- Brandon, we get, okay, perfect. I got the thumbs up. So we'll go ahead and we will call the May 13th, 2026 regular school board meeting to order at 5 35. If you would please rise for the Pledge of Allegiance. Chance, do you mind? No, - I pledge Allegiance. - Allegiance to of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. - Thank you. If you would please remain standing for just a moment of silence. All right, thank you. All right.
On to our agenda. Alright, are there any changes to the May 13th, 2026 agenda? Okay, may I get a motion to approve the agenda as presented? - I make a motion to approve the agenda as presented. - Thank you. May I get a second? - I'll second. - Thank you. Sharon, may I get roll call please? - Full you Aye. Asell Aye. Aye. Aye. Jenkins? Aye. Jensen? - Aye. Sorry, public audience? - None. - Okay. Moving right along onto the consent agenda.
We have got the draft board minutes from our last meeting, April 22nd, 2026. So there may I get a motion to approve the draft board minutes is presented. - I - Go ahead. I'm make a motion to approve the draft board. Draft board minutes as presented. - Thank you. May I get a second? I'll second. Great. Thank you. Sharon, may I get roll call please? All you, - Aye Al Aye a Aye. Jenkins Aye - Jensen? Aye. Alright. Onto the consent agenda. Are there any changes to the consent agenda?
- None that I know. - Okay, perfect. May I get a motion to approve the consent agenda as presented? I - Make a motion to approve the consent agenda as presented. - Great, thank you. Megan, may I get a second? - I'll second. - Thank you, Cassie. Sharon, may I get roll call please? - Will you? Aye. Asco Aye. Aye. Aye. Jenkins Aye. - Jensen? Aye. - Okay. - Alright. Onto governance discussion items first and foremost, and I think probably one of the most important things here is the appreciation for our school resource officer, officer Allison.
So we can't thank him enough. If he would please come up. Thank you. Right here. I know it's, I know it's hard to get appreciated when you, when you give your life for service, so this is our way to Thank you. - Okay. You say something first. Yeah, I will. I've worked with a lot of SROs over the, over the years and I told Josh many times that he's the best I've ever worked with. He brought things and ideas to our district that made the kids safer than they already were and I just really appreciate everything he does above
and beyond what he's supposed to really do. So thank you. Thanks sir. - Yeah, I would, I would just, I would echo a lot of that and I would say that Josh has been a big integral part of, of helping me learn Colorado and a lot of the things that, you know, have been important to kind of, he's, he stops me from time to time like, Hey dude, we don't do that here. So he, but yeah, he's also been very supportive of, of a lot of my ideas and plans and, and thoughts and things and, and he's, he's just been, he's probably the epitome of, of what a healthy relationship between a principal
and an SRO should be. And so I'm extremely grateful and appreciative of him too. Man. Thanks Steve. Thank you. - His integrity, his calm demeanor, his professionalism will, are, are greatly appreciated. And just being a team, we can bounce ideas off of each other when we have things happen and we know we can be just assured of him and his presence there and just are very grateful for the grateful for that. - I would also wanna chime in that having worked with you Josh, for the last many years at Rifle Middle School always, always kept the calm
no matter what was going on. And there are a lot of reasons to give up the calm sometimes. And so that, that presence was greatly appreciated. - Thank you. - Re two behalf of re two man. There you go. A little awards there. Cool. Yes. - Yeah, thank you all so much. It's been an honor working for re two and a lot of memories, a lot of good experiences with each and every one of you. And I'm gonna miss this assignment a lot - And pimp whole lot. I ride police car version was the best one. - Yeah. - So it, it'll probably won't hit me
until August when I don't return to school, but it's been good. I - Appreciate it. - Thank you. Thank - And thank you to his family because it is, it is your sacrifice as well that he gets to, to be with our students and keep them safe. So thank you guys. We're happy to share. So, - Alright. I would like to say, I think they mentioned that the, his ideas, but he was instrumental in the, the, the blocking ice - Large, the doors, the anchor
- Were locked and I, it was, it was an honor to work with him on that and get that through. So, man, that was a great idea. And like he said, he was all, I I, he's just been professional every time I've been around him. We've gone through the swatting, we've gone through all this stuff and listening to his recount that day of him having to open the school up after that. I mean, I'll, I'll never forget that. Just, I can't imagine being the officer that has to walk through that school on lockdown. Not sure what to find. So thank you so much. - Yes, yes. And thank you for being a positive role model too, for a lot of our students.
They don't necessarily always have that, but they have you. So, thank you. - Robin, can I chime in one more? - I suppose I - Should, I should have hit earlier. I was assistant principal at Rifle High School when Josh came on. And one of the things when you're in building administration and all the building leaders, I'm, I'm sure can say this, at some point during the year, you're always going to use the phrase, well, never thought I'd see that. - Well, - I thought I'd seen it all. And, and I know, you know, working, working with our team, there was a lot, there was a lot
of things that I never thought I would see. And there were a lot of challenges that I never thought that I would face in building administration and more than just a teammate, you were a friend in those times. And, and I really, really appreciated that. 'cause they were, they were challenging, not just professionally, but sometimes they were challenging personally. And so to have somebody that we could talk to and and, and just connect with was, was so meaningful for us. So thank you for being so much more than just a school resource officer. Thank you. - Thank you, thank you. - I'll say that I appreciate
just the, the, the way that you were such a wonderful liaison between the district and the, and the police department. It's, it's not, I swear I was not for everybody and you wouldn't put every cop in a school and expect them to, to excel in the, in the school to flourish. So you did a, a wonderful job and really, really appreciate your commitment to the school district. Thank you. Thank - You, - Thank you. You'll be missed. Very missed. Thank you. Thank you.
Thank you. I'll stand up with you. Thank you. Alright, now on to some more fun. We've got the fourth grade mini career fair presentation. So Jacob, Jacob and friends. Well this is - Part of my fault here. We have one other young man who should be showing up at you mean, I thought there was no way you were gonna get to us by 5 45. No way. And so he's supposed to be here at 5 45. Okay. So I've got one other young man here.
I don't know if we can push us back just a little bit or, absolutely. I mean, I can, I can stand up here and tell jokes and kill time or whatever you, whatever you need. But - Do you have any good jokes? No. Where's Jason? And it does kill time, but it does, - That was a good one. I caught that pun though. - No, absolutely. - How do you guys want, how do you guys want to handle it? - We can go ahead and just, - I don't wanna give you a five minute break 'cause we just started. - Can - Can you just start? We can start and, and him coming in. - You wanna start with the video and then go? Yeah. - Oh yeah, let's do that. We were planning on doing the video again. Big, big. Thank you Theresa. We're planning on ending with the video,
but yeah, let's just go ahead and move the video up to the very top. Perfect. - And tee it up. Can we sit down? Let's get this party started. That's right. That looks better. Whoa. There's oh, look at that guy. Hi Jacob. Okay, great. This is year two of the Garfield Party two mini career. Fair Froze. Yes. Oh no, I love it when that happens. So we'll spend some more time waiting for Love it when technology works. Get it from Dropbox. Maybe that'll work better.
Thank you. So horse walks into a bar. Bartender asks, why the long face? Glad to see you're working on your dad jokes. Right? My son told me a a, a version of that joke. Is it appropriate? Yeah. He included a bunch of names and like a whole roundabout story just to get to that punchline. Oh. Was like, man, that was a lot of work for that. I appreciate it. Yeah. Commitment. Huh? Commitment. All right. It was commitment. Try this again. Looks like maybe. Nope. - Oh dear. Oh, - Park ranger is frozen. At least it's not like an awkward face. Yeah. Close. Like the, like the intro picture that you all saw. The,
you test it out. Just the first little bit of it then I didn't, didn't even think that it would freeze. - So interrupt me when it gets done. 'cause I'm gonna tell a Josh Allison story. Can I tell a Josh Allison story? - Josh Allison. Steve, I assume. Do you have, so - We had kids who were sagging and we had, you know, sagging their pants and we were making some jokes about them running. And so Josh Allison offered to race a kid with his sagging pants across the playground. And so, so we did
Ready set go. And he cha they ran across the playground and we all laughed uproariously. And I walked into the building and thought to myself, Hmm, I guess the people who were picking up their kids after school just saw the school resource officer chasing a kid. I might get some calls about it. I wonder if that's gonna show up on social media. - That's funny. Did it? No. Okay. Okay. Here's a spelling big question. How do you spell uproar? I, that was a great word. - R-O-A-R-A-R uproar.
E-I-O-U-S-L-Y. - Uproarious. - Do I win? - What? Yes. I don't know. I, okay. I think we saving that for the next scrap. Yeah. See if this works. Take two. This is year two of the Garfield R two mini career fair, - Which - We're targeting a, an opportunity to learn about careers for our fourth grade students in Rifle, silt and Newcastle. We went back in February and asked all of the kids, we surveyed them on what they wanted to see at the career fair and some of the top jobs that they asked for artists,
professional athlete, chef, and Cook were ones that we were able to go out and recruit in each of those areas. And we've also got people from park rangers to lawyers to real estate agents, just a plethora of careers. - I'm Brian, er I'm the park manager up at Rifle Gap, rifle Falls and Harvey Gap State Park. - We are an architecture firm out of Grand Junction, Colorado. And we're pro trying to inspire and present and help people understand what architecture is and what we - Do. - I want kids to know they can be empowered individuals by learning wilderness first aid
and they can be helpers in our community. And those things give them launch pads and to new jobs. - I want the kids, our, our next generation of park rangers to be as excited about this job as I - Am. Our hope is to really connect them to the things they don't know. They just don't know about all of these different careers and opportunities. - I wanna be a wildland firefighter, marine biologist, lawyer, veterinarian, or military person. A pediatric psychologist, a professional athlete, architect, engineer, law school. A content creator or a video editor? A park ranger.
- That's awesome. - All right. Well you all know me. I'm gonna go ahead and introduce our two, our two guests here. Our two students, we actually had four slated and similar to something we'll talk about here in a minute. That was a part of our experience at the mini career fair. But had one young lady who needed to babysit tonight and was asked to babysit and then the other one called in sick this morning. So yeah, both of our Coleridge high school students, but we do have rifle high school students here. Fernando Moya, senior Rifle High School,
and then Yay Magana. They is junior at Rifle High School. So they're here to co-present with me about the mini career. Awesome. The, it the, one of the biggest focuses of the, of the mini career fair, we had, we had a couple of guiding lights and you heard in the video one exposure. How can we get kids to just see more things? Like I mentioned, we wanted 'em to see more than what the, what they seen. Our superintendent and I have had a lot of discussions about, you know, we want kids to recognize there's more out there than just
what their parents do. Not that what their parents do isn't valuable. And, and some kids really love the fact of, of becoming the next whatever their parent does, but there's so much that they just don't know. And how can we help even at that earlier age, expose them to things that they want to see. The next guiding principle is we want students to have a voice even at, at, at fourth grade. Students are way more engaged and invested when they feel like they have had some kind of voice in what it is that they're engaging in. And so we'll talk about that aspect of things.
And then lastly, how can we leverage what it is that we're doing to provide experiences that are valuable for our students, our older students getting involved in something like this. And so how could we engage them? So those are kind of our three guiding lights around why we do this event. Okay. We got a, we got, we got slide deck. So this, this is not, this is the, the, the event itself is a culmination of a lot that we do. And the first step in all of this I mentioned was to go out to the schools and to survey their interests.
I'm gonna actually ask both of you, I know I didn't prep ya here, so I'm asking him on the spot. Well, I'm asking Fernando kind of on the spot too. They're gonna, they were gonna talk about some other things and they're still gonna talk about some other things. But I'm gonna ask them to talk about their experiences, what schools you guys go to, what was it like, what we went out and, you know, we went to the, TO survey all of our fourth graders and they went on a couple of those visits. So I just want you guys to share your experiences, what you saw, what you thought - Go first. - Yeah, I can go first. I went to Grand Mesa Elementary and when I first got there I was like, wow.
'cause I, I hadn't seen the school in a, in a long time. It was like the first time coming back. And what I can say is that a lot of the kids were really interested in the things we talked about. At first they were like, I like they were saying like, they want to become what their parents wanted to be. A lot of them were like, my parents are a dentist, so they wanted to become a dentist. But then as we started talking about, oh you can be a a cook, you can be a an engineer, you can be an athlete. A lot of those kids were like double raising their hands.
They were like, I want to be that too. I want to be that too. They just like didn't know what the other careers were. So I think it was a good opportunity to talk to them. - So where I went was Highland Elementary, which is the one I used to go to. So it was like whiplash when I went in there. It was very different than how I remembered it. So when we got to the classroom, there was just, it was very quiet. I was expecting the kids to be very rowdy, but they were actually very, like, very into the conversation. There was one kid, I don't know what his name was, but he kind of like shocked me
'cause he said he wanted to be a a paleontologist, which when I was his age, I didn't even know that a dentist was considered a doctor. So it was like very surprising that he knew that. And like a lot of people really wanted to be like very unique stuff. Like, well obviously a lot of people wanted to be constant creators since that's what's really popular right now. But like the kid who wanted to be a paleontologist, the kid wanted to be like a professional in track and field and there was just a lot of unique careers they wanted to go into - From my perspective. And, and this was a cool part that was student driven.
Again, we had, you know, in each of the rifle elementaries, we have three fourth grade classrooms in each of the rifle elementaries. Cactus Valley has four, and then on our two New Castle ones have two. And so we actually did not take the same group of students to any of the schools. We had enough student participation that we had a unique group of students go to every single school in this valley. And it was cool for them to have a little bit of choice too and get to go to schools that they connected with in that regard. But the students were the ones in front of the element.
Our high school students were in front of the elementary students given the presentation. And from me as the observer in the back, one of the coolest experiences was just like what they shared about, like, as they're talking about different career fields and dream jobs and, and what are you interested in seeing at the mini career fair. I could see it in their eyes, in their expression when they would get to certain slides of like, and maybe, maybe a career in, I don't know, an environmental career in being a scientist and, and just a certain kid's eyes would like glow. Like, yeah, I want to be a scientist,
or Oh yeah, I think I want to do that. And it was just cool to see the, the bigger kids as well thinking about, you know, thinking about what they could be and that there's still a world of possibility that even, even at, you know, as a senior and a junior, you're not locked into what you think you're gonna do right after graduation. You know, there's still a world of possibility out there. So that was one of the coolest things that I saw about this particular phase of the event. The next slide talks about what do we do? So once we get this, once we get, once we survey all of the kids, then we take the, we, we take the data, we,
we made this event a data-driven event. And one of the cool things about it is regrouping with the high school students to kind of look at the data. So these were some of the things. We had the six main categories and we had some different jobs that the kids could identify in each category. We also had a spot for them to identify jobs that, that we didn't even put on there. And so these were the top rated ones that, that they came up with. And the environmental category. Park ranger was the top, was the top rated job that we had on there. Creativity was an artist, trades was a chef,
and cook safety was police officer support was a fashion designer and business was a lawyer. What I should go back to, and I didn't even mention prior to even going to going to the schools, we did not use the exact same survey we used the year before. We took data from the year before and what kids said, what they, what they had said afterwards, what they liked and what they didn't like and what didn't score. Well last year we kind of removed those and we created some new jobs within each of the categories.
We moved some things around. All the high school students helped co-create the these, this survey, which was really neat. This is what you saw from this year, that which is different from last year. Some of the things were the same, but in the environmental category park range, there's still a very high, very highly interesting thing for our kids. And creativity last year was a content creator or video editor. It was still highly rated, but artists blew it away. Like that was by far the, the number one out of all of 'em artists was the number one thought that they had in the trades. You saw Chef and Cook last year it was a barber
and this year kids were way more interested in culinary chef cook type of idea. And so you can see, like I said, some of the different things that, that were on there. So the next step is what do we do with that data? Well, we go out, we work with the kids and we go out and recruit. And I, I think that that meeting is one of my favorite meetings. I don't know if you guys remember that meeting. When, when we sit down and I say, hey, here are the different jobs that maybe that the kids wanna see, like from top to bottom, who do we know? Who can we go out and try and recruit?
And for them to talk about who they know and who's in different areas was, was cool. But then to stretch their thinking of like, okay, what is, what is an artist like who all could be considered an artist? Somebody who crafts jewelry? Is that an artist or somebody who makes a, the person that we recruited this year as an artist does graphic design but primarily focuses on making stickers for companies and, and, and what a cool, what a cool take on art
and what a unique take on art. And so these were, these were the, these were the presenters that we ended up recruiting in each of these different categories. So artist, professional athlete, video editor, content creator, former military park ranger, police officer. We had journey home animal care come in. We actually didn't have any vets, but we had people that worked in the animal home around animals that were able to speak to that as well, which was a, a unique take on, you know, we had a lot of kids that were interested in vets and we just couldn't make it work with them to bring their vets in. They just had too many surgeries scheduled. And so they, they sent in, you know, the, the people
that kinda manage the scheduling, the people that kind of take care of some of the, some of the facilities, the, they, they were the ones that talked about what they do and how, how their job is, you know, how their job is around working around animals. Lawyer, wilderness medicine, instructor architect, athletics director, future military, wilderness firefighter, emergency responder, real estate agent and professional chef. Those were, those were all of the presenters that we had at the mini career fair. So this is where I'm gonna, I'm gonna have each of them share. I'm gonna have Fernando share a little bit.
So then we go out and we recruit people and we commit them to coming. And then we have the day of the event. And I'm gonna, I'm gonna let Fernando talk a little bit about what it was like to show up to the event. What their role was the student's role in in, in the event itself. So, - So at the beginning of the event, a lot of the kids had schedules, but some of their slots weren't totally filled in with like events they had to go to. So our role was to go around and help the kids find a certain slot that was open for them. So I thought coming into the event that it was gonna take
longer than it did. It took only about, I'll say 20 minutes to get like all the schedules filled out. And it was like three schools, right? Yeah. - So we had probably a hundred and we had almost 200 kids in each session. Yeah. - And we got it done pretty quick. And it was cool seeing like all the presenters, I went to the chef at the beginning or the cook and I didn't know that was the wasabi was made from a plant. So that was cool to learn even myself. But I could see that the kids were really interested in it and they were asking a bunch of questions.
I went to the real estate person and they were like talking about, they were like doing an example with money where each kid got $300 and they were going to buy like a house. And the big one was 400, the medium one was 200 and the small one was a hundred. And they had to like go and actually like use the money. And some of the kids wanted the big house, but they couldn't get it. So then they had to like find a way to get money from like a friend to like actually get the house.
I'll give you my fruit roll up. Yeah. But it, it was cool. And I saw a lot of the kids, even with ya year's presentation. They were like asking them a bunch of questions and like - Hopping on, you - Know, so Fernando spoiled, spoiled. The, the other surprise, one of our focuses I I mentioned is getting high school students engaged. And, and last year and this year we had student presenters, people who are getting their foot in the door getting started in different careers. And so Yer was one of our presenters.
So I'll let him share a little bit his experience. 'cause his was a little bit more unique actually being a presenter at the career fair. - So what I presented at the career fair was video editing and content creation. So it was very nerve wracking since it was my first year doing it. I didn't really know what to like bring or what to show the kids. It was also like very difficult coming up with like what to show 'em. 'cause video editing is really simple and like content creation is like very based off of like principals, like patients and other stuff.
So the first group I did it was very, very strange. I thought, I thought it was very boring. I was greeted with a bunch of stone faced children. It it was very nerve wracking seeing that I thought I was not doing my job very well. But later on I did find out I did somewhat well. So what I did was I would showcase the kids like three videos I made, like during my personal time that I upload to a personal TikTok account that I have and one video that I did for
the rifle high school social media pages. And they were very interested in the videos I do in my personal time I would catch like kids from like different stations, like looking at my computer screen when I was showing them the videos, which is very funny. And it was very unique experience since I've never done it. And I, like since I, it was my first year I like, I would compare myself to the other people, which is not a very great idea since
like the, the came like previous years. And this was my first, so what I did was like, I was thinking about like if I was to potentially, potentially do it again, like what I would bring and what I would show the kids more. And pretty much like the last group I did was very intrigued about what I was showing them. They would like huddle around my table and they would ask me questions and they would even gimme ideas for videos I should do. Which is pretty, it was pretty interesting. There was even one girl who said she wanted to be like me when she grew up.
Aw. Which is very, it warmed my heart when she said that. But pretty much I just like adapted to like what the kids found interesting. And I would like build up on that and like go more into depth into like topics they would find more intriguing. So I would also like talk about basic principles, like taking inspiration from others, which is very like important with video creation. Like, and then I also showed 'em like videos that helped inspire me make videos that I showed them.
I don't know if they liked those videos better, but I think it was pretty equal. And also I would teach 'em like that patience is very important with going into the career since a lot of people expect to like blow up as soon as they upload their first video. Like get a million likes or something. But going like knowing that isn't true, it like really helped me like helped describe how it felt and like what to do and what not to expect. 'cause I also showed them my TikTok account that I have
and that last group made me feel like a celebrity 'cause they would keep asking me for my TikTok account. So it felt like I was a celebrity giving out autographs people. And pretty much it was like I was trying to help inspire these kids to become like content creators or video creation since I felt as if my station was very popular. Was it, it was, it was, I saw that like there was a bunch of chairs getting put in my station, which got me very nervous.
But I got through it. - We awesome. It one of the, one of the things that I didn't quite expect, which I thought was really cool. And, and don't take this the wrong way. Yeah. You the 'cause you did fantastic and you were comparing yourself to people. But you actually only had two re repeat presenters last year. Last year we had 12 presenters. This year we had 15. And out of those 15, only two were repeat presenters. Brian Pauler and then Ty Hartman were the only two that presented last year. So we found a lot of new people to engage, which was really cool.
And it's not that people last year were uninterested. I think we just kind of reached out and you saw we, we had a, a different variety of people that we made it work. And I think what you can see on the slideshow, we really tried to keep it very structured and organized. Kind of talking to what, what Fernando was saying, we knew we were gonna have to pivot and we knew that there were people that were gonna eventually drop off. That's just kind of the nature of the beast. It, that's one of the things that I, that that I wanted them to learn that I think they really understood was nothing.
You can plan as hard as you can and yet you need to leave room for the unexpected. And that's what we did. But we had a structured process of how to address that in an organized way. And we were able to get those kids and, and still hold to that principle of student voice. We didn't force kids into something they didn't want. And we did our best to continue to give them some kind of voice like, Hey, you can choose this one or this one or this one still. I know it's not your ideal first choice, but you can do that. And so the other thing you can see, we had,
we had all the kids had note catchers. I think that's part of why that first group was a little stone faced. It was, I think it was across the board, you know, they don't know what to expect. They've got a little note catcher of what they're supposed to take notes on and stuff. And so they kind of loosened themselves up. And then we did send out a training video to all of our presenters and we said, Hey, focus on these three areas. Share a story, talk about a tool, something that the kids can hold or touch. And then talk about a graduate profile scale. The coolest thing that I saw was all of our presenters, including Yay ear, they kind of adapted,
they really did a great job of reading our, reading our kids like, and really engaging our kids. And once they started getting through the next session and the next session they felt more comfortable of, they knew that the goal was to engage the kids more than anything. It wasn't to follow the, you know, specific order of what we told them to do, but how do you get kids excited about what it is that you do? And, and that was a cool experience and Jir did a great job along with all of our presenters. And so that, that was what, what a huge what a huge,
I don't know, just a meaningful moment for, for all of us to see that, that this event has turned into something that has accomplishing the goals that we're setting out to, to accomplish. And so that, that was the, that was the mini career fair experience in a nutshell. So a big thank you to Fernando and Jaire. I told them to be ready for questions if you guys had questions. So you guys can, you guys can grill them away. You can grill me away, whatever you guys like. Okay. Or you can just give 'em a standing ovation like you,
- Yay. Have you considered teaching? - No, it's never crossed my mind. - Do you, do you understand the, the nexus you thought you were talking about editing a video and what you did is you taught, - I guess I did. - I think it's so important that we kind of take a step back even, I mean the assignment was to engage younger kids to help them find a passion. Really what you don't understand is that his assignment was to get you engaged and you did it, you found a passion as well. You might have thought you were talking about editing,
but you did a fa a fabulous job of, of teaching us what you did that day. Thank you. I appreciate your, your flexibility. The logistics, anybody that's ever planned an event knows that nothing goes well. Like you can write it all out, it looks great on paper and none of it works in real life. So just being flexible and, and keeping your calm and understanding that things kind of go awry and being a team player, I think that's probably, you know, some of the biggest lessons when things don't always line
up the way that they're supposed to. I, I think you guys did a wonderful job and I love this program. - Steve, did you have anything? - No questions. But it's exciting to see what you guys are doing and getting out in the classroom and you know, especially looking back in your old elementary school and you know, you guys were were that big not too long ago. Life is good. So good work. I'm glad to see you guys involved and really nice execution. - Yeah, I just wanna highlight that it's just not another field trip like you and I were talking earlier and that's just not another field trip.
There's, they have to take notes. I mean I had a fourth grader that went this year and he was so excited when he brought home the paper that had his careers on it and he had noted star rated them like one star, two star, three star. Like what field he was gonna do and what he wanted to research more. And I mean he had really good notes in there. That's awesome. Like questions he may have asked or a answer to a question that a friend had asked or how long do you have to do this for?
He's always worried about how much money you make or you know, just those kind of mindsets. But it was really interesting 'cause none of his papers really had that on there. It was more technical, how do you do this? How do I go about getting this type of job? Or like, one was, how many sports do I need to play to become a professional athlete or something. Like he had written that out on his professional athlete one, it was just really interesting to me 'cause they were thinking different
levels of thinking rather than a paycheck or doing what my mom and dad do, right? Like I'm just gonna make money to pay a bill. Like it was like really critical thinking that I saw on his paper. And I'm sure other parents, I hope they did too. And I love that. You know, it was like, it was like an outdoor classroom almost, if you will. 'cause they're writing, they're asking questions, they're having to listen, they're having to follow a schedule move. Like, it's like, it was just, I just love it.
It's a great, great thing that you're doing and I hope that the high school kids love doing it. Was it really fun? It - Was really fun, yeah. Did you guys participate in it last year? No. No. Would you like to next year? Definitely. Well Fernando, you can, you'll be, you'll be - Out at that point. It becomes weird for Fernando - What - He's doing. Yeah, no. Yeah. Last year we had a, we had a student that had graduated the year prior. He was just a recent graduate that right? Yeah. Yeah. He was barber. He was, he had gotten into real, he had gotten into real estate.
Real estate. We've gotten into real estate, real estate, Josh Chamorro. And the funny thing was, I took him on a barbering visit the year before down to Grand Junction. That's right. Okay. And, and now he's in the world of real estate and, and, and was presenting. So you are welcome to come back, but you have to do it as a presenter. Yep. - I think it's amazing. And echoing all what they're saying, this is great for the fourth graders and these little kids, but really how many, how many high school age kids were involved, Jason? Whew. - This year both schools went, I mean they knocked it outta the park. They wanted to engage, gimme a
and both schools have done, they've increased their student council. We had at least 40 kids. So 40 to 50. - My point about that is this process for these 40 kids, I mean, you guys have, are starting with, I mean the beginning of leadership roles, right? Like this is what you're doing in a business. This is what you're gonna see. You're gonna see logistics. You're gonna have issues with logistics. You have to adapt, you have to overcome issues, right? This is all stuff that you can use your entire life. It's just awesome that you get to inspire fourth graders. 'cause what I use all the time is in,
in athletics, you guys, you seniors and juniors don't ever underestimate the impact you have on kids of that age and your actions and your words. Right? They see you guys and they look up to you whether you want them to or think they do or not. They do. Like you walk into their classroom. The reason they all, they were all sitting there quiet was because they look up to you. They do. I mean, that's just, I remember being that age. So it, it's about thank you for, for, for jumping feet first into this and helping maybe cultivate these, these I ideas
and cultivate these perceptions of these fourth graders. But I mean, don't think that this doesn't help you just as much as those fourth graders, that those 40 high schoolers. Because take take what you learned throughout this process and apply it throughout the rest of your life. - Yeah. - And thank you for doing it. - How many total fourth graders were there? I know you said 200 at one session or? - Yeah, I, I think we hit, I think we hit at about 3 75 - Total. Wow. - That's great. - That's awesome. Yeah. That's - Awesome. That's awesome. This is, and and I'll be curious to see as, as this progresses, how many
of those fourth graders from this year and last year end up doing what you guys are doing at this age? So, you know, this is, this is exactly what our strategic plan is about. Not only giving kids the option to see what else is out there and to make them a good graduate, but to also give our current high school students the opportunity to, to see what it's like to give back to the community as well. So this is awesome. I I really wanted to make it this year and unfortunately my work got in the way so I couldn't make it. But this is, I'm always excited to hear this.
You could be presenters of how to be on a board or something. - High school kids. How many years have you done this? This - Is only the second year. - Yep. Year two. - Our last year too. It's started last year, - So this year and last year. So we have a little while, but it will be really neat. We could carry this on to - See the kids that went in forth - In this. They're gonna have a really unique perspective of really Exactly. You know, what, what this does for them. So I look, I look forward to that. I will not be on the board then, but I look forward to the success of that program.
- I'll leave you all with this last thing. And, and sometimes it's the smallest moments, the individual moments that, that, that really set things apart. And one particular moment we had, you know, when we went to survey the kids, a lot of 'em, fourth grade is the age of, well now it's YouTube, but YouTube or content creation. But the other one is professional athlete, especially boys. Boys are all about, I I remember fourth grade I wanted to be, I wanted to be NBA basketball player. Michael Jordan was, he was the stuff.
And I wanted to be an NBA basketball player. Now it's messy. And Ronaldo and, you know, all those guys. And we went out and found a young lady who, our professional, one of our professional athletes. We had a professional athlete and she was, she's on the US world Sandre or beach wrestling team. She, she competed in Greece a couple of months ago and we were able to bring her in. And she is, you know, she's still, she's still in college competing. So she's actually not professional. She's not getting paid, but she's on that team
and she's about as close as they come. And the number of young ladies who, just fourth grade girls who have that desire as well to be a professional athlete and to see a girl up there and doing that. That to me, 'cause I 'cause I saw it in a couple of young ladies that I think that was super meaningful and super powerful experience for them because I, I, I truly believe that a couple of them that saw that are gonna, are going to take advantage of the world of possibilities. We empowered them to think I could do that. I could be that.
Yeah. And, and what a cool experience. Can - I ask one question? Yeah. Were you able to solicit feedback from the teachers as to what they experienced when they went back to their classrooms or any follow-up conversations they had? - That's still pending. Okay. All right. So yeah, we, there's still a little bit of work to do. We still gotta get some debrief from, from the classes and such. And so the, the schools, I think going through it the second year has been good. A lot of things went a lot smoother. Even though we have hiccups, a lot of things went a lot smoother 'cause people knew what to expect
and they knew how to elevate some things on their own. So the teachers were really great to work with, but getting some student feedback and getting some teacher feedback is, is a valuable part of this process. And that's, that's how we tweaked the survey going into and some of the logistics we tweaked based on what we heard from them. So. - Great. - Good questions. Awesome. - This work? - Okay. Awesome. - Thank you guys. Thank you very very much. Thank you. - What did I say? 15, 20 minutes And there we went, man. We went, we went long. - You guys were excited about it. That's why - We were, we were, thank you - Guys. - Thank you - For coming.
- You guys could stay for the board meeting if you wanted to. And out they go. It's policy, it's policy focus. Next. Come on. - So much. - I don't think they're buying it all right. I I will say I have some of my son's friends that are on student council were really excited when, when Mr. Carl was talking to the student council about presenting to the board and they were really excited to want to share their experiences with it. So I'll be curious to hear how those go in future years.
So, but on to, so now govern governance action items. So our second reading and approval for policy. G-K-G-C-K-A-A teacher displacement. So I don't think there was one change which was on the dash R within 10 days after receiving the board statement on page one. Is there any questions or anything on this one? - Okay, - I make a motion to approve
G-C-K-A-A. - May I get a second? - Thank - You. Sherry, may I get roll call? - All you? Aye Aye. Aye. Aye. Jenkins Aye. - Aye. And then GKAA dash R. May I get a motion to approve that as presented? - Make a - Motion to approve GCKA dash R as presented. May I get a second? - I - Thank you Steve. Sharon, may I get roll call please? - All you, aye As aye. Aye. Aye. Jenkins. Aye. Thank.
- Aye. Megan, can you say that 10 times fast? I couldn't even say it once. Alright. Alright. And then sec section a second. Reading. I'm trying to remember, I don't think there was anything else on here. - Anything was changed from the first - Meeting. From the first meeting. So if there are no questions or any other discussion, I would take a motion to approve of the approval of the changes listed in policies from section A.
- I make a motion to approve the section A policies as presented. - Thank you. May I get a second? Second. Thank you. Chance Sharon May get roll call please - Will you? Aye. Asco Aye. Aye. Aye. Jenkins. Aye. Jensen. - Aye. - Alright. - And then policy focus. We had section B, which was section section B. So it started with BBB through BDFB. - And we have your recommendations in the documents. Okay. And so we have those. So I think that the question really, so I don't,
there's really not a discussion because you, you all have had that and seen that. I think really for, for us it's just as we're going through that because we shifted to the new, my question to the board is, did that work for you for this first round as being able to review, see what other people were saying as a model or, - I liked that model personally. One thing I, I didn't really, it seemed like there were some policies that weren't on there. Like when you go through policy search policy page on, on our website, they weren't,
there was a couple things and like on one of my comments I wrote like, can we combine these two or - I think I did that one - Too. I think you did that. And I think maybe you mentioned that also in a couple of like, it just seems like, I understand we have to have policies for about everything, but it seems like a lot of 'em are redundant and just, and, and that's just a question for you and legal and we can combine some of these. Consolidate. Okay. - As far as process. - Process, I think that works great. Yeah. I like being able to see what people see. I like it. Okay, - Great. Okay. - I think I was the first one, so I would, I would like
to go back and see what everybody else saw. - I just was looking but I never even like highlighted my name. So like, - Oh, and picked it on the drop - Down. Yeah, - I didn't even from the dropdown. Yeah, - I just thought you had to do that if you had like comments or questions. Sorry. - Yeah. What I, I only did it what I, when I did, I had a comment. Yeah. - Changed. - Oh, okay. Like I don't need to like, like sign - Off. No, it's not an acknowledgement of - Reading. No. - So your approach was correct unless you had something. Okay, same - Thing. There was some that I didn't, I just left - It. It's not like an attendance record. Cassie that said,
- Was I - Supposed to put my name in that - Thing? You - Really should - Kept that 10 points for adding your name. - Cassie, you've gotta get on there. - No, - We're grading you on whether or not - You won't get you, you won't get paid unless you do it. - Ah, oh man. I'll jump - Right on that. We - Did, that's ruthless man. - We didn't get BDFC in that group. - I thought there was one. - Yeah, there's one that's missing in sequential order and then I assume that we'll get the rest of the, or the second half of B. - What was the B, D, c? - Preschool council. - I see B, DC on here with that you made.
- Yeah, it's saying that we didn't get it. - Okay. I'll see what, so in the packet you mean? - Correct. - You didn't see it? Okay. - Yeah. Thank you. I'll - Double check on that one and be sure it comes - Back on. But I think it's a good idea. Yeah, - I I did like this process felt - Like the right process. Perfect. Yeah. Okay. Alright. And I, we, we will hold it and we'll continue it. And I just, just so the board knows, just when Sharon and I are looking at, looking at dates and processes when this hits, and correct me if I'm wrong, Sharon, it's going to, this will hit and then we get to kind of the summer work
and then when Sharon has to take her chunk of time. So in the review process, we will be going really to the August before the next big chunk, correct? Yes. Okay. So we just, just just to keep us on, you know, this is, as we talked about, this review process is gonna be a multi-year process because when August, we'll still be doing this, but then also we'll get Cas b's review for any legal big changes that'll take a bigger priority over this review process. So we'll we'll that'll kind of step in.
We'll get that done and then we'll pick this up again. Okay. So it'll, it'll, it's just gonna be kind of our, our ongoing process so that we keep updating as we go. But that's part of why we're trying to make sure that this process feels right for people to do it as a yes and, and as kind of a homework piece. So, perfect. Yeah. Thank you for the feedback. We appreciate it. - Okay. - Future requests. - I would like it to be 68 degrees, no wind for graduation.
- For, for both or? Yeah. Yeah. Preferably - Both. Would you like it lightly cloudy? - I don't, yeah. Cloud partly cloudy is great. What - Happens when you're the killer of a jellyfish is I turn red fast, so I need can't wait to see no uv. Like - I'm with you on that one. Yeah, yeah. Okay. - So no, - I, yeah, so Kurt, can you control that? - I think you, it's a science fair project that you can probably the high schoolers too, - As high as 73 with a little breeze. Perfect. As long as there's a little breeze. - There's some leeway in there. - Right - Now it's projected to be 80 high
of 81 partly cloudy with a 2% chance - Of rain. I'm not hearing you - Hearing me one's projected to be, but that's that. We still have - A week. It's - Still 10 days out. Yeah, we're - Good. I do have a future request maybe, and maybe it'll be the June meeting or maybe next time, but how the, the end of the year, how our online school and all that did wrap up, like over like a wrap up of that Yep. Program. It was a new program this year. Yes. Love it. Just kind of a close out, this works, this didn't, this is
what we're gonna maybe look at doing next year. Be - Happy to - Do that. Yep, that'd be great. - And then can I get - A little bit of an education on the board meetings over the summer - Crash course please? What's, - What - Is typically the, the - The content, - The, the purpose, so yeah, so usually, so, so usually, so we have our regular two meetings in June and then we usually have just one virtual meeting, I guess in July just to approve the consent agenda for all of the teachers and the returning staff and the new hires. And then we do start our regular board
meeting schedule back up in August. I think we've always ended up coinciding our first meeting, usually with the first or the second week of school, so, which is always fun. But this year with the bond measure coming up, that's why we'll be having the, the actual in-person meeting in July. In July. Do we have that scheduled yet? - Yes, the 15th. Okay. - Is this a good time to mention that? On the 20th we're gonna go to one door, - The 20th or the 27th? 27th. - Sorry, the 27th we're That's right. Next week. Seventh, the 27th. We're going to one door. I think almost everybody responded.
Did everybody get that in? I did not respond, but I didn't, I didn't really have a for - The shine, the light. She was busy putting her attendance in. I know. - No, it was, it's fine. Are we doing the whole meeting there or just the - Shine, the light. I think the shine the light and - Then come here. Okay. - Yeah. So - That was my only question for you guys. Yes. - And then also too, it's a worthy reminder that our fiscal year ends - Yeah, - June 30th Yep. For financials. So for all of like Jason's stuff. - That's why. - So that's why that July meeting, sometimes there is stuff that coincides with fiscal year.
Cool. - Okay, - So June, June is a big month as far as budget and those kind of things. - And insurance too. - In insurance. Insurance, insurance. Yeah. - Yeah. We were trying to, we were hopeful that we'd have insurance in May, but it, they didn't have everything ready, so it'll be, it's getting bumped, but, so just finalizing the - Contract and stuff. - I'm sorry, finalizing the insurance. Yeah, exactly. Contract - For next year. - The liability
and property casualty, those kind of things. - Has there been anything from the state legislature - On budget? - Yep, they, yep. And we will have that at next meeting. Jason. Jason will do an update. - Oh, - Oh goody. - What about year end, like testing where our schools are at? Or did we do that at the beginning of the, - The year be August. Yeah, we won't have results back yet. - Yeah. Okay. I - You're thinking like the sea mask stuff would - Yeah, you would think I would remember. - What do they, what do they, what's the word they use when they like,
- Like, wait, when did do - That? Can't look, you can't, they don't release a date. Embargo it. - Yeah. That's what it is. - Yeah. We won't, we don't get that until the very end of July, 1st of August and then it doesn't go public until - About May. August. Can you tell me the, the the reason why they have, they feel like they have to embargo it rather than just release it. - They, they have to check the data and then it comes back, comes back to us so that we, we get it and we, we have a chance to review it and, and be able to talk about it
before they just dump all the data. - Trust you verify kind of thing. Yep. Gotcha. Yeah, - Exactly. - Gotcha, gotcha. Okay. - So - Megan, does that help? I'm sorry, so - Future requests I have online school and then update. So really I, yeah. Did that cover as far as scheduling? It does, yeah. And then, so really I just have about the, about the flex path is what, what I'm hearing for future requests. Was there anything else? - I, I think along the lines with the flex path, not only the wrap up but how it's looking.
'cause I did see on the the school website that the, we've got the notice that the enrollment is up. Yep. So see if that's, if we've gotten any, any more enrollment for - Okay. Yep. Happy to do that. Actually. Excited to do that. 'cause lots of good stuff to report on that Speak out Louds. And that fits really well with, with the Shine the light. She's gonna be talking about her component of that. It's kind of dual things going on. - Well that's what made me think of it is in that email she wanted to show us the classroom space
- And Yep. It's a fantastic NDI or good confluence. Thank you. That's, thanks for reading that. I'm full of good - Words tonight. - You are SAT vocabulary we got going on today. Okay. - All right. Anything else? - I'm gonna miss the June 10th meeting. My son is getting married and - We are excited - To, to get him married off. I only have four more to go. Youngest is nine but nevermind that. - How fun. I know, - I'm excited. - That'll be exciting. - We will miss you.
- Well thank you. But I won't even be thinking about you. - I bet not. Do you get at least go anywhere fun - Kentucky. So it's - Yet - To be determined whether or not that's fun. Yeah, - I would like to see Kentucky. Kentucky come with us pretty parts. - I mean I'm not that bad, but - That was good. That was good. Alright. Meeting debrief. If you guys wanna take a minute and fill out the forms. - Oh, this one has a back. - Cassie, be sure to put your name up at the top. That gives you 10 points. Just kidding. - Well I was like looking at that too. I was like to look at the comments four and I'm like, I didn't like off on any.
- Yeah, okay. - I laughed when said and all of the kids' faces were stone faced and I kept thinking like you've never been in front of the classroom because that's what you look like too. - Thank you. - Thank you. - Did you forget to put your name on it? It's all right. I'll, you won't get a grade. It's okay. - Okay. - I think I've almost got enough swag now for next year to start actually wearing like the stuff that I've been given to the school board. Meetings, meetings. - I'm excited to wear my Hawaiian shirt, my rifle, middle school Hawaiian shirt. - Oh yes. - So awesome.
- Thank you. Thank you. Alright. And unless there's anything else, speak now or forever hold your peace to our two members of the audience. Okay. All right. Then we will adjourn the meeting for May 13th, 2026 at 6 42.