Speaker 1: First official meeting of the 25 26 school year to order at 5 35 on Wednesday, August 13th. So if you would please rise for the Pledge of Allegiance. Speaker 2: Scott, Speaker 1: Would you mind Speaker 2: I pledge to the flag of the United States of America and, and to the republic for which it spans one nation, one nation under God, indivisible, with, with liberty and justice for all. Speaker 1: And then if you would please remain standing for a moment of silence. Okay. Thank you. Alright.
And we will go onto the agenda. So we've got the approval of the August 13th agenda. Any changes to the agenda? Speaker 2: No, I'm sorry. Okay. Speaker 1: That's okay. May I get a motion to approve the agenda as presented? Speaker 2: I, I make a motion to approve the agenda as Speaker 1: Presented. Thank you. Cassie. May I get a second? I'll second. Thank you. Sharon, may I get roll call please? Speaker 2: Aye. Asco. Aye. Jenkins? Aye. Speaker 1: Jesse, aye. Okay. Onto public audience. Sharon? There was, Speaker 2: Should we have the other one? Oh, yes, you're right. I,
Speaker 1: So there is nobody, there's no publication. Okay. So there is no public audience. So I will just move forward from that. Won't read our welcoming notes, but I would like to remind everybody that the board is always available. If you have questions or concerns to please feel free to email us or call us and we'd be happy to speak to you then. So, onto the consent agenda. Are there any changes to the consent agenda? Speaker 2: No. Okay. Speaker 1: May I get a motion to approve the consent agenda as presented? Speaker 2: Move to approve the consent agenda as presented.
Speaker 1: Okay. May I get a second? Speaker 2: I'll second. Speaker 1: Thank you, Cassie. Sharon, may I get roll call please, Speaker 2: Eli? Aye. As aye, Jackie. Aye. Speaker 1: Aye. Okay. And we've got a few minutes to approve. We've got the, I apologize. So we've got the board meeting minutes from the June 19th and the June 25th meeting and the July 24th meeting. May I get a motion to approve those as presented? Speaker 2: Can we do 'em all three together? Speaker 1: Can we do 'em all three together or do we have to do 'em individually? Speaker 2: I'm fine with you if you guys are. Yes. Once,
Speaker 1: Yeah. Okay. So end date order. We have got June 19th, 2025. Wednesday, June 25th, 2025. And Thursday, July 24th, 2025. May I get a motion to approve those meeting minutes as presented? I'll Speaker 3: Make a motion to approve the June 19th, 2025. June 25th, 2025, and July 24th, 2025. Draft board minutes. Speaker 1: Thank you. May I get a second? I second that. Thank you. Sharon. May I get roll call please? Speaker 2: Aye. Aye Judge. Aye Judge. Speaker 1: Aye. I apologize. I did those backwards.
And then onto our governance discussion items, which we've Speaker 2: Last one, it's just the consent together because those are at the beginning for the minutes. And Speaker 1: Then, oh, okay. Speaker 2: So you've got consent Speaker 1: Okay. Kind Speaker 2: Of right? Yeah, it's at the end of it. Speaker 1: Okay. Speaker 2: Recommendations that are on there. So you might have missed it, but we have to approve. Speaker 1: Okay. Speaker 2: New hires and Speaker 1: Stuff. Okay. Because I flopped them and did it before the meeting minutes. Oh, Speaker 2: You said consent on the, okay. Yeah, we Speaker 3: Did the, did consent before Speaker 1: We got it. Okay, perfect. Thank you. Alright, so we have got our,
we have got two community members that have stepped up and put their names in the hat for our open seat for District A. We have got them here this evening to meet with us. This interview process will be a process of eight questions. The same questions will be asked to each candidate from the board. Our two candidates are Megan Hale and Darlene Evans. I apologize if I murdered those and I apologize. Again. It is Darlene Evans, not Darlene. I said that wrong.
I apologize. But at this moment we would like to welcome up Darlene Evans for the first interview. And Megan, may I ask you to step across the hall? Yes. Perfect. Sharon, thank you. Speaker 2: Yes. Okay. Okay. Speaker 1: Alright. Thank you for coming. Thank Speaker 4: You. Yeah. Speaker 1: Alright, so we'll go ahead and get started. Everybody got their questions? Perfect. Scott, if you would like to go first. Speaker 5: Okay. We'll start with number one. Thanks for being here. Speaker 4: Thank you. Appreciate
Speaker 5: You throwing your hat in the ring there. You're welcome. And the first question that we have for you would be that, why do you want the position of a board member in this district? Speaker 4: I applied for this position because first of all, it worked out with just kind of my life circumstances now. 'cause I was a teacher here for 19 years in the school district. And then I left that position to be a grk, which is a gifted regional consultant for the state. And I had the whole northwest region of Colorado. So it was like from Leadville to Eagle to Steamboat
to parachute. It was very large. So now I work at the boces. So I'm work part-time at the Colorado River BOCES and the Rio Blanca BOCES as their director for gifted education. So because I'm not at the district anymore, I can be part of the board. And I'm, I grew up here. I I was a student here. I started at ESMA Lewis Elementary as a third grader, and graduated from Rifle High School in a year, a certain year. It's 1987, so you Speaker 6: Don't need to Speaker 4: Repeat it. Yeah. But, and then I decided I wanted
to do something meaningful and I was, I was an accountant for a while and I did not like that. So I went back to school to be a teacher and my friend was supposed to go with me and also be a teacher. And she lasted about three weeks. So, but I, I loved it. And so I came back here and got hired as a third grade teacher at ESMA Lewis, which at that time, to work in re two is an amazing opportunity. It was a big deal. And so I've taught here for 19 years and it's my turn to give back.
I believe it's, I wouldn't be who I am if I, without re two, so Speaker 6: Thank you. Thank you. Cassie. Do you wanna ask the next one? Yep. Describe the board's role as it relates to the superintendent superintendent's role in the district. How would your position as board member relate to his? Speaker 4: Well, the board and the superintendent are a team. They work together to promote public education and advocate for all of the students in our school district. So I feel that the superintendent is
the impetus, like the superintendent is the one that puts all the action into place, and the school board listens to the community members and listens to the professionals in the school system to make those, make those things happen. So if it, it, it's gotta be a team, we, we have to work together. And the superintendent is like a professional advocate for, you know, for the school board to answer questions about what's going on in the district and to keep you informed about what's happening so that you're not surprised by anything or blindsided by anything.
And vice versa. There has to be communication, open communication between the school board and the superintendent. Speaker 6: Thank you. Chance? Speaker 4: Sorry, I just, I apologize, Speaker 6: I'm writing some notes. No. Speaker 3: Can I skip to number four then? Speaker 1: Yes. Speaker 3: What is the most important job of the superintendent? Speaker 4: The superintendent needs to have clear communication with the school board, obviously, again, to make sure that there's, you know, nothing happening in the district that isn't known by the school board. And the superintendent is, again, I'll say again, the professional advocate and the professional support system for the school board
because they're, he's the one that's got, you know, running the ship basically, as far as what's happening in the school district and the, the things that the school board and the district agree upon as part of our plan, like our strategic plan, the implementation starts with the superintendent. So the superintendent is really basically in charge of implementing the plan that the school board and the district decide on. Speaker 1: Alright. And the development of a budget. What goals and objectives would you guide your decision making or would guide your decision making?
Speaker 4: Yeah, the budget is a biggie. I, I won't say that I know school finance to a deep level, but I am in charge of the budget for the gifted department for both of the boces. So I understand that sometimes there are things that are wanted or needed that are not you, you have to make decisions about what it is that you're gonna spend your money on because there isn't a whole lot. So, you know, hearing from our teachers and about what they need in their classrooms to be help their kids be successful is important. We need to hear from the stakeholders, all the stakeholders,
and make sure that the things that we're spending money on are support our strategic plan and go towards our, the implementation of our strategic plan. Speaker 1: All. Scott, on to number five. Speaker 5: Do you like to try to get people to change? And if yes, why and how? Speaker 4: Change at education. What I'm, we, it ha i Education is change, constant change. There's, there's always something that we're moving to improve in or something that we've tried and maybe it hasn't worked in the, we, I mean,
in the classroom, especially if you've got your, your lesson is kind of your guide, but it's not gonna meet the needs of all the kids in your classroom. You're gonna have to adjust and change things. So as far as, you know, being the grc the gifted resource consultant, I had to go into school districts and ask them to do things differently because their data was showing that things weren't working. And so we used a model called the Versa Model, which V-I-R-S-A. So V is for vision. So if your people don't understand the vision of why you're asking them to change, you're,
you're not gonna get any cooperation from them. And I as the incentive, they have to understand why, why do they want to change, why should they want to change? Why should they wanna make a, a difference in or from what they've been doing? So it's more about helping them understand how this change is gonna be helpful for them and their students. And then R is resources. If your team doesn't think they have the resources to do the change, they're not gonna be comfortable making a change. And then s is skills, if they don't have the skills to make this change,
if they don't feel like they under, you know, they can successfully do this, they're not gonna do it. And then a is the action steps. So if you don't have all of those pieces and all of your people don't have all of those pieces, you're gonna end up with confusion and frustration and a lot of pushback because there's something missing. So when people, if they have all of those elements to a change, something that you are asking them to do differently, it's really easy to get them to make that change. Speaker 1: Thank you. Thanks. How could you help the board become more effective?
Speaker 4: I mean, I think I have a perspective that maybe the board doesn't have from being in education. Having been in education as a teacher and as a administrator. But, you know, I think, I think just bringing that unique perspective will, will be helpful. And I have, you know, I know a lot of people in the district, so I, I have a lot of connections. Some maybe, maybe good, maybe not so good for some of 'em, but yeah. Speaker 1: Okay. Thank you. Okay. Chance, Speaker 3: How would you know, oh, first of all, thank you
for volunteering. I didn't get a, I didn't say that the first time. You're welcome. It does mean a lot. Thank you. So how would you know when your school district has achieved its major objectives? Speaker 4: Well, we'll know when our, because our goals are smart goals, so there's data that goes with that. All of them are measurable. So we should be able to measure all of any goal that we set for, or any incentive that we set for our school district should be measurable. And when our data shows us that we've met that goal, then and our stakeholders agree that we've met that goal,
then we've met that goal. But it has to be, you have to look at the data, it's gonna tell you the Speaker 1: Truth. Okay. And last, but certainly not least, what questions do you have for us? Speaker 4: I think what, what I would ask, what is your favorite part about being on the board and what is your least favorite part about being on the board? Speaker 1: Scott, I'm gonna start with you. We'll just go around the table. I, Speaker 5: I think that, well, there's quite a few favorite parts. When I first joined the board, the, the, the thing I really enjoyed the most was getting to know
not only the board members, but then the, the staff at the district office and then throughout the schools. It's been great going to all the different schools throughout the course of the year and doing the shine, the light, and all the things that, that the schools can present to us. So you get to know everybody on a little bit more personal level and you get to see what each school does and, and, and how they do it, which is really pretty cool. And then the other thing I've really enjoyed is just going to all the different performances and games and things like that and watching the students and then gonna graduation
and seeing the whole thing come to fruition. So those are my favorite parts. The, the worst part, I don't know, that's a, that's a tough question 'cause you don't really have the worst parts, but I, I don't know. I really don't think I have a, a worst part. I mean, it does take a lot of time. There's, there's a lot of time involved. If you want to do it the right way, you gotta invest the time. So it's not a terrible thing, but it's just one more thing. Right. Speaker 6: Cassie? I would have to say my favorite part is learning. Like, there's a lot of moving parts that a lot
of people from behind the scenes don't realize what is really going on and how we do stuff. And just the continuing education part of being on the board is very fascinating to me. My least favorite part is missing out with stuff with my kids. Yeah. The stuff that they have going on when we have to be at meetings or board meetings. We also had at board meetings last year I missed games and you're in celebrations. So that's probably my least favorite. But we're happy to be here. I'm happy to be here. Speaker 3: Echoing kind of what they both said, I really enjoy meeting people, meeting educators,
administrators, and understanding how they work together to educate our kids and how that system works. It's a very large system, very complex, but the learning, it is integral to being able to understand the decisions you make. And I wish the worst part about that. And then the worst thing, I wish I was able to maybe more effectively pass that what I learned onto the public so they would understand kind of how the board makes their decisions, you know,
rather than, you know, Facebook comments and 'cause that, that can get kinda rough. But it's the fact of, I think all of us here hold student achievement at, at, at, at the highest of levels and that's what we're after. And the strategic plan use it. But really the people are what makes this job bearable. It's fun, it's, it, it, I love meeting people. Speaker 4: Nice. Speaker 1: Not to sound redundant, but pretty much everything that they've said are, are the favorite things that I have. I really do enjoy meeting the people. I enjoy going to the schools and seeing all the different things. Seeing how we can have 10, 10 schools in our district
being very successful in their own ways, but yet having different ways to achieve it. Yeah. Which is very interesting. You know, seeing, seeing the kids is, is a lot of fun. It was actually very rewarding. I was at the grocery store over the summer and one of the girls came up to me from Wamsley celebration and it was like, okay, we are making a difference. So it was very humbling. And being able to work with everybody here and, and being able to Keep some decorum with each other as well. We don't always agree, which is the whole purpose
of a board, but we can, we can do it respectfully to each other. And again, to echo what Cassie has said too, I mean, the hardest part is, is being away from, from the kids when they've got things going on or, you know, sometimes, you know, when you're sit, you're, you've got a sick kiddo, your mind is elsewhere. So you're trying to think and process. The other thing too is it is, you know, everybody thinks we can just come up here and we can make all these changes, but it's not that simple. So there are definitely a lot of steps and processes that we have to do when
making those changes. So I think that is probably one of the hardest things that 'cause trying to relay that to the public as well. That we are listening. We do hear we just have different steps that we have to Speaker 4: Take a lot of people to try to reach. Well that was my big question. I thank you guys for the work that you're putting in. I know it's, it's a hard job. Not always a thank thankful, thankful job. But Speaker 3: Yeah. Well, thank you for stepping up. Speaker 4: Thank you. Yeah, save Speaker 1: A lot. Speaker 4: Thank you so much. Appreciate it. I need to go out now. Speaker 3: You get to stay. Speaker 1: You get to stay. Speaker 7: It's so quiet. Speaker 1: Right? Do you have the Jeopardy theme?
Absolutely. Hi Megan. Hello. Thank you for, for coming back in. That means we didn't scare you away. Speaker 8: No, ma'am. Okay. Speaker 1: Megan, is it Hale? Hile. Hile. I apologize. No worries. So again, same process. We've got eight questions. We're gonna ask you the same questions that we asked Darlene. Okay. And we will do more of a, a round robin sort of, and we'll start, start with Scott. That was a tongue twister. Speaker 5: Thanks for, thanks for coming. And I like the floor to our lane for stepping, stepping up and throwing your hat in the ring. I appreciate it. Yes sir. The first question I have for you would just be,
why do you want the position of a board member in this district? Speaker 8: School board has been on my heart for about 20 years since I enrolled my oldest in kindergarten. Having to walk away from her at the front step as so so many parents do. It was really important to me to stay engaged and involved in her education. I, I believe strongly that it's not the school's responsibility to raise my child anymore than the community at large. It's, it's a team effort, it's a collaboration. It's really important for me to stay engaged as a parent.
As I mentioned, school board has been on my heart for 20 years, but unfortunately I've been unable to fulfill that commitment based on time because of a work schedule. Recently retired and now is the time. I love this district. My, like I mentioned, I've lived here for 20 plus years and my kids, I've got four graduates of RA two. And I think it's important that we all stay engaged in education. We're raising future leaders. Speaker 7: Thank you. Speaker 8: Absolutely.
Speaker 6: Sorry, I just ate a minute. Describe the board's role as it relates to the superintendent's role in the district. Speaker 8: The board's role as it relates to the superintendent's role within the district. Yes. I, I strongly believe that the board's role is much like a three-legged stool and without any of those legs, the stool doesn't stand, but it's transparency, financial responsibility and a goal or an eye for the student's needs while supporting staff and students. So the goal, the goal of the board is to provide all
of those resources necessary for the superintendent to do those jobs. Speaker 6: Thank you. Speaker 1: Chance? Chance? Speaker 7: Oh, sorry, I'm writing. Speaker 1: Sorry. Good. Speaker 3: Okay. What is the most, sorry? What is the most important job of the superintendent? Speaker 8: That's a really good question. I don't think you can limit it to one. Unfortunately, he wears a lot of hats. Correct me if I'm wrong, but I, I think really his job is to encourage an environment
where students can excel. But that requires a lot of, of moving parts. Staff retention and recruitment of the most excellent candidates for teacher. That includes transparency back to the community and the board. It's, it's going both directions with his communication, it is creating a space for safe learning environments for teachers, sorry for students, as well as for teachers to be able to teach it's open door policies so that the community feels welcome
and safe in, in giving him the honor of such a responsibility of, of training up nearly 5,000 students in our district. You, sir, have a job I would never want. Speaker 1: Alright. In the development of a budget, what goals and objectives would guide your decision making? Speaker 8: I do my budget, my family budget every month. And it has to balance. I can't spend more than I have after, after that that, or with that in mind, I should say we need to prioritize
the needs of the district and allocate funds to those priorities. Unfortunately, there's never gonna be a situation where we're always gonna have the money that is needed to prioritize or to fund everything that is a priority to everybody in our community. So we have to start figuring out and picking off being physically or fiscally responsible, excuse me, fiscally responsible with the funds that we've been given with checks and balances. But the, the budget has to balance. Speaker 7: Okay. Speaker 1: Scott,
Speaker 5: Do you like to try to get people to change and if yes, why and how? Speaker 8: Change how, Speaker 7: I don't know. Speaker 5: I'm just reading the question. Speaker 3: He's right. We didn't, it doesn't really say, it doesn't Speaker 1: Really specify. Speaker 5: That's very subjective term change in a way that, you know, sometimes people get in that, not a rut, but they have their habits, their patterns, things like that. And so if there were some things that needed to be changed or wanted to be changed, and you are meeting some resistance, but the change was for the better, how would you go about trying to
persuade them or get them into your, not to yours, but the reason for the change and why it would be a good thing. Speaker 8: Thanks for clarifying the question. 'cause that the first, it was broad at first. I think it's really important to encourage people to step outside of their comfort level. That's where the majority of our growth happens. That being said, it's always important to go to somebody or a group of people when you are requesting change and figure out what's in it for them. It's all that's important to all of us. And not, not so much in a a, like a, a prideful way.
But what is the benefit to me to step outside of my comfort level to meet you where you're asking me to come to? Okay. There, there are pros and cons for, for that movement, but ultimately what's in it for them and how is it going to benefit the greater good. Speaker 6: Thank you. Thank you. Thanks for stepping up and applying for this position. We appreciate you guys coming out. How could you, if you were on the board, be a a, a help and more effective to this board?
Speaker 8: My, my prior, in my prior life, I spent more than 20 years as a law enforcement officer. I, I, I understand processes as well as basically government function. I have a, a passion for service after 20 years of law enforcement. You either are there for the right reasons or not. I mean, it's, it's much like teaching. It doesn't, I didn't join for the, for the paycheck, that's for certain. But I, my my passion and, and my goal in filling a board seat
is really community service. It's giving back to my community. Speaker 6: Thank you. Speaker 8: I I, hold on. I'm, I'm not quite done. If I can finish. Yep, absolutely. Go for it. I believe aside from maybe president of the United States, the single most important elected position in any community as a school board and that, that maybe sounds a little cliche, but I think if we are looking into the future, if we are really, really sowing and, and planning to contribute to positive outcomes wherever you are across the board, it's sewing into our kids. It's providing a foundation.
It's, it's, it's giving them hope and encouragement for a future that they couldn't have dreamed for otherwise. The responsibility of the board is to facilitate that at a very individual level. Even if I'm not boots on the ground, it's to provide the resources and the ability for those that are supposed to be doing the work, to do it thoroughly, fully funded and fully backed. It is hands down the most important. So when I said I've had school board on my mind for 20 years in my heart, the reason I haven't jumped on
that is that I couldn't commit the time and the energy that I believe that this board position deserves with my recent retirement. I can now, and I'm all in. This is the most important thing for all of our children. And I would be honored to serve on the board. Speaker 7: You ready? Yep. Speaker 3: How would you know when your school district has achieved its major objectives? Speaker 8: How would I know when the school board has achieved Speaker 3: School district? I'm sorry. When the school district, Speaker 8: When school district has a achieved the major. I don't think you ever achieved those. You're always striving for them.
I think if, if you have set a goal that that was easily achieved, you didn't shoot for the stars and shame on you. That being said, as we as a district start to get close to those goals, we should be adjusting our, our baseline. We should be changing our goals. We should be striving for something so great. Like our goal should be so, so astronomical that we, that we as a board seek to, to see a hundred percent graduation rate
that we seek to see in our students. Every kiddo with a, a, a career placement or a college admission letter. If we, if we don't have goals that lofty, we may not believe highly enough in our staff, our capabilities and our students' ability to achieve them. Speaker 7: Okay. Speaker 1: Okay. And last but certainly not least, what questions do you have for us, if any? Speaker 7: What Speaker 8: Are you looking for in a board member?
Speaker 7: Okay, Scott, Speaker 5: That's harder than these questions. Speaker 7: No, no, no. Speaker 5: I think somebody could fit in, who can be collaborative, speak their, their beliefs, their thoughts, whatever, and not be afraid to do that. And, and then hopefully come to a consensus as we're coming up with some of these major decisions. Speaker 6: I don't know. I, I like our board members and I, I like that we all have a different point of view on stuff.
Like we can agree to disagree. And I would say that a vital board member coming on would be somebody that brought their own point of view or a different point of view than the rest of us getting us to think and see outside of our scope maybe, if you will. And just somebody that, you know, just can worked to together with us and agree or disagree. But, you know, they, they have a mind of their own. I think it's important. Speaker 3: Scott mentioned collaboration, which is very important,
but somebody that understands the dynamics of working on a board. There are times where you're not going to get, as a board member, get what you would be advocating for. And I would say one of the most important jobs as a board member is to still get behind the board's decision as a whole. 'cause that's what we're here for, right? We can sit here in this room and discuss it and if you, you know, if you're on the losing end of a vote, it is imperative to get behind the board's decision and really understand that as board members individually,
we hold absolutely no power. Like none. Right? The only power we get is the decisions we make in this room as a, as a team. And that team sometimes isn't all roses, it's not always great, but it's vital to be able to get behind each other. And I'm very proud of this board. I'm very proud of everybody up here and the discussions we've had. So it's somebody that could fit into that and understand just their role as a board member. Speaker 8: Thank you. Speaker 1: Collaboration was used
also adaptability because there are a lot of moving pieces and parts. You know, being on the board isn't just two meetings a month. It is, it is a lot more than two meetings a month because we are, we are here to listen, we are here to be thoughtful members of not only our school district, but our community as well. And so having somebody that is willing to, to step up, which I appreciate both of, of our candidates as well. But being able to come in voice your opinion,
your beliefs, maybe why you agree or disagree, you know, like Scott said, we can agree to disagree, you know, but at the end of the day, it is the decision of the board, not the decision of one person, which is why we have five. And at the same time, if, if the vote is not in your favor or what you agreed with, still making sure that you can get behind what the decision was. 'cause ultimately, at the end of the day, we're here for the kids in this district Speaker 8: Absolutely. Speaker 1: To teach them. So Speaker 8: What do you think is the biggest thing that the board
or the district right now is facing the biggest issue? Speaker 3: Funding. Speaker 1: Funding. Funding. Speaker 3: How that one was the easiest question. That Speaker 8: One rolled right off your tongue. Speaker 1: Yeah. Any other questions? Scott? Did you or were you agreeing? No. Okay. Yeah. Funding. Yeah, Speaker 5: Funding and following the strategic plan and then taking that strategic plan to the next step. 'cause it's always gonna be evolving and, and once you get through the first three years and do all that, we got more to work Speaker 1: On. Got more to do. Right. Speaker 8: Thank you. Speaker 1: Any other questions? Speaker 8: No. Speaker 1: Okay. Thank you. Thank you very much. Thank you.
Speaker 7: Okay. Speaker 1: Okay. So now would be the discussion of our two candidates. That was, this Speaker 3: Isn't gonna be awkward at all. Speaker 1: No, I know. No, you guys, you guys you guys can stay. You, you, you can leave the room if you want, but you can always go back and watch it later. So, but we would prefer that you guys stay in the room also. 'cause we may have other clarifying questions as we discuss. So with that, I'll go ahead and open it up. And again, thank you both for being willing to step up
and put your, put your name in the hat. I think I was, when I was talking to Megan yesterday, I said one of my biggest fears was not having anybody. So the fact that we had two was was Speaker 3: And two strong candidates. Speaker 1: Exactly. Two very strong candidates. So Speaker 3: That's, that's nice. Speaker 6: Yeah. Speaker 1: So it's nice to definitely be able to have a discussion. So thank you both. So Speaker 6: I do, maybe this was a question for Kirk, I don't know, but is there a conflict of interest with somebody that works for a company that we work with?
I mean, as her being employed by boces? Speaker 9: No. It, when, when we reviewed our policies, we are okay on that. Just I think part of what I would request for any board member is that we, we look at our conflict of interests policy that we have with regards to any votes that would be directly, directly towards that organization. Okay. But as far as our own policies, we're okay because they're not, they're not technically employed by our Garfield RE two. So Okay. Both candidates fit that bill.
And so just an adjacent organization doesn't violate that. It would just fall under that board member ethics component that says if we're voting on something regarding OCS has a direct of ocs, we would wanna make sure that that conflict is clarified for, I mean, people could still even vote, but we want to, we wanna make sure that that's clarified for the board and for the public of what that conflict would be. Speaker 7: Okay. Speaker 6: Okay. Speaker 7: Excuse Speaker 3: Me. I'll start it off. I think there are two very, very good candidates in, in the pros and cons section. You know, pros and cons of everybody, you know,
and you have eight questions to figure out what somebody's like. So that's not great. I would put, I'm really excited that our relationship with BOC is finding new footing and I'm really excited for the future of that and the collaboration between that organization and us. But I worry about too much influence of An organization. And, and again, it's not that, it's not that she's get,
you know, Dar Darlene is going to be an advocate for both these, but it's, the fact is the fact, you know, I mean, and I also, I'm a, a firm proponent of the board being made up of citizens not connected to education. It gives, while the board is supposed to take advisement, of course we do from educators and professionals. I think it's also important to have that other perspective,
whether it be private business or another type of organization. Those are my thoughts. But again, there's pros to that, you know, there's pros to Arlene having that, that experience. Megan, I really like the fact that, you know, she's obviously thought about it for a long time. I don't know. Speaker 6: Well, echoing that, I just, the voice behind Megan, you know, she had, I wrote down passion and she used the word honor to, you know, it'd be an honor for her too. I feel like those kind of words, when someone speaks that in
that position of holding a title that we are serving in, it's, that's, I mean that's a lot. Like you would be like, I'm more like, oh, they're gonna take this very serious. You know, not saying that Darlene wasn't saying that, but I just wrote down those words when she was talking. So it was kind of like, whoa, do I really do that? Like, it was kind of a check for me. Even Speaker 3: That question number five was kind of an eyeopener for me is, you know, how do you get people to change? They very different
Speaker 6: Yeah. Speaker 3: Tactics. I like Darlene's way she explained it, you know, educating, you know, and, and just, and really, I mean, in my experience on the board, it that that's what it is. It's educating, it's educating the public on why you're doing what you're doing. The also to Megan mentioned, make them want to meet where you're at. And that's a a great point. I mean, we live in a very polarizing time where there's
never a lack of topics that can divide us. It's a fact of keeping your eye, your eye on the ball for the education of all students. And I, I think either way, I think we'd, we'd be safe with both candidates in that regard from their answers. You know, I I I'm not helping us decide on anything. I'm just Speaker 1: Talking about, about we've only got one spot. Yeah. Speaker 3: I don't know. Yeah. Speaker 1: Scott, do you have Speaker 3: I'd be here a while. Yeah,
Speaker 5: Well, I, I think that they, they both bring a lot and I do like the perspective that somebody who grew up here graduated from RIFLE has teaching experience both these experience, which we do need to get a better relationship, I think with the BOCES overall. I, I mean if, you know, giving back to the district she grew up in, Megan had a lot of strong points as well. But I would, and if, you know, at some point I entertain a motion, but I don't know if this is the time to do it,
but I would put a motion out there to fill the seat, unless you want to make your comments first, but I would like to do that. Speaker 1: Okay. I, you guys pretty much said everything that I, you know, I did like, you know, again, the fact that we have got two candidates that have, that want to give back to their community is, is huge. And I do think both of them bring strong experience to the table for different, different ways.
We've got a teacher and then we've got law enforcement. You know, the biggest thing too that we look for is not only the education of our students, but it's also the safety and the education of our students. Making sure that they can do it in a safe and productive learning environment. You know, change is hard in regards to, to question number five, change is always hard, you know, and, and usually my experience is the ones that are arguing the change are usually the one, the reason why the change needs to happen.
I do like the fact that they both pretty much emphasize the why on needing to change and, you know, or even just maybe even the why on leaving it as it is. So, but I mean, that's Scott, if, if you've, if you feel confident enough to, we, we will appoint somebody tonight. So if you do have, if you would like to make a motion to request or to nominate, I guess would be the right person for district A.
Speaker 5: Yeah, I put it out there. Yeah. But I do move that we appoint Darlene Evans to the, to fill the vacant position in District A. Speaker 7: Okay. Speaker 1: May I get a second or is there another motion Speaker 3: We can still talk about it, right? Yeah. Before, before the motion dies. Yeah. Speaker 5: Usually, yeah. Make a motion and get a second, then have more discussion. Speaker 3: Usually it's discuss, I thought it was discussion before, but, okay. Speaker 6: Or we can make another motion. Right. Speaker 5: There's one on the table. If you don't get a second, then that goes. I Speaker 3: Think it just, yeah, it just dies. Speaker 1: He just dies. Speaker 3: It's hard.
Part of my issue is the fact that I, I have a hard time telling anybody that volunteers Speaker 1: No thanks, but no thanks. Yeah. Yeah. You know what I'm saying? Speaker 7: It's Speaker 3: Kind like, well, thank you for your time. And it would be different if it was, if they weren't too strong candidates. Speaker 5: Yeah. And I'm just coming from that perspective. I get it. Education and, and that, that we don't really, as a group here have Speaker 3: All Yeah. The, the four of us don't. But I would argue that we don't have a, we don't have a lack of educator perspective. Correct. Whenever we talk to anybody, I mean,
whenever we get advisement from anybody in this room we're, it's coming from people that have been in the education system for years. So I don't think the education educator perspective is something we lack. I'm not saying it's not important. I'm not saying we couldn't have more. I'm just saying I don't think it's something we lack. Speaker 6: Well, and I go back to what you were talking about chance of, about just the influence of boces. I mean, I feel like we have a new relationship with BOCES right now with their new director, our new superintendent. I would just kind of like to see where that goes. And I am a little concerned about that
Speaker 3: And I'd like that Speaker 6: Influence in Speaker 3: Those discussions. I know we've, we've have con we've had conflict of interest before. Like Scott steps out whenever we do the insurance vote and it works. Speaker 6: Yeah. Speaker 3: But ideally, I would like to see our collaboration with BOCES really grow. Right. And there could be a lot of votes to get our approval that just by precedent she would have to abstain from. Right. Which gives us a four board committee. Yep.
And I would, I'm looking at that. That's, Speaker 1: Yeah, that's a Speaker 3: Good point. Speaker 5: I do like the liaison thought about that though, Speaker 3: Going Yeah. I, I, yeah. Again, it's, it's Speaker 5: A, it's, we know they're getting a new director, they're getting a new principal at Yampa, all that kind of, and, and then where do we want to take it? And if we had some insight in not inside information, Speaker 1: Information, Speaker 5: That's not a bad thing. Speaker 1: It's got insider information is not always a good thing. Yeah. Speaker 5: We're not trying to stop. Speaker 1: Okay, perfect. The baker that makes me uncomfortable. Speaker 3: What was, sorry, I just thought over, what was her name
that got thrown in jail for insider trading? Martha Stewart is, sorry, I just thought of that. Squirrel. Yeah, squirrel. Again, it's, that's not a negative, right? I'm not, Speaker 1: There's pros and cons to Speaker 3: It. Yeah, there's pros and cons both. But at the end of the day, we do have to make a decision. I would, I'll make a motion for what I feel comfortable for right now. I make a motion that we appoint Megan Hale to district A Speaker 9: So just to point of order we have a motion on the table. Speaker 3: You're Speaker 9: Looking for a second and you have to declare it.
Speaker 3: She has to declare it. There's no second. Speaker 1: Okay. So there was no second. Speaker 3: Okay. So Speaker 1: The, to the motion, the motion fails. Motion fails. And so you, Speaker 3: And now I'm good. Now you can do a motion. Thank you. Speaker 1: Thank you for that. That was Speaker 3: Awesome. I make a motion that we appoint Megan heel to district a board seat. Speaker 1: Is there a second? I second that. Okay. Sharon, may I get a roll call please? Eliza? Speaker 5: I will go along and say aye. Speaker 1: Aye Jan. Speaker 3: Aye. Jan. Speaker 1: Aye. Okay.
So with that, we have got a new director for District A. Again, I, this was definitely not an, an easy decision. It was again, two very strong candidates brought lots of great points to the table. So, and, and again, like Chance said, it's hard to tell somebody no for wanting to volunteer. So, but, so thank you Darlene. I thank you. You're welcome. And I appreciate your insight and please do not stop coming.
I Perfect. Do you Speaker 3: Have questions about Bo can ask, look for, look forward to the BOCES relationship growing. Yeah, we, we are, I I Speaker 10: Am part of the gifted program there. So I, I Speaker 7: Can give you information there. Anything else we're really, we're really excited about that. But I'm glad that you guys were working with us Sharon with that. Yes. What? I think we just need make the camera okay. She gets, she's getting seated now. Yeah. Yeah. And Jamie, thank you for staying to do the notary. Did you grab some dinner? Yes. You,
I found this very interesting. Mary must had birthday. No, there's so much. So she's gonna do the oath. Okay. Speaker 11: I, Megan Hi. Do solemnly swear that I will faithfully perform the duties of the office of school director as required by law and will support the constitution of the United States and the constitution of the state of Colorado. And the laws may pursuant there. Speaker 7: Done this one. Here's the confidentiality affidavit. So you just gonna read that it's a little bit longer. Speaker 11: Read that out loud. Yes. Speaker 7: Okay.
Speaker 11: I'm Megan Hile, the first duly sworn. Do state and affirm the following. I am a member of the board of education of Garfield RA two school district. I'm aware of and will comply with the confidentiality requirements and restrictions applicable to executive sessions of the board as described in CRS 24 6 4 0 2. I will comply with these confide confidentiality requirements regarding regardless of those, Speaker 7: Sorry. Speaker 11: I will comply with those confidentiality requirements regardless of whether I participate in executive session, in person or electronically.
In accordance with the board policy adopted for pursuant to CRS 22 32, 1 0 8 subsection seven. Speaker 7: That is alright. Once she gets signed and then we will probably take a short break. I'll readjust Sign. Sign. Okay. No I don't, that's officially there so Speaker 2: I can move over Speaker 7: My chance. You're I have managed to spread out Speaker 2: This one here. Speaker 1: Why don't we take a, a short break while we readjust. Speaker 7: That's fine. Yeah, that's scooched over.
Just make the circle bigger crisscross applesauce. Speaker 2: So are you gonna take a break? Speaker 1: Yeah, we can. Yeah, we'll go ahead and take a quick break while we come the Speaker 7: Board. Thank you. Speaker 1: Thank you guys for sticking with us for that short break while we got readjusted welcoming Megan to the board. So like I said, I hope you're thirsty. It's gonna be a fire hose. So we'll just continue on with the agenda. 7.2 is an order on the A LJ decision concerning dismissal of Kimberly Vandeveer. Speaker 7: Okay. Speaker 1: Board members. We have all been supplied with a recommendation decision issued
by the administrative law judge concerning the school district administration's recommendation to dismiss Kimberly Vandeveer, a teacher in the school district. The administrative law judge has recommended that Ms. Vandeveer be dismissed. Section 22 dash 63 dash 3 0 2 9 CRS requires the board review the recommendation, I apologize the recommended decision and then enter a written order taking one of the following three actions based only upon the content of the recomme recommended decision. One, dismissing the teacher, two, retaining the teacher,
or three placing the teacher on a one year probation. At this point I will ask for a motion that the board take one of these three actions. Speaker 7: I'll make a motion. We dismiss Kimberly Van DeVere. Speaker 1: May I get a second? Speaker 7: I second that. Speaker 1: Based on that vote, I'm directing the district staff to prepare the following written order to be signed by me. Do we need to do a vote first? Let's Speaker 7: Go ahead and take the roll Speaker 1: Call on then. Okay, don't mind. Not at all. Sharon, may we take roll call Speaker 7: BLI vote Aye. Haskell Aye. Jenkins Aye.
Speaker 1: Jensen Aye. Speaker 7: Okay, Speaker 1: Based on that vote, I'm directing district staff to prepare the following written order to be signed by me. The order should read as it's meeting on August 13th, 2025, the Garfield County School District two Board of Education having reviewed the recommended decision in case number ZD 2025 dash 0 0 0 1 orders that Kimberly Van DeVere be dismissing be dismissed as the teacher.
Speaker 7: Okay? Okay. Okay, Speaker 1: Continuing on, we've got a third reading and approval for policy. GCBC, professional staff supplementary pay. Okay. And this is just the third reading. I feel like it's been so long since we reviewed these last Speaker 7: I know. May 28th. Speaker 1: Okay. That would be why Speaker 6: May 28th. Gosh Speaker 7: Possible you guys Speaker 1: Therea, do you have 'em available to post on the screen? Okay. Thank you. Speaker 7: It's a switch he has to throw. Speaker 1: Ah, thank you. Team effort, Speaker 7: Right?
Speaker 1: Okay. Speaker 6: There was no changes made to this other than like we never made any changes. Not effort, right? Once it was, you guys Speaker 7: Did not have any changes. Speaker 6: Yeah. Okay. Just wanted to make sure. Thank you. No, Speaker 7: You're good. Speaker 5: I would move to approve the professional staff supplementary pay policy. GCBC. Speaker 1: May I get a second? Speaker 3: I'll second. Speaker 1: Thank you Sharon, may I get roll call please? Eli? Speaker 7: Aye As Speaker 6: Aye. Jenkins. Speaker 7: Aye. Speaker 1: Jenen Aye. Okay. GCL Professional staff schedules and calendars Speaker 5: I'd move to approve policy.
GCLI Speaker 6: Second that Speaker 1: Sharon, may I get roll call please, Speaker 7: Michael? Aye. Speaker 6: Asal Aye. Objection. Speaker 7: Aye. Speaker 1: Aye. And then policy GCMS, parent conferences, staff meetings and school meetings. Speaker 3: I will make a motion that we approve policy. GCMS, parent conferences, staff meetings and school meetings. It's Speaker 6: G-C-M-G-C-M-C Speaker 5: On the one thing GCMS on the, Speaker 3: Okay, so which one? Speaker 6: It's MC is the first one. Yep.
Speaker 3: GCMC. Yep. Okay, let me restate that then make a motion that we approve policy. GCMC, parent conferences, staff meetings and school meetings. Speaker 1: I second that. Thank you Sharon. May I get roll call please? Speaker 7: Fel? Aye. Paco? Aye. Jenkins? Aye Jen. Speaker 1: Aye. Speaker 7: I. Speaker 1: Okay. And then the last one, GCO, evaluation of licensed personnel Speaker 7: I'd move to approve policy GCO. Speaker 1: May I get a second? I'll Speaker 3: Second. Speaker 1: Thank you Sharon, may I get roll call please? Speaker 7: Aye. Asco. Aye. Jenkins. Aye.
Speaker 1: Aye. Okay, we've got our second reading of policy. GBEE and GBEE dash E. That's fun to say. Garfield School district RE two staff responsible use agreement. So from my understanding, this was combining several policies into one basically was my understanding correct. Okay. Okay. I did have a, a question and I don't don't know if it was anywhere in here.
How often do we review the rights and the permissions for our different programs? Is that annually? Is that so, Speaker 9: So Speaker 1: Just to, so Speaker 9: Just to clarify is is that you're asking, not necessarily on this policy, but in practice how often we review permissions by that employees have on our different softwares? Speaker 1: Correct. Speaker 9: And that was, I was going to ask that our tech director answer that,
but unfortunately he did not complete a task until, well thank God he got the task done at two 30 this morning. And so the fact that he is not here, he completely don't have a good answer. Or maybe he does. Yeah, he's online. Oh, awesome. Wow. Speaker 1: Roger, thank you. Wow. Speaker 9: He really should be asleep. You're Speaker 7: Awake. Speaker 9: Yeah, but I think Speaker 7: His, his, his little name is Speaker 9: Here. Okay. See if he's, see if he's able to to help us with that. Speaker 7: Yeah. Speaker 1: Gonna Speaker 3: Say it, it might just, it might just go to the board meetings
automatically. 'cause he's always usually Speaker 7: On. Yeah. Speaker 1: Yeah. Speaker 12: I, I am here if you can hear me. Can you guys hear me? We Speaker 1: Got you. Roger. Roger. I owe you a cup of coffee. Speaker 12: Yeah, that that's, I've been fueling up on coffee all day. It's been keeping me running so I think I could always use some more though. Caffeine is my friend. Perfect Speaker 1: Mountain Dew. Or Speaker 12: Repeat the question I heard a little bit. Go ahead. Speaker 1: No, so the only question I, I had, and I wasn't sure in reading this policy if it was somewhere in here or if it needs to be something different, but I just wanted to know how often we review the rights and the permissions of the staff for
the different uses of our programs. If that's a better way to ask it. Maybe, Speaker 12: Right. I think is is Devin in the audience? I think a lot of that is within the HR policies too. Okay. Is Speaker 1: Devin there? Devin is here. Yep. Devin. Speaker 10: So I think it depends and that's the Speaker 13: The usual legal HR answer. And it depends for HR software such as like Link E rrp, which runs our payroll, our F-A-S-H-R-S software, if that's a lot of acronyms, those have to be reviewed every year. Kathy IL actually has been doing a really great job.
She even audited us today when we were adding a new team member. She's like, is this absolutely necessary that this person has this access? Because we don't wanna give people too much access. Jen Robinson's team and Roger can tell you as well, Jen reviews that access as well. And we go through that when we're producing badges. But other types of things. So it, it truly depends. It goes along with Penny Cooper as well as far as like who has what permissions now I think the audit trail system, there's requirements on each of the software of
how often we are auditing them. So it, it does truly depend on each department, which I think that is something that could be documented as far as a procedure of who and when and how frequent. I'm sure like Theresa's will have, we have it with Parents Square. I'm sure it'll say like permissions of admin you need to review annually. But that would be something it would depend on each department. Speaker 1: Okay. Speaker 12: Yep. Thanks Devin. And I would just add, she's exactly right when it comes to staff and most of their access that would fall under power school and Jen runs our power school and I would say that that is modified
throughout the school year. So if we have a staff member that comes in that leaves, that changes status, we give them the absolute minimum amount that they need to do their job effectively and no more access than that. Speaker 1: Okay, perfect. Speaker 12: I hope that helps. Yep. Speaker 3: And that's like part of their checkout or check exit, exit interview, exit. Make sure those permissions are revoked. If they do leave, Speaker 10: It's part of their exits checklist. So their offboarding checklist it goes through and each department has to deactivate them on certain things and even when they transfer, so example, my generalist just transferred downstairs.
I had to revoke her access to all kinds of HR administrative stuff. Speaker 3: Okay. And then Speaker 9: Just for the board to the second part of I think the question, so what my staff just described to you is our internal procedures that I hope answered that question. The policy that is in front of you or the exhibit that's in front of you is actually the exhibit that we use that we ask staff to sign. Okay. Acknowledging it. So they actually are though, they kind of overlap emerge. They're two different components. So that's why you're not seeing it in this document. Okay.
Because that's actually speaking to a staff member acknowledging those, those usages versus what I think you're asking about is a protocol if I'm understanding your question correctly, correct. Speaker 1: Yes. Speaker 7: Okay. This policy Speaker 3: Is designed to make sure they're using their, at their, their permissions Speaker 7: Correctly, correct? Yep. Yep. That that is correct Chance. Thank you. Can I get it put back up please. Thank you Roger. Speaker 1: Thanks Roger. Yes. What is your caffeine of Poison Coffee Mountain Dew?
Speaker 7: Coffee. Coffee. Black. Thank you. Speaker 1: Got it Speaker 6: On it. Speaker 7: Starbucks. Okay, Speaker 6: So my question is like once we approve this, do all current staff have to come back and sign this policy? Speaker 7: Yeah, I'm sorry, I should have Speaker 6: Just passed. Yeah, you should just stay up here. Sorry. Speaker 7: Sorry. Speaker 13: Yes. So this is going to be an annual requirement prior to COVID, these types of things, including like our drug and alcohol, everything. This is gonna be part of our annual notices that all staff, we have been warning them that we're really, really sorry, we're going through another reading. We just hired a slew of people that you guys have been approving
and we warn them as well that they are gonna have to do that. It is going to be electronic, which is really nice so that they can go through there and approve it electronically so we're not having to kill a bunch of trees. But those will be set every year and they will be tracked and reminded and they will have a deadline. So the sooner it gets approved, the sooner we can get people agreeing to think so, Speaker 1: Well it is the second reading. So we're, we're there, we're getting there. Speaker 13: Technically we can do two, right? Speaker 1: If there are no changes made, it is my understanding that Speaker 7: The policy that says, okay, Speaker 13: I'm just gonna say it until y'all are done. Speaker 7: Get comfortable. This an action.
Speaker 9: I'm Speaker 1: Sorry it's not an action item. Yeah. Speaker 13: So we're gonna go for three. I guess I was Speaker 7: Just asking because I I there's a conversation at one time. Go for about everybody get this comment. Speaker 13: We didn't It's okay. We can wait until the 23rd. That's Speaker 7: Okay. Okay. They had asked for an emergency room, which could be too late. It's okay. I Speaker 13: Think, I think staff will be thankful they will have a little longer time to sign, so, Speaker 7: Okay. Speaker 13: And I, I think Roger talked about this. I do apologize I wasn't here for the first reading. This was very much mirrored to how we do with students. So it's very much putting that responsibility on our staff, really outlining what their responsibility is
and you know that the technology and the accounts, they do belong to Garfield area two school district and they're monitored by our district and so they just need to be very aware that it is our property. So, okay, Speaker 3: Pull this up. Speaker 1: I do not have any changes or any more questions. Anybody else? Nope. Speaker 6: I don't, Speaker 3: The only thing, I'm trying to find it right here. Speaker 7: You need me to go back Speaker 3: Someplace chance? No, I'm just gonna pull it up here. Thank you though Theresa. Okay. You did a actually really great job. Keep up my Speaker 7: Reading. You can Speaker 6: Have the paper, Speaker 3: But now I gotta go back.
So do Speaker 1: You want my paper copy? Speaker 3: Well I'm almost there. So just chill Speaker 1: Q jeopardy theme. I'm just kidding. Speaker 3: Okay, Speaker 1: Sorry. Chance Speaker 3: In here, you know, it mentions ethical standards. I saw that in one of the first read. Now I'm trying to find it again. Speaker 1: Are you on GBEE dash E Oh, since that's the long one. Speaker 7: Professional Speaker 13: Conduct. Speaker 6: I was, I was curious about the AI part with our little experience last year with reading with AI or something at a school.
Like we have to like put that in there. Like it's not like we're not supposed to grade with ai. Speaker 1: Right. I thought that was in here. Or it says verbiage of some sort. It's used Speaker 6: It that Speaker 7: Part's on the screen right now. Speaker 3: Yeah, yeah. It's say Speaker 7: That again there Speaker 1: On screen now. Speaker 7: Oh yeah. Speaker 1: So that AI is not to be used in replacement of a job, I guess. Yeah, Speaker 6: It's just saying teachers must use it responsible. Like Speaker 9: It is one of those areas that if you think about
in policy, you know, we have to, we're putting up the guardrails, right? Right. And so the policy drives the, the range in which people can operate on and that can be either very narrow or very wide, and you wanna keep people within in that, those confines. That's what your policy does. The hard part about something like AI is that it is so new and so evolving that we want from all the sources that we have, we wanna keep it as wide as we feel comfortable because we don't know what's coming down the pike.
Right. And it's evolving. So some of the lines are like complying with state law that's rapidly changing. We had I think three or four bills this year that ran through that deal with schools in ai. So there's lots of those components. So we're walking that line of saying what's the perfect balance between a very tight regulation and an overly wide one. And so that's what we're looking at is saying we need to ensure that we have AI listed in this. But then because it's so rapidly changing, we don't,
we can't bullet point yet all of the components because it literally is changing day by day. Speaker 5: I don't know if this is the right place to or time to ask this, but when, when you're talking about AI and you've got teachers who are teaching this stuff, computers and all programming or whatever, are they teaching about AI and can they teach about AI and how does that work? Because yeah, I mean if we're raising these kids come in and graduate and be ready to go, this is gonna be a significant portion of part of that
for in just, well now yes. AB as as we exponentially, it'll increase over the next couple of years. So absolutely. Are the teachers in our high schools doing stuff like this and teaching ai? And I Speaker 9: Mean how that works. So there is so many different components within it, but I think what I heard, and Scott, excuse me if it, if it's not, is this question around the ethical use of ai. And so yes, those conversations are going on at our secondary level quite a bit. I think we see at the elementary level, it's also more about introduction to AI tools.
And again, those things are rapidly evolving. But no, those conversations are taking place in the high school. We don't have a, a prescribed curriculum because to be honest there, it's still being evolved in the world because it would be outta date. That's Speaker 5: The problem. And I don't mean to put you on the spot here a couple months into us, but that's, Speaker 3: I'm glad we're actually getting what we're paid for finally. Good job. Speaker 9: But yeah, so yes, those, that dialogue's going on and, and that's part of the discussion that we're hearing. I know that in, especially in our secondary schools, both the AP
and IB classes, that's a critical component that they have in order that kids understand that in order to move through the coursework that are in those courses. And so I know that's only a certain percentage of our, our student body, but we don't know. I do know that there's other places that those discussions are going on. Speaker 5: Okay, thank you. Speaker 3: Yeah, I think, I mean that was a great question, Scott, that yeah, AI is gonna be gonna continue to be a issue for our students and our teachers. I think for the foreseeable future, it just, yeah,
Speaker 1: And I do think it is evolving so quickly too that if we try to write a policy on it, it's gonna be outdated by the time we get to the second reading. Yeah. Speaker 9: Yep. That, that, and I think we, I'll use an example just to illustrate that point is that there was districts that, that we are in touch with that, you know, their first attempt was to one block all AI use or put bots on their system. And Roger and I have had this discussion is the problem is almost all of those policies to this point got outdated because the tech is moving so fast, they, it's just,
you can't, you can't actually purchase the tech to find what it is in it. So it, it's rapid, it's changing so fast that a lot of those policies are becoming moot in the process because it's not doing it. So part of it comes back to how do we help work through the system as we're rapidly seeing what this is, there's things in AI that I think none of us even thought of, you know, 365 days ago and they're now here. And I think you probably all see that in your, your personal lives that things
that didn't have AI now have AI components to it. And some of them are hugely useful. Some of them make me say, Hmm. And so we'll, we'll see where it goes. But this I think is really about making sure that we, as, as Devin pointed out is that this is really about communicating to staff that the use of technology is something that actually is the property of the district, not an individual, right? And so it's them acknowledging that, that we're, we're providing access in these tools for them to better the education of students.
But then at the same time, in order to provide protections, we have the ability to crosscheck that. And so this, this gives that acknowledge if we have to deal with that down the road, and we hope we don't, but in all systems, you know, you, you plan, you do you hope for the best and plan for the worst. And so that's part of why this policy is ensuring that everybody knows where their rights and where they stand while using technology. Speaker 3: I'm going to move on to Speaker 13: And chance, I just wanna circle back to your comment of like what happens if somebody uses,
like they're not using Parent Square, they are texting students like directly. This is the teeth document, right? That you guys were asking for of like how do we hold these staff accountable? This is one of those. So where we're hi finding these, you know, if it happens then we can utilize this as well. I mean we have other means, but this is what you guys were looking for as well. Speaker 3: So I appreciate it. Speaker 1: Awesome. Thank you. Thank you. Okay. Thank you Roger. Okay, thank you. Alright. And now we've got our thank you Devin. We've got our first reading of policy bg, which is a school board policy process.
So on page two, so this will actually change. So for policy focus, instead of going to three readings, we will do it in two. Of course if we feel that we do need to go to a third reading after it's second reading, we we can, but this will at least allow us to approve something at a second rating as opposed to going all the way to the third. Speaker 7: Good move. Speaker 1: Yep. And that was all that was changed. So are there any questions on that or anybody see anything that they want to adjust?
Speaker 3: The only thing I see in here that doesn't need to be changed, it's just informational to me is so our second meeting or our second reading, so for the staff RUA, I mean do we have to vote on it? It says our current policy says second meeting the, or the second meeting, the proposal shall be presented for a second discussion and final vote. Or the first vote? Sorry, first vote. So are we not doing it correctly? Not voting on it In the second reading Speaker 6: It says under number one. I see that, no. Yeah, it says first vote discussion and first vote and
Speaker 7: First and that's this. This is right. Yeah. Speaker 1: Okay. Speaker 7: Just Speaker 3: One. Okay. That's so yeah, I just wanted to make sure. Yeah, Speaker 7: I didn't catch that. Speaker 1: I didn't, yeah, so it'll read first meeting. The proposal shall be pre presented for a first reading and discussion. Yes. And Speaker 6: Discussion. Yes. Speaker 1: And Speaker 7: Then if they change it, then the second meeting is correct. Speaker 3: Yeah, I paid Speaker 6: And just, Speaker 7: Yeah. Speaker 1: Good eye chance. That Speaker 7: Would've been because it was second prior to that. Yep. I would've did that. So yeah, I'll just talk Speaker 3: That up. I just saw that in panic, like thank you.
We've approved a lot of policies without that first vote. Is that proceeded? Speaker 1: Oh, Speaker 7: We're gonna get these done. Love that. Okay. Speaker 1: Any further discussion on policy bg? Speaker 7: Okay, Speaker 1: We'll move on also to the first reading of policy IC ICA school year, school calendar instruction time. Speaker 9: So to the board, the reason we're bringing this forward is that in setting up the online program and getting online approval, we reviewed this policy
because we have to submit it to the Department of education. And Jacob recognized that we were missing what is in red there to clarify. So it does not change our policy as far as everything else. This, it's just the, the what's in red that specifically focuses on this online program that we're, we're setting up for usage this year. Okay. And hopefully as, as a success, but in order to get it approved so that we can get for funding and the students have it, we have to submit the policy. So that's, that's why this is bringing forward to you all.
Jacob, is there anything else that you'd like to add on that? Speaker 14: No, that's, we, we put it in this, I, I wasn't sure exactly where the language needed to go. So we looked at Louis Palmer School District to see, because they have also partnered with the same partner that we have that we are partnering with CDLS to provide this program. So they're doing that partnership already. And so we looked through their district policies and this is where they embedded the language. So this language is very similar to theirs.
We've made some slight adjustments, the language itself to just fit our needs. One of the biggest discussions we had as the part at the bottom it, this online program can't follow the, your typical attendance protocols because kids are gonna have access to their courses. If they're a full-time online student, you're gonna have access to the courses like it says after hours or on weekends. So you have to have a little bit more of a flexible protocol for attendance taking. But, but demonstrating that we have board policy around
the attendance piece of this is essential for us to get it approved. Speaker 6: Okay. Speaker 14: And if you have any questions, I'll be happy to answer. Speaker 9: Thank you Jacob. Speaker 15: Go. We'll see. Speaker 9: Okay. Yeah. Speaker 15: Yeah. Go for it. No, it's not, it's just online. Our online school. We're gonna have discussion about that. Speaker 6: Well we have a discussion about this online school program coming up in a future board meeting to ask questions. It's not necessarily regarding the policy, but like what we're doing in that room.
I mean this is new to us. Speaker 9: Yes, absolutely. We would be happy to put it in in future agenda items Speaker 6: And bring it forward. I know it's not the right time, but yeah, it would be interesting to hear how that's working and see that it's not necessarily the policy. We'll Speaker 9: We will make sure we Speaker 6: Get you more information. Speaker 7: Thanks. Okay. Speaker 1: Any questions or discussions on policy? I-C-I-C-A? Speaker 6: I think so. Okay. Speaker 3: No ma'am. Speaker 1: So with that we'll move straight into future agenda items. So we'll talk about our full-time online program, FTOP. That can be into, Speaker 6: Yeah. Another commend. Yeah. Should I add it to the spreadsheet? Add it
Speaker 1: To the, to the definition. Speaker 6: TOP full time online program. FFTO. Nobody knows that. F top F top policy. Hey that's like almost like top gun. Like, like F top ish. Speaker 3: Let's ish. Speaker 1: Jacob, you're now Maverick. Speaker 3: I have, for my future items, I have ai, the effects on students and teachers. Speaker 7: Okay. Speaker 3: Going forward. And, and I mean it's gonna be a hard topic to discuss as Kirk touched on 'cause it changes so rapidly.
Although I have had some parents ask me what the role a te you know, in what roles a AI can be used for teachers like, and we don't have a policy because it is new. And it'd just be interesting to have that discussion. Okay. Happy to do it, I think. Okay. And then my stuff, and this is, I'll just go first and go around, but capital projects. Okay. Update on what our projects are for the school year. And I like an update on where we're at on the funding for the cameras. Okay. For what cameras and like our plan for that,
for the camera system, our plan for that moving forward. I think it's important to make, to let the public know we haven't put that on the back seat and that we've been working diligently up behind the scenes. Speaker 7: Okay. Speaker 6: Anything else? Okay. Speaker 7: Do you have anything? I don't have anything. Speaker 6: Just the online school and then I get, it's not a future agenda item, but it is a meeting, but a meeting with you guys, how we're going to do committees, that kind of stuff.
I, I guess we had talked about it originally when Kurt came on like a, a meeting to you know, get a pulse of new superintendent, assistant superintendent and get a pulse of what they're needing from us, what we need from them kind of meeting. I don't know. Speaker 3: Just make sure Kirk isn't running the sweatshop in here. Yeah, Speaker 6: Yeah, yeah. No making can people work till two? Yeah. I don't know if that would be a future agenda item or if that's like a different meeting. So Speaker 9: I think it's worth bringing forward. 'cause we did have a retreat
scheduled and that got postponed. So. Yep. I think we can bring it forward and, and discuss it in agenda setting. Okay. To decide what is that, does that fit in discussion or is it just that we need to reset the date and right. And set in place. So thank you for bringing that forward. Okay. Speaker 6: Thank you. Speaker 5: And maybe even some assistance from CASB on board. I don't, I can't even remember what the heck it's called, but you know, new member of the board Yep. Working together and, and the role of the board and all that. Speaker 6: Absolutely. Yeah. Yeah. We do have a CSB thing on Monday.
Yep. Our district, our district region be a Monday in parachute. Speaker 5: It'd be, it'd be a, it won't come up in that meeting. Speaker 6: Yeah. No. But, but no, there's a lot of people there we can ask. Yeah, I Speaker 3: Can ask. And I'm assuming she's gonna get a, a new board. Megan's gonna get a new board member binder. Speaker 6: Yes. Yeah. We'll get her taken care of. Yeah. And she'll get a, that was Speaker 3: Big. That's like, it's Speaker 6: Kind kind of, but Speaker 3: It's pretty, it's pretty neat. It it, Speaker 6: Yeah. It's good reading material. Perfect.
Speaker 3: Because there are a lot of things and then I recommend too going through on our website and reading every board policy that pertains to board and then let it digest. Let let it digest for a day or two and then read 'em again. Speaker 6: Thank you for that. If Speaker 5: You can't sleep. Speaker 6: Yeah. Speaker 1: If you can't sleep, Speaker 3: I mean if you don't have anything else to do, Speaker 6: Yeah. It's good reading material. Yeah. Speaker 3: And then I mean, just start at the a's Speaker 6: Don't do that. Have at it. Okay. Speaker 1: Anything else Speaker 6: Cassie? Well, just the retreat and then the online school. Okay. Speaker 1: I know this year I kind of wanna maybe get
ahead of it a little bit. So this year is the voting on the next two school years. Calendar. Calendar. So for the 26, 27 school year. And I know that there was a lot of discussion the last time we voted on four versus five day and seeing the data in between our district compared to other districts that are a four day versus a five day based on test scores, things like that. So I, I just kind of wanted that to be front of mind and if we can get some data on that. 'cause I'd be curious to Speaker 6: See what if Speaker 3: It were to be like a discussion item
and we like set parameters as a board of like what we want addressed. Is that possible? I'm sorry, in the calendar? Yeah. Like what, what the, is like, is it possible for us to create a list of things that we would like to see addressed in a calendar? Speaker 6: Because it, because solutions. Solutions. Speaker 3: Right. But but part, and again, but I think sometimes it's very important to be specific on direction and not just a general, hey come with the calendar. Right. Like, 'cause that was the one of the reasons I voted no on the last one was
I felt like there shows lack of information. Right. And if the information shows it, then fine. Yeah. But I would like, there's just some clarifying stuff that I would definitely like it to be included, which is the five to, you know, first the, you know, five day to four day, not only the students, but I'd also like to see what it is financially for the district. Yep. What it costs us now as compared to if we have teachers in the building five days a week. Yeah. Or you know, because I mean that's, Speaker 6: I think the biggest complaint we get to is start, stop
and start dates of when we start school, when we stop school kind of thing. And obviously our reference is always back to, well we go to school four days a week, we don't go five days a week. So we have to extend that period of time that we're in the buildings. But then also I'm curious to see what does it look like if you shorten Thanksgiving break? We literally have 12 days before you have another two weeks off. Yeah. Like, do we really need a whole week at Thanksgiving? And that wasn't even an option on the calendar last time.
And I would really like to see, like you're saying she like, just some of these other options. I don't know Speaker 3: To, to like expand summer break to where we can meet the, the, the objectives of after Labor Day, whatever they are. I think they're get out before memorial day Speaker 6: Start, after labor day Speaker 3: Start after labor day, which I'm not sure is even possible now, but Yeah. But also too is when they, when they sent out the surveys last time, I mean I'd have to go back and pull that packet, but I mean, student achievement wasn't even in the top 10
of things that they were taking taking into account. Yeah. Yeah. From staff or parents. And I'm gonna, I'm gonna, I'm gonna highlight parents also. Yep. Parents were, you know, convenient it and I mean to me a calendar if, if we're setting kids up for success Yep. We need to set 'em up for success all the way around. Well Speaker 6: And that's my concern with the Thanksgiving break. I mean, we're only in school 12 days before we go on a two week break again. Like what are they really learning in that 12 day period? Speaker 1: Like what, what is being accomplished in those 12 days?
I think I opened a can of worms. You Speaker 9: Did. But that's okay. No, that's here, here's my recommendation to the board is as you can imagine, as you're seeing just in your own discussion, there's a lot of opinions, there's a lot of different angles. And so for sure what I would request is that this is definitely something that would be helpful if we as a staff get clarity of what board priorities are and then you allow us to run our processes, which includes stakeholder feedback and includes working with our staff, those kind of things
to see when, where their priorities then how they intersect with your priority to do it. Yeah. What I find is that when we start trying to nitpick, it's like wordsmithing. Yeah. Like you just, all of a sudden you're gonna get yourself in a down a rabbit hole that all of a sudden we're gonna lose sight of what we're trying to do. So what I would request is that this absolutely should be something that I hear from you all on your priorities. And so I think it's a good piece of the retreat that we can talk about is, is what it looked like. Especially some of these things like four and five day.
Those are all things that I think are worth starting in discussion, having a discussion and looking at it. I would recommend that we don't do it necessarily now, now, but we take more time to set those up so then I can go bring, get that information, that feedback, that the community feedback and then bring it to you. Yeah, of course. Ultimately you get to make the decision on calendars, but allow us to know where, where, where your vision would be and we will get that operationalized and bring it back to you. Speaker 1: Perfect. I just wanna make sure that we're able
to make an informed decision. 'cause I think the last time, yeah, the three of us were fairly new, but I think that might've just been the effect of the way it fell and well and correct it was the way it fell. So there was a lot of work and we just, I just wanna make sure that we're able to make the best informed decision not only for our students, but be able to speak to it as well. So, and then also do we need to set a board retreat now or I can get with Christie Skinner
and we can start setting that up because that's through, Speaker 9: I I would recommend it as, as acting board chair that that's something that you facilitate and you can work with myself and we can work with Christie and see what the best fit is. Okay. And then using you as the, the acting chair can then work with the what the board to see how does that fit in people's schedules. 'cause then we know work schedules we'll tackle that. But I think that would be my recommendation. Speaker 1: Okay. So if there's nothing else
for future agenda items that I'm hearing. Okay. We'll move on to meeting debrief. Cassie, one thing I will bring up really quick is so new school year, new board meetings. So we'll probably have a new schedule of board reports to Theresa the Friday after. Speaker 16: I have made a calendar of those so that you can put names in. Would you like me to share it with you? Yes. Speaker 6: Yeah. Just on Google Docs is what they did last time. Yep. And we all could Speaker 16: See I got it. Speaker 6: Yep. Yes. Thank you for doing that.
Speaker 16: Yeah, Speaker 1: I can do the first one. Speaker 6: Okay. Speaker 1: So yeah. Speaker 6: Okay. Awesome. Thank you. Speaker 1: Thanks. So that was the only thing I had. I don't know if anybody else has. Yes. Speaker 16: Can I make a comment? Yeah, I, I just wanted to say that I've worked with Kirk for now about a month and I just want to commend him for coming into our district so thoughtfully listening and getting to know what we're about and has launched his trying
to understand all the things we do and has launched this school year. And I'm very grateful and can't say enough about the good work that he's done. Speaker 6: So that's really comes down to us for making that decision. Speaker 3: Yeah, I mean, you are welcome. Well come on. Speaker 6: You can, I'm joking. I'm joking. Speaker 3: But piggybacking off that Jenny, I would like to come in Kurt and you first, and you and you guys the new, the new leadership for this abnormal start to a school year, handling it with confidence. And it was, it was good.
So I mean it was, it was abnormal but it, it and it, but it didn't seem like it was chaos. Speaker 16: Well, can I address that? Yeah. I heard somebody use the word crisis and I said this is an event and it's an event in Colorado 'cause we live in Colorado, but here's the reason why I am not labeling it a crisis. We've had 123,000 acres burn and the town of Meeker was saved and we've had no loss of life. What I know some people have lost some structures that were dear to them and probably old and in their family,
but we've had very little loss of property and we've had firefighters fighting it. We had school district people who stayed up all night to get connectivity and, and what John's done for the bus barn. And so it's an event and it has very much illustrated a unity. And the community was very supportive and we're very, very grateful for everyone who's made it an event and not a crisis. So I agree with you chance. Speaker 3: I I think yeah, I I think it was, I think it's an event for us right now. I personally know a lot of fellow ranchers that
Speaker 6: Absolutely sure. Yeah. Speaker 3: It is a crisis. Yep. It is. And it's hard to see that. But it's, it's, it's encouraging to see the community and the different groups come together to help. Yeah. You you saw it in horse trailers. Yeah. Cowboys. Everything was all hands on deck. And, and that's always kind of good to see still, you know, 'cause we see negative all the time. All the time. And it's, and it's, it, it it's really heartbreaking that it takes a very negative event to make it happen.
But it still kinda warms your heart that that's Speaker 6: Still happens Speaker 3: That humans at our best are still pretty good. Speaker 9: That's Speaker 3: True. So I, I I, and I think it's a great lesson for our kids to see that and to see the resolve and, and hopefully the fire line holds and the Lee fire calms down Speaker 6: Starts getting more than 4%. Speaker 3: But either way you guys handled it spectacularly, in my opinion and look forward to it. Yeah, Speaker 9: Appreciate that.
And I just would like to say that it, it was a team effort and so we have some incredible staff members that did that. So I want to give credit where credit's due. It was, it was a team effort and so the tech team worked tirelessly to make sure that those schools were up and safely communicated to transportation is dealing with their own hurdles. And everybody jumped in to do that. The principals were incredible in trying to problem solve what it was. So it really was a team effort.
So I appreciate that, the complement and, and I think that I appreciate it, but it was really a team effort, so thank you. Speaker 6: Well I know that a lot of the kids from FAIR were very, very thankful coming off of fair week and then jumping right into school. We were like, ah, I know I had three or two, two now students that were very relieved that they had little downtime before they had to go to school. So it, it was a win-win at Speaker 3: Our house.
I wasn't after fire week, I was ready for it to be gone. Speaker 6: We'd spent two. Yeah. We still had to clean pens at home. I was like, yep. Yep. Yeah. Anything else on you? We debrief. Debrief. The only other thing I was just thinking about was, is it too late for Megan to sign up for the event on Monday? Do you know? I'd have to call and check. I don't know if it's full or not. I don't know if you're available or not, but it is like our regional think it's talking too. Yep. There was, so Speaker 1: If Sharon enrolled us, we got an early bird special pricing for the registration.
You can still go in and pay Yeah. For a walkin. Just in parachute. It's very rare that it's like this close to us. Thank you Sharon. It's in parachute. That's Monday. Planning to go. That would fine because Scott, I believe you were gonna go and I know it's very short notice so Speaker 3: Yeah, she got me in Speaker 1: And Speaker 3: I'm going Speaker 1: Chance you can't, okay. I didn't, I couldn't remember if you were going or not. No. Okay. Speaker 3: I will make the next one. Speaker 1: No, hold you to that. It is crazy. No, it's it's a crazy, it's Speaker 3: Been crazy this summer. Yeah. It's, and the leave. Yeah. It's just been crazy.
But there has been a lot of, there's been a lot of movement. I noticed like with the legislation, there's been a lot of talks with, so there's maybe in the coming meetings I'll have a lot to report on on the advocacy front. Just kind of always keeping your eye on that. Speaker 1: Yep. Speaker 3: Hopefully. Yep. Hopefully don't move us down the list further in funding. In Speaker 1: Funding. Speaker 3: But with all the changes, I'm really glad to see Sharon back. Makes my day. Yes, Speaker 1: Yes. Scott, do you have anything for meeting debrief?
Speaker 3: I do not other than good meeting and welcome Megan. Welcome. Speaker 1: Yes, welcome. Thank you. I'm really excited to be here. I can't wait to hit the ground running. Yeah, it'll be good. Famous last words now. No. Yeah. Welcome Megan. Yourself. Thank you for coming. Welcome to our first official board meeting. So, and with that I will, if there's nothing else, I will adjourn our first meeting for August 13th, 2025 at 7 32.
Speaker 3: It's great. Okay. That's a precedent.