Okay. Well that says six. So it is Tuesday, 08/12/2025 and I call this business meeting of the Elizabeth School District Board of Education to order at six p. M. Can I get a roll call? Director Callahan. Here. Director Fletcher. Here. Director Hunt. Present. Director Olsen? Here. And director Powell? Here. Alright. Let's stand for the pledge. No seats. Throws me off. Yeah. No. I was I almost answered. I'll be someone. If I told you, tensions to be Okay I move that the board approve the
business meeting agenda for 08/12/2025 as presented can I get a second? Second. Alright any discussion. Okay can I get a roll call? Director Callahan. Hi Director Fletcher. Hi. Director Hunt. Hi. Director Olsen. Hi. Director Powell. Hi. Okay I move the board approve the board minute board meeting minutes from got a few 06/23/2025 06/30/2025 and 07/18/2025 as presented. Second any discussion on the minutes okay.
Alright, can I get a roll call? Director Callahan. Aye. Director Fletcher. Aye. Director Hunt. Aye. Director Olsen. Aye. And Director Powell. Aye. Okay, next up we have communications. First up, board member reports. I'll kick it off. I would like to extend a warm welcome to our newest board member, Nicole Hunt. We are excited to have her on our team. Yesterday was our district convocation at the high school, and I must say it was so nice seeing everybody. The teachers were excited, staff was excited, everybody was excited, and Singing Hills won Spirit's
Day. They did. But Dan will Dan will cover more about, some of the stuff we talked about, our academic academic initiatives. So I would second what you say. We haven't done much. Summer break, so convocation was good and welcome. Cool. Thank you. I have nothing nothing to add. Sounds good. Well, I wanted to say thank you to the board for your vote of confidence in allowing me to fill this vacancy position. And just to say it's been a pleasure getting getting to know all of you, and I'm really looking forward to working with you in the months ahead.
I wanted off to also say that it's really been a fun time to come in to the board. I think the first within the first week, I was attending a leadership training that was led by the superintendent with all of the leaders in the school district. And then last week, we had two back to back trainings with the teachers on classroom management as well as direct instruction. And it just made me very hopeful for the year ahead. I think that the teachers are gonna have a lot of tools that they can look to as they look at trying to help the kids advance to grow academically, which is the primary goal of our board that we would pursue academic excellence to
set the kids up for success. And so I just want to say thank you for welcoming me in and letting me just jump, you know, head first into all of our training and be able to get to know the folks here in the district. So thanks for having me and I'm looking serving the families of the district and, most importantly, helping the students be academically successful. Thank you, kids. Well, again, welcome. I'm so glad that you're with us. So thank you very much. I went to the trainings also, the one by Zach Rochelle, which was our direct instruction direct and explicit instruction.
And that was a great, thing. Zach Rochelle is such an amazing trainer. And then I also went to the to the CHAMPS one, which is the classroom management one. And, the the premise the kind of in a nutshell, the premise of our direct and explicit instruction is, having the instructional time be focused, be on target, and kind of go through a series of I do, meaning the teacher teaches. We do, meaning the teacher works with the kids to understand it together.
And then once they have achieved mastery, they try it on their own. So it's kinda, I do, you do, we do. I do, we do, we do. I knew I was gonna do that. What you said. And so that was kind of the the gist of that. And and, he did an amazing job, and it was it was very good. And and he's been working with our principals, so the principals are all on board with this. And then he which I and then I learned for both of these trainers, they're gonna be coming back in the fall, and they're gonna be going into classrooms directly with our teachers. And, you know, just kinda seeing the implementation of it, giving suggestions for tweaks, and
I'm very excited to see that. And then the CHAMPS one was the CHAMPS stands for the c is conversation. H is help. A is activity. M is movement. P is participation. And s is success. And it's kind of the conversation. It's kind of what voice level does this activity require. Is this a you have to be silent, so zero voice? Or is this a, you know, a group discussion, so it's a three or four? And then help, how do I get help? Do I raise my hand? Do I get up and run up to the teacher? What am I allowed to do? And then activity is what what are we doing? Movement is, do I have to sit still at my desk, or can I get
up and move around the room? Participation is, individual or single. Is it is it with a group or is it by myself? And success is, you know, celebrating the success afterwards. This is a really good tool, because it really gives the kids the expectations for each thing that you do in the classroom. And so, she did a great job in describing that to everybody. And so I'm very excited. And, again, both of these, consultants are gonna be coming in. And so I'm very excited about that. And I think that we are off to a really great start for the year.
I'd like to add one thing, if I may. I've heard I've talked to a number of teachers and administrators over at the Reading Creek this week, and they have nothing but good things to say about our new principal over there. Yeah. I hear nothing but good things. They are super excited. They feel that she's gonna support them, classroom manage help them help them understand, you know, classroom management thing. I I just really Yep. I'm I'm super excited. That's great. Me too. Good. You are up. Okay. Well, a lot of, start of the school information just for parents who are watching.
Thursday is a first day for sixth and ninth graders, so they come for a portion of the day. It's a chance for them to kinda run through their schedule, get to know their building before the other students arrive. So, really a great chance for students. I I really applaud this district for doing that. It it's really overwhelming for a sixth grader or ninth grader to walk into that large building and be overwhelmed with, students who know where they're going when they don't. So, anyways, so that's Thursday. Friday is the first day for secondary students, so middle and high school students.
I start all students start on Friday. So it's kind of a soft start. Start on a Friday. They'll do a run through of their entire schedule. Monday, a run through of their entire schedule. Good setup. As you mentioned, some of the training that our teachers have had, a great opportunity for them to have their students consistently, for a couple of days before they go into their block schedule. And then elementary, students begin full time on Monday. There is assessment activities happening at the elementary schools. Each school has a little different twist, but all focused on let's get to know
our students, assess where they are, really make our, make a plan for the year, make sure that we get student groups and things like that put together, together and really get to know students on a on a smaller, basis. So, again, for elementary, parents who who hopefully have already received multiple communications on that. If not, reach out to your, elementary school and they can give you the rest of the details. Details. Convocation is something we have started to do every year. It's kind of a pep rally, if you will, for our staff just to focus
them on, what it is our focus is for the year, what what are the challenges that we're facing, what are the things we are expecting, really setting clear expectations, and spirit stick competition has been something that's been fun now for three years. Singing Hills has been in the running each year for that spirit stick, and I know each year they feel like they've been edged out. So it was nice to see them, get that recognition this time. But I will say, I think just, gauging all of the enthusiasm on our on our school's parts. It was a tough competition.
So I mean, definitely, I think, Singing Hills, including reading and their chant, have probably lose the edge. I took over the line. Teacher training, you've already heard, both, Mary and Nicole were able to attend our Safe and Civil Schools training and our direct instruction training. I appreciate your being there. It means a lot to our staff to see board members. And so to have as many of you able to be a convocation as well, that that means a lot to our staff. So the fact that you were there and our teachers knew you were there, that meant a lot to them.
And we've heard some really great feedback from from our teachers about the training. I actually had some teachers on Friday say it was probably the best training they've ever been to. So, so our safe and civil schools. So, you know, it's hard to take two days from teachers when they're trying to get their their their minds on my room. I gotta get it ready. Kids are coming, and to have two days. But, that that I think has worked out pretty well based on the feedback we've received so far. We have not done a survey yet, and it's something I've encouraged, Kim Moore to
do so we can get broad feedback, from teachers. Summer work, I've shared in my newsletter to community. We've had a lot of things going on this summer, some continued work on the Singing Hills well, just to make sure that it's functioning, completely. Continuing on some parking lots. We were a little disappointed that our repairs were not as far as we had hoped at the middle school. We have patched, the the potholes, and have done the section that was causing some bus challenges, where we had some rippled asphalt going across and entering the school.
So that is still to be done. All of our our parking lots have been restriped. So I don't know if you've been by the schools. I know convocation, you got to see the high school was restriped. So all of our parking lots are restriped, which always helps with where do I park. So And that also is pretty cool. All the painting they do, all the different spots. That was pretty cool. Yeah. Have they always done that? Yeah. Seniors get to paint their parking spot. So once they get their assigned spot, they can they can, they can come in. Yeah. And they come in with some creativity there. So anyways, just really compliment our custodial teams and our maintenance teams on the work
that got done this summer. It it was a lot of work and painting the entire middle school and all of those challenges, certainly, were not easy. Do wanna talk a little about Frontier. So Frontier, we have the roof repair underway. We are we are looking for some dry weather. As much as we need this rain, it has made it very difficult. They don't want to obviously open up the roof any further. And so so they are they are ready to go. They they have been monitoring the weather and looking for a for a dry streak. But right now, the the building is still safe and and and we continue to
to to check to assess its condition. Do want to let the community know we are looking for a vendor for a cafeteria or kitchen in, in Frontier. So one of the things Justin has been working really hard is to make sure that building is use is maximized. And so, we've had a few vendors that have reached out to us about it. But I do wanna publicly announce if there's anyone in the community looking for kitchen space, whether they're a food truck or a caterer. We have a kitchen that obviously needs some work, so that would be part of the agreement is they could use it, but they'll need to bring it back up
to speed. But really trying to continue to get Frontier used, a little more, that vendor would would be a great, asset to our charter school next year, ICA, as it opens as well as to the homeschool program. So if the vendor wanted to provide food service to those programs, it would be, it would be an opportune place for them to be. So anyways, just, anyone interested, in the community, who might have folks who are in the food service business or looking for a kitchen space, reach out to Justin Henry,
our chief financial officer here. If they call the main number, we can get them transferred to him so they can explore that further. And I do wanna just emphasize, I know there's been a lot of chatter about, our legal case and, you know, what's costing the district. You know, we've really been fortunate with a lot of the outside fundraising to really have the impact on the district limited. We've we've had, tremendous outpouring of of support from people across Colorado and across the nation, organizations who have contributed, to that. And so I want to continue to emphasize that that's been, an important part of
our work as a board and as a superintendent is to make sure that we are reaching out to limit any and all possible impact on the district, because obviously, we wanna make sure that we defend ourselves, in this case, and limit the impact on our on our budget. So, wanted to set the record straight. I know there's there's people out there who are saying we have, you know, five firms, four firms, whatever. We have a a great team of attorneys. Some of them are volunteering their time, but they have a particular expertise in our case, which is why they are, registered on the case.
But we we do not have five different firms trying to defend us. We actually have a an amazing powerhouse team who are working to defend that lawsuit, and and we're very fortunate to have them. So, I think with that, I think that's it, unless there's any questions the board has, things that maybe I forgot to mention. What's the status of middle school gym? Middle school gym is actually the floor is, should be done in the next, couple of weeks. We did find after they stripped the floor, we found some rotten boards.
We found some, wet that had gotten under. So they actually had to replace some boards, which slowed down that process. But, we should we should have it. There's a date between the twentieth, which would be three days into the start of school, to the end of that week. Right now is when we expect target completion. So Alright. Okay. Well, with that, public comment. Do we have anybody? Two. Alright. First up, we have Lindsey Cutter. The mic comes on. Yeah. Yep.
There you go. Hi. And welcome. My name is Lindsey Cutter, and this is my twenty third year in education in Colorado. I've taught science in the middle school setting all of these years except when I was at two elementaries. This is my fourth year teaching at EMS, and I have come tonight to share my expertise and experience with utilizing classroom animals to be an effective science teacher in the middle school. When I get bit began my teaching career in Brighton, I was fortunate enough to have retiring teachers gift me all of their classroom artifacts to include four snakes, a tarantula, and Madagascar hissing cockroaches.
I didn't realize at the time how much of an impact these pets would have on my educational philosophy. Teaching science should not only include direct instruction, hands on activities and labs, and teamwork, but also classroom animals. To aid in this wide variety of instruction, instruction, my expectations for students in the science classroom include respect, responsibility, problem solving and communication, teamwork and collaboration, and resilience and grit. My reptiles, which I have one snake right now, col Colombian red red tailed boa
named Rocky and Rango, a bearded dragon, they aid me in holding students accountable and to a high standard for their learning. First, my reptiles get students to actually come to school and are most and most are extremely excited to have these animals in the class. I'm able to build strong rapport with my students for this reason. They see me excited as an educator, which in turn entices their curiosity and wonder for all science curriculum. I use holding the reptiles as a reward and incentive to work hard on final
tests, projects, and even taking notes in class. Students don't know which day I'll feed the snake or get them out to hold, so they are more apt to come to school regularly. I love this community. And since it's a small town, younger students know that in eighth grade, Miss Cutter has reptiles in her classroom and look forward to being in this class. Previous students recall that they loved holding, feeding, and just being around the reptiles. This last year, students and myself were sad to hear of my two snakes, that
passed. Shorty is a snake that I've had for twenty three years, longer than any animal in my life. And although they may be just a reptile, they're still pets. They wrote cards, checked in on me and I know this is because of the relationships I've built with them. Safety safety is a major concern for me, and I don't take that responsibility lightly. For over ten years, I've also volunteered as an instructor in an equine leadership camp during the summer. Just as I take safety seriously at horse camp, I also do this for my
classroom. Starting the first day, I set the tone for my class to be a positive environment where we all respect each other and take care of each other. My reptiles, which I pay for out of my own pocket, help me create this positive learning environment. I specifically chose reptiles since they're not a concern for students allergic to fur or feathers. My snakes are constrictors, not venomous. Thank you. I have some penthouse to hang with you. Thank you, Linda. Thank you. Thank you. Thanks. Thank you. Thank you, Lindsay.
Appreciate it. And next up, we have is it Parker Day? Parker Day? Yes. Student. Student. Yes. Parker. Hey, Parker. I think that's still on. Yeah. That's still on. Okay. Yep. You bet? Yep. Absolutely. Hello. My name is Parker Day, and I was a student at Elizabeth Middle School. I'm here today because students are having to say goodbye to class pets. Rango will be the dragon and Rocky, the best snake that, the best snake ever that miss Cutter along with students cared for. Miss Cutter used these pets to help students learn like me.
Having these class class pets, in our classroom wasn't just fun. It was educational. We learned about science, responsibility, and respect for living creatures. Taking care of them taught us patience, teamwork, and curiosity about the natural world. It made learning come alive. I hope you consider how valuable class pets can be for students. They make a difference taking care of a pet, like feeding it and keeping its space clean, helps students learn to be responsible, dependable, and caring. These are important skills we can use in everyday life.
Class pets helps them see real examples of things like dialogue, biology, animal behavior, and ecosystems. Watching and caring for them make science easier and to understand than just reading from a book. Taking away classroom pets are taking away important student experiences, and the students will miss them. Thank you for listening and for your time. Thank you, Parker. Thank you, Parker. Good job. Okay. Next up, we have consent items. We have o eight one through eight ten.
So I move that the board approved consent items eight one three ten as presented. Okay okay roll call. Director Kelly hi director Fletcher hi doctor hunt hi Director Olsen? Aye. Director Powell? Aye. Okay. Now we're on to action items. First up, we have our Legacy Academy food services, MOU. I move that the board approve the memorandum of understanding with Legacy Academy for the food services that the district provides them.
Okay. Okay. I think the original copy we sent out had the wrong date. That's been corrected. Thank you for catching that. Sorry. We had changed the dates for first and and and, last day of school, but, obviously, we missed the the school year span. So, this is, our food service department provides food service to, Legacy. We've offered the same DICIA as they, prepare to open, next year. That is, we collect all funds for that. That covers the cost of our staffing, that we provide to Legacy to to run
that program. So it is, a great service to them, and it also is, helping our food service program continue to thrive. So we think it's a a good option and we ask you to approve the MOU. K. It's pretty straightforward to me. Anybody have anything they wanna add? Okay. Can I get a roll call? Director Callahan? Aye. Director Fletcher? Aye. Director Hunt? Aye. Director Olson? Aye. Director Powell? Aye. Okay. Next up we have board committees. So we do have a few open seats available on board committees, specifically the district
advisory council and the curriculum review committee. So what I'm looking for tonight is obviously, we haven't solicited feedback. We were originally, I think, talked about doing it over the summer and felt like it probably would miss a lot of of interest, interested folks. So, my thought at this point with your direction would be that we go ahead and we advertise that we have open positions similar to what we've done in the past, have parents submit applications. For those positions, we'll use the very same application we use the first round, and then bring those to you so that you can make a a decision as to
people filling the open positions that I provided your list. So if that sounds acceptable, we'll Yeah. Proceed. We still have five members on FAC. FAC is a is a committee. Mike, I don't know your thoughts, but, FAC is a committee. I think everyone's interested in continuing. I think there's value in that consistency, but we also have the ability of expanding facts. So I don't know if that's of interest if you feel like right now our committee is the right size. But did wanna throw that out in case I think it's a good size. Okay. Okay. So we'll solicit, members for these two committees in the open positions and then, bring
those back to you. I'll do that tomorrow, get that out, provide parents through this weekend and the next weekend. And then, hopefully, that that week, the following week, we'd be able to bring you some names. And most of those committees begin in September. So we really do have two more meetings if need be to to have have people selected. And one thing I noticed on this that we didn't have on the last one is do you have a high school student under curriculum review? Yeah. So it's actually in the bylaws that there's a high school student. Okay. But we didn't have one last time. We did. We did. Yeah.
We had a high school student. I can't remember his name. Jones Mitchell is an admin teacher. So Yeah. Michelle. I'm just gonna remember his first name. How about He graduated. Okay. So and I think the bylaws have that, be selected through the school, but it's still someone that you would need to have the board confirm. So some of these positions like our teachers on, curriculum review committee, ATT and CK is to solicit volunteers for that. We do have the one teacher who would like to continue.
So they're they'd be looking to fill the other position, but certainly open it up in case there's other people still with interest in that position. No. Which ones? No. Which ones? No. Interesting. Yeah. Just the point. Yeah. I'm noticing we have a lot of the same group. Is there just nobody else stepping up that wants to get the points? We we just haven't we haven't gone out to ask for volunteers. That's what we'll do now. I really wanted to outline for you. Over the summer, we checked with existing members on who wanted to continue Okay. Who had stepped down. Okay. And so we wanted to bring the vacancies to you first so you could then
if if I think that the right next step would be to go out and advertise like we've done in the past, but wanted to make sure that was your direction. Oh, yeah. So Alright. Alright. Does anybody have any questions on that? Or alright. Okay. So next up, we have our first reading of revised policy DJ DJA purchasing and purchasing authority. So I move that the board approve the first reading of revised policy DJ DJA purchasing purchasing authority. Second.
So this policy has two provisions in it. This policy had been approved in May, and then over the summer we had some questions about, when we purchase an item from a staff member or sell an item to a staff member, and how we do that transparently. And so we've added that to our policy, that any item that might involve a a staff member purchasing, say, a a bus that's been surplus or, the district wanting to buy something from a staff member who has a piece of equipment that the
district is looking for, that any such purchases or sales will now come to the board just to ensure that transparency, to ensure that the board can look and say, yes, a value that we're selling that to is is not preferential. It's it's fair market value, and vice versa. So that's been added to this policy. The other is, this district has no policy on petty cash. And so we don't have a lot of of of departments or schools that use petty cash. There are times of the year that they may need petty cash, but we realize
we have nowhere in our policies where petty cash is captured. And so we've added to this policy, the ability, really the board authorizing purchases could occur through petty cash and and when that might occur. That would be done, with consultation and approval of either the chief finance officer or the superintendent. So only those who who we would authorize to have a petty cash would would have it. It wouldn't be something that every school would establish. It would be based on need. The maximum amount that we would allow in a petty cash in a school or
department is $500. And then they would need to bring receipts for valid purchases reimbursements before that could be replenished. So, $500 is is the limit we're recommending. That the district finance office could maintain up to a thousand dollars because they would need to replenish that. So, if if Running Creek Elementary used a $150 from their petty cash for teacher supplies that receipts, we would need to be able to give them cash to replenish that and so, those are the two amounts we've we've set at at Justin's recommendation.
Again, it doesn't get around that the purchase have to be appropriate. So when those receipts are purchased, we're still looking to scrutinize just like we do an Amazon order, just like we do a p card order. Justin goes through every every purchase in the district to say is it valid? Is it reasonable, is it is it needed. And so that process will still happen. The challenge will be that the school may be out that cash if they've authorized something that was not permitted. And I think our our department leaders and our principals in particular are are pretty good about making sure that what's being reimbursed is appropriate.
So, this is the other piece we felt like this was the right policy to have. So And I agree. I agree with the minimal amount of cash. It's it's so much easier to track purchases on a p card. Yeah. Yeah. And and again, we we we won't authorize this for every every department won't tomorrow get $500. They'll they'll certain departments that might need it. And it might just be certain times of the year. It might be, you know, when there when there is something going on at the school where where there is, students paying fees and they need to be able to
make change, things like that. But other than that, like I said, we we felt like it was important to have policies so we can hold people accountable. Agree. Is there $500 seems a little high to me. I guess I'm just gonna say. So Up to. Up to. Up to is key. Up to. And so who who determines what It would be it would be Justin. Yeah. This this empowers Justin, to to make that decision. And again, it would it could vary. It could be could be a $100 initially based on I'm just reimbursing.
You know, I had to run to Walmart and purchase $25. It also states in here, which is important, because we have found in some petty cash uses that we're paying tax. And and our district should not be paying tax. We should not be reimbursing tax. And so this policy also ensures that we don't do that. Another purpose for the policy. But up to 500 would be the max, and that would be determined based upon Justin's evaluation of, do we need 500 or a $100 adequate for this particular department or school who may just be buying miscellaneous quick things.
I need I need pens for my classroom today. I can't wait for Amazon to deliver it tomorrow. So Okay. Yeah. So And then as far as the, and, you know, I'm sure that the the principal and the department heads will all use absolute discretion. But if there is something that is not approved by Justin that this wasn't an appropriate purchase, then you said the district the the school is out or the department is out or Ultimately, it's I mean, I actually could it could it could be something that they'd be personally responsible for.
Okay. So we have had I am in the past, I've had I've had petty cash used for inappropriate expenses, and that's been something that the principal expenses, and that's been something that the principal needs to re replenish because it was not an an an expense that would have been approved. So we really hold our our our, department heads accountable for you need to ensure that this money, otherwise, you may be personally replenishing it. Yeah. So And so they're aware of that and that's part of They will be. Again the understanding. Petty cash is not prevalent in the district. We we have right now, we have one department that was that had some petty
cash that that this regulation will help us, put some regulations around that. There could be occasions where a school might need petty cash. And so this again, we don't we don't intend to go out and issue petty cash tomorrow. This will this gives us a policy that if someone needs it, we have some constraints under which we'd operate. And and Justin is kind of in charge of saying, yes. I think you need it or Yeah. Not not really. I'm sorry. Or or not really. The decision might be, I don't think you really need any of those. Yeah. Yeah. Exactly. And and I would say for many departments, the answer would be no.
There's no need for it. So we're really trying to drive people to appropriate use of the p card or or putting in the order. Amazon, we know, delivers tomorrow. So it's not that we want people to use Amazon, but, honestly, if it's a quick if it's something I need tomorrow, that's certainly a source that will get it here tomorrow. And so Yeah. So that that would be something that would be ordered through the district account. It would be the order would be submitted, it would be approved, and then placed. We're really trying to encourage as as much, preapproval, through those means, as possible.
So Justin, do you have anything to add to that? I I It's just to amplify that, you know, this is a more potential, not a lessening of the lease but more for accountability, trackability to have on ledger, and the property account for it. Because right now, we do not have the accounting behind this. So I I can't tell you how much it is, but let's say there are two or three useful sources.
I can note to the penny where that money was, what it was used for, appropriate medicine. So it is Accountability. Yep. Yeah. I'm I'm good with the petty cash thing. And I do like the other thing that is added too as well as the you know, you know, it just comes up and you don't really think about it until the opportunity arises for people within the district to sell to each other or Yeah. You know, somebody Exactly. To sell to the district device versus so, I think that's good that, we've got policies around that now. And so I like that addition a lot. K. Do we think we're gonna have change decisions?
Mhmm. Do we think we're gonna have cha more changes to this? Is there any reason to bring it back? Yeah. I mean, you you could modify your motion the first and final if it's acceptable to you. I'm good with that. Okay. I'll do the final. Alright. So I'm gonna modify my motion and I move that the board approve the first and final reading of revised policy, BJDJA purchasing purchasing authority. Second. Alright. Amend it. Yep. Alright. Mhmm. Okay. Can I get a phone call? Sorry. I'm writing or I won't remember. Alright. Teacher Callahan. Aye. Director Fletcher.
Aye. Director Hunt. Aye. Director Olson. Aye. Director Powell. Aye. Okay next up we have our first reading of new policy EF E2 civil rights complaint procedure for school nutrition program. I move that the board approve the first reading of revised policy EF E-two, civil rights complaint procedure for school nutrition program. Second. So this was caught through, I believe, our policy audit that the district has not had this policy. It is a policy that that, is required as part of our participation in the
National Food Lunch or National School Lunch Program. This simply outlines if a parent felt like, and that probably is more important right now because for the last two years the state has paid for lunch for every student. We know that there's a ballot initiative this November that may or may not pass, that may require that students go back to having to pay for their lunch. And so the free and reduced lunch process really has kind of been been diminished because of that. Why apply when I when I'm getting it anyways? Now, this this allows that if a a family applied for those benefits and were
denied, maybe based on their income or based on information they provided, there is an appeals process. And this outlines where they would appeal that to. So, it's really a policy again, I think because of the state of Colorado's, free lunch for everyone, initiative. This has not been as important as it as it will become if that law does not pass. When do we expect law? Hey. Well, it sits on the November ballot is my understanding. So so as soon as soon as the vote is certified, we'll know if the
state has agreed to fund that program continuing. Okay. That makes a lot more sense than what I thought. Yeah. Yeah. Sorry. Okay. Alright. Any discussion on this one? Okay. Can I get a roll call? Director Kellingham. Aye. Director Fletcher. Aye. Director Hunt. Aye. Director Olson. Aye. And director Powell. Aye. That particular one since it's new, I would recommend we leave it first reading. But this one we would probably bring back bring back on consent. Okay. Just because I unless there's someone who feels like they might wanna discuss it further,
I think we could pass it on the second reading on consent. Yeah. Okay. Great. Thank you. Alright. So next up, we have, a repeal of exhibit GBEE dash e, staff use of district technology resources, acceptable use agreements. And and, basically, it's in the handbook now, so there's really not a need to have the policy. So we have the option to repeal it tonight. So I move that the board repeal policy GBEE dash e staff use of district
technology resources acceptable use agreement. So I did and just to be clear, we're not we're not re repealing the policy. The policy is still in place. This year, we've gone to a process. We have an updated employee handbook where the critical information and the and the policy is outlined, and we're having them sign for and acknowledging the policy. So, because we now have all of the policies that that our employees are receiving together and they're signing acknowledgement of all receipt of all of those key policies, employee
dress code, acceptable use policy, etcetera. There's no point in having an exhibit that they signed because they're acknowledging that policy and multiple policies all in one writing. And so, having having this left here makes it look like we forgot to do it. Well, we did. We just gave them the actual policy. And and by keeping this, every time we update the policy, we're gonna have to go back and update this, and and there are some things in the exhibit that that are not based upon our GBEE changes that we made, I believe, in May.
I think it was one of our recent policies we updated because of the cell phone use of teachers. We aligned that, prohibition for teachers to the student prohibition for cell phones. So Okay. Instead of updating this, every time we update the other, we felt like let's just repeal it and that makes it easier just to have people sign for the policy. Okay. It's just no. Okay. Glad to make that money. Sorry. Yeah. So my motion was to repeal the policy. Repeal this GBEE dash e. It's the Okay. It's the exhibit.
Okay. Yeah. One thing that I do think we might need to just fix in the policy, cell phone stuff is that I do believe it refers to this. And so we probably need next time Okay. To just We'll we'll double check that. I've already tried that. Yeah. I've already done it, and I'll bring it back. Okay. Good. So we'll just move at it. Just housekeeping and bring it up. Yeah. I think where we have things that every time we change one, we have to remember to change one. I know exactly where we I don't know why I remember that particularly. I think it's because I mentioned when we did that policy that we're gonna have to update this too.
So now I like the bigger So our legal counsel is present. I might refer to to Brad. Brad, do you have any concerns with that? If they're signing for the policy with multiple other policies? I don't have to. Okay. Okay. Good. Thank you. Okay. Any further discussion on that one? Alright. Can I get a roll call? Director Callahan. Aye. Director Fletcher. No. Director Hunt. Aye. Director Olson. Aye. And director Powell. Aye. Just had a first meeting. It's a repeal. Oh, just a straight repeal. Okay. So that one doesn't have to come back. Repeat. Okay.
Okay. Okay. Next up, we have first reading of revised policy IJ, instructional materials and library resources. You wanna do the motion first? It's first reading on lunch. Yeah. And we have a copy of this. So I move that the board approve the first reading of revised policy IJ, instructional materials and library resources. Second. Okay. Yeah. Okay. So you do have you do have an updated suggestion that did come from our legal counsel, and that was in it's in the front of your books.
So if you look for that policy, IJ and, Brad, I don't know if you wanna come to the table. We can talk through this. This, this policy, we wanted to update, to go along with our current protocols that we have in place. We actually are talking and and I'll talk more with Brad about our library protocols making an exhibit in one of these because we we have those library protocols, but but not have them accessible. So that may be something we want to talk about, whether our protocols can become an exhibit for KEC, I think in particular is probably where we want to go.
But this particular one I did ask Brad to, to give a look at. There is, there was, recent legislation that requires that the Board, look at their policy regarding libraries. This is both instructional materials which includes the library. And so Brad, certainly felt like both should be looked at at the same time. So if you look at Brad's, adjustment, it's probably a little cleaner than than ours. He he has made some minor adjustments. The one thing that is not here that we put into our revision is where
you say that school libraries classrooms and libraries shall be selected by the appropriate professional personnel. This board has empowered the chief academic officer with that decision making. And so my recommendation on on Brad's version, which I do think is a better version for us to begin looking at, would be by the chief academic officer and and strike appropriate professional personnel in that second paragraph. And that that does align with what you have directed in your protocols that the
chief academic officer is is ultimately the decision maker. Obviously, it still comes to you. You have final approval. Always have final approval. But as as far as who's making decisions around the purchase of materials that that you've empowered the chief academic officer to be kind of the gatekeeper and then to bring those recommendations to you. There was one in the second paragraph. There's one thing that stuck out to me, and it says the board has final decision on purchase, and it's probably just a technicality.
I'm wondering if we should change that to acquisition because I don't wanna limit the board has final approval on just purchases. No. It has final approval on what goes in. I I think I'm on and let me say, I completely agree with you on that. I think that makes a ton of sense. Okay. You'll see that we included a couple of paragraphs. The the last paragraph, I think is just an appropriate reference. The one in the middle, I want I just want to clarify. It it has nothing to do with the content of the materials. It has to do with making sure that we're not distinguishing on the basis of
the characteristics of the authors. Oh, yeah. And so that and that's important based on new law and so forth. Oh, yeah. Is there, on on our version of this and I I I know that we're saying, and I it kind of indicates it in this last paragraph here. But in our our version, we did include in the title instructional resources or instructional resources and we had the word library in there. So I guess just to make it really plain, I would like it somehow instructional
resources and library materials or instructional and library resources in each of us or something. Put library in there. I have no legal objection to that. That's perfectly fine. I think this is a title that we used in, some of the other districts that we worked with. I just I just think it's more plain to everybody to have library in there somewhere. I'm not sure what the best because our original title was instructional materials and library resources. Instruction. They could be instructional resources as well. So I'm thinking instructional and library resources and materials. Is that okay? Library.
Yeah. Okay. Because library could have resources or materials. Yeah. Instruction could be resources or materials. So I'm guessing Brad was amending the original policy. Correct. And then we had updated our policy in addition to that. So I do like the changes that we made to our policy, making it clear that there's library resources to which this policy is applicable. So I think where the district made changes and updated it, we maintain those in addition to adding in the changes that Brad suggested. Okay. Agreed. Yep. So like we have, which includes library resources at the end of instruction.
So add that in as well. Okay. And then I know in the legal references, we had in ours the addition of CRS twenty two one one forty eight. Board must adopt policies, regarding acquisitions, blah blah blah blah. I don't Yeah. Brad? He didn't have the original. We realized that the current law was not referenced in the in the No. I see that as well. So are you okay with us adding that? So it sounds like our next steps would be to merge our, our, our additions into this. I, I'll say the one thing I see is we're again saying instructional materials and
library resources, and I think we want to be clear, materials and resources can be materials and library resources, and I think we wanna be clear materials and resources can be library or instructional. So we wanna maybe mess with that that wording a little. But make sure it's applicable to both. Yeah. Make sure it's applicable to both. Exactly. Yes. And then we'll make those changes and send it out. K. And we'll keep and then we'll add Brad's recommended two paragraphs as well. Mhmm. And then add that, CRS reference. To be to be fair, Joshua was doing these in between his wife's contractions cover that older grandbaby.
So, I'm not surprised. I'm not gonna let go of that. Wow. Just out of curiosity, what's the technical difference between materials and resources? Resources could be videos. They could be websites. Materials are are something you can hold. Okay. Yeah. That's that would be my definition of the two. Yeah. It's pretty open to interpretation. Yeah. That's probably you know, we gotta have it broad enough that anybody's interpretation will be covered. That's applicable. Yeah. Yeah. Rob, what's your, like, what are your thoughts? I know in the district, version, we've changed shall to will.
Do you feel like that's a more straightforward way to go about communicating what we plan to do as a district? Do you think it has any legal difference? It's oftentimes, I think, a matter of lawyer preference, but I always like will. Okay. So we'll change the shales to wills just like we do? Yes. Okay. We always sent the year of the Shale and the year of the Wills. I was just gonna say that. How CASB stays a business? There's two of Wills. Yeah. That's crazy. Sorry. It's crazy. Totally fine with Will. Okay. All. Perfect. So first reading, we'll come back with those changes.
We will bring it back for discussion just so that we make sure that we've captured everything. So thanks. Brad, thank you for your help on the work. Thank you. Alright. Can I get a roll call? The next one will not want you to stay. I'm not that. QACU. Yeah. Director Callahan? Aye. Director Fletcher. I. Director Hunt. I. Director Olson. I. Director Powell. I. Okay next up is the first reading of our new exhibit JICD dash two. Bowling investigation form. So I move that the board approve the first reading of the new exhibit JICDE dash E dash two, bullying investigation form.
Second. So we also in our policy audit, it was brought to our attention that there is a form available. It's not required. We actually felt like it was a good thing for us to add. That way we can track when a bullying incident is reported that that whoever's investigating is following the policy. The sport spent a lot of time on JICDE, right as you all took your seats, on this board. And so I I feel strongly that we wanna make sure that if the principal's investigating, if it's an assistant principal, that they're following the process.
There are some changes though in in this one that's attached that, after spending, some time, little minor things, findings and parent guardians, we need four on one and five on the other. They're they're reversed. I would recommend we remove the intervention section because I I think that's going a little beyond the investigation. We want this to be, have we investigated? Have we come up with findings? This then goes into almost prescribing a solution, and I think we wanna make sure that solution is is not something that we're empowering just the one person.
I think it's something that based upon the investigation, certainly, it would be wise that we have the ability of then reviewing and then being a part of how are we solving that. The board has really put some strong language in JICDE, about bullying prevention. And, so I just feel like the intervention section is probably not appropriate in the in the investigation form itself. But probably something that more is driven by your policy and what your policy says we should do in those circumstances. So my recommendation would be that we strike, number six, from the form.
Obviously moving record keeping up, to the next Roman numeral. Well, you're a mind reader. Because that was the only issue I had with this was I did not like the interventions. Okay. And I I remember when we worked on the policies to begin with, and we did work on that a lot over several meetings. And I think we intended to put this form into place then, but it it just couldn't be taken into it. So, I think it's important to have this this investigation done.
But I agree that interventions this is not the place to have that, and our policies handles that. You know, gives us guidelines for that. So I'll make those changes and then bring it back. If you pass this first reading, we'll we'll make those changes. Okay. Alright. Can I get a roll call? Director up, we have the first reading of revised policy JLDAC, screening and testing of
students. This one I thought maybe we wanna do it in a reverse order and discuss first. We can certainly discuss as well. This this is definitely not a policy we feel like is ready tonight. Brad and I have spent some time on it, so we do have some recommended changes. This is a this is a required policy, that we have. It's, there's several legal references. I think there are some things in here we want to to strengthen or remove. I'll start if it's okay with just my recommendation on the Psychiatric psychological behavior testing methods and procedures.
I would recommend we strike the second and third paragraph from that, segment, because it does go into one of the things I think this board has been very clear on is we're not therapy providers. We are educators and that, obviously, when we support a family, and their child needs further resources, we we work with them to locate those of the family's choosing. But but paragraph two and three under that section in particular, I feel like go a little under the psychiatric, psychological behavior testing methods methods or procedures, page three.
Thank you. Oh, thank you. Yep. Okay. Pay four. So that is that is I'm jumping to the easy one. I think those two should just go. There's some rewarding earlier than that, but we'll figure let's get the low hanging fruit first out of, out of the way. You're proposing deleting the second paragraph and the third paragraph? The third paragraph. The first paragraph really is what drives the parental permission. That's the parental rights. Parents have a right. If if there's any type of assessment like this occurring, sometimes a child who's being, undergoing special education testing for, social emotional disorders, there is testing like this, but it's
done by a psychiatrist to to a psychologist to a certain degree. We don't go into that that deeper therapeutic side, which would be a parent's right to go, seek that elsewhere. But that first paragraph really captures the parental permission is is required. The last paragraph on that is really about course offerings, and I think we need to do some rewording of it. But it really is capturing where we have a psychology class, you know, you approve the curriculum for psychology.
That's the way it's supposed to be. So you're gonna be able to know that the psychology curriculum you've approved is actually what's being delivered. This actually goes into a lot greater detail, which I think is probably a little further. I think, ultimately, we probably need to drive back to deliver the curriculum that's been approved. And that way, you know, there's not additional psychics psychological assessments being done through that class that that might be outside of the scope of the curriculum. So that section, Brad and I looked at briefly, and I think the title would
be course offerings. And then we would really tighten the language to be, you know, classes that that touch on this subject would be utilizing approved curriculum, something to that degree, and and and probably could even share, you know, parental review of syllabus in advance or or something like that. So is that if if you're comfortable with us Yeah. Working on rewording that, I mean, I can That was one of my bullet points that I had was explain ordinary classroom instruction. Yeah. Yeah. I agree with your reasoning and with your what you're recommending.
Okay. Yeah. Okay. I found the the first sentence of this overall to be kind of convoluted, a little bit confusing. Is it just me? The whole the whole Just that at the the first parent the first sentence, I was just kinda like I don't First sentence in the first paragraph of the whole document? Yeah. Parents, guardians, and eligible students have the right to review and survey assessment analysis or evaluation administered or distributed by a school to students whether created by the district or a third party. Kinda kinda what it sounds a bit, isn't it?
Yeah. I was just say parents have a right to see it. We're doing that parents have a right to see it. Director Olson, I we can we can go through some more Okay. Line by line here for sure. Okay. But I you know, we just spent maybe fifteen, twenty minutes going through things identified in multiple Mhmm. Adjust. And then, frankly, there's a recent Supreme Court case, the Mahmood case addressing opt outs. And and we wanna make sure we fully reflect its, you know, its impact as well. Perfect. There are Go ahead. Yeah. No. I think there there are some other, you know, wordings.
There's some things that I believe our board other board action has, has I think there was concern through one of the conversations with with one of you about journalism and the way this is worded. I think we wanna tighten that up. Mhmm. There's also Number three. A number three health professional. If we leave that, I I wanna specify school registered nurse because I you know, we do have health clinic technicians that I don't want this to leave that that
they can delve into that that type of of of confidentiality. So so number three would definitely be one that Brad and I identified as needing to be tightened up. If we want to leave that, it, I think it would need to say, of a registered school nurse. We only have two of them in the district that are registered nurses that have nursing degrees, and carry a nursing license. And so if we wanted them to to serve in that as a health professional and be able to, communicate with students about concerns that they're that they're sharing with
them, you know, I got the stitch, I, you know, whatever. That would only be with, with a a registered nurse. So if you're comfortable with that, we'll work on that language. The other option would be to remove that. I I think I think we'd want registered nurses to be able to the child's reporting some condition that they can they can do some analysis for our parents and then communicate with parents. That's a help. Yeah. It's a help Yeah. Health need. So I Yeah. It's a health Yeah. Health need. So Okay. But but we definitely would like to re reduce that to to registered nurses and not just any health tech. Our health techs are great. They they administer medication.
They've been delegated that authority by our nurses, but they don't have the deep knowledge of, you know, is it pink eye? Is it this? Is it that? And and to I don't want to clear this conversation. But it's not a mental health professional, but it's a physical health professional. How to say that correctly is Yes. Yep. Okay. And then I would, I would like to see, like, on the first page, this paragraph that says accept as otherwise permitted by law school. You shall not be required to submit your survey that includes one through nine there. These things seem like stuff that we should never be asking.
And so I would like I don't know if we can do it, but if we could figure out a way to just say to just say no, we're not going to do this period. I those I those I mean and the kids can't be required to submit to it. But that implies that we can ask them. That will take an analysis of this exception section and decide if there's any exceptions that we agreed to. For example, you know, military recruiting purposes or something like that. Yeah. And you know, that I understand. Yeah. But yeah. So if we could just make that a little because I just I mean, most
of this there's very few reasons why we should be asking wells. On, number four, under exceptions, number four, I had notes about bullets two, three, and five, and maybe we've already you have I think you covered three. I'm sorry. Under number four. So we've got bullet two, books, clubs, magazines, and programs providing access to low cost litter literary products. That's an exception to the policy. And then three curriculum and instructional materials used by used by district schools.
I think there's a lot of changes in that one in particular. I would agree. And then one, two, three, four. And then by the sale of sell by students of products or services to raise funds for school related or educational related activities. I guess I'm just, you know, I'm wary of I can be like jump off the heart. I don't know. Yeah. And I think that we have to have just good examples of okay. Yeah. Well, it's you it's too broad as a point and also Brad's with the Mahmood case, it implicates that language in particular Mhmm.
Which would require opt outs for some things based on religious exceptions. So that that language in particular Mhmm. I think needs updating. So we've got some work to do. Yep. Yep. So, Brad, do you feel like you kinda hear their thoughts? I Absolutely do. I I would appreciate an opportunity for Dan and potentially I or Joshua to work with you or someone so that we could go through things like I'm not an educator, or for a very short time I was, but I don't know what instructional
materials we might interact inadvertently exclude something that's Yeah. Meaningfully, educationally flexible. We'll wanna involve Kim Moore Kim Moore as well in that conversation. So I think we could schedule maybe a Zoom and and dig into it deeper and then maybe get it out to you in advance in case there's any questions. We can get that back to to Brad or Joshua to look at. Hopefully, next time have something a little closer You know, you had to start somewhere. We had to start somewhere. And and just to be clear to to the audience, this is this is the
changes recommended by CASB, and so we're bringing that to you to start with, and then we're chewing up. So does this one even I mean, we didn't do a motion. We didn't do a discussion first, so does this one should we just not even do a motion? I mean, I I think you should I would recommend you do a first reading, again, for not adopting it. Right. You've looked at it, I think, to put on the record that you've looked at it, you've given feedback to us. We're gonna go take a shot at at modifying based on that. And then, obviously, you could have a second and a third reading if if after
we what we bring back there's still changes you want. So Okay. Okay. Alright. So I move that the board approve the first reading of revised policy JLDAC, screening and testing of students. Second. Okay. Any further discussion on this one? Alright. Can I get a roll call? Director Callahan? Aye. Director Fletcher? Aye. Director Hunt? Aye. Director Olson? Aye. Director Powell? Aye. Okay. The next one. First reading of revised policy KEC public concerns, complaints about instructional materials and library resources.
This is another one I thought maybe we should discuss prior to motion. Yeah. So KEC, you also have an alternate form that we got legal advice on. We we we did the we did the work with the CASB policy and then made changes we felt like we needed to make. Again, one of the the critical ones, I believe. I thought we had chief academic officer in here, but maybe maybe I'm thinking of a different one. Yeah. I think I am a, a different one. So this particular one, this is driven by law. We have to, by September 1, have a policy updated.
So I'm gonna encourage that you still do a first reading even though I know we're far from final. I think if we work from Brad's copy, I think, I like some of the the the parental rights specific that he calls out here, the reconsideration request and and how that would be handled. I think there's a lot more on the revisions that Brad's offered that that we probably wanna work from. So this particular policy, again, we are required by law to have a policy, in
place by September 1. So that's where I think first reading today and then hopefully giving us the feedback you want to get it right for the next meeting would be great. Okay. Well, let's go ahead and get this motion out of the way. I move that the board approve the first reading of revised policy KEC, public concerns, complaints about instructional materials, and library resources. Oh, yeah. Okay. So Mike. One of the things that jumped right off the page at me was, number two,
ideologies. Because, you know, we've always said we do not want ideologies. So is this by law or mandated? Or no. I think it's an effort to reflect that you have to have a balanced sort of Mhmm. You know, assess assortment of of materials. So that could be said said in a different manner for sure.
Okay. So you would recommend that we we try to reword that. So ideologies. I don't know that ideologies is necessarily the word that I would use. Yeah. I'm not sure what word I would, but that that is my I work with a lot of great boards, but you guys are the most thoughtful. I mean, I I really appreciate the kinds of questions and things that you guys bring up. And I work with, you know, very conservative organizations, and yet you guys are always on the ball of, maintaining that priority of parent engagement and parent choice.
It's just remarkable. I needed to say that. That's good. Thank you. Keeping it on your toes. Keeping you on your toes is fine. Oh, gosh. Yeah. Because this is one we just glossed over. Right? It was in the language. We didn't think to change that. And here, Rhonda brings a great question. I love it. Well, and I was looking at it and I'm like, you know, in my notes here, I'm like, I I understand political ideologies that factual and unbiased, but I would need examples of, you know, what would be considered current events or other phases of life because it's very broad. Mhmm. Very, very broad.
And philosophies, I understand that completely. Mhmm. You know, age appropriate. And, again, if, you know, you want where do I put this? You want kids to be aware and to be able to compare and contrast, you know, different, like, political views. We likely could put a period right after such libraries period. Okay. Because the predicate says, you know, it's a balanced collection of factual material.
And I I think that that would cover the necessary ground and not open the door together. Okay. And ideologies may be a a different word, which I would just put a period after libraries, I think. That's my initial instinct. Okay. So leave ideology. And then the second part just Yeah. Strike everything from on various ideologies or philosophies, blah blah blah blah blah. Yeah. Or may yeah. Just line it up. Rename that paragraph. And that's what that's what I guess they're asking, Brad, is the number two ideologies
dash is ideologies, a word that we that isn't necessarily even the right word there. Yeah. Or is there Is that really descriptive of what we wanna do? Because again, to your point, it's saying we need a balanced collection of factual materials. For students who access your libraries, period. Nothing else. Yep. So. Alright. We'll explore that. So you could just put number two, balance. I like that. We kind of alluded to it earlier, but I think this would be a good place to make our library protocols be an attachment or an exhibit or something to this policy. So that they are I mean, as as protocols, they are official and they are
enforceable. But they aren't exactly that way, they would be an official part of this policy. Is that true? And I think it's aligned with the I don't think anything that's why they try to stay in that. Yes. So make it a k E C Dash R. Yeah. Exactly. Or e. Yeah. Or e. Yeah. Or e. Yeah. Or e. Yeah. Or e. Yeah. Or e. Yeah. Or e. Yeah. Or e. Yeah. Or e. Or e. Yeah. Or e. Or e. Yeah. Well, we are We'd have to add it to KEC dash r because we already have one. Yeah. We could have an r two or we can have an e two. So Brad can look at it and kinda guide us, which isn't an exhibit or a regulation. We run into some r threes. So if you work down in place place like d 11, they have a million
policies, and, you know, so it's it's not inconceivable. That's not a goal with that. But but to director Powell's point, having a dash r gives a formality that then leadership can enforce. And Right. No. It makes sense. Always best to do it that way when yeah. And also possible to the family. Well, sure. Yeah. Yeah. Easier accessible. Yeah. And then key things that I think, Brad and Joshua added, you know, that that the reconsideration form is a form that people have to use. It can't be an email.
It really, you know, tell us what what what's concerning. We're gonna look at the form in a minute. But that, I think that's critical in here. And then it outlines the process and includes a curriculum review committee, which the board has put into place. This just had like loose committee about a committee and it specified a teacher and a parent and a community member. Director Olson, this comes out of the new statutory framework. So, I mean, it's it's mandatory, unfortunately, to have some of these elements in here. Okay. I know.
And and and considering where we stand in, you know, in terms of other things, it's it's good to have this policy be on point. Oh, yeah. Exactly. Well, I'm worried that the language is so general that you could construe anything to fall in these buckets. You know what? Well, what about, books on, virtual suicide, and how to do it? And they, read out books on sex cults. And, you know, it's I mean, that could be a various ideology or philosophy that
and I I just what is it? Where where did it stop there? That you have to be balanced. How balanced are we talking about? Well, we we attempt and and I would welcome the board trying to bring in more input on maybe number three or something like number three. You know, what what is literary merit? What is, you know, obscene? What is, material to mature for the audience? Those sorts of things. The appropriateness. Perhaps do some thinking around what is, what is academically aligned.
I think that there's a world in which you could focus on that a bit and think about how that would operate in this context. You want a broad library, but can you constrain it sort of to be sort of aligned with either, you know, for the younger students, literary acquisition and, you know, sort of learning stories. But then at the older ages, maybe it's more limited to the subject matter that we study and so forth. I think you have two policies now. You have IJ that says you will approve any and all materials. So, obviously, what gets what's brought in is now you have direct oversight on.
You've empowered the chief academic officer to to to be the arbiter or the cake collector and then bring it to you. And then this provides you the ability if someone identifies a piece of material in our curriculum or in our libraries of how it's gonna be reviewed, and it still puts you in the so so the determiner of the vagueness is you. So I think that's that's critical here as it's ultimately the the sitting board that makes that decision, because you're the ones empowered with that decision.
Not all boards are equal. Yeah. Agreed. Agreed. And, Brad, do you recommend defining literary merit, maturity, obscenity? I'm just not at first to considering that and see where we land with that. Okay. I I I think there's a world in which we can go too far, and that that pushes us in the wrong direction. But it's it's a conversation to have right now, so let's figure it out. Some of the elements in that section down below, director Fletcher, I think we we need to make sure that we have those in here. I think that's part of the statute.
And, some of those address things like, you know, the the overall merit of the of the materials and so forth, educational purposes and so forth. So that's coming out of statute. So that gives us some guidelines too. I think the closing paragraph is the important one. Board assumes final responsibility for all books and instructional materials it makes available to students. So and another reason why I really appreciate you.
I mean, you in particular, by the way. But, you know, having this last sentence, Joshua felt like Elizabeth, I gotta add this last sentence. A parent's right to make important decisions for their children. You know, that that comes from what you guys have expressed consistently. Appreciate it. Yeah. It this implies that the parents have some access to the library books. They do. Well, they have access to the library catalog. Every parent can log in and see every book in the library and and understand
what's on the shelf, what's a summary of the content. So, so that is something the curriculum review committee put into place is every, every, every library website has a link for you to see every material that exists in the library. Okay. Brad, I was wondering if it might strengthen the section on parental rights if we were to add so to that first sentence, a parent or guardian may request that their child not be required to use a particular material, we added the language based on their sincerely held beliefs. You think that that would strengthen that language I do like that.
Parental rights? Yeah. I'm not I'm not keeping notes here. So if either Jamie will or make sure that you deliver things like that, if if it needs like that to Jamie, please. Was that under the parental rights? Yes. Fair rep? Okay. Alright, Brad. Thank you for all your work on this. Yeah. Quite a We've got a little more to do. Good recommendation. Yes. Yes. So we'll bring this back. We'll we'll probably want you to look at whatever version we come up with, in the next, week so that we can get your feedback before the next board meeting
so that, hopefully, what we bring is closer. This this really should be adopted by September 1. I don't think there's a consequence if it's not, but the law says we should have one in place. And our KEC policy that is in place, obviously, would remain in place until this one this one is approved. So Alright. Well, with that, is there any further discussion. Okay gonna get a- director calling him hi director Fletcher hi hi hi doctor Olson
hi doctor Powell hi. Okay. Next up, we have the first reading of exhibit KEC dash E, public concerns, complaints about instructional resources. I move that the board approve the first reading of revised policy KEC dash E, public concerns, complaints about instructional resources. Second. So when we first put library protocol into place, we looked at a variety of different forms for parents to express concerns about materials. We never never adopted one. And so, again, for our policy audit, that came back to us to say, hey.
You don't have a KECE. I think we had looked at some forms and we liked them, and I think we've almost assumed we had them. And and I don't think the board ever formally approved one. So this is a form we've modified, to include, what we believe are all possible options. We've made a few changes to the form, the the original recommended form from CASB. And this would be the form on which anyone who had a concern with a material or resource would complete and turn in. And and our policy that that Brad added to KEC is this must be how
they communicate. They can't just email you and say, hey. I don't like book x y z. This is a form because it gives them the ability of really communicating what their concern is, why it's a concern, what they recommend you consider doing with that particular material. So you have full understanding of of what their concern is before the board curriculum review committee actually begins their process of review. I like it. So does KEC refer to this? It does. It says it's it does. Well, it it doesn't I we might wanna add that. It says that they must use the district the the appropriate form.
So we might wanna even add that. It says a request to have a book or other material removed from the school, use must be submitted on the district standard reconsideration request form, and maybe we need to put in there parentheses k e c dash e. And that way, it'll be clear that's where they would give get the final. I just added it. So we also say it doesn't really say who it should be sent to. It just says upon receipt of a completed reconsideration request form, the superintendent Okay. Definitely. Well, the the yeah.
The form says, please return completed. Please return completed. Well, it's misspelled. But to the school principal or the district's chief academic officer. So is there something that The policy just doesn't say Oh, yeah. So we'll we'll align it. We'll align that with the policy too. Is this something that you would want to start at the school, like, principal level? Or is that something that the district should be informed of too? It it will always go to the curriculum review committee. So if it's turned into the principal, the principal would forward it on, to Kim Kim Moore, who's our chief academic officer.
So ultimately, if it doesn't go to the chief academic officer, it's where it's going to go from a principal. So So is it best to use or or is it best to use and and just have notification to both at the same time so nothing is missed? It it could be. I think I think what we're trying to do is if they wanna give it to the prince principal is still gonna get it to chief academic officer because they're the ones who who cochair the curriculum review committee. So, I think it's providing a parent who might be more comfortable turning into their principal versus someone they don't know. They may not know who the chief academic officer is.
So I think or is is there intentionally. So whoever they feel comfortable getting it to is gonna start that process. And if they might be more the principal might be more easily accessible Yeah. As well. So I have a clarifying question because the form talks about, citizen requests for reconsideration. It doesn't exactly Or is concerns?
Or is this meant to only apply to parents? Yeah. I think we had some conversation. I think it would apply to any constituent of the district. So it couldn't be a parent from Parker who lives in Douglas County Schools, but it's a constituent, a voter who would find out there's a material and would want you to review it. So Absolutely. I think our intention I think parental rights is still the key. We're we're still trying to honor the fact that parents have that important decision making, but anyone could bring that forward. So if that language has to be modified, Brandon, I can look at that too to make sure it's clear that anyone can submit it.
Parental rights is still kind of our our basis for almost everything we do. So do we need to clarify Elizabeth's citizen? Citizen of Harrison. Or payer. School district. Yeah. Yeah. Yeah. Situation. Mhmm. Yeah. Maybe even the taxpayer who might not necessarily be, you know, a parent in the system. Yeah. But he's paying into the system. That's right. A mistake. And I would also wonder if staff or admin administration who might have a concern would would be able to submit one of these. There would be a constituent. So I would Yeah. So we count them as a constituent. Yeah.
Okay. Yeah. Good point. I think it might be helpful to do. Yeah. It's a good point. Clarify that. No. I I think that makes good sense. We talked about it. We've assumed it, but you're right. It's not necessarily stated. So couple of it's something we need to clean up. Can I ask what's the reasoning behind question six? Yeah. Guess I guess what they're trying to draw out is, are you are you challenging this because you heard from somebody that it's a concern? So I read this review. I read this critic. That's why I'm bringing it to you. That would be my only reason for I think they have this.
This was on the CASB form. Mhmm. So we didn't strike it because I think there's there's potentially some value, but it certainly I don't know if it's essential. So Yeah. I mean, I think if they filled out all the rest of this Mhmm. You you cited pages, audio tracks, video segments. Yeah. They've talked about the purpose. They I mean, I think if they've gone that far, whether they heard about it Heard about it or whether they would have said that in one of the Yeah. I think they heard it such as I mean, there are some districts who may
discount it because, oh, you heard it on this this this Right. Which we don't consider valid. So Exactly. So six, in my opinion, could be stricken if you don't. Agreed. Agreed. I agree. A few of the questions seem to assume, like, that the whoever is reviewing is, has to defend their position in a way that assumes Yeah. That the material is okay. So for example, number three says, for what age group would you recommend this material? Well, why why would they have to recommend the material at all? Yeah. Right?
If they're if they're frustrated with the material, why would they have to recommend it's okay for any age group? Well, that could tie into number two, though. What are your concerns if students use this material? Well, it's age inappropriate. Well, then it follows up with what age group would you recommend reading this material? Like, this book book shouldn't be in my elementary school library. I could see it being read by a sixth, seventh, or eighth grader, but third grader shouldn't be read this. So I think that's maybe a question like, do you think this material is age appropriate for any other grade? Or So really, really, really rewarding it. Less assuming that the material probably is okay if it was slightly different circumstances.
There's kind of an interrogation thing to that point. There's a little sarcasm that Yeah. Yeah. So, no, I I I I'm not opposed to rewording that certainly in a in a in a better way. Again, we started with the form that we were provided and Was this CASB again? This was CASB before. Oh, yeah. That's our main source. And number five, does that really apply? Like, when I brought that book to the district's attention that my daughter had, I didn't read the whole thing. But You read enough. I read enough. Yeah. You know what I mean? Yeah.
Yeah. You could almost open the any page in that book and find something that was And maybe it should be give page numbers of examples instead of that. Yeah. I agree. Give pages question one. Don't wanna do that quite. Well, it says Excuse me. That question does pertain to some legal precedent and so I would prefer that you leave it in there. Yeah. Okay. They don't have to answer yes. Mhmm. But it's a good question to have in there. Okay. But it does elaborate down below what parts. Yeah. So it kinda looks too. If you didn't read the whole thing, what parts? What parts are pages? Mhmm.
Yeah. Which is kinda carried out on our question. Okay. Thank you. Brad, are you okay with six being stricken? That if there's You have two now. I wonder too if, with regards to the title, we would want to include, as we did in one of our earlier policy recommendations that we have, not just reference to instructional resources, but perhaps library material. Instructional and library materials. To make it clear that we're thinking about library materials too. Yeah. Yeah. I think we should be consistent. Yeah. So Good idea. Thank you.
It's good to see you. And if you're making notes, we have to remember them all because there's two number ones. Yeah. Yeah. They were. Yeah. Okay. It's just You want us to take a shot at rewarding them in less of an aggressive format and more of Well, I mean, it's CASB language. Yeah. Yeah. I guess maybe I have a thicker skin but I'm just talking about it. To. Yeah. Yeah. Well, and it's true. So the folks who are reviewing might say, for no age group, I recommend this book for no age group. Yeah. Which which would be Which is a fair response. And there's some recent ones we've looked at that's I would agree with that.
So adults should be rude. Did you say should or should? I agree. Yes. Would you welcome to do you want them to email suggestions? Yeah. Any suggestions you have, please email, Jamie, and and we'll work together to make some adjustments. We'll run it through Brad to make sure we haven't excluded something that we have to have, based on a legal case. And then, we'll bring this back for a second reading so that, ultimately hopefully we'll be closer to and and this is one does this have to be in place
off this just a policy. I think the policy and the regulation. Place. We don't have a form in place. And so that's where I think we we should we should get it. Yeah. We should get a form. So I think I think with the feedback you've given and any that you can provide in the next couple of days, we can we can get something that'll be done so well still. Be easier than you mind reading. Yeah. Yeah. Which I don't do very well at. I did pretty good tonight. Always for my stuff. Alright. Yeah. Okay. So any further discussion on that one? Okay. Gonna get a roll call. Director Callahan.
Aye. Director Fletcher. Aye. Director Hunt. Aye. Director Olson. Aye. Director Powell. Aye. Okay. Next up we have our first reading of regulation KEC R public concerns complaints about instructional resources. I move that the board approve the first reading of revised regulation KEC R public concerns complaints about instructional resources. Okay. And discussion. So this is again the regulations trying to capture, again, chief academic officer is ultimately the recipient of it.
Again, it does say building principal or, again, it triggers a board curriculum review committee to, begin the review process. Ultimately, it outlines what they do and then ultimately the recommendation, comes to me and to you for final dispensation. So it really is just outlining what process we put into place. So there there may still be some wording changes that need to be made, but we felt like it was a good shot at, capturing what the board has put in into place already.
Again, we need to edit the title and then be consistent. And then maybe what we need is k e c dash r dash one because we're crazy here. But but this kind of I mean, it's got kind of pieces of that. And then maybe we can say in here according to, r dash one. Because then there's the detail on that one. Maybe that's where that could go for the protocols. I have a humble I I go to too many board meetings, I think. But since opinions may differ in a democracy, do we care about us being defined
as a democracy as opposed to a republic or something else? I hate that word. I hate democracy. Yeah. It's the the founders hated the word democracy. This is an ancient word from 2001 that no one's ever thought about, but Yeah. It struck me. Yeah. You read the Federalist Papers. They they did not like the word democracy because that is a tyrannical form of government. Yeah. And I wonder if we even need to refer to, you know, representative republic or whatever. We since opinions may differ. The following procedures will be observed. I like it. Yep. Okay. Thanks. Yeah. Only tyrants want us to be a democracy.
Alright. I mean, other than that, it looked very similar to the reporting chain if the person has an issue in the classroom. Mhmm. Except for it goes to Right. A good plan review. So we'll clean it up. Again, have Brad take one final look at it and make sure there's nothing here. And then would you like us to bring back KEC r one? We'll work with Brad to make sure that that's the right placement, but we actually bring a That way it's just sort of in in the record, I guess. That way that we know what we're gonna do. Yeah. And they're obviously already approved. Right. As they are. So we won't change those.
But Right. It'll be in the records that you I'll I'll share that with you, Brad. You can take a look and see if that's the right place, may you think? Take a second to appreciate Jamie. These things don't just fall out of this. I know they don't. I know they don't. As we say, she is our glue. It keeps us together. It's a lot of attention to detail. Nice to Grammatically ours. Yes. Guys would seem to cross after looking at all of this for tuning out. I didn't want this. Jamie, when you do can you run a just a search just for the word complainant? It's I've seen it different ways across the different documents. I noticed that too.
How I wrote it was different than it had It's complainant and complainant and it's it's different. Even within the same documents there. Yeah. If you could just consistently wrong. Yeah. Just be consistent whichever way it is. Yeah. Whichever way. The, I looked it up. It is without a t. So that's a good idea. Yeah. That's what you told me as well. Alright. Well, we will get rid of the t. Alright. Okay. Well, with that, can I get a roll call? Judge McAllahan? Aye. Director Fletcher? Aye. Director Holmes? Aye. Director Olsen? Aye. Director Pound?
Aye. Okay. Any other new business? I wanna thank Brad for being here tonight. Thank you, Bradley. Thank you. Missed missed seeing you and this was perfect night for you to be here, so thank you. Alright. Our next board meeting is gonna be Tuesday, 08/26/2025 here in this boardroom at 6PM. With that, I adjourn this meeting at 07:35PM. Alright. Repeat the time. Expect