. >> Okay. So that's why that was crossed out. >> Okay. >> If you have a question. So with that, if there's no further discussion, can I get a roll call?

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>> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. Next up, a repeal of regulation GBG-R1

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staff paid leave certified. So, I move that the board approve the repeal of regulation GBG-R1, staff paid leave certified. >> Second and discussion on this one. We're going

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to get rid of one regulation for every new regul. No, this is this these both this one and the next one are both outdated. Um, I believe they're covered in other policies and honestly just no longer apply.

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>> All right, get rid of GPG. >> So, if there's no further discussion on that, can I get a roll call? >> Director Callahan. >> Hi, >> Director Fletcher. >> Hi, >> Director Hunt. >> Hi, >> Director Olsen. >> Hi, >> Director Pal. >> Hi.

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And next up, um, repeal of regulation GBG-R2, staff paid leave classified. So, I move that the board approve the repeal of regulation GBG-R2 staff paid leave classified. Can I get a second?

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>> Second. >> This particular we don't do. We we don't give substitutes leave time. This actually at some point in the district thought that was a good idea. Um, I don't know how we track it. it would be a nightmare. So a substitute when they

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work, they get paid. If they don't work, >> they don't get paid. So um so this was an interesting one that just doesn't apply anymore. This was not combined into the other discussion on this one. >> All right. Can I get a roll call? >> Director Kell. Hi.

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>> Director Fletcher. Hi. >> Director Hunt. Hi. >> Director Olsen. Hi. >> Director Pal. >> Hi. Okay. So, this one I believe we've looked at before. Second reading. >> Revised policy JIC weapons and schools.

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I move that the board approve the second reading of revised policy JIC weapons in schools. >> You want to make that final? >> You know, I was just thinking that. >> Yeah. Sorry. It's the second reading and I've gotten police chief's and input which I'll share with you. So, >> okay.

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>> Do you want to >> So, did we get a second on that? >> Not yet. >> I interrupted before you did. So, >> all right. >> Good job. >> So, I'm going to amend my motion and uh ask that the board approve the second reading of revised second and final

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reading of revised policy JIC weapons in schools. >> Second. >> So, yeah, this this one you wanted me to meet with police chief. we were finally able to arrange our schedules to do so. Um, couple couple of the questions we

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had um the 3 in 3 and 1/2 inch on a spring-loaded knife um and pocket knife um is statute. Um so he recommended we do not change that. We did agree on adding a paragraph after those items

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that are listed in law. Um, and that is that the Elizabeth School District considers any object regardless of size or length used to cause fear or harm or bodily injury to be considered a dangerous weapon under this policy and may pursue similar disciplinary actions. So, if someone were to bring a one-inch

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pocket knife and threaten someone, we consider that a dangerous weapon and therefore would act accordingly. The law couldn't. That doesn't change the law. Um, the threatening would I mean that would probably lead to a charge, but it wouldn't lead to a weapons charge. In

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our case, it doesn't matter whether law says that or not. We have the right as a district to to set our own policy. So, that was added. Um, we also went with option two, which which really outlines suspension, expulsion, um, uh, for any

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dangerous weapon use. uh that faximile uh he felt very strongly based on our experience with the life card that um credit card looking 22 pistol that we encountered earlier this year. Um so um this is a policy he would strongly

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recommend and I do as well. I um so I I really like that added paragraph that you know whatever the length is if it's if it's being used the way this reads and I like this used to co uh

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regardless of length or size any any object used to cause fear of harm or bodily injury is to be considered a dangerous weapon. I really like that. But I then I want to go over to page three into the local restrictions area. And I just I just want to point out that

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and this is something we had discussed a a while back. I think it says um again it says the board of education determines that extra precautions are important and necessary. Therefore the using, possessing or threatening to use any knife regardless of length on

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district property blah blah blah blah is prohibited. I like that except that I'm concerned about the word possessing and we talked about that a little bit because we talked about, you know, especially in this rural community,

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um, students might have a a pocketk knife that they carry with them and it's just for like practical purposes. Now, I think it would go back to then if if they've threatened somebody with it, then we're back to the first part, >> but I but this is making actual

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possession of it prohibited. So, we're saying nobody can use nobody can carry a pocketk knife even if they use it in their job after work or school or whatever. >> So, I'm a little worried about the possessing word in there. Um, what do you think? I

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>> think that I will say this. If it's if I have it and I don't and it's not seen, this doesn't come into play. It's if I have it and it's out where someone can see it, I think that has a potential of causing fear or concern. So I think it I

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think yeah I mean that can I threaten someone by just having it in my lap? Can I threaten by having it I I think that's where the concern comes in. Um I don't know that striking possessing would be awful. Um, if you have it out and

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someone feels threatened by that, I guess you could act on that. But, um, I think it really is designed to be able to capture, you know, you have a knife. Sometimes we get reports of, >> um, you know, Dave threatened to harm

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somebody with a knife. We search Dave and he has a knife and we put those two things together. Um, so I I don't know. Well, I I just I just worry that this is going to just that word possessing is going to push the envelope on that a bit. I mean, it does say, you know, you

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can't use it in a threatening manner and or you can't threaten to use it in a threatening manner. You can't actually use it or threaten to use it, but just possessing it, having it in your pocket and somebody happens to know that you carry a knife or you know, you've got to cut a string and you

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>> pull out your thing just to do that and then you put it back in your pocket. I think the challenge Mary comes is you bring it for that purpose, >> somebody gets a hold of it and uses it for another purpose. >> And there is that there is that. >> So we want to discourage people from bringing it. Yes, we have kids all the time on Monday morning who come into the

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principal and say I forgot I have my pocket knife. >> No actions taken. Knife is secured. >> It goes home that night to the parent. >> So we do have that already. >> Yeah, that already happens. >> Oh, really? Okay. If a child selfidentifies, it's it's again I bring

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I bring a knife. I forgot it's in my backpack and Dave grabs it and harms you. >> Yeah. >> That we want to discourage that. And I think if we take it out, then we're saying, well, it's okay to possess. It really isn't. We really don't want people to. When it's a mistake,

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>> every principal I can tell you, I've heard them every year say, "Look, if you forget, just bring it bring it forward. Hey, I forgot this." >> Yeah. I think intent is at play here and administrators and teachers can take that into account if a child accidentally brought it to school. But ultimately, I think it's peace of mind

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for parents to know that we are discouraging possession of knives at school. >> Yeah. We don't want we don't want you to bring it. Even if if you work at True Value and you need a knife, it should be in your car. It shouldn't be in your pocket because again, if it fell out and someone grabbed it and used it, you do

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have some culpability there. So I think that's that's why it's important I think to have we always have exceptions to rules and if a child self-reports which again happens often in our community did in my last community too. >> Um >> yeah. So, do we do you think we need to

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I don't let's I mean, I get it and I think that's a a very valid point and I'm I'm glad to hear that, you know, it's sort of a situation that we handle already, but this policy doesn't really provide for that, so to speak. Should do we need a sentence added or something

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that says uh you know I don't know something school administrator uh discretion for possession is allowed or I mean something better sound >> we want to discourage it >> what

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>> do we want to discourage it or excuse it >> because if we start if we start putting well this can be a discretion then we're really saying it's okay to bring it >> we really don't want people to bring it So, do we instruct our administrators, our school administrators

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that, you know, and do we do we let the students know right up front in is it in their student handbook or something that they they shouldn't have one? If they forget, they need to self-report. Do we do we >> our handbooks say they can't have it?

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>> Okay, >> that's what our handbooks say. our our administrators use good judgment to say, "Johnny report brought it to me, self-reported it." >> Um, and and Johnny, I'm just going to secure it for you till the end of the day and then we'll we'll get it.

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>> And I I I like that and I appreciate that. So, >> but I think I >> I just don't want somebody >> put that in there. Then people are say, "Why don't you excuse why didn't you excuse that?" Well, because >> you told 12 students you were going to hurt Mary after school and we found a knife on you. And then for them to say,

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"Well, I really was just going to work." Well, you told 12 students you were going to hurt Mary. And >> so now that so it muddies the waters muddies the waters when you when you start trying to add exceptions. >> Yeah. >> Because that exception would only apply

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in those rare circumstances where and and again it is so common in our community where >> child just says, "I forgot." >> They're they're going in their backpack to find the reading homework and it's oh my god. >> So I mean we have great I think in this case when policy is different then maybe

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how practice or procedure plays out in person >> and I think it's okay to have a little bit of difference in what does the policy have to address versus the minutia of the practice of dealing with it. >> Remember principles don't expel you do. So if if if some if a principal went to

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the degree of I don't care that you brought it by accident, I'm expelling you, that comes ultimately forward um and we would intervene there. You also and and I think one of the very first meetings we were together put a an appeal process for suspensions to meet.

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So if a parent felt like, look, Johnny just forgot and brought it and the principal's coming down hard, there was that process for a parent to reach out and say, I'd like a second review. >> So we have all of that in our policy. So, >> okay. >> What about at the end of dangerous

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weapons paragraph that says an exception um to this policy may be made for students participating in authorized extracurricular activities for team involving the use of a firearm. What about an exception for

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fixed blade knives that exceed three inches for culinary? Because it says using >> Yeah. >> And they use knives and culinary, >> but they're supplied by the school. So, they're not bringing their own. >> But it it just says using

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>> Okay. So, let me see. Where are we looking right now? >> The first paragraph, dangerous weapons. It says using, possessing, or threatening to use. >> Is this the red language? >> Oh, no. You said the very first

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>> first page or something. >> Oh. Oh, okay. So, you're talking about C where it says fixed blade knife. >> Well, yeah, we reference a fixed blade knife and the knives they use in culinary longer than 3 in in their fixed blade, but we don't have an exception

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for the use of it in culinary. >> So, where it says an exception to this policy may be made for students participating in an authorized extracurricular activity. or team use involving or team involving the use of firearms.

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>> Yeah, that's probably that's more for color guard where they're using the faximile of a rifle or they're twirling their rifles. That's what that's in in there for I think we we we could say maybe for students participating in authorized curricular or extracurricular

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activities. But wait, doesn't it I mean it says without the authorization of the school >> or the school district, which means implies that if it's authorized, it's okay. It's just without the authorization. >> Yes, that does seem to me like it's kind

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of covered through that that phrase using a using >> any districtricular event without authorization. Okay, I guess I can. >> Okay. >> Okay. So, so I see that there now. Yeah.

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>> That'd be pretty hard to suspend a culinary student. >> You were cutting carrots. >> Yeah. You want to make sure that >> carrot has feelings, >> but it also it also allows for the fact that they're authorized to cut carrots. They're not authorized to threaten a student. >> So,

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Mike, do you feel like that covers it or do you >> Yeah, I think that covers it. I didn't see that. >> Okay. Yeah, I missed that, too. >> I saw the exception. I was looking for another exception. >> Yeah, I think the exception specifically where I mean some of those some of the the firearms they twirl really look pretty darn real. So, I think that's a

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that's a concern. Well, and and all throughout this it talks about, you know, possessing on district property, which technically even if they left it in their car, it would be on district property. So, if you have to bring it, is that a

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procedural issue? If you have to bring it, check it into the office. >> If it's in the car at the high school, um, again, >> we don't search cars. We don't go through glove boxes looking for the knife. If it's if it's on the dashboard and it's visible, that might be

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questioned. >> But again, again, is that student >> worth such true value and it's there for that purpose? >> Such a rare, it's such a rare and unusual circumstance. I mean, >> out. >> But yeah,

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>> I still remember when I went to high school, we had our hunting guns in the window of our cars in the parking lot. >> No one ever had an issue with that. So, we've come a long way. >> Different world. Yeah. Yeah. Yeah. >> Yeah. >> So, basically overall what we're saying is don't bring it.

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>> We we want to discourage people from bringing it. If they bring it and it's in their car secured, it's not an issue because it's not being No one's reporting. Mary has a knife in her car. I don't know that we'd even go search it unless someone said Mary threatened Nicole that she was going to get her

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after school. Then we might might go to that. >> My car, Nicole. >> No. No. Okay. Well, never mind that. I I I really think this policy is nice and and tight and and again we always have discretion and because it talks about

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suspension and expulsion there is that appeal process. So >> we have that ability to make sure >> I'm good with that. >> I'm shocked in Colorado the last time this was looked at was 2013. >> Okay. So with that we've had a second.

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If there's no further discussion, can I get a roll call? >> Dr. Callahan, >> hi. >> Director Fletcher, >> hi. >> Dr. Hunt, >> hi. >> Dr. Olsson, >> I >> Okay, last one is our review of exhibit

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JIC-e E, Gun-Free Schools Act, definition of a firearm. >> It's a review. >> Oh, it's a review. Never mind. Just a review. Yeah, >> it's the law. up to your motion. I'll explain. >> Just the law.

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>> Okay. >> Just the law. >> So, I move that the board approve the review of exhibit JIC-e E gunfree schools act definition of a firearm. >> So, chief really felt like this was appropriate to leave. We have a lot of

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law restated and policy and exhibits and and and felt like this was an important one. He would highly recommend we keep it. I know it's might be support for this. It does refer to this uh section

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921 title 18 USC and our policy. So it provides ready access to the language in that policy. So his recommendation I agree for me to go ahead and keep it. >> Makes sense. >> We get paid by a policy.

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>> Yeah. 0 for every policy times 9 zillion equals >> we double your pay. Double your pay for every policy. >> You know that math. You know that math, I'm sure. >> Oh, okay. >> 0.0. So, did I get a second? >> Yes, I did. >> Okay. All right. So, if there's no

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further discussion on this, can I get a roll call since we are approving the review? >> Director Callahan. Hi. >> Director Fletcher. Hi, >> Director Hunt. Hi. >> Director Olsen. Hi. >> Director Pal. I >> Okay. So, um with that, our next meeting

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is scheduled for May 12th, 2026 here in the district office starting at 6:00 p.m. So, is there anything else up for discussion? Okay. So with that, I adjourn this meeting at 7:41