Speaker 1: All right, so we'll go ahead and call our board meeting for Wednesday, mor May 15th to order at 5 33. Not bad. Not bad. So we'll go ahead and stand for the Pledge of Allegiance. And then if you could remain standing for a moment of silence and chance, Speaker 2: Will you please Speaker 3: Lead? I pleasure. To notify Speaker 2: Of the United States of America and to the Republic for which it stands. One. One nation under God, indivisible with liberty and justice
Speaker 3: For all. Speaker 1: If you could please stay standing. Okay. Thank you. Come on in guys. Come on in. Have a seat. All right, thank you. I appreciate that. So, onto the agenda, are there any changes to the I did see a change. Speaker 3: Okay. Speaker 1: Are there any changes to the agenda? Yes, I can say agendas first. The actual agenda, we'd like to move 10.1 to come after public audience. Speaker 3: Okay? Speaker 1: Yep. Okay. To a scheduling conflict. I'll Speaker 3: Make a motion to move 10.1
to directly after public audience. Speaker 1: I second that. Okay. Thank you. Sharon, may I get a roll call please? Speaker 3: One moment please. My let draw, let draw. I'm not sure we've got audio going out. We've got audio moving but it doesn't look like audio is going out. Aye Judge. Aye. And Jensen? Speaker 1: Aye. I'm gonna shoot him a Speaker 3: Saying that Wait a minute. Yeah. And my interpreters can Speaker 1: Hear he, Bri says he cannot hear us. Yes, that's, Speaker 3: We got here too.
Zoom's showing audio coming into it. So I don't know where that's correct. And it's showing audio so it's working. But it might be a, I don't know, do they maybe need to log out and then log back in? No, it's multiple of them on the other side. So what was the name of the other lady that was with Sarah? Speaker 1: Kim. Speaker 3: Kim. Kim. Kim. Gardner. Gardner. Speaker 1: She's at Speaker 3: Riverside. To see if they can hear you when you go to, can you guys hear me now? Speaker 1: Can you hear me now? Speaker 3: Can can't hear. Can you hear?
Let need to test speakers and see if we Yeah, but even on my computer, Bri can't hear me. Can interpreter? Can you hear me? Patrick? Can you hear me? Every zoom I guess would be my best. Clearly text are coming in. There's definitely sound going out, getting on the phone while I do. Speaker 1: Yep. Speaker 3: And you can just put it on your mic. You good that you guys can keep going? Speaker 1: Yeah. Well and I don't think that there's, there's really nothing, there's really nothing yet Speaker 3: Besides your agenda. Speaker 1: Well we've got the consent agenda and then public audience would be next
after the approvals. So, so we Speaker 3: Could hear that? Speaker 1: Yeah, Speaker 3: Try rebooting. Speaker 1: We're gonna try rebooting. Okay. Speaker 3: I just have full, I wonder if they could hear me crunching my lifesaver Speaker 1: That they heard. I'm just kidding. Speaker 3: Maybe one of these kids can help us out with, okay, come on. Speaker 1: Alright. This is a shot. Speaker 3: I asked them if they wanted to use tech for their notes as they come up and present and they're like, I think we should use note cards Speaker 1: And so nicely done. Speaker 3: Analog. I like Speaker 1: It. Yep. Because things like this can happen with technology.
It's, it's a true, honest love hate relationship, at least for me. Alright. Speaker 3: It it need to wait public copy? Yeah. Or public comment. Speaker 1: I'll definitely wait for public comment. Do you guys wanna move on to the consent agenda and approve that? Yeah, Speaker 3: The other, you, me as a host and see if I can get from my system. Speaker 1: Okay. So I think, we'll, I'm sorry, I just have a Speaker 3: Question. So they, they went ahead and approved to move 10.1 but have you approved the agenda for the rest of the agenda? No. Speaker 1: No. Okay. We have no second. I
Speaker 3: Just making sure Speaker 1: Just to, yeah. So may I get a motion? May I get a Speaker 3: Motion? Try again. Speaker 1: May I get a motion to approve the agenda as amended? I make a motion to approve the agenda as amended. May I get a second? Second. Speaker 3: I'll second. Second. Speaker 1: Sharon, may I get roll call please? Speaker 3: Eli? A I can say F haw but I don't think he's hearing it. Haskell aye. Jenkins. Aye. Speaker 1: Aye. Speaker 3: Okay. Okay. Speaker 1: And then Speaker 3: Let's see here. Speaker 1: That's it. Speaker 3: Stuff with public. Can they hear now that I Yeah, they said they can hear now.
Okay. It's coming through me. Have Speaker 1: You working now your Speaker 3: Computer this month? Yeah, just before the meeting. No, that's about all I know. Speaker 1: Okay, I got, it's working now, so. All right, so now we'll go ahead onto public audience. So I'm just gonna say a few welcoming notes. The board's meeting time is dedicated to its strategic mission and top priority focus areas. Public participation is an opportunity to present brief comments or pose questions to the board for consideration and follow up.
Each person is asked to focus comments to three minutes. The boundaries are designed to help keep the meeting focused and in no way should limit conversations beyond the board meeting. Please be aware that any individual student or personnel matter are considered confidential under Colorado law. It is out of respect for the individual students and staff that we ask for those conversations to be held in executive session. Insights are needed and welcomed and the board encourages you to meet with the most appropriate person among the district's many leaders. So we've only, I've got two. Trisha Grady. Okay. Yes.
Perfect. I have got Trisha Grady, you've got the floor. All right Trish, we'll go ahead and get the timer set for you for three minutes Speaker 3: And, okay. Speaker 1: What's yours? Speaker 4: Tricia O'Grady rifle citizen. The last time I was here about nine months ago and at that time I was asking the board to reconsider ending the scholastic book fairs for the type of books that Scholastic is now producing. And I understand that the problem has escalated, I found on social media in regards to the, the school and parents that there's some books in question.
So I'm here to support those conservative parents and the ones that are concerned about some of these books. And I understand that it's going to be an agenda item soon that you will be discussing the possibility of ending scholastic book fairs. 'cause as a teacher, when I was ordering Scholastic books at the time, I could order anything I wanted, bring them into the classroom and the principal or no one had any idea what books I had. And back then it wasn't a problem or a question with anyone
because there wasn't these controversial, controversial books being published by Scholastic say 15, 18 years ago. And now it's a, a rising concern with parents. I understand this book in particular has been brought to the attention of parents that are concerned about this series of books. This one has to do with a seventh grader who is exploring, I think, non-binary issues in middle school. And then I heard there was an issue with this book here also
with some of those same issues that a lot of conservative parents don't feel that it's appropriate for their children to be reading about these kinds of issues at school. We understand that these issues are different now than they have been years ago, but I don't think it's the public school systems, right, or in their preview, in their purview to be discussing this with children. I think that's left at home. It's at best. So I'm asking you again to consider getting rid of that.
I don't have necessarily a good replacement for that because what I would like to replace it with, of course would be a more of a conservative type of book manufacturer that some people would have issues with because it is conservative. But I thank you for what you, you do here at the board. I know this isn't an easy job, but I'm gonna ask you again to consider reviewing these books and having some system if you do keep them in place that you're least aware what's in each classroom and what's appropriate for that child. Thank you. Speaker 1: Thank you Trish. Thank you. Okay,
and Carol O'Brien, come on down. The floor is yours for three minutes. Speaker 4: I am Carol O'Brien from New Castle. Nice to see y'all again. I am really pleased to see the bullying prevention policy on the agenda tonight. That this is critical to the safety and wellbeing of our students. I am especially pleased to see this policy includes education for students, parents and staff about bullying behavior. You have probably heard the expression, little pictures have big ears. Kids pay attention to a lot more than we think they do.
And they look to the significant adults around them, like teachers and parents to learn how to behave when adults make disparaging comments about people who look different, who speak differently, love differently, believe differently. Kids hear these things and often incorporate them as part of their own beliefs as specifically recognized by the proposed bullying policy. It is people in these groups who are most often the targets of bullying behavior. That is why it is so important for adults to understand and model appropriate pro-social behavior. Bullying can be more than just words
or actions directed at a specific individual. It can be inherent in the actual learning environment when children of a particular ethnicity or gender identity don't see themselves represented in the books that are available to them or in the subjects they study. It is a form of bullying. When adults say hateful things about L-G-B-T-Q people and misname or misgender trans people, they're, they're being bullies. When books are removed from school libraries because they are deemed controversial or when they're removed from scholastic book fairs due
to political, religious, or social ideas that some people disagree with. That is a form of bullying. People can believe what they want, but one group of people has no right to bully another group simply because their beliefs are different. Fortunately, we have a state legislature that has thought about these issues and recently passed Senate Bill 25 dash 0 6 3, which requires schools to comply with the First Amendment to the United States Constitution as well as our state constitution regarding freedom of speech as stated by the US Supreme's Court.
Local school boards may not remove books from school libraries simply because they dislike the ideas contained in those books. These are not just theoretical issues, they are events taking place already in other school districts in the state. And I believe people want that to happen in this school. District bigotry and bullying have no place in our schools. It is incumbent upon the adults in the room to set the right example if they want to genuinely address the problem of bullying in our schools. Thank you y'all. Speaker 1: Thank you Carol and Sharon.
There was nobody else. Perfect. Alright, now we will go on to time's up, time to go. Okay. We will go on to Jacob and his group of students Speaker 5: Just for before you sit down. Yeah, before you sit down, let me introduce everybody that we have here and then we're gonna, they're gonna hop back up as they, as they talk about the different parts. So we're here today to talk about the Garfield RE two,
the very first ever fourth grade mini career fair that was held. And so this group of students were, were all engaged in all of the different aspects that went into creating this event and pulling this event off. And so here we have Angel Monroy who is a junior at Coleridge High School. Divya Martinez is a sophomore at Rifle High School. Dan Lee Hernandez is a junior at Coleridge High School. And Maribel Garcia is a senior at Coleridge High School. And so we have, there were a lot of other students
that were involved in all of this as well. They had a lot of classmates at both rifle and Coleridge, but due to other events that are happening tonight, they just weren't able to attend. But we appreciate all four of these wonderful young men and young women for coming and sharing with you tonight. So with that being said, you guys can have a seat except for Dan Lee who gets to come up first before Dannel. Lee jumps in and while we get the presentation up and loaded, this idea of a fourth grade mini career fair is based
in our strategic plan. So one of our strategic pillars is career pathways and we have kind of the guiding principles are the three E's in career pathways and that is exploration, experimentation and expansion. So this really connects with the idea of exploration and we wanted students to start exploring careers a lot earlier. And so this, that's where the idea of could we have a career fair for elementary students and what would that look like at the beginning of this school year.
So we had a, we had a lot of conversations about, one of the things that made our strategic plan so meaningful was the amount of student voice that went into creating the strategic plan from the graduate profile and the description of those words to having students in there crafting and giving input around the different areas that we should be focusing on here in Garfield re two. And so we thought, you know what, we've gotten away from that a little bit. And this could be a really good place to bring
not just student voice, but student engagement into actual strategic planning initiatives in action. And so that's, that was the, that was the beginning of my journey to go out and recruit people. I don't know if they remember the first time that I was there making my pitch of like, Hey, we've got, we're gonna do this wild crazy event and I want you to do it with me. And these, these were the ones that that stepped up and said, okay, we'll go on. We will go on this rollercoaster ride with you Mr. Pingle. And so phase one that Dan Lee's gonna talk about
had to do with getting surveying student interests. That was the first key element to this. So I'm gonna turn the time over to Dannelly right now to talk about that part. Speaker 6: Yeah, so we, we were tasked with creating a survey in a Google form. We chose a Google form and a Canva presentation just because there were two materials that the students are familiar with as they, they use them a lot through school and it's something that they know and it's something you can edit in a way that fits the fourth graders. And then the next thing was using a career clusters.
So there was several different variations of jobs on these career clusters, but each one of us chose a few jobs from each career cluster to present to the kids. And basically each of them had a different type of work and what they were doing essentially to show them what they could be interested in next, it was both the student councils from both ridge and rifle to go to each of their feeder schools. So I was one of the students that went to C-V-E-E-C-E and KSE There, we would just go
and present each presentation to all the students. So we'd either be in an area that had, could house all the students or to each one of the classrooms and we'd just showcase a presentation. We'd talk a little bit about a few jobs on each slide and just tell them a little bit about it. And then also after that, we'd give them a presentation, not a presentation, a Google forum that would collect all of this data that would be later unused. And something that I found really interesting is that they wanted the help from also bilingual students.
Being bilingual myself, I think it's such an important thing that they did because a lot of times, especially now since a lot more people are coming and Spanish is their first language, they have like no knowledge of English. So a lot of times those events, they feel like they're forgotten. They're looked over, it's like, oh, what's the point of me listening if I don't get it? So I think having people that speak your language are telling you what it's like and you can actually make a lot of money being bilingual. It is something that I've always been told throughout my
life that if you are bilingual, you can make a lot more more money than just being speaking one language. So I think it was something important to show them from such a young age that they should value being bilingual. Speaker 5: That's awesome. For me, one of the pieces of feedback that I got from the students that I thought was really interesting and it, it didn't hit me until we were talking about it, but I thought, yeah, that is right, is that each school felt really unique. Like each school had kind of its own feeling to it. Like we, it didn't feel the same. Like we went into six different schools
and each of these guys went into three different schools, but they were commenting at the end. They were like, that was kind of neat that like each school has kinda like its own little personality. And so it wasn't, it wasn't the, even though we were doing the same thing with fourth graders, the same target group of kids, they just had different personalities. It was neat to see the uniqueness in that. And that was a comment that, that they were saying and that they had these big smiles and they were like, that was so cool. That part of it. I will echo what Dan Lee said too. What a cool experience to learn firsthand dannelly,
the opportunity, the opportunities that are available to you. Because not everybody had the opportunity to support the language speakers. So she had a whole new role and a whole new responsibility that not everybody could take advantage of because of that ability. And so to help these kids see that if they can, as they strengthen their own English, our fourth graders, as they strengthen their own English and hold onto their Spanish, it's gonna open up a wild world of opportunity and for our, all of our English speakers to say, Hey, if I really do work at learning a second
language, it can really open up a lot of opportunity for me as well. So thanks Dan Lee, what do you guys want to ask questions in between or do you want to ask questions at the end? Or how you guys, Speaker 1: I think for, 'cause there was a another time commitment, correct? Yeah. So I think for the sake of time, if it's okay, we will ask questions at the end. Speaker 5: Yeah, that'd be great. Okay, next we have, Naif is gonna talk about phase two. This was the phase of once we surveyed the kids, what do we do with that information? And so she's gonna talk to you a little bit about that. Speaker 7: Okay. Hi, I'm Dvia.
He said, so after we went to the elementary schools, we took a little break, we went on our winter break, right? And then we came back to from, from the break to school and he sent us an email. He was like, oh, I wanna meet with you guys to do the next phase of our like project, you know? And I was like, okay, let's do this. And we met, it was my friend and I and we had a meeting during before school and we talked about, we looked at that data that's over there in the presentation. And for the survey we did not interested, kind of interested and really interested.
So we wanted to do 12 to 15 stations at the career fair. So we were like, okay, how do we do this? So we said, if we only get one, like let's say the most wanted job was a bed tech, right? If we only do one bed tech, then how many kids are gonna be able to actually go to that? You know? So we're like, you know, maybe let's do two or yeah. So we doubled on the top three jobs that we had and those were the bed tech nurse and video editor. So yeah.
And then we focused on our plan and how we were gonna do that. And then Melissa, Speaker 5: No, that's good. I, I think that, you know, one of the, one of the cool things was really working, this is again a learning experience because I think in all of, in all of the jobs that, that we were seeing, but in all of our jobs too, data driven decision making is an important part, right? You want to take information that you're getting and you wanna make your decisions based on that data. And it was a great opportunity for them to, to practice
that element and say, Hey, this is the event we need to pull off. This is what the kids are saying. How do we turn that into a reality that meets the needs of our, of what the kids are saying, of what they want? And that was a cool thing because they had, they were the ones that made those decisions. I said you could, you could decide to go, you know, the top 15, you could, you could try and do multiples of others, you could leave out a particular cluster like Dan Lee had talked about, we had organized the jobs into different clusters. That was another piece that they had talked about. They were like, well even if this particular cluster,
let's say it was environmental careers, was like all of the top things we still want, we still want one from each of these different clusters. And there were six of them so that we had a variety of jobs that were available to the kids. And so it was neat to see them look at data and then make the decisions based around what they were interpreting the data was saying. I said, do you want to just look at the kids that said they were really interested or do you want to look at the ones where the kids said they were kind to interested and really interested? And so they, they made all
of those decisions themselves, which was really cool. So thanks Pia. Okay, phase three Angel's gonna come up and talk a little bit about the, the presenter recruitment. So now we've decided what jobs we want to go and put out there. So now we gotta go recruit people that have those jobs and, and and, and we gotta train 'em up because we didn't want to, we didn't want them walking in without any idea of what to do because that is probably not a recipe for success. So, go ahead Angel. Speaker 8: Yeah, so as you guys know, this was in collab collaboration with two different student councils,
rifle, high school and college. So in order to make it super efficient and fast, we made a simple spreadsheet, everyone had access to it and as long as you got more information, does somebody want to do it, are they available to do it and can only do it during a certain time of the day or as such we would update each other. And that way we had tracked the whole time and we then had weekly updates. As you guys know, we're high school students so we don't have like the perfect context for some of these jobs. We can't find two veterinarians and not in such short notice to get them there on time. So sometimes at a certain point we shifted more to looking at high school students
or recently graduated people who are entering new fields and jobs. And at first this might seem kind of like, maybe it could go wrong in many ways, but I think we pulled it off really efficiently. 'cause for example, one of the people we recruited was Josh recently graduated last year and he's not working as a real estate agent, but to many kids he is like, he's more of an accessible person. They can view themselves as being this type of person. When kids look at someone that might be a lot older, they can't view themselves in that position as much like having a full grown beard. They won't really, they won't see themselves.
But by using this, we were able to make sure that the message got across that this is a job that everybody can do and that in the future, if they want to do it, it's always gonna be available. Before this, of course we had the training meeting and that training meeting, we met a lot of professionals in the different fields and we just try to make them more aware of what the whole thing was gonna look like. Make them sure that they can be there on time if they needed any, if they had any scheduling issues the whole day. Well most people, well a lot of people couldn't make it there for the whole day. So in order to solve this problem, we made it so
that we had different segments and the presentations were kept on the shorter side. So if you wanted to, you could have a couple segments in the beginning of the day and then separately other people could fill in. That's why we try to have a wide variety of jobs and different personnel for the same job. Maybe 'cause doing it that way you don't have one certain type of job won't have to be filled in by just one person. Instead it could be multiple different people throughout the day. And then for the teacher student training, Mr. Pringle was in charge of that. Speaker 5: Yeah, I, we, building off of something,
angel said a couple of things that, that he talked about. I thought it was really, it was really neat to see the creative juices flowing because you heard like vet tech and you saw like, that was just a snippet of the data. But vet tech was one that a lot of kids were interested in. So we wanted to go out and recruit too. And we struggled. Like we were like, I I don't know any vet techs. Do you guys know any veterinarians, you guys, I mean who does this? And so then the creative juices started flowing, okay, well if not a veterinarian can we find somebody that like works with animals. And so, and that's
where we ended up recruiting a high school student that's been a part of this process. Her family, their, their sheep ranchers. And so she, she stepped in, she tried to recruit her dad and her dad was just like, I don't think so. This probably isn't my jam. And so she stepped up and she was our sheep rancher and she had that one which was very popular among our kids. And so it was neat to see the, the creativity come out as they were trying to solve problems, which was, which was really neat. With the training meeting for the professionals, angel hit it on the head.
We needed them to know what they were doing so that the event itself could potentially run really smoothly. And so we had a very finite structure. We trained them on the graduate profile, all these businesses and they learned a lot about the graduate profile because we wanted them to talk for five minutes in their presentation about a graduate profile skill that they saw used in their jobs. And so that was an important part to us, an important piece. So we trained them all on that. We wanted them to talk about a tool that they use 'cause that's something kids can connect with and something potentially they could bring in
that the kids could touch and and handle and such. And so, and then we wanted them to do a short question and answer when it came to the teacher student training, it was important for us to help support the teachers and the students to know that same structure. If kids come in and they don't know what they're, what a person's gonna talk about, they're not nearly as engaged. But all of our students also came in, we trained the teachers and gave them some tools so that the kids had a note catcher that said, Hey, this is the presentation I'm in. What's the tool that they're talking about?
And the kids would write notes, what's the graduate profile, what's the skill that they're talking about? And the kid would write some notes and then they came in ahead of time with questions so that you know how it goes if they're not, if they haven't thought ahead of time of their questions. The presenter says, who has questions? And you've got a group of fourth graders, there's one fourth grader that has all sorts of questions, none of which are probably related to their job. But now we had a group of kids who were ready to ask a couple of questions and so that made that part go really, really well. And so that's some of the training that we did with them so that everybody was felt prepared to go into this event.
So thanks Angel. So the last phase is the event itself and Maribel's gonna come up and, and talk a little bit about that. Speaker 9: Shut up Maribel. Hi. Okay. So the event date had a number system that correlates with a color system. The number system was when every different type of job had a number associated with with it. So the kids could look under schedules and be like, oh I wanna go to number one. And number one was outside, I forgot it Speaker 5: Was the, it was the airport emergency
Speaker 9: Responder, airport emergency responder one. And then so with that the kids were able to be like, oh I wanna go to number one all through 16. And while they were able to do that, they had color sessions. It was red, white, and blue. And so every color session had 15 minutes, five minutes was to talk about the tool. A tool that the presenter would come and bring. Another five minutes would be for the graduate profile to be able to talk about what type of personality traits, the persona the person has inside of that job. And in five minutes, as Mr.
Pringle Pingle said, I'm so sorry. That's okay. That's okay. As Mr. Pingle said, was able to have an opportunity to ask questions throughout at their presentation. And I believe that because everything was so organized and structured, it went very smoothly sadly to say we had two people that couldn't come. They were the news reporter and the big machine operators and some of those kids did have them on their schedules to be like, oh, I wanna see that job. And because of that, we had a little meeting in the beginning where Mr.
Pingle would give the opportunity for the students to look around and say, okay, we don't have these numbers, we're so sorry but you guys can change the numbers and be able to choose another type of job that you might like. And because of that, I feel like everything went very smoothly. The fourth graders had all their attention and they were very eager to learn when like it made me kind of warm up 'cause they actually wanted to be there and they want like, it's kind of inspiring to see that little kids want to be something when they grow up.
'cause a lot of kids wanna be like TikTok dancers nowadays. So it was really nice to like see them wanna be something bigger like a police officer, a sheep rancher. And then something I did notice while being at the event is that because the high schoolers were there, a lot of the kids were able to relate more. Like I was able to speak to Alan Flores and Diego Zaro and they said that they wished they had this type of opportunity when they were younger because they could see themselves and their position and being excited to like being excited to grow up.
So I, I was very, as my, as in the training, I was able to say I'm very hopeful. So now I'm becoming even more hopeful for the future and the type of kids we're bringing up 'cause of this mini career fair. Speaker 5: That's awesome. I'm gonna jump onto some of that. Some of the feedback, we sent out a survey afterwards to all of our to to our students. And I'm just gonna give you some of the feedback, just a couple of snippets of the feedback that we got from the students after the event. We asked them, did you enjoy going? And they, they they were able to rate whether or not they really enjoyed going 98.3% said they really
enjoyed going to this career fair. Then we asked them probably the more important question, do you feel like you learned anything? 95.5% of the kids responded. They felt like they learned something coming out of this event. Yeah, they identify like the, the job they lack the most. We had a swat, we had a police officer but then we had a second station that was a SWAT emergency like police officer. And so they were the most popular. The kids really enjoyed that. And then the ones they were most envious of, we asked 'em to say, Hey, which one did you not get to go to
that you saw there that you really wish you would've gotten to was the, the sheep ranchers. Probably because we had a baby sheep that alive, baby sheep there. And it was really cool. And then we had 'em, we had 'em indicate a few jobs that they, that they kind of thought maybe we should recruit for next year. And I think they're jobs that we'll put on the interest survey when we run it next year. But things like a chef pro athlete that is very popular at that age. I know I wanted to be a pro athlete at that age basketball player wanted to be in the NBA that's, that was me.
But I was, I was really short at that age. So news reporter, that was one we wanted but we couldn't feel and they were really disappointed that we couldn't have that. The military and then a pilot were some of the jobs and there was, there was a ton of feedback. They had a chance to give us any commentary, ton of feedback that said, Hey, can we do this again next year? Can we do this in fifth grade? And so I thought that that was really great feedback. We've got, we have the ability to show the video. We wanna show the video in in a big thank you to Theresa for, for helping craft this and put this together.
We wanna show you the video and then we'll do a last little bit of wrap up with everybody. Sound good? Speaker 3: Okay. You can sit down. Thank you. Yeah. Speaker 5: Today is our today grade many committee what we wanted to structure, what Speaker 3: We've been building. Building. Speaker 5: I don't think I can do live narration even though it's my voice. You here Speaker 3: We can mute it and you can read the subtitles. I guess when my audio's coming out, you zoom and back through because you're in Zoom still. Yes. Yeah but I'm audio but they won't be able to hear it on the ring causing Is there way I can kick you out
but then everyone on the other side Zoom won't be able to hear. Can you go into the zoom settings and audio and has allow you to speakers? Yeah, do MacBook speakers. Great. Okay. And then I can unmute that and then we'll try it again. Try it's coming up. What's the other? Okay. Speaker 1: Third time's a charm. What time? Speaker 10: All of the little nuances. We'll Speaker 1: Try. Good job with the note cards. Just saying Speaker 5: Today is our fourth grade mini career fair.
And what we wanted this structure and what we've been building all year long is an opportunity for our kids, our fourth graders to explore and gain more exposure to the laed world of careers. One of our primary missions here at Garfield R two is to build exposure to different careers at an earlier age. Not just the last couple of years of high school, but when these kids are e excited and learning and growing. At fourth grade, it seemed like a great target population. Speaker 11: The sisters I went to was teacher a barber,
a real estate agent. I went to construction worker, a police officer, video to editor park, ranger Harris airport emergency responder. Speaker 5: The presenters that you see here were actually selected based on information we got. When we surveyed all of our fourth graders back in December, we went out and recruited people in those jobs specifically based on what we were seeing that the kids were saying they were interested in. They were the ones that really drove what this was gonna look like. And the coolest part about it is we engaged our high school students to go down to the elementaries,
gather that information. The high school students looked at the data that the kids provided and then the high school students went out and recruited. They selected what jobs they wanted to go after and they recruited the professionals. So they were even our, all of the logistics were driven by students. Our goal today was to provide a learning experience. Kids get to go on field trips all the time and we didn't want them to come here and feel like they were just getting outta school and going on another field trip. We wanted them to come here and learn about these careers. And we think that it's been wildly successful.
Speaker 11: We gotta learn about different jobs, different careers and, and lots of information about jobs so we can learn, we can learn when we get older. It was fun to learn about different careers and might help choose one for the future. You got to see what people were going to do when they actually grow up because I got to learn about new jobs that I am interested in because you got to learn about different jobs and how cool they are
and what you, what what I wanted to do when I grow up. Speaker 5: How Garfield RE two strategic plan has a pillar of student supports. One being supporting kids in career pathways and looking beyond just their time in education. What are they gonna do after they, after their time with us, whether that's going to college and then going into a career or going into a career right out of college. This event helps us move that strategic plan forward 'cause it gets them thinking about that aspect of their life earlier on. And our goal is
to provide environments when they get into middle school and then in high school to explore some of the things that they were exposed to when they first got Speaker 11: Here. I learned about strong and determined because when you're strong and determined you can, you're driven and you can do whatever you want. That you always have to be powerful and strong to get to these jobs. Determined and determined to like be on your shifts. Be on your on your best, the best behavior strong to determine for harbor. If you're gonna cut someone's hair
that you've like never done that haircut before, you have to be like determined to do good. You had to be determined to do your job and to go for, so the teacher you had to be be flexible because you everything that's gonna happen. Speaker 5: Okay, stand up where you're at. The last thing I wanted to wrap up is just I wanted to give them an opportunity to share these guys an opportunity to share what they, something that they've learned or a takeaway that they've had from being a part of this entire process. So most done with Speaker 8: You Angel.
All right. So something that I learned throughout this whole process was you have multiple options in life. It doesn't end where you initially thought you wanted it to end. There's many pathways you can take and if you set your site on one job and it's doesn't work out, I've seen many people in the process of trying to connect with people, trying to get them to come to the fair that you can always switch when you find something isn't your actual calling or something that you believe isn't right for you. So it was kind of like the never, never give up but actual examples of people that you meet in real life. So it makes it more tangible and that is what I learned.
Speaker 5: Thanks Rachel. Speaker 7: Okay. Something I learned was just like how good some high schoolers can be like working together. 'cause obviously I do like group projects at school and sometimes they don't like go well but like with like student council, like these people that we work with, it was like super easy to like talk to everyone and like we were all sending emails to people, we were all like following up and it was just like a really great experience. So I was like okay, maybe I can take this and put it into like my workspace or like in the future when I wanna like apply
for scholarship to like you know other things that, Speaker 5: Thanks Devia. Speaker 7: You're welcome. Something that I learned is that we're very honored to have that type of community that we do. I believe that because we were all Speaker 9: Able to come together and really like help shine the type of people we have and the teachers and the students and well my peers. I'm really lucky to have everyone around me. And I also really liked how the kids were able to point out the bilingual speakers. Like I myself was in charge of couple kids to be able to speak like to translate.
And the fact that everyone was so eager to learn just like really showed me that well with all like with the right type of people, anything is possible. Thank you. Speaker 6: I was able to learn about how all the different possibilities that there is, not just after high school but even in high school. I know a lot of the kids were really excited that there was high schoolers there though I know some adults mentioned a lot of this to that. They said Oh I want to do that. Why are they here and why are they helping? I wanna be able to do that when I get there.
So this event really showcased everything that there's, that the community offers. How many of our high schoolers are already working in fields that they desire with CMC and all of that. So I learned that there's always possibilities for you to be able to do what you want after high school. Speaker 5: Thank you. We do have to excuse Dvia, she's, she has a a six 15 stop and she stayed a little bit longer than Speaker 12: We one. Thank you. Thank you. Speaker 5: Thank you. Thank you. But the rest have said that they are willing to stick around and answer all of the questions that you have.
I promised them that if they didn't, if they were a little confused by the question they could always look at me and I'd answer 'em too. So what questions you guys got? Speaker 12: I'll go first. My question is what were numbers people, okay, all of us. How many hours do you think you put into this project from day one when it started pioneering the project to doing this report and this to us to tell us how it all went. How many hours you think you put in, not you, Mr. Pringle. Speaker 5: Now I'm trying to think about how many hours.
That way they, if they undershoot it, 'cause I have a feeling they might undershoot it. So what'd you guys think? Speaker 12: Flies right Speaker 9: There. 'cause every meeting was around 30 minutes. Speaker 12: Did you meet once a week Speaker 9: With Mr. Pringle? Yes. And then we would meet like couple zoom meetings and then we had to send out flyers speaking with the recruiters. We had to go to the schools and every school took around an hour, I think at least 10 Speaker 8: In the training meeting. Speaker 9: Oh yeah, I don't know. A little more. I think Speaker 8: Probably be around 12 individual hours at least per student.
And then some were like had different commitments that they also had to incorporate. So I think it'd be like 12 hours per student. Speaker 12: And that was the day of the event as well. Not including Speaker 8: The day of the No, Speaker 5: Yeah, 'cause day event was like an eight to what? Like eight to two? Yeah. Tag on. I don't know, what do you think? 20 I I look at Mrs. Mills 'cause she's the student council rep. So she's been working with all these guys too. And so, and Speaker 13: We counted this as community service. So I've been keeping track. Speaker 5: There we go. Speaker 13: Except for the meeting time. So I would say yeah probably close to 20 with from beginning to end.
If a student did everything, they probably put in 20 or more hours Speaker 5: And that's, yeah, that's per student. And we had at rifle high school we probably had about seven throughout, throughout the whole thing. And you guys had a larger group too? We had probably nine. Yeah, we had about nine at Coleridge that were all part of this. And so Speaker 12: Yeah. And then my next question would be, Maribel, you're exempt from this 'cause I know you're a senior, but for the other two of you, do you think you would want to do this again next year? Speaker 8: I'll start. I think it would be really fun.
Especially 'cause we already saw how effective it was and how much we really got done in just one year and a bunch of the processes, even though we did our best, it wasn't the absolutely best I think we could have done. I think we could have made it so that there was less stress on a bunch of the presenters and maybe some of the jobs that we have missed this year, such as a pilot or the news person, maybe we could have made it possible for them to get here. So I think it'd be really fun to do it again next year. Plus it's like a lot of volunteer hours. Speaker 6: Yeah, I also agree. I feel like it was an interesting,
it was definitely different than what I thought it was gonna be originally. It was definitely a lot of us having it and I think it was a really nice way to get my hours because it was different. Instead of having to go like to like a cook, like giving out to the community, I was able to help kids know what they want to do. Even if it's like as in high school, if they wanna be in student counselor, even their jobs. I feel like giving that opportunity to kids is something important. I think Merrill mentioned this that we do wish that this was something that was given to us, but now that it is offered to them,
I think I want to help that still. Speaker 12: Awesome. Okay. Scott, do you have any questions? Speaker 14: Mr. Pingle took my question at the very end. Okay, what did you guys experience? How was your experience? What'd you learn? So that's, that was my question And it was really, I, I loved your answers. It was fantastic Speaker 12: Chance. Speaker 15: Well I don't have any questions but I would like to say, I hope you guys at some point can realize how much you've meant to the kids that you actually were there. I I you, you might not see it now or feel it now, but I think you guys taught, if you guys touched on it, I mean those kids as fourth graders, you don't know
how important you guys are to them. Just you being in their presence and and engaging them in a conversation. I mean every one of 'em probably had butterflies in their stomach and just were so excited to talk to somebody, especially in high school. Yeah. And you guys, I I, I hope this is something that continues and just continues to grow because this is how we engage the kids, especially when they jump, you know, in the fourth grade I think is a, a very important age. 'cause they're getting ready to jump to that middle school age, right? Keep them laser focused on what they want to do. And I, man, I just, I hope you guys realize
how much you meant to 'em and you guys did awesome. So thank you. Yeah and I love the fact that this is the first time or second time, first, first time students have actually come up here and presented in the year over a year that I've been on the board. So thank you for being here for Yes, thank you. That's awesome. We love hearing from you guys. Yeah, we love hearing it. Thank you Bri. Speaker 16: Yeah, you know, I think I'd echo a little bit of what Chance was saying. It's pretty amazing to see how when you put a project together as a group you guys overcame a lot of obstacles. Amazing to hear how the kids reacted
and I think at the end with the fire hose would've been awesome to be a part of that for sure. So I think it's a great pat on the back. I'd love to see it continue on, especially next year as a few of you move to that senior level to train up the juniors. You know, a couple of the questions I had really was kind of, was there a position there that didn't rank very high when the kids took the survey but the day of the event it stood out. Speaker 9: I believe it would be the real estate because not many many of the kids understood what real estate was. But from what the numbers showed us, a lot of them were able
to understand different type of opportunities given like there's more jobs than just police officers and doctors. And I think it'd be that Speaker 16: It'd be kind, it, it'd be kind of cool to see it too as you guys develop this to show which of those careers up there that the kids gravitated to that didn't require college degree. Speaker 15: That would be a good, good Speaker 5: Piece of feedback. Yep. Can I piggyback off of that a, a really cool story and experience. The real estate agent that we recruited, an angel talked about, his name is Josh Chamorro. When I first connected with Josh, I just saw his name
and that he was working for Keller Williams, a real estate agent. And so when I first was able to connect with him, 'cause he wasn't able to make it to the training, so I went and connected with him personally to help train him up for the event. And I saw him for the first time, I was like, I know you. And he looks at me and he is like, I know you. And we realized, I don't know if you if you guys remember, but we did some barbering visits that was part of our exploration last year. Josh ro was a senior at Coleridge High School last year and was interested in barbering. And so we went on that and I'm sure he probably still cuts hair,
but it it, it was kind of neat that that's one of the things they were talking about the wild, the wide world of careers and that it's okay to switch paths. And he, he thought he was gonna go into barbering and now he's a, now he works for Keller Williams real estate agent. And so how cool is that, that we're building that exploration is a good thing and that it's okay you don't have to pigeonhole yourself into one particular thing, but there is a lot out there and so just keep dreaming all along the way. Speaker 1: Bri did you have anything else? Speaker 16: No, I think it's also,
I was gonna talk about it a little bit later, but I think it's a testament to the great work Mr. Pingle is doing as a CTE developing CTE and congratulations to him on the Epic CTE Educational Leader of the year. And I think this is a representation of that work. Great job. Speaker 5: Thank you. Speaker 1: Yeah. First of all, I would like to piggyback congratulations. Very, very well deserved obviously because of things like this, but also for the two high schools to be able to put away that, that that rivalry to actually come together for
our community and for our students is huge. So I think sometimes we are, we are definitely better when we work together. So thank you guys for that. Also, like chance said too, I think the fourth graders this year will remember it when they're going into high school and wanna start doing this themselves so they'll remember you guys. So I hope you guys know how important you were to this as well. And plus I think you guys got a lot of on the job training too. I mean you guys learned how to, to plan to organize fourth graders, which is a lot
of times like herding cats, working through the challenges. So when people can't show up and all of a sudden you have to pivot in what you do and being able to think on your feet and to plan and to organize and those are definitely some skills that will serve you well moving forward as well. So my next question, or I guess my only question 'cause everybody asked all the rest of my questions was did you send thank you cards to all the professionals for, for showing up that day? Speaker 5: We have not yet. There's still a, there's still a piece that's missing to all of this and that is the debrief
and going over the commentary. We've, we've chatted a little bit and I've asked for some more informal feedback about what they think they're already thinking about. What could you heard Angel talk about and what could make this better. And so we still have a meeting left over and yes, we need to, we need to organize what that looks like. You want to share, who wants to share a little bit about the thank you that we already have in place though that you guys got to experience when you walked in here today? Speaker 9: The fourth graders have made these little letters for all their presentators. Speaker 3: Oh, that's Speaker 9: Awesome. When I opened mine,
it made me like have a feeling of nostalgia because like they're misspelling and everything is so cute and I feel like when the present, like when all the presenters get this, they're gonna be like feeling accomplished. So I don't know. I'm excited to see everyone smile because this truly made me smile and like made me, I don't know, really heartwarming. Heartwarming because we were able to make a difference. Speaker 12: That's awesome. Awesome. Speaker 5: And those ones are actually, so we have some for the presenters, but these ones were written
specifically to the high school kids. Oh my gosh. And, and and yeah, they sent some to me too and most of them have like a picture of a can of Pringles on them. Speaker 1: Aw. Speaker 5: That's how I remember me. Which is great. It made me feel good. So Speaker 12: Yeah, my only suggestion, I did get the opportunity to go up and go out for a little bit that day in my crazy day. But you guys were amazing. I mean so many of the kids were very welcoming. Me and you guys all looked happy to be there. Everybody knew their job and what they were tasked to do. My only thought was doing it the beginning of the year.
So the kids and I talked to a couple of teachers up there. They, we were talking about having it as part of the st being a part of the st strategic plan and doing it earlier in the year. So throughout the school year they can revisit those topics and careers that they maybe brought up and when they were doing a lesson in math, they could say, well how would this apply to this career? Or having a reference point to go back on. It was a suggestion. So when you guys go back to huddle up
and talk about what's next, maybe think about the timing of it. Yeah. For that Speaker 5: And be on the lookout because we're also, we've got some big plans for all of these kids as they go into fifth grade. And so what, what could we do to build on the momentum that, that we have going? So great. Thank you guys. Thank Speaker 12: You. Yeah. Thank you. Thank you. You thank you. Thank you. Speaker 3: Thank you. Thank Speaker 1: You. Alright. Thank you guys for allowing that to be moved up to honor that time constraint. I think that was very important. So thank you guys for that.
So now, so we'll go on to the approval of the last board meeting minutes from April 23rd, 2025, the draft board minutes. May I get a motion to approve the board minutes? Speaker 12: I make a motion to approve the April 23rd, 2025 board minutes. Speaker 1: May I get a second? Speaker 3: Roll? Second. Thank Speaker 1: You Sharon, may I get roll call please? Speaker 2: Fel, Speaker 3: I'm gonna abstain since I wasn't here. Speaker 2: Okay. Speaker 3: Aye.
Speaker 2: Asco. Aye. Jenkins. Aye Jen. Speaker 1: Aye. May I also get a motion to approve the April 23rd, 2025 special board meeting minutes? Speaker 12: I make a motion to approve the April 23rd, 2025 special board meeting minutes. Speaker 1: Thank you. May I get a second? Speaker 3: Yeah, I second that. Speaker 1: Sharon May Speaker 2: Stand. Thank you. Speaker 3: Aye Speaker 2: Hascal. Aye. Jenkins? Aye. Speaker 1: Jen. Aye. And then to the consent agenda, are there any changes to the consent?
Yes, there's one. It's the 13th. Bullet down five from the bottom of the second page. Thank you. And it should read the approval or resignation from Chloe. Best word on tonight's agenda has changed. She will be hired at Catherine Senior Elementary as a general education paraprofessional, effective for the 25 26 school year. Speaker 3: Okay. Okay. Speaker 12: She's going to Catherine Senior. Speaker 3: Yes. Yes ma'am. Speaker 1: Okay. May I get a motion to approve the consent agenda as amended?
Speaker 3: I move to approve the consent agenda as amended. Speaker 1: Thank you. May I get a second? Speaker 12: I second it. Speaker 1: Sharon, may I get roll call please? Speaker 2: Fel Aye. Speaker 3: Aye. Speaker 2: Thank you Haskell. Aye. Jenkins. Speaker 3: Jenkins. Aye. Jansen Speaker 1: Aye. I almost said I for you. It was me. Okay. Thank you. Now on to assistant superintendent report. That's me. So last week we proudly celebrated teacher Appreciation week and recognized the incredible educators
who make a lasting impact on the lives of our students each and every day. Our RE two staff, all of our staff are more than instructors. They are mentors, role models, and champions for student success. With unwavering dedication, they create safe, engaging, and inspiring classrooms where students are encouraged to grow and achieve. We are deeply grateful for their compassion, creativity, and commitment that they bring to their work. Their influence stems extends far beyond the classroom walls, shaping the future of our community.
One student at a time. Time. Thank you to every educator in Garfield RE two. They are truly the heart of our schools. Over the past several weeks, we have taken the initial steps to advance our district strategic plan. Each of our initiatives was presented to school administrators last week, followed by gathering of feedback and then thoughtful revisions. Earlier today at our Believe meeting, we engaged in deep share learn plan sessions, which included input from our new superintendent.
We're pleased to report that we are all unified in our belief that the strategic plan initiatives represent the right work at the right time. For Garfield RE two, throughout this spring testing season, we've seen the graduate profile come to life in some powerful ways. Across the district, teachers are sharing stories of students demonstrating grit, resilience, and determination. The academic growth is not just visible in the data, it's visible in the pride our students are expressing. Teachers are reporting impressive efforts and that students are noticing that their efforts are paying off.
Additionally, we just heard through the mini career fair, we saw many of the characteristics in the graduate profile and how it overlaps each and every part of the strategic plan. Leadership, collaboration, communication skills, problem solving, flexibility, and at both the elementary and the secondary, all within one event. Wow. Wasn't that cool? When Maribel said, I'm proud of making a difference. We're also pleased to share an important update regarding safety, school safety. As of today, our best grant application
for upgrading security cameras advanced to the short list of recommended projects. The next step in the process is for the Colorado Department of Education Board to review and approve the prioritization list. This is a significant step forward in strengthening the safety and the security on all of our campuses. A special thanks to John, Roger, and Theresa for their diligent work and collaboration in moving this effort forward. Lastly, we need to celebrate the success of our recent, recent encourage, nurture, and challenge day. This is an extraordinary event where special education students, educators,
and administrators experience a day filled with joy, connection and recognition from state championships style send offs at the schools to heartfelt celebrations of individuals as well as team achievements. This was a memory making day that exemplified the heart of our district. I need, we need to say thank you to everyone on the RE two team who makes this extraness extraness. Is that a word? It is now happen every single day. Thank you. Welcome. Any questions? Speaker 15: When would we get, when? When can I talk about RAs?
Questions about the accounts payable? Speaker 1: That is a good question. I think we have a finance presentation today. Would that be our That And we also have board reports and, and requests. Speaker 15: Perfect. Okay. Speaker 1: That's next. Would you like to go? Okay, I'll go. No board Speaker 15: Reports requests. Alright. First of all, good job John, Roger, Theresa on helping with that best friend. Hopefully help us in the future Speaker 1: Chance. I'm sorry. Did anybody have anything for Lisa before we moved on? Really quickly? Oh, sorry. Sorry. No. Okay. Thank you. Okay.
Speaker 15: Thank you Lisa. You're welcome. Also, good news on the KSE parking lot, there were some permitting, there were some potential permitting issues that were solved in the last three days. And we have our permit in hand and we are on schedule to start that project June 3rd. So that's great news. Thanks. That would've been a big thing. So thank you again. John. I'll do my board report and then I guess I can go right into asking questions on the council payable. Is that all right? Think Speaker 1: So, because they're not Jason in here. No. Speaker 15: Yeah, he'll be right back. Thank you. Alright. Okay.
I'll just go through this. Okay. First of all, thank you guys for all being here tonight and everybody online. We're, today we're gonna discuss some issues that are, is that have been come to light in Colorado, namely District 40 nine's new policy. As a member of this board of education, I'm committed to supporting policies that serve all students fairly uphold fairness, and create environments where, where every individual can thrive. Today I wanna share my perspective on the District 49 policy. Affirm my commitment to upholding the protections of Title IX and highlight the needs to address the underfunding of public education.
Worsen or worsened by frivolous state expenditures. On May 8th, 2025, district 49 passed its policy preserving fairness and safety in sports, which designates athletic teams by biological sex. This policy has led to a federal lawsuit against the Colorado High School Activities Association, the Colorado Civil Rights Division, and Attorney General Phil Weezer. The lawsuit argues that Colorado's anti-discrimination laws allowing transgender students to participate in sports aligned with their gender identity may conflict with Title IX, potentially affecting female athletes' rights. This case could influence school sports policies across Colorado and beyond.
I'm personally watching this case closely as a father to a female athlete paying careful attention to FE'S progress. I'll stay informed by consulting legal experts and educators and community members to understand its implications. My position is clear. I'm committed to upholding the current framework of Title ix, which since 1972 has undergone over 200 legal challenges have been upheld and as guaranteed female athletes, the right to compete on a level playing field, ensuring opportunities for scholarships, recognition, and success based on biological sex. Title nine's Protections are essential to fairness.
Women's sports. And I'll advocate for preserving these rights for female athletes. I also believe in dignity for all students. Every student, regardless of gender, identity, background, or ability, deserves to feel respected, valued, and safe in our schools. This includes transgender students protected by Colorado's anti-discrimination laws, which mandate safeguards against bullying and discrimination. Balancing these commitments requires thoughtful policy making. I'll continue engaging in open dialogue with our community and athletic associations to support policies that are legally sound fair and reflective of our values. Ensuring female athletes opportunities remain secure under
Title IX while treating all students with respect. Turning to another significant concern, and I would say a more pressing concern, is Colorado's underfunding. Colorado's public education system is severely underfunded, worsened by mis misplaced state priorities. Since 2009, the budget stabilization factor factor A mechanism withholding constitutionally mandated K through 12 funding has deprived schools of over $10 billion. In the 20 21 20 22 school year alone, it withheld $571 million reducing resources for classrooms, teachers and students.
Although the factor was repealed effective July 1st, 2024, the impact persists. Colorado ranks 48 in per pupil funding, spending 3080 $7 less per student in the national average when adjusted for regional costs. Trailing states like Nebraska, Wyoming, and Kansas. This leaves our schools with outdated materials, understaffed classrooms, and overworked educators. Worse, the state diverts funds to frivolous expenses that offer little benefits to students. Wolfe free introduction and the Creative District program. These pet projects drain resources that could address urgent needs, like smaller class sizes,
modern textbooks, or competitive teacher salaries. I urge state leaders to eliminate such frivolous expenditures and prioriti, prioritize sustainable fair funding for public education. Fully funding our schools means supporting every student from early childhood to career training with resources for mental health, safe facilities, and well paid educators. Redirecting funds from programs like the two I cited could help close a 3080 $7 per pupil funding gap providing the education our students deserve. In closing, I reaffirm my personal commitment to principal leadership.
I'll keep a close watch on the District 49 legal battle, staying attentive to its outcomes to inform my approach to policies that uphold title nine's protections for female athletes while ensuring dignity and inclusion. I will advocate relentlessly for Colorado that puts public education first. Rejecting frivolous expenses in favor of our students' future. And thank you all for being here. Thank you. You Now it feels kind of weird going right into requests. Money Blazer works. What? What is Blazer Works Speaker 17: External group that we have to hire for
special education services. Speaker 1: Go with that. When you can't Speaker 17: Fill a special education position, that's an external group that hires out special education service providers for online, for they show up externally. It's, it's gone up tremendously this year. Okay. Speaker 15: Yeah. Noticed Speaker 12: What, what's the correlation with the, in B oce? Like is that something that correlates with BO Cs work? Speaker 1: So B OCE could also work with providers or agencies that would like, like Laser Works. And if they found someone for us, they would just pass
that cost on to us. We like to find them ourselves so that we have some more internal control and accountability with, with that piece. So it would be the same work, it just, whichever agency is doing it in this way, it's straight from our accounts to the Blazer works without the pass through, through boces. Speaker 15: How many teachers do you think that hires? And that goes up and down? Speaker 1: It goes up and down. Some, some of the agencies charge by the hour, some charge by days. There's, there's all kinds of different things that go into the negotiation around what we will need
and how we can use them. We have a plan going forward for our virtual providers if we need them next year, which it looks like we'll need less. Hiring is going well to make sure it continues to go well. So we hope that we'll have less of that, those outside agency pieces for, for next year compared to this year, which was more than last year. And it was very overwhelming this year. Yeah. And a whole new system to work with and develop. 'cause how do you evaluate a virtual special education teacher?
How do you hold them accountable? How do, yeah. Speaker 12: Like are they doing virtually for a special edu? Yeah. Like I'm thinking a special education, like they need to be there to help the Speaker 1: Kids. So this is the two why we hire two. So we're hiring a non-certified person that's with the child doing the work. And the one online is the one doing the following the laws, doing the paperwork, coming up with like running the IEP meetings with parents. 'cause every year, every student, every IEP student has has a meeting and every three years it's extensive testing
to make sure we're still providing the right framework for, for those children. So not only is that Blazer work Bill High, but we've probably hired a substitute teacher, a teacher of record, someone who's not qualified special education, but is qualified to be with children and make the work that the online person is designing happen in person. Speaker 15: Okay. Speaker 1: So, so like the proctor ultimately the one, so I'm assuming there's also train that they need in order to be absolutely. In with physical contact of the student as well? Absolutely.
When you, especially when you're talking about like OT and speech language pathologists, the, the speech part of it being online is so incredibly difficult for the, the provider as well as the student to hear the right sounds. So you need another person with a trained ear to be able to hear those specific things. That takes a lot of talent and practice to do that. So that's all part of the development. And going forward, one another piece of that we added to special education this year is it's has its own initiatives for the strategic plan.
So we have all of the, the five that we've been doing or the six we've been doing, and now we've added special education because it can't stand alone because of all of these in tricities that have worked together to get us to the place we are right now. Like I say, I think it's going to be better for next year just based on the hiring we've been able to do so far. Okay. Speaker 15: I mean, yeah, because that's, Speaker 1: Yes, Speaker 15: We're pushing 60 grand Yeah. A month. Speaker 1: I know. Yeah. It's painful. Wow. And required by law. Oh Speaker 15: Yeah. And well that's just goes by. Well Speaker 12: I'm just wondering if like,
if BOCES if it would be less expensive, Speaker 15: But if they find them and they still, and they're still gonna just wait through Speaker 17: A budget, they they pass those costs on. I don't know if you recall, probably three months ago we were talking about the crisis in Colorado with, with SPED providers, the inability to find 'em locally and these companies swipe them up and charge higher rates than school districts can pay because they've got you over a barrel. And I, I think that there is going to have to be some form of legislative protection for school districts
in the area of special education in the near future. Speaker 1: We're Speaker 17: Working, I think you're seeing something that's not just here, this is statewide, nationwide. Speaker 15: It, it touches on like my point of bigger priorities, right? Yes sir. The school districts across the state are getting fleed by an education, industrialized education system that takes advantage of, you know, we're mandated by state law to have such things and people can come in here and privatize it and fleece. I mean, that's a little over $63,000 a month. Yeah.
Speaker 17: I could tell you that some of those providers are upwards of $80 an hour. Speaker 15: That that's, that's completely asinine. Yes Speaker 17: Sir. Speaker 15: No, I'm not. It's just, yeah, there's gotta be something. Speaker 1: I'm not trying to kill the Speaker 15: Messengers. Sorry, me feels penis. No, Speaker 17: It's fine. I I will, I will tell you that we have been discussing this in our leadership meetings and, and now for seven, eight months this year has just been an absolute crisis. Almost a doubling in the purchase services that we expected to see. And, and we, we've had a crisis
of hiring particularly last year. It seems to be, we're finding people local in the last three months it feels like. And every time we pick one up, we can drop off one of these providers or two sometimes. So it's, it's a, it's urgent it. Speaker 15: Okay, well thank you for the clarification on that. Couple have one more. Hilltop Community Resources. Speaker 1: That's another special education agency that we pay for individual students who are no longer, their least restrictive environment is no longer
within our schools. And so therefore we've sent them or found a better environment for them in another place. And, but we are still responsible for the costs. Speaker 15: And then I'm imagining, I already know the answer to this one, but as Indigo, am I saying that right? As as Indigo, as Ingo, as Indigo Autism Services? Yes sir. So it's over $110,000 a month. We, we outsource in special education. That's for, for April. Speaker 12: That was just April. Speaker 17: I, Speaker 15: And I mean we have to, I'm not saying we don't, Speaker 17: I think it's gonna be close to a million this year.
Total dollars on outsourced services. Speaker 15: And for reference, a 2% raised staff staff wide is what? Speaker 17: Same? Speaker 15: Yeah. Yeah. Perfect. Yeah. Speaker 12: For how many teachers versus how many teachers? Speaker 17: Well, that's a fair question. I don't know that I can answer. But the, the, the other piece is that you don't get a complete wipe out of all that if you hire, you know, you, there's a, there's a trade off, but it is substantially more expensive. Speaker 1: Indigo is the autism service piece and we have one building where there are eight students on the spectrum and we needed some help with the how.
Absolutely. Speaker 15: I mean it's, I guess, I guess it's just, it's kind of disappointing to me that when you find, again a commercialized a a commercialized financial model built around legislation and kids that depend on it, that's kind of sickening. Speaker 1: I just like to suggest like go onto the A indico website. There is a great video, it's based on one of our students that benefited from their services and it's still very, very expensive. And there's a piece that you go, wow, what a great service
that we are able to provide. Speaker 15: No, no doubt. It's, it's the service. I mean it's, they, they deserve it. They, they need it. I just wish it there was a better way where we could in-house it. Speaker 18: And I, I just want to step up here and say, so Jennifer New, our principal for Rifle Middle Schools here and she has had three of her staff step up and keep their jobs that they are to get certified in SPED because they knew what a critical shortage there are. She also, several of our buildings have long-term sub teacher records that are in a program. Huge shout out to Colorado Mountain College
because they took on the teacher apprenticeship program. We had 22 candidates this year. We're the most, we have the most candidates in our program than anybody else in the state. And next year we're keeping almost all of those candidates who are getting their certification. And we're adding six more with the area of special education. So we are trying to keep those people who are already figured out how to live here. They're invested in the community. Some of 'em, most of 'em grew up in this community and getting their education here locally, which is costing less money. We are, we do have grant money that's helping them pay for their education along the way career-wise is one
of those that you'll see those loans came over. So we're able to help them pay for their education and certification licensure while we help support them and grow those people. What's unfortunate is we do have to pay extra pays of, you know, our sped critical shortage writing IEPs, going to those meetings. We do have to pay a contract some subcontractors. We're trying to reduce that. We've been really lucky to try to reduce that for next year. Jenny's staff is, is helping with some of that load next year and our two SPED director and assistant director and they've been taking a huge load
to try to reduce that. I mean Jason and I have been racking our brains because it is scary for us to see those numbers and we know that we can't afford it because that means everybody else. But we have San legal compliance. So we even, I interviewed a, a candidate today that her goal was she wants to be a special education teacher and how, how can we help her move forward in that? We also are now being VISA sponsors for people who came here, got their education, their certification for special education, which we don't typically hire visas 'cause we want people who are in country but we have no other, I mean this is happening
because we need special education teachers. There's just such a shortage and we're not the only ones, but there are plans that we're really trying to figure that out and it's not just, hey, what are we gonna do? Let's just hire these site entities 'cause we don't wanna pay 'em anymore. Speaker 15: Do we currently incentivize any of our staff to go after this bed certification? Speaker 18: So currently we don't. Is there a way we can anything different? Right. Yeah. And so that was brought forward last year in our salary negotiations of do we put them on the special service providers? Do we give some kind of like stipend or something
or the other, not currently beside the, the two or the staff over at Rifle Middle schools. We paid for it, we did reimbursement for their classes. What that costs, which is awesome. And then looking forward to, do we give them a stipend of like taking an extra class like we do staff when they do take on an extra load when we're down at FTE. So there's small incentives. I wouldn't say that there's huge, huge incentive. You know, our, our partners to the east at Roaring Fork, they did put them to the special service provider, but once unfortunate that didn't really change their recruitment, which stinks.
So, no, I I I want to, what I think the encouragement, the incentive is, is this teacher apprenticeship program because we're helping them pay for their education, giving them their pathway and allowing 'em to get hands on experience to, to learn to love it. And what's cool is the feedback we're getting from those people is Speaker 15: As, as a request I, I think we only, we need to maybe dive into this subject and see if we can't incentivize Yeah. This because that is a lot of money that I would like to be seeing staying here with our staff Speaker 18: And that's special service providers too.
Hopefully the legislation that's lightening up a little bit around being able to utilize like Doral licensure moving forward in order to be certified in schools. Because I came from the medical industry right. And I hired behavioral health providers every day and it was fairly easy to get to be a therapist, right. To do counseling, you know, but to be a school counselor is intense. To be a social worker is intense. Like you have to have a master's degree, you have to do all this testing and all this time like it is impossible to become an SSP in school districts, which rightfully so,
it's very important work, but they get paid very little for the amount of experience they have to have. Speaker 15: I've taken enough time Speaker 12: Scott, well I finance while we're on this. Is that okay Scott? Or Yeah, yeah. Okay. So finance on our consent agenda as well, we had approval of waste service. Yeah. Yep, yep. And it was, am I allowed to say dollar amount? Yeah, it's $8,400. That's like literally half of what we're paying right now. Are we getting the same service?
Speaker 17: John, you wanna approach that? Actually getting a full summertime, we're actually getting dumps just like we would during the school year. Speaker 12: Why did they cut? Because that's, our current provider is currently charging us 16,000 some hundred dollars, almost 17,000 a month. And then all of a sudden now they're gonna charge us $8,400. Speaker 17: We bid that out and that's where it came in. Speaker 12: How have they been charging us so much? Speaker 17: That's the first time they've had a competitor. We already voted on Speaker 12: It. I know, but like how were they charging us so much? Yeah, good job on getting the rate cut. Good job.
I mean saving us money. But I'm just like, man this is a, like, I just wanted to put this in correlation. Like if there's other services that we can shop for these Blazer works or whatever, if there's other services that we can get 'em competing against each other, we could maybe get that price go mower or something. I mean, I don't know. Well Speaker 17: All it takes is two people wanting the same thing and you can get a really good deal. Speaker 12: Yeah. So I mean that's kind of what I wanted to Speaker 15: Go back to Jason, he, he under and also in the consent agenda, move
Speaker 12: Change programs in our, our operational account all Speaker 15: Done. And we can generate done 70 to $130,000 more a year. So Speaker 12: That's an issue. I know this is all creative stuff. I mean we gotta work together as a team, right? And, but like that's what we're trying to do. You guys are doing most of the work. We just give you lots of ideas and sometimes you smile no and say Sure. Yeah. Okay. Well I just wanted to make sure we were getting the same service for half currently for half price. Speaker 15: Good job John. Speaker 12: Okay, thank you. That was my question. I just Speaker 14: Have a couple of quick things on the board report.
Just wanted to thank everybody in the Garfield A two community who's here and then online and even if they're not, but you know, everyone in the Garfield R two community has made this a really successful school year. Dedication to the overall wellbeing and education of the students is very evident, especially when we get to hold these meetings out at the schools. That's been a really cool, a really cool experience and we can really see the impact that, that the teachers and the staff all throughout the buildings have on the students. So it doesn't go unnoticed. The other thing, state competitions are in full swing
and I wanted to wish all the athletes all the best in their upcoming games and events and performing arts are also closing out the school year with their final performances. And the events I've attended have been very impressive this year. It's been really, really well done by the groups of students that, that are involved in that. And then finally I think we've seen, you know, as we go on and we get the reports from each of the schools, the results that we see after spending time with them and looking at the statistics and everything have been really good. The growth continues to go up and that's what's important and we've seen that throughout the district
and I really believe that with the dedication of the staff and the teachers, we're gonna continue to see all these positive outcomes that we've seen so far this year. So I'm, I'm really, I'm really thankful for those people. So, and then I had the same thing. Congrats to, to Jacob. That's a pretty cool honor, so congratulations to you. Speaker 12: Okay Cassie? Yeah. Board report. I did go to the career fair. I kind of wanted to highlight that in my report. It was up at the rifle airport hangar, one of the hangar up there.
It was really awesome. Like I said, the kids, I felt like the kids were there running it. Yes they had Jacob there to help facilitate, but the kids were really running that. I love to see that the kids running around from group to group and if they had questions, they literally asked these student council kids and the student council kids were very involved with this event and it was just really awesome to see. I appreciate you bringing them here to report to us. We've been asking to see student councils. I wanna give a shout out to our student council leaders.
You guys are doing an amazing job. Thank you for all you're doing for these kids. Setting them up for success. A hundred percent. So this is, I mean they learned more skills in this one project I'm sure than they have all year in every other classroom maybe. And they probably didn't intend to either. Yeah. Which they had no idea what they were gonna actually have to do. But I think that was an amazing, amazing event and I am so glad you did that. Thank you. A shout out to echoing
what Scott just said about teams, Coleridge and I believe Rifle have both high school state track this weekend, so good luck to them. Ridge High School baseball is currently the number three seed. Oh wow. And they have both home games on Saturday, one at 10:00 AM and one at 3:00 PM so that's kind of exciting. And then I wanna give a shout out to all the teachers taking kids on field trips. Oh my. There's a lot of field trips happening right now,
which then shout out to Penny with the bus barn and shuttling all the kids at the career fair. There was like three buses or four buses when I got there. I was like, oh yeah, I guess they do have to run buses. Like it got me thinking about all the people that they were having to involve to go and do this one event. So just a shout out to all the staff right now. I know it's year end HR hiring for next year, closing out and getting ready so we're ready to go for the next year.
Finance always doing thing for us. Going above and beyond. I mean I really feel like we truly do have an amazing staff in our district and I just wanted to give you guys all a shout out and thank you for all you do. I know it's year end and it's kind of crazy, so thank you Bri. Speaker 16: Yeah, thank you very much. Gavin? Kind of the same thing now as we close another school year. I want to thank staff, students, families for their incredible efforts. We make great strides in the key areas
and also identify where more work is needed. Both are signs of a district moving forward. I'm proud to be part of this community. I hope everyone enjoys a safe and well-deserved summer break. I had congratulations to Jake Jacob also, but I thought the opportunity to throw it in there while he was presenting. I think that's a great accomplishments and I could say to so many on the consent agenda, congratulations. But you know, to our new principal of our Grand Mesa, Aaron Herr Miller, I just wanna congratulate him. Great school over there, great staff work to be done. But I think they chose a great, great person to, to lead
that, that group over there. Some of the accomplishments, you know, talking about the JCI punch list, that's been an amazing project that we invested in about two years ago. Yeah, it's awesome to see the punch list, really the final punch list coming to an end and i I it's made huge improvements on our schools. I know it didn't accomplish all that we had dreamed as far as how far we're behind, but I think it was a great strides and a group, a great plan that John put together for us. So thanks a lot to him. And really I appreciate JCI doing the work that they've done. I wasn't able to be there for shine the light,
but I do appreciate Mary and the health clerks. You know, we all, everyone at the school takes care of our kids, but they kind of get to the down and dirty of it. I know that's a difficult job also. So I I really appreciate the work they do. I'm a glasses guy and I know she, I'm sure she talked a little bit about her program there with doing the vision test and I always appreciate that they do that. Couple of things I also wanted to speak a little bit about, I appreciate the feedback following my last border and it is a reminder of how important open dialogue is. And I feel a responsibility to keep the community informed about where I stand
on certain topics. Transparency matters and I'll continue to communicate honestly and respectfully as we navigate important conversations together. So circling with that, I'm just say still strongly opposed that Colorado House Bill 25, 13, 12, it's bringing politics into the schools. And in my opinion, not once again, telling parents, getting them involved. If a student's wanting to change pronouns or gender identity, we talk about school funding and finance. And I feel if we start degradating that trust that that,
that we're trying to build with our community because these types of activities are happening behind closed doors without parents' involvement, I don't know how we're ever going to go to that same community and try to ask for more money. I feel it just automatically puts us at a disadvantage for a failed bond measure and lost community trust. When families feel their values are ignored, they're gonna stop showing up and they're gonna stop funding the system. And right now, from that last audit we had, we're, we're, we're getting people to show up and just like what Scott said, the momentum is up and I think laws that are being passed at a state level
that totally go against that are gonna hurt us. And I'll always stand beside the Colorado constitution, which gives local school boards control over instruction and policy. And that means we have the authority to protect family involvement in our schools. A little bit following up with what Chance said on on Title ix, I do commend district 49 in Colorado Springs, taking, taking a stand where they were saying, girls will compete against girls and boys will compete against boys based on biological sex. There's no fair way to separate.
So we have equal opportunity and I feel that if we can get more districts to speak up, then I, we have an opportunity to keep Title IX as it was originally designed to protect girls and supports. And Chasta has also made it clear that that really falls down to us as local districts. And I do feel that Garfield RE two needs to take the time to have a discussion on where we stand as far as policies, policy needs to be put in place at our, at our school. And just to circle with the career fair, I think
that was a great thing. I think it's amazing that the kids, the students were saying how the young kids were having the opportunity to see careers for the future. And I kind of wanted to talk about seniors as they're getting ready to graduate and those career paths that they might take. And I know a lot of them right now are gonna choose a college career path, which if you're ready for school, that's amazing. If you're choosing to a high level degree that's gonna pay you to live and pay back your student loans when you're done, if you have to take them out, you're making the right choice. But I think if we look at statistics, we'll find
that most people that start college don't finish and they end with student debt. And if there's one piece of advice I would like to give any student out there continuing their, their education after high after high school is be aware of student debt. You've seen it in the news. It is crippling it, it, it, it prevents you from moving forward with so many things in your lives. And I don't wanna talk down on college. I think college is great, going to university is awesome as long as you have a solid path that can take care of you later and those kids considering the workforce
or skilled trades, you're not taking a lesser path. You're actually entering a field where you can earn, well build something lasting and often do it completely debt free. And I loved once again, as us partnering with Colorado Mountain College and growing our own teachers, our, our teachers are gonna come out and start working for our district with less of a debt and we're pulling people from the University of Colorado, the University of Wyoming. So I love that program, I want to keep it expanding on it and I think it's amazing. So there are many roads to success,
which I think the career fair spend also that, you know, you can start in one area and end up somewhere else. The most important part of it is to move forward with purpose, integrity and a willingness to keep learning and wherever your life takes you. So thank you for a successful year, I appreciate it. And I wanna give one last shout out to the IT department there at the district office. I know putting these zoom meetings together can be difficult, but I appreciate that even when you're met with some controversy, you guys keep, keep pushing forward and you get it put together therefore, so thank you guys
for the work you do there all so, and thank you very much for the time. Speaker 1: Thanks Bri. So as everybody has said at a state track, so where I work in rifle, I work right at the roundabout. So working right at the roundabout, I usually hear a lot of honking anyway just because people are turning around going the wrong way or trying to back around the roundabout when they're getting on the interstate, it's, you'd be surprised, but as I was in a meeting today, I kept hearing a whole bunch of honking. So of course we all stood up and had to look out the window
and there goes one of our school buses with our students to state track. So that was pretty awesome. So it's definitely reminds me of being in a small town that it's, it's pretty awesome on how we support everybody. So again, the end of the year, so we've got Gradua graduation and all of the celebrations. I just wanted to just put a a a safety reminder out there to as you're celebrating, to please be safe, be smart, remember those that are around you and use your resources. So, and I congratulate all the graduates
and the people moving on and wanted to give a, a big thank you to those who have decided to join our armed forces as well. Thank you for your service and again, please stay safe. Say, say stay. Wow, stay safe and smart while you're out there celebrating. A lot of things have ended. There was a choir concert last night at the high school. There's another choir concert I think at Coleridge Tonight Band concert. So thank you Rifle tv, the other side that's over at the middle school doing the band concert so I can watch later.
Also ENCI encourage, nurture and challenge was yesterday, this was the second year in a row. I was able to volunteer and I just cannot stress enough how that is the best day ever. There was only saw a couple of kids with tears yesterday, a couple of booboos needed a couple of bandaids, some water, some bananas. So you know, it was, overall it was a pretty good day. I got to play in the sand too. So any day out there is a lot better than a day at work. Also, I know it was brought up in public comment as well,
it was brought up in the last last meeting. Books is, seems like books is gonna continue to be an issue and I know that there is a process going on and like Chance and I have said several times, nothing on the board moves fast. So please be patient as we, we work to get the best solution for our schools as well. I wanted to echo with Britain on the house Bill 25, 13, 12. I feel that it is bringing politics into a school district and it should not. In February we approved our name change policy,
our a BA policy and we chose as a board to continue parental engagement and parental involvement, comradery and involvement. There is nothing that we do at the school level that we can't do without the partnership and the collaboration of our parents. And so I think the minute that we start trying to divide a family is, is out of our lane. We did our policy, our procedure, our policy will dictate our procedures and how we move forward with this. And I think it is we need to remember
what is in our wheelhouse as an education and making sure that we're staying within that wheelhouse and making sure that we're including and including our families as well. DEI was brought up and I think diversity, equity and inclusion has done nothing but divide people. I think diversity, equity and inclusion should not replace respect. We got away from teaching people how to respect each other, how to communicate with each other. And we tried to put it behind a mask of diversity, equity, and inclusion. And all we did was divide. It is important to remember, no matter your,
your creed, your color, your race, whatever language you speak, we all bleed red. So once we can remember to respect one another, then everything else will fall into place. So I, I truly honestly believe that we need to, we need to bring respect back and I think with having that a lot of these other things will help fall into place. So such as our Title ix, our chasa and our house bill, and our other policies and procedures that we have to follow here.
So thank you to everybody here. Teacher appreciation week was a success. I saw lots and lots of pictures. I still think it's pretty amazing what they do every day and nine times outta 10 they come back and they're excited to do it the next day. So, and we're trying to figure out creative ways to make it so that we keep getting teachers back and affordable hopefully one day. So, and I think the career fair, the mini career fair again, I'm, I'm curious to see
and excited to see what that's gonna do. So that's all I've got. I don't have any requests. Anybody else? Okay. Speaker 16: Could I say a quick something? Yep. I messed up. I apologize. Rebel. My apologies. I got excited. I said Mary's name. I appreciate so much what you and your team do and I just wanted to correct that. Thank you very much. Tell him it's all good. Speaker 1: You're all good Bri. So committee reports. Scott did, you had finance right? Speaker 14: I have finance. We didn't have a meeting over the last
couple weeks, but I did also attend my first BOCES board meeting. And if I'm drinking through another fire hose, That was very interesting. What we mainly did during that was, of course the board is comprised of people throughout the districts board school, board members for all, all the districts as well as superintendents who attended. And then Ken Hathal leading the, the charge right now we got to tour Amp Mountain High School, which was really interesting and good to see the classrooms, the teachers, the kids were at work on some of the stuff that they were, they've been doing specifically doing interims.
And an interim at the Yapa High School is where they get real life experience of travel and adventure and different things. Some, some kids last year went to New Orleans, went to Jazz Fest in New Orleans and then went to the World War II Museum down there and others have like gone up to Reno and different places. They went to Arizona and went through aircraft maintenance facilities and actually got to fly in gliders. Oh wow. And copilot gliders. So a lot of aviation, they've got a, they actually have a flight simulator in Yampa
High, Yampa Mountain High School. So that was pretty cool to see. So there's a lot of hands-on and a lot of good work being done at Yampa through the, the BOCES program and we're funding it and it's just a great place to be for the kids who need that alternative for their education. So that, that pretty much sums it up from, from the Bo C standpoint. Speaker 12: Okay, thank you Cassie. Well I kind of reported last meeting, last meeting and I don't believe I had any other meetings. I was supposed to have a communications meeting but I was sick so I don't think I have anything
No good. Speaker 15: Other than what capital projects. I touched on that earlier 'cause I went out of turn. That permit thing was very important that John handled. It was getting real close to the point of having to scrap the project this year because of the backlog at the state. And it ties back into some of the shortsightedness of the state legislature when they could maybe concentrate on doing their job that they currently have. Effectively. We had it, we had that permit submitted when John? No, that one. Yeah,
it was early, early March. I've got four in right now. Yeah, I don't, we were in early March when we submitted it and we were still in queue. We were 91st in the queue still. Wow. People were telling us it probably wouldn't be even considered until August. As all you know, we've signed, we already signed the contract with Frontier Paving. They've already been, they've already got bonded. They've already invested sizable amount of capital and scheduled their crews for that schedule. Turned down jobs. I mean it would've just been a complete
nightmare and we would've, I believe legally been on the hook contractually to pay them something this year for their troubles and then go back next year and rebid it. So again, it's a testament to John and, and making some phone calls and I called everybody that I knew and even a state senator. So trying to get it going. I John knocked outta the park. So we got it, got it in hand. So that project was saved. Again, though, it goes back to properly funding
the institutions that they require led require statutorily. I mean if they properly fund them, they can do their jobs. Yeah. So it goes back to a lot of these other things. So that's it for my committee reports. Okay. Speaker 1: Bri? Speaker 16: Yep. I have a deck meeting on May the 20th. I believe that thing's at five 30, didn't it move? And I can tell you right now, is it Yeah, five 30. And I believe Lisa, correct me if I'm wrong, that's going
to be at Elk Creek Elementary. Speaker 1: Yes, it is. But we had to move it to the 27th. Oh, the following week. Speaker 16: That's right. That's right. I was just looking at, it's still up on the 20th and on the agenda and diligence. So the 27th. I'll write that down. Thank you. Other than that, as far as committee stuff, I don't have anything. I don't I have anything to report till I, till I go to that meeting. Speaker 1: Awesome. I don't have anything, we had HR before our last meeting, so there wa there hasn't been anything new.
Dak again, I do appreciate we're, we're gonna be doing the reading of the bullying policy, so I do appreciate DAK and all of their hard work on the policies this year. So that's it Next to advocacy. I don't think there is anything for advocacy, so we're just moving right along. Speaker 16: I'd say something about yeah, advocacy really quick and maybe just something I I think her name is Tracy Rainey sends out Yes, Speaker 1: The Speaker 16: Finance, some finance stuff. And I be, I do believe that what I saw
and you know, I mean she throws out a, a spreadsheet, but it looked like our district was actually gonna go down in money with the new formula. Jason, is that what, is Jason's in the room? Is that what he saw? Also? I thought it looked like we were gonna lose $300,000, Speaker 17: But, but the projections they gave us in January are that we are getting 200,000 less than that. Huh? We are getting more money than last year. Don't don't, don't think it's a $200,000 cut in total. But the, the actual projected increase did go down when they implemented the new formulas.
And I, I think I put some of that in the board report so you could see the exact amount that we thought. Now what we've been giving you guys as a projected revenue has been south of that, that extra 300,000 that that, 'cause we knew we would see a cut. And so the ultimate number that came out is only about $50,000 off of what we have been expecting. Not what we were told, but what we were expecting. If that makes sense. Speaker 15: Wow. Speaker 16: Are you guys able, are you guys getting that when that's from, that's from the cool
Colorado School Finance project. Jason, are you familiar with that also? Speaker 17: Yes, we get those, we get those emails and we also get the ones from the CDE. Yes. Or Speaker 16: Okay. Yep. Yeah. Yeah. I mean, you know what I, I guess I, what I was seeing was proposal as of May 8th, 2025 includes a four year averaging at 15% implementation. Yeah. Okay. So I just always kind of curious that, you know, once again, like Chance said, the the numbers are going down. We're not, they're not allocating more money.
And I know you said we were 48, the state funded and I think we're one 70 something outta 1 79 as far as districts funding in our great state of Colorado. So no matter what we're doing, we're not putting it politicians that are in power in Denver are not putting education at the top of the list. Speaker 15: No, they're Speaker 16: Not. And it's obvious every single year. Speaker 15: Yeah. And that's with Governor Polis. He, he especially even recognizes the states' $3.4 billion
in underfunded education liabilities. And that he even admits that. And it's anytime the state gets into trouble or somebody has a pet project, let's try to rob it outta the education budget and then again put more red tape on everything to let allow teachers to teach. It's just ridiculous. Speaker 16: Well, I think once again, without, without the state prioritizing education and us staying true to our communities, I don't know where we're gonna keep getting extra money to pay teachers better, which is what everybody wants is to pay
all, I mean not just teachers, but everyone in our school buildings to, we want to pay them better with without being able to go to our community showing that students are progressing better in school. They can, they can read, write, do arithmetic better and they trust us. I don't know how we can go ask them to say, Hey, we need more of your taxpayer dollars. Because I think the, the average citizen is also sitting there wondering, where is my money going? Where is my money going? So it just, it, it frustrates me. But I did want to touch on that, on advocacy.
So everybody gets it and really starts understanding that we're, we're really, it's the government that we're putting in power up there that that's failing us, not your local school board and how we're trying to allocate the, the minimal funds that we're receiving. Speaker 15: And I'd like to touch on something else you said too. It's, it's not necessarily us, but it's not our school district. Our school district is doing as much as it possibly can with the finances. It's, it's, it generates, when you look at just the sheer magnitude of meals served on a state program or early, you know, the amount
of money we've invested in early childhood education, preschool, all the, all the stuff this, you know, we've, we've been required to do by law and we've implemented, I mean we're one of the first districts in the area to implement all these things. Our pre-K and and preschool, preschool program is amazing. And it's just the community and our job as board members is really selling what the, what the school district does. The school district does amazing things. And we cannot, like, like Britain says, we can't then 'cause the, the, the,
there is no relief in sight from the state. There's no relief in the next few years. There's none. So without a community buy-in on us coming hat in hand asking for more money, it's not happening. And that's our job as board members is to, to educate the community on all the great things the district does, do all the hurdles it faces, all the things it does with less and less every year. Rising costs, less funding. It's just, it, it, when you truly think of the magnitude of it, it is amazing what the school district does accomplish.
It's just frustrating. Speaker 1: Thank you. Thank you Bri. Governance discussion items is next. Did we need a quick five minute break please? Okay. Take five. Speaker 19: Take. Speaker 1: We can hear you now. Okay. You can hear me now? Perfect. Can you hear me now? So our governance discussion items is 10.2 since we had moved the college and career readiness update to after public audience. So collaborative solutions, salary negotiations. You're up. Speaker 18: Well you all have met me, but I want Tabitha to introduce yourself.
Speaker 20: I am Tabitha Mills. I am one of the members of Collaborative Solutions. Speaker 18: Well we wanna thank Tabitha for sticking around with us because a lot of this work is from collaborative solutions. Not just, I mean obviously Jason provides us, the finance lets us know what the budget is. I sit in on knowing things around personnel numbers, what we're doing, handle the salary schedules, which is something that you guys get to review tonight as well doing market data. But it's really a collaborative effort. Hence the name of the group. I'm not gonna really tell you anything that you haven't been listing, but I'm gonna turn this over
to Jason to just talk about all of the numbers and finances that we've been talking about. But before I do that, to remind everyone that we just finished our open enrollment for benefits and it was an amazing experience. It was very positive. Tabitha was also one of the drummers of, remember you have to go meet with somebody for your benefits today. Don't forget, make sure you sign up. It was an active enrollment, which means every single person had to sit down with us or get on the phone or send an email or something. We have virtual staff that are, are working remotely
and they still had to get on with us. And we had all of that engagement and you know, huge shout out to Kristen and Michelle. They went out to their own locations. I went out Wills Towers Watson accompanied us and our a an Afro Aflac rep at every location. And it, it was, it was completely positive. We felt the support and the love and even though it was a really hard decision and a lot of hard money to fork over for benefits, which could have been much worse if you all weren't generous to contribute towards those benefit premiums,
they understood and they really wanted to engage in the other services and learn more of how to shop wisely for our benefits. So, you know, I am gonna be thrilled to be able to hopefully come back after the summer session and have some good news on our trending data of smart utilization may and improved outcomes like we wanna see improved outcomes of health outcomes that staff are seeking care and are, are getting healthier. Right? That's our big goal as well. And making sure they feel the support of us in those benefits. So I just wanna say that is going well.
It was a huge chunk of money that the district put out and thank you all for going back to the table and fighting for those premiums. So it was well worth it. And now here comes the second set of funds that takes up over 80% of our budget. So I'll let Jason go into that. Speaker 1: Can we Jason, before you start? Yes. As promised in previous board meetings, I have popcorn. Speaker 2: This, Speaker 17: This is the nicest gift I've ever gotten Speaker 2: In my whole life. Oh my gosh, yes. Thank you. The bags, Speaker 17: Revenues down. Expenses are up. Enjoy the popcorn. Speaker 2: Popcorn. Can we throw it at him? No, it was just
'cause we needed something to keep us awake while he talks about a number. Speaker 17: Caffeine, that thing. Speaker 2: I'll get you some Celsius. Speaker 17: Can we put the slides Speaker 2: Up? Can we, it's, Speaker 17: It's kind of easy waiting Speaker 2: For their popcorn, dude. I get it. I get it. He works to go home. I ran short. I have one left. I'm good. Sorry. We're, we're trying to figure out a perfect, thank you. Thank you. Speaker 17: So I'm gonna walk over so I can point stuff, but If we'll go to the Yeah, the very, so before you guys considered benefits, Jeff
and I gave you a cash flow. It was very similar. So when you look at this, you're gonna go, yeah, we, we've seen this before. I wanted you to have the exact same picture. I think I told you a month ago, it was pretty dangerous for me to talk numbers because they're so fast moving. At this end of the, or at the end of the year, we got the final revenue numbers on Thursday of last week or Wednesday of last week. And so we're talking about 26 scoot over here. This revenue number right here is 71 million. We, we had, I think it's your last presentation at 71 1,
the state was telling us it was gonna be 71 2. So the final numbers came in and it's 71. Now to Britain's point, you can see we are getting an increase from last year. It's just not the rate that Speaker 2: We would Speaker 17: Like. Schools in Colorado were used to. Yeah. And every school district was affected slightly differently. I haven't had time, 'cause those came out Thursday to run us out to find out if we're still one 60. We've improved. So this is this year. The, the 2025 column. You may recall early in the year, we were projecting that, that negative to be around $2 million.
So after the third quarter, the the, the expenses looked really, really good. Again, dangerous to say, fourth quarter is always an expensive payroll run. And it's always, there's a, there's a, a spending spree at the end of the year. So this right here, if it holds fantastic, I would expect a little flexibility in that number based on what happened last year in the fourth quarter. So this is, this year, this is what you guys have been seeing, no changes to this from the last time we talked. This is projections for next year. We put in that the revenue piece,
the slight adjustment in revenues that we found out about just last Wednesday. And everything else holds the same. You guys had already approved a benefits package and this assumed and anticipated a step in lane, which was about 2% in salaries. So this number right here would be the projections. If the CS stepping Lane's recommendation goes, that's what we think we would see next year. Rolling forward. We had to make an adjustment because our expert on the board said that benefits are probably gonna grow at 8% again. And then we heard, like walking down the hall from Wills
Tower, Watson, Hey, you might expect 12 could go up. So we're gonna get kicked in the gut two years in a row. So I made an adjustment. You can see I've put a little asterisk down here. I made an adjustment to that to show the, the future anticipated cost of healthcare two years from now. How, how accurate is that number gonna be? We're really into the voodoo part of, of forecasting. But I wanted to show you kind of worst case scenario. This is a whole year of negotiation with cs. What happens to, to, are we, are we putting out to other companies?
What's the total cost gonna be? What portion is the district gonna take? I tried to put in worst case scenario here, just so you could see three years out or two years out, sorry. So this is, this is the projections with steps and lanes and the costs that you guys approved for benefits. This is voodoo. This is our best effort at, at growing the revenue and growing the expenses plus a projected increase in healthcare. But I wanted you guys to see the kind of the worst case scenario. I think it was in last week's board packet,
not this weekend, but Jeff gave you guys a cash, or sorry, a fund balance chart, kind of what's happened. That's the next slide. It is, it is basically this picture. So you can see where fund balance was FY 24. This is this year. That's the difference in esser money not received. This would be 26. This is next year's projections with that increase in benefits piece. And this is the one that goes out into the world of voodoo.
So I will tell you this, as we've projected fund balance and as we've projected deficit spending the last three years, when you have staff member like Kathy Ly who's literally chasing people around, reminding them not to spend money, we generally, we generally outperform our estimates. And I hope, I hope to do that. Last year, I think I told you guys, when you put a 6% raise out there, you put a challenge on us to manage, to manage to the raise to manage to that. I, I think I would be pretty proud of that. If you look back across time, knowing we lost those
esser funds, future management challenge on, again, that's what's coming. So this, this is just so you guys could see the same thing with the 30 day crazy fluctuations that we see in possible expenses and possible revenue changes and those things so that you could have the same data for salaries that you had with benefits. So that was my introduction. That may not have been popcorn worthy. Speaker 1: Sorry, it was popcorn worthy. Jason, I'm, you know, like I said, I know people that will rewatch these videos
for the finance presentations. So it was popcorn worthy. Thank you. Speaker 18: So with all that said, I, I'm very proud of the collaborative solutions team because they have taken the time to educate themselves, to engage in board meetings, to understand the huge financial impact while knowing that their colleagues are, you know, taking on large class sizes. They are taking on extra classes and giving up their plan periods and their, you know, their collaborative planning time
that they have and they are taking on the a second job and a third job and what have you. And knowing that we, we may have kids who have online teachers and we may have to do that, and all of that was put into consideration. And knowing that there really was nothing else that we could do. We had a laundry list of things that we would love to do. You know, we have market data, but really this is what we were able to do, which is at least something because we heard outcry of people that have said, you know, I was frozen for a while, I didn't get a step increase
and I would be very thankful for at least my step in lane increase. And we have a lot of staff that got their master's degrees this year and got additional credits. And was that all for nothing if we don't get our, our lengths. And so the recommendation is to grant all staff on their one step for all current staff and salary advancement for all qualifying staff. And that means those who have their masters or moved lane. Speaker 3: Any questions about that? Speaker 1: Bri do you have any questions? Speaker 16: No, I mean, as I reviewed everything, I feel like this is
what Jason and Jeff has been presenting to us for a while now. I wish there was more that we can do, but I think we gave it all up kind of trying to get the benefits in mind. So I'm supportive of collaborative solutions and salary recommendation. Speaker 3: Okay, Speaker 1: Scott. Speaker 3: Good? Yep. No questions. Speaker 1: Cassie. I don't have anything. Speaker 15: I'll be the one. Speaker 3: Okay, Speaker 15: So last meeting I mentioned I would like to see budget projections for no steps in lanes
because I mean, I don't think it's, it's a, it's a secret that we all want to do something, but I think we've, we kind of kind of spent our wa last year with the 6%. Looking at your graph, and I understand the third year is voodoo considered voodoo? How Speaker 1: Longer is he? Reddit's Voodoo. Speaker 15: I don't, however, find, see anything. There are no signs telling me that all of a sudden funding's gonna go back. So again, this is, this is, this is a balance between
what feels good to do and Speaker 3: What Speaker 15: Could be financially prudent. So I mean, as a business owner, if I was looking at a projection for revenue over the next three years of that on a market analysis, I would begin making adjustments. Now I'm sure any, any business owner would, especially knowing that costs just continue to rise year after year. And at, at some point, at a certain point the management challenge you cited becomes, becomes unattainable. I mean, Kathy's running around
threatening financial secretaries trying to keep people in line, which is great, but sooner or later, you know, that that turn ups gonna be squeezed dry. So I worry about the implications moving forward. But then at the same time too, it's, it's, it's a step in lane, which is close to the, it's a bare minimum. So I'm torn right now. Speaker 3: Yeah, really Speaker 15: Been torn on that. Speaker 1: I, I do think Jason and Jeff have done a great job of, as we've done presentations previous, that they have always presented it
with the 2% steps in lanes because I, I, I wish, I wish we could go back tonight and say, you know what, I'm not gonna approve steps and lanes. I want you to come back with a negotiation so we can give you more. I wish that was, that was in that rainbow, in that pot of gold, but we just don't we have it. I wish, I think we've all said from the beginning too, the teachers definitely don't get paid what they're worth. That's for sure. And I think tonight the finance discussion that we've had and some of the numbers that we've looked at and the funding I guess we'll call it, that we get from the state, if you wanna call it funding, is
definitely scarce. But I, I do think Jeff and Jason have done a great job. Definitely popcorn worthy of presenting the 2% steps in lanes over the, the past budget presentations. I, the voodoo column no longer the sea of red, the voodoo column is definitely scary. And I, I like chance, it's definitely scary 'cause I don't, I don't ever foresee funding going trending in an upward incline. I definitely don't see that anytime soon.
But again, I don't have a magic ball, so Speaker 15: I don't Speaker 12: Chance I hear what you're saying and I think that the only way around that is to go to the voters, which is that really fair for, you know, sorry, more, more tax pay us more, we're gonna tax more to give our teachers a raise, which all our teachers are Speaker 15: The last one passed. 'cause before that, and I would hope that it would do it again. Yeah. Well we also have a bond that going down too. Speaker 12: Bond is only for building, it's not for
Speaker 15: When is that one going up? No, but the 27, the mill, the net mill, yeah. Speaker 17: Pay pays out by 30. But because there's an excess in there, we, we've been talking about a chance of maybe lowering, lowering that bond funding piece and asking maybe the voters to substitute those reduce mills for bonding into, for staff is more flexible. That's a, a lot of strategic discussions and planning. Speaker 15: Right, right, right. That's Speaker 17: A possibility. I, I see a, I see a way to thread the needle in the future
on that and hopefully not have to ask for more than we've asked, but maybe just shift what we've asked, asked, asked, asked into different categories. Speaker 15: So I guess maybe I'm, I'm, I'm overly cautious 'cause of last year, but it, it brings the question, okay, what about next year? Right? You can thread the needle this year, what about next year? And, and do you see what I'm saying? I mean, at the bottom, at, at the end of the day, death suspending is never good sound financial policy. I don't care who you are, we can't just turn a blind eye
and continue to do it. And that's what really worries me. But again, it just, it just feels so, it just, I wish it wasn't, we weren't in the situation. Speaker 18: Yeah. And chance, I just, I to break your silence too, one thing that you have said is you don't really love getting the presentation and voting the night of and got some insight on that. So if you, we, we need to amend that or, or to make that motion to take that pause and you need another date to look at this. 'cause we have one more meeting, right. Is we can make a motion to not follow the salary schedules,
which means like not granting that step. So, and not taking that. So if you chose that, we can amend that and do that as well. Speaker 15: I don't know if, because Speaker 18: I understand, I don't know if more time is gonna help be helpful. Yeah, Speaker 15: I don't know. I I I mean yes, what you're saying is correct. I want to get to a PA point where we're not voting on the same night we're presented. I I, I, you know, we've all been clear on that, but I understand we've, we've discussed this for months now. It's just weighing decisions, you know, I mean, as board members we're on here for four years, four year terms.
So I mean, hopefully there's a school district left in four years. Hopefully there's teachers, hopefully we don't bounce checks. That's the stuff that I worry about. And, and just saying, you know, and just when I hear, well, we were threatening the needle this year. I mean that's just big candid that scares the shit outta me. But I I, I don't think amending the agendas necessary, I, I think the board can do what it wants. Somebody say something. Is there any other destination? Well, yeah, Speaker 14: Correct me if I'm wrong, but when you're looking at the benefits side and they're saying 12% from, from the brokers,
but then that's just the baseline, right? Speaker 18: And Speaker 14: You got your experience Speaker 18: That was like a, a a conservative round number of what healthcare costs increase. We did not see, I mean, and you probably didn't see this either, the 8% up to healthcare costs alone. Like the 8% that we saw this year was the base that like just healthcare costs increased, let alone. And then that was in incurring what we're currently looking at as claims data compared to where we kind of were at last year. And like I said, I think I report on this last time, the last three months we've been
under a hundred percent right. And utilization data, which has been amazing. And hopefully these efforts are helping that we just did. That's why I was gonna, and we are also in a pool, which is great. It can be beneficial to us where we can get a reduction because everybody else is healthy and not everybody's experiencing that claims data like we are of a below a hundred percent. And so we may be doing really well too, and we, we get that flexibility, but if that pool as a whole isn't doing well, we still can get pushed in that double digits. I even questioned is 12% enough.
But that would, we're not assuming that we're gonna take on a hundred percent of the increase 'cause there's no way we possibly could. And so that's why I think the meat in the middle of, okay, if we were back at 16% realistically, like the 12% would be, that's what we could take on if we were at 16%. Okay. And we will have those migration numbers for you and what that looks like for the next board meeting and our engagement. So we're gonna kind of review a little bit of that as well to give to you in back of my report report. So better numbers, Speaker 14: I don't look at it as a dire situation to where we have
no school district in four years, but it's, it's just gonna be the, going to the community setting the strategic plan, following that plan, going to communication and outreach and, and meeting the needs of the community so that they can see not, we don't go out and ask them what they can do for us, but we are saying, what can we do for you? How can we educate your kids better? How can we do the things that you want us to do and then partner with us And then by doing that, and like we're talking about with an a mill levy, grab some funds if it's possible
and it does require a partnership. So we have to really concentrate on that and make sure that the people in our area, our community, Garfield too, know what's going on here and that we do have positive outcomes. Yeah. And in order to continue to do that, we all see what cost of things are doing. So if it doesn't really jump the tax base and we can figure out ways to do that, I think that's a positive and we can move forward and we won't see what's happening in that voodoo column. We'll see, we'll see the incline.
So that's what I'm, that's what I'm hoping for. I'm not Speaker 15: Yeah, no, I get it. Speaker 14: I, I think, I know you have to be a realist. Speaker 15: I think you're right. I I mean, I I think you have a point, it's just also too is, is as a board, we can't just keep spending and relying on the public. I mean, the public's gonna want to see us being, you know, rep conducting the oversight necessary and asking these questions and having these hard decisions for them to trust us with the added added revenue. Right? I mean that's, that's my worry. And, and I mean historically bonds and,
and voter approved tax increases are, are pretty unpopular right now. And we live in an area where they're unpopular. So that, I mean, a lot of those things worry me. I totally get your point of, you know, right now we can do it. And, and I, so I get that, I get that argument and I, I do think there will be a school district in four years, but what I'm highlighting is this trend of declining fund balance. I mean, we get below the 8 million bucks then what we're re one asking the state for money. And that's never good position to be in.
Speaker 14: No, Speaker 15: I mean ever. So, and those decisions re one did not make the decision to ask the state for money this year. It's a dec it's a series of decisions that decisions they started making five, six years ago. That's what I'm getting at. And that, that's, it's never like, oh whoa, we spent all our money this year though. I mean, it's a series of bad series of bad decisions for a a, a period of time. And that's, I guess what I'm cautioning about. It's, yeah, but I, again, I i I also see your point, it's just
Speaker 16: I, if if I could interject a little something too, I mean Speaker 15: Forgot you were there, Speaker 16: You know, I think our, I think our strategic plan has, has definitely given us that upward trajectory that we've been looking for. I think some of the policies we've put in place to keep parents involved in decisions and the direction we've kept our district going, questioning financial decisions might allow us, like Jason said, later on down the road and Scott's alluding to, to keep that money, we're already asking Al already receiving.
And I think if we can stay the course, we we're gonna be able to put ourselves in a good position. I think we're always worried about that, that voodoo column or that sea of red that's going to hit it. But, you know, I think it's, it's also got a way of every year kind of working out a little bit more. I think that's why you, you per, you look at some big numbers out for numerous years, but you're really working on this year itself. So I think if we stay the course and keep making decisions like we have and then being cautious, we'll be able to, we'll be able to make, we'll be able to do all right by our constituents,
our students and our staff. Well I say we, I say we, you know, I would love to have more opportunity maybe as we've talked where Devon and her team doesn't need this decision to be made so that she could kind of keep moving forward with the hiring process. And all that she needs to do is hopefully once again next year we'll get this a little bit before. But I think, like I said, I'm, I'm ready to approve their recommendation, take care of our people the best way we possibly can this year, and then rely on our experts and the direction that we're already taking the
district and let that work out. Speaker 12: I second that. Speaker 1: So Speaker 15: Is that, is that considered as a motion or are we waiting until the action items? Speaker 1: We should wait till the action. Yeah. Oh, it is down Speaker 12: There. Speaker 15: Just for clarification. Yeah, Speaker 12: No, I second what he's saying. I second what he's saying. Yeah, I got, I voting on it. You weren't making a motion. No. Okay. I second what he's saying. Yeah. Yes. Speaker 1: Well, and I think, right, you're Speaker 3: Muted Speaker 16: If it's, if we're, if we're ready it looks like it's in that spot. I'll make a mo a motion to approve the salary schedule recommendation from Collaborative Solutions. Or do we need to hold that? We need to hold that Speaker 12: Until later.
It's actually in governance items. Speaker 16: Is it action item, is it down there? Or we need to hold it. Let's move on to governance items that are policy focus. Speaker 3: Yeah. Speaker 1: Was there any more discussion on collaborative solutions? Speaker 12: Enjoy your popcorn while we do all other thanks and then you can, you see we vote on it. Thank you Pat. Speaker 3: You're welcome. Speaker 12: And I still love all. Speaker 1: So we'll go on to the third reading and approval of the policy GC GC dash R, which is job sharing in professional staff positions.
So this is the third reading I, there was nothing. No. Yeah, I don't think we've made any changes to this one. No at all. Okay, Speaker 12: I move. Did we approve policy Speaker 14: GCGC dash R, job sharing and professional staff Speaker 1: Positions? May I get a second? I'll second. Thank you Sharon, may I get roll call? Speaker 2: Aye. Haw blood y haw. Speaker 16: Sorry, I couldn't, I couldn't find the un unmute button. That's okay. Speaker 2: A thank you Jenkins. Aye Jensen, Speaker 1: You forgot Haskell.
Speaker 2: Oh, I apologize Haskell. Aye I, he threw me off. Speaker 3: We had more Speaker 1: Votes in the, yeah, I, aye Speaker 12: We all say a thank Speaker 3: You. Speaker 1: Okay, the next is the recommendation from collaborative Solutions to be included in the draft 25 26 budget. Speaker 3: What is the reasoning? Speaker 16: I will make a motion for collaborative solutions to include the draft of the 20 25 20 26 budget. Speaker 3: Second. Sorry,
Speaker 2: One second though. Aye. Let Joe Speaker 16: Aye Speaker 2: Haskell Aye. Jenkins. Aye. Jensen. Speaker 1: Aye. Sorry, I, I was trying to understand that recommendation and I was misreading it in my head. So salary schedule review. So this is the approval of the salary schedule revisions, Speaker 12: Govern left, Speaker 1: Left. Many of these are the changes are oversight or mis wording or wording changes that have happened within the school.
So like fall spirit is really a fall dance. Yeah, those kind of changes in, in salary schedules. We try to do this every year just to make sure that we're updating as we go. Speaker 3: Okay. Speaker 12: I noticed on, oh I guess that's middle school. Hang on. There was something I noticed. I gotta find my notes. Sorry. Oh, it just says high school. It just says golf. It doesn't say fall or spring. Okay, nevermind. Speaker 3: Okay, so we need a motion to go forward with that. Yes. Speaker 1: Were there any questions? I don't, I think we,
Devin's gone well, I'm sure we can probably holler and she'll come back in, but were there any questions Speaker 16: I had? I had something I I wouldn't mind saying really quickly. Yeah, can you scroll back up to the top of that real quickly? I think once again when we look at, see if I can make that big on my, the clarification of scout set salary schedule is based on 165 days per academic year. And I know that, you know, obviously being in the schools is a very difficult job for teachers
for sure, but we look at their contracts for 165 days of work throughout the year. You know, as far as people getting into a job and a career that's, that's pretty sweet. You know, if we look at base salaries around 50,015 to 20,000 worth of benefits that we're paying every year for, you know, maybe on a teacher they're averaging about 430 bucks a day doing that work. And I know it's not the big, big numbers
that everybody wants to, to make, but we have to remember, you know, most people are only getting, you know, two to three weeks a year off of with, you know, for vacation or time off. So once again, there are some really decent perks to being a teacher and hopefully we can get more people to go in when we start talking about you've got almost a hundred days a year, you know, if you can survive on your, just your salary to enjoy your life, you know, whereas I know some have to do that other a hundred year, a hundred days
or whatever of extra work. But some, you know, if you, you planned it right, you know, that's a pretty nice benefit to have over a hundred days off a year. Speaker 3: Yeah. Speaker 16: So I always like to see, I always like to look there and see what the, what the schedule is and how many, how many days they have to work to satisfy their contract. Speaker 12: Is is there a reason why this, well all the dates for this, the year on these schedules or extra pay were crossed off for like 2025 have been crossed off,
but this salary schedule doesn't say that. Is there a reason why that Speaker 18: Of extra pay? Yeah, so at the bottom it, it'll say published and so this was really good legal advice of you don't necessarily need to put like the year in in the title. It needs to be like published or revised mostly because every year you're approving, like when we set a schedule it's so that the salaries follow a schedule, right? Like every year it comes up here and then if we make changes then we need to put a revised date on there. So that was important on there.
I will say that when I came into this I just thought this was what I needed to do and like add, add those And after getting legal counsel we, we did okay. We did get that advisement that it would be helpful to just put the revision states on there, Speaker 12: So. Oh, okay. Okay. That's, I was just kind of thrown off by that. 'cause the, the main teachers still has the year but nothing else did and I was like going what in the world? Yeah. Okay. Speaker 18: And for clarification, the reason we put the number of days that contract is because we use that also for our instructional coaches
and they work 170 days and so we take the salary that's listed for 165 days. We divide it by the days and and break it down and then times it by 170 in order to get their salary. So it needs to be clarified that this is like the base and then if there's more days then you divide and then you get that. So there would need to be clarification on that end. So Speaker 12: There's the formula, Speaker 18: It's helpful. Speaker 12: Yes. Thank you. I thought this was interesting. We added in if if if a full-time benefit staff member takes long-term substitute position, they do not forfeit benefits.
Speaker 18: Yeah, so this year, which was really amazing is we had a lot of like full-time paraprofessionals or somebody of that nature who earned benefits, right? But we needed somebody in a long-term position. We had a lot of babies this year, so we had a lot of people out on maternity leave, we had people out on surgeries, things like that. And it's much easier to try to find somebody who is currently in building, they know the kids, they know the routine, they know the classroom to take over that long-term position of anywhere from four to 12 weeks.
And so we used to say long-term subs, which was a day-to-day sub taking that four to six week or 12 weeks, they, they're not benefited right. Our day-to-day substitutes and they're just in the same assignment for that time. They wouldn't necessarily get benefits and that would to, it discouraged people from taking those positions and they're still working, they're still meeting the qualification of working 30 hours or more. They were in a benefit position. We don't wanna penalize them because they're doing us a favor of going in and subbing there. So we needed to clarify that. Speaker 12: Okay, Speaker 3: Good,
Speaker 12: Good, good. Speaker 3: Okay. Speaker 14: And I'd move that we approve the salary schedule revision for the school year 2025. 2026. Speaker 12: I'll second. Speaker 1: May I get a roll call please? Speaker 3: Aye. Oh Speaker 1: Bri did you have a question? Aye Speaker 16: No, I just was making when sometimes when the screens change for Zoom it's hard to find your mute. I was just making sure I was on. Aye. Speaker 1: Hey ask asco. Aye Jenkins. Speaker 3: Aye Speaker 1: Jenson. Aye. Speaker 18: And for clarification, we don't have to do three readings because these are an E, so yay. Speaker 1: Thank you. Thank you.
Okay, so now we're on to policy focus. So we have our second reading of policy, J-I-C-D-E, bullying, prevention and education. Was there anything that you guys saw that you wanted to address after our first reading? It seems so long ago I Speaker 14: Had a quick question and of course I wasn't here so if plead ignorance on this, but there's a lot of that stuff state that's been crossed out based on different state statutes. Are those state statutes overturned? Speaker 1: Not necessarily. A lot of the information
that was in this policy originally came from the notes that CASB adds to them. Those do not have to be included in the policy. They seemed repetitive, so DAC chose to strike those up. Thank you. You're welcome. Speaker 14: I didn't see anything else to edit or they did work. Speaker 1: I didn't think they did too. Speaker 3: Okay. Speaker 1: All right. Okay. Looks good. And now we're on to first readings of, first one is GCBC, professional staff supplementary pay. So this was a change
that was vote voted in a couple years ago and as we've been auditing policies came to light that we had not updated the amounts nor the what our contract day is in a four day school week. So both of those things were changed in this policy. Okay. Where did you guys add a four day school week? It's not, it's, we changed the hours of work when we added a four day school week. So we went from, I think it was eight to four and now it's seven 30 to four Speaker 12: 30.
Oh, okay. Okay. I get you. Thank you. You're Speaker 1: Welcome. Speaker 12: Looks good. Speaker 1: Also, we've got GCL professional staff schedules and calendars. I think that was just that same change from seven 30 to four 30 for the school day? That is correct. Okay. Speaker 12: What happens if they're late? Do they get like written up if they're not there by seven 30 Speaker 1: If it's habitual, right? Oh, Speaker 12: I would be written up. Probably Speaker 3: Might be that big. Speaker 12: I'd be in trouble. Speaker 1: We have meetings for you. We have your own attendance meetings,
Speaker 3: Employee solitary confinement, Speaker 1: GC M I'm sorry, gcm C parent conferences, staff meetings and school meetings. Again, this is a catch up to, to the way we've been doing business. We used to have a day that was off when we had conferences. We'd have conferences Wednesday, Thursday and then we would have a Friday off as like make up for the extra eight hours that you put in on those other two days. When we went to the four day school week, that changed a bit. It wasn't possible to work that into the overall schedule. It, you know, added days into June
and we know how people feel about that. So we worked through the idea of for our strategic plan days or collaboration Fridays requiring people to come in a half an hour later and leave a half an hour earlier, which gives us about, well I think there's 10 days, so it gives us, you know, it's more than that. It is with work days. Yeah. But it gives us that time to say, this is when we require you to do conferences, it's because you've got this, your work days were less on those Fridays.
And so it's, it's that give and take kind of thing that conferences are hard on people. So we solidified it working with our administrators on what it would look like and now policy is, is catching up. Speaker 12: Looks good. Speaker 3: Sounds fair. Okay. Speaker 1: GCO evaluation of licensed personnel. This Yep, Speaker 3: Looks good. Yeah, because I don't understand it. Speaker 1: So red was added by legal 1338. Okay. Policy. There was a committee that came together,
changed the evaluation system for all teachers in the state of Colorado. It has been a while back since that HA has happened. At that time there were two paragraphs that were added by CASB that didn't get caught in our policy and they are two allus with that law that passed. And I believe it's a 1338 bill that, that caused those changes. That Speaker 3: Right. Speaker 1: It's got other names to it too. That's been a day or two? It's been a day or two. Speaker 3: Okay. Speaker 1: Is important that we have this updated
because of the legal pieces around bringing teachers back or not bringing teachers back. Speaker 3: Okay. Okay. Any Speaker 1: Questions or any changes to this one? Speaker 3: I don't think so. Okay. Speaker 16: I got a quick question, Lisa. Have we ever been presented with any type of evaluations like that? You know, where it says there Speaker 1: With, tell me more Speaker 3: Like a copy written. Speaker 16: Well, just there on the second page. The district shall report the final performance rating for all licensed personnel who were evaluated no later than October 15th
for school year following the school year for which the evaluations are completed. Speaker 1: Right. So, Speaker 16: I mean, I don't think we've ever seen that. Or is that only at a teacher's at a level that you have to do an evaluation? I guess Speaker 1: Every teacher gets evaluated through this bill in this law and this policy. Those are reported to the state board of education through, we can choose different programs to use. We choose to use a company called randa. They have an electronic version. We put all of our evaluation information to there. It's part of those uploads of required reporting.
It comes through the HR department so they know our status of all of our highly effective teachers down to our unsatisfactory teachers. So that's that. I know Speaker 3: They're Speaker 1: Confidential. They are confidential. We could bring a copy of the rubric that's used to measure, measure that's blank, so that you could see what's being asked of our teachers in order to get an exemplary rating. It'd be very interesting because it's not just about the, the quality standards that are listed.
There's also a data performance tool piece that teachers have to set a goal and schools have to set a goal and then we have to make that goal and you get certain amount of points towards your evaluation towards being highly effective teachers. Yeah, I I would like to see that please. Yep. And, and I'm assuming using, using randa then it's, it's consistent across the board. Every, every teacher is, or every licensed professional is. Yes. And they have different versions for like counselors
or special or service providers like speech language pathologists. They can't all be graded on the same scales. Absolutely. Because they're looking for different indicators of, of performance exceptionalism Speaker 16: With that, with that data. Is there any way we could break, since it's private, is there any way we could see percentages of how many of our teachers fall into different categories? Speaker 1: I think we can, I think that's what the state looks at and I'd like to be able to say that we could, that's been part of Heather's purview, so I'm not all that familiar with the system and how it produces data.
Okay. I would Speaker 16: Also know, I mean, but by not seeing, never really going over this policy yet. You know, I was talking, you know, myself going into my fourth year, you know, I, I guess I didn't know that that information was even available. And I think that would help give a peek into seeing from your guys' sta standpoint where you feel our teachers are falling in. Once again, do we have effective not just teachers, but you know, counselors in all, all the other categories. So that, that, that would be really interesting information. Speaker 1: Absolutely. I agree. We put it
Speaker 16: On good luck. Speaker 1: Awesome. I think that speaks to the idea that policy work really does open up all kinds of different discussions and helps us to just know all of the pieces a little bit better. I wish that is the, the audit was where I had started this job rather than ending this job because I know so much more just by having participated. Alright. Yeah. Speaker 16: Could I, one more question, Lisa, in your opinion, you've been doing a lot of the work in the on policy, how many policies do you say would you feel
that we still need to go through to have an audit done of that huge book? I held up at that Speaker 1: As Sharon Giggles. Well, we're about halfway through the js and that's our last ladder. Oh. And we have been, we started December and we're December. We still have a lot of pieces that I, I, you know, I call 'em the red files where they're not up to date. There's something that needs to be done with them that we're just pulling into piles. I gave Devon a stack that this is work for next year. This has worked for this year coming through.
It's, I think it could be continual, like once you finish you should probably start again. Yeah. I think if every time we do a third reading of one, we need to, to at least add a Yeah. It needs to be rotating. I mean there, I one of the earliest ones that, because we're dating them all in the title as well, so we can be able to quick look and see 1996. Like perhaps we just bring that forward, right? Because we haven't in so long. Is it even relevant? Yeah, a little bit. The world is different. Yeah.
Speaker 16: I think as we progress and we know the next evolution that, you know, Lisa as someone who's spearheaded that for however long she's been doing it, to know that as she's transitioning out, we don't want that work to fall by the wayside. And somewhere in this next little bit of transition time, we need to put a plan together of who's gonna spearhead that coming into our next school year. And whether there's some overlap where that person can get with Lisa and have a firm understanding of what we're working on. Or we have to brainstorm with our new superintendent
and assistant super to see how we do that. We definitely don't want that work to fall behind where we're talking about reviewing a policy from 1996. Speaker 1: We have an outline of a proposed workflow within our system of like when it gets approved, who it goes to next, how it gets onto the website, how we keep that updated. We've Okay. Rudimentary list right now of how, how we're working that. Speaker 16: Thank you for that. Needs Speaker 1: More in depth work without a doubt. Speaker 12: Thank you. Speaker 16: Good work on the policies though, Lisa, I really appreciate everything you've done since I've been
on the board between you and Sharon. Keep bringing those to us and everything. It's, it's been great work that you've done. I really appreciate it. Speaker 1: Thank you. Speaker 12: Okay. Future Speaker 1: Agenda items. So I'd like to put down, Speaker 16: We, we got to that point early guys. Speaker 12: I know. Sh Speaker 1: Sh we're not done yet. Speaker 12: Don't say that until we say meeting a adjourned. Devin's back there eating your popcorn. It Speaker 16: Is, it is something I did bring up a little earlier and I think it would behoove us
to have just open discussion on our thoughts as a group. We all haven't, you know, kind of set our thoughts out, just an honest, open discussion. Nothing, nothing really hanging on 'em besides us just bouncing some ideas out in front of everybody on, you know, the, the movements of Title IX and how they're looking in our state and at the federal level and what we want to do in our, in our district. And, you know, hopefully with some feedback from coaches, athletes in our district to kind of bring
that conversation just once again, I don't, I'm not saying we have to in enact anything or do anything, but I definitely think it's, it's, it's out there and, you know, with full transparency in us, you know, leading, you know, kind of getting in involved and being aware of it. I I, I would just like to throw that out there that I think that'd be a good discussion topic for our next May meeting. Speaker 1: I have that written down as well as a couple of others that have been tossed about the RANDA evaluation tool plus data. Oh. Finance will be ready for a preliminary budget discussion.
And we would like to bring our special education department forward for, to, to present in front of you and include how BOCES works within our special education department and maybe answer some of those questions about what are our steps and, and what do we have as strategic plan initiatives for next year to, to move special education. Okay. I like it. I like it. And the next meeting is Wednesday, May 28th. I will not be able to attend the meeting. Chance.
You're gonna love this. I've got eighth grade continuation. It's eighth grade. Trust me with the way middle school goes. That is a huge accomplishment for some kids. And I would actually throw some of my kids in there, so I will not be able to make the meeting. I, I know it's been thrown around too, of possibly doing it at one door. So I will be able to do, I will be able to make shine the light, but the graduation starts at six so I will not be able to attend the meeting. I know you'll miss me. Indeed. You will. Yeah. We have shine the light on early childhood.
And a question on the Title ix. Would you like us to bring forward the information like Devin and I are both Title IX coordinators. We could bring together some of the information that's becoming across our desks as well, if you would like. Yeah, that'd be great. Yeah. All information. I mean, you guys, you guys deal it all every day. Yeah. Have we had any Title IX complaints, stuff like that too? Yeah. Okay. Speaker 14: I wouldn't mind seeing something from legal on it too. Okay. How legal would would interpret Title IX right now with all the discriminatory rules, things like that. Speaker 1: It might take us more than I think
that's the two weeks between now and then. Yeah. Especially with the end of the year and everything. So Yeah. Perhaps we let us get started. See how far we get. Yeah. But think about moving it to the first meeting in June as well. June 11th meeting. I think that's the 11th. Which I won't be yet. Which actually I think Bri we wanted to discuss that. 'cause the June 11th meeting, I would, I will be able to attend virtually. I will be out of state on a work conference. Cassie is on vacation, so I don't So I think that would be the two of you in person.
If not, Bri might be in person. Yeah. Yeah. Speaker 16: Yep. That's kind of our goals in the next week or so to be back off this work trip, work trip for a, so that, that'd be my goal. But I think if, if maybe we get down to that many, do we have two meetings in June? Or is it just Speaker 1: Two? Speaker 12: Yeah, two meetings in June Speaker 16: And the one meeting in July then we did. Okay. Well, you know, maybe if everybody just kinda shoots me over that who's gonna be gone and who can do virtual and who's gonna be in person, then I can maybe touch base with Heather and Lisa at the next agenda meeting
and maybe we can discuss some, some different options potentially for that meeting. Speaker 1: Okay. Speaker 16: No big deal. We'll figure it out guys. Speaker 1: Okay. Yeah. Thank you. So Speaker 12: Yeah, what does that mean? If you're gone next meeting? I'll be back. You'll be here next meeting for the 28th. The 28th. Will you be here the 28th? For May? For Speaker 16: May we're, it just depends if this work meeting or if this work trip can wrap up our, that was, that's always been our goal. Okay. To be back around that time. But I, I just can't guarantee it yet. With what?
With our commitments here. But hopefully the 1st of June for sure. So the June 8th meeting, if I can be in person, then we can easily run it. No problem. No different than any other time then it won't mess with anyone's schedules. Speaker 1: Okay. But I believe with me out the next one and if Bri is still virtual, that means you get to run the meeting. Oh God. It's easy. Speaker 16: But if she's on, but if she's on vacation, then it'd fall to the chance. Speaker 1: Well, for the, for the last meeting in May, she'd still be here.
Speaker 16: Oh, in May. In May. True. Speaker 1: She's, I'm getting, I'm getting a glare. I will owe you a huge cup of coffee. I'll bring it to shine the light Speaker 16: Venti. Speaker 1: So, all right. No, I'm really excited to see, I, I would be very curious to see what the guidelines are for, for randa. I I think I, even though I won't be able to be part of that meeting, I would still like to see what the review processes and questions are. So, and what, what teachers and what, what all of our staff are
what's used to, I don't wanna say critique, but to how about set goals? There you go. For improvement. 'cause that's really, I mean, a big part of what the process is, is like grow from here to here to here to here. Yep. And, and I know that the, that the reviews are are confidential too. But I, I would be curious to see if we have how many and, and if we have exemplary in each category. In each category. Maybe just a brief overview. Yeah, got it. Speaker 16: Too. Well, and, and really fathom it.
That's, I mean, we don't have to bring that to the next meeting. You know, obviously we could sit on that a little longer. So I don't want anyone to miss out on a conversation that, you know, just because of scheduling, we can maybe, we can develop it and talk a little bit about it at our next agenda meeting, but then ultimately we can push it to the last meeting in June and everybody's back. Yeah. It's, it's not like it's dire. So Speaker 1: Absolutely. Speaker 16: If that, if that's something you really wanna be a part of, we'll just, let's just make that happen. I don't want you to miss Speaker 1: It. Okay. Speaker 16: So, no, no big deal. Speaker 1: Perfect.
Speaker 16: You know, if we don't, if we don't come up with something else, we put it in this place, you know, we'll just have a little shorter meeting. Not, not dire. We can do more policy work. Speaker 1: Woohoo. Real short, real, real short meeting for Cassie. Speaker 12: Real short. Yay. Speaker 1: Alright, anything else for future agenda items? Speaker 12: I did have on my calendar that we were having an executive session maybe on the 28th. And I think it was for something, but I don't know what, I think it was Okay actually for Heather. Speaker 16: Yeah. And I, we really need to have something like that on our books.
Speaker 12: So I had that on the 28th before our meeting for executive session. Speaker 15: That was a possibility. Speaker 1: It was a possibility. I'm Speaker 12: Not sure where that, and I think Heather told me it was okay that date worked for her, but Speaker 15: Oh yes. Speaker 12: Because she was gone this meeting and that meeting would work. So an executive session for the 28th for Speaker 15: Our evaluation. Speaker 1: Yes. Yes. Speaker 15: To finish up her, Speaker 16: We could contractual issue if it's e if it's easy to, you know, I mean I know the 28th could work. We just have a longer day, you know,
we have done 'em in the past, so we just did a special board meeting also, if that's easier for everyone's schedules. 'cause I'm imagining we're gonna need a couple hours for sure. Speaker 15: The 28th Speaker 1: For having three years, Speaker 16: Couple hours. We're doing it the 28th. We're gonna have to start at, we're gonna have to start at Speaker 1: Like 2, 2 30, 30. Speaker 15: I have a real dumb question. Speaker 16: We're gonna have a Speaker 15: A really dumb question. I mean, she's leaving. How in depth do we have to get if we just have to, if we just have to fulfill a contractual obligation? Speaker 16: Well, I, I don't know. I mean, I still think we owe a good solid couple hours,
Speaker 15: Even like a month and a half after that. I'm just wondering if it's a formality or if it's Lisa. Speaker 16: She just want to give her high five and say good game. Speaker 1: Yeah. I mean, I mean, Speaker 15: What else do we need to do? We don't need to come up with an impor, an improvement plan. We don't need to come up with anything. Speaker 16: Well, regardless if shine the lights at four 30 and we're doing something ahead of time, we're we're doing something starting at three. Speaker 15: I really think like four 20 because, Speaker 1: I mean four o'clock, Speaker 15: Whatever. Speaker 12: Well, is there a different day that you would rather do it? Or, or do you guys want to try to do it?
Speaker 15: You right now we're me dedicating entire afternoon is not great. Speaker 12: I know Speaker 1: That's a Speaker 15: Short week too. Yeah, yeah, exactly. Speaker 1: Yeah. Speaker 12: I mean we could do it in June, like the first week of June. Speaker 15: Let's discuss it. We can always put it on the agenda. Yeah. And okay. You know, like, and, and if we Speaker 1: Need to, Speaker 12: If there's a better time that works. Just, Speaker 15: I mean, I just, again, I, I I don't understand. I I don't believe we need to get so in depth. I mean, fathom's gonna cry. Speaker 1: Fathom always cries. Just saying, Speaker 15: I mean, Speaker 1: Hey, I have not yet this board meeting. Speaker 15: You were about to Speaker 1: I was not. Yeah,
Speaker 15: Those kids started talking You too though. Speaker 1: I've also been sneezing it's allergies. Nice. I'll throw more mints at you. Is there a random evaluation for the superintendent? No, there is not. Okay, perfect. I know we are it Speaker 15: Scott. I I think we just need to talk with legal, legal, see what's needed to fulfill the con contract and go from there. Yeah. If we do have to complete a 10 page review, I guess Speaker 1: Which take two. Just kidding. Okay. Okay. Anything else for future agenda items?
Shall we move on to meeting debrief? Speaker 15: Everybody looked at me. Great meeting. I think it was, you know, it's not even nine o'clock. That's awesome. The discussion around benefits was good or not Benefits sal, good salaries, steps and lanes. Again, I, you know, that was, it's kind of what a board's about. Right? Discuss things, tell, tell everybody what where we're at and move on. So I think it was a good meeting board reports. I think it's important to get, as Brit said,
to be transparent with the community so you, so they know where you are at on certain subjects and, but you know, again, I wanted to reiterate the fact that there's, I feel like there's a lot more pressing issues that the state could be dealing with. But moving on, Speaker 12: You're the member of the Garfield Re two school board. Chance Chances. I think it was good. I loved having student councils here representing schools. Yeah. Like before us giving us an update. I loved It was awesome. You
Speaker 1: Scott, Speaker 21: Nothing from me, nothing. Just, just echo that Speaker 1: You've got the board report to get to Theresa by 10:00 AM Friday morning. Okay. Speaker 15: Yeah. And please get it to her early to make up for me being always being late. Speaker 1: I was late too. Don't worry. Anything for meeting debrief? Speaker 16: No. Thank you very much you guys for the work you're doing every day. Serving on the board. I appreciate it. Every single one of you guys. Thank you Speaker 15: Dito. Speaker 12: Yeah, you too Bri. Thank you. Yeah. Speaker 1: Yeah. Thank you guys. I know this is definitely not the easiest chair to sit in, especially when we're getting comments left and right
and it, we gotta have the hard discussions and Oh, I heard an ooh, what Speaker 12: We have graduation before our next meeting. So Speaker 1: Yes, we've got, yeah, we've got Speaker 12: Friday at Rifle High School. What time do we need to be there? It starts at six. Starts Speaker 1: At six. Usually it's an hour ahead of time at Speaker 12: Five. Well, what time do we need to be there? Five. Five. Speaker 1: Five. Yep. Speaker 12: Okay. And then what time do we need to be at court? Nine. Nine. Nine. Okay. Speaker 1: Nine what Speaker 15: Time's? Half code Speaker 1: Right after. I Speaker 15: Just, Speaker 1: Just
Speaker 12: Play it. And college is the 25th. Speaker 1: Sunday. It's Sunday. Yep. Yep. Speaker 12: Okay. Yep. Speaker 1: So no, thank you to everybody. Definitely. Again, I, I enjoy hearing from our different departments. It's, you know, when you think about a school district, you think of teachers and that's pretty much it. So it's definitely nice to be reminded of all the different departments we have. So Sarah, thank you to you and, and your team as well. So, and nice
hearing from the student councils. I can't wait to hear more next year. So with that, unless there's anything else, I am going to call this meeting adjourned at eight fifty one on Wednesday, Mar eight. May, May 14th. We're good. Thank you guys. Yay. Bye. Bri. We made it before nine.