Speaker 1: Meeting Wednesday, February 11th, 2026 to order at 5 45. If you would please stand for the Pledge of Allegiance. Chance, do you mind? Speaker 2: I pledge allegiance to the flag Speaker 1: Of the United States of America Speaker 2: And to the republic for Speaker 1: Which it stands, one nation Speaker 2: Under God, indivisible, with liberty Speaker 1: And justice for all. Perfect. If you wouldn't mind, stay, stay standing for just a moment of silence, please. Alright. All right. Thank you. All right. So first we've got the approval of the FE
February 11th agenda. May I get a motion to approve the February 11th, 2026 agenda? Are there any changes? Speaker 3: I make a motion to approve the agenda. Speaker 1: Perfect. May I get a second? Speaker 4: I second. Speaker 1: Thank you. Sharon. May I get roll call? Please call Speaker 2: You. Aye. Asco Speaker 4: Aye. Ale? Speaker 2: Aye. Jenkins? Aye. Jensen? Speaker 1: Aye. Okay. Under public audience, do we have anybody? Okay. Onto the consent agenda. Are there any changes to the consent agenda? Speaker 2: Not, Jason. There's no changes. Speaker 1: No changes. Jason? No. You were Speaker 2: Making changes.
Do I? I don't want to have to. Speaker 1: All right. May I get a motion to approve the January 28th, 2026 draft board minutes please? Speaker 4: I make a motion to approve the January 28th, 2026 draft board minutes. Speaker 1: Thank you. May I get a second? I'll Speaker 2: Second. Speaker 1: Thank you. Sharon, may I get roll call please? Speaker 2: Will you? Aye. Aye. Speaker 4: Haskell Aye. Aye. Speaker 2: Aye. Jenkins? Aye. Speaker 1: Jensen? Aye. Alright. And then with no changes, may I get motion to approve the consent agenda as presented?
Please Speaker 3: Make a motion to, I lost my words. I make a motion to approve the consent agenda as written. Speaker 1: Thank you. May I get a second please? Speaker 2: I'll second it. Thank Speaker 1: You. May I get roll call please? Roll you. Speaker 2: Aye. Asco. Speaker 4: Aye. Kyle? Speaker 2: Aye. Jenkins. Aye. Jensen? Speaker 1: Aye. Speaker 4: As much as we wanted to say no to one line item. Speaker 2: Oh, Kathy can't Speaker 1: Retire. Can't retire. Yeah. I thought she was supposed to stay. Inevitably she is.
Speaker 4: We've all Speaker 2: Vetoed it. Speaker 1: It's so sick. Okay, so that was the change. I'm just, alright, so onto discussion items. So Jacob, we've got the CTE update and it was, it was awesome being able to go up to the ag shop this evening and see all the different things that they're doing up there with the construction and the automotive and the welding, and seeing all the things that have definitely come about since we, I first got on the board. Speaker 5: It, it, it has loaned me away how things have taken off and,
and in a lot of different areas. And so very, very grateful to be a part of this work and excited to be able to present for you guys today on career pathways. In our strategic plan that we drafted three years ago, remember that was, that was created in collaboration with community, our staff, our leaders, everybody had input into that. And one of the, one of the themes that really resonated was this idea of career
pathways to success. And so people wanted us and we wanted to focus on how do we develop pathways for student success, especially in, in the, in the world of work and the world of careers. And so I've learned a ton in all of this. And, and if you'll go to the next slide, Theresa, one of the foundational elements that I have been working on since the beginning, we had a lot of advice given to us about where we should,
where we should take this was looking at, we say the word CTE and CTE means something, it means career and technical education. Before I even got started in this work, I think I had the same view as many other people. And you think of CTE and you attach it to skilled traits. You attach it to everything that we saw up there. And in, in the ag shop when I was in, when I was in high school, it was, it was the shop, it was the tech ed shop, you know, it was, it it those particular skills, the auto mechanic skills,
the welding skills, the construction skills. And what I've learned is that is one layer of C-T-E-C-T-E really encompasses the entire world of work. And there are so many different areas in Garfield RE two, that was the area that we have established. And, and really it has just been the shining star of this school district for a long time and, and how grateful we are to have Ryan Hudson. Our partnership with CMC has been just essential in, in
that area of taking it off. And so we wanted to understand what was it about that area that really allowed for the success that they're seeing and how could we then take that at a foundational level and start to build other pathways off of that same model and look at and explore other areas. So why the focus on CTE certification? And you guys heard Ryan talk a little bit about it. If you can get state approved CTE certification, you get access to a lot of different tools. One primary tool is additional layers of funding.
So there are two separate sources of funding that come in based on CTE approval. So we get Perkins funding, which is state, state grant funding for CTE programs. So CTE programs can tap into Perkins funding for a lot of their stuff. And then we get something called CTA funding, which is the Career and Technical Act. And that funding usually is mostly proportioned out for the people that we have that are working in the program. So people that are CTE certified in a
a certified pathway, the only certified pathway we currently have running is ag. And ag encompasses the welding aspect, the autos aspect, all of that is considered ag and that is our one approved pathway. So over the past so many years, our focus and one of my focuses was what does it take to get programs and pathways certified CTE certified so that we can potentially tap into some of that. So some of that support that is available for all things certified.
That being said, we don't just focus on, you know, we don't just drop a, a potential opportunity to support a pathway because there's no area of opportunity for it to get certified. We still work and support different things in different pathways, but we've been really working hard to build out CTE approved pathways at both of our schools and in Garfield two. So you can see that sustainable funding. And you know, the other big piece is instructor development. There's a lot of PD that's available when we get things certified
and when we move in that direction, okay, so these were, these were the pathways that we have really, really, really been investing in time, energy, and attention to. See if we could lift them and get them CTE certified, get the pathway CTE certified in, in a, in a very simple sense, there are four main components to getting a a pathway certified. You have to look at the coursework, you have to think about a pathway as a pathway, not just a smattering
of classes, but you have to have layered coursework, meaning you have to have introductory level coursework that exposes the kid to the career itself. Low stakes, can I just dip my toe in the water and, and see if this is right for me? Then you also have to have intermediate type of coursework that really helps you to learn about the, about the career at a deeper level. Then I, what I would call the, the third tier, the state defines 'em as level. So level three then is your like certification type of coursework.
And so can you go through a course that can get you an actual credential or a certification based on the learning? It's really advanced learning within the career field. And then a level four would be some kind of either workplace like course or actually apprenticeship and internship. So that's one component is layered curriculum layered coursework, component number two, teacher certification. Component number three is going to be some kind of advisory board. Your pathway has to be connected with the community at large. That particular career based community needs
to have a connection to you. And so you need to have some kind of an advisory board. And then layer number four, you have to have some kind of student based organization within it. So when you think ag, you think f, FA, when you think business, you think, I don't know if you guys remember it, DECA or FBLA, I dunno if you ever remember those organizations. B, SA, thank you. They're still, or there's, I don't know, BPA is what, that's what I think. F-B-L-A-F-B-L-A and deca. Yeah. In the health sciences there's one called hosa that is a student based organization. Skills. USA is another student based organization.
There are a number of them out there. But to get it approved, you need to create and you can create a local one or you can join into a national charter of organizations, but you need to have some kind of student organization. So when we talk about these pathways, we've really been trying to hone in on how can we start moving the needle in each of these areas, in each of these four component areas to move towards pathway certification. Ags already been certified, but we gotta make sure that we continue to support them in all those four different areas and ag certified at both schools. And we work hard to try
and keep that, to keep that certification active and and running business and marketing was an area that we targeted at both schools. I, let me back up just real quick. I've learned a lot and you don't always see all of the success and you don't always see all of the missteps. And sometimes we like to not talk about the missteps. And so I'm gonna share with you one of the missteps that we had at the beginning that we had to learn from and we had to adapt and change.
How many of you were here when we did, we did like a round robin workshop about the pathways we were gonna launch in Garfield re two. Well, the way we came up with those pathways that we were gonna launch, they weren't these ones. The way we came up with that is we brought a group of people together, rifle high school people, coal Ridge high school people. We looked at labor market data, we looked at job opportunity areas of growth and all of those things. And we looked at all of these different numbers and we, we let these numbers drive what pathways we were gonna do. And then I took those back to the schools.
And the schools, I could tell right then the schools were just like, I, I, I don't know Jacob, I don't know about this. And I said, okay, well we're definitely gonna be launching Pathways 'cause that's in our strategic plan and that's what our community, you know, that's what what the kids want, what parents want, staff wants. And so I, we had to do a lot of rethinking. And so we, we reframed it and the, the way these got chose is we sat down with the leadership teams at both schools and we said, look at all the pathways that, that you could offer. What's the right fit for you?
What resources do you have that we don't even know about? And so whether the, whether the labor market data says it or not, which ones do you think that you could work towards lifting and you think you could get passionate people on board? That's where all of these came came about. And so each school really selected the pathways and they're learning the template about how to build new pathways as they move forward. So business and marketing, you saw the business pathway here is just taking off and what an experience, and I'm not gonna chat too much more, but what, how much pride do I have in what they are doing?
The the kiddo on the end that spoke and talked about, he talked about this is the starting point, you know, talked about people's journeys and this is our starting point. Those kids are gonna be, I mean, they're gonna be, they're gonna start their own businesses for sure because they're not just running a school store. They're learning all of the ins and outs of how about how to be an entrepreneur and how to start their own business. And from finance, I don't know if they talked about it, but Jason and Kathy have been meeting with them. We've gone in and, and worked with them. They called Mr. Pendleton. They, they,
they talked about thanking me for the seed money. I'm, I'm their, we as the district are their initial investment investor. So they had, they had like stakeholder, they have like stakeholder meetings with me to talk about like, what's going well, how's the money going? You said you were gonna do this in your business plan. How come we're doing this now? Or you know, talk me through it. I mean they are really, really learning some great skills. And so it is, it is taking off. Mr. Tacher is already CTE certified. They've got the layered areas of coursework, things like personal finance.
They've got the IB class. They're, they're working on a, they've got an entre standalone entrepreneurial class that they're gonna be running next year. So they're really working on building out that layered coursework. And then CMC has some business classes that we want to start to tap into to provide kids even higher levels of coursework. We're looking at certifications that kids can go. We we're, we're still trying to figure out what kind of, what kind of certification would be the best industry recognized fit at each of the, at, at the schools and within their, their departments. Coleridge in theirs.
Ms. Allen unfortunately is gonna, is gonna be leaving us. Kylie Allen is over at Coleridge and she's running the business, the the business pathway over there. And she's piloting a curriculum through a company called Stu Hint. And they have an industry recognized credential at the back end of their curriculum, but she's leaving. And that can be a challenge in and of itself. Remember that teacher certification component, I'll talk about that a little bit more. But it, it, we're working on figuring out what are the components to keep it sustainable. And if your pathway is dependent upon one person
and that person leaves, oftentimes the pathway is gonna leave with it. And so we're really thinking about that on a, on a, on a long-term scale engineering, I mentioned, and I'll talk a little bit about that later on, but Rifle High School HA is working towards certifying the engineering pathway here. Ridge High School has a lot going on in the engineering world of things. And you saw that when you guys were over there. Mr. Heer does a lot of great stuff and they're doing a lot of things. They just weren't ready to say, let's go full, let's go full steam ahead towards trying to figure out how to, how to certify this pathway.
But I think that's sitting as a, you know, it's just sitting there waiting for the right timing to really lift that as an actual CTE certified pathway. And then here at Rifle High School exercise science, really it's athletic training, sports medicine. It's all kind of wrapped in one. That one is really taking off. Mr. Bomba is taking the lead here. You know, Mr. Baba, he teaches science classes. Here he is hit track coach. And then Mr. Wisneski is somebody that we're working to get involved in the pathway as well. And so those are, and then at Coal Ridge Outdoor
recreational leadership, Mr. Luby is leading the way over there. And Dan O'Meara, the weights PE health teacher, he's kind of done it all. He's also helping us with, within all of that pathway, outdoor recreational leadership's. Interesting. 'cause it encompasses a lot of, similar to ag where there's like the animal science and the vet science and then there's the welding and then there's construction and then there's this outdoor recreational leadership has a lot of different areas where you can explore. Joe Luby's big and they got a big fly fishing club up there.
So we're, we're working on trying to connect them with some of the fly fishing work that's come going on here because there's kind of multi-layered interest, but that's a pathway. Rock climbing is a big thing here in this area and Mr. O is really big into that. And that's a pathway. And then we have a whole outdoor education department here with Scott and Charlotte and kind of that outdoor wilderness survival and camping and hiking and all of that good stuff is all kind of wrapped in there too. So we're exploring all those different areas over at Coal Ridge. So those are some of the pathways
that we're really focusing on and, and trying to make momentum towards getting certification. So what are, what, when we say we're focusing on them, what are we really focused on? We're focusing on enhancing partnerships. How do we get these pathways connected? Again, like I said, setting the stage for the advisory boards that they need for certification, how do we get them connected with the larger business community at large? And so that's been, that's been a focus trying to connect the outdoor recreational leadership team with the different fly fishing companies or some of the different rock climbing
gurus that are around. And in tapping into our resources with outdoor outdoor ed, with Scott and them, getting people together that are, that are curious about it and want to see how they can invest and support in that in course offerings. That's one of the things we've been exploring and introducing new courses. I think some of 'em you've seen come across your, across the table and you're gonna be seeing some more start to come across. One of the ones that I'm really excited about is in the exercise science world of things. So we're looking at right now, Mr. Bomba is, we've going back to partnerships in that world of things.
We've partnered with the National Academy of Sports Medicine, nasa, and they have certification based coursework that we can offer to students that they can walk away with an industry recognized credential. So first they're paying for Mr. Baba to go through their coursework and he's gonna get his own industry recognized credential in three areas. He's starting out right now as a certified personal trainer. So he's taking a course right now and when he completes it, he will, if he passes the test, he can get a certification that is, he'll be a certified personal trainer and can walk into any gym and say, Hey, hire me.
I'm a certified personal trainer next year. The goal is to lift that class so that our kids can go through it too. Second area is in a certified sports nutrition coach. So that our sports nutritionist is another certification course that we're gonna be offering. And then another one is the oh, corrective exercise specialist. So somebody who can work with injury or it doesn't have to be sports injury. So you tweak your back, you tweak your knee, what kind of exercises, what, what does rehab potentially look like
that for that particular injury. And so that's what we, that that's we're focused on building out courses in all these different areas. Teacher certifications. I mentioned Mr. Baba's, not just trying to get his certification in as a personal trainer, but we're also trying to get him CTE certified. And this is helping us move in that direction. Leanne Reel here, who's running the engineering pathway, we're working towards getting her certified. She went to Indianapolis this past summer to do a training through the curriculum that we use Project Lead the Way
as a partner that we're doing in engineering and we're working on getting her a certification. I'm spitting out a lot of information. We're doing a, we're doing so much and it's hard to get all of it. Mr. O' went to Granby, I think he went to Granby and did a certific, a rock climbing certification course so that he can get his CTE license. Mr. Luby has already gotten his CTE certification. We mentioned Mr. Tacher has his CTE certification. Mr. Hudson, Ms. Green, Ms. Line Weaver over at Coal Ridge, they all have their certifications through.
I have a CTE certification. Mine is an administrative certification. We have some counselors that have gone through and gotten their certification as well. Student projects and organizations mentioned. You've seen firsthand some of the projects that we're doing. A lot of it needs to be student based and, and the students gotta drive a lot of the work that's happening. It can't just be solely teacher driven. I mentioned advisory boards. That's connecting. An advisory board has to be made up of students. So you have to have student representation, you have to have community or business representation. And then you have to have the staff participation and administrative administration within the building
participating in these advisory board for CTE certification. They have to meet twice a year. And what they meet about is really the direction of the program as a whole. You're trying to get advice on how we can advance our program. Every program has to have a program action plan that is submitted to the state and approved to the state. And then they have to do a program review and they use their advisory boards to talk about their action plan, their advisory, their action plan for, for the program. And then I mentioned the layers of instructional support. So those different courses. So you're not just giving ct, you're not just giving certification courses, but you've got some introductory courses
and some intermediate courses along the way. Okay, where are we going? Like man, everything is going so fast and so furious. But that, that was important because if we can lift these as certified pathways, the schools have the template to then build new ones in the future. And so they know how to build a pathway in whatever area. So as they go back and they reanalyze and they say, you know what, maybe we should think about this pathway or maybe we should think about this pathway. They're already doing it and they've already got frame of mind of
how they could go about building it. What are they gonna need? What are the gaps that exist? And that has been something that has been really exciting about this work. Probing ideas RIFLE has a pretty awesome space for some of their work that they're doing. We don't have that kind of a space at at coleridge. I mean we have the ag i, I don't know if you've been in the ag, what is it, trailer, but it's, it's it, we need to do more. So we're probing ideas around that. I mean we've been thinking a lot about that. How do we, and you guys have asked a lot of questions about that too, because we see the need too.
It, it can't just be one sided. Alright. And how do we go about enhancing pathways and providing the right kind of an environment for kids to really get some great CTE opportunities. What's the balance between duplicating what's happening at both schools, what's the balance between, you know, offering programs here versus offering different programs here? Those are all things that we're still learning about and figuring out. And I'm not sure we know all of the answers yet, but we're trying to figure those things out. And I think probing ideas around the CTE center at COLERIDGE is, is the right step.
I mean, we gotta really think about it. How do we pull things like that off the Nathan Yip grant, how do we not just hope to get, you know, get these pathways certified and get things like Perkins money and CTA money, but what else is out there that we could tap into? So in the engineering department here in Rifle High School, we wrote for and submitted a grant. That grant is, I initially thought it was 70,000, $75,000 over the next three years for our engineering program here at Rifle High School. As well as supporting our technology teacher who wants to kind of build a introductory pathway
to engineering at Rifle Middle School as well. Josh Headman, our new tech teacher down there, was a part of this grant submission. We've got news at the beginning of the month that we got the grant, which was awesome. And so we are working on what that, what that's gonna look like. It'll be $30,000 next year, $25,000 in year two and then $20,000 in year three. And so we're, we're really excited about being able to enhance the experience that our kids are getting. Teacher education pathway that's, that's come front and center. Rifle High School has been in talks with CMC
and then in talks with me because as I mentioned, they have a frame of mind of what it takes to build a pathway. And they're intrigued by the idea of creating a teacher education pathway. I've been visiting with Emily Kil my, so that we can explore it not just in the traditional like elementary, middle, high school teacher realm. What does it look like in the early childhood realm of things? We've already got kids, we've got, I was talking with, met with Emily today 'cause we were talking about the different gaps that might exist or where we can make pushes. We're gonna work towards getting Emily CTE certified. Look at what it looks like to potentially offer courses here next year.
Partnering with C-M-C-C-M-C is, is looking at supporting us and providing additional funding for concurrent enrollment courses and certification based courses through them. And we're just looking at moving that realm of things forward. So that is right on the front of mind and I think that's gonna be one of the next ones that you're gonna see take off. And then the Youth engagement grant, this is a grant that we're looking at that is focused on apprenticeship and internship opportunities within school districts. And so I've already been in contact with the BO Cs.
'cause the BO CS EPIC team has done a lot of work around this and trying to help us figure out how to get kids into apprenticeships, into internships. They've really helped us secure some internships. It's been on a very small and individualized scale. We've had kids that have partnered with s and g, the Earth Moving Company up the road. They've been a really good partner. And we've had a kid that has interned with them. We've had some kids partner with HEIC, the electrical apprenticeship program and gone through their apprenticeship.
And so they, they've known how to kind of tap into the resources. So I reached out to them, reached out to Nicolette, and she's willing to sit down with me and partner. This grant doesn't have to be submitted until April, but it's up, it's to the tune of a hundred thousand dollars to help support, to help support apprenticeship and internship advancement in our school district. So those are some of the things that are really on the horizon around career pathways. Speaker 6: A hundred thousand over how many, how Speaker 5: Long? I think it's a, I think it's a, I don't know, I think it's just a hundred thousand dollars, like a one time payout to Yeah, kind of like a one-time payout.
I don't know how long the device, it's, it is new so I haven't dived totally into it, so I only know surface level right now. But that's, that's the goal is to meet, meet with Nicolette from the BOCES and sit down and say, what does this look like? I actually have a meeting two with re one their career, their kind of career pathway guy. His name's Mitch Foss. He and I have really connected over the last little while and really collaborated because we've both been learning about all of this. And so I have a meeting with him next Friday to talk about
like, what do you guys thinking? 'cause he approached me about it too. He's like, Hey, are you guys thinking about this? Are you thinking about partnering with the BO C? So we may all work together to see if we can create something, go in together, increase maybe our chances of getting the grant, securing it. So yeah, that's where we're at with that. That's Speaker 4: Awesome. Question time. Speaker 5: Yeah. Fire away. Speaker 4: What other certified pathways do you see like that are we should be doing that we're not currently doing Speaker 5: Well? Where do I see, where do I see area of opportunity and student interest?
Students are really coming in, in an area of interest. I, you know, there are, I think there will always be a layer of interest in things like cosmetology. I think culinary arts has been something that we've continued to hear as a layer of interest. They're very proud about the kitchen and the, and the dry foods. That's not necessarily a culinary arts pathway, but it, you know, it kind of satiates some kids that are interested in that. Those are areas of, of student based interest, you know, industry based interests where there's a lot of interest. High level computer science, quantum quantum science is the,
is the new buzzword that's out there for people to really look into. There's, there's money that's coming down. Tech, you know, all the technology based careers are still right at the industry forefront. Lot of layers of of interest there within the schools. You know, I think that I, you saw it here today. I think there's a layer of interest at coleridge too, but in the media and theater arts realm of things, a lot of kids are interested in that. You've got a whole generation of kids that we've heard for a while now. What do you want to be when you grow up? Professional YouTuber, right?
And we've got a layer of kids that, you don't have to be a professional YouTuber, but man companies are hiring and spending a ton of money to bring people in to help with digital marketing, things like that. Speaker 4: Digital marketing, I've been saying it for three years now, that we should have teams at high schools doing our social media and, and maybe even Theresa certified as the CTE coordinator for Speaker 5: Told Speaker 4: Media or marketing, digital marketing. And that is like, that would be huge.
And you don't have to do as much, Speaker 5: Maybe Speaker 4: You might be doing more other things. Correct. Yes. Speaker 5: So those are always, those are all, I think pathways. And to answer your question, I think those are all pathways that are kind of sitting there in different realms of things. They're kind of sitting there and I'm not sure, you know, I, again, we looked at all this data and if I was a, you know, if I was a betting man, I was like, well, okay, we're betting on these ones. These are gonna be the ones that are gonna take off. And, and I, you know, I think it's just hospitality on that list. I i, in, in the initial list, man, it was, it was right kind of in there.
It didn't hit like the top three that we were said we were gonna explore. But I, I think there's a lot to be said of like right place, right time, just right circumstances for, for it to grow. Speaker 3: So I just sat in a meeting four or five weeks ago with the, the new, the new or director of Garfield County Airport and he just submitted, are, are you aware of all this? Yeah. So he just submitted a 10 year plan and they broke ground or will break ground real soon on a building that will house potentially, but designed for an aircraft aviation mechanic
training that he was conceptually talking about partnering with CMC to, to create education around. Speaker 5: Yeah, I mean that that, that's a good point because I don't know if you guys remember last semester, we're also laying the groundwork in, in that area too. There was a That's right. There's an aviation pilot training course that's on our books because the partnership right there is kind of burgeoning of, they're thinking of bringing their instructors down and working with our kids in an actual, like course bearing certification, bearing pilot training courses here at
Garfield County Airport. So that one's sitting there, criminal justice. I didn't mention that, but that's always kind of like, it's always kinda like right there, kids are, kids are interested in the military, kids are interested, you know, they're interested in the police force, they're interested in that area. And so there are things that are just kind of there. I I, I don't know, I don't know which ones are gonna take off, but I know we're setting a stage so that when one really pops up, just like the education, the teacher education pathway, when it pops up, we'll be ready to go. And, and that's exciting.
Speaker 6: I think that's, I think that's a very smart approach to this because I mean, kids, I mean, we think 20 years, 20 however long I was in high school now, there was, there was a very, you know, large array of careers and path paths we could all take then. But I mean, you look at just the sheer number of choices that the kids have, you know, graduate nowadays, it's very hard to kind of guess, you know, like we could, we, you said it, we could look at the numbers all day long and say, well our area needs X, Y, Z
and it's screaming for that. But if the kids aren't, aren't interested, they're not interested. Speaker 5: Yeah, and that's a good point. I've, I've really had to balance, I'll, I'll tell you this part of my work as I wanna make sure I look at Steve too. I look at all you guys, Hey Steve, I've said this, I don't want to treat career development in Garfield re two as the mechanism to leverage our kids to solve our adult problems. Speaker 6: Hundred percent. Yeah. Yeah. Speaker 5: We have, we have, if there's opportunity, yes, take advantage of it. But, but we can't look at them that way.
We have to look at them as kids and we have to tap into what it is that is best for them. Even if it's not necessarily the, the best thing for us right at the moment, we gotta take a, you know, and yes, within parameters we can only do so much, right? But we have got to keep them at the forefront of all of this and which careers we're exploring, which pathways we're going after and where we're spending our time and energy. And so there's a balance there, right? We can't just give them everything that they want. I remember I took a group a couple years ago, we took a group down to Junction on those barbering visits
and man, that was stellar. And, and, and they want, and, and that wave of kids wanted it. That wave is gone. They're not, they're not, they're not knocking down the doors and then the resource opportunity isn't there. And so, but in other areas, all of a sudden now all of a sudden we got kids that are in our buildings working with our elementary schools, working on our preschools, and all of a sudden it's like, the kids want it now. The kids are really invested in it and so let's go after it. And so that's, appreciate the comment and that it is just been something that's weighed heavy, heavy on me as we've gone through this whole process.
Speaker 3: I think what happens with the CET program, especially when it's, when it's structured this way, is that traditionally the CTE program was for the kids who were not college bound. It was the kids that maybe didn't have the grade. So it was, it was set apart for a specific kind of kid as an alternate to, to where we something different from college bound kids. It was almost something that wasn't celebrated, if you will. And I love the way that this is structured
because I think the way, the way that you've gone about this supports the college bound and the career bound equally. And I, and I appreciate the fact that I could take a few classes as a student considering early childhood education and then go, Nope, that is definitely not for me or vice versa. And really be set up and prepared to succeed now when I go to college instead of just winging it. Yeah. A hope and a prayer.
Speaker 5: I, I'll tell you one of the things that, one of the conversations that we had, me and Mr. Bang Hart and, and, and the perspective that he gave and I thought it was really great perspective, is you want to allow kids the opportunity to move, you know, to move in, to move in and out. You've gotta provide, you can't let kids feel locked in. As soon as kids start to feel locked in and constrained and they don't feel like they have the ability to choose and navigate, you start to lose them a little bit. So how do we let them explore still while in high school?
And it was, it was a great frame of mind and I think we can only offer so much. And sometimes you can spend a lot of time exploring, but eventually you got, you gotta choose something you can't necessarily dabble forever. But you can take those experiences and roll them over and learn from them. And I'll tell you this, the kids that are gonna still go to college and colleges are looking at this as areas of opportunity too. 'cause beyond college, you're going to the, you're going into a career. So college is just another step for a career based pathway. Some kids don't need that step.
Some, some industries don't need that step, but some do and some still require it. And some can really enhance your career opportunities if you go to college specifically for that. This will hopefully help help you dabble earlier and free of charge so that you're not, you're not going into major collegiate debt while you're exploring. I changed my major three times and luckily for me it only extended my college life a half a semester. I went from four to four and a half. But I mean, I know my aunt, she changed hers five times and she was in college for like seven years.
And I think it's a huge value add. Yeah. And we're, we're seeing that. I think Speaker 6: It's huge. 'cause I think, I mean, if you really think the most ludicrous thing you can ask is 17 or 18-year-old kid is what are you gonna do for the rest of your life? Right? Like what, like, and so the, the opportunity to give them, and what I've always said too is, is we want them to explore and we actually, you know, heaven forbidden. Want them to maybe stumble a little bit right. Stumble a little bit right now while we, while we're here to support you. Yeah. Right. While you have the support structure behind you, let's stumble all you can learn, you know, be
be humble, learn from it, and then you probably find your calling. But I mean, I for one couldn't told you I'd be doing what I'm doing at 18. Speaker 5: I'm long-winded on my answers. Sorry. What other questions you guys got? What questions do you guys, do you Speaker 6: Have any questions? Speaker 7: Yeah, I'm curious of one. Thanks for doing all of this. I, I think this is a huge, I'm, I'd love to see this. Love to hear it. I'm huge advocate for it. I went to college three times and, and that's an expensive way, you know, I think we don't give enough credit for the importance
of learning what you don't like in life, careers, relationships, whatever. But I guess my question, 'cause I I, I'm all, I I love this idea. What's the, I know the, the first slide is long-term funding. What do we have to, what does this work look out, look to be? Let's say we go gangbusters and get certified in a lot of these, is this, are these self-sufficient programs or do we need to start looking at carving out funds for this Speaker 5: Or that's where, yeah, so, so we've been, I've been working hard to try and reserve some money.
We, we, a couple years ago started applying for, because of our partnership with C-M-C-C-M-C drives in their nursing program. And then in some of the other programs, our kids have been earning some industry recognized credentials. And that was one of the things that we recognized. And there was some money out out there. We applied for some money over the last couple of years and, and we've been kind of holding those funds to be able to do a couple of these different things. And so the state is kind of moving some money towards that. They've got some funding mechanisms that should be coming into us that we're gonna be helping to really launch it.
Once you get, that's going back to the first, going back to the first slide if you can get it certified. That's why the ag program has continued to go and we've been able to make it through some tough times. I mean there were times where I thought a, again, Ryan walks out the door, we're in big trouble, right? And so we've gone through some challenging times and so, but having IT certified has allowed us to get funding to be able to do and expand and grow. I mean that place looks wildly different than when I walked
in here eight years ago and when he walked in here eight years ago. And that's because of the funding. A lot of that funding, it taps into people's one, the pathway itself taps into the people's passion. And if you can get that funding through the Perkins Fund and the CTA fund because it's now certified and now they're starting to build business connections and they're starting to see other people that are gonna help them keep things going in the right direction. You've got the passion combined with some of the funding that to me was the right, the right recipe for success to keep these things going. The big piece of it, now that I'm having some tough conversa, I say tough,
like serious problem solving conversations is how do we not just rely on one person? How do we bring the next person along that way we always have a backup plan in case, you know, some, some, you know, some unforeseen circumstance happens and that person walks out the door and the program can continue on. So those are the conversations we're having with our building leaders to say, okay, who's the next person to potentially bring on Speaker 6: It? That does seem kind of be the weak point of the whole thing. Yep. Is it has to be attached to one person. Yeah. Speaker 1: It's like the marketing program. So the student store, when the teacher left, the student store went away
and the teacher came back, the student store came Speaker 5: Back. That's right. So, and so those are the conversations we're having. So I think those are the three factors of really making sure that these last long term and they outlive all of us. Speaker 6: What is the criteria for having to be a teacher to be certified? Like Speaker 5: Do you, oh it's d you know, it's different depending on the pathway. Usually some combination of either education or industry recognized time spent working in the industry, if you can. Speaker 6: So would it be possible to attach the certification? I I'm just spitball here to a community member
Speaker 5: That's You can, yeah, we can get, we can get, you could. Mm. Like let me, in Speaker 6: The industry, it's in the Speaker 5: Industry. Yeah. Yeah. Let me back that up. All the certifications are attached to a teaching credential. So you have to have some kind of a teaching credential or a teaching license that you attach. It's not a standalone certification. So you have to, somebody has to have a teaching credential or a teaching certification to attach the CTE certification to Okay. Didn't Speaker 6: They really? Didn't they ease some standards though around Speaker 5: There are some, yeah, yeah. There are some the alternative licensure programs where man
to kind of dabble in that we've been using, well we did use that before Jamie. We had a couple of people that were, that we were able to keep that program alive and have a secondary person next to Ryan that were just industry related people that came in on some alternative licensure requirements that we had and we were able to keep that going. So yeah, there, there are some, there are some workarounds and that is a, you know, that is an idea that we could potentially, but I I would love to pick Speaker 6: Your brain about a CTE center at Coleridge. Speaker 5: Okay. Speaker 1: It, it's talk Speaker 5: Kirks like I man Speaker 1: Again, it,
Speaker 3: It seems like this is an excellent opportunity to also talk about how CTE increases teacher retention. That that licensure Yeah. Oh yeah. That certification is, is potentially going to increase retention. Speaker 5: Yeah, I mentioned, I mentioned Chris Baba, Chris Baba's a really good friend of mine and we're, we're really close. And the amount of excitement and passion I see in him now that he's invested in this area, Chris is Speaker 1: Him, he's Speaker 5: Gone. But it, you're, you're absolutely right.
It has really reignited a love for, you know, and we all go through our waves sometimes. I think all our teachers go through their waves sometimes. And so we doing life to, to really tap into some of their passions, maybe outside of being a math teacher that they have could, could, could really pay off in a big way. Yeah, Speaker 1: No, I'm, I'm thank you for you, you said you were long-winded in your answers, but it just shows your excitement and your passion to this program. So, and I think along the same lines too as a teacher retention and the teachers are excited about it, which, I mean, Hudson loves to talk about
what he's got going on up there, which is just awesome 'cause he is proud of it and as he should be. 'cause it's an awesome program. So I think the things that are going on with CTE is definitely going in the right direction. And you're on the, you're on the head of that and that's awesome. Thank you. So thank you for your excitement and your passion. Speaker 4: I did want to add one thing, I wanted to bring this up. I had an appliance repair person come to my house the other day to fix my dryer and he had a young boy with him and you know, I'm down working at my desk, I can hear him in the laundry room talking and this guy is teaching this kid, young man
like explaining it so carefully, this is what you do. And then I hear him go, okay, now do it. And the kid was like me, you know, and you know it, I mean this is his job, this young man's job, but you like him. But I'm like out there listening and I'm getting excited because it might, I know that I did win. I went in after the situation, you know, after they finished and I said, do you, are you graduated or are you still in the school? Are you in college? And he goes, oh no,
I'm just a sophomore at Rifle High school. And I said, you're a sophomore at Rifle High School and you have a job and you're learning a trade. And he said, yeah, it's, I wasn't sure what I wanted to do, but I just saw this opportunity. And I think that whether we see it or not, that the CT program, like just offering 'em here, these kids might not all be taking 'em or involved in them. Just knowing that there's an opportunity, it gets 'em thinking outside that they could do it out elsewhere. And this young man, he told, he told me, he goes,
well my brother that graduated two years ago works for him full-time and he makes really good money and he, he wanted to learn and, you know, have a way. And it was just really exciting because I think the partnership with local businesses, you, you talked about the advisory board, the community advisory boards, the partnership with local businesses, internships, that kind of thing. That is gonna be really huge moving forward. I believe. I talked to another business the other day that was like, Hey, who did I talk to?
We have an intern here, but there's some basic things we're missing. And I sent her to a counselor at, at the school and was like, just reach out there and see if they do have a class like that. You know, just basic skill stuff. And we, we all together, community school district, teachers, staff are all gonna be working together and I think we all have the children at the forefront that what's best for them moving forward. And it's really exciting to see the collaboration from local businesses as long as well as you, the staff, the teachers.
It's just really exciting. So thank you for all of the work you're doing. Speaker 5: You're welcome. I'll say my kind of closing remark would be, you know, we, and I've talked a lot today about kind of the, the, the high school world of things and all the things that we're doing. One of the biggest next steps that we've gotta engage ourselves in is how does that bleed down lower and how does it bleed down lower? And talking about the soft skills and we've been in conversations about the graduate profile and how do those skills translate into the workplace? And so that's on the forefront of our minds as far as big next steps of just not like what's the next pathway
out there, but how does this work now start to push, push its way down and work, work its way into the middle schools and elementary Speaker 4: Schools in the fourth grade career fair is fair is coming up and that was fun. Yes. Speaker 5: We did finalize April 28th, I believe Speaker 4: April 28th. Okay. Speaker 5: I'll send out, we'll send out some communications, but I've just been in touch with the, with the Atlantic aviations, the, the group in the airport that's been working with us. And so they worked with us last time. I mean really great Coleridge high school rifle, high school students, not next week, but the following week are going to do their interest surveys with the,
with the elementary kids and then they'll start on their recruiting process. Luckily recruiting doesn't have to take as long because we've already got a, we've already got a bank of people that participated last year that are excited to come back and people that are already asking us if they can participate. So recruiting won't be as tough again this year, but man, what a cool that, that's been a cool part of it. So yeah, that's, that's been part of it. Speaker 1: Good I thinking. Yeah. Yeah. Exploring. Thank you. Thank you. Okay. Speaker 5: Thank Speaker 1: You. Thank you Jacob. Now you got, thank Speaker 5: You. Great work. Speaker 1: Alright, so onto the next discussion item.
We've just got a policy section review. Teresa, I don't know if you can pull up just the main page on the, on our policies, that beta page just so where it lines out all the different sections of policy that we have. Speaker 8: The alphabetical Speaker 1: List. Yeah, I printed it out. I have it too. Okay. Yeah, because I, in working with perc you know, I think we've, we've done all of our policy focus on the individual policies. There's still some that are coming but you know, there are definitely policies
that just need to be revisited. 'cause there might be some things that don't apply that are in the policy, but, so instead of having all the policies come to us during a meeting to review on our, you know, on our own time because we have so much of it, but we can, you know, pick a section, you know, look at the different policies, see if there's anything in there that we feel may need to be revisited, may need to be updated, you know, possibly taking the pager out of the communication policy.
I think that one was done at one point. So, you know, just, yes. So, and I think there was some too that haven't been even reviewed in years. Speaker 8: It was 2018 when we, when Brent Speaker 1: Was here. Okay. Yeah. Speaker 8: They went through it at that time. Speaker 1: So Kirk did I, Speaker 9: Yeah, so I, I think the recommendation that we had, if the board is, is willing is that in instead of
what we've been doing is that the, the sections of review that we've been doing has been ba based off of the recommendation of legal and CSB due to changes as a law. And so it's actually physically asking you to change your policies. I think at this point what we're, what we're at is saying we don't have anything, we may have a few here and there that your staff is, is looked at and still needs to actually do that process. But we're now at the point of the year where what we can do is take these sections and actually review 'em
and just make sure we don't have, like the wagon wheels need to be hitched outside the school, right? So that we, things aren't, aren't a decade old. And so the recommendation that I would have is that we take each section and then what we would do is line out which section we would ask board members to review prior to the board meeting upcoming. And what we'd ask you to do is peruse those, review them, and then if there is anything that is wildly out
of frame that you say you would like that to pull, be pulled and have the staff review that, then that's what would be brought forward. So we wouldn't use our time to then sit there and debate it. It would bring be brought forward for your, our, my team to then review it. But what you're doing is bringing it up to the, the guys of our team to say, Hey, when I looked at this, this doesn't feel right as a board member. Then we, my team can review it, make changes, those kind
of things, and then bring it back in normal process for two readings as it would be if there is some kind of changes. What that means for you all as a board is that it does put some lift on you if this feels like the right direction is there would be an expectation that you review tho the, the sections that are, are delineated by the board president prior to the board meeting that you review those and you for yourself either say, no, it's looking good, or you pull a few that you wanna bring forward for my team
to then review and, and look, look at. But then hopefully within whatever it takes, I mean remember this, this, that book is like eight inches thick. So there is, there is lots and lots of policy. So it can be over time. Like this is not something we're gonna be on a race to get done. But I think as a fair to our constituents is that it, this has not been as, as Sharon's saying, this has not been done in a decade where we just, we've just been relying on only those that are law change to do that.
And so that is at least what we were discussing and we wanted to bring it forward to the whole BO board if this feels like a right way to approach, there is other ways to approach it. So if this doesn't feel right or feels like a, a commitment that doesn't, doesn't sit well, there are other ways that we can do it. We can do it through workshops, we can do it other ways. So this is just the one that as Fathom and I were talking, I I've used in other, other formats. And so I was proposing it to the board to get feedback as one way that we could work
through our policy book when we don't have other policies on our plate. Again, the downside as they see is it does put a little bit lift on your guys' side. When we say a section, it does mean we're gonna ask you to review that section through and then look for those that you feel that you want to pull out or you, you may, may say, no, these are feeling good to me and that's fine. So that's what, that's what bring forward as a way to review policies outside of those that need to be legally Speaker 6: Updated.
How many sections, Speaker 9: I'm sorry? How many Speaker 6: Sections Speaker 4: Are A through L? 10. No, H, so, oh, longer than others. Why is there no eight? Speaker 6: So there's five of us. So each of us get two sec, two sections. Well, Speaker 4: We do, we all look at one section. Yeah. And see if there's any red flags. And then, Speaker 8: So the smaller sections like A, B, and C in that, there's not many, I mean, they're not as many. And you can certainly probably do a couple of those just as one, the whole thing as one. But when you get to G or J personnel
or the students, they're very large. And we would probably just take so many at a time. Yeah. Yeah. So many at a time. So you could, I mean it, depending on where you guys wanna start, but if you start with a, in that, I mean, we can certainly Speaker 4: Give you that. We should start with B School board governance and operations. Speaker 1: We could, Speaker 9: Yeah, absolutely. Yeah. And I Speaker 4: Mean this start with Speaker 9: C, this could take a full, I mean this could take a year, it could take two years. Like there's no timeline for us to do this. This would just be a governance process for us to do to eventually get through and review so that we can say as a board,
we put our eyes on it. Just Speaker 4: Pick one. Don't be, Speaker 3: Yeah, don't be over chair. Speaker 6: They're little. Speaker 8: I'll make you guys get hard copies so that you can make notes of whatever own equipment. Yeah, Speaker 1: Please. Speaker 3: My only concern would be how big the lift is being that we all have very busy schedules that we don't commit to something that we can't actually fulfill. So I, I just ask that we, that we consider of that. Speaker 1: Well, and that would be something that we would definitely, you know, discuss before we pick up the next section or you know, whatever. Especially with some of those larger sections like the G
and the Js, there's Speaker 4: Only 12 in a Yeah. Speaker 1: And I think some of 'em are fairly small too. Like I think there's quite a few that are only a page. Those are very, Speaker 8: Those one are very, Speaker 1: You know, but as we look at, you know, as we look at the sections too, we can decide, you know, are we gonna break this up? Are we gonna do the first six policies and review those? And then, you know, the next time where we gonna do the next five after that. So Speaker 6: I think we can adjust that lift as we go. Yeah. You know? Right. Like, so it's not like if we do feel it's burdensome, you know, we could do, can adjust. Hey, let's back that off a little bit and, and,
'cause like you said, you know, we don't wanna fall short of what we say we're gonna do, but Speaker 1: Yeah, I'm Speaker 6: Fine. Yeah. That's sounds good to Speaker 1: Me, Steve. Speaker 7: Yeah, I think it's a good plan. I mean, especially if it's open-ended, if we, if we find something that needs attention, we can adjust it, you know, be sure to give it proper attention, you know? Yeah. If we're not committing to, you know, 15 policies a week or something like that, or meet per meeting, you know. Speaker 1: Yeah. But Speaker 6: Yeah, that should be a moving target. I agree. Speaker 9: Okay. Speaker 1: Awesome. All right. Thank you. That's great. Well, and if you guys would like to start, I mean, we can pick a section. I would suggest maybe not by the next meeting
because the next meeting, the last meeting in February or in March, it is gonna be fairly large because we've only got one meeting two in March. The 25th. The 25th. So, and I think our next meeting is gonna be fairly packed if I remember correctly. Yes. It was. So, so it's Speaker 10: All the Cs. Yeah. Speaker 1: The calendar, calendar, calendar. And we've got health Speaker 9: And those kind of things. So yeah, we can work, if you guys are Okay, I'll, I'll just work with Fathom. I just wanted to talk process Okay. With, with the whole board and make sure what,
what we're proposing felt right for you all. If people were not feeling good with this, I was gonna come back and propose some other alternatives. But it sounds like people are looking and it says we, this feels right. And then we can manage the amount of policies till we find what is the sweet spot for us. Yeah. Again, you know, the idea being is that if you review it and then you pull out what you says, what you'd like my team to then bring back to you at, at future meetings. So I think for us, as far as meetings, the hope would be is
that it's not a deep discussion point. It it would be, yes, we reviewed the following policies and then if there's something that you're, that really draws your eye, then you bring it forward and I pull it out and then we, we can have later discussions about it. So it won't take a huge amount of time for board discussions. It'll keep that flow, but we can then determine what is the right fit as far as numbers Go from there. If you guys are like, 10 is too much, we cut it back to five. Yeah. But 10 we need to, let's up to 15
'cause that was an easy lift, then we can do that. Speaker 1: Is there a certain way that it needs to be put on the agenda? Would it just be like, would it be a discussion item based on, you know, board discussion on section A board po or policy section A? Speaker 8: Well, that we would know by then, tell me what you guys want to bring forward. And so I list Speaker 1: Those. Okay. Reviewing those Speaker 8: Ones. Speaker 1: Okay. Yeah. Speaker 6: Great. Do you want me just add Yes, Speaker 1: Exactly. Speaker 6: Is how I'm foreseeing it. Then you just add it to the agenda. Like if there's an, if there's one that we're bringing forward, take it to your team and then, then it goes on to our, our policy focus and the
Speaker 9: Board meeting. Yeah. The next like normal, right. When I bring it back, then it then it brings back as the normal first reading, second reading. If we, if there's changes. Speaker 1: Okay. Speaker 8: I also will add it to the policy itself instead of saying that we changed it or any like, that'll just say that it was reviewed that time. That way for future boards, stuff that can see that Speaker 6: They have, oh, there you go. Yeah. Speaker 8: Before that. Speaker 1: Yeah. Yeah. Okay. Speaker 6: We won't say reviewed 1962. Yeah. Speaker 1: Yeah. I think there was one like 19 eight or 1990 something I said. I was like, oh, Speaker 9: Exactly. Speaker 1: Well, and I think this is nice too
'cause I, I won't lie, when I first started and I got that big book, it was like, oh, I have to know all of those and memorize them and no you don't. You just gotta know where to go. Yes. So. Yep. Okay. Awesome. Any other questions or discussion on that one? Okay, so we'll move on to governance action items, which there are none. Policy focus. There was the drug, drug and alcohol policy. The last meeting that we decided to table
because it needed further legal review, which we did not, our attorney actually took a vacation. Good for him. So we'll probably review that at the next meeting. Speaker 9: Yes. He, yeah, he was, he was not, he did not have reviews back in time to get into your pack packet. So we asked to have that table till the 28th and he, he has gotten those back in time and so they will be in your next, next packet. Okay. Speaker 1: For Speaker 9: Next meeting. Speaker 1: Okay. Anything else on policy focus? I think that was it. Okay. Future requests.
We do have the CS and the calendars coming next meeting on the 28th. Are they? Or is that the March meeting? Speaker 9: We, we, depending on how CS would be, is next Friday. And so we have both calendar and we have, we will be looking at benefits and so depending on how that goes, that one may come forward. You also have requested our outdoor program and CMC was also requested. And so I have those, those lined up to,
to speak either on the, the next one or the 11th. And so I'm trying to, to line out, depending on timing, to make sure that we are not too stacked, but I'm working, working to juggle people depending on schedules to get Okay. Get folks. But those were past future requests, so I'm trying to get them on the schedule. Okay. For you both based off of past future requests. Okay. Speaker 1: Steve, any future requests? No, I think I'm good. Okay. Anybody? No. Okay. Speak now. Forever. Hold your peace. Next. Next item.
No meeting debrief. So you guys have got the form if we wanna do chance already filled his out. If, if you guys wanna take just a few minutes and get those written out, that would be great. Speaker 4: While we're doing that, no one has signed up for the board update newsletter for this week, for either of the meetings of March or either of the meetings of February and March and AP the first week of April. Okay. So Speaker 2: If you, when was the last time I did it? Speaker 4: What's Speaker 2: The, what's the rotation Speaker 4: Look like? It's usually it goes me chance Megan, Steve
or fathom me. It's kind of been all over the place. I think it's your turn. You wanna do this one chance? Speaker 2: Sorry. Sorry Theresa. It should be a short one. It's not Speaker 4: CTE though. Okay. And then February 25th Speaker 1: I can do that one. Speaker 4: And then Speaker 1: March, Speaker 4: March 11th Speaker 2: I'll do March 11th Speaker 4: And then April 8th I will put you down. Steve Speaker 2: Can do. Okay, Speaker 4: Thank you. You didn't put yourself down at all. I am the 20. I just did it and then I'm the 22nd. Yeah, that seems I didn't leave myself out. I promise.
I just did mine and I actually had it on time. Speaker 2: You did? Speaker 4: I did from my phone. I typed it all on my, Speaker 2: Yeah. I am glad you. Okay. All good. Speaker 4: Sweet bread. Speaker 2: I've never had one. I've never had one. I've never had one either. I'm scared. No, they're good. They're tasty. They're tasty. Plain good. Describe debrief in your email. Fat. Awesome. Speaker 1: I was just gonna ask you. Perfect. Alright. Thank you guys for these. I will, when I meet with Steve to do the, I'm sorry Kirk, to do the agenda.
I just looked at Steve next week we'll look over any of the comments and suggestions and everything. So with that, unless there's anything else, Speaker 6: Mr. Johnston, thank you for having us. Yes. Speaker 11: Appreciate jumping in here Speaker 6: And let me know when you're trying that dress on. Speaker 1: Yeah, Speaker 11: I gotta wear one tomorrow. So like, do you have any long dresses? Like I said, I gotta cover the legs up. I need it long. She was like, no. I said, well I guess I'm going to Walmart.
So can we, you want us to go help you shop real fast? Oh, you're gonna go? Okay. Modest. Modest. It's pro. We're gonna do pro like Laura Eagles wilder, something similar. Appreciate, I'm sure there'll be a picture there. Will probably get her hands on picture. I'll be, we'll be here. It won't be, it won't be a basketball game. Oh wait, what's Ill change from my dress to my tutu tu. Yeah, but you'll be ca I'll wear all day long school tomorrow. I will be here. I need a tutu though. I need to find it.
Speaker 1: Oh, I love it. Steve said he would bring us one. Oh yep. They'll bring us a tutu. Love Speaker 11: It. Speaker 1: Cassie. Speaker 11: Somebody, Hudson said he was bringing me a tutu. I don't have tutu. We, we need to find, I don't have tu. Okay, well I'll go when I'll go to Walmart to buy my dress. I'll look for Tutu. Thank you sir. Speaker 1: Alright. Speaker 11: Alright Speaker 1: Guys. Alright. Thank you for that. And with that we'll go ahead and adjourn the meeting at 6 55.