Speaker 1: Good to go. Michael, are we good? Yes. Awesome. Everybody else are we Bri's good. Bri's online. Alright. It is 5 47 on Wednesday, April 23rd. And I'd like to call our regular board meeting to session. Please stand for the Pledge of Allegiance. Speaker 2: Oh, there it's, Speaker 3: I pledge allegiance to the flag 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. Speaker 1: Thank you. If you would please remain standing for a moment of silence. Speaker 2: Thank Speaker 1: You. Okay, on to the agenda. Are there any changes to the agenda? Speaker 3: There are none. Speaker 1: May I have a, Speaker 4: I think we could change the agenda and remove 9.1 since we did that at the shine light. It looks like it just got Speaker 1: Oh Speaker 4: Down there to discuss in the discussion, but I think we already knocked it out. We can start with district accountability if that's Speaker 3: Sure. Oh, yep, Speaker 1: Yep.
Thank you Bri. Speaker 4: Yeah, no problem. Speaker 3: Sorry. Speaker 1: So Speaker 4: I, I'll do I, I'd like to make a motion to amend the agenda to remove 9.1 nutrition services. Speaker 1: Thank you. May I get a second? I'll second Sharon. Speaker 3: One second. Speaker 1: Yep. Fine. Speaker 4: Aye Speaker 3: Asco Aye. Jens Aye. Jensen Speaker 1: Aye. Okay. And on the public audience I will make a few welcoming notes. The board's meeting time is dedicated to its strategic mission and top priority focus areas.
Public partic participation is an opportunity to present brief comments or pose questions to the board for consideration and follow up. Each person is asked to focus comments to three minutes. The boundaries are designed to help keep the meeting focused and in no way should limit conversations beyond beyond the board meeting. Please be aware that any individual student or personnel matter are considered confidential under Colorado law. It is out of respect for the individual students and staff that we ask for those conversations to be held in executive session. Insights are needed and welcomed and the board encourages you
to meet the most appropriate person among the district's, many leaders. So on with that, there is one public audience via Zoom. It is Zdi. Woosley. I don't know if that person is on Zoom or not. Yeah, so Speaker 5: I saw Zo on or Zody Zdi on earlier and there is not anybody on at the moment with that name. So I don't know if they're having technical problems, but there is not a Zody Woolsey on at the Speaker 1: Moment. Okay. I will move on to the approval of the agenda and the consent agenda
and then we can circle back and then call it, we'll give one more shot. Yep. Okay. Thank you. Onto the approval of the last draft board meeting minutes from April 9th, 2025. Are there any changes or anything? May I get an motion to approve the minutes from the April 9th, 2025 board meeting? Speaker 6: I make a motion to approve the April 9th, 2025 draft board minutes as presented. Speaker 7: I second that. Speaker 1: Thank you Sharon. May I get roll call please? Speaker 8: Haw. Aye. Speaker 1: Has both aye Speaker 8: Jenkins Aye Speaker 1: Jen Aye.
And the consent agenda, are there any changes to the consent agenda? Speaker 7: Yeah, I would like to make one amendment to the consent agenda to include the approval of the best grant application. Speaker 6: Okay. I make a motion. Speaker 1: May I make, may I get a motion to approve the consent agenda as amended? Speaker 6: I make a motion to approve the consent agenda as amended. Speaker 1: May I get a second? Speaker 7: I second. I'll Speaker 2: Second. Speaker 7: Go ahead Speaker 1: Sharon. Speaker 8: Aye. Asco Aye. Jenkins? Aye.
Speaker 1: Jensen? Aye. Nothing. Okay. So no public audience for this evening. I'm just gonna, if they're out there and they hear, please feel free to email the board any comments or concerns that you may have and we will move forward with our agenda. Thank you. Alright, assistant superintendent report. Speaker 9: Hi all. Hi. So we've been busy operationalizing the graduate profile. We've begun DI deepening our commitment
to the graduate profile by integrating it into daily instruction, school culture and decision making processes. Teachers and leaders are being asked to use the profile to guide learning experience that foster critical competencies such as adaptability, collaboration, problem solving, and responsibility. Through ongoing reflection and alignment, the profile is becoming a shared vision for what it means to be ready for life after graduation from re two. Additionally, we expanded that graduate profile efforts to include our local business partners and owners who came together and worked collaboratively
with students from both high schools to define the qualities necessary for a successful employment at Grand Mesa. The process for the new principal of Grand Mesa has been concluded. The new principal will be announced this Friday, April 25th. Three outstanding candidates spent last Friday meeting a variety of district leaders as well as interviewing formally with staff, parents, and district leaders. Last, there was an opportunity to meet the candidates and provide input on the decision making. Mr. Banhart was able to participate with us
and was a vital VO voice in this hiring process. Lastly, we'd like to announce that we have a great opportunity for our staff members in partnership with CU Center for Resilience and Wellbeing. One door is hosting a six session series focused on supporting staff wellness. Future sessions will provide staff with tools and strategies going forward for, for their own health and wellbeing. Families in re two met on April 17th to celebrate the role of our family liaisons who serve as bridges
between schools and the community. We also hosted informational sessions for the families covering health services, nutrition services, college and career readiness, employment opportunities within the district, and a meet and greet with the new superintendent. These efforts strengthened communication, trust, and partnerships with our families. It was a wonderful evening and successful for all. And that will conclude my report unless you have any questions. Speaker 1: Oh, I apologize. When was that event at one door with CU for the Health? Speaker 9: It's the next five Fridays.
They already did one session this Friday. Okay. Or this last Friday. And then they'll do one more for the next six weeks. So, Speaker 1: Nice. Have we seen a good turnout so far in the why Not Speaker 9: Yet. Okay. It was a short turnaround from when Amanda learned from CCE CU that this was a free service that she got to participate in and learn how to facilitate it. They were there to help and so we didn't get a lot of announcement out there ahead of time. So we're hoping for more this Friday. Speaker 1: Nice. Awesome. Thank you. Super, super report. Speaker 7: Heck yeah. For, we have
year three preparation is happening to draft our part of the strategic plan for 25 26. We're building on the successes of lessons of the first two years. We have reviewed and summarized all of the strategic planning meetings with all of our our schools. During our last strategic planning meeting with the leadership teams at each school, we have had discussions to refine the objectives that got done, update metrics that we are looking forward to being able to achieve and align our synergy amongst the the initiatives.
Leadership teams are analyzing their current data to write actionable, measurable goals that will inform instruction on our efforts for next year. We will actually be meeting with Alex Carter and concluding our work with CEI tomorrow to continue to advance our work and lay out the pathway for 25 26. We had a strategic plan day last Friday. Our recent district-wide collaboration time was incredibly productive and focused on key instructional priorities. Teacher and staff. Teachers and staff across grade levels and content engaged in meaningful reflections, planning
and problem solving to support student success. Going into next year, there were teams that analyzed scope and sequence documents, reviewed priority standards, shared strategies to vertically and horizontally align curriculum across our grade levels. And our, there was strong engagement around our new programs like CKLA for our K five reading program and continued refinement of the K five math program. Eureka math teachers identified opportunities for targeted interventions and shared best practices to better support our students, especially in the areas of math and writing.
Also, our SPED and ELD staff were able to meet and begin to talk about transitions between grade levels. In particular to those two subgroups of students. Emphasis was placed on graduation requirements, course offerings, and ensuring all students have equitable access to high quality learning. Overall, this day was filled with gratitude and I would say one foot is already in next year. We have some celebrations for students. We actually have Winter keeny. Samantha Smythe from Coleridge High School and Jefferson, Jeff Torres from Rifle High School have been
awarded the prestigious Daniels Fund scholarship for the 24 25 school year. This covers up to 100,000 toward a bachelor's degree at any accredited nonprofit college or university in the country. The award is based not just on academic ex excellence, but on character leadership and a commitment to giving back qualities that all of these three students exemplify and who they are. So huge shout out for them. I have a shout out for Ms. Mary McPhee and the nutrition services.
This is another kind of hero and how funny that she chose. We are the champions because honestly she is a champion for Garfield Re two. If you are not preparing spreads that could be on your own food channel, then you are out in the field relentless, prepare, relentlessly preparing high quality service to thousands of children and making sure that your budget is tight. She has the heart of the tin man. She has the courage of a lion. And in the critical work she does with my soul, I thank you and the nutrition services department because you are the champions
and you have done an amazing job. And then last, yeah, And then last it is Happy Executive assistant day. And so that's for Ms. Sharon. And so here we go. We have a special present for her 'cause it's my last shot to be able to do this for you. So, dear woman, in every journey there is a quiet strength that moves mountains, not with thunder, but with steadfastness. Today, Lisa and I pause to honor the heart of our organization, which is you, whose presence has been as constant
and powerful as an elephant majestic in spirit, wise in action, and humble in your service. So like an elephant known for its deep intelligence and unshakeable memory. Although we've lost a little bit, all of us over the last five years, you hold the history of our work, the details others forget, and the rhythm of our daily operation. You remember birthdays, deadlines, the unspoken needs of a team that leans on your wisdom more often than words can express. You've guided us through chaos with grace.
You have been the calm in our storm, the organizer of our chaos and the gentle nudge that brings us back to what matters most. So the elephant, there is a reason for all this. I promise the elephant is a symbol of loyalty. And your loyalty to this organization has been nothing short of legendary. You carry all of us forward, not on your back, but through the strength of your commitment and the power of your spirit. So today, Sharon, we say thank you, not just for what you do, but for who you are. Leaving Mammoth footprints, wherever you go.
So this is for you. Speaker 2: This one. Sure. You won't forget. You have to open it up. My seat. Huh? Open it. Speaker 7: No, you have to open. Speaker 2: I'm not crying. There's no crying in board meetings. Oh my, Speaker 10: With my dragon. Speaker 7: Different different day. Speaker 1: Thank you. Speaker 7: I'm done. Speaker 6: Good. Speaker 1: Nice. Thanks. Anybody have any extra tissues? I geez. No, I do have one question on the scholarships. Absolutely. So it's, it's not only academics but character and stuff too. Are they, do they apply or are they recommended? Speaker 7: You know what? I, I can answer
that. Okay, please. Because you Speaker 5: I did the interview. Yes. Speaker 7: She, she, she did the story for the post independent. Speaker 5: I'm pretty, pretty good at, at the Daniels process now. So it is, it is a, it was a very rigorous process. It's about three interviews. It, they have to apply and then they get, if they make the first cut, they have to do a second round of essays and then they sit for a full onset of panel interviews. So it's, it's pretty impressive. The only thing that maybe exceeds it would be the better. Speaker 1: That's awesome. So Speaker 10: The biggest thing with the Daniels scholarship, it's for students that their families only make a certain amount of money.
Speaker 1: Okay. Speaker 10: It's, it's capped at an income for students as well. Speaker 6: I think That's awesome. How many do they, how many do they award yearly? Speaker 5: Oh, golly, Speaker 10: Question Speaker 9: Ain Tight Speaker 5: Gold. Speaker 6: Nationwide? Speaker 5: No, it's a regional award. Okay. So it's, it's Colorado, Wyoming, Utah, Arizona. Speaker 6: Still a lot. Speaker 5: Maybe we New Mexico. Speaker 6: Yeah, we got three. Speaker 1: We've got three. That's awesome. And we got three. And we, last Speaker 5: Year we Speaker 1: Didn't have any. Oh, we didn't, I thought we've had, I Speaker 5: Don't think we had any last year. Speaker 7: We have over the last five years, not last year, but we've had Daniel Scholars. That's awesome. Pretty consistently. Yeah.
Speaker 6: Congratulations. Speaker 5: Hasn't had one in decades, Speaker 1: So that's, that's pretty awesome. Yeah. Yep. Definitely a testament. So, okay. Any other questions for Lisa or Heather? Speaker 9: 156. Speaker 1: 56 56. Speaker 9: 156. Speaker 1: Okay. Speaker 9: Oh, keep Speaker 6: Reading. We had three out of that, Speaker 9: 156 in Colorado. 230 across Colorado, New Mexico, UT and Wyoming. And Speaker 5: I said two 50. I was close. Awesome. Speaker 1: That's still, that's amazing still. Yeah. Yeah. That's still pretty awesome. Thank you.
Speaker 5: Good evening. Speaker 1: Under board reports. Cassie, you want a chance? No, Speaker 6: You go first. Start, Bri, Speaker 10: Keep going around the circle. Bri. Yeah, Speaker 7: If you want, Speaker 1: You wanna go first start? Speaker 4: I did. I definitely can Speaker 1: Go for it. Speaker 4: Well, once again, shout off to you guys there for cover for me while I'm out of town for work. I really appreciate it. Thank you for everything you guys do in support of our district. It, it's awesome to see your dedication and the work you've put in. So thank you once again for, for doing that. You know, as we wrap up another school year,
I wanna extend my heartfelt thanks to every member of our staff. Your dedication, resilience, and care for our students have made a meaningful impact. While we've accomplished some great things together, it's also clear that important work still lies ahead. So let's carry lessons of this year forward and continue striving to improve our students and our families. Thank you for all you do and let's finish strong. I'd also like to give a big shout out to Sharon for all she does. Thank you. Thank you, thank you. Thank you for the years of service to the district and everything you've done for me as a board member for Garfield Re two. You're gonna be someone I'm,
I'm gonna remember for a long time. So thank you very much. Thank you. I'd also like to pull out a big congrats to our Daniels scholarship winners. Good luck to them and their educational journey. And it makes me very proud to know that our students can achieve such high things to earn that kind of money to go to school. It's a great thing. And I also wanna take a moment to sincerely thank our nutrition services team and Mary for the incredible dedication and hard work feeding our students throughout the year on with Chance, you know, the young man going to school, I remember the lunch ladies so much, they were one
of the groups that fed me twice a day. I was one of those students also. And it made a huge impact on me to be fed for breakfast and lunch and then to know I, I felt they cared for me also. So I really appreciate the work that goes into serving our kids. And as we head into summer, I wanna wish you the best of luck with Mail Monkey Program. I think that's an amazing thing. Also, I'm so thankful we have our own truck to run that. And your commitment to serving our community doesn't go unnoticed. And we're really grateful for all you guys do. Part of the other thing I feel as a school board member is transparency. You know, we do, I do receive emails asking questions
and sometimes it's easier to kind of wait till a board report may to have the opportunity to, to answer those questions for everybody. So, you know, as a school board member, I stand for the protection of all students, but I also stand firmly for the rights of parents to raise their children according to their values and beliefs. That's why I strongly oppose House Bill 25, 13 12. I feel the bill expands the definition of course of control to include a parent's use of their child's birth name. I feel the conversation we just recently had on a CA name, name changes, and where our district stands.
This law that the state is trying to pass will directly violate our local control of our district. I feel that a parent who disagrees with a child's chosen gender identity could be labeled as abusive, not for violence or neglect, but for disagreement. In the most serious cases, this could become grounds for the state to remove a child from their home. And I believe that's extraordinary overreach. So I would urge lawmakers and coloradoans to reject this bill and instead pursue balanced policies that affirm both student wellbeing and parental authority. I've also come across people asking
how I feel about Title ix. And I believe it's essential to protect fair and safe opportunities for girls in athletics. Title IX was created to ensure equal access for female athletes. And that mission is still critical today. Girls deserve a level playing field where competition is fair and safety is prioritized. This isn't about exclusion, it's about preserving the integrity of girls sports and honoring the spirit of Title ix. I wanna figure a way to support all students while also ensuring that girls continue to have the space to compete, grow, and succeed. Recently through social media, we've had the question
of age appropriate materials. And it's an issue I'd like to just touch on tonight because it's been circulating. And I, once again, with transparency, I understand it. And I believe that's, and I understand that our parents are concerned. I wanna acknowledge that the district's leadership is already working with school administrators to develop a clear process for reviewing books and materials. I believe we must do better in that content to ensure it's age appropriate and reflects the direction and expectations set by the board. Parents deserve transparency and a voice of these decisions. It's about protecting students,
respecting families, and building trust. And I believe we do that together. And I wanna express my deep appreciation for our special education department. A vital role it plays in supporting students with unique needs. The work being done is life changing and I'm grateful for the passion and commitment of that staff. At the same time with just recognize the major challenges facing this program, chronic underfunding, ongoing staffing shortages and limited training opportunities and the growing complexity of student needs. These issues put real strain on our educators and limit the support we can provide. We have a responsibility to do better for our students,
for our staff, and for the future of our special education in our district. I'm committed to working alongside all stakeholders to advocate for the resources and support this in all of our others, all of our other programs that they truly deserve. So thank you very for much for giving me that opportunity and know that to this day I'm still working to try to commit, to try to accomplish all those goals I set for myself in that first year of serving on the board. Thank you very much. Speaker 6: Thank you, Bri. Thank you. Chance. Alright, so I tried
to start putting this together Monday, and I think it's just been a lot of things have come to us as board members and as, as, as staff and, and I keep hitting a wall, so I'm just gonna wing this one. First of all, I do want to give thanks to some people. First, we're gonna talk about my fellow board members. Thank you Brit. Thank you for challenging me to look at things differently and to look at different perceptions of whether it be an issue you and I agree on,
or an issue that we disagree on. Fathom, thank you for being such a rock for this board and, and being available and, and being able available for a conversation. Cassie, thank you for attending absolutely everything. Yeah. And keeping me up to date on what's going on. Scott, thank you for jumping into your role. And I know he is not here, but hopefully yours is. Thank you for jumping into your role and being an absolute asset, whether it be explaining insurance metrics to me and data or bringing up something that may not have been thought of.
Thank you. And you guys, I hope you know that you guys are part of what makes this tenure bearable. So thank you for that. Sharon, thank you for being, I'm just gonna echo this, the rock in, in this office. You're the, you were the one of the first people I met when I came onto the board. And you have done absolutely everything in your power to help me understand something or, or, or get resources or point me in the right direction. And you've been nothing
but the most pleasant thing to ever deal with. And I know maybe I'm not always. So thank you to the, and as we come closer to the end of the year, I don't think the district staff in this office get a lot of thank yous years or are tough on everybody. So thank you for all you guys do. Whether it be facilities, whether it be nutrition curriculum, this district wouldn't be here without you. So thank you for the work you continue to do.
And you know, you guys, you guys are all great in the private sector. There's been a lot of these new terms come up, whether it be part-timers or you've heard the, maybe the new thing, quiet, quitting. I want to honestly say how amazed I am at Heather and Lisa for finishing this year with the same investment that you've had since the day I met you. Thank you both. It's not easy.
And there's days that I prefer and make choice a, a, a conscious decision to ignore my emails. You guys can't do that. And thank you for your continued dedication to the job and roles that you both fill. So thank you for that. Shout out again. I'm gonna echo the Daniel Scholars 230 in the region and we have three of them. That's awesome. So kudos to you kiddos. You're doing, doing things great. And just, just keep at it. We've had a lot of, a lot
of discussion this year over phones for future phone policies. And as we adults and community members try to navigate this issue of, of cell phone usage and screens in school, it's become very evident that not only kids need help with this, US adults have to be better at this. Britton touched on it briefly about questions. And we all get questions from community members as we should. You know, we, we, we, any community members can reach out when it has to deal with an issue at school involving students or staff.
I just want people to understand, 'cause I've seen it on Facebook and, and, and social media that, you know, we, we can't say anything. We, we, we respect student privacy. We, we respect staff privacy, but don't take our silence as an admission of guilt. If you truly have questions about a process or a policy, we have multiple leaders in this district that can point you in that direction and explain it to you. But as far as investigations go, no, that's not for public. And that those are private personnel matters or student records. I want the public to know that if there's an issue at
school, I as a school board member don't even know the names. They don't tell us names. So that mean, that's how, that's how a seriously, we take this as a district of, of the, the matter of privacy. But don't take it as as, as it's not being handled. Every, every, I have it wrote down here, every account or allegation of misconduct or possible policy violation is investigated. It is. I I I'm insuring you. It is. And if necessary, actions taken. That is the process. And it is working. I just want everybody to
take a deep breath over the last few, few weeks. It's been a rough one. You guys have all done. Great. And honestly, we are lucky to have you, Heather, as a leader right now. You spoke about grace with I shared earlier, but the amount of grace that you've had in handling your five years as superintendent is truly remarkable. I don't know of anybody else, including myself that could even come close to doing that. So it's something that should be studied in high school Okay. In character development. So Speaker 11: I'll teach a class or Speaker 6: Something. Yeah, teach a class. But just thank you.
That's all I can say. Appreciate you. Okay. And we look forward to your future and you and Rob doing a ton of traveling, so, all right. That's all I got. Speaker 11: Cassie. Yes. Well, I just wanna give a shout out on echoing kind of everything everybody else has been saying, but as we reflect on the, you know, the year, I mean our busy month's coming, but every other month was busy, so I don't know, you know what that means, busier month.
But yeah. But as I met with, you know, all our committees, safety, hr, going to dac, Latinos curriculum, Jacob and Simone. I mean, there's just so much going on all the time. And all I think about was this little tiny snowball way back when. And like we got a big ball going now and there's some momentum behind it and these kids better watch out. They don't know they're, that's why we have three Daniel scholars
and I can't wait for the year to come where we have like 10 or 12, 15. Like, I just see that number increasing and growing every year with what we're doing with the graduate profile. And as I met with Jacob and Simone reviewing the graduate profile, meeting with local stakeholders, community members, business owners and students, they brought in students and interviewed them and, and try and figure out what's important for that graduate profile and making sure we're aligned with this strategic plan that this, this moving target.
It's gaining momentum. And we, we, I tell the tell the world watch out here they come, you know, is a whole nother statement, right? Because these kids, what we're doing now is only propelling them for great things ahead. And I'm just excited to be a part of it. Thank you for letting me be a part. And I just am just amazed at the work and the amount of time that goes into like,
I mean I look back on the reading curriculum and how much time and teachers invested in that and even the students invested in it, piloting the program, you know, all these different entities that not just one person's involved in, but a team of people all working together. And it's gonna speak for itself. It already is, but it's gonna speak greater volumes in the future. So I'm excited to hear about the principal hire, I'm looking forward to that.
I went to that and interview or reception or meet and greet, meet and greet. Meet and greet. Thank you. I was looking for the word, the meet and greet last week. Met the candidates and knew a couple of 'em. So that was good. And I'm excited for that. It's a good school. There's great things up there, great teachers. It was fun to see students there interacting with the new can or the candidates that were applying and the students interacting with them. So that was kind of fun. Sharon, thanks for being the one who always tells me what I need to do, where I can look,
where I can find information. You always have an answer to my questions and I appreciate all your help this last year and I'm looking forward to next. Thank you. That means you can't go not next year or the year after, after finish out Speaker 6: Our, I've got, I've got, I've got a little less than three years Speaker 11: Left. We got about three years. So we can get that in writing for the three of us. But I think that's about it. Yeah. Mary, great job presenting tonight. Thank you for sharing all that. I'm excited for the Meal monkey. I just wanna go and help serve sometime.
Will you let us know when you need help? Yes. Okay. And I'll come down and help you. Okay. Would that be great? Over the summer you had hula hoop? No. Yes, it's been a while. I might be able to bring a couple dogs if the animal shelter doesn't show up. My cow. That cow. Oh, I wanted to give a special shout out to Devin in hr, like they're recruiting like crazy. And I am just so excited. You know, Devin isn't here anymore. She laughing, she left, but they're doing a great job. And just their excitement about having the, you know,
I talked about it earlier, that the right people in the right place and it's a team effort. It's, you know, she got, she has the right PR firm with her when she's going to these recruiting events, the excitement, people excited to share what we are about here in re two and share it with other areas, Wyoming Colleges, college students that are graduating, trying to get us the best teachers recruited to come here. Speaker 1: So shout out to hr. So, awesome. I think that's it. That it, okay. My turn.
I like Chance, have been trying to figure out my board report for the last week and keep getting a dead end because there are so many things going on, so many wonderful things going on, especially with the adoption of the new curriculum. We're getting ready to start for next year. Nutrition services does amazing things. Like I said earlier, after your presentation, every time I see those numbers and the amount of meals you guys serve, it is, it, it's shocking every time I see it. And absolutely amazing. And the fact that, like Cassie said, if you, if you're,
if you're hungry in class, you can't pay attention. You're paying attention to other things. So that is definitely important as well. Also wanted to give a shout out to the Daniel Scholars. That is absolutely amazing. That is a a any type of interview process, especially at this age for students, is very rigorous and intimidating. I mean, as an adult it is intimidating for me to do interview processes as well. So I can only imagine what they're going through and the things that they've done. So, and Theresa, thank you for making sure that we get all the information that we need when and how
and all the things. I appreciate that as well. It's easy when you get great stuff to talk about. Absolutely. So. And Meal Monkey, I look forward to that again this summer. So again, like Cassie said, if you ever need help, please let us know. I cannot hula hoop. It has been a while, but let's throw out some hopscotch and some jump ropes. Maybe we'll talk, but, and was able to, you know, again, this time of year is always fun because we get to see the students that have been with us since they were itty bitty and now going on to, to greater things and, and it's
because of the work that everybody here in the district and the schools have done. And I think it is truly a testament to see all the great, all the great things. So I also wanted to echo the appreciation to this board as well. You guys definitely keep me going as well, Bri, I, I love our chats, man. They're awesome. And you always, like, like Chance said, you make me think of, of other things that I wouldn't necessarily have thought of. And I just, you know, this, this,
like I've said before, this is the hardest full-time non-paying job that we have. And the fact that we get to do it with people that we enjoy being around is definitely helpful. Whether or not we agree with you guys a hundred percent of the time, but it is, it is definitely great. Heather and Lisa, you guys will definitely be missed for sure. And everything that you guys have done and the the successes that we've had in this district is definitely a testament to the work and the dedication that you ladies have had as well. And Sharon, I I've got nothing extra to say to you
because they've said it all and you are, you are my guiding light, that's for sure. So thank you very much. Thank you. Appreciate it. And also like Chance and Britain have also echoed, I will echo what they have said too. As board members, we are here to serve our community and we are elected into these positions, which is something that I don't take lightly. And, and sometimes there, there are hard things going on that we have to deal with. And like Chance said, just because we don't respond doesn't mean that it's an omission of guilt. I have said to people that we are receiving your emails, we are receiving your concerns.
We are handling it. I know sometimes it doesn't seem like it, but a lot of these investigations are private because it is a personnel matter. It is a student matter. I know that things were brought up with books and definitely the content of books and I know that is one thing that, that we have as a district, as a board. I apologize as a board this fall that we did look at the inventory that was in our libraries. And of course there are other outside folk, other outside entities that can come in that we may not always have control over.
But we are working on remedies for that to make sure that the material that are in the hands of our kids is appropriate for not only their, their reading level and their age level, but the content as well. You know, I, I have, I have said before, a school is a safe place for a student to come and they need to be safe to learn and to grow. And there are things that they're learning outside of the realm of education, whether it be social education, how to handle conflict.
And that is where the friends and the teachers and things like that happen. Where some of these books, whether it be religious, sexual identity, those are things that need to happen outside of the walls of education. Education is reading, writing and arithmetic and some social skills. And I think given the fact that we have got three Daniel scholars, we have got multiple students signing scholarships, athletics and academics, I think that we have proven that we can do that very well. So we kind of need to get back to a sense of basics, if you will. I would also like to say that with that the celebration
that we had for our family liaisons last Thursday was absolutely amazing. And a true testament to the care that, that those women give all the kids and all the families in their schools. And it sometimes it's not even that's in their schools, it's other families and kids that have reached out to them from other schools because they have made that connection. I know last week also actually Angela up at Highland does coffee with everybody on Monday mornings and it's open and they have gotten quite a big turnout.
Every Monday morning they pay for coffee and people get to come and ask questions and just talk. And it is an amazing thing that that is something that they are doing as well. And I know our special education, those are, those are definitely kids that we wanna make sure have the area the same opportunities to succeed as everybody else. And as Bri said, with staffing concerns, lack of staffing. And it's not just in our district, unfortunately, it is statewide. It is, it is definitely a challenge that we are,
we're ready to face and we are facing and we know that there are ways to overcome that as well. I do look forward to the end of the year is tough because there's so much going on, but at the same time it is so much fun. There are gonna be definitely some, some hard goodbyes and some warm welcomes as well. And not just a, a warm welcome to the district, but a warm welcome for a new chapter in your ladies' lives. So that is all I have for now as I'm sure I forgot something. So, but we'll just continue on unless there's anything else anybody else would like to add.
So, okay, so now onto our governance discussion items. We're actually on to district accountability update with Michelle Show. Speaker 2: Okay. Speaker 1: Hi, welcome. This is like a night of giving thanks. It feels like the Thanksgiving table tonight. I love you all Sharon. You're amazing. Please don't ever leave. This place will fall apart. And I'm glad that I didn't have to follow Mary. That was the heart wrenching children singing almost always makes me cry. So I was gonna, I was like, there were a lot of tears. I gotta go. We gotta clean that up.
We'll practice for, we gotta clean that up moving forward. There's a lot of tears, man. That I don't know, it just always gets me. All right, so dac, district accountability committee. I'm Michelle Williams. I've been a voting member of DAC for, I don't know, it's been a minute. It's been, it's been a minute. We last year started looking over policies before they come to you guys. We are getting better at it. It's a slow process. So I can't imagine writing something from a blank piece of paper. 'cause we get, you know, black and red lettering
and it's, it's still, it's, it's tough to go through. But Lisa, I can't see you because of this camera, but Lisa keeps us on task and she puts up with nothing and she is mama bear At our DAC meetings when we get off topic, she gets us back on mama bear. Good. So we're going over the bullying prevention and education policy right now and we have requested that somebody come in and talk to us about policies so that we know more
and we can do a better job so that when it comes to you guys, it's a little more polished maybe. And then you don't have as much work to do. 'cause we have done more of the work for you. That's the goal with D. So hopefully we can get that going next year. It won't be next month, so next year. But we have looked through the bullying prevention and education policy. And I, full disclosure, I was not at the last staff meeting,
so I was told not to read this to you guys. So I'm not going to, do you guys have any questions about it? Sorry, Speaker 6: I need to interrupt for just a second. Go ahead Theresa. I get, I just got a text message. The zoom links aren't working. Can you people online? Okay. Thank you. Go ahead. Speaker 1: 20 people disagree with your text. Perfect. So I don't know if you guys have read this. Do you have any questions on the, on the bullying policy? We've scratched all the notes out at the end to make it a little more streamlined. You're gonna make me read hopefully. Yeah.
And there's some red lettering. A lot of it is just maybe a little, we're capitalizing this letter. We added a few things in here as far as the list of things that you cannot talk to somebody about. And we're discussing the difference between bullying and conflict. And I know somebody, was it fathom you mentioned conflict and how kids learn how to deal with that. And I think it's important to know the difference between bullying and conflict.
And so we'll get that. I don't know if it's buttoned up. Are we buttoned up? Speaker 9: It's, but it's been through legal, so Okay. D voted on it and then to bring it here, then we ran it through legal if there were punctuation changes that Brent case made. And so now it's up to the board for what they would want to revise or discuss Speaker 1: As a DAC member. Though it has been interesting to be a part of this and if we can get a little more education on it so that we know if we know more we can do better
and then it'll be a little more streamlined. So Speaker 9: One of the things that we, we've talked about is the learning process of all the things we talked about because of this policy. So we learned so much more about the district and about how things work by going through this piece as well as it, and I was gonna do this in my wellness report, so sorry Michelle, but it was, it's very interesting to see that how people are are growing and then it blooms out in lots of places. So we also shared it with our student wellness committee
and they immediately started working on the R that goes with us, which, and, and that made it even deeper because now there is a way to implement all of the good work that is in this policy. It'll be a strong part of the strategic plan. Student wellness for next year will be around bullying, prevention and education because of everything that d put into this and how it just spread throughout the district as we shared with more and more people. Speaker 1: I love that. Speaker 9: Me too. Thank Speaker 1: You. Lisa, Speaker 11: I have a question. Do you feel like the D committee was pretty united on
the direction of the bullying policy? Or was it very different or Speaker 1: Two meetings ago? I would say yes, that we were pretty in line because I missed the last meeting. I can't answer that for the last meeting, but I wanna say it was, Speaker 9: It was similar. Yeah. Yeah. Speaker 1: There's, you two have been to DAC meetings. Chance? I'm still waiting. You'll be keep keep waiting. Okay. Don't hold your breath. Next, next fall after the cows come home. Yeah. DAC meeting. Oh, pencil in. Okay.
October, November. Okay. Okay. Maybe there's a lot of, even when there's different opinions in the room during a DAC meeting, there's, there's not, not arguing, there's a lot of discussion. That's a good point. I didn't look at it that way or I didn't think of it that way. And then, you know, maybe we circle back to, let me reread that sentence thinking about what you just said. Yep. And so there's, there's a lot of that that goes on when we are reading through policies
because some people may interpret things very differently than you do because of their experiences. And so it's really, it's really important that we are listening to other people. But it's so easy in that room. It's, I mean, I don't think that we've ever had a discussion that got out of hand and there may be disagreements, but it's always very calm and very much, I didn't think of it that way.
Let me, let me look at it again. So I love that about our, our DAC team. It's really good. Is there room for other people to join? There is, I saw in the consent agenda that Steve EU is going to be a voting member, which is awesome. Steve's great. His whole family's great. Heidi's great little Jack is awesome. So Steve's gonna be a great addition to Dak. And I honestly don't know what our numbers are. We are voting next month for Speaker 9: A new co-chair, Speaker 1: Co-chairs. Yes.
Speaker 9: Lots of people's membership time is up. So they will decide if they wanna continue on for another three years or if they, you know, if they have a senior, they might be saying, this is my last, are Speaker 6: There, are there term limits? Three, Speaker 9: It's three year commitment, but some people are on much longer because they'll do it for like, for another three years and another three years and another three years. So you don't have to stop. Speaker 6: There are no limit as long, Speaker 9: There's no limit to the number of threes you can do. Speaker 1: We don't have term limits. Speaker 6: That's why usually I'm a very big supportive term limits.
But volunteer organizations, it's hard because you, depending on the people that'll show up with the time in right. There's, there's, as hard as it is to say there's not a excess amount of people that want to dedicate a certain amount of time to volunteer work. That's true. First of all, I have not been to a DAC meeting. However it is, I I think once we get this process down where you guys are sending us policies, I I, I actually think it will be better and actually take into account all stakeholders in
that in said policy or as, as many as, you know, a lot more than the five of us discussing it here. Right? Right. So I think that's always important. You're gonna have a a, a larger cross section of people with eyes on it with input and then I think that's going to be extremely important in the future if we can get that to it. One thing, and I'm gonna try to wade through some waters very carefully here, okay, so give me some grace here. Anything like policies have to be incredibly specific because if they're intentionally, if they're left vague,
it leaves room for interpretation, right? We, we all know this. So that they have to be incredibly specific. Policy writing is an art. Like you have to be very good at it. Thank God we have Sharon to help us And the lawyers. But I wanna make sure, like, my point of view is any policy we, we put into effect obviously protects the child, protects parents' rights, protects and protects their ability to learn in a, in a safe environment.
Right? However, I, I wanna make sure that we also, I wanna look, look through as from a lens of understanding sometimes too, that struggle in a person's young life is often as important as successes, right? We, we can't, we in writing policy, we cannot put pads on every wall Right. And on everything to make life just as great as it can be. Right? Right. Because those struggles and those, and and, and those failures really are what,
what forms character agreed. So, and like I'm a coach so I, when football, you know, you have, you have kids not doing what you're supposed to be doing. Well the whole team runs, right? The whole team runs because it, it fosters a culture of accountability to each other, right? We're dealing with some issues, you know, in different facilities. And it's almost like whatever we can do to help foster of accounta foster accountability among the students to each other Is very important moving forward.
Right. Because I guess there's not a lot of accountability in, in our world these days. And I guess that's where I'm, I'm trying to tiptoe around and not say anything inflammatory, but Just look through. I mean, I, I will be looking through a lens of I don't want to take off or take and protect all the guardrails and I don't want to protect all the sharp points. Like some of these things are, I think developmentally necessary for children to experience failures. Experience consequences. Right.
That that's what they do. And their kids, they, they are meant to test boundaries everywhere. They have it push buttons. Oh, they push buttons. They, and well the teacher said I can do this. I wonder if I can do this and that. Right. You educators have seen it daily. Us parents, we have a lot more latitude to deal with that. But it's also too, it's just that old analogy of, well if sometimes you gotta burn your hand or figure out the stove's hot, you won't take my word for it. So if we can keep that, if we can keep like that, I guess spirit of policies and while ensuring, you know,
the safest possible environment, I think that's where we go. But good luck figuring out how to do that. Speaker 1: I think that that was a lot of the discussion from the group. See you need to come to attack me. Yeah. Speaker 6: Apparently not. 'cause we're on the same page. Speaker 1: Well no we are. But you said that very eloquently. I have told my kids, you know, after, after a football game and they've had you as their coach, it's great if you win. Sure. But if you lose, you learn a little bit more honestly. And so, you know, when, when we're pouting about a loss, I understand that. But you can't sit there all night like you can
pout and then we move on. Speaker 6: Pouting and reflecting are two different things. Speaker 1: Pouting. Yes. We pout and then we move on. And you know, when you lose, you learn. So if you're not learning, you're wasting my time. Speaker 6: And there's that old analogy I could tell my son all the time, and my daughter, education's expensive. Either you're gonna pay for it or in dollars or paying. It's either way. Speaker 1: That's true. And it, and it doesn't all come from a book. No. And Speaker 6: It's education is expensive and you have to figure it out. And yeah. So you guys, I think if we can get this fine tuned in the next year, obviously I'm gonna tell you to hurry because it Well,
Speaker 1: And obviously we are going to hurry because we are, we are buttoned up. Right? It so it's coming. This is coming for first. This one is first reading today. Yeah. Good. Yeah. It's on the agenda tonight that you are Bri I believe Bri had a question. Hi Brittany. Yeah. Speaker 4: Thank you. Hi Michelle. Thanks for being there tonight to represent Dak. You know, I've been going to Dak for, you know, about three years going and being a, you know, sitting in on the committee. And I, I agree with you with the diverse perspectives and everybody talking and I think I was one of the guys
that brought up maybe that d should start looking at policy. I just wonder, you know, as, as we sat especially through whichever was, I'm sorry I I don't recall the last one you guys really worked on. And it, it was a long process, Speaker 1: Right? Public audience. Yep. Speaker 4: Public audience. Yeah. Public audience. Yeah. Public audience. And it was a long process. And I wonder as the district accountability committee if policy and starting policy at zero and trying to go through that, like you said is really your mission. So I kind of wouldn't mind, you know, some feedback on that
to go, is that where the district accountability committee can be most impactful for Garfield RE two writing policy or in other avenues? Speaker 1: I agree with you and we talked about that a lot a couple months ago. Is this really what we wanna do? And so I think that we kind of agreed that we would cherry pick a little bit about what we wanted to do. And that's, you know, that's not all that we're doing. So we, I have a list here. A couple years ago we went through, we spent a couple meetings on creating an agenda for dac
and we outlined every month different things that we would talk about. And Simone guided us with that. She was amazing. That was a great process. It was a lot of fun. We used a lot of paper and different colored markers and we had a great time. And flowers. And flowers. Yes, it was, it was awesome. But we, we created a really cool agenda to, to outline what DAK is going to do and all the different things that we, that we're going to focus on. So policy is not it, it's going to be
probably just a couple months that we will work on policy. It will not be five months. Again, that was a lot. But we are thorough in that. And we read every sentence from a couple different points of view. So at our, at our last meeting last week, we went through Lisa. Was that you? Lisa emailed all the principals and asked Theresa did that was part Theresa's. Oh thank you. Yep. Theresa did that. So the emails went out to the principals to ask them
how their school accountability committees are going. A lot of them have combined the school accountability committees with their PTAs or their PTACs or their parent group, whatever it is. I know at Coleridge we get probably three updates from Ben per year. And then at Riverside we get probably four or five from Karen in our meetings. And so they're always there. And I do know at CVE that Kelly does those as well.
I can't speak on behalf of other schools 'cause I've not been there. But reading through this, I'm so happy to see these numbers and to see the things that the principals are talking about in their parent group meetings. There's a lot of cool stuff in here. And and the, the choices to how do you feel the school accountability conversations have been going? The choices are, my school accountability or booster club is rocking it. My school accountability is all right. Or my school accountability is struggling and nobody said they were struggling and I love that.
So everybody is doing all right or they're rocking it. And that's really, really good news from a few years ago where we had probably half our schools that were like, we don't know what to do. And so we've gotten a few from our agenda that we created at Deck where we have said, okay, this is gonna go to the school. And then everybody talks about it. So it's starting out at the school, it's coming to deck and then we're coming here to talk to you guys so that everybody knows what's going on. So we're getting
school accountability committees up in the schools, which is awesome. And then we have a lot of things that we have gotten accomplished over the last few years. 'cause things take time. So we've gotten the Aspen Business Group survey going And that goes out twice a year, is that correct? Twice three. For the parents. For parents, yeah. Once, once, once. Once parents, once staff, parents want staff. Okay. We brought fingerprinting to our district. I'm so happy that this happened because getting volunteers fingerprinted
to be in the school, to be around the students and to help teachers. Oh that was hard. It was very, very difficult to get them to a place where they could get fingerprinted. And so to bring that event into the school, and I don't know how many people we did in three events, it was over 300, I believe. Oh God. It was crazy. But we now have a finger printer at our district and so we can do it in house. And I'm like, that makes me giddy that it's here. I love that. We, we do
a district wide event in the beginning of the school year. We did it for the first time last year and all the schools are there, all the parent groups are there. DAK is there. There's some sports and clubs that are there and fingerprinting is there. And it is just a one stop shop. And thank you to Coleridge for hosting that. 'cause they're kind of the central place in the valley and that's an amazing event. I love that. We can do that. We've increased our volunteers, we've reached out to more people. The school accountability committees are going.
We have our agenda that we are focused on back to school night recruitment. We've got every, every school in our district does a back to school night. And so the goal is to have a DAC representative there to talk to people about that when they're in signing their kiddos up for all the things at the beginning of the year. And we have a full voting membership. Right? Not everybody that comes to our D meetings as a voting member, but how many voting members do we need to have? I believe it's 15. 15. 15? Yep. Okay.
And do we have that right now? We're short one. We're short one. Even with Steve. Even with Steve. So there's an opening. Hmm. We have a really cool welcoming packet and activity that we created just to get to know each other a little bit better as a group. And then we have a small short icebreaker at the beginning of every meeting, which is fun. The Family resource center was a ton of work and that started with Dak and I remember that that was during COVID when we were all on Zoom. We were not in a room together doing that.
We started the show, the Love Awards which I'm also giddy about because I love those. I think they're so cool and I'm glad that they're still happening. I'm glad that parents are still writing those up. So shout out to Theresa and Chelsea for keeping those going. They print the awards and they take them to the schools and they take pictures and they post it on Facebook. And when I remember, I share it to the re two parents page because I think it's so cool. So that show the love, it's just a little click, that's all it is.
And it's on the newsletter every week that goes out. It's on there. So it's just a little click and it'll walk you right through it. It's really super easy. The accountability connections, we talked about that between the school and and D and the board. And that is it. So we've done some pretty cool things in deck and there's room for more people even. Even if our voting membership is full, everybody's still welcome to come to those. And we, we have 'em once a month, third Tuesday,
and next next month is May 20th at Elk Creek. So everybody's welcome to come to those. And that's the last meeting of the, OR is there still one in June? There is not one. In June, I spoke with Heather and Lisa about potentially doing one in July basically so we could meet the new superintendent Speaker 7: And possibly getting the principals together with maybe one of their parents or you know, somebody that's active in their school. Just to have sort of everybody kind of aligned as we lift DAK again and have that sort of buy-in.
I would say from the whole team. Speaker 1: Yeah. Building Speaker 7: Levels, obviously with Kirk and then you know the Speaker 1: D Yeah, the goal is to really have somebody from every school there, which I think right now we do. I I think, or we're really close. We might be, it's Speaker 9: Because everybody's changing. We've got some people moving up to middle school, some moving up to high, their kids are moving up and so now they'll represent different schools. I think we have to take a good audit of exactly where we're Speaker 1: At. Probably, and that'll probably happen in May, right? If we're, if you guys are voting on new chairs.
But my purple, I definitely have to say as being a voting member on DAC before doing this and seeing where d where DAC was when I first started and where it is now. It is definitely, there's a lot of work that goes into that room and a lot of work that has gotten gotten back to where it is. Yeah, and and definitely that we've accomplished a lot. It's been awesome. Yeah. And when we, when we kind of get discouraged, because things do take a long time, Lisa busts out a list and she's like,
look at everything we've done and then we go, oh yeah, we did that. We could keep going. But it, it does take a while sometimes for things to happen. So, and then we forget, you know, like the show the love thing, I'm like, oh yeah, that came from Dak. That's so cool. We did that. So yeah. Well cool. Do you guys have any other questions? Brittany, did you have anything before I forget you again? Speaker 4: Nope, I'm covered. Thank you very much. Speaker 1: Thanks Bri. Thank you. Speaker 4: Thank you. Speaker 1: Hey chance, any questions? No, I'm good. No, Michelle, thank you for coming.
Thanks Michelle for thank you guys for everything that you do too. Going to bed early tonight. I'm still catching up from after prom. Yes. Thank Speaker 11: You for doing that Michelle. It looked like a great time. Speaker 1: It was. It was a lot of fun. I mean I had a really good time. It was, it was busy. Speaker 11: Busy know seniors that had a really good time. There Speaker 7: You go. Speaker 1: They did. They had a really good time. I, I hope. Yeah, if they didn't it's their own fault 'cause there was plenty there to do. So they did. Thank you all. Goodnight. Thank you Speaker 7: Michelle. Goodnight Speaker 1: Michelle. Speaker 12: Hi guys. Bye Michelle, take care.
Speaker 1: Onto Aspen Business Group Family survey. Did, is everybody doing okay? Do we need to take a quick five? I can use the restroom. Okay. Okay, we'll take a quick five minute break. Let me get a refill on some copies. Wraps are good. Speaker 2: That was the way to do it. Sure. Speaker 1: All business. All right everybody good. Let's move on with the Aspen Business Group Family survey. Speaker 2: Can Speaker 13: You get, are you guys able to see the PowerPoint? Yep, we see you and hear you. Awesome. Great to hear.
Speaker 2: Oh there goes, Speaker 14: It is nice to be back again and to actually show a lot like we did last time to the board. We had positive news about the employee survey data. We have predominantly positive news as well about the parent family survey as well. Now one of the things that you have to do in any survey is that it is a snapshot in time and we need to, not overreact, but we're gonna look for central themes or directions
or kind of a, a feel for how things are going. You can see the four bullet points that I have up on the screen. It's not really good news or bad news, it's just kind of what is just question is what are we doing about it? And based on the person right before us who spoke, there's a lot of activities and a lot of improvement or we wouldn't be seeing the results that that we are. So let's go on to the next slide. And on the next slide there are three different areas that we look at if there's strengths. And a strength is if the green and the blue is above 70.
Challenges is if the orange and the red are greater than 20 and I'm unsures, I get concerned about if they're between 15 and 20, which means that there's an opportunity for typically communication in some cases like, like you might have a new super or not a new superintendent but a new principal. And so let's say some of the families might be unsure about somebody if the visibility of that person's not as great. So we look at three different, or excuse me, five different areas. Green is agree completely to this statement.
All of our questions are positive based, agree somewhat, and then unsure. We consider against the agree completely and agree somewhat as positive the insurers in the middle. And then the negative would be the disagree somewhat and disagree completely. Now we've added, like we did last time to the employee survey, we added arrows to give you an indication if things are improving. So it's a quick snapshot rather than just looking at a bunch of charts and graphs. So if it's improving you'll see a green arrow and it'll be pointing up if you see
that it's holding steady, there's two arrows. One is both of 'em are yellow, but the one that is actually leaning towards improving it has a little green outline on it. I think you can barely see that. And then if it's declining you'll see the arrow pointing down. So let's go on to the, the first slide here. Speaker 13: So the family survey was conducted in February and March this last or this spring. I'm so happy to report that participation by parents increased by a whopping 32% compared to in 2024. Wow, this is incredible to see.
It's going to give you guys a much better snapshot of what your population of parents is actually feeling about your district. Two main changes we think drove that. The first one is that we sent out customized individualized postcards to every single guardian in the district just to be able to remove any technology barriers to get the survey into their hands. And then also I know that Theresa worked very hard to make sure that principals had what they needed to be blasting out communication regarding the survey and how to take it. And so you can see the snapshot here also of the schools
that were represented in the survey. And then here you can see the breakdown of the grades. I'm gonna go back really quick here. You can see that a little over a thousand parents responded to the survey and that is representing over 1600 students. And so you'll see that metric showing up throughout the survey as well. And then this is preschool on the left and 12th grade on the right and you can see the distribution of the children that are represented throughout the responses. So as we dive in here this, these questions assessed
satisfaction, these mainly held study regarding the public image of the school and the satisfaction of the parent with the child's school. But we did see an increase in parents feeling welcomed at the child's school, which was great to see. These questions here are assessing the school as well. Parents were more likely to agree with the statement that they would recommend their child's school to other parents. We did see a decline in the trust and respect towards the child's principal.
We did see an increase in shared ownership though of the parents a shared ownership for the parents in the child's success. Now backtracking a little bit on this principle question. This one was only 1% over the threshold for being considered a declining metric instead of holding steady. And so we're confident that given the increase in the yellow area there, that reorienting some communication, making sure that you're communicating very clearly and following through on the things that you say you're going to do can really help to build this up so
that we can see it improved for the next survey. These questions here, assessing the school held steady as well. And you can see that there are a couple other questions regarding principals in these. And so it's nice to see that those are not declining as well. That gives us hope that any sort of decline from the last slide will be easier to correct and move into the correct direction, the positive direction, and get that back on track. These questions here assessed parent representation, the school's public image and the attentiveness of the administration. Most of these increased peer parents were feeling like they
have more representation on leadership. They also are believing that the administration is more attentive and the public image of the school held study. Speaker 14: So on these questions here, you can take a look at the teachers and this is regarding communication. And so this is taking a look at how the teachers can help them support. You can see we only had one improve, which is in the middle. My communications are returned in a timely manner was a, you can see that the two numbers here, 31 and 51
and 31 and 50. So that the numbers or the blue is act actually the same. But we gave it a green arrow pointing up predominantly because the amount of disagreement shrunk. So people went to, or an increase in the uncertain area, which is still an improvement from the negative. So it gave a an improving area where the other two set sets of questions, there was no measurable real change On this is a continuation on communication. And you can see here that all three of these questions
improved, which is good. One of the bigger ones is this first one is I receive information about the academic expectations for my child in this school, which is definitely a good solid improvement. Along with, with the second one here, I'm well informed about my child's progress, which was really positive. You can see that the negative shrunk and the positive gained on that. So these are big steps. And actually the bottom one too, if you look at the blue section, it had a three point gain
as well as the great completely had a three point game, which is a 6% improvement. So all in all your communication is, is definitely improving. Now if we take a look at the last bit of the communications, I feel the staff of my child's willing to listen to the parent that stayed about the same. There was, there was some movement but not much. But the second question down is I feel comfortable at contacting the school, which kind of goes back to do I feel welcomed. And you can see that as a green arrow
or a green outline around the yellow. So there was some improvement but not enough to actually qualify it as a a solid improvement. And then if you look down to the life skills, whoop, you can see both of those had strong really good improvement. So bravo on that, especially shrinking. The first one is that the school's programs are broad enough to meet the child's education needs. That was a, that's a really good improvement. Speaker 13: These questions assessed parent and student resources and I'm happy to report that all of them increased.
Some of them tapped into offering a variety of programs, being involved in selecting and revising and participating in those activities. And then also being provided with enough resources and training to help work with their own child. That one had a great improvement of probably one of the larger improvements in the survey. So that's awesome to see that shifting to the positive. And then as we look at behavior, we also see some improvements, but then also some holding study. Parents are feeling like the discipline policy is being
applied in a consistent manner. We didn't see any improvement on that, but it is holding steady. We did see an improvement on perceptions of the school being a safe place to learn, which is great to see and expectations of the child by the teacher. Those are seeming to be good and clear. And those are holding steady with a slight trend upward that almost meet met the threshold for being an improvement, which is awesome. Now here again looking at behavior, all of these related questions improved. They have a lot more to do with the cultural feel
of the school for the kids. So students are feeling like somebody cares about them and has genuine concern for them. They feel like they're an important part of the community and that there is a positive multicultural learning environment. Speaker 14: So on this particular slide we're we're looking at perceptions of the overall schools. And you can see on this first one, and this is referring to really your high school students, are they, are we preparing them to be good citizens for after school? We had two different questions. One on leadership which showed improvement. The second question as well as are they being prepared
to be successful after high school? That also showed a good deal of improvement. Now if you look at the last one, am I satisfied with the communication overall? You can see again further improvement. Now remember when when you have a thousand people taking these surveys, 1% is is significant. So when you start seeing 4, 5, 6, 7% improvement, that's a lot that those are big, big data swings. So on the next one we're gonna take a look at the perceptions of the school, school board
and the school. Excuse me, I'm, I have some pain pills that I've taken because I had an accident. So if I'm stumbling around, I'm trying to have my wits together here. But all in all, all three of these improved quite a bit. And you can see that the perception of you all here at the school board improved the most outta the entire survey. And I think that improvement was Kelsey, how much was that Speaker 13: Close to 19% po swing in the positive direction. So huge. Speaker 14: So if you think about that, that is an enormous swing
for a school board's perception. And if I remember right, this is getting up there to one of the best perceptions of the parents survey that we've ever done for you guys. Wow. Speaker 2: Love that. Well done guys. Speaker 13: Very well done. It shows that all the effort that you guys have been putting in over the last Speaker 14: And then the, the, the last, the last question on here is about the strategic plan. And you can see again that those are improvement. Now I believe in this next slide, Kelsey's going to show, and this is part of the memo that Theresa sent out
to everybody, you can see we're slightly behind goal. But you can see that we have made tremendous progress over the last three years. And as, as long as we continue down this path and maybe have a little bit of an upswing, we might actually be able to achieve the goals as long as you act on the data. Speaker 13: Just as a little refresher, you guys are tracking towards your 20, 25, 20, 26 goals and just slightly behind those. So we feel like as long as you guys keep on pulling those levers, building trust, working hard on communication, there's
no reason why you can't be crushing these goals. So great job on sticking and staying the course. 'cause it's these types of things like communication and trust that take time to build and you guys are putting in the work and it's paying off mean, Speaker 6: I don't want to be the one to point this out, but we made the biggest strides. I don't, Speaker 14: I I will also say that we had the, the largest number of Spanish responses that we've ever had. Speaker 2: That's awesome. Speaker 14: And I think, I think it has a lot to do with the idea that Theresa and us worked on in sending out those postcards.
Speaker 13: Definitely. And then also I, I feel like making a smoother translation option for Spanish speaking parents has also helped increase the participation as well. So just trying to remove as many barriers to access as possible. Speaker 2: That's awesome. Speaker 13: Great. What questions do you have for us, Speaker 2: Brittany, do you have any questions? I don't, Speaker 4: Yeah, you know me, you know, I don't have per se questions too much because I, you know, I'm pretty familiar with the Aspen business group and the work they're doing. I'm blown away by how the increase in participation. I know from my first it was like, gosh,
we're just not getting people to participate to get a broad, you know, level of who, who's involved. So that, that's awesome to hear and the way that you guys work together to get more of the Hispanic community to start giving that input. I love the graph that showed kind of the parent parent breakdown by school and you know, we just had a few schools falling below that 100. And if we could kind of set that as a goal to get every school over, you know, to get, yep, that one right there. I mean thank you Coal Ridge or Rifle High, you know, Riverside really put in some oppressive numbers. So somewhere along the line they were really communicating
that this survey was coming or a lot of buy-in, whether they were out at the drop off area or something happened. And I'd sure like to kind of hear from them or if you guys had some input of what they did to get that type of response, to get it to filter down a little bit. And I think if I look at this correctly, I mean Bosley is one of the highest levels of Hispanic students and families we have. And I think Grand Mesa is really close to that. So it was, it was really nice to see that that's probably where some of the bigger improvements were made. So, awesome job. Awesome.
That's, that's one of the best survey responses I've seen and I'm just really happy to hear it. Speaker 14: Well and the nice, the nice thing is with the increased data, it only helped the validate in the past the, the board or its members of the board, we asking is the sample size enough? And we said it was, and you can see that with even the 32% increase that the data did not swing too much. But still the more the merrier because especially in the Hispanic population, if we can get a complete picture, it helps remove any doubt anyone might have.
Speaker 1: Yes, Speaker 13: Your guys' sample sizes in the past have always been valid enough to make generalizations about the entire parent population, but to be able to capture much larger portion is always better. And so we're thrilled to get everybody's voice at the table. Speaker 14: Are there any other questions for us? Speaker 1: No. Speaker 14: Well as always, thank you very, very much Kelsey and I definitely enjoy working with you all. Absolutely. And Theresa and the administration's been fun to help bring the surveys out this year. Speaker 1: I, I apologize. I do have a question.
So we had a hun or 1,006 responses this year. How many did we have last year? Was that, I think that Speaker 5: Was in the cover memo. Speaker 1: Was it? Okay. I say I did I miss that? I'm sure I missed it. Speaker 13: I can tell you in just a moment if I can get it pulled up fast enough Speaker 5: Off the top of my head. Tell me if I'm right. Speaker 10: 8 57, 759. Speaker 1: All right. You were, I mean you were close did you, that that was okay. Speaker 4: 30% increase I guess. Speaker 1: 32% percent. Speaker 10: Yep. Speaker 1: That's
Speaker 10: Big Speaker 1: Jump. That's a big jump. So I think, yeah, I think definitely that postcard was, was huge and I know that that was, is Speaker 10: That the only thing we did different with the QR code? So that was Speaker 5: The biggest thing that we did differently. Then Chelsea and I just made sure that we had materials for the principals. Some of them took advantage of them, of them, some of them did not to, to push additional communication through their, through the school newsletters and Speaker 1: Want names of principals' didn't capitulate Speaker 5: Oh, I'm sorry, two, two questions.
Speaker 10: Think what we're gonna get with Parents Square when we can. Oh my gosh. Through Parents Square. Speaker 5: That is my great hope. Chance, chance? Did you have a question? Speaker 1: No. Or just a have it mark a comment. That Speaker 5: Was it. Yep. Speaker 10: I did wanna point out the highest schools, Britain, I don't know if you noticed or not, but the schools that had the highest participation, all of our kids go to Speaker 1: Yeah, Speaker 4: Because you're scaring parents. Speaker 1: I wasn't gonna say scared tomato, impacting tomato, tomato. We're getting results. You're
Speaker 5: Connected. Positively Speaker 1: Impacting. Although I, I will say my husband did did make the comment of, oh my gosh, if I finally respond, will I stop getting messages? Yes. That is the way Speaker 14: It works. And the answer is yes. We do send out a number of surveys about every other day, every three days to remind somebody because in the world Wind of Life, it's easy to forget. Yes. And so we, we send them out because we're trying to get it. As soon as they take the survey they stop getting reminders.
Speaker 1: Yes. And I told him to be sure that he loves the board there go. Because Speaker 5: The other thing that I find really helpful is like a couple of days before it closes, I send out a last chance in all caps email and then people are like, I didn't get it. I didn't get it, I didn't get it, I didn't get it. And then I'm sending a flurry of emails to, to Kelsey and Russell going, can you please send, can you please send? Because despite all of those reminder emails, people say they don't get it. So that's a pretty useful tool in to have in the quiver as well. Yes. Yeah. I'm excited to see with Parents Square though.
Speaker 1: Yeah. Speaker 4: I gotta put another quick thing. I would really like to see that the trust in the schools increased that, that's an amazing one to grow. And I, I would like to echo a little bit about what Chance was saying. You know, I feel like if the communication department is providing resources for principals to help increase participation, and I'm wondering if that's reflective on the numbers we saw in that graph of maybe the ones that took advantage of that and the ones that didn't.
And how do we as a board and as a district then more along the lines of mandate, some of that use of those tools that the communications department's working to increase those numbers. Because I mean, the proof is in the pudding there. And I'd like to, you know, I I'm curious from Theresa if potentially those lower numbers might have been reflective of, of that usage of the materials you were providing. Speaker 5: I can go back and, and take a deeper look. I'm, I'm not sure that it is, but, but I can take a an
Speaker 4: Additional, I'm not trying to call anybody out and I'm not expecting you to do that. And that, that's not my, my intent there. My, my intent is participation from families and hearing, you know, truly more and more parents telling us, are they hearing from us? Do they believe in what we're doing? Do they feel safe in the schools? And and I just feel like with that larger sample size, more voices were heard and I wanna do whatever is necessary to keep that number increasing. Speaker 13: So you do have Speaker 4: Have Speaker 13: The principal reflect and say what they did that didn't work, did that,
that qualitative and and use that have more ion in the future too. Speaker 4: Okay. Awesome. Thank you guys. Appreciate it. Thank you. And you so welcome. Speaker 1: Was there any comments on the survey that okay? Speaker 2: Yes, Speaker 13: So there were some questions that had comment and those are more specific to each individual school. Mainly ways that they can improve communication with their parents that are specifically interacting with their school. And so those all get divvied up and sent directly to the principals. And we don't tend to cover them at the district level since
they are more school specific. Speaker 1: Nope, that's, that's perfect. I just wanna make sure too that, I mean there's, this is great and there's always room for improvement. 'cause of course I would love to see green and blue across the board, but you know, to at least know what we can improve on too is, is huge. Speaker 13: So, absolutely. Speaker 1: Thank you. Speaker 13: You're so welcome. Let us know if there's anything else where you're very easy to get ahold of. Speaker 4: Thank you guys. Thank you. Speaker 1: So are we guys, except for you. We're done when Speaker 4: You Well that's nice to see. Speaker 2: Nice to see. Yeah. That is Speaker 1: Very nice to see.
Speaker 2: Yes. Speaker 4: No more work. Speaker 6: I mean, I just think of that famous race car driver. Ricky Bobby Speaker 4: Did you first or last? Yeah, Speaker 6: No, the other one. I'll tell you later. Speaker 1: Strategic plan Student wellness. Speaker 9: That's me. Yep. You're, so you have this sheet. Speaker 2: Theresa, Speaker 9: Did you get a copy to biblical Speaker 2: Poster? I Is it in the packet? Yes, I got it. Speaker 9: It's not in, in the Speaker 2: Packet. The No on mine. Speaker 9: Ms. Sharon put it in. Okay. Bless her heart. Speaker 2: Look at you. So Speaker 9: Stole the idea from the schools to start with some data and I like it. I thought maybe. Yeah,
Speaker 1: Very nice. Speaker 4: Looks awesome. Speaker 9: So the attendance data is on top. We've been tracking it for a while. You can see that the district is right now without the last couple months of school. Wow. Trending at a 95% attendance rate. Speaker 1: Yes. All schools are in the nineties. Speaker 9: Yes ma'am. Look at that Ridge score Speaker 2: Ridge. 99%. Wow. Cow. Speaker 9: These are really big numbers, particularly compared to the crisis across the nation where there's so much absenteeism going on.
Our principals and this, whoever runs attendance with them, usually at one of their secretaries, are extremely dedicated to making sure that we continue to check in on students who are missing excessive amounts of days. Our student attendance review board, we did not have a case, which means that nobody had reached 20 until the beginning of March. Oh wow. So that was a huge push. And you know, that we just kind of went through flu season. Our daily average went way down during that part.
I got very worried that we weren't gonna hit our goal of 95 for this year. But then once we got healthy and could go outside again and open up the windows and whatnot, it seems to have rebounded and it's pushing its way back up again. Our goal for next year is 96%. That is where high achieving schools land in attendance. You seldom see a high achieving school that has low attendance. You wanna stop there and ask some questions. Speaker 6: I just want to shout out the 99% at Coal Ridge, Ridge. Speaker 4: Van. Speaker 6: I mean setting the standard.
I mean, I, I don't know if, I don't know if it's statistically possible to get better. I mean, you're never gonna have a hundred percent out of how many kids. Speaker 9: Exactly. And I think that, that we start looking then at the kids who are chronically absent within this. So there are a few children still. So their number will come up like at 7% might be chronically absent. And so therefore we need to focus on those kids because they're the ones that will bring it to 100. And then we're servicing them all. And the more they're in the school, more they learn.
Well, just, Speaker 6: You've done a great job spearheading this. Speaker 4: Oh, impressive. Speaker 9: It's, it's really the principals and the secretaries. They do the hard work. Speaker 6: Be humble if you want, but Speaker 9: Thank you. I will say thank you. Yeah, just, just so thank Speaker 4: I'd like, just shout out is just the, the, the buildings have totally bought into it. Yes. Where you see a, a year over year number from 2324 to where we are right now. And nobody, nobody lost anything. If anybody moved, it was up. And I mean so impressive from the schools themselves. So huge shout out
that they're getting the kids in the buildings, man. Just an awesome win for the school year. Big time. Big time. Speaker 9: I agree. In 2021, Heather and I went out on our listening tour and the starting in January, it was one of the main things that we heard. We, we gotta get the kids to come to school. Gotta get 'em back. Yep. We've got to get them back. Especially after Covid, so. Yep, yep. So I, I do have one, one question concern Speaker 1: And, and I don't know. So one thing that I've heard, especially this year with, with flu season and a lot of the different sicknesses
that we're going around is, you know, and especially as we're hitting insurance and benefits season, that there, there are families out there that don't have insurance, so they don't take their kids to the doctor, you know, but they're doing the right thing 'cause their kids are running a fever, so they're keeping them home, but then their kids are now on the chronic attendance list because they've, they've been sick and they don't wanna take 'em to the doctor because it's a virus. And they don't wanna just be told, oh, just gotta let it run its course and then pay the money for it. So, so you Speaker 9: Provide an option rather than having
to have a doctor's note for the excused piece of, of an absence. You can do the learning loss activity that the school provides so that it doesn't cost money. It may be a Friday school or an after school, extra tutoring elementaries. A lot of times we'll send home reading, reading practice skills, math practice skills. Because those are the things that when you are chronically abstinence, the basic skills that you're missing that start to fade. Right. You don't practice, you don't use it, you start to lose it. And so when there's a lot
of absences, that's where we see that. So we offer that as a option rather than having to have the doctor's note for an excused absence. Speaker 1: Well, and I did hear about too from, I mean from, from a parent that was concerned and their student was a sta already a, a straight A student. Yes. So it was so they almost felt like their child was being punished. Yes. Speaker 9: Can I talk to that? Yes. 'cause I think I know that situation as well. We at 12 absences, we ask the parents to come in and have a parent meeting with us to do problem solving.
And it's just with the school at this point, when it's at 12 absences, the school calls them in, they meet with the attendance officer, they go through the reason, all the great things the kid does. We have a specific plan that we've laid out about strengths, concerns. We ask the question, is anybody bullying you? Because a lot of times when kids have ongoing chronic absences, there's something else going on. It may be bullying, it may be that they're behind in the learning, they can't do the work and so they don't want to go, they're embarrassed. There's a lot of things that can cause an absence.
So our, our process in that family meeting is very laid out and specific to each student because some of our schools have had and, and it's getting better. And I think we can change this a little bit going forward after our next attendance meeting, because the schools had so many kids that they were intervening with at first, they started using a cookie cutter plate template. So they would fill it out ahead of time. You can, you can make up these days by doing Friday school,
you can do the learning loss, da da da. But it was all laid out specific for every kid, print it off and we just go over it. I think we're better than that now. I think we can handle more than that now. So we will go back to our original idea, which is where the elementaries have, have stayed with let's make this a specific individualized plan based on the individual kids' needs rather than that template that was easy just to do when you were doing 40 attendance meetings. Everyone's an hour. It's, it's a full week's worth of work for every school.
So, and several people working on it. So I think that's what we're ready to do. Okay. I would say the high schools are probably in that same, they're, they're very cookie cutter as well. A lot of times it, it changes the responsibility changes from elementary school to high school to middle school to high school in why students are absent. Yes. And so I think that we have to look at it differently and not just use the same thing all the way across the board. Okay. So I would absolutely entertain any conversations with, with parents who would like help, like to see how
that, how we can change that, make it better, make it more individualized. Okay. Make sense? Yep. Speaker 1: Absolutely. Speaker 9: I think we're ready. Yep. We're ready for that. I understand why they did it the way they did and it's time to just up it a little bit and get better. Speaker 1: Well, and I think now I, I mean we've had the attendance policy now for a couple of years, so I think we've started to kind of work through some of the the stumbling blocks. Yes, ma'am. And and especially with some of now of the expectations too. So I think now being able to have more of an individualized
plan Yep. Is makes sense. Speaker 9: It makes sense. And we know it's, that's the right work. Yeah. Speaker 1: Thank you. Of course. Speaker 9: Peeking down at the behavior data. I put last year's, first semester up against this year's first semester on the incidences that are being reported at each of the levels. What we noticed last year when we looked at the data was great discrepancies between schools and how they are entering reports into PowerSchool. So there's one school that if you get a warning,
a verbal warning, it gets entered into PowerSchool, it counts as an incident. And another school, you and you don't get an incident until you get to Detention Friday. School, I-S-S-O-S-S one of those things. And so that's part of the work work that we did this year with the strategic plan was to align the reportables and how we're all going to do it. I believe that as of today, we have a linemen across our high schools, middle schools and elementaries. Right. And how we will capture the reporting.
So this data to me is a bit skewed because of the conversations that we've had. Some people go back and implement right away. Some people it takes a little bit longer. Really it's a rollout for 25, 26 in how we're gonna report. So those numbers will become more and more steady as we go. And you won't see big discrepancies between schools. What questions on the behavior data? Speaker 1: The, the state report number? I'm, our numbers are, I mean, just looking at the number of instances, instances, incidents in elementary school
for this year, we had 455 versus 88 at the state report. What is, what is, Speaker 9: So, and this was part of our discussion as well, because we didn't really have a clear answer. That's all data that goes into PowerSchool and then gets uploaded with like October counts and different reports that we are required to turn in. What we have discovered, it's, it depends on the consequences. If it becomes state reportable, if a student is losing learning time because they are an in-school suspension outta
school suspension, that is a state reportable incident. Okay. Speaker 6: And what does that consist of reporting to the state? Speaker 9: It's, it's like a data file that just gets uploaded like October count and it might actually go with October count. Like that is all of the information that is required by the state. So it's our, it's our demographics. It's free and reduced lunch. All of our departments have their own uploads as well. So HR has, what, what is that called when you Speaker 1: Data Speaker 9: Pipeline. Data pipeline. They all upload to the data pipeline. Different information so
that the state we're following the rules and regulations. Speaker 6: Is it like gen just generalized data or is it like student specifically? Speaker 9: Oh no, it's generalized data. It's not individualized. It's not going, you know, attach to a student number. Okay. No, it is literally just the number of suspensions for that elementary. There were 88 then incidences where there were consequences that affected learning. Speaker 6: Okay. That makes sense. Speaker 9: Which, that makes sense. Yeah. And that makes sense that they ca they collect that as well. It's a catch 22 with behavior.
You don't want kids missing learning time, but we also don't want them disrupting learning time. And so you, you just have to kind of balance that with the H levels and the severity of what kids are bringing into the schools or not really Speaker 6: Excited to see your personal device restrictions. Speaker 9: Yeah. Yeah. So over here. Yep. Are we ready to, these are the initiative updates where we're at. We'll start with that personal device restriction piece. Coleridge and our elementary schools rolled out in January. We've heard excellent reports from staff
and from administrators on the differences in how students interact with each other and how they engage in the learning. So there's a lot less distractions going on because the entire high school, rich entire high school is in the same boat. All the children are in the same boat. They don't even feel like they're missing out. 'cause none of their friends actually have the technology either. So it's just, it's just a pause during the school day of technology. Speaker 6: And when I've been in school, you know, when class changes like in Riverside and Ridge, like it's noisy
again. Like it's Speaker 9: It's Speaker 6: A good, almost like, man, give 'em their phone. Just make 'em quiet. No, I'm just, I'm afraid. But it is noisy and, and and and the lunch. Yeah. And like the lunch, the cafeteria I walked in and, and with my kiddos at lunchtime and it was remind you of a school cafeteria. You know, it was, I guess, I guess it's crazy to point that out, but it's amazing when you haven't heard it for Yeah. Years. Right. And you hear it again. It's like, oh man, it's, and it just speaks to how important
that is for their development. Speaker 9: I agree. I agree with, with that piece. I think that they, I think they appreciate it as well, even when they are unhappy that Speaker 6: I would, Speaker 9: Like, I had to take their phone that day. Yeah. Speaker 6: I would like to point out too though, that when we had initially brought this up, you were leery of having a two year timeframe on this and you're gonna like crush it. Speaker 9: Oh, well you guys gave a little pressure behind that. So I put a little pressure on too. Think it should go a little faster. Speaker 6: Again, I just want to commend you on that, so thank you. That's been, I I know wrangling 10 buildings, well four buildings really. I mean I, I know that elementary schools weren't that big
of an issue yet, but really wrangling four buildings into a and an alignment in policy. Speaker 9: Well in the both middle schools have models that are working for them. And so the first thing we started out with that committee was, let's not fix what's not broken. Let's figure out how we steal the best ideas from each other and build it better. But not because it's broken. And so there's still will look different at their two middle schools, but they have collaborated on different aspects of I understand why you do this piece
and we're gonna add this, which is somewhat like it. So they've taken the ideas and adapted them a bit to fit their, their needs. And I think that that was very fair. They've been doing it three and two years and we took their models and you know, talked to the those, to the elementary and to the high schools about where do you wanna start. We had a meeting last week with both high schools together so that Coleridge could share their rollout plan. So they have specific touch points that they did all the way along. Like, first we're gonna do this, this, this, and this. They, that's all on all documented.
So that rifle high can take that, adapt it to what their pieces are, put their dates in and we can roll out very similarly with, with them. And the, it will be, I don't think there'll be any changes between Rifle High and Coal Ridge High. The the big debate right now is breakfast. Like can they have their phones at breakfast? And the reason, and there's a good reason behind it because they haven't been to a homeroom yet for any kind of collection. And so now it's a different kind of battle the kids are hiding and all of those kind of things. And so that's, that's kind of a, a debate
between the middle schools. One definitely says no at breakfast, one says no at recess and they have been working to compromise on that. Speaker 6: How are the, i I know there was some, yeah, I know there were some concerns and is Right. Getting the Speaker 9: Yonder pouch. That's, those are excellent questions. That's still to be decided. What we have found at Coal Ridge is kids are just leaving their phones in their cars or in their lockers or wherever they, wherever or home. I think it's cars or home for them is where they're leaving their phones. So the yonder pouch isn't necessarily being used anytime
that, you know, there's not a phone in one Ben takes them, he has a lot of extra yonder pouches. His recommendation to Rifle High was let's buy maybe 50. And kids who can't follow the rules then have to use the yonder approach. Great. Speaker 6: That's a good recommendation. Speaker 9: That's a great recommendation. Speaker 6: That's Speaker 9: A good point. Yep. Absolutely. And so that's what we're looking at. We'll come back together one more time just to solidify what you want. Mostly with Rifle High School, because they're the ones that are making the big change come fall,
they already dabbled in it this year, which was why they didn't want a full implement in January because they'd already pushed the limits. But they also will not have phones during passing periods and at lunchtime, which is what their, their procedures were this year. So that will be a change for rifle high school students for next year. Speaker 6: Nice. Awesome. Speaker 9: I think I covered everything on that piece. Our professional development has been absolutely outstanding. We had our August 23rd day where we brought in lots
of different people to talk about student wellness and then each school was required to follow up with one of the speakers for additional training for their individual schools based on their needs. Many of the schools chose Kevin Dill, who is a behavior expert. He has some great books out there. And what we are finding with the feedback when we're going around to the schools and talking strategic plan, what went well, what didn't, this ladder of limitations kept coming up. And I'm like, where did it come from? I have no idea. How did this get to, it's Kevin Dill, it's part of his book.
And so this is what they have chosen and talked about throughout the year and particularly at our middle schools is this, they want to use this ladder of limitations. They want Kevin Di back, I think we'll bring him back for our professional development day for all staff members as a keynote speaker kind of thing. He's entertaining, he's funny and he's real. And he really helps schools to work through discipline and unregulated events. So when kids are, are really struggling, like not engaging in their struggle,
but letting them get to a point where they're ready to engage with you. And those are the kinds of things that he does. And it's, it's really powerful. He'll work right with individual students. He works with our special ed department. He will work with our effective needs classrooms and he does a lot of observing and coaching of the grownups as well as specifics for kids. Pretty, pretty cool do piece that we have landed on with him. The discipline matrix, this is every school had their own, the two middle schools started the same, but they had so many different practices on consequences
that they had changed along the way that we had to come back together and realign misbehaviors that will be consequences as well as the consequences. And the big piece that they're adding to that right now are restorative practices. So what we really want from kids when they get in trouble is to own what they did and then make it right. And that's what we're considering what we've defined as our restorative practice in order to help our kids to learn from the mistakes around discipline. So that is a actual part of the consequences is
what will we do to make it right and making sure that the kids understand why it was not okay in the first place. Particularly with our younger ones. The older ones they usually know, but they still need to figure out how to, how to, how to own. Not necessarily own it, but how to not go. But if I, if you just look at this part that wasn't so bad or I only did it because, but there's always that piece and I get that and we need to listen to that. But we also need to say, it still happened, you did it and here's a consequence. Now how are you gonna make it right with the person
that you hurt, the object that you hurt. Any of those things along the way. Yeah. But Speaker 1: Yeah, but Speaker 9: Yeah. But yeah. But yeah. But yes, Speaker 1: I met Jenny who talked about instead of using but using and, and so chance, I wanna hear more ands and less buts. Speaker 9: Always a good idea. I think that was a good one. Pretty much like the discipline matrix teams meant today. And we made some strides. I believe the elementary one is completely done and aligned. I thought that when I typed this out and then I sent out an email, do we really need to meet? And they all said yes. And I said, okay, so come on back.
And so we had continuing discussion around the reporting alignment pieces. I I believe that they, they had missed a section that was very important to them, hadn't recognized it, and they needed to come back and, and rediscuss. So we did that today. And then we have our high schools and middle schools, they will work on aligning with each other so that consequences are not less in the high school than they are in the middle school. And that we have some continuity as we move up because it's, it's a learning process. Behavior is learning as little kids, you do it one way
and as big kids you discipline a different way Speaker 1: And sometimes you try to figure out a different way to do the same thing. Pepper Speaker 9: Spread. Yes, yes, Speaker 1: Yes. It's, that's that button pushing that chance was talking about Speaker 9: Earlier. For sure. Education is expensive or hurts. Yeah. Speaker 1: You're gonna be dumb. Might as well be tough. I I really want to commend you guys on the discipline mat matrix. 'cause that was definitely one thing that I had seen a challenge in was, was the difference in discipline from, you know, one grade level to another, one school to another.
So I think, you know, consistency to me is key. So I I do really appreciate that and, and all the work that the, that the schools have come to together and I I mean we're, we're only as, we're only as good as our weakest link, right? So if all of our schools, we've got 10 great schools, but if we have 10 great schools doing 10 different things, why not have 10 great schools making a district? Great. So the fact that they're working together is amazing. Yeah.
Speaker 9: We're stronger together. Exactly. Speaker 1: Briton, did you have anything to add? Any questions? Yeah, Speaker 4: Thank you. Yep. I I really love the, the one sheeter that she used here to bring all the data together that's reflective of what each one of the schools did. It's really easy to follow. I had one question on the personal device restrictions at the elementary level level are, do fourth and fifth graders, do they use their phones very much? I mean, is is that the groups that you're looking at the most at the elementary level
that are us utilizing technology like that? Speaker 9: I haven't seen any data to separate it out like that, to see if it's the upper grades. Their biggest concern at the elementary was more of the smart watches and that, that the kids were using those to contact each other in class. So they were, you know, weren't necessarily focusing on learning to do that, but their parents really wanted them to have it in order to be able to communicate. And so we put that into the, the guidance and their, their part practices are very similar with the amount of warnings and you can't have it out.
You just keep it in your backpack, you keep it turned off. And very seldom do they get past a first offense piece, which is just, we're gonna take your phone and your parents gotta come and get it. Speaker 4: And the parents, I'm just, I'm just really blown away by the, by this sheet on the student wellness side of what you guys have done with attendance, the behavior, I mean just, it's all, it's very impressive. Great job. Speaker 9: You there are, there is so much more data that we collect as the student wellness team because we collect all of the health visits to
the health clerks. What they, what kids went for. Like are is it an asthma? Is it a diabetic, is it an ambulance call? All of that information is collected. You all asked us to keep track of law enforcement visits this year. That is part of student wellness data as well. We wanna, and we're looking at averages around there, we talk about nutrition services and how many meals that have been served. All, I mean, there's pro outdoor education. We collect information on how many people have worked with our outdoor program. All of that is, is information that can help us drive next steps.
Speaker 4: Great job. Speaker 6: Yeah. I just wanna go back to the alignment of the discipline matrix and then of course the personal device. I mean, looks like the highlight. I mean, echoing what everybody else has said that you, you, you've done an amazing job the administration has is, I mean both of these were issues that you and I and you had at meetings at my, when I very first started the term. Right? Yep. And I mean, we're seeing, seeing them in fruition and, and and in practice.
And I, I know there was a few times you thought I was nuts, but only once. But you've, you've, you've killed it. You so, Speaker 9: And it's a lot of the, the principals and their teams coming in. Oh, Speaker 6: I, I agree. I I I'm not diminishing any of that. Yes, Speaker 9: Thank you. I'll say thank you. That's my job. Speaker 6: I'm not diminishing any of that. But it also takes a, a spark to get it going, right? Yes. And to keep everything corral. So thank you. Speaker 9: You're welcome. Speaker 1: I will say I was at Coal Ridge
this morning for assigning and somebody had said, Hey, get your phone out and take a picture. Can't I don't have it on me Now whether or not it was a truthful statement, but it was definitely the right statement. Speaker 9: Absolutely. So, well that's what we feel like as long as we're not seeing them, it doesn't really matter if they're in the yonder pouch or in your car or whatever. It's not disrupting learning. Yeah. And that's the goal. Speaker 7: We, we had also been at Coleridge. We needed, we were doing an, I would say a little mini experiment with the track coach, well with Ben, track coach and two of the boys, just
to see if they were getting the communications from him through Parrot Square. And they were in the commons area and he went to go get them and they're like, you know, bring your phones. And they're like, no, you're trying to trick us. We don't Speaker 15: Have our, Speaker 7: We don't have our phones. They're in the car. You know, and they were, those boys went and got them and then came into the room and helped us kind of work through some of the kinks from athlete to coach. So it was kind of cool. But they, they really didn't have them, but they thought we were trying to trick up. So Speaker 9: It's kind of been fun. The kids brought Walkmans because we said nothing that connects to the, the internet.
Right. And Polaroid cameras like whatever they could do. And I'm like, that is really creative. I mean, it follows the rules and it didn't last long, but it was, I was like impressed with the children. Awesome. And their creativity, Speaker 1: Ways to push the boundaries. Yep. Speaker 9: Ding ding, ding. They will every time. Speaker 1: Alright on to government. It's action. I just kidding. Cannot forget you guys like wait, wait, wait a second. No, Speaker 7: I know. They look too good to, Speaker 1: Yep. We don't Speaker 15: Though Speaker 1: I, again, I forgot the popcorn.
I apologize. I I had full intentions of stopping and getting popcorn for you guys and like my board report, I've been thinking about it all week. I Speaker 6: Expect this to be an analogy, heavy presentation. Speaker 1: And, and Jason, you're the, your new nickname is the Wallet, is that right? I I Speaker 15: I did not pay that. You got a new nickname. Chance. Name me that what happens when I, if he calls me, it's what I pops up on his phone. Speaker 1: The wallet. The Speaker 15: Wallet. It's better than Goose. Well, good evening. It's good to see everyone. Couple of things first,
congratulations on a really amazing parent survey for the district too. I mean, that was great data. And second, I taught for 10 years at great schools and I never taught anywhere that had a 95% attendance rate. That is amazing. Yeah. It really speaks to the community, the parents, the teachers, the principals, everybody. That's, that is awesome. So, and it's been good news all night. I'm surprised you invited the Sea of Blood guys. Speaker 1: So you guys are done then, right? Yes. Is it? We, we Speaker 15: We've got better news. Oh, we got all kinds of uplifting stuff.
But in, in the spirit of the evening, let's start with you do rock, Sharon. Yes. You're awesome. Speaker 1: Thank Speaker 15: You for everything. You have been a beacon since I arrived, so thank you very much. You're the best. Thank Speaker 1: You. Speaker 15: And board member Jenkins, you, it's been a few months now, but you reminded me of what we were talking about last year in this very meeting choices. And we're not actually gonna ask you to make any tonight. There's no buckets, there's no action item for us. But we're hoping to give you some information in, in order
to help us make some of the choices we need to for the budget. You'll get the preliminary in May and then we'll bring you the final in June. So tonight though is informational and mostly conceptual. We should be able to get through the first part of this pretty quickly and easily because we, we have a little discussion on the fun balance we thought we'd have with you and, and kind of leave it at that. So where are we at first? Yes sir. Which one are we on first? The, all of the, the one,
the colored one is the only one you gotta worry about. The rest are for your reading. Pleasure later. Cool. Speaker 1: Sweet. Speaker 15: The economic forecast, you need something to help you rivet. Think that'll do it. It's rivet Speaker 1: Saturday night when I couldn't say exactly. You could take it now. Yeah. Which Speaker 15: That'll be the first thing we cover this evening. Then, then we'll go through the quarterly financials and projections through the end of the year based on the quarterlies. And we will wrap it up with some fun balance projections. And like I said, we'll, we'll talk a little bit about a choice there. With that, I'll hand off the first page of the forecast.
Mr. Lynch, well, before I get started, you'll be happy to know, I did hear the captain this week say, the word choices have to make good choices. Right on. Whoa. We, we gave you a copy of the economic forecast. I know you've all read it cover to cover, but I'll summarize that real quick. Yeah, you really do need to, it, it, we saw essentially what we've presented to you for the last probably six meetings. The revenue for the state is down 1.5% instead of 1.2. If you go back and watch the meetings that Jeff and I have showed you, they've presented this data the way I
present bad news to my wife very slowly and incrementally. And we landed at 1.5, which they say is not much of an increase from the December forecast, but if you go back to the next one, that wasn't much of an increase either. Yeah. So we have a, we do have a fall off in revenue in at the state level. You don't need to look at this. It's in the, it's in the big forecast. But one of my favorite charts to look at is basically state funding. And you can see right here, we're here. So the state funding has, has fallen off at the state level as, that's because my second favorite chart revenue, you can see we're right here.
It's fallen off as well. So when you get into the, when you get into the economic forecast, most of it's a tough read. I like to go down and look at the revenue charts and say where, what's happening right now, we like to see this, but that's unfortunately not quite what's happening now. So Speaker 1: You look for the pictures. Speaker 15: I love the pictures. Yes. I'm a picture guy. That's why I love you. My other favorite page is 96, which shows I did get all the way through it. This is the economic projections for our region, and they're, they're fairly steady. The big one that stands out this time is
that new housing startups are down by 36%. That's, that's pretty substantial. Yeah. Wow. The other things are fairly constant. And my favorite stat to look at is always the bottom one, which is, do we see an increase or decrease in visits to national parks? And you'll be happy to know it's very steady this year. What does that show? I, I think it must show how much free time and people are going on vacation free income people have. I, but it's always on there and it's my favorite stat. So Speaker 1: Probably like a, a a fee collection as well. Yeah. So because they
Speaker 15: Have to justify Speaker 1: Because Exactly. And the fees that are collected for entry or usually put back into the Speaker 15: Parks, which I think is $30 to get in now. So it seems high, but Britain's got a question. Yes, go ahead Bri. Speaker 4: Yeah, just what are, what are they attribute some of the, the declines in revenue to, what are some of the key things that they're blaming that on? Speaker 15: Well, the number one factor that I saw was a decrease in non-residential taxes. So business taxes are down. Yeah. Corporate, corporate taxes. Corporate earnings were down a
bit this year was the biggest chunk of it. Yeah. Speaker 4: So businesses are leaving. Speaker 15: I, I don't know that I could extrapolate to that extent, but businesses certainly produce less revenue for taxation purposes and it could 'cause they leave or 'cause they sold less product. Speaker 1: Well, and if, if the economy is down and they don't have, people don't have money to spend at said businesses too, their revenues are gonna be down. Speaker 15: Interestingly too, they noted that that people's savings rate has actually ticked up, which is interesting in a time of contraction. So I think people are starting to say, you know what,
we on an individual level, we better slow down and we better save. It's only a percent, but that's a lot of money in a savings increase. So yeah, I think, I think people are just feeling the contraction. If you, if you look at the stock market right now, you, you can't figure out where you're supposed to land. It's, it's about as volatile as as as I've ever seen. So, close your eyes. Yeah. Which go, go ahead. Oh, no, you, you finish. Well, I was gonna say, which goes to the next section, which is the, the economists don't expect a recession or anticipated recession,
but they do say we're gonna see a, a, a slowing of any growth. And and they, they always caveat that with, but if there's a recession, we're not wrong because we are also telling you that there could be one. But anyway, thanks. They're very well, they're great writers. Well, and that, that was all I was gonna add, Bri is in general, the forecast is noting a contraction overall in the economy, which as they're saying isn't a recession. That's actually, I think a debate right now. But, but overall, we're seeing decreases in spending across the board in the economy from
businesses to consumers. And that's really what they chalked it up to. And that's consistent. When you have a a, a decrease in revenue, you, you get, you know, the CD tells us to, to buckle up for a lean year. And that's what they've been saying for at least three or four months. And, and that's what we've been trying to do. So Speaker 6: Yeah, Speaker 1: I think has there ever not been a lean year in education? I'm just cur because as far, not that Speaker 15: I can remember Speaker 1: As far as back as I can remember, education has always been Speaker 15: Very helpful, lean, but before state, before 2007, eight, it was, it was a little,
little less like this. But since the great financial crisis of oh eight, it's always been lean. So almost 20 years now. Well, Speaker 6: Especially in this state, I'd like to point out it comes back to the great discussion of department of education. Right. That's a big thing right now that, and personally I'm always been one for getting rid of bureaucracies and returning money to states and, but then it worries me, them returning our portion of $80 billion to a state that's a billion and a half in deficit.
Like what's the percentage of that actually hitting our schools? Right. So I'm kind of like stuck. Like I don't think I'd be handing Colorado a pile of money right now, especially given their history of, of robbing the, the educational budget anytime they get into trouble. So, fair enough. But they say they love our schools, I guess, Speaker 1: And our students, Speaker 15: They're trying Speaker 1: To do better, but we're gonna take the funding. Yeah. Yep. That, that always gets me. Speaker 15: Well, and, and actually related to that, the, the budget discussions at the state we're a little more lively.
You know, the, the economic forecast is kind of muted, but if you listen to the budget conversations, the joint budget committee, when we put this together, it was shortly after the forecast was released, which I think was March 18th or so, and that was just a couple days before the long bill, which is the state's whole budget. And then the school finance act, which sets the PPR and other things for education. Those both passed about three days after this. So I was saying the legislature and governor are working,
but they had finished that while I was writing it. I just didn't know it at that point. And they were a little alarmed at that 1.5% decrease because Jason will walk you through the details on the extension of implementation from six years to seven and keeping the four year average funded pupil count. They, they were concerned enough to, to have to extend the implementation of the new legislation. And this, this slide looks a lot like the next one mostly 'cause repetition is the key to mastery. But also this is more your legislative update.
If you could go back to that slide though, really, I think the takeaway from, from the, the legislation that passed is they, they funded a couple of studies to determine what adequate or full funding. I, I like the word adequate. That, that sounds, that's very so inspiring. Very Speaker 6: So subjective. Yeah, exactly. Speaker 15: But both, they, they hired two contract groups to, to separately evaluate what they thought it would take to fully fund education and both of them came up with about $4 billion.
So the, the takeaway, other than we won't be seeing that anytime soon, I don't think, unfortunately. What do Speaker 6: They currently spend? Speaker 15: Last I checked, it's pushing $8 billion total for education statewide. Yes ma'am. Speaker 6: And this study says adequately is between, Speaker 15: That would be in addition. Oh, I the 8 billion, sorry. Yeah. No, that's on tape of what the Speaker 6: State define adequately. Speaker 15: No, they didn't find any savings. This, this would be on top of that. Speaker 6: So, so it would actually be 11.5
to Yes. 12 billion. Speaker 15: Yes, sir. Okay, Speaker 6: Okay. Okay. Speaker 15: And actually the point of that is between the fact they had to change the legislation they had just passed in August, I think we can expect, especially in light of needing so much more, we'll see additional changes to what they just put in place over the next few years. I've never seen a bill with a four or five year implementation plan actually get done. It's changed before that.
So I think we can count on some changes to what they've done probably in the very next session since they already changed this one. But that was the big takeaway there. And then Jason will tell you how that affected us this year. Well, in a, if you recall the meeting, I still feel the worst about that I've ever put you through is when we talked about the, the new legislation. I feel bad about all, just so you know, but we were talking about how that was gonna be a six year implementation and we were just gonna get a little piece of it at a time. And I think I said at the time, by the time you guys run me outta here,
the new guy will get all, have a lot more money than we had now because it was gonna grow at about 150,000 a year up to about a million dollars. They've now taken that plan and extended it out another year. Oh. And so when they moved it from six years to seven, which I think you just heard from Jeff, is very unlikely to last pass three. The new plan impressive is seven year phase in. And that took away about a hundred thousand dollars of the funding that we were thinking we would get under that plan. But when you increase the phase in, the money went down. So what you see on the bottom there is a hundred thousand dollars out of that new funding plan that we,
we didn't receive because we'll get it. Don't worry. In year seven they're resourceful in figuring out ways how to, it's very good way to, it's a very good way to to, to do that. The other news hold our breath. Can Speaker 1: We hold our breath? Your Speaker 15: Sentence? I wouldn't, the other good news is they kept the, the, the average pupil count at four years. It was at five. They, they, the governor wanted zero people panicked. They've, they've settled in on four. Okay. We were talking today about is that realistically gonna hold in the future?
And it feels to us like they're gonna start moving that towards that, you know, that one year average. So it probably seems to be the objective, we'll probably see three in the future, but for now it's four doesn't affect our count. What do we prefer? Zero or four? Well, we've been very steady this year is It's fine. Yeah. Other years not so much. So it really depends. Four year was nice. Anytime you can take an average pupil count, it lets you smooth out quick valleys. Yes. And a one year count is, you know, thank we need to hire some people.
Hey, we need to let you go. And then, hey, will you come back and work for us? They're like, yeah, are you kidding me? So you don't want those, those drastic moves in student count, which create drastic moves in your funding. So I like a smoothing, five years is great. Four years is better than one. So in my opinion, Speaker 1: Bri did you have a question? Speaker 2: I thought I Speaker 4: Heard something. No. Okay. No, I mean, no. Okay. Speaker 15: Well, and if they, I'm just Speaker 4: Fine with disbelief and things like that. Speaker 15: If, if they were to change the, the four year averaging, it would be a good thing to change the one day student count as well.
Because you know, that's really hit or miss you, you know, districts do a good job. We do a good job of making sure everybody's here on October 1st if we can, but that's very difficult. A lot. Not a lot, but some states would do like average daily pupil counts, other states adjust based on monthly, et cetera. More real time information. If you're gonna get away from that four year averaging would be good because then you're addressing fluctuations in the year they're happening. But that's a level of sophistication.
We, when, when I was at the department many years ago now, we talked about what a, what an average daily pupil count would look like and the expense and trouble was a little bit more than management wanted to get into. So it would be, it would be a big lift to do it, but once you got it done, I think the funding would be a lot more predictable because it would be in tandem with your changes in pupil count throughout that year. You wouldn't really be looking back anymore. Speaker 6: So why don't they just go off enrollment? We, I mean we have to, we have, we have to report
so many different data metrics to the state. You can't tell me that we, that somewhere enrollment isn't reported to cd, Speaker 15: Right? Oh, I would say the numbers are there to do a more just in a single day there. The numbers are there, but like, like I say, they, they would have to figure that out and they got bigger fish to fry with the formula. I guess. I, I honestly Speaker 1: Don't know. You would think enrollment would be easier. Speaker 6: Yeah. You think Speaker 15: No, the data is there. There's no doubt about it. That's not what's stopping it. Yeah, we, we know it's, we know our student because when they, when they grow
after October 1st, well, we take attendance every day. Speaker 6: Well it, but it just seems like an arcane like type of thing. Like, okay, October 1st we're gonna count every kid for our paycheck. Speaker 15: It very much is Speaker 6: Man. I mean, I mean we literally remote control things on Mars. Speaker 15: Yep. Well yeah, because that's the other thing is your funding Yeah. Doesn't get adjusted until January for that October one count. So you're operating seven months under the prior year numbers. Anyway, there's, there are definitely better ways to do that. Yes. Speaker 1: We should make the national day of play October 1st in the element.
Speaker 15: That's a hell of an idea. I play another Speaker 6: Holiday. An act of silent protest. Yeah. Speaker 15: I'm gonna walk you through the court release next. We decided not to run up there and point at numbers. We may end up having to do it, but the, the one that I wanted to point out, I love, I love that if you look up at the, at the first line, which is your local property tax, you can see that currently we're at 6.9 million and last year at this time we were at 3.1 million. We got a property tax payment in earlier this
year than we did last year. Usually we, sorry, well I just wanted to point out the change that you just noted. Yes. So I apologize. I have general fund blindness. It's 95% of what we do, but we have changed the financials now. Usually you would see the whole prior year on, on the financials we present, we're gonna start giving them to you. I've just gotta get the other funds done. I only got your general fund now, but captain if, oh Heather just stepped out, she'll send you updates with a quarter
to date for each side. The reason we're doing that is one, the state I think requires it, and two, it gives you a better sense of where we are year over year. What did we spend last year on this? Are we on track? Are we more, are we less? So we made that little change. I, I didn't mean to interrupt you Jason, that's good call, but I just wanted to call it out to you because he's pointing out why it's useful right now. And you can see that we've had more local income come in at this time of the year than last year. Last year we didn't get hardly any until May the 10th.
And so this is, we're in the doldrum piece where the state funding, which I'll show you in a second, it slows down. And, and this is, this is very nice for cash flow this year, getting money in early and if my faulty memory serves me, even that 3.1 million is quite a bit for March. Historically, a lot of times we wouldn't see much at all come in in March. It'd start picking up at the end of April at the earliest. So this 6.9 this year is, is pretty, it's a good thing and it's pretty impressive.
We haven't seen that before. So that's your local property tax. So that means more people paid that earlier option as opposed to paying it all at the end. So it it, that's very nice for us from a cash flow standpoint. So that's good news. We're keeping with the good news that we just got some of our money in earlier. If you go down and look at the state equalization, what's coming in that's left that 5 million, that's our state share payment. We have one left last year. We got 12 payments this year. They crammed that down into nine. So you can see we've got one payment left
and then that'll come in exactly on budget where we, where we predicted. The next one is your federal sources. You can see this year, the state, your next one. Oh, I was, I'm sorry, I was moving down to talk about the big one. Okay, the next one you want to talk about. The next one I wanna talk to you about, sorry. Federal sources. If you look at the 900,000 has come in and, and where we think we're gonna get is about 1.3 million. If you look at last year, look at the difference in federal income from this year or last year to this year.
That's that esser money. And that's the piece that, that we've lost that we're having to adjust to is a tremendous decrease in, in that final piece of federal money. So that's a big number. So but overall where we're projected, so good. Yeah, we are, we are on track to be within a couple hundred thousand dollars of projected revenue. You're not gonna see a lot of changes in, when we show you the projections later, that $68.8 million number is, is roughly
where we thought we'd be. I think we're gonna end up around 68.6 to 68.9. We'll see. But we're roughly in there. So revenues coming in as projected is What all these numbers mean in this chart. So any questions on that? Speaker 10: Okay. Speaker 15: I think covered those things. So now that Jeff, let me do revenues, I'll let you can interrupt me while I, I'll let him do expenses. Do you Speaker 10: Have a Speaker 15: Question? Yes, yes. Speaker 10: Mineral lease. Why is that more than last year? Like Speaker 15: Well, it's, it's actually quite a bit less than last year.
Speaker 10: Oh, original budget last year was two eight. Speaker 15: Yes. And I trended that out and budgeted it about four 18 at the beginning of the year. And then we got our payment, and I don't know exactly how the amounts of mineral lease are determined, but they're based on use of federal lands by, by mining companies, things like that. And it just really went down. We get that from Garfield County. I think it's around August or September. We go out to the county, meet with them. He might have said something about this.
I don't know, I, I didn't go to the meeting this year, but it just, that was the usage that our portion of the usage because they allocated between re 16, re re one and I, am I missing one? I think it's just, I think it's us three. It's, it's Roaring Fork re 16 and, and re two. And it just plummeted this year. We get a, we get one check and it was that 1 1 43. The additional what bumped it up to 1 44 is, is there's a terracotta or, or we get three
or $400 payments towards the end of the calendar year. They show up December to about March-ish and we got another 1500 or so in those payments. But it, it went down because the county's allocation was quite a bit less this year. We could follow up with them. I did not talk to them about that, but I can find out if you'd Speaker 10: Like. Is that something that we could pull like, like maybe for five years or seven years or something and see really if it really fluctuates that much year over year? 'cause I mean absolutely
Speaker 15: This, Speaker 10: We had 283 last year. This year you projected four 18 and then it was like less than what we had originally budgeted the year before. Speaker 15: So, well, and I actually is Speaker 10: How much of a swing that is if that's something that has happened year over year. Speaker 15: Well, and it actually has been pretty steady as I recall. Although as I mentioned earlier, you can't rely on my memory. However, the reason I put that four 18 in there is we actually received about 400.
We received that 390,000 last year. So I expected a small increase. I kind of Kentucky windage the four 18, but since it was coming in at 400 last year, I anticipated a small increase. That's the only reason I, I budgeted the 400. But in terms of what we've actually received, we can totally look at that and this is the least we've ever received this year. It's a lot lower than it has been. So that Yeah. Yeah. I'll stop there. That 2 83 we budgeted last year was
about what we received last year. So the three 90 was a bit of a surprise too. Right. Speaker 10: Okay. Thank you. Speaker 15: Then in terms of the expenditures, you may recall, we made some adjustments in December and those are actually looking pretty well on track. We're nine months into the year, which is 75% of the year. And your percentages are all hovering around that, particularly in payroll. The, the one salaries item that we actually lowered,
and it looks like that was a good choice too, based on the projections, is support salaries. Those are still, after reducing them by almost 400, a little over $300,000, they're still coming in about 3% lower than, than what what we've budgeted. So that's I think fairly well, it's probably good and bad news. It means we've seen a little more turnover than the payroll we had through December, but it's also coming in under budget. So we'll take the positive variance. However, the rest, especially in salaries,
those are the easiest to sort of apportion one 12 every month and get pretty close. The others, I'll just call out Kathy Roseli real quickly. I think she's doing a wonderful job managing our purchase services and supplies, budgets. We look like we're on track there. We're gonna assume we'll spend most of those 'cause most years we have, but with the work she's doing, those may come in a little under budget as well. So all of our categories are, are pretty much on track. We're not seeing anything
to be terribly alarmed about we're we're right about where we thought we would be in December, which a three month projection isn't going too far out. So hopefully we were close, but, but overall they're on track. The salaries and benefits. We may see a small spike in the salaries towards year end with retirements and vacation payouts. Those can be a little tough to predict and those come out all at once at the end of the year. But they wouldn't meaningfully change these amounts.
They wouldn't throw us off like 4% or something like that. They might add a percent here or there, either in instruction and or support salaries. But overall, everything looks to be on track in total. We're at 74% nine months through the year. So things are looking fairly good there, at least fairly in line with our projections. And I think I covered that slide. The next slides we have for you are projections. So it's taking the numbers that we just showed you
and trying to project those through to the end of the year. There's not anything that changes on here that you haven't already seen in the other slide, but I'll show you that the projected revenue was 68.8 and right now we're saying it looks like it's gonna come in around 68.6, so, or 68 point Yeah. Six. Sorry, six and a half. Yeah. So pretty close. We'll we'll see typically at the end if, if particularly with federal grants and grants, if we can get that money in on this year
as opposed to traveling to next year. So that, that's where you'll see some small variances, but revenues on track. And we, Jason and I have talked, we may see a little increase in other state sources you've been talking to, the BO Cs, we may get a little bit more, they, they flow through the Exceptional Children's Education Act money, which is state special ed IDEA is the federal money, and then the state money's called ECEA. We may get a little bit more than what we were expecting at the beginning of the year.
We get the BOCES budget and really just kind of plug that in. And then there's some small and rural funding that we may end up, if, if curriculum gets purchased or something like that, we may see a little bit more revenue than what's sitting there in state sources. But as, as Jason mentioned, they're, they're pretty close to what, what we're thinking or what we were thinking earlier this year. So Just a heads up, Much like revenues, expenditures are projecting out, we're expecting to use most of our budget.
The property is coming in significantly under, but it's also the smallest line in our budget. So I wouldn't get too excited about that. But overall, the adjustments that you all approved in December are looking like we, we probably made the right choices there. Instructional salaries are, are tracking at about 99% benefits as well. As we mentioned earlier in instruction last year, we pretty much fully spent the purchase services and supplies. So even though those are running a little low when we're talking about 75% of the year being elapsed,
we're, we're gonna be conservative there and, and presume that, that we'll probably spend all of that. But overall, they're, they're on track. I mentioned though that in support salaries, we're tracking at about 72% through March. And if you carry that through the year, that gets us to about 635,000 of a, a positive budget variance. So it does look like we're seeing some turnover or fewer staff in support than, than we had earlier in the year.
So assuming that doesn't go the other way by June, I wouldn't anticipate that. We probably will pick up a little, little extra budget there. That's the biggest piece of your 1.3 million. And then the other chunk of it is the 380,000 in supplies that we may or may not spend. But we're thinking we can keep it to that because as I mentioned, Kathy is not playing around Speaker 1: Third job. Nice. Kathy. Yes. Speaker 15: And now to the fun part, unless y'all have any questions there, I'll stop there for a second. We're going kind of fast. We don't want to keep you too long, Brittany.
All right, well let's get to the fun part. Oh, I'm good. So we'll go on to the fund balance projections. This is the, what, what we present to you as cashflow projections. If you go to the next slide under that second column, the 2025, you can see that if we trend out the current expenses and revenues, which those are those two numbers on top, you got your fund balances, does your top number. The next one is the revenue trended and the the red number is the expenses trended. You can see there that we would have a $400,000 positive
fund balance before we go into the transfer for capital putting us at about an $800,000 red number that's significantly lower than we had projected three months ago, which tells us that this quarter, the third quarter of the school year, we spent less than we were trending to spend in the first two quarters. Yep. I'm normally very optimistic. I'm, I'm always like, we're gonna beat that. We're gonna beat that. I, I, I have some hesitancy with that number because I do think
that June is a is is potentially a very large payroll. It's got a lot of payouts and, and, and end of the year extra pays. And there's an another landmine, which is at least last year we saw quite a bit of, of non-salary spending in the final six weeks or so. So if those things hold and we can maintain this projection, this would be very, very good news compared to last quarter. I do think we'll see some variance, you know, to the negative there. So don't be mad if that happens,
but that's, that's what historically I think we would've seen. And I would like to talk now about something that Cassie mentioned earlier in the, in the meeting, which is a snowball. We talked about how things start to snowball. I've said this before, is momentum. Finance is momentum because if you save a dollar this year, then it goes into the fund balance and then you have a, a higher fund balance next year and then that dollar saved gets projected over and then that's savings. And so savings snowball the same way. Debt snowballs. Hmm. So we, what you'll see if we can, if we can hold
that third quarter level is you're, you'll see a snowball go through the system. It's, it's not, I mean it's still red numbers. I still have some explaining to do with the state, but it's better than it was projected three months ago. That's the kind of momentum that we need. We need momentum that, you know, we, we pick, we start to pick up the black number and then the black number grows. And then the board has fund fund decisions. Like what do we do with this? Do we give raises? Do we, do we buy new, you know, capital?
What, what, what can we do the more fun decisions than what do we do with red numbers? And so if you go to the 26 column, you can see it's in worse shape than, than the 25 column that anticipates the raise, the 2% raise and the 8% increase in benefits that Scott asked us to, to project. Yeah. If, if benefits go up 8% next year, I think Jeff and I agree that there's the staff is, is, is pushed about as far as they can go. We're going to have to, as a district probably
take more chunk of that. We just, even if it causes red, it's just, it's people. And so, you know, that's assuming an 8% benefit increase. That's assuming a, a step in lane for everybody that's assuming some other things, but it, it, it's in the right direction. And about a about a million behind where I'd like to be. I I I'd like to be breaking even by 26, but, but it's, Speaker 2: Well, Speaker 15: Economic forecast matters and, and, and what happens across the state and health matters.
So, but that's, any questions about that? And then Jeff, talk about any questions too and, and on balance stuff that we've been talking about. Speaker 6: Well, I I think you've, you hit it on the head. I mean I think as far as benefits goes, we slayed that dragon this year, but it's only yearly. Yeah. Speaker 15: It's head will grow back next year. Don't are you, it's like a hide Speaker 6: Hydra. And, but my worry,
somebody, somebody today, in, in earlier today made a great point to me. My part of my duty as a board member is not just the four years I'm here in this seat, right? It's to help ensure stability for the future. As I see that 7 85 turn to turn to a million, turn to 1.7 knowing that you know what it costs for a step in, step in lane. And that's if, I mean all this is, and, and first of all, you've done a great job projecting
anticipated costs. You are very close on the revenue. Like you, you've done amazing work. But this is projecting only 8% increase. Speaker 15: Yes, sir. Speaker 6: Right? That, that worries me. I don't see our, I I don't see the benefits package or the benefits costing or, or, or declining in cost by, or that, that jump declining 12% Yeah. To match this. Does that make sense? So then these meetings turn into fund decisions
to real crappy decisions, right? Yes sir. How do we help ensure the long-term future of this district? Speaker 15: Man, I couldn't ask you to set me up any better. Thank you. Next slide please. We, we planned that. I just, I just prepared some thoughts that I thought I I, it may be an unpopular one, but I think I have a way forward. That's a great question. I share your concerns actually. Go ahead. The, the, the positive number in our,
in our net revenue before our capital transfers, we've gotta cover our capital transfers. That's, you know, the district needs that maintenance and more. Yeah. So there's, there's no getting around that. So how do we figure this out? And like I said, I'll, I'll take the unpopular position tonight, but I think there's a way forward and I think it's really, it's really two steps, you know, but before I get into that though, I do want to say that, that that fund balance is what allows us
to pay our bills throughout the year, right? The 22 million that we're seeing at the end of 2024 is there one day and then we start spending it in July. And by the time it's in April, we're wondering if we're gonna make payroll now, right? We're wondering if we've got enough cash and we do so far. But when I first got here, we weren't swimming in money, but I didn't have, I watched it, but I didn't have to watch it nearly as closely as Jason does in the spring because I knew we had at least enough money to get us to May.
And then our property tax receipts would start coming in. That $22 million is the bare minimum fund balance of cash to get us through year end. It'll be three to 4 million by April if we don't see any tax receipts. Like if we don't give this year amount. So first thing I wanted to do was plant a seed board to consider it. I I, I'm not suggesting a rule like your reserve of 8 million, but maybe an aspirational goal
of a fund balance of at least 22 million for those reasons. That's one of the goals we've got moving forward, right? Is how much do we need to get through the year? And then how we do that, you know, we talk about mill levies once in a while and I think that's ultimately where we need to get, but how do we get there? And before I get to that, I would say, you know, this district has been very, what's the word, reticent to request mill levies. And I think that's good.
That's, you know, it's our responsibility to manage the money we've already got, right? So the way we, we work with the community to convince them of mill levees warranted. 'cause that's how we're gonna be able to make those good decisions. And it's not gonna be swimming in money. It's gonna be the goal of 22 million, covering our benefits, covering our salaries, and paying the rest of our bills. So over the next year, what what we can do is look for any opportunities for savings. I will say now I, I don't think this district isn't, isn't
wasting a lot of money. We're not, you know, we don't, we don't make a lot of expenditures. We might want to buy a few fewer suppliers for next year this year, I'll make that suggestion, but those aren't huge dollars. But we take the next year to see where our opportunities are to really screw down any expenditures that are unnecessary. So we've got our books in order so we can approach the, the community about a mill levy 4 27, which is kind of what we talked about a couple weeks ago,
having picked up our side of it and then showing them where that money's gonna go. You know, and it's gonna be salaries and benefits. That's where it's gonna go. Unless we want to talk about capital. That's a separate conversation that I'm not qualified to have. So I won't go there. But, but as far as salaries and benefits and these decisions that we've gotta make it, you know, requesting our district are very unusual. And in, in other districts with a tax base similar to ours or bigger, they tend to ask more frequently
and get them more frequently than we do. So I think that that reluctance may be a good thing that restraint is we haven't been going to, you know, we haven't been crying wolf. So now we can really, I think demonstrate the, the, the cash flows. It's not a, a huge, that's the other thing is $22 million seems like a lot to us, right? Like I'd go get a U-Haul if I found it lying on the ground. But for the district it's maybe two and a half months, three at the most of operating expenses. So it's really not that much.
If something really big happened, we wouldn't have a lot of time to react financially just 'cause we don't have a lot of cash on hand. But we're not gonna get, you know, personal finances. What do they recommend about six months? I don't think we're gonna have a $40 million cash balance anytime soon. So the alternative would be to, to really lay out what our finances are and show what the difference is would be in a mill levy. And as we're retiring the debt for the capital projects
of the past, we would be able to really sort of supplant those mills rather than increasing the total mills we're charging. We could stay within the mills that we're already charging, but it would be new money for salaries now that we've retired the debt for our capital projects. So that's something i I was gonna ask y'all to think about and then we can, we can start talking about it. That's not a decision to make in the next couple months. It'll be budget then, but I thought this would be a good time
because like I said, I've been thinking like you have, we're we're there, we're not in a bad spot, right? We're not struggling, but we are struggling to do to, to make our salaries and compensation competitive with the districts around us. So, so there is some difficulty even though financially the district is in fairly good shape. It's not in dire straits, it's just not in. But I think the place we want it to be and over the next two years, I think we can get it there if, if we take those steps.
Speaker 6: But I think we're few good intentioned bad decisions away from an issue. Speaker 15: That's a good way to say it. That makes sense. And it's easy to get there, you know, as Jason was saying, you know, saving snowball. And he and I were talking about that and what I said was it's a lot easier to stay out of a hole than get out of a hole. So, Speaker 6: And I said this one, I I said it last meeting and, and I think it's obviously we're not gonna fill these deficit or the differences with just savings. We've discussed mill levy since we've been on the board and,
and our unique electorate where it really isn't our duty or, and it shouldn't, nor should it ever be the duty of a public entity to be hoarders of cash. Right. Speaker 15: And we're definitely not doing that. We promise. Speaker 6: And, and I love the system of, you know, constantly having to justify the money that we're asking for. Definitely. We're just gonna have to really buckle down and find a strategy and, but that comes with showing them the savings, showing them, you know, these, these are our books, here's where it is.
And having those conversations and educating the community on what a fund balance is, right? Yeah. 22 million bucks. You guys have that much money, you're asking for more? No, we don't have that much money. And, and putting it in terms like what you just said, maybe three months worth of operating expense, say something really bad happens with the state, say something, you know, an a another once in a generation totally issue comes up. We're three months away from letting teachers go. Speaker 15: Yep. Well, and we're funded 75% roughly state and about a quarter local, which is about three months.
And that piece is the one is that, that three months piece we don't get until this year. We, we got a piece of it in March, but generally it's not till May. Right. That's why you gotta watch it so close in March and April 'cause those receipts come in in May. You've got nine, nine months of payment that you've really gotta make it through until that may moment and then, then you flush it feels good for about a week. And then like Jeff said, we start spending it immediately. So it it's an operational account and, and there, there is an opportunity, we, we had a chance
to talk to, to Mr. Bho a couple weeks ago about when our, when our bonds start to expire, can we use those, those mills to try to stay at the same place but use those mills in a different way to generate basically for staff as opposed to for things. Sure. And it might be a way to not impact the community for more money. Just help us shift how we can use the money and keep yourself level Speaker 6: Maybe. Is there a way to do that mechanism available? That's what Speaker 15: We think the planning needs to be building
Speaker 10: Not employees, correct? Speaker 15: That is correct, but they are part of the limitation of the mills we can assess. So as the bonds go down, it increases, it's about a 25% cap of your revenue or your, your state, you know, your total program state and local. 25% of that you can assess in mills as a community. We're at about, I talked to Kirk the other day and I'm, I may be misquoting him now, but we're sitting at around $3 million of,
of room in the 25% we have. So there's some room to ask for an override up to a little over $3 million now. But those would be additional mills. Whereas if as you retire the debt, you don't need those dollars anymore. So you could use those mills without increasing the total tax bill for, for taxpayers. And there may be a timing difference where if we do it in 27 that get collected in 28, there may be room then where we've retired enough debt,
our debt is fully serviced by 2030, so we should start it 25, 26 is gonna be about the same as it's been. It may be a little less, but I think by the time we hit 26, 27, we will see our debt payments going down a bit and then 29 and 30 they, they go way down. If I recall, I'd have to double check, but I'm pretty sure about that. So yes, I think there is a way to just supplant those mills rather than increase them. We'd have to look at that, but that would certainly be our first choice.
Speaker 6: What, what, what's the percentage in re in relation to overall budget? Would that provide us like what's like another 4%? Another Speaker 15: It would be about total, it would be about 10%. As of right now, if you figure the total district budget is about $80 million. So that's more than total program. But let, let's keep it in just terms of our total budget. We're paying about 8 million a year on the bonds. So once those are retired, 8 million worth of mills would be freed up in, in theory.
Even though, like I said, if we're just talking salaries, benefits, staying competitive in that side of things, you, you wouldn't need that 8 million. You would probably need three to 4 million, maybe a little less. It would, it would depend on how much the raises, et cetera. Were I think the hospital right now their, their bonds are expiring and they're asking to basically, instead of let 'em go maintain so that the taxpayer doesn't see an increase but the hospital gets new source of revenue. I think they're going for that this year, next year.
What, what we're saying is similar as that bond goes away, those mills we could use for things that would allow for salaries, benefits for people. Speaker 6: My worry is that 29 thirty's ways out. It is. Are we gonna make it that long? Speaker 15: Well, and I'll look, like I say our debt goes down before 29 30. That's just when it goes way down. Okay. Okay. So we'll take a look and we can talk about that. But we just wanted to plant the seed tonight 'cause we are trying to figure out, you're right, cost savings are the first place you look. But, but we do run pretty lean.
I, like I said, we're not, we're not pro Speaker 6: No profligate, Speaker 15: Is that the word? We're not profligate around here, but, but there probably are opportunities, you know, especially you can change policies. Like you can leave vacancies open and that accrues money before you fill them. Things like that. We can take those opportunities first and then have the conversation. But I'll take a look at the bonds before we meet next time. Speaker 6: I definitely think we need to look at the low hanging fruit, you know, and I'd like to know how much money we would save if we were to eliminate open positions. Okay. What like what, what that would be. Okay.
Like anything that's not direct, not directly related to a student. Okay. So stay away from teachers, stay away from paras. Anything else that's been open? If we eliminate those district wide, what that would look like. Speaker 15: We can do some analysis on that. Well, yeah, and be careful. We got savings and support. So we got openings. I'm mostly joking. Speaker 6: Okay, well it it go, it goes back to that not very fun conversation, right? Yeah. But it is the business in which we're tasked with. So. Speaker 15: Well, and and and to your point, I'm a firm believer
it's much easier to eliminate a position than sit down with somebody and tell 'em you gotta let 'em go. That's it. You always do that first Speaker 6: For sure. Like I'm not wanting to do that. Speaker 15: Yeah, I totally agree. Speaker 6: Big Speaker 15: Decisions, lots of moving pieces, but worth starting to think about, about like what is the five year mission, what is what, what does that look like? And that's not not easy. It would be a decision you wanna make very slowly and and deliberately. And I bet you didn't think you'd hear the word propagate tonight. I didn't think I'd say it.
Speaker 1: I needed Jeff and Jason dictionary. Speaker 6: There's definitely some things I've gotta Google. Speaker 2: Okay, Speaker 15: Well that's all we have for you unless you have any other questions. Speaker 6: No, well as always, thanks for the motivational speech. Thank you. Speaker 1: Brent, did you have anything? Speaker 2: No, I'm good. Speaker 1: Thank you. Thank you guys. Thank you. Entertaining. Speaker 15: Y'all have a good Speaker 6: And I'll and I'll write a report on the economic forecast and get back you. Okay, Speaker 15: I'd appreciate that. By 29 I only made it to about page 80. I didn't make it as far as he, Speaker 6: I'll let you know about the time our debt is serviced if, Speaker 15: If you'd like a secret.
There you go. It's a PDF. Feed it into AI and say I'm a board member in this, what should I get out of this? I just found out you could do that. Speaker 2: I usually fight. Speaker 6: Thank Speaker 2: You guys. Speaker 1: Thank you. Speaker 2: Oh gee, OG Speaker 1: I can see the light at the end of the tunnel. Speaker 2: We're on policy. Speaker 1: Yep. Governance action items. Policy ad, educational philosophy, school of district mission. So this is the third reading and approval of policy changes for policy, a educational philosophy and school district commission. There was no changes. Last meeting in our second reading.
Was there anything this meeting our third, Speaker 2: Put it up as soon as I can get through the economic. Speaker 1: Just keep scrolling, just keep as fast Speaker 2: As I can. Scroll. Speaker 1: I think he said page what? 94 was his favorite so Speaker 2: Okay. Speaker 6: 96. Speaker 1: 96. Yeah. 96. Speaker 2: I'm Speaker 1: Just there. It's Speaker 2: Go ahead. All that stuff dude. Speaker 1: Thanks Michael. All right, so educational philosophy, school district, mission, Speaker 2: Any? Speaker 6: I'm good. Speaker 2: No changes from me.
Speaker 1: Cassie. Speaker 2: Okay Speaker 1: Sharon, did you want me to request a motion for the third? For the third and approval? Yeah, I have it right now. Approval Speaker 16: Third reading and approval is what I have it Speaker 1: As. Okay. Speaker 16: There was no changes on the last one so we did our third reading if you vote on it in this meeting. Perfect. Speaker 11: Do we do it after each policy or at? There has Speaker 16: To be one for each policy. Speaker 11: Yeah. Yeah, but do we do it before we review the other ones or as we Speaker 2: Just Speaker 16: Probably ask you to make sure there's nobody? Speaker 1: Yep. Okay. Speaker 6: Yeah, let's go as we're doing them. Speaker 1: Okay, so Speaker 11: I make a motion to approve the ad policy.
Speaker 1: May I get a second? Speaker 6: I'll second. Speaker 1: Sharon, may I get roll call please? Speaker 2: Sure. Aye. Asco Speaker 11: Aye. Jenkins. Speaker 6: Aye Speaker 1: Jensen Aye. And also third and final reading and approval of GCGC policy. GCGC job sharing and professional staff positions. So again, there was no changes during the second reading last meeting and unless there's no changes, Speaker 6: I'll make a motion to approve policy GCGC, job sharing
and professional staff positions. Speaker 1: May I get a second? Speaker 11: I second that. Speaker 1: Thank you Sharon. Speaker 2: Aye Speaker 11: Asco. Aye Jason. Speaker 6: Aye. Speaker 1: Aye. Speaker 2: Okay. Speaker 1: Third and final rating and approval of GC GC dash E. Job sharing and professional staff and professional staff positions and job sharing agreement. Speaker 11: I make a motion to approve the GCGC dash E. Speaker 1: May I get a second? Speaker 6: I'll second Speaker 1: Sharon Speaker 2: By aye. Hasell
Speaker 11: Aye Speaker 6: Jenkins? Aye Speaker 2: Jen. Speaker 1: Aye. And also last but certainly not least, final reading and approval of CCA. The Speaker 2: Board Speaker 1: Education. Yeah, the board of education Speaker 11: Organizational Speaker 1: Organizational chart. Thank you. I looked at and I saw spiderweb. It's like that thing. Speaker 6: I'll make a motion to approve CCA organizational chart. Speaker 1: May I get a Speaker 11: Second? I second that. Speaker 1: Thank you Sharon Speaker 2: Haw. Aye. Haskell
Speaker 11: Aye. Jenkins Speaker 6: Aye. Speaker 1: Aye. Okay, onto the policy focus. So we've got a second reading of gc, GC dash R job sharing and professional staff positions. Speaker 2: I, Speaker 1: Yeah, I don't, Speaker 6: Yeah, I don't remember any on this Speaker 1: One. I don't think there were. Speaker 2: Devin went through this pretty good. Speaker 6: Yep. Speaker 2: Okay. Speaker 1: Brett, did you have any changes on this one? Speaker 2: Not for me. Okay,
Speaker 1: Thank you. And then with, I am proud to announce with all of the hard work from DAC that we got our first reading of policy, J-I-C-D-E, the bullying prevention and education policy. And again, this has been presented to DAC and they have also made their changes and it's been vetted through legal, Speaker 6: So we don't have to scrap it. Speaker 2: No, Speaker 1: But we can make some changes. If you did see any Speaker 6: Please hold Speaker 1: Your questions
will be answered in the order in which they were received. Speaker 2: It's getting late. It's only nine. I know. I think the, the big pieces Speaker 9: To look at where we had the most enriching conversations, well are on page two of six of this policy in numbers one through 14. Getting to the point that we talked about earlier about the idea of education, how to have a healthy conflict resolution, how to have a respectful disagreement
that every time you don't like basically our both DAK and the representatives from administration that were there doing this. Like not everything is bullying, Speaker 1: Defining Speaker 9: Bullying. Absolutely. And so that the con and that's why the conversations we're so rich. Speaker 6: So under this, under the definition of bullying, fifth line down, bullying is prohibited against any student for any reason, including, but not limited to any such behavior that is directed toward a student on the basis of their academic performance. So that just stuck on that. So is it possible you got two buddies
or two people and you know, they know maybe they're not living up to their full potential and one male says, pull your head out. Would that be considered bullying? Speaker 9: No, not at all. There's, I mean the, the definition I, and, and I'm looking for where you saw that Speaker 1: It's up reverse page, Speaker 9: Thank you. Willing is prohibit against any student for any reason, including, but not limited to. I think that that goes to the rest of the pieces of defining what bullying is. And that definition has changed over the years. It used to have to be ongoing.
And so that's one thing that we look for, that it's not just a one-time incident. A one-time incident is a conflict, not that it's keeps like coming at you. So I think that that's a really important part. The other thing that we recognized in some of our Latino meetings was bullying. The way it was being used in translation was the teacher or the kids are not respectful to the teacher. And so that was a whole new understanding of misconception around the reporting of bullying. And so I think what this is trying to do is to narrow
that down to true bullying. Like you are picked on because of something over and over again that you can't fix like your weight. Right? Right. You can't just go, you know, change your shirt or wear a different pair of shoes or you can't change it. It is part of you. And if you're picked on about that particular piece, then we then we're looking at more over and over then we're looking at bullying. Okay. Speaker 2: Yeah. Speaker 6: I guess Speaker 9: Kids tease each other. Yeah. Speaker 6: Oh yeah. Because I guess, I guess when I, when I hear the word, when I see the word performance, I mean, sorry.
In like adult world, if you're not living up to your performance, I'm, you're gonna hear about it from me. And it goes back to my discussion of trying not to pad everything in the right. Their world. Speaker 9: Not everybody deserves a Speaker 6: Medal. No, exactly. I mean, and so that's, that's my, that's my concern with all of that as far as everything else, you know, the, the disability, race, creed, color, sex, sexual orientation, gender identity, gender expression, marital status, all that stuff. I understand. Great. But anytime I hear the word performance, 'cause performance is very subjective,
Speaker 9: We could check in with the idea because then the other side of that would be picking on someone because they're in special education or that's, they didn't get good grades. Speaker 6: But that is down here, that's already, it's, it's listed down here. Included again, answers or the need for special education services. So that, that, I think that's already covered. 'cause I agree with you. There is definitely that possibility, right? Like I hear the, Speaker 9: You're so dumb. Speaker 6: Yes, exactly. Speaker 9: And it's ongoing, Speaker 6: But it goes back to an ongoing, I understand that it's, but also too, I think whatever we can do to help foster a sense of accountability
amongst the student body itself. I mean that's, accountability on a team is absolutely imperative to its success. So that's the only thing I saw on that one. And I'm not saying it just has to be changed. I'm just wondering about it. Speaker 9: Maybe there's a different Speaker 1: Word for performance. Speaker 6: Just capitalize it. That'll help. Speaker 1: Shall instead of will. Yeah. Speaker 2: May Speaker 1: I might AI that. See what, Speaker 9: Let's see what we can come up with with that. And if Speaker 1: That's a source Speaker 9: Legal, that might be the way that it's written in law. And so it will have to see what that is.
If it's a chance of changing it, I bet we come up something really good. Speaker 2: Do we have to do the dash R that labeled the tier system of support or anything Speaker 11: Like that? Or an exhibit an E? Are we adding anything like that Speaker 2: To this? Speaker 9: Absolutely. So our student wellness team looked at this and said, okay, how, how will we do this? And I'm, and of course then we went directly to the er. That's up to them. And the principles of how it will be implemented at each school. It was an excellent review for everyone on the fact
that we, we are required to have a bullying prevention and education program. I think that probably next steps to develop that R would also be go take it to the principals so that they, they are the decision makers in the school on how it's going to happen. But also the, with input from that student wellness committee Speaker 6: Under reporting on page three behaviors, strongly encouraged. You immediately report it to a staff member, parent guardian, or be a safe to tell, tell. Now ob I obviously totally agree with tell your parent a hundred percent. But also too, I think it would be, you know, I think it,
somebody like it needs to tell both, not and, or, you know, does that make sense? Tell staff member and or I don't know how to how you'd put that, but we don't want, I don't want kids just going home and just telling a parent that. 'cause if the staff doesn't know, there's nothing that they can do. Speaker 1: And, and ideally, I mean the staff should be made aware almost immediately. Immediately so that it can be handled in the moment. Speaker 6: Which I understand kids sometimes they don't and maybe they go home and Speaker 9: So change the OR to a Speaker 6: No, I don't know. I'm just thinking Speaker 9: We could do staff member and guardian parent
Speaker 6: And or, or Speaker 9: Be safe. And then safe to tell is all, maybe even a separate or you put a period and then that's, I Speaker 2: Think you say safe to to tell is also another, Speaker 9: An avenue Speaker 2: A, a way to report Speaker 9: Or something just to call it out or Speaker 6: Name it. Of course. Speaker 9: If it, I think that's important. Speaker 6: If, if you feel comfortable. If, if, if or if if, Speaker 2: Or just offering it as another tool. Yeah. Speaker 6: If comfortable tell staff first, I guess. And if not, I understand you're telling your parents. I do. Speaker 17: I'm, you know, I think it would reflect back in that circle of information.
You know, I'm sure if a student trusts their parents more parents are notified and the parents are gonna notify the school. Sure. No different. We would hope that if a student notified a, a person from the school or staff member, that then the parent would be notified also in the loop. Speaker 6: True Speaker 17: Circle of trust. Speaker 2: Yes. Speaker 6: I guess I, I look at wanting to push kids to start solving their own problems. Speaker 1: I know retaliation is brought up under the definitions on page one.
I just, I, I know a lot of reasons why kids don't say anything is because of their fear of retaliation. So I don't, I I don't know. Speaker 2: It's Speaker 6: Very hard subject write policy on. Speaker 1: And that might, that might come and that might come under the dash r the exhibit. As far as you know, students, I think the kids or the, the students or, or even anybody who feels that maybe they're being bullied need to feel safe enough to tell somebody, no pun intended, I swear without fear of retaliation
or the, you know, the snitches get stitches comment. So yeah, I don't, I don't know how to work that in there. That's probably gonna be in the dash r. Speaker 9: Are we trying to capture the, Speaker 2: See there's something about Speaker 9: Retaliation. Yes. I'm trying to get to the, the idea of how do we protect how, I don't know how to teach. Even if we put it in the R trust, I mean, you earn trust. It's a lot to get to that circle, which is why I think it's important to have the parental piece there. 'cause that part is already,
Speaker 1: What about adding, so, so in under the reporting, it says anyone who believes they have been a target of bullying and or other behaviors prohibited by this policy or has witnessed such bullying and or other prohibited behaviors is strongly encouraged to immediately report to a staff member, parent guardian or safe, or be as safe to tell with, without fear free from fear of retaliation, something free. Speaker 6: But how do you put that in policy when that's so subjective? Like you can help ensure, right?
Like we can help ensure that a kid feels safe from retaliation. But I'm not that little freshman that just got shoved in a locker. You know, you know what I'm saying? He, he might, there's nothing you could do to protect me. Yeah. So I, I I don't understand. Well, Speaker 1: But keeping like, I mean the thing with safe to tell is, it definitely is. It keeps it anonymous Speaker 6: Too. Yeah, I think so. It is. Speaker 1: You know, so, you know, I mean I think the hard part though too is, is I, I have actually heard some parents who have not gone
to principals about how their children have been treated by some teachers because they know that the teacher will retaliate against that student, which makes me really nervous. So, Speaker 6: But too, that's, again, that's perception, right? A teacher may, I mean, they're human, right? But it's a perception of what will happen if you follow through with an action. And I, Speaker 1: But feeling that their child has already been targeted and then to know that, I mean, obviously, Speaker 6: I mean, yeah, but I, I, I have a, I have a hard time believe keeping that to myself. If I've really felt that way, I'd talk to the administrators. I mean, that's me. I, I, I don't un I, I don't understand
that feeling of, I can't say because of a teacher in, you know what I'm saying? Yeah, Speaker 1: Yeah. I just, but that, it's something that I do hear. I have, I've heard it probably not as frequently lately, but I know that it's some pe some parents don't say anything to the principals or the administration because, and their children have asked them specifically not to because they've seen Yeah. That Speaker 9: Happens a lot. Speaker 6: That happens a lot. Yeah. Speaker 9: Don't Speaker 6: Say anything. Don't make it worse. Speaker 1: Yeah. Don't make it worse. Speaker 9: On page four, there's under supports and referrals.
It talks again about retaliation. Okay. I don't know if that's covers what we're trying to get at here. We spent a lot of time on that second bullet around prevent retaliation or any resulting disciplinary actions. So many times someone who's getting bullied when they've had enough will act out and punch somebody in the nose. And then they're subject to, Speaker 6: I'm gonna go on the record and say it's okay. Speaker 9: Which is subject to, but there to Yeah. Subject to disciplinary actions. And so to try to give them tools
before they get to that point to so that they're not afraid of retaliation, they're not afraid of reporting and they're not afraid of standing up to the bully. Right? Speaker 6: It goes back to choices when being bullied. A child has a choice to tell a trusted adult or punch the perpetrator in the face. Either way, they have to live the consequences of said action. I think you guys did a good job trying to stay away from every absolute, every negative
thing can be considered bullying. I think you guys did a good job with that. Speaker 9: It does a disur when people use the word bullying incorrectly about conflict, because now we don't, you don't hear real bullying differently. Speaker 6: If everything is bullying and nothing is bullying. Speaker 9: Bullying. Yes, exactly. And I think that's what we were trying to get at here, because we do hear it often on our surveys that bullying is a problem. And when we get down to it, I don't think everybody knows the, the correct definitions and how it should be solved. Speaker 1: So there was, during one of the, it was the combined deck
and Latinos at Rifle High School where we had the presentation on the, on the definition of bullying. So I, I would really be curious to see how that compare, how this compares to what interesting that presentation was, because that presentation was spot on. 'cause I, I, I will tell you too, as a mom, my kids come home, this kid's bullying me. Really? Okay. Tell me what they're doing. You know? Yeah. Is this the first time they've done that? You know, Speaker 9: And coaching 'em through like, what's next? Speaker 1: Did you push 'em back? Yeah.
Speaker 9: Yeah. Well sometimes you, you know, Speaker 1: I would've pushed back. Did you push back? Speaker 9: Those kids are being mean to me. Well, why are they being mean with to you? Well, 'cause I, I hit them with a stick. Yeah. Well they told you they don't wanna play with you anymore because you were mean. So you gotta ask that next question and go a little bit deeper. Because if you just assume those kids are being mean, when really it was a conflict, it was a bad choice. It, you, you gotta get to the bottom of it and ask the questions. But when everything comes up, I'm being bullied, I'm being bullied, I'm being bullied.
We gotta find some lines so that we take care of the, the right places where it is happening. Speaker 1: No, I'm, again, I will, I will say too, DAC has done an amazing job and I do appreciate all the work that they put forward on these policies that they review. And I think it also, it, it gives me hope to know there are so many different views and opinions in the room and they can listen and still come to us with a final policy to read. Speaker 9: A highly functional group getting hard work done
Speaker 1: If things would only move faster. Speaker 2: Yes. Speaker 1: So, Bri did you have any questions, concerns, changes, comments? Speaker 17: No. I sat in on a couple of the bowling sessions that Dak had. So I, I feel pretty good with what they've, they've come up with. Speaker 2: Okay. Speaker 1: Thank you. Cassie, you've been kind of quiet. Speaker 11: No, I, I was Speaker 2: Pat Deck. Yeah. Speaker 7: Over there. Speaker 11: I liked all the both changes. You guys adjusted Speaker 2: I wasn't at deck. Correct. Speaker 1: Which is why you made changes. Correct. Speaker 2: Correct. Speaker 11: Which is good.
I mean I think that it's good to just come and see it and not know what was behind though on the other Speaker 2: Stuff. Yeah. Okay. So Speaker 1: Awesome. Onto the next reading of that one. Next board meeting. Speaking of next board meeting, any future agenda? Agenda items? Hey, Speaker 7: I got a couple. Okay. So we have a shine the light on health court. So Sarah be, will bring forward 14. We are here at the district office. And as far as discussion items, we will be bringing collaborative solutions. We'll bring their salary negotiations. We meet this Friday.
And so they'll be ready to bring forward proposal for you. We had also talked about potentially bringing student councils. And Theresa, you and I have talked about, because the last piece of the strategic plan is family engagement. And you wanted to potentially combine those two things. Are you still up for that? So you wanna see student council and family engagement Speaker 1: Partners. So that's, that's the next, so you're thinking the next board meeting, which is May 14th.
Yes. What if we possibly moved that portion of the family engagement to the last meeting in May Speaker 11: The 28th after Speaker 2: School's Speaker 1: Over school's? Not over yet. It's the day before. That Speaker 7: Portion. Which portion? Speaker 1: The Speaker 11: Oh yeah, that's Speaker 1: Right. Family engagement and the student councils Speaker 7: That Speaker 1: I don't, student councils might be tough. That's, I just thought of that. Speaker 7: They might be. The only other thing I have on that evening is, and this is a potential finance, like basically a workshop type
of educational meeting around meals and bonds. Speaker 1: On the 14th. On Speaker 7: The 14th. That's up to you how you wanna do that. I know the one for sure is collaborative solutions. We'll bring forward their proposal on Sunday. Wait Speaker 6: A minute, when is your last board meeting? Speaker 7: Well, I won't be at this board meeting either. I will be watching my deaf son-in-law play in the world championships in Vancouver. So I won't be at this next one. What's Speaker 6: He do? Speaker 11: Hockey. Hockey. He's Speaker 1: A hockey player. Which abs are currently playing also. Speaker 6: So when is your last meeting in person? Speaker 7: June. June 25th. Fifth. Okay.
There's two board meetings in June and there's one more in May. I just Speaker 6: Gotta, we just had to make sure that Speaker 11: Two in May. Speaker 7: Two. In May two In May. So we have, we have the 14th and then we have the 28th. Yep. And then the 11th and the 25th. Speaker 11: And they're all here. Speaker 7: They're all here. So if you want to just see collaborative solutions. Speaker 1: My Speaker 7: What are you thinking Speaker 1: Today Speaker 11: Is so busy? I would say light. That's my one suggestion for me. I mean we have graduation. I mean I have ENC field day, the day before Speaker 1: The 13th. Yeah.
Speaker 11: I mean I have a se senior thing on Monday. Senior celebration at Gorge ENC, then school board. Then we have field trips on top of all that golf regionals. Speaker 1: And my, my thought keep it light, my thought around to for the family engagement piece is to maybe actually see one door since it's so close and we're here, I don't know if it would be a possibility to have it at one door as as opposed to the district office. Speaker 17: That'd be interesting to have it at one
door if at all possible. Yeah. Speaker 1: Logistics Speaker 16: If they big Speaker 11: In the gyms. Speaker 7: The Speaker 16: Gym is a place we really always wanna go into. Speaker 1: Yeah. Well and Speaker 9: They have that set up as the, well it's set up as the pantry right now as the, with Speaker 11: The, it's like a, it's like a rack clothes. Speaker 6: What about a classroom in the basement for the old photo? They Speaker 1: Can position us. What about what Speaker 6: That old photo lab in the basement. Oh my gosh. That is Speaker 7: But we won't all fit. Yeah, Speaker 6: No. Speaker 1: Well could we Speaker 11: Remember the pot pot pottery room
Speaker 1: Down? I mean it and it, I don't know how Jenny would feel about maybe imposing on rifle middle school and maybe we can just do a walking, walking tour. Do a walking tour of one door with it being in family engagement and then having the actual board meeting at Rifle Middle school since I, I just, because it's right next door, I'm just, if there's not a space in one door to house us Speaker 6: And you're just saying one door because of the family engagement piece. Yeah, I was gonna say, 'cause we've heard from Amanda at Elk Creek.
Speaker 1: Was it Elk Creek or Riverside? Elk Speaker 6: Creek. Elk Creek. Speaker 1: One of those up valley. Speaker 6: But Speaker 1: I was just, I mean with, and especially with summer coming and family engagement and trying to still maintain that community connection piece through the summer. Especially with, I just, I might have thrown out a big wrench. Sorry. We can just maintain it. Is that, is that the first meeting in May? Is that what we're thinking? But the tour over there or the second meeting? In the second meeting in May. The Speaker 6: Second meeting. I personally like keeping them here, but that's me. Speaker 7: Well, okay. So the other thing is,
and this was oh, a request. So the other thing I have for May 28th is the BO a BOCES Speaker 1: Conversation. Yeah, that was my next, yeah, it was BOCES with Speaker 7: The AU And so Ken, we had already booked that with Ken, so he's available to come. And obviously there's transition there as well with Leon, the new executive director, I don't know if Leon will be with Ken, but Ken is absolutely teed up to do both cs. Speaker 1: And that's on the 28th Speaker 7: And that's on the May 28th. Okay. We were also gonna shine the light on early childhood. Okay. At this point we have
over a hundred preschoolers booked for Wamsley next year. So Emily has a lot to, Speaker 6: You know what would make me happy Sure. If we had like 33 year olds show up for Shine the light. Speaker 7: You might. That'd Speaker 6: Be, you know how fun that'd be. You know how fun that'd be. So let's think about that Speaker 7: Be a different kind of meeting altogether. Speaker 6: I know, but it would be so fun. Hey, they Speaker 1: Would've booked I bubbles. There you go. Speaker 7: They Speaker 11: Would've been over there. Speaker 7: Okay. So am I hearing no family engagement then for next time? Do you want finance at all? Speaker 6: Only if they have good news Speaker 7: Around Speaker 1: If we're not seeing a sea of red. No, I'm just kidding. Okay. Speaker 7: Or Speaker 1: Do we just, will they be ready?
Speaker 7: Collaborative solutions, obviously you're gonna want Jason and Jeff there anyway. Yes. Because they absolutely need to give the head nod. And Jason will be with us on Friday. Yep. To negotiate the salary. C and Devin will both be there. And then, I mean we could keep it at collaborative solutions and policy. Speaker 6: I would definitely like to have that meeting set up to where it's not awkward for because I'm sure I'll have questions for Jason or Jeff. Sure. And I don't want them, so like maybe if they can, if we can get another table or if they sit, you know, can come to the front also because there'll be a lot of questions.
Speaker 7: Yeah. That I, we can have 'em sit Okay. With the collaborative solutions team for sure. Speaker 1: Well, and I definitely foresee that presentation and maybe not the presentation, but the questions and the discussion probably lasting a little longer than just, Speaker 7: Okay. Speaker 1: That's my, Speaker 6: Do we have to vote? Speaker 1: I don't think we have to an Speaker 6: Action item. It's not an action item presentation. Speaker 7: No, no, but you absolutely have to vote on the 28th of May. 'cause we gotta get contract Speaker 1: Contracts out Speaker 7: 'cause then school's out then we're out.
So I just think it would be best if you voted, Speaker 1: If we vote on the 14th, Speaker 6: We'll have two. No, the 28 Speaker 1: I just checking. Speaker 11: So we have a gap. Like we have time between the two meetings, Speaker 6: Which to think and Yes. Yes. That's what we wanted. What we've been asking. Speaker 11: Yeah. That's what we've been wanting. Speaker 6: Okay. Okay. Speaker 7: So we don't have to do, I mean I guess then it's up to you if you want any more education on mills and bonds. I know that they planted a seed tonight and maybe that's as far as you wanna sit on it and wait, Speaker 11: Maybe wait until Kirk gets Speaker 6: Here. I need a two by two. Speaker 7: Wait until we can absolutely do that.
But we, if you wanna wait till August, you can certainly move that finance workshop to then Speaker 6: One is it? I need a two by two with those two because I, in Speaker 11: July, like at some point for some transition, Speaker 7: Kirk's official day is July one first. Speaker 1: Yeah, that's Speaker 16: Generally when they start Friday. We don't have meeting in July until end. Speaker 1: And it's just that, that approval of the consent, Speaker 7: They vote on the vote on the consent agenda. Speaker 6: Oh yeah. We just do the zoom thing Speaker 16: For people here are on vacation. Yeah. And that's only time we can vacation. So Yeah, Speaker 17: You know what we could do, we could maybe discuss this on
Tuesday a little bit more. Yeah. Know it's getting a little later harder to make decisions. We can kind of work on that agenda and some of those pieces on Tuesday. Does that sound okay? Yeah. Yeah. Speaker 7: Oh, for the board agenda. I'm like Bri, what's Tuesday Speaker 6: At seven o'clock? Speaker 7: I, okay I'll, I will be there, but we actually don't have to meet next week because we're three weeks away from a board meeting. So you actually get a week off if you want. Perfect. Or we can meet, doesn't matter to me here. We'll Speaker 17: Take next week off and we'll meet the follow up and then Speaker 7: Meet the following Tuesday. Absolutely love it. Okay. Yep. Speaker 17: And that'll give us a little bit of time maybe
to round robin a little bit on talking about how much education we want. If we wanna bring those guides and stack that first meeting in May or keep it a little lighter with all of our activities and maybe go a little heavier on the last meeting in May. Speaker 1: Yeah. Speaker 7: Okay. Speaker 17: We do have a lot of policies to go through again, also Speaker 7: We do so we'll for sure. Honor Sarah Bell and her crew and then we'll talk about the rest. Speaker 6: Are there any other Shine the lights after her Speaker 7: Early childhood. Speaker 1: Early childhood. Early, Speaker 6: Yeah. Speaker 7: Perfect. And then in the June meetings? No. Speaker 1: Okay. Speaker 7: The other announcement is not really a,
a formal future board, a agenda item, but we talked with Kirk yesterday and we're gonna run the assistant soup process on May 8th and ninth. And so May 8th, the evening of May 8th, there will be a meet and greet for the finalists here at the district office. And then we'll come up with times and schedules and all of that. And then Friday, May 9th will be all of the interviews with interview teams. Speaker 1: Do we plan a luncheon for Speaker 7: The board with Yeah.
And if any Yeah. And if any of you are wanting or are available on Friday the ninth, then we were we thinking collectively yesterday that we could do a luncheon with the board and the finalists. So we'll kind of come up with all those timeframes, but that's the next time Kirk will be in town too. Speaker 1: Okay. Okay. Speaker 11: That's the eighth and ninth. Speaker 7: The eighth and ninth. Yeah. Speaker 1: Okay. Speaker 7: And, and we'll put out a Google form and an invite for community members as well as staff to be on those interview tapes. Okay.
Speaker 1: Okay. Brett, did you have anything? Speaker 17: Who's doing our next board update? Speaker 1: That was my question. Speaker 11: That was, Scott Beo is on the schedule Speaker 1: But he was not here. Who is after him? Is that, Speaker 11: That would be, hang on, Speaker 1: I wonder if we should, Speaker 11: Scott May 14th is you fathom. Speaker 1: Okay. So he and I will switch. How about that? Okay. Okay. Speaker 17: Plan. Nope. Other than that, I think I'm good. Good. Good meeting
Speaker 1: Chance, do you have, was that it for future agenda items? Yep. I'm going on to meeting debrief. Yep. We're Speaker 7: Good. Okay. We're done. Yeah. Thanks. Speaker 1: Bye. Chance? Anything from meeting debrief? Speaker 6: Not that I can think of. It was good meeting. We went through a lot of gov discussion items. That was good. I really think if DAK we can get this process efficient, which it looks to be, it's really gonna help us out because we, there's gonna be so many more stakeholders in the decision on these policies, which is always better. Financial forecast was uplifting.
Yeah, I think it was a good meeting. It was quiet. Speaker 1: Cassie, I've got nothing. Okay. Meeting. It was a very good meeting. Thank you guys. Thanks everybody for Simone. Thank you for sticking around. Nice to see you. You look so far away. Yeah. No. And again, yeah thank you to Sharon for definitely keeping us for everything. Speaker 16: Card and card. Anything else? Very nice. Thank you so much. Speaker 1: So, and I, I appreciate it and definitely things are gonna get busy.
Things have definitely been, definitely had some rocky roads but it's definitely fun. So I appreciate everybody's hard work and we did not hit double digits. It is 9 34. Meeting is adjourned.