##VIDEO ID:https://videoplayer.telvue.com/player/P8wyVTR2qr3_LDUHnb_mF4AFW6RckIeS/media/914810?autostart=false## <v Speaker 1>I'm gonna go ahead and call this</v> regular board meeting at Cactus Valley Elementary to order at five 30 if we would all please stand for the Pledge of Allegiance. And it's located right here behind us. <v Speaker 2>Aside,</v> <v Speaker 1>I pledge allegiance, the flag</v> of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty, Liberty and justice. And if I could ever have everyone just stand for a few more, we'll just do a quick moment of silence. Thank you very much. I appreciate that. All right. Alright, we're gonna move on to approval of the November 13th, 2024 agenda. Can I get a motion for that? <v Speaker 2>I will.</v> <v Speaker 3>I'll make a motion to approve the,</v> <v Speaker 1>There's not any changes to the agenda or anything.</v> <v Speaker 2>No,</v> <v Speaker 1>Sorry. Sorry about that. Sorry.</v> <v Speaker 3>Okay. Now I'll make it</v> a Holy cow. I'll make a motion to approve the agenda for the November 13th, 2024 agenda. I'll second. Thank you, <v Speaker 2>Eli.</v> <v Speaker 1>Aye.</v> <v Speaker 2>Aye. As aye. Jenkins. Aye. Jensen.</v> <v Speaker 3>Aye.</v> <v Speaker 1>Thank you.</v> Alright, we're gonna move into our public comment section. Our first speaker tonight will be Brandi Yost. Randy, come on up. Hi. Hi. Okay. Do you have to read the thing? <v Speaker 3>Do I hold it? Nope.</v> <v Speaker 1>Just try</v> to keep it respectful if you would. And three minutes and your, there's your three minutes. We'll have that recorded for you. <v Speaker 2>Okay.</v> <v Speaker 1>Sorry, I forgot that too.</v> Having too much fun this morning. I get as organized. Brandy, take it away. <v Speaker 4>Alright. Hi, good evening.</v> My name is Brandy Yost and tonight I'm here to talk to you as the attendance secretary of Cactus Valley Elementary. And I'd like to speak about our attendance successes. Four years ago when I started as the attendance secretary, we were just coming out of Covid and there was no attendance policy. It was a literal free for all. However, over the last three years, our district has not only created an attendance policy, but we've worked really hard to communicate it to our families as well as enforce it. It has been really trying at times. I've personally taken a lot of heat from our parents, but the work has most definitely been worth it. With this policy last school year, Garfield re two was able to increase our attendance rate to 94.2%. Overall. We were also able to reduce our absenteeism rate by 50.1%, which was among the largest reduction in absenteeism in Colorado. That is huge and something that we should be really proud of as a district for Texas Valley Elementary, our attendance rate has consistently been at 96% for this school year so far. Our attendance team also includes our family liaison, Claudia, who makes contact with our Spanish speaking families. Between the two of us, we have effectively improved our communication by leaps and bounds. We've provided communication options to all of our families, letting them know that they can email us, they can leave us a voicemail at 3:00 AM if they're up with a sick child. To be honest, we don't really care how they communicate with us as long as they do because communication is key. Our parents are calling us most of the time before we called them. Most days. Between Claudia and I, we are able to make 100% contact with our families and their students, and this is an accomplishment that we are very proud of. We've also been able to facilitate in-person meetings with several families to help resolve issues as to why students might be arriving to school late or not coming at all. Sometimes it's simple reasons that we can solve really easily, like they don't have a proper backpack or they need a bus route set up for them. And sometimes they require larger assistance or services that we can help facilitate and provide for them. Over the summer. Garfield re two purchased a PowerSchool plugin that is specific to attendance, and I just want to thank the district personally for listening to those of us who do attendance daily and finding an effective solution to reduce the amount of time that we spend on our attendance. I'm grateful for Pam Hutton and Jennifer Robinson at the district office. They've dedicated a lot of time making sure that I know how to use that plugin to its fullest capabilities. And one last note. Recently, superintendent Grimley and Assistant Superintendent Pierce were interviewed and featured in a segment called Commissioner Chats with the Colorado Department of Education's Commissioner Susanna Cordova. In this chat, commissioner Cordova brought up that the district's absenteeism reduction rate and said that at the state level, CDE has a goal to cut absenteeism by half over multiple years and ask us what we found to be successful. And that's a huge win. Cactus Valley Elementary has adopted the motto, growing to green. We've made it to green, but to keep this momentum going and for our kids to keep improving, we need them to be in this building every day. Thank you. Thank <v Speaker 2>You.</v> Awesome. <v Speaker 1>Our next speaker will be Kinzie Roberts.</v> <v Speaker 4>Hi, good evening. Thank you for this opportunity.</v> My name is Kinzie Roberts. I am a CVE parent. I have a third grader here, and last year I had a fifth grader, and this has been on my mind for a little while, ever since I got my former fifth grader CMAs results, which were wonderful and I thought it was a good time to share it with you and with the members of our school because without them he wouldn't be in this position. My son, Liam, started CAC Cactus Valley behind grade level significantly in 2021. Due to no fault of his own, it was mine. I used the word teacher very loosely in 2020, but I'm proud to tell you that not only did he leave CVE on grade level, he just earned principal's honor roll at his first quarter at Riverside. Nice. This achievement didn't happen by chance. It happened because CVE really created an environment where he could thrive. When he first arrived, he really had academic challenges. When I say he was significantly below grade level, it really was just that and that really, it really felt like to us that could define his educational journey, but instead, those challenges really became stepping stones for him because of his teachers. So what made the difference? First it was his teachers at CVE. They didn't really see where he was. They actually saw where he could be, which I think is a really good indicator of the quality of the teachers here. They created an atmosphere that encouraged him to engage with his learning. He believed in his own abilities and every time he made progress, no matter how small it was, they celebrated him and they celebrated that progress. And this consistency and encouragement and confidence building from his teachers in this school helped him achieve what he did. And secondly, they welcomed my involvement, which I think is a big deal. I feel welcome here. I feel like I can talk to any teachers or staff or admin here. They welcome me as a volunteer. And through that kind of regular communication and meaningful opportunities to participate, we supported him in the classroom and at home with tutoring outside of school. And so this partnership kind of amplified the impact of everything that we were doing. And so I just wanted to share that, you know, his story is just one example of what's possible when the schools like Cactus Valley create partnerships where everyone is involved, parents, teachers, staff, and admin, and say thank you to all of his teachers who brought him to where he is. I really appreciate it and I appreciate this opportunity again. So thank you. Thank <v Speaker 2>You very much.</v> All right. Our next speaker will be Dusty Garrett Stack today. <v Speaker 5>Hi, my name is Dusty.</v> I know that some of the board meetings have been about negativity. Negativity lately, and I just wanted to share with all of you why I love Cactus Valley. I have had the privilege of being involved with CBE in every aspect. I have been a parent volunteer. I've been part of the PTA and now I am a staff member here. I have been around Cactus Valley since I moved here in 2010. I've had at least one child at CVE from 2010 to 2011 school year. I currently have a second grader here, and this school has become my life, my family over the years, you know, from the very first time I walked into CBE, it was very welcoming, supported. I chose to volunteer and help out the teachers because I know their jobs are not easy. I felt that if there was ever anything I could do to take the word workload off the teacher's plate, I was willing to do it. As a parent, I know I have told myself I just need a break. Like, can you go back to school? You know? And so I just imagine how the teachers feel because they don't have just my child. They have 20 plus kids every day. So knowing this just made volunteering that much more important to me and brought me a lot of joy. This helped me to build relationships with the staff. Also, as a parent. And as a parent. The staff has always been approachable and appreciative, which accounts for a lot. Now as a staff member of CBE, I get to see the other side of things. And I am in amazement of the love and effort that goes into the school day to day. I am sorry, not just speaking about the teachers, but the entire staff of CBEI just wanted all the staff to know that I appreciate and care about them. To anyone who may be doubtful or unhappy in a situation, I implore you to take a deeper look from all perspectives, communicate with staff, and be a part of the solution. Thank you for your time. Thank you, <v Speaker 1>Alejandra.</v> Gil. <v Speaker 2>Good evening.</v> <v Speaker 6>Good evening. CVE families.</v> My name is Alejandra and I am a mother of five children. My kids all came to CVE and I am a CVE volunteer. I would like to share my experiences with you. In my opinion, I love this school. Academically. It is very good. And I know that having our children safe and happy is their priority. I invite you to be a parent, volunteer, to be a part of your children's school. Also, to attend the Latinos and R two meetings. It is very informative, it is important to support our schools, teachers, and communities. Thank you very much for all you do. Good evening. <v Speaker 2>Thank you.</v> All right. Our next speaker will be d Steyers. Oh, speaking. She couldn't be here. She, she couldn't be on mine. No, she can't <v Speaker 7>Be here. She asked me to read</v> <v Speaker 2>It for her.</v> Okay. Is that okay? Yep. Yep. <v Speaker 7>Sorry.</v> <v Speaker 2>Where's your cowboy hat?</v> <v Speaker 7>We don't wear those. Yeah,</v> <v Speaker 2>Not</v> <v Speaker 7>Those are on the movies.</v> We were baseball caps and ponytails. Alright. And so you all know I, I have agreed to read this message from De Steyer. She wanted to be here this evening, but she's actually at another event and I'm, so, she asked if I could read it. I am a volunteer slash instructor at Ride. So it's my pleasure and honor to, to help spread D words. These words. We would like to share our appreciation for our partnership with the RE two school district. RIDE stands for Riding Institute for Disabled Disabled Equestrians. We have been in existence for over 30 years. The past 15 years or more could not have been so successful without the students from many of our RA two schools. The RA two teachers as well who allow us to run empowerment programs within the school. And at the Rides ranch, we have 18 horses and close to 75 volunteers. Many of which, most of which are RA two students or former students. We have several students who start volunteering at the age of 12. That's our seventh graders. We have a lot of seventh graders who work at Ride. They're amazing. You guys. What makes me so proud and humble is that these volunteers become an important part of the ride. Family and great friends with other kids across the district are students who are in the program and have unique needs, bond with the volunteers. They run to see their friends who help them get on the horses, do the exercise patterns, and go on the trail ride. These are a two students thrive and love the interaction they receive from our volunteers. Many of you, many of whom are their peers. In addition, our seniors from various nursing homes look forward each week to see their favorite volunteer. They absolutely love the connection with our RA two youth. This not only helps the seniors, but it also helps the volunteers build compassion and understanding. And a knack. A knack for listening to the long stories of well back in my day, which happens quite a lot. We even had one of our ride volunteers go to the nursery home and make a personal visit with their adopted grandpa. She happened to bring her whole family with her, the boys and girls from across the district and with a variety of backgrounds become friends with each other. This includes the horses. And I wanna add the kittens too. They can't keep the kittens out of their hands. We enjoy the treasure, their friendships, commitments to our program. We also work with the teachers paras at various RE two schools. We all work together to make the student's life better and feel great success on those horses. We see the commitment in the teachers do their very best for each child to reach their goal ride. Wants to say thank you for this very special partnership with RE two. It truly is outstanding. Sure, not every day can be a good day, but I can guarantee you that our re two volunteers and our re two students in the program make every day a great day. Thank you Dee. And Tyers. <v Speaker 2>Time up. Never.</v> <v Speaker 1>Our next speaker will be Ashlyn Long.</v> Don't be nervous. No Ashlyn in person or via Zoom. Zoom it says, I guess I should have read that. <v Speaker 2>Ashlyn.</v> <v Speaker 8>Hello?</v> <v Speaker 2>Yep, can we hear you? Hi Ashlyn.</v> <v Speaker 8>Hi</v> <v Speaker 1>Ashlyn. Go ahead.</v> Whenever you're ready to begin. <v Speaker 8>Okay. I would like to thank you for this opportunity.</v> I have received, my name is Ashland Long and I'm a junior at Rifle High School. I am here to share my story about my experience with Epic. Those who do not know EPIC stands for Educational Pathways for Innovative Careers. I'm sharing the story as an attempt to get an Epic Tiny Home program at Rifle High School. I participated in this program this summer after my junior, after my sophomore year. I saw the ad online. When I clicked on it, I saw the closest school this program had was a parachute, which is 20 minutes away from me. I've always loved hands-on activities and the idea of construction. So I signed up anyway. I'm so lucky. I did. I met some amazing people, learned a ton of new things. This changed my life in so many ways. Some people that that changed my life include Mr. Leroy Gutierrez, Mr. Mark Gregory, Mr. Greg Brewer, cam Trinity, and research recently, Dr. Nicolette. I went Monday through Wednesday, July 8th through 31st, only MR one to two days. But this program goes on during the school year as well. When I arrived, Mr. Gutierrez was extremely patient with me. 'cause I arrived with no previous experience. He taught me how everything worked, how certain tools worked, and it was just an amazing program. A few kids signed up, but not many showed this program would be amazing at Rival High School. So many kids in this graduating class are choosing to join the workforce instead of going to college. This program would give them an opportunity to have experience and they can put it on their college resume or they can give it to their employer or employers. Love people who come with experience. The 100 kids in the Intro to Ag class in just one semester. Some of these are just fillers, but a chunk of 'em want to go out in the ag field, including construction. This would be a huge opportunity for 'em, like it was for me. I wish we had set Rival High School. Thank you. <v Speaker 9>Thank you, thank you, thank</v> <v Speaker 1>You.</v> All right. The next thing we need to do is move on to the approval of the October 21st, 2024 special meeting. Draft board minutes. Could I get a motion to approve those minutes please? I'll make a motion to approve the draft. October. Did I do it again? Did I skip that? No, sorry. Did I, what are any changes? Were there any changes to the consent agenda? No changes. Sorry, I keep just motion. <v Speaker 9>Well, the consent agenda, I do have a question.</v> Fire way down towards the bottom. It's like the 1, 2, 3, 4. It's the fifth bullet point up. It just says, approval of termination of a day-to-Day. Substitute district wide effective October 10th. There's no name on it? No. Is it, is that on purpose? No. Yes. Okay. They don't put the names on there. Oh, okay. Everything else had a name. That's why I was like thrown off. No. Okay. Good. Good catch. I, I just didn't know if it needed a name. No, it's good catch. Okay, thanks. <v Speaker 1>Anything else on the consent? Okay.</v> Could I get a motion to approve the October 20th, 2020 first 2024 special meeting. Draft board minutes please. <v Speaker 10>I'll make a motion to approve the</v> October 21st, 2024 special board meeting minutes. Could <v Speaker 1>I get a second?</v> <v Speaker 9>I'll second. Thank you.</v> <v Speaker 1>Roll call please.</v> <v Speaker 11>Aye. Aye.</v> <v Speaker 9>Asco. Aye.</v> <v Speaker 11>Jenkins. Aye. Jensen.</v> <v Speaker 2>Aye.</v> <v Speaker 1>All. The next thing we need to talk about is approval</v> of the October 9th, 2024 draft board minutes. Could I get a motion for that? <v Speaker 9>I make a motion to approve the October 9th, 2024</v> draft board minutes. <v Speaker 1>Can I get a second?</v> <v Speaker 10>I'll second</v> <v Speaker 1>Roll call please.</v> <v Speaker 11>Eli. Aye. Haw. Aye.</v> <v Speaker 9>Ell Aye.</v> <v Speaker 11>Jenkins. Aye.</v> <v Speaker 2>Jenen. Aye.</v> <v Speaker 1>Alright. And now can I get approval of, can I get a motion</v> to approve the consent agenda? <v Speaker 9>I make a motion to approve the consent agenda.</v> <v Speaker 1>Second. Please.</v> <v Speaker 10>Go ahead. Go ahead, Scott.</v> Second. <v Speaker 2>Ready</v> <v Speaker 11>The light though? Aye. Let y'all, aye ask.</v> <v Speaker 9>Aye. Jenkin.</v> <v Speaker 11>Aye. Jenkins,</v> <v Speaker 2>Jensen. Aye.</v> <v Speaker 1>Some j's in there? All right,</v> now we're gonna go to our discussion items. So we're gonna bring Cactus Valley back up. We're gonna take a look at their CV data discussion. <v Speaker 2>Do I sit</v> <v Speaker 9>Here? Is that Oh,</v> <v Speaker 1>Wherever you're comfortable.</v> <v Speaker 9>In the hot seat. I do need to, okay.</v> Hot seat with a microphone. Seriously microphones. If you wanna stand, Kelly would stand if you wanna stand, <v Speaker 1>You stand and move around. Go.</v> <v Speaker 9>Go for I know you can't see.</v> <v Speaker 10>Can they hear well, can they</v> hear it online? If she's standing? <v Speaker 2>I can move a microphone</v> <v Speaker 10>If you would.</v> Just so anybody, I mean, <v Speaker 9>I can sit could you?</v> No, no. If it's no, yeah. Can that one zoom or no? Although now you the, the data part of that, I don't have control of it. This <v Speaker 12>Is not</v> <v Speaker 9>The ideal.</v> Just that one side. Maybe we do. Yeah. Yeah. I have it on mine too. I was just thinking for the audience. Oh, I <v Speaker 2>Lemme see what I do.</v> <v Speaker 12>And then you all have the, that data sheet</v> <v Speaker 9>Correct?</v> <v Speaker 1>In our packet? Yes.</v> <v Speaker 9>Okay.</v> <v Speaker 12>So it's really the audience members that won't be able</v> to see it as well, but I'll try to tell about it, talk about it as I <v Speaker 2>Go through it.</v> Okay. <v Speaker 9>Do you want me to go ahead and start?</v> <v Speaker 1>Yep. Why don't you go ahead and get started.</v> <v Speaker 9>Okay.</v> <v Speaker 12>So first of all,</v> and I I, you've already heard a lot of about what's going on here and what's happening. And again, it is a team effort all across the board. So as I talk through some of these pieces, I might be bringing up some of my coaching experts who are either ELA or math experts to type in and share or ELL expert to help share kind of what's happening in those realms. Again, I am the, the principal here, but I am by no means the end all and be all of this school. I, I am just grateful that I have such a strong team around me. And isn't that what leaders do? Create teams that are, that are stronger than yourself? I think so. So I feel like that's what we delegate. Delegate, absolutely. So really we're, we are excited to share about our growth to green our s pfs for the past few years prior in 22 and 23. Well, in 2022 was the first year that we saw yellow. And that was a big deal for CBE because we'd always been green. So it, going into an improvement plan on our school performance framework was a big deal. Then we even dropped one more point in 2023. We're like, uhoh, okay, this is not, this is not where we wanna be. This is not who Cactus Valley is. And so we made a commitment that we were going to grow to green and, and put a lot of those pieces in place that you saw out on our interactive tree to make that happen. So we know that CMAs is one week or two weeks in time. It's, it's one measure, but there are a lot of other, other measures that go into helping our kids grow. And that happens throughout the year. We have progress monitoring that happens. We've got data points, we've got ticket out the door checkpoints daily from teachers as well to get a read on where our kids are and how they're growing. And so with the, the teacher's commitment and the student's commitment last year, we were able to grow. And if you look at the, the model up there, you can see that in five of the six areas tested, so ELA in three grades and math in three grades, there's a green line. That means that they grew and they grew from year over year. So it's not the same cohort of kids that grew, but those teachers grew the kids in third grade ELA from 31% to 38%. If you look at third grade ELA. However, that same cohort of kids grew from third grade to fourth grade. So 30, 31% in third grade and then 38% in fourth grade, ELA fourth grade, they grew 36% to 38% in. And that was not the same cohort, right? But then the same group of kids are in purple. They grew from fourth grade to fifth grade, 36% in ELA to 42% in ELA. So we are showing growth in fifth grade. They grew from 28% in ELA to 42%. That's this year's sixth graders at Riverside. So that was a, that was amazing. That's a lot of growth right there. Math, unfortunately, third grade math, we did drop 2% from 34 to 32 math in fourth grade we grew a little bit 18 to 22%. And then math in fifth grade grew as well from 12% to 19%. We're proud of the growth. Are those numbers that we want? No, they're not the numbers that we want. They're not the percentage points that we want. I can probably speak for the state. If you look at the state average of, of in the 30%, well, yes, of course we'd wanna be there, but I don't think that's where the state wants to be either as a whole. So we are implementing some different things here to try to mitigate that and help that and help our kids grow. We know that there are gaps. We know that there has been a change with our curriculum. So last year we were piloting perhaps that was part of that with third grade, 34 to 32%. We, we weren't all teaching the same math programs. We were, some were in investigations, but in different pieces of investigations taking maybe the parts that worked and, and parts that didn't. Perhaps not teaching that with fidelity could be a reason. But we didn't have a solid program at that point either. We're hopeful now with Eureka that we have that, that we have the different components in place that teachers are teaching Eureka, where they have a launch, a fluency portion to get some of those basic skills in a launch portion to try to engage kids in the learning. They have the actual learn part where they're teaching and then the land where the teachers or the students are telling what they've learned. So each day is a similar format as they go through those, the math program there. So I feel like those pieces are starting to be in place. I think teachers are learning and there's a lot of growth to be had there. But definitely overall with CMAs, we are are proud of that growth we grew. And I, I don't know if it shows it on this one. I think it's on a different slide. So let's go to, well, first of all, are there any questions on that one? Let's, maybe let's stop on that and just talk <v Speaker 1>Is your math team, would you say, you know, I know,</v> you know, looking at your stuff, I'm, you're keeping your, your teams are sticking together. Would math be one another group of people you said would a pretty core group that stuck together for the most part? Or is there a <v Speaker 12>Lot of changing but there's, there's been changes</v> and in third grade there has been change over the, over the last couple of years. So I would say that's probably, math has been one that has fluctuated more with the teachers who have come and gone. And you'll see with our retention rate, we do have a pretty solid retention rate. However, it does make a difference when teammates change and, and new teachers come in, you know, to the whole dynamic. But then also just learning a program Yeah. Is difficult too. <v Speaker 9>So. Well and what math program were you guys doing in</v> 2223? <v Speaker 12>Investigations.</v> <v Speaker 9>Investigations.</v> So then when they, that third grade cohort went from 34%, they actually dropped to 22%. Yep. But then that was the year, it'll be interesting to see where they hit this year in fifth grade <v Speaker 12>Did.</v> And last year too, we, we tried to implement just knowing that some of those foundational areas were not there for the kids. We implemented our instructional coach, Nikki Beck at the time was sharing bridges with us. And so that was a big piece that was brought in to try to help fill some of those gaps for some kids perhaps that worked better than others, but it, we know, we know at that knew at that time and still know now that there are definitely some gaps in those foundational skills. Much like with our literacy. We have the pieces where kids are, are learning those phonics and those foundational reading skills. There is a lot to be said for math and foundational math skills. And not last year, but the year before, we did spend quite a bit of money on an advantage math training here. And that was to help with teachers learn some foundational math instructional strategies and how to pinpoint where kids are and help them with those specific skills. So our teachers, many of them, I don't know off the top of my head how many have the training, but a lot of them took part in that over the summer on their own time to do that. The hard part with that is it's trainings are great if you keep using those pieces. I think as a teacher right now it's, it's difficult because they're learning a new program. So then trying to teach this new Eureka math program with fidelity, but then still tying in some of those pieces that they know are good foundational skills to include makes it challenging. So there, there's kind of that balance going on. For sure. <v Speaker 10>Is there a, like in the math from fourth to fifth grade</v> or third to say third to fourth grade, is there, are they, is the curriculum introducing some new techniques? New? I mean, 'cause if we start at 34% in 2022 and we drop 22% is it kinda shows me like they're showing like there's something new they're introducing to the kiddos. Maybe <v Speaker 12>I, I am gonna defer this a little bit</v> to my math just a little bit because I think I can speak to most of it. But then you, you help me out here because I think early on it's much like, and I'll just use this analogy in early on KK through two, your learning to read and then three through five you're reading to learn. So I think math is very similar. You're learning in K through two some of those basic foundational skills that include the fluency that include number and operations and just knowing those basic skills. And so it's assuming kids are leaving those grades and going into those upper grades knowing those things and they aren't solid yet. And so that's why when we look at our CMAs scores, and this is by no way to put, you know, to say this is, this is the a a K two issue or it's, it's a whole school, we're in this together. But how our students perform on CMAs isn't just a three through five. It is pre-K all the way through fifth grade that impacts these scores right here. So, sure. <v Speaker 10>And I would like to say, I don't mean</v> to pick up like the 34 to 22% change, but if you look year over year for grade, you guys are digging out of that gap. You're closing that gap fourth grade by 4% and then fifth grade you closed it a lot by 7%. I mean that's, those are huge numbers. Hopefully we can keep building on those. Yeah, <v Speaker 12>We're we're working on it.</v> We're working hard. Yeah. <v Speaker 9>Well, and that's what I was saying then this next year</v> where these third graders went from 34 to 22 fourth graders be <v Speaker 10>To see whether they're at</v> <v Speaker 9>Fifth grade.</v> Fifth grade. Yeah. It'll be interesting to see. <v Speaker 12>Well, and we're excited about the program.</v> I know it's hard and it's any, any time you start a new curriculum, there is typically what we call an implementation dip. And so I I, you know, not to put it out there ahead of time and say we're gonna dip. 'cause I really hope that that that doesn't happen. We'll be the, the anomaly there. But I, I do feel like the, the teachers are working really hard to learn it, to continue to use the W-H-H-H-W-H-H-W as they embed strategies and structures into the lessons as best they can. One thing we learned was that we need to take the kids where they are with this math program. It's a story. They call it a story. And so it's a story from pre-K through fifth grade and it will build one on the other. So I'm really excited years from now to see how this plays out. But I do think that just having the teachers continue to work on some of these foundational pieces and to get our kids where they are is, is important. So we are starting some, we've talked about our win, what I need right now, it's primarily focused on our reading groups and trying to get reading back up to par. But we are starting some smaller math groups as well for intervention for those kids who need those key, key components that they're not getting anything you'd add. Did I say it? Yeah, you did. I'm thinking algorithms. That's the part that I'm thinking when they move up your question chances about what are they learning when they get into third, fourth, and fifth grade. And it is some higher level algorithms and it's not the way we learned math. So that makes it challenging <v Speaker 10>Too.</v> Oh, I dealt with that too. My kids' homework, <v Speaker 12>Right? Yeah, it's not, why</v> <v Speaker 10>Can't you just, whatcha doing?</v> I thought she was right in Egyptian for a minute. Yes. <v Speaker 12>Well one thing that we found pretty exciting from kind</v> of a nerdy like bird's eye view is that this program is very vertically aligned and it is a story and they, they tell math in a story so that we can think and teach kids that you're not learning something new every time you go to a new grade, like, oh, I'm gonna learn new stuff in third grade. You're just learning more about what you've already learned in second grade. And so the strategies and the techniques and the thinking that they're doing in K goes right into one and they're doing the same thinking processes just with bigger numbers. So they're decomposing in kindergarten, they're also decomposing in first and second and third just with different numbers in fourth and fifth grade. They're decomposing fractions. So they're using the same ideas and strategies and then just implementing more complex math that aligns with the standards as they go. So I think it's, it's kind of scary, you know, think, oh gosh, this is, you know, what's gonna happen? What's gonna happen with the scores next year? But it's kind of exciting too because the kids are talking differently about math and the teachers are like, oh, I don't know if they're going to get this strategy. I, I'm afraid to teach it. And then they teach it and some of the kids are like, oh yeah, okay, I like this strategy. And then the teacher's minds are blown. Like, I almost didn't teach that strategy, you know, 'cause I didn't quite understand it, but I'm glad I did because that kid and that kid and that kid will pick that strategy next time because they understood it. So it's just, it's kind of exciting just to see how it's unfolding. Yeah, and we talked earlier too about our, our data teams. We used to have a building leadership team and we thought, well our roots teams, those are our leadership teams, but we want a building data team. And that was the whole idea behind that was so that they could be kind of our think tank and, and dive deeper into the data. So the last few meetings we've had have been all around ELA and the writing. The next meeting that we have coming up will be on math and it'll be looking at our i-Ready data to begin with and then just developing that conversation because we, like I said, we have a member from every grade level on that team to then be thinking about what are some pieces that are happening K through five, what do we need to continue, what do we, how can we vertically align ourselves and communicate in such a way that we're doing this school-wide. So I'm hopeful that that will help too to, to, you know, breach some of those pieces that we're not, that we're missing with this new program. So I think we have to, we have to talk about it. The good, the bad and Yeah. Yeah. Any other questions on that? <v Speaker 13>I don't think so. Not on that one.</v> <v Speaker 12>Alright. Our demographics</v> and I don't really, I mean I think as you look through some of these pieces, I think that, I mean we we're a big school. I don't even, I think now we actually in the last week have enrolled two more students. So I think we're up to 464 students now. I don't know. We've enrolled a, a few, few more students it seems like every week. <v Speaker 14>Attention. Attention.</v> We're gonna be conducting a test of the system. You're not panic, there's no emergency. You're gonna get it in real time here. May I have your attention please? This is a test of the Cooper Wheelock evacuation system. <v Speaker 1>Will we gotta go guys?</v> <v Speaker 12>Okay. I'm with, we're gonna text John Cooper.</v> Is JCI here testing? <v Speaker 14>This is only</v> <v Speaker 12>They should No, that we have four.</v> <v Speaker 14>Have your attention please.</v> <v Speaker 1>Oh my</v> gosh. Oh, we're good. Cooper <v Speaker 14>Evacuation system.</v> <v Speaker 1>Time out.</v> <v Speaker 14>This is only a test your attention please.</v> This is a test of evacuation system. <v Speaker 1>Yeah, exactly. I'm happy to be here. Well, now you</v> <v Speaker 14>Can see this is a test of the Cooper Wheel evacuation</v> <v Speaker 1>Wheel watch. I'm actually paid for.</v> <v Speaker 12>Except, except</v> that sometimes this happens in the middle of teaching, right? Not, not really. But you know, these are those pieces that you have to be flexible and you physic just deal with. Just go. Sounds like there's a glitch because <v Speaker 1>I can't wait.</v> They cover outta the quarter <v Speaker 14>Board meeting.</v> Cooper evacuation. This, this <v Speaker 1>Will definitely be memorable.</v> <v Speaker 12>It will be me,</v> <v Speaker 1>Kelly,</v> every time you can answer one question for me. What do you think happened in fifth grade to create such a jump? What do you think happened? I mean, what what, what happened there from a 28? So that, that 28 though. They were they those that 28 would've been sixth graders this year though. At Riverside. Yeah. So then the fourth graders moved to fifth and then did a 42%. <v Speaker 12>And so our configuration has changed.</v> He's online it off grade three and fourth. <v Speaker 1>We're good. So you guys, everybody needs to calm down.</v> <v Speaker 12>We have, so, so they</v> <v Speaker 1>Roll</v> <v Speaker 12>With for their reading and writing teacher.</v> So perhaps that like, or for her reading, we had a reading teacher, a writing teacher, and a math teacher. And then the math did math science. So maybe just, the only thing I can think of. I mean, she's a <v Speaker 1>Fabulous teacher commonality</v> <v Speaker 12>Too.</v> And she, and, and I will tell you that her background is science. It's Laura Pano. I can tell you her background was science and math and taught reading and her first time teaching reading. But she loved it and she engaged in it and she, so, you know, it could have been that, that. And then we had a separate writing teacher in Mr. Sr. Nick. And so, and the two of them worked together too to try to plan some lessons so that they had some crossover. And I think that helped as well. <v Speaker 1>That's, it's an amazing jump.</v> <v Speaker 12>Yeah, it is a big, big jump for sure.</v> So back to y. Yes. Okay. Do you want me, oh yeah. So I was just whispering with the math math coach, 'cause you guys were talking about how that one third grade class dropped from 34 to like 22. One of the things, and I normally wouldn't bring this up, but I think it's relevant, that particular fourth grade class was hit by an abnormal amount of newcomers that year. Yes. And I think they had like 10. And when you only have like 70 kids in a grade, that is gonna severely impact it. And so that's just one thing to take into account when we look at that. Thank you. And there is, when we do c maths, like math is the only test that they all have to <v Speaker 1>Take regardless of how long they've been in the, not,</v> not the two, not the one year thing or anything like that. Math is always your, when you show up, you're taking a math test. Oh man, that's very interesting. I didn't, I don't think I put that together. That's a rough one. That is rough. <v Speaker 12>And that is,</v> <v Speaker 1>Hey, welcome to America.</v> It's the reality of that's one we're wanna talk about the demographics and understand Yeah. You know, how that is impacting and then it just gives you guys, you know, the ability to move them. Move them up, yeah. Which you'll do well. <v Speaker 12>And with the demographics having 46% minority</v> and then the 37% ELL, I know that it's also challenged our teachers to, to be able to differentiate within the classroom. We know that that instruction that we do, that we would say would be for ELLs is good instruction for all kids. But it is one more thing for teachers to consider and think about as they're planning their lessons. Absolutely. Is trying to differentiate for those different populations, resources. I mean, there's, there's never enough. I, you know, Aaron can probably attest to this, that, you know, just trying to meet all the needs of those newcomers coming in to a building and help them learn. Just some of those basic foundational skills to help them grow is, is huge. <v Speaker 1>Sorry, I don't mean, what do you do?</v> <v Speaker 12>I'm the ELL teacher.</v> <v Speaker 1>Okay, thank you. I,</v> <v Speaker 12>So my ELL teacher Aaron.</v> Okay. My ELA coach is Beth Ed. Okay. And then my math coach is Crystal. <v Speaker 1>I got that math. Yes.</v> <v Speaker 12>So they're my go-to my go-to gals.</v> And then our SPED population is at 12% average class size is about 21. The only grade level right now that is at three sections of students is our first grade. So the, the kindergarten group when they were kindergartners last year, very small class sizes, which was wonderful for those teachers. But then we did, just because of FTEs and such, we did have to drop a a to three sections with this group. So the first grade class is the, is only three sections. All the other grade levels have four sections of, I didn't know what that meant. Okay. <v Speaker 3>Yeah. Yeah. What does that mean?</v> <v Speaker 12>Teachers? So, so four teachers. Okay.</v> <v Speaker 3>Yes. So four teachers.</v> So only, okay, so then now the first grade class, <v Speaker 12>First grade only has three teachers.</v> Okay. A little bit about, I don't know the instructional time. That might be interesting for you to, to note. We have 110 minutes average for that core curriculum. Right now we are piloting, next year we will have a new ELA curriculum, whatever that might be. So here in this building, we have first kinder, a kinder section, a first grade section, and third grade, that's it, right? Who are piloting CKLA. The rest are still teaching either super kids or ready gen, which has been our previous curriculum. We also, within our master schedule, have 30 minutes of 95% core. And that's phonics instruction. And so all kids are getting that. That's core instruction, tier one learning that, that is carved into that time. And then we also have 30 minutes of intervention. We call that our wind time. What I need. So kids, we have our data wall. So if you haven't clicked on that, but Beth Max said is the instrumental in making this happen, kind of the brain child after we went to another school on the front range and saw how they looked at their data and moved their kids, put them into specific groups based on their needs at the time. It's a huge undertaking. But I, I think that that's where we're seeing some gains as well. And hopefully we'll see more there. And then if you look at the math, I don't know where that went, but the math instructional time looks like that was cut. Hold on. We have about 70 minutes average. Yep. For the math time. <v Speaker 15>It's on ours. It's on ours. Yeah.</v> It's just, I need to pull it up. Oh, I got you made to talk to it. <v Speaker 12>And, and so the dis the, the piece with</v> that there is a little bit less for math instructional time. We also have most of our math teachers, I mean, depending on the grade level and how they're configured, kindergarten and first grade, they have homeroom teachers. So those teachers in kindergarten and first grade teach all subject areas. A homeroom teacher that they're with all day, starting in second grade. So second, third, and fourth grade here, we do what we call potting. So two teachers would teach the, the ELA, so the reading and the writing and two teachers would teach the math. And we've combined the science and social studies into that too, because we can add more time since they only, they have 70 minutes for their math time, they have additional time then to add in for their science and social studies to get that component in as well. And then fifth grade is more traditional, like the middle school would be. And we have math, science, reading and a writing teacher. So they, those kids see all four teachers. Wow. And then they also enjoy, our kids also have the benefit of these elective classes as well. Questions about that format or? Nope. All right. Our staff success data. I'll get it. Yep. You're you're good. I'll, I'll talk. You see it. So, so non-traditionally certified, we know that it's really difficult to find certified teachers and qualified teachers to be able to, to live in this area for one. But just having gone to job fairs two, there just aren't as many going into the field right now. We have five non-traditional teachers. So two of those have been with us doing their alternate licensure for a few years now, like four to five years. And then we currently have three on staff who are working towards their alternative licensure. One almost done one at the very beginning stage. And what then one who's like two years in. So a total of five. Otherwise we have 34 certified total teachers. We don't have any open positions. I really like that. That's awesome. Yeah, no open positions. We, we just filled our last SPED position. In fact, we do have people who ask us, do you have any positions? Do you have any para positions? Because we do have others who want to work here. So that's a good sign. That's a good sign. Yeah. Entry rate, we have about 90% over two years for our teachers. Our paras are at a 94%. So we really don't have a lot of retention or turnover with our paras either. <v Speaker 16>That's huge.</v> <v Speaker 12>And then the survey,</v> this is outdated a little, this is last year's survey data because this survey is going, so when that comes out, we'll be happy to share that comparison data with you. I am very satisfied with my job. So at the time, this was out last year, we had 76% of our students who, or teachers who would agree completely or agree somewhat that they are satis very satisfied with their job. And then you could see those other numbers, 9% unsure, 13% disagree, somewhat 2% disagree. Complete completely. And I'll be honest, I was taking the survey myself for the, the staff survey and it, it's hard. October's a hard month in teaching in the teaching world. I don't know if in the private sector, October probably comes and goes, but not in the teaching world. It's, you know, the honeymoon's over, you've settled in and there's just a lot, a lot, a lot coming at you. So who knows, you know, with the, with the staff survey, how they're feeling at the time. I think you do all you can, but it's, it's hard work. And teachers are tired. Teachers are tired. So, but we'll share with you when that staff survey data comes back out, the student attendance and discipline. I, I mean, Brandy said it all really, I think she spoke beautifully on what's happening with our attendance. And she and Claudia make phone calls, personal phone calls to every family. So those, those parents are hearing their voices, they're, they're asking about the kids and not just to say, why is your kid not here, but to ask how can we help? And so really those two have been instrumental in forging those relationships with our families. Stacey also is part of that attendance team. And so when we find that we have some kids who have recurring absences or tardies, she jumps right in and and has a meeting with those parents to say, what can we do? How can we help? Because we know that there's usually more to the story for the reason that that kids aren't here. Or can I just add one? Yeah, please. I <v Speaker 17>Just wanna add, I really think that here at CPE,</v> we've embraced the policy as an avenue to community connection. At the end, the connection as opposed to an adversarial way. We've had better connection through the attendance meetings and phone calls than probably anything else because we come in as compassionate, how can we help you? And so at first I was like, okay, Kelly, I'll take attendance that way you can, you know, like I'm the second right, you take, that's the job you take. But I have actually loved it because I feel like that's really been a positive. She's pretty cool. The other thing I want to share is that I shared a picture with Lisa just last week. One of our students that we took to SAR actually got one of our biggest awards here in the school this year. Oh my God. So, and she's here every day. And so it works what we do with the tenants and what we do with SAR and that it's not a break an ascension, it's more, you know, like in the Chinese culture, they use gold to put things together that make it even stronger. And I feel like that's what the attendances and the attendance policy has the ability to do when used that way. It really strengthens the bond between the family and the school. So that's how we approached it here. <v Speaker 12>When you click on that on your</v> <v Speaker 17>Yes, sorry.</v> <v Speaker 12>No, you're good. So, and attendance</v> and the behavior really kind of go hand in hand with the discipline. We only have about one incident per week. There's very few incidences of behavior here. And that's, and I really do attribute that to the teachers. They're taking care of things in their classroom. And that's not to say we don't have kids who are making poor choices and, and, and those who get phone calls home or whatnot. But the teachers are handling a lot of that. So we only get the, and she does most of the behaviors, but we, we only get a small percentage of those. And a big piece of that i, I do think is one of those additions that you saw out on the tree. Our expect excellence roots team has brought in the champs. And that is a schoolwide expectation across the board. So kids know regardless of whether they're in the classroom, the hallway, the, the cafeteria outside. So the, the C again is like conversation. What, how can, what, what can my voice be? What level is my conversation? So we're in, when they're in the hallways, it's voice level zero. We are a big school and we don't have enough room to house every kid in these small groups that we need to. So we have a lot of different learning groups going on outside in the hallways. So we need to have voice level zero as kids are walking to and from, we have the, the help for chance is how do I get the teacher or the staff's attention? So in the lunchroom, they all know they just need to raise their hand. That's how I would get the help that I need. The activity, what am I going to be doing? What am I going to be learning in this lesson? The movement, how or when can I move around in this activity? So teachers have the chances in their room and for different lessons, they tell the kids what the expectation is for movement in the lunchroom during lunch, the expectation is they raise their hand. They don't just get up and move around at will participation. What does active participation look like in the classroom during this lesson? If it's whole group, what does that look like if it's a small group? Because a teacher might be teaching a small group and have three other groups going on at the same time that they have to kind of be independently working through. So they need these expectations to know what, what am I supposed to do? How am I supposed to do it? What is the voice level? How do I move, how do I get help? So the teachers have been instrumental in making this work. And again, it's a school-wide system that has made a big difference our writing data. So we decided a few years back that the one area that we felt we could affect regardless of content area is writing. You write in math, you can write in pe you obviously write in your ELA classes. But across the board we want our students to be writing. And so we have, with the help of Simone, so thank you. She helps with our data catcher. We have our kids working through some responses that are similar to CMAs, not that we're teaching to CMAs, but similar in that they have a, a passage that they read and then they have a written portion and we've chosen a compare contrast. So every grade level has a compare contrast piece that they have a beginning of the year writing sample, a middle and an end of the year. And there are rubrics, grade level rubrics that go along with that. So we've had our BOY our beginning of the year and I showed you this is the, actually the second box down, the three writing assignments or assessments. We, once we get that data tallied, we can share that with you two for the B-O-Y-M-O-Y and EOY. But you can see the growth was pretty amazing. And so we, we have the whole school, every student is on this spreadsheet somewhere to show how they're growing with their writing pieces. So I think, is there anything else you would wanna add to that part? <v Speaker 17>No, the teachers actually have a lot of buy-in,</v> they looked at what type of questions are released on CMAs. And so they looked at, would we wanna do a summary writing, would we wanna do a narrative? And they landed on compare and contrast because there's also a reading standard that's aligned to it. And so they came up with their own prompt, they pick their own passages and they're taking the kids through the writing process. And so they've gotten together with their teams and then they've also done some vertical alignments. So they'll look at the grade below them and ahead of them and make sure they're aligned in what they're teaching. Awesome. <v Speaker 12>So jumping back up to the CMAs writing our students,</v> which is, it's pretty amazing. There's six areas of writing. So there's the written expression, language and conventions, vocabulary usage. There's a prose response one and a prose response two. And that's kind of like the compare contrast that we're talking about. And then there's an overall writing score. And so for third grade, they went up in five of the six areas. In fourth grade they went up in four of those six and in fifth grade, in six of the six areas. Awesome. So we're, we're, we're hopeful that this is continuing to work for our kids. I, I think it is the last box, the school-wide writing expectation. This came out of our data team, our last meeting. We said what is, what is one, what are a few things that we can do schoolwide to help make sure that this is the expectation across the board. And the team came up with making sure that we have oral response and written response is done in complete sentences. And we know that if students are speaking in a complete sentence, they're more likely to write that in a complete sentence. So we're working hard in all areas, in all across the, the building to make that happen. We also have a, we're also asking that the students do their own self editing and some peer editing. So that, and, and the teams are coming up with their own format for what that might look like at the time. But it might be, since we talked about conventions being a big piece of it. And that's one of the six areas of writing that when they're writing their complete sentence, they highlight the capital in a green 'cause that's go, they highlight their end punctuation in a pink 'cause they should have one. If they go to highlight it in pink and there's nothing there, then they know that, that they're missing that, that portion of it. So just some small pieces that we hope will make a bigger difference. We also, across the board, just talking about conventions, every classroom has a, an idea poster. And so just thinking about these are the pieces, some key parts of writing that you're going to need to have, regardless of whether it's a, a longer prose or just a short passage in math explaining your problem in math, so <v Speaker 9>Awesome.</v> <v Speaker 12>Overall, I, I, I mean, I think, I know I speak for all</v> of us at CVE that the work is hard, but the work is worth it because these kids are worth it. And, and they need great teachers. They need great role models. And I can tell you that the, the role models and the teachers at CVE are the best. They're the best. <v Speaker 9>Is this the highest number of students that you've had?</v> <v Speaker 12>I, no, we've had more, we've had, I think we've been up</v> to about 4 75, 4 78. Yeah. <v Speaker 17>I think last year we hit</v> <v Speaker 12>44 80.</v> Yeah. Yeah, we had more. <v Speaker 17>Okay. A lot. We, we got, I just say we got 36 newcomers.</v> <v Speaker 12>That's true. Last year.</v> <v Speaker 17>So that's what bumped us up. 36 newcomers.</v> <v Speaker 12>Yeah.</v> <v Speaker 17>So the staff did an amazing job</v> and quickly transitioning their instruction into helping newcomers and continuing to push. <v Speaker 9>Did, did we retain all those ones? Did they all stay?</v> They come and both. <v Speaker 17>It's a mix, but Erin needs speak to it more.</v> She and I have to give a, a shout out to Erin because a lot of what happened on CMAs, actually, there's parts that it, it took us, took a dip a little bit. But honestly, her kids, she does such a great job that her ELL students grew so much in the year. Shout out to the teachers, shout out to Erin's group that, that was a lot of us moving those 10 points too, is because the growth that Ari Yellow had showed last year is phenomenal. So Erin can speak to that. Do <v Speaker 9>Like 50% of those kids are still here, or, yes.</v> <v Speaker 12>And so now they're like, they're not new cars anymore.</v> <v Speaker 9>Obviously they're</v> <v Speaker 12>Low NB,</v> so they still need a lot of support. I think, funny enough, the fourth graders where we got 10, that was the group that left the most. I think of those 10, we still have five of those kids, so four have gone. But I think overall we have retained a mass major, like of a lot of those kids. <v Speaker 9>Okay. Awesome. Well done guys.</v> <v Speaker 12>Any other questions?</v> <v Speaker 10>Okay.</v> I, I liked on your presentation when you mentioned expectations, and I've always been a believer, it seems like every school we go to that where they highlight their successes, it always revolves around that ex the, the expectations of whether it be staff or, or students. And thank you, thank you for, I mean, you, I honestly didn't think you were gonna make it to green this year. So great job. We <v Speaker 12>Were a little bit surprised too,</v> <v Speaker 10>But hey, I gotta tell you 10 points.</v> <v Speaker 12>Well, it's hard to move. It is hard to,</v> <v Speaker 10>10 points is crazy.</v> <v Speaker 12>These guys, these</v> <v Speaker 10>Guys are phenomenal.</v> Yeah, it's, it's awesome. I mean, you guys deserve a huge shout out for that good job with the newcomers, you know? I mean, it's just nuts. <v Speaker 12>Well, again, it's a testament to the staff and,</v> and their hard work and their dedication and their belief and, and the kids in setting goals. I think that was a huge piece because if you don't have the kids and you don't have the buy-in, the teachers can want it all they want, but until the students want it and they see where they're moving and want to move to, we're not gonna move that much. So I think that's, that was a huge piece of it. And then, and then also getting the parent buy-in because it, it, it also has, it has to be a par partnership with the parents as well. So letters went home every grade level, sent a letter to parents already explaining what our growing in green is looking like and blossoming to blue and what their child's goal was and what they can do at home to help support that. <v Speaker 10>Have you seen your parent parental engagement,</v> like increase the amount of, I guess the amount of engagement increase over the last year or two? Because I mean that Yeah, <v Speaker 12>I would say yes.</v> That's something. I mean, I'm telling you Halloween, if you weren't here for the HI mean, I know that's, but it was crazy. Like it, we were definitely not within fire code out <v Speaker 10>There. It was,</v> <v Speaker 12>It was insane the number</v> of parents we had for those type of things. And not just that event, but yes. And, and volunteering and, and being part of our field trips and things like that. Yes. <v Speaker 10>That's awesome. What</v> <v Speaker 1>About your school accountability committee or your</v> <v Speaker 12>Our, our PTA is also, yep.</v> Is also part of, is the sac. So I mean, I look at Brandy. We have a new, new Kenzie who you heard from is one of our PTA presidents and I think, what are there about 10 to 12 that are routinely here for meetings for 10 to 12. Holy cow. <v Speaker 10>We, that's awesome.</v> <v Speaker 17>James had as many as 25 people come</v> to a PTA meeting, which is also AAC meeting. We dedicate the first portion of the PTA meeting to sac and we have either Kelly or Stacy come out and present data or talk about attendance policy or different things like that. But consistently, there's probably 12 active PTA members that are here at every single meeting. And in terms of volunteers, just since we hosted the fingerprinting event and we really pushed hard for our parents to be fingerprinted, we have a huge list of them and we utilize that list. And so for things coming up like our Thanksgiving lunch where we want to have extra help, we send out an email to all of those background check fingerprinted parents and ask them, Hey, here's an opportunity where you can come be a part of our school and help us. Would you like to, so I think right now, like for Thanksgiving next week, I think we have close to 20 parents coming in. <v Speaker 10>That's awesome. Whatever</v> that you guys are doing, we need to apply it. Yeah, <v Speaker 2>Some</v> <v Speaker 10>Because that's great.</v> I mean that's, 'cause that's what it all I've, I've been a huge proponent of that parental involvement. It's, it's a partnership and it has to be a positive partnership. That's huge. <v Speaker 2>Yeah. It's</v> <v Speaker 17>When you reach out to both our Spanish</v> and English speaking Families, which I think is great. Like Alejandro's here. So I think that's really where we're growing is our, our Spanish speaking population is starting to feel more comfortable to engage in our school and come to the activities. We try to do everything old Spanish and English. I don't know how we managed without a lead liaison before, because Claudia drives everything. So much success in that part, in that partnership. They call her, they trust her. She's extraordinary. She's gotten so many awards that we thought we couldn't give it to her again. But she really could get one every single time we get an award. She could definitely <v Speaker 2>Great.</v> Get an award. Thank you very much. And thank you. And we appreciate your support as well. So thank you Heather and Lisa. I do this without you guys, so thank you. We appreciate you. Good deal all. <v Speaker 1>We're gonna move to our, can we get a five minute,</v> we'll take five quick minutes. <v Speaker 2>I'll run. I, yep. And then we'll</v> <v Speaker 1>Get started onto</v> <v Speaker 2>Our inter section.</v> Chris will be our first. Okay. We see where the camera is. Make it stop I guess. I guess the thing is we walk in here. Here we go. We have to just pull it up. Well, no, it says three 30, right? So, all <v Speaker 1>Right, everybody. Hey, we're,</v> <v Speaker 2>Oh no, I'm fine.</v> Okay. <v Speaker 1>Everybody good now? Okay.</v> We're going to move into interviews for prospective companies for superintendent search. So we've had three firms give us a reach out to us, us and answer our RFP. And we're gonna get started with Chris here. Chris will, you know, take it away, give us introduction to you and sure we've got some time there. And then we'll, we'll come back for a little back and forth for some questions. Okay, sir. Great. <v Speaker 18>My name's Chris Wetzel.</v> You remember my last name by pretzel, or at least the kids did when I was a principal and a teacher. First of all, I want to thank you guys for letting me come and do this. And the other thing I wanted to say is, kudos to you for having the integrity and the transparency to do a process to at least look at multiple groups. I can't tell you how well that aligns with where we want to go. Let me tell you a quick story how I got to here. I'm a retired rural superintendent from Colorado. My last gig was assistant superintendent in Craig. And so I spent a year and a half there helping them and then went full time into consulting and doing superintendent searches. In my process over the last year, I knew I was gonna make this transition. I have my own consulting company and you may have saw my email that says Coaching next level. That's not why I'm here tonight. But what I did do is I sought out a group, a superintendent group that I could supplement with, merge with group up with, become a strategic partner. And that's run my leader services. So how did we get to Colorado? Grun Meyer's been doing leader search leadership searches, mainly superintendent searches in Missouri and Iowa for years. And they've become very successful there. I asked them if I could merge with them and bring it to Colorado because I felt like one, there is no better way to bring leaders than to find the greatest superintendent in the world. So GR Meyer's about this, and I appreciate what you're doing. Then I'll get into my presentation. We focus on this. The process is all about integrity. It's about transparency, and it's about objectivity. So I just had to compliment your principle. That principle stood before you and shared data, objective data to say, here's how we're making decisions. What Meyer leader services is doing is we're going to bring objective data to the process to what often becomes a subjective process. So as I'm talking, what's the difference? What's the takeaway? You'll see the things that we do. I'm not saying others don't do this. That is very objective driven. It's meant to take the subjectivity out of the process. So you're actually looking at the data of the candidates. So you have a packet here on the left side of your packet. You have this, you have four chips. You don't even have to worry about that. Some of you're gonna take those chips out, play with them. That's okay. But remember four, I put 'em in there. I put four chips. 'cause I want you to walk away and go, you talked about four things a couple different times and my business card. So if you wanna take those chips out, I think BRI is okay with you to play with them or whatever you want to do runs pretty tight. Chip around here. Okay, so in my proposal to you, in my proposal, you would've saw a search process in there. You also have on page two, that search process. What I want to do in my 15 minutes is this narrow in on the search process and talk to you about how we do it different to bring objectivity, transparency, and integrity to the process. Because that's really important. When we're looking for a superintendent, it's a high stakes decision and we want it to be those things. So if you're thinking of the chip, the first chip I want to talk about in the process, there's a lot more to it. But in the process is the planning meeting. What we do a little bit different and maybe it's not different for other firms. We're gonna ask you to be, be with us four times, four meetings. The first meeting is a planning meeting. At that planning meeting, we sit down, we talk about these things. What are the qualifications that you want for your superintendent at the planning meeting? And we will work on that. We may get down to four key things. Maybe it's more, what are the qualifications for your next person? Because objectivity tells us to keep going back to those, those things that you said were the qualifications or the aspects that you wanted for the next superintendent. It keeps our mind clear. It keeps it objective. Yes, there's always subjectivity in choosing someone, but the But my job is to keep bringing it back to the data, bringing it back to the qualifications, bringing it back to what, what we said we were gonna do. We establish a timeline. When you look at ours, you may say, Chris, your timeline's longer. Yes it is. I think you're probably gonna see our timeline is elongated. The last thing we want you to feel is rushed. We do not want you to feel rushed. So it may be elongated. What does that mean? You will have two people dedicated at every one of those meetings to this search. Two people, myself and the other person I choose based on what we need for this search. Like we're gonna figure out what do we need for that second person with me? Is it a Western Slope person? I have somebody, but it may be somebody we want to choose to work with me. I will lead the process the entire time, but there'll be a second person with me every meeting that's involved in this. Okay, so you have that first planning meeting. We walk away with a timeline. We walk away with qualifications. We start talking about the salary range. We start talking about, we put the kind of the package all together. That's meeting number one. There are other things that occur in there. Meeting number two is screening the applications. This may not be similar other places, but I'll tell you what we do. You see every application, every application that comes in the board sees every Monday, I email the board every Monday with the attached new application of who ever who's ever applied, along with the activity that I've had. Talking to people at possible candidates. I keep it very confidential, but you'll see and feel. See and feel the activity, and you will see every application that's sent in. It doesn't matter. That is the objectivity piece. That is the transparency piece. That is the integrity piece. Why someone says, well, did you see that application? You have a choice to say in some cases other places you may not have saw that. What do you say in this case? You're gonna see every one. And the answer is yes. I saw that Applic, I saw all the applications, but did you see all of them chance? I saw every application he sent me every application. So when those come in, then the second meeting, second chip is we go over the applications. Okay? That that span of time is whatever you set the span of time. But the second sit down altogether is to go over those applications. Okay? When you come out of that meeting, you will be starting to narrow down to your semi-finalists. Here's what we do, we feel is important. We do not tape people. People see, in some instances, you'll get a tape and they will see, you'll see the candidate answering questions over a video. We don't feel like that's authentic. You don't. Why? Because that person can sit there and retape and retape and retape and then send you a tape and retape and retape and tape and send you their best take. When we do the screening meeting, all of us, you're seeing all those, those semi-finalists live on Zoom. They don't, they don't practice what you ask them. And we come up with very few questions because you kind of want to see them, ask them a few questions and start paring this down to the, the, the absolute best fit that you can file. So we kind of set that apart. You're gonna see a live person, six to seven semi-finalists. After you screen down from the paper, the next, the, the, the next meeting, we keep going. You work down to the fi the finalists, right? You get to two to four finalists. Let me tell you some of the things that are happening. One, when you get to the finalist stage, and I'm trying to stay within my 15 minutes, here's some objectivity that we do that we're very proud of. One, we do a social media screening on every finalist. They sign ahead of time and if whatever comes up on social media, the board will see. Does that mean you do not hire a person because of that? No, it's confidential. Then the day of leadership. In the day of leadership, what happens is you're going to see some things that you do not need to be caught off guard by. After you hire someone or after they get to the final stage, they sign off on this. It's not illegal. They sign off on it, it, you can do it. And that's part of going through this process. So you're gonna see that. The other thing is I'm going to give them a leadership assessment test. It's called Advanced Insights. Why I'm gonna come to the meeting. I'm gonna say, guys, vals under pressure. This person is gonna behave like this. Here's their values and here's how they're gonna make judgments. The test is a scientific test. It's researched, it's data based, and we find out how people are going to act. That's something different that you're going to, the data you're going to get as you go into the final interviews. Last thing, once you have chosen your person, there's a lot of people into that. We come back together and we off, we offer one more thing, and that's this. We meet with the, the hired person and the board. We help them with an entry plan that's based on your goals, all the great work that's already done and that it's merged here. Their entry plan. We facilitate a discussion about how the new superintendent's going to be evaluated and with the board and the new person. We also share with them the results of the advanced insights. It's not a downer. The advanced insights test, and I could talk to you more about that if you want it off screen or you could ask me about it. It's an assessment that shows their strengths. So it's actually talking to the board about their strengths. What, what are they really good at as a leader. Fortunately, because the other part of what I do is leadership development and leadership coaching. It helps me help the board understand what, how your leader is going to respond and how you can help them. How you can be a partner and help that leader when they come new to this district. Whether they're a inside person or from the outside. Questions. <v Speaker 10>One of the main thing, main issues we have in hiring</v> teachers is salary, cost of living, and then add that to our financial, I guess, chains that are given to us. Yep. I would say our district, I think it's one 60th outta one 78th and funding. Like, there's not a lot of things, like, there's not a lot of movement that we can do financially. What, what are you, are you familiar with it? Like our district and our, our situation with the funding? Yes. I mean, I, I, my biggest thing is I think we've built some good things. I think you, I think there's the strategic, strategic plans in place, integrate that fully. There's just a lot of, I I, I'm sure every school board thinks they're district special, but I really do think our district special, we have a lot of variables, well, not variable variables, but what's the word? Different hurdles. Hurdles, demo, whether it be financial hurdles, cost of living, lack of funding. You heard, heard Kelly talked this, talked tonight about resources are needed everywhere. Last year we got inundated with newcomers. I mean, there's, we live in a very unique area and that, that requires a very unique personality to deal with. All of They've been there. Okay. Yeah, they've been there. I mean, I'm, I'm just gonna, I'm, I'm just gonna be full, full honest. The, the stuff that Heather's had to deal with over the last three years, They don't make those every day. <v Speaker 18>Well, he, here's my response.</v> <v Speaker 2>Thanks chance. A compliment.</v> <v Speaker 18>Here's my response to that.</v> As a former superintendent, not that far off from being a superintendent, you're not gonna come to many meetings like the a board meeting like this and see what was just shared. You're just not, I mean, I'm gonna tell you just serious. Sorry. That's a, there are leaders who are gonna salivate over that. It's not like you're not gonna pay people it, you know, you're not, it's not, <v Speaker 10>We're not gonna pay.</v> <v Speaker 18>That's not true. It's the benefit. Let's be honest.</v> A person who's gonna qualified to, I'm just gonna say this, the person, a person who's going to be qualified to sit in that seat qualified and has the passion and the understanding of what it means to take on a job on the western slope, that's not a down, that's just understanding the tradition of it. The multi-generation that what I saw tonight is gonna be a selling point. I'm, I'm, because it's gonna be someone who's gonna be like you. Yeah, I wanna make money, but I want to do some really great things and I don't want to go to a situation where I have to just start this all over. This is not a start over. This was for me personally, this is one of the best things I could have saw. This is easy for me to sell. Yep. I'm just, that's just me. So I think you're in a good position. Every job is tough. I've had, I've had people say to me, well, you don't know how tough it is, Chris. It's tough everywhere, but this, this is a leg up. Right? And I'm assuming that's coming somewhere. This is a leg up. Yeah. Agreed. That's the SailPoint. <v Speaker 10>I mean, I know this board's pretty awesome.</v> <v Speaker 18>Yeah.</v> <v Speaker 1>Have to tell us</v> <v Speaker 18>That's the SailPoint vacuum.</v> Yeah. That's just dunno what to say anymore. I just <v Speaker 1>Smack him.</v> Chris, I got a question for you. Yeah. As you know, when, you know, reading through the packet and knowing that the main company, it's Meyer, you know, based outta the Midwest, you know, I saw some, actually some districts that I had heard of. How do you guys feel you'll be effective then moving from really Midwest? And I know your situation being from Craig, but how does the main organization then really move into the Colorado area? <v Speaker 18>Honestly, having watched it, I see a lot of similarities</v> and I see some really good, like for example, Idaho Springs just took someone from, it was either Iowa or Missouri. I think it's Iowa and I'm actually working with them on some leadership things. But the point is, I see some good crossover from that sec and we, we, we recruit from all over. So it's not gonna be just Missouri and Iowa. I just want to be transparent about that and how this is, how this has come about. I see a great crossover. I fell in love with Gr Meyer because of integrity, transparency, objectivity. I'm just being frank with you. Like when, in the day of choosing leaders, when it gets too subjective, it puts a board in a really bad position, a really bad position. And I think, I know we have some tools that are gonna, that's taking that out of that. So I don't see a problem with that. And probably because I've been here and now I'm running or taking over Colorado and I just don't see that as a barrier. Okay, fair. <v Speaker 10>What is a typical timeline that you've worked with?</v> Or you're I on <v Speaker 18>Average in your packet?</v> <v Speaker 10>There's, I I did see it, it just,</v> <v Speaker 18>Okay, you want me to spitball?</v> Yes. Okay. So spitball is, as soon as you say, go to closing the first part of January, middle of January. Unless you say no, I want, we want it open more. We, we have to have this dialogue to, you know, a a month after that or a month a after that month and a half after that. Now, here's what I suggest. When you get to your first cutoff, you call it first screening y you may get to your first screening and you don't like what you see. Well, don't stop taking applications. Call it first screening. We call it a first screening. So January 5th is the end of the first screening. Keep keep applications coming unless you're like, nope, we found them. Does that, does that help? <v Speaker 3>So the advanced insights Yes. Leadership test. Yes.</v> I also think it would be a good idea for us to see, just so we know what the candidates are going to be taking <v Speaker 18>You will.</v> <v Speaker 3>Okay.</v> <v Speaker 18>Or you could before or one up better.</v> I can have you take it if you really want to feel it. <v Speaker 3>I know.</v> <v Speaker 10>I'll take it. I'll acce that bad boy.</v> <v Speaker 18>No, I yes you could. Okay.</v> <v Speaker 3>Because I, I would like to see too,</v> because there are, I mean, when you take a test, some people, I mean especially now because online assessments have become such a thing that people will learn how to finagle the answers, I guess Yes. To what's gonna make them look best. So I do like the fact of them taking it, but I also like the fact of it, of the, the online screening being personal, not those recorded videos. <v Speaker 18>The Yes. Okay.</v> And I, I like to use, and the word is for, for you guys, for all of us is this, it gives you insights. Like I would never say, okay, they're gonna exactly be like this, but here's an insight of when a superintendent gets under pressure and they're wired this way. You might see this when you interview thousands, thousands of, of leaders and they're under pressure, they're going to act a certain way. Some of us don't even see it when they're under pressure. But it's your job, right? And your want to know, okay, I'm not presupposing something, but this is how I can support this person. <v Speaker 2>Okay, thank you.</v> Okay. Scott, do you have anything so far? <v Speaker 1>Okay, Chris, thank you very much.</v> Thank, appreciate that. Thank you <v Speaker 2>Chris.</v> Thanks for the chips by the way. Yeah, sorry <v Speaker 1>Ken, you're gonna be our next presenter</v> and thank for your, thank for your, to you all, you guys for sitting through this. Appreciated a ton. <v Speaker 18>My pleasure actually.</v> <v Speaker 1>And representing</v> Pearson and Jacobson. <v Speaker 18>You ready?</v> <v Speaker 1>Yeah, man, fire away.</v> <v Speaker 18>Excellent. Thank you. So thank you all.</v> Great to see you all again. I'm not here as your BOCES guy tonight. I'm here as somebody else. So different hat. I'm a consultant for be Pearson Jacobson to help find leadership for districts. And I would tell you that there probably isn't any greater job of a school board just to do this work. I've always, you know, the, the, the legacy that you leave is going to be through the leadership you all choose and it's not gonna be an easy decision. No <v Speaker 2>Pressure,</v> <v Speaker 18>No pressure at all, fathom at all.</v> And, but the truth of it is, in the end of the day, you're, you're going to, I I really feel be confident in the person that you choose to set at that table with you and make critical decisions on how to move this district court. I think your hurdle question is more about opportunities, you know, and if I was looking at a job like this, I would think, what are the opportunities of moving into a place like this? And be able to take advantage of the fact you have a tremendous strategic plan. You have, Kelly's an awesome principal. I know she was an actually my principal cohort class that I taught. So I'm feel pretty good about that tonight. Like wow, she took that data thing to heart, so that's awesome. So it really is about the next steps and that's what we're here to provide. So Dr. Norm Ritter is actually online and he is the owner of this company and knows a lot more about it than I do. I just know a lot about this. So I'm gonna let him take it away and talk to you about the packet that we provided. I do have Ming pens, so at the end I don't have any chips, but I do have pens. So need something to write with. <v Speaker 2>You're already starting out in the hole, man. I know.</v> <v Speaker 18>Sorry. So Norm, you're up.</v> <v Speaker 19>Good evening everyone. Can everyone hear me? Yes,</v> <v Speaker 18>We can. We gotcha.</v> <v Speaker 19>Okay. Basically I am standing in for Christie Sinner.</v> Christie Sinner is a retired superintendent from the Western slope. Her last job was, or work was with Hayden School District close to Craig. And so she's done about four, three or four surgeons for the last year. And it's in the process of doing more. So she's got, she has great experience. Just a brief explanation of who I am. I, I live in Havana, Colorado and so I had that, the Colorado connection, I was a superintendent of Colorado School District 11, I was a superintendent of Academy school District 20. I also ran Catholic schools in Denver Archdiocese. And so I have a pretty good connection with, with Colorado. But also you need to know I've run as superintendent schools from 250 students, the size of 32,000 students. I've worked in Nebraska, I've worked in Missouri and I've worked in Colorado. One thing I want you to know, I worked waste home at director of that program and that's where we did a lot of research and I worked with the toughest kids in America and we put together a classroom management model. And I sense a lot of that in the discussion with principal tonight. By the way, I've done a lot of data analysis and I'm impressed with progress that I see in your elementary school there, the principal and the staff fully engaged in that. It's exciting. Exciting. So who is Matric Jacobson? We are a leading national firm. We really work across the nation and attract candidates from across the country. And Colorado is not hard to attract candidates. Western slope is no acceptable. You guys on the western slope have a a culture that is very attractive to, there we go. Thank you. Go to the page four, slide four if you would please. Yeah. And so very, very attractive area there. What we pride ourselves in is the next, next slide five. We, yeah, every student is entitled high quality. Our mission is to ensure first results is quality leadership. And from the next slide, that's where I want to go right now. Okay. One thing that people need to understand, especially the community that is as a search firm, do not hire a superintendent. You guys do. And we need to understand who you are, who your community is as we work for you and at bringing and attracting candidates to you. And then we basically work strictly for the school board. Many times, features, many times the community. I think in that we, we work for them and we do through the school board. So that needs to be very, very clear. One thing that we're very excited about is our data. Over the last, we've been in business for 30 some years, starting with a small focus in Nebraska and, and then moving from that to a national agenda. And right now our last data that we did this last year, we pulled together the data over the 30 years, almost 80% of the who have been put in place the past five years are still in place. 8% of 'em are those that have been put in the last 10 years. 60% are still in place. Those that have been in in place for the last 15 years, 40% still in flights. So that's very, very good data. And so I can give you the assurance of that. Sustainability is critical for us. Why'd you go to seven? Your investment for this will be not to exceed 17 five. It could be less than that depending on the expenses. And that includes an extensive listing of things. We have a phase phase process. I'll be going through just briefly. We have base, basically advertising is included in that with the a SA top school, which is the education week. Your side as a district probably needs to venture into some of these. Then we have CS B on the website. We have case as well as the Colorado associate of Latino ex administrators and superintendents. Then we have included as in person stakeholder meetings, online stakeholder input surveys as part of that. And then we have video interviews, five included, which is included in this. Of the candidates that we feel that are strong most of the time we end up with eight, maybe nine in a district your size. We do finance, we do background checks. And then of course this covers our traveling expenses for your consultant and any kinda office expense. So that's our fee. The next please, our five phase process. I'll be going to two of these in detail, but this is something that Patricia Jacobson started a number of years ago and everybody starts replicating it. It makes, makes us very proud and very excited. Of course, as you can see the process as we move through the various phases, we from, from the first phase, we basically are trying to figure out what's gonna be a good match where the board and the super and, and the community and and the teachers all the way through page five where we work with the superintendent and the board to put together some some objectives. And with that we give you a a two year guarantee. Going on to the next slide, which we'll get into the phases now. Phase one, identify the desirable characteristics. Establish the timelines of advertising venue, how if the board would choose, we can do stakeholder inputs prior to us coming to that first meeting. This is the first meeting. We can do that if the board chooses. And that way we will have the community thoughts, the characteristics that, that they would like to see in a superintendent. That way the board has that hands-on information and then they can put together the characteristics. And a lot of times their characteristics includes leadership, includes visionary, includes communication skills, includes planning skills, and also of course includes top-notch values. Next slide please. Then on in the, in phase two, really what's really important here is is board identifies those groups that we need to talk to. We do also have a, with the district your size, we could use a partner of ours called a 12 insight that basically will send out surveys to everybody in your district that you have information or connections with. And then eventually we, we start that information if we could add that before the board as well. So it depends on what, which way you want to go loose on the ground or just broad raw survey. Now we put together summaries and eventually developed a unique application phase. Phase three is next I believe. Let's continue. Alright, develop a va, a vacancy announcement and an advertising position. Post the application information and notify should applicants heavy recruiting going on when we see, when we know and kind of feel what what you are looking for as a superintendent. And we recruit 'em. And then eventually we keep the applicant's support and we also get to know them personally, especially those that we feel best matched. Next slide. Phase three is really where we, that would be Christie and, and Ken are basically reviewing all the applicant files and it is up to the board whether they wanna see the applicants earlier or not. A lot of times board does not want to do that until the, the two of 'em have a chance to look at 'em and eventually develop it. 'cause you're gonna see all of 'em in, in a separate meeting in the separate process eventually. And eventually they evaluate each applicant based on the criteria and characteristics, how they conduct reference checks. That's what we're really good at. We check all the way down to the classroom if we, when they used to teach times. 'cause if we find that there's something we need to check, check, check, we check all the way down. So then eventually we review our top candidates that we pick in a new district your size, five, seven or eight candidates have videos on 'em. And then eventually we come up with a, a list of strengths coming from our reference check and we discuss any concerns that we might have seen. And I'll go through that in a little bit. It sits the candidate interview selection process with the board and then develop interview questions with the board. And then we notify all the applicants who are not selected so that they can continue to pursue other avenues that they show. So choose next please. So the, in the interview preparation interview questions, usually what I do, I know, but we have, we have 120 consultants and many of 'em do it a different way. There's a lot of flexibility based on, but the board would like to do, what I usually do is based on the criteria, based on the input from the, from the community and from the teachers, develop the interview questions and then eventually send 'em to the board and the board put together questions that they would like or maybe not maybe reject a lot of'em, whatever they want to do. It's, it's, it's a basic way to be able to do the interviews, distance, establish an interview and the process procedures and then, and then eventually coordinate the meeting with the finalists and the stakeholders and then provide a process for stakeholder groups to submit input. Critical piece here in this phase is that basically the board, when we do the, when the board does the interviews, almost a hundred percent of the boards want a stakeholder group to interview the candidates as well. And once and the board usually wants the stakeholder group to get the positives and the concerns and not choose who they are. 'cause that's up to the board to choose that. And that's typically what the board would like to do. Then eventually the consultants contact the final candidates and schedule the interview time. Next slide please. So you assist the finalist and make arrangements for visiting. Then you coordinate procedures with the spouse or significant other come in and visit. And I encourage you because I've run across many times where the spouse is a problem or I run across many times with a person gets the job because the spouse is so phenomenal. And most of the time it's a lab. So you know, if it's a male, that bad wife of his, how did he ever get her, you know that then you, you and you keep all the candidates informed of your status. Constantly have to do that. As well as keeping the board informed of everything after the selection has been made, personally contact each finalist and usually the board president chooses to contact the finalist himself, which I think is a nice connection. And I, I I consult for work with the board president and helping them do that. Then you conduct the, do the background checks and that includes the social media checks by the way. And what we find is quite a few of our applicants, quite a few out of 40 applicants, let's say we'll have about five of 'em at five to 10, where the googles are really causes concern. Next slide. So phase five, you work the board, you work with the board and superintendent with savage performance objectives. Then eventually, when you have that time as a guarantee, I wanna give you the assurance that these consultants, once you make a decision on who you wanna hire, the co consultants stay in touch with that, that superintendent stay in touch with the board to make sure that things are gone according, according to the plan. And so really the next slide please, really you're gonna find is that we also help with putting another job description. The board would like a job description for the superintendent because its a new superintendent you may want to tweak or change or you, we what develop new probably new job description. Developing the effective contract. And I think Ken probably I Christie PO of that experience Colorado contract. I don't, I I would never want to touch it. Then arrange for onsite visits to finalists or home community if, if you wanna go to their, to their homes, to their home community and set up an opportunity to visit with community people or even walk through the community at a sense of that candidate. We do that for you as well. Next slide please. Why timeline? Okay, I heard the question that came up. It's two to three months we have done searches, which I don't think you wanna do 'cause you're starting the process really in a good timely fashion. We've done searches in five weeks. That's crazy. But we've had to do that because the board, that's what the board wanted and, and we've done searches and lasted a full year. And so in your case, of course I'm, I'm thinking we could go two to three months by that time there's good betting going on, there's good research going on. The applicants have had a good chance to get a feel for the, for the district. And also the board is ready at that point to make a decision. I agree. Next slide please. Again, just to revisit the investment that we have, as you can see, that's not to exceed. It's less than that not to exceed. Okay. And so it will be less than seven, five. Next slide please. So just to reiterate, we very transparent, we, we really encourage the board to be transparent. I mentioned sustainability of leadership and then of course our strength without pressure. The involvement of your stakeholders in helping you make a decision on who you weren't hired as a superintendent. Next please. Next slide. So we believe that every student is entitled to a high quality education. We strongly believe quality education is dependent on the quality of leadership. And yeah, your principal there, I'd hire her and I'm sorry I was a super but she be gone in your district can't have her. There you go. Anyway, our mission is to ensure each search results and quality leadership for educational. Okay, next slide. Okay. Don't, did I go over time? No, I think it's about right, right <v Speaker 18>There.</v> You're a couple minutes over, but hopefully they <v Speaker 19>Won't I'm sorry. It's</v> <v Speaker 18>All good. I quit listening at 15.</v> <v Speaker 19>I I'm I'm gonna take in the Catholic church and I preach</v> and I always get that. I preach too long. There you go. There <v Speaker 18>You go.</v> <v Speaker 19>Anyway, okay, questions.</v> <v Speaker 1>Will, will you all be using the standardized assessments</v> or personality tests as part of the evaluation process? <v Speaker 19>That is an, that is an option for you purchase that. Yes.</v> And we use Meyer Berkman. I mean, and Berkman is, I don't know if you're familiar with them. They're a national firm that does profiles and, and their, their profiles. They are 250 questions and I've taken the test and at profile they nailed my wife is fellow. She says, wow, you know, you better than I. But anyway, we do offer that opportunity for you to use that. Yes. <v Speaker 2>Okay. Okay.</v> <v Speaker 20>I have a question real quick.</v> As the applications come in from the candidates, do I understand right? That you guys screen those Yeah. Match 'em up to the way that to our objectives and our criteria? <v Speaker 18>Yeah, we do. And and really that's pretty critical.</v> 'cause you, a lot of, you'll have people apply that aren't even qualified honestly. And, and we help kind of take care of that. But we use all the information that you provide to help us get those decisions. If there's other candidates that you want to look at, we're happy to do that. But yeah, we we're not gonna have you digging through 50 applications 'cause you don't have time, honestly. So. <v Speaker 19>Well, you know, I, I know, I know Christie really well</v> and I'm just getting to know and you're better looking than I thought you were. Hey, anyway. Anyway, Christie, Christie is very good at being objective ing the criteria with the candidates. You're gonna get quite a few applicants, by the way. They're a great location. They're rural by the way, I'm second oldest of 12, born in 13 years on a farm. Boy do I understand you guys. Anyway, so, so she is very objective and a lot of times they call on me to help them screen. But in this case I think you have good consultants that'll do that for you. <v Speaker 18>I, I would like to think you do. So,</v> <v Speaker 9>So what is the number?</v> I heard a lot of different, maybe eight to nine, maybe seven to eight, maybe five to 10 applicants that we would go through on these phases. What number of applicants would you bring to us to review? <v Speaker 18>You would say anywhere from probably eight to 10</v> that you would actually sit down and go through that meet the criteria that you establish. Okay. In my experience, typically you're looking at probably between 20 and 35, 40 people who will apply. Some of those don't even meet the basic qualifications of the superintendency in Colorado. And the ones you established, you may establish, you want somebody who had building level leadership, you may say you want 'em to have teaching experience, all those things. And we would screen those out off the top. Now you can add different criteria to it. You know, I, I think there is opportunity sometimes for people that haven't worked in school systems and that may be something you wanna put in the criteria. So that's where we come in to sit there and look at those things. And, and, and little background. I mean I've been doing this a long time. Been a superintendent doing all the things and, and I think through that really getting to know people and what they bring to the table. We have a pretty good eye for, you know, we've seen this name 22 times in different searches who they haven't got jobs. I think the one thing that you're gonna see from, from our organization is there's, there's consultants all over the state that have a lot of bandwidth. We've been around a long time. I personally probably know 80% of the superintendents in the state right now. So if one of those pops up, I can simply say you're not gonna be in rifle. 'cause I don't want you. No, but you understand what I'm saying. Yeah, I mean we know them well enough and the other consultants are in that same vein. So we wanna make sure you get the best folks showing up here because I personally have a vested interest going to school here and growing up here that you get a really awesome superintendent. I mean that's really my goal in this whole thing. So <v Speaker 19>You're, you're close enough to Utah</v> and Arizona, you're gonna get some from there as well. And, and I can almost guarantee you're gonna get some northern Arizona 'cause that that's pretty typical. So I agree. <v Speaker 3>So you were talking about the criteria</v> that we set not only from us as a board, but also from the community and from the staff. Yeah. How are you guys gonna gather that criteria from them? Will it <v Speaker 18>Be surveys?</v> Yeah, we're gonna send out surveys and we can do actual state data collection tools. <v Speaker 3>Data collection</v> <v Speaker 18>Tools, data collect. Yeah.</v> Well, we'll we will show you those data collection tools before we use 'em. But we will walk through that to get information back and you'll get to see all those comments. So you know, kind of what your community's saying. I have a sneaking suspicion going through your very lengthy strategic planning process. You probably have a pretty good idea what most of that's gonna be ahead of time. But I, I think to confirm some hunches you may have or folks who wanna weigh in a little bit more on leadership, that's gonna be critical. And then we're gonna sit down with you and really hammer out what do you want in a job posting, what is that gonna look like? What do we want to tell folks across the country that RE two is about? And that's gonna represent you and I, I can tell you as, as a guy who's applied for some of these jobs at times that initial posting is critical because when I look at that, I'm gonna do a couple things. One, I'm gonna read through it and see if I am the person that would kind of fit in that kind of a scenario. But two, I'm gonna link to your website. I'm gonna start looking into, is this the kind of community is this, you know, and, and they, you know, Chris said it, norm said it, you know, listen to the board meeting and and you have a principal up here, Kelly, talking about the great things that are going in the school and what they're doing is gonna weigh in on my decision to do that. So yeah, that's, it's all part of the process, but there's a, there's a lot to it that's partly background and partly is you make some decisions about what you wanna project up. Okay. <v Speaker 19>Alright. One, one other thing though,</v> to answer your question, we can do a boots on the ground take over input as well. And that is where you can identify the teachers sounding board. You can do a student sound by the way, the students on your board, that's where get the truth. Yeah, that's true. Crazy what they tell you. They tell you the truth. But anyway, then you, then you go with the administrators, you go with different types of annuity, can do the boots on the ground. But what we find is where we get the most honest response is the survey and that is K 12 surveys or our own survey. And so we get the D 11 Colorado Spring 11, and we ended up with nine 50 pages per eight spots. So that's a bigger district. <v Speaker 3>You guys read through that first? Well</v> <v Speaker 18>I'll, I'll read through</v> <v Speaker 19>That.</v> Yes, I promise I'll, I I read through that. I read through that. Yeah. Okay. Any other questions? <v Speaker 1>Good. Okay.</v> I don't, so thank you Ken so much and yeah, thank you. Thank you. I really <v Speaker 18>Appreciate it.</v> <v Speaker 19>Thank you. You have any questions? You</v> <v Speaker 18>Know where to find me?</v> <v Speaker 1>Absolutely. Thank you.</v> <v Speaker 19>You guys behave yourself.</v> <v Speaker 1>You too. This guy.</v> <v Speaker 19>Oh me, that's hard.</v> <v Speaker 3>Just don't get caught.</v> <v Speaker 19>My wife's good at that.</v> <v Speaker 1>We got, okay, our next one next is Roger up here</v> and he's representing G and H Associates. Roger, thank you very much. <v Speaker 18>Well, I wanna start by thanking you guys.</v> You know, the, the challenge you have in front of you is hiring an executive for what I believe to be about a $60 million business. Yeah. That's, that's a formable task. Having been on a board a number of times, I, I understand what you guys are up against. So let me tell you a little bit about GH One of the things that makes us unique compared to the other two gentlemen is I've spent about 25 years on education related boards. So I've been in the chair on your side of the table for a number of different opportunities and challenges. And my partner is a Colorado Western Slope superintendent. So we have the ability to kind of look at the role for both a board perspective as well as a superintendent perspective. And I think that's one of the things that makes Brian, who is actually on Zoom with us and I a little bit unique, is that we have the ability to, to understand the role from, from both sides of the table. One of the things that's interesting, I wanna go on a little bit of a tangent, it's tough being the third guy because there's a lot of things we do that are similar, but there's a few things that we do that are different. Chatting with the guys ahead of time, I wanted to just point out a couple of interesting coincidences. I spent a lot of time up in Steamboat Springs, was on the school board there and just down the road, Ken's partner Christie was the superintendent of Hayden, about 25 miles. The superintendent that I worked with in Steamboat was a gentleman by the name of Brad Meeks. He and I have remained good friends over the years. He went on over to Craig, which is the next town, passed Hayden and worked with Chris. So, you know, it's a pretty small world and you're well represented by the I 40 corridor in the northern part of the state. So it's interesting how that all ties together. Yeah. That being said, let's talk about a couple of things that I think, you know, really make this a unique opportunity. I think I like to say we like to really focus on the middle of the process. There's a lot of similarities. You know, you'll see all of the applicants, we'll screen it down and say these are the ones that we believe you should consider as finalists. We, you know, we'll provide you with the, the videos of, of the screening. Many of those things are the same and I'll be happy to answer any questions about that. But I think what I will do for the sake of time is talk about some of the things that we do that are different. The first thing that I think I like to look at with an organization is kind of the bookends and the bookends. You guys have an awesome strategic plan. You know, quite honestly, if you don't have one of these, how many of you're old enough to know who Yogi Berra was? Alright, alright. You know, Yogi Berra once said, if you don't know where you're going, you might end up somewhere else. You know, you guys know where you're going, you've got a great roadmap. And I think advertising this roadmap is one of the key things in advertising the kind of people you want to bring here. You know where you want to go, you've got a plan to get there. I'm impressed with how active and how alive you keep your strategic plan. You know, one of the things, having spent as much time as I have on boards, understanding what the board's role is, what the value of a strategic plan is and how to hire an executive is one of the key cornerstones in getting you the individual you want to, to fill this role. So to me, you've got a great advertising brochure almost right here. Now there's a lot of other details as, as the other gentleman have talked about that go into it. But to me, this would be something I would very much highlight to attract people because they're gonna come to a district that knows where they want to go. So to me that's a, you know, to, for Brian and I, that's a tremendous asset. Some of the other things that I think we will do a little bit differently is we'll use similar tools for surveying the community, but we've found that at least for us, coming to the town, setting up a time scheduling with the board, we wanna be at this school building, you know, at seven o'clock in the morning for any teacher that wants to come in and talk. We'll be at another school building at five o'clock in the afternoon for anyone. We'll spend time here and, you know, live in your community for a number of days. Talk to people here during the day, talk to your police chief, talk to your chamber of commerce. We wanna meet the people that you know. One of the things that I always like to understand about a district is are you the superintendent that lives in a school building or are you the superintendent that lives in a community? And there's a big difference between those. And from everything I've read, you guys have someone and want someone that lives in the community. The only way for us to figure out how that is best fit is for, for us to come up and chat with your community in person. So that's one of the things that we do a little different. We'll spend probably a lot of time here in town and you'll end up, you know, assuming Britain, you're the contact, you know, you'll be on speed dial with us and vice versa. The other thing that I think is, is important that we do a little bit differently is if any of you have ever just on a simple Google search on what's one of the most effective interviewing techniques. There's a technique that's called behavioral interviewing and you guys familiar with it? Behavioral interviewing is a, is a technique that almost every Fortune 500 company, my background's high tech, prior to retiring and doing this for fun, but excuse me, behavioral interviewing is something that really, the, the premise behind it is, past behavior is a good predictor of future behavior. And it's a, you know, the thing that I always find challenging, especially being on a board is, as I mentioned earlier, you've got a $60 million business. You're looking for an executive to run it. And what's your challenge as a board? Your challenge as a board is to spend an hour, an hour and a half in an interview, make a decision, it will cost you a million dollars over the next few years, and you've got an hour to an hour and a half. We need to find the tools. And behavioral interviewing is one of them to extract far more information in that hour, an hour and a half than a traditional interview can do. So one of the things that, when we talk about, we'll spend a lot of time with the board really putting together questions. I, I heard both of the other gentlemen talk about, it's a little bit more fun to be here talking from this side of the table, not being the guy that's being interviewed. Your challenge is to make the interview tough. Your challenge is to make the interview really, really hard. And, and that's one of the things that we're gonna help you do is, is really drill in on what's called behavioral interviewing. And so that's probably the other key thing that I would say we do substantially differently. So there's probably a lot of other nuances. You've heard a lot of similarities. I'm gonna open it up for questions for you guys. And you know, I, I've got a, a white paper. I'll send it via email, but I'll be happy to give you a copy of it now that just talks about behavioral interviewing and how it works. Now I'll pass this to you when we're, we're done here, but what would you like to ask me? We're the smallest of the three firms. We've been focused on, you know, the Western slope. I've done a lot of executive searches outside of education during my career and, you know, it's a, it's a challenge and it's fun. <v Speaker 2>You mentioned you weren't in education prior to</v> <v Speaker 18>This?</v> No, I spent about 25 years of on education related boards. You know, Ken and I actually were on the, the best board together for a couple of years, wasn't it, Ken? Six, six years. <v Speaker 2>Well, you and I were on there for two years</v> <v Speaker 18>Together.</v> Two or three. Yeah. Yeah. Ken and I were on that board together. You know, I've been on a number of, a number of education related boards, a total about 25 total years. But my background is high tech <v Speaker 2>And</v> <v Speaker 18>My partner's a superintendent</v> or retired superintendent. <v Speaker 1>Do you already have, with your comp, you know, being</v> a little bit smaller, do you already have like candidates that are in your pipeline, I guess, in a way? Or is it really start brand new as, as we push out our job? <v Speaker 18>So, so the answer is yes.</v> We know of a lot of superintendents. My partner is a superintendent, probably has a number of the same contacts. So it's not like we're starting from scratch, but you know, in fairness we're probably not as many contacts as some of the others. <v Speaker 2>Fair.</v> <v Speaker 1>What about when we start looking at</v> similar school districts with, do you, I mean, does your firm have experience with similar size school districts? <v Speaker 18>Yes. Yeah. From, from smaller to</v> what, what do you, what's your enrollment about? About <v Speaker 2>46 47. 4 6 7.</v> <v Speaker 18>Yeah, I think, I think the largest school district we've</v> worked with is close to 5,000. Okay. <v Speaker 1>So real similar to ours. Real</v> <v Speaker 18>Similar, yeah. Pretty similar.</v> <v Speaker 1>And most of your time you're focus your,</v> your firm's focus mostly Western slope Correct. Type stuff. Okay. <v Speaker 2>Correct.</v> <v Speaker 18>And,</v> and one of the things that I think makes us a little bit different is, you know, if you, if you look at some of the things that we've provided from a reference, we've worked with school boards from basic boards, manship, to developing strategic plans to, you know, workshops for board superintendent relationships. We've got a pretty broad background in the whole inner workings of the board, board superintendent relationship. <v Speaker 1>That was one question I had for you, Roger,</v> as do you guys, does your firm provide support for our superintendent, like with the onboarding and the check-ins as as they're going to see? 'cause you know, obviously you wanted to be successful too. <v Speaker 18>You know, one of the things Good, good question.</v> Thank you for that. So the answer is yes. And one of the things that I would suggest that's a little bit different than what we made we do, but it's, it's also similar. I mean, the other gentleman do a great job. I would suggest that one of the things we do in the process, and the way I like to approach it is we should be able to put their first year's evaluation in place before they're even brought on board. You know, because you guys know where you're going. I don't think it's that hard to put together. Here's the way we're gonna review you a year from now. Yes. And that's part of the onboarding. But I think if you walk in knowing both where you're going and how you're gonna be evaluated in a year, I think that can be done, you know, while we're in the process. <v Speaker 2>Yeah, I like that.</v> <v Speaker 18>Pardon?</v> <v Speaker 9>I like that. What's the time?</v> I mean, I guess we've asked both other gentlemen the timeframe from start to finish usually. <v Speaker 18>Sure. So what we put is that we believe, you know,</v> barring input from the board and things that would change it, that we should be prepared to have an offer out sometime in March. <v Speaker 1>And what, you know, I was reading through it,</v> you're also a firm that will support, heaven forbid it doesn't work out and the superintendent doesn't stick around for X amount of time. Could you fill us on what that process looks like? <v Speaker 18>Sure. I mean, similar to some of the other people.</v> We'll, we will come back and, and work with you to, to go through the process again, should you believe it's not our fault that it didn't work out right? I mean, one of the things that we would want to be absolutely certain of is that we understand why it didn't work and you know, in the event, in the unfortunate event that that didn't happen and not had that happen, yeah, we'd, we'd come back and, and help redo the search. <v Speaker 2>Got anything?</v> <v Speaker 1>Okay. Thank you very much, sir.</v> Guys, let's take five minutes. Thank, thank you. Okay. And we'll just decompress with these guys for just a quick second and then <v Speaker 2>It's fine.</v> These guys for a second if you would. Oh, is it all of us? <v Speaker 1>I'm telling you, I think this gonna be very desirable.</v> I live here. Can't <v Speaker 15>Wait to catch up on Thank you</v> <v Speaker 1>For the new water, Sharon.</v> Yeah, me too. Oh yeah, you're coming. They're not be successful. Okay. You didnt wanna be here. You're, I had a big job one time to go to Cleveland, Ohio, and I, I'm not gonna be able to put it up on the screen. Went up there in the winter, she's like, we're not doing this. That was it. You're performing, <v Speaker 15>Right?</v> I'm gonna introduce all of us, okay? I'm gonna start us off and board, you know exactly who you're looking at, but this is obviously our team. And what I loved about what we just heard in the past hour is we do know where we're going and we do know what we're doing and we do have a vision and a plan and a really, really, I would say deep plan at that. And so when they say that we have focused and they're impressed with our focus on the strategic plan, I would say that you have been instrumental in going long for the ride and making it what we do every single day. And you heard that from Kelly tonight too. And we got huge kudos for Kelly. And I told the, the gentleman before they left, you could put any of our principals up for any of those presentations because 10 out of 10 are right alongside doing the work. But these guys, as you know, are incredibly instrumental. So I'm gonna give them a shout out because one of the things, I guess a superintendent, and I would say this for a future superintendent, you need people smarter than you and more visionary than you and collaborative for you in order to do the right work. These are the right people that have done the right work. And we listened over the course of the last several months of, to the constituents that have come to the board meetings and asked some really tough questions. You have come and you have worked collaboratively with these guys. And ultimately we thought that we needed a year two strategic plan that we'll post on the website as soon as you all see it. And that will be a selling point for future superintendents. But the work that these 1, 2, 3, 4, 5, 6, it's getting late. So I have to count you. But these six people have done so seven, seven because Roger too, that these seven people have led I, I cannot be more humbled to have led alongside them to watch them grow. And so what we're gonna present for you tonight is, I'm gonna say it's a revised strategic plan in regards to year two's tactics and where we went and we reset goals and we've been talking about it behind the scenes, but we thought it's a public document that the community needed to see where we were headed as well. It hasn't been one to be put on the shelf, it has absolutely been one that has been living, evolving, changing, and we are on a trajectory, I think to do pretty great, amazing things. So with that, I will turn it over to you guys. <v Speaker 21>Academic achievement, go with it. Okay.</v> Garfield re two has a plan that is highly invested in student success. The first part of student success is academic achievement. Our goal remains the same in year two. It will remain the same in year three to perform at or above the state average on our standardized assessments as measured by the state of Colorado through CMAs, S-A-T-M-P-S-A-T. The graph that will be used this year is different than the graph from last year. What we learned is that we need to provide more clarity on exactly what an achievement gap is. And so we're hoping that the new graph, which is showing our original gap in the baseline was 13.9%. We did reduce it to 12.8. We are looking for a huge lift in this second year, which is also an implementation year for many of the presets that we took care of last year. We are hoping to reduce that gap to eight. And in year three down to zero, what we need to know is that the state average really is a moving target. It is not gonna stay where it's at, just like ours is not gonna stay where we're at right now. But we're hoping that because of the effort we're putting in to student achievement, that our trend will remain in an upward trajectory. Our actions stay strong. We have actions at the school level, actions at the district level. I'm gonna start with the big actions at the district level because those feed some of the school level actions. The main initiatives to help impact student achievement include RTI response to intervention, which you've heard a great deal about for the past two years. And buildings are living and breathing it right now. We will continue our work with CDE to refine that. The district team is continuing to meet once a month. We are reinvigorating WHHW. We had the realization that this, this model of effective instruction, teaching and learning is really 10 years old. And we are going to pull in what models are out there that embed some new thinking and just update and reinvigorate where we're at in Garfield R two with WHHW. We are not gonna change name because it's pretty powerful and it has been doing a lot of work for us when it's used the right way. We'll continue our monthly strategic planning at all schools focused on the district initiatives as they bleed down into the schools. We'll continue to work with our academic coaches to align their system of support in classrooms with teachers and with students. We are continuing our preschool expansions. You may or may not have heard CMC campus is open. We are going to get some stakeholder engagement in how our communities would like to learn about student success. What do they think really are the contributing factors and what should we be measuring to measure the success of our students so that we can start to look at students not just through the lens of one assessment on one day out of the year, at not even all grade levels. So we're excited to begin that process. A white paper has been written and it will be brought to the academic leadership team to review so that we can start that hopefully here soon. And we'll share that with you once it's all refined and ready to go. Schools are focusing really on three big main initiatives, obviously RTI, they're doing the heavy lift this year with the implementation, looking at interventions, how they're aligning with student needs, documenting all of the work that they're doing in one platform instead of every school doing whatever they think might work best for them. And then Unified Insights obviously is the platform that everybody is using. This year. We are focusing heavily on our English language learners to uplift and and up date that system of support. They are refining and aligning their designation process. That's actually complete. They used it this October when they re designated language learning levels of proficiency. They are jumping into language acquisition, progress monitoring through their new assessment, which is called We a model. They are working on newcomer programming DUR as it directly relates to an actual program that they can use to instruct newcomers. They're piloting a few this year and we're fostering the concept that all staff are ELL educators. This team of teachers is revising their program alignment for Garfield RI two that will be done by December as well. That hadn't been revisited since 2019. So it was, it was time for a little freshen upper and we'll bring that to you when it's complete. The other big lift is the English language arts programming and math programming. Programming. You know that Eureka is in its first year of implementation. We've had a lot of support from the Eureka Math company itself. We're excited about that. We've had coaches in the schools and this Friday our leaders at the elementary level will participate in a professional development about how they can go into a Eureka math classroom and evaluate the instruction that's happening in there as it directly aligns to the program. We have our ELA pilots going read 180 is in full force at the middle school and high school level. And Horizon is in its first year as the progress monitoring assessment for high school. So all of those things being said, we can't fail. We are working hard to set ourself up for success with a constant WHHW cycle of reflection on all of this. Awesome. Amen. And break power <v Speaker 22>Two, three.</v> Okay, moving on to the next strategic priority focus area in student success, which is pathways and looking at our student's future, one of the biggest things in, in this year two update that we did, you may or may not have recognized. Again, similar to academic achievement, the, the end game in our goals has not changed. We're still looking at trying to reach the exact same benchmarks that we had in the original strategic plan. However, the trajectory has somewhat changed. In year one. There were a lot of unexpected gains and I think there was a lot of things that there was a, there was huge gains in these areas, but there not, not necessarily due to things that we had planned for. They were very much just results of some of the work that our partners have been doing with us and just some of the natural work that has happened within our schools. And so we did make some moves that really contributed to that. But our expectation for the kind of growth that we saw in these areas kind of blew out what we had put as our year one goal that we didn't account for. And so I, we have really looked at and don't anticipate to see that same, that same growth this year that we saw last year. Really our focus has been on quality of programming and slowing down for sustainability of programming beyond our three year strategic plan. And so that's why you see year one had some major gains. Year two, this year we're not anticipating as big of gains. And then the hope is that the work we do this year will set us up for year three and beyond to see some really good increase, some sustainable increase as we move forward. The bottom part, the actions that the school is taking, the schools are taking and the district are taking, are aligned with our three main initiatives. Remember the three E's at the elementary level, it's exploration, right? We want to open up the world of possibility to our elementary kiddos and our big initiative is gonna be the mini career fair that we're gonna be holding right now. I've got a voicemail from the the fairgrounds right now to get confirmation. Our target date is April 30th. We've got high school students that are part of our committee was to bring in the high school students. So we've got high school students from Rifle High School and Coleridge High School who are working right now and creating an introductory presentation to fourth graders because that's our target audience that they will deliver hopefully the week after we come back from Thanksgiving. We're working right now with elementary principals to coordinate that date. They're working on their presentations to open up the, like I said, the world of possibility to our fourth graders. And the hope is that we can get some feedback from them on what they would like to see. So when we go out and do our recruiting push to bring in professionals to bring in even high school students who may be working in these career areas, that we can really hit the mark on what it is that they're hoping to see. So that's, that's, that's initiative number one. Initiative number two at the middle school level is a career based aptitudes assessment. It follows the second E, which is experimentation. How do I know a little bit more about myself, not just as a student, but myself as a potential, you know, career professional. What kind of skills do I have? We have settled on, our counseling team has worked hard and we've worked with, and we've settled on a platform. We were selected to help pilot a platform that we think that the state of Colorado is gonna push forward with and adopt statewide. And that is the Colorado Career Advising tool. And so we are excited to work with them. They've got a really cool assessment, but then they've got a lot of great opportunities to not just support counselors, but support our teachers as they have career based conversations with our kids. Giving the kids some data on what are my aptitudes in different areas, like what kind of a worker am I and what kind of jobs fit who I am. That's kind of the experimentation that we want them to kind of start to explore. And then three, our third initiative is at the high school level. It's our third e. It's the expansion. And so those actions follow what we're doing to expand our CTE approved pathways at both high schools. Again, right now, the only CTE approved pathway at both of our high schools, we have one at both high schools, and that is in the area of agriculture. That's it. But there are so many pathways out there, and we're doing a lot right now to provide CTE based experiences at our schools. We just need to do some fine tuning to get them CTE approved. And the reason why that's important to us is that's gonna launch us. Right now, we're doing a lot of things that we're not getting any money for. And if we can start to tweak those things and get money from the state for teachers who are teaching these classes, for students who are taking these classes for certifications that they're earning in these classes, if we can start to get some, generate some revenue to do that, then we're gonna have the ability to go out and bring in things we don't have. We gotta start with the things that we do have. So that's, that's where we're at. And we're really working, it's a ghost load to go fast. We're really analyzing what is the smart move to make before we just jump in and I'll tell you, if you would, to asked me which, which pathways we were gonna dive into last year. And I know we did some exercises and stuff, you know, I had things like, we should do this or we should do this, or we should do this. But as we've slowed down and really dug a little bit deeper, we're realizing that there are other areas that might be our base, like our starting point. And, and that's, that's the work that we're doing with the schools hand in hand as opposed to us saying, Hey, we think you should do this. It's the schools partnering with us to find what is the right fit for us. So that's where we're at in, in year two. Update of strategic plan pathways. <v Speaker 10>Can I just say, he just said</v> that whole presentation without looking down once <v Speaker 9>It's in his heart happen again. Next one.</v> <v Speaker 1>Jacob, I thought you blew your numbers out though.</v> I mean, I remember there was a time right when we first started, I think it might've been, I might've even been at this school. We did some of those types of things. <v Speaker 22>We blew our, we blew our numbers year.</v> We blew our year one projections out of the water. We didn't blow our year, our three year projections out of the water, although we came real in one of 'em. I think we've come pretty dang close. I'd have to go back and look. I don't know that we have necessarily adjusted final numbers, but yeah, like I said, we, we blew our year one numbers out of the water, but we didn't, we didn't make three years worth of gain in <v Speaker 1>Year one.</v> I can't remember, but I know we, can I ask <v Speaker 9>Go ahead.</v> Go ahead real quick. Can I ask a question, and maybe it's too long and you might get into it later, but how and what do you need from us as a board to help get these CTE Pathways certified? Like what do we need to do? Like how can we get that certified to get funding coming? <v Speaker 22>That'll come, that'll, that one will come as we have,</v> as we make that decision, right? As soon as we start to make that decision, then, then, then the, the, the wheel starts to spin, the promotion starts to spin our ability to message out to people that this is where we're going really starts to now. <v Speaker 9>And that's happening this year.</v> <v Speaker 22>And that is happening, this certification will be</v> for a program starting in the 25 26 school year. Okay. So we're doing the, we're we're going through, we're gonna be going through the application process next semester to try and get our proposals approved by cd. <v Speaker 10>What, what, what are the next pathways you see?</v> Or almost there? Or have you guys been discussing this? <v Speaker 22>I'm sure you have been. Yeah, yeah.</v> Like you want, you want like inside or trading information that was going on here? Because I know, I know based on the presidential election, you can bet on pretty much anything now. No, I mean, I'll tell you again. I, I think that there are, there are areas of opportunities within each school and what I would've thought that it would be the same ones at each school. And that to me is, is actually that my mindset has shifted because of the different dynamics at COLERIDGE versus at Rifle High School. They have some unique strengths and personnel drives a little bit more the conversation and comfortability with personnel more so than the actual program. However, I think we are moving in a place where eventually it's gonna be student interest from the bottom up to say, Hey, we have got a group of kids that have shown interest, they're moving through our middle schools and now they're building aptitudes and, and we need to be prepared for them when they hit ninth grade. That's awesome. As opposed to reacting to what we have right now. Yes. And so that's really looking, like I had said, looking forward to the strategic plan that comes up through this strategic plan. That's our hope is that we can continue to see growth and learning about how to get a pathway approved is an important first step because we haven't done that. I mean, our AG pathways have been approved for a long time. We have not approved a new pathway in CTE the entire time that I've been here working for our school district. And so that's been a real big learning curve for us of what does it take to get a CTE pathway approved. And so that's, that's been a learning thing and that's where we've wanted to be very careful about what our options are because of those different <v Speaker 10>Requirements.</v> I think I, I think a, a medical like CNA is that, is that possible? <v Speaker 22>I think that, I think that that is, that is an area</v> that I think is very highly on our minds right now because of the partnership we have with CMC and because of the resources we have at the, at the hospital. I will say this, the movement that we've had in outdoor, outdoor recreational leadership is a certified pathway. And some of the movement that we've done in that area, I think there's an area of opportunity for that. <v Speaker 10>So say that, what's the name of that again?</v> <v Speaker 22>Outdoor recreational leadership. So outdoor ed,</v> <v Speaker 10>Like guiding.</v> <v Speaker 22>So it could be, it could be guiding,</v> it encompasses a lot of different things. There are, <v Speaker 10>What's outdoor leadership?</v> <v Speaker 22>Well it, they call it outdoor recreational leadership.</v> So yeah, like guiding. There are some that have certified pathways in, in bike tech. We've seen, I believe there are a couple of schools that have bike tech. I believe Aspen runs a ski and snowboarding pathway or professional pathway up in their school district as well. So there are some different avenues that you can take there. I think with, with the movement that we're making right now with some of our, our students becoming like a, a ranger or working in like the working as an educational guide for different outdoor educational programs that exist throughout the state or at different parks and things like that. <v Speaker 10>I think like what you've been saying, leveraging our,</v> our relationships within the community is number one. One thing that keeps thinking I keep thinking about like outdoor leadership would be Forest Service offers internship during the summer, right? You can get out there, get, get in the forest, you know, experience. That might be really neat to be able to include that with some credits or, you know, whatever it may be. I know Colorado just passed a ballot initiative about vet techs. Vet tech I think is gonna be a very important thing coming in the next few years. There's some questions about liability issues. Well, but that's for lawyers to decide. But I, I'm excited about this. I think, I think this is awesome and I really am happy to hear you guys are, you're, you are understanding, taking into account the different dynamics of each facility. Yeah, right. Rifle is set up for that ag shop. You know, the welding, it has facility up there. It has everything there. The mechanics with the bus bar and up, you know, everything's there. Coal Ridge, I've always kind of envisioned it as like a be really cool to be like a STEM facility, you know, it'd be really new. Well you've <v Speaker 22>Seen some of the things that Jeremy</v> Heiser is doing with his classes. <v Speaker 10>Yeah, it's awesome.</v> <v Speaker 22>And what Tabitha Mills is doing</v> with a robotics program and such. And <v Speaker 10>So something That'd be so cool.</v> <v Speaker 22>Yep.</v> <v Speaker 23>Good work. All right.</v> <v Speaker 22>Thank you job. Thank you.</v> <v Speaker 23>One part, clap for Jacob. Good job.</v> The third part of student success is student wellness. Our goal has completely changed. We, our goal was centered around family resource center and the number of visits in our implementation year of this. We quickly realized that we had surpassed it without even really knowing it and had so many visits that it really wasn't a measurable thing anymore. It got to the point of concern of how do we handle all the visits. If we set the goal even higher, we're not gonna be able to manage that coming in. So what else can we measure? We set up a whole slew of data collection pieces last year to see where we were. And some of those were like discipline data, attendance data. Speaking about outdoor red. It was the rangers, rangers space availability. Yep. Does every school have a ranger? I mean, and we, we just listed out that data. What it did was drive us to, these are the biggest concerns in the areas where we really need to focus in. We had a student wellness team that met last year and they dove into remember our tights, looses and non-negotiables. They tore apart every single one of 'em and said, this is how we would get this done. This is how we would get this done. We used all that information for this year's projects. And so right now that group's meeting again and they're tearing apart what we have and looking at all the details and, and, and our goals going forward. And they're starting to plan next year, which I think is just the real synergy that gets going. That movement that the, the pieces that all relate together and keep it, keep it moving forward. So our graphs are different. They're not about family resource center. We included attendance as part of student wellness and then as well as meals served. Those were two great big huge initiatives last year. The attendance piece is some interesting data there. When you compare our Hispanics to our non-Hispanic data and we see that we have 654 students who are still chronically absent, which is the next group that we work on. Chronically absent just means you've missed more than 12 days. Whether they're excused or unexcused. You, you are declared chronically absent at 12. We know that our, our system right now is set on 20 and everybody in the, on the attendance committees is talking about, we are now ready with the new program that Brandy talked about, the plugin piece. With all the practice that we've had, we can bring that number down now, twenties, too many. We, we knew it from the beginning, however, we would've been interviewing for, for over 50% of the population at every, every school. And they said, it's too big of a bite. We need to to to work into that. And they're ready now without a doubt. And you can see that in, in the data and the huge decrease from where we were to where we are. That is a ton of work on our schools. They all have a secretary and a leadership member who serve on their attendance and come to meetings four times a year. We set up the guidelines, they do all the letters home, all of the coordinating when it gets to be 20, then the district steps in with our student attendance review board where we have parents come in. And that has been one of the most positive things you could ever imagine. I al I, when they brainstorm it, I pictured it as a court and us sitting there and like everybody's up here and the parent comes in and they're like, yes ma'am, we'll do that right now. That's not how it works. It's much more about the team, the relationship, what we can do to help partnership. The what the parents can do to help, what the student can do to solve these problems. Usually there are tears with every single parent who comes in. Lots of hugs and lots of gratitude. 84% of our SAR cases have made improved attendance. The other percentage have gone to truancy court where we have also made some really big gains on that. I think we've had two children who didn't respond to truancy court there. So we're ready to tackle that. 654. Yeah, without a doubt. Awesome. Lunch stuff. Well, <v Speaker 24>Yeah, lunches have been a huge gain if you looking at this</v> compared to 2223. A dramatic increase. And I think from my perspective, and I think something we've discussed in the wellness committee is when you're serving all students, like we're able to do now that anxiety, the embarrassment that kids have from getting a free meal is gone. 'cause everybody's getting 'em. So not only are we having kids that are ready for education that are able to learn, ready to learn, but they're comfortable taking these meals. And I think that's reflected really in these numbers. <v Speaker 23>I think so too. Okay. And like we said,</v> we having collected all the data down there, the progress monitoring little boxes down there, having collected it and know where that is. And when anybody asks a question we can say, well the discipline at that school was these are, these are our measurements. We are going to continue that data collection. That's where our goals come from. We just need, you know, to be, have less truant children and more kids fed and all of those pieces that are listed down there. That's really how we have to measure our success. And as of today we'll have another data collection tool with the surveys from the counselor COR grant. Okay. <v Speaker 1>Lisa, real quick</v> <v Speaker 23>Almost didn't use the word survey,</v> but I snuck in there. We went into <v Speaker 24>It,</v> <v Speaker 1>I remember when we were looking at one door's</v> numbers and we were like, wow, it's tough to judge it because is it the same family come in multiple times where we count that? Have you guys kind of figured that out now? <v Speaker 23>Yes. We have several different ways that we measure</v> because we also introduced liaisons. All were pushed out to schools. So we are tracking the number of times liaisons are intervening in intervening or helping families, helping kids moving forward. They track that on a weekly basis for how many people they're helping. We track how many people walk through one door's door and and use the facilities there. We track how much food they're giving away. We even started at the last one. It was there, there was a little hiccup with the food bank of the Rockies and apparently we didn't order enough and you can't go back and redo it. And so, <v Speaker 24>And and to be fair, I don't think</v> it was, it wasn't Garfield. It was to us. But it's, it's the, the organization that orders the food placed in order based on the way it used to be placed, the rules had been changed. And unfortunately when they locked it in my memory is they locked it in for the entire school year. Oh wow. So it was a reduced number of meals they could provide. They've been looking at different organizations to kind of replace that, but it's not as easy as just taking donations from the rest of us that would probably be happy to donate. They have set meals that they have so everyone gets consistent food that they can utilize. So even though it'd be great if we gave them cans of soup and things, these are kind of piecemeal. So they're working to make sure it's consistent in the Yep. <v Speaker 23>Providing and,</v> and it came up at the beginning of one of our very conver first conversations in like August. We're like, well let's look at that closer. What is really happening? What does our data tell us? And then we're like, well we should be tracking this kind of data. Anyhow, Sarah Bell said, and I loved this statement when I'm like, I know it's a lot of work for all the data you collect on here. 'cause it's every health clerk visit, it's all the immunizations, it's everything. She, she's got six or seven tabs of data that she collects and I know it's a lot of work for them. And she said, we should have been doing this all along. Yeah. I'm like, yeah, we should have. And because we just have better information about our kids, you know, we, we we know if their teeth are rotten, if they've been to the doctor, we know these children and what might be affecting how they can learn. <v Speaker 24>Yeah. And they're literally all tabs on a big spreadsheet.</v> <v Speaker 23>They're</v> <v Speaker 24>So you can, it, it's rare that you look</v> <v Speaker 23>Type in student wellness and I,</v> I got answers at my fingertips. Yeah, <v Speaker 24>It's it, it's good and it's powerful data</v> and you can just kind of go and tap through and see. So yeah. Yeah. <v Speaker 23>It's been, and that was one of the biggest goals</v> for last year was to collect that data for me that was somewhat frustrating because I'm like, what's the action? Right? But once I've looked at all the data, then we knew what the actions were and I'm like, okay, that was the right move. We needed that information. <v Speaker 24>And some real celebrations like the attendance, oh shit.</v> Which is, and you guys are well aware of that, but looking at that in numbers is like wow. I mean it really, it's getting back to where it used to <v Speaker 10>Be.</v> Even that number that they mentioned earlier in the shining light on Cactus Valley. 50.1% reduction in absenteeism. Absenteeism in a year. I mean that's, that's good. I mean <v Speaker 23>It's forming the partnerships, right.</v> The parents and the teachers and the schools working together to say, yeah, it's important. My kid goes to school on time <v Speaker 24>Every day.</v> <v Speaker 23>Every day. And the judge will tell you</v> that too if you don't believe us. So our actions for this year, we started out, we have three district actions and they are paired with the school level actions. It was professional development and that's ongoing. We did run a big PD day at the beginning of the year. It was all student wellness from how to identify drug abuse to outdoor education and how to manage a class when you want to take them outdoors to learn and, and make sure the learning is still happening. I mean it was just a range. And teachers got to choose which two workshops that they wanted to go to had rave reviews. It's something we'll do again, it is also we're, we're working with the counselors and the social workers to do the follow up on that. What kind of book clubs do we need? Do we need to be running? What kind of podcast clubs do we need to be running? So people are sitting down and talking about this information. So every time we get together and we've been meeting with the cell phone team and the discipline matrix team and the student wellness team and the attendance team, we are continuing to say, and the potential development that we got earlier applies here, here, here and here. It's stuff that we reference all the time people bring back. It's definitely informing our practices on that piece of it. And then cell phones and the discipline matrix piece. We've had three meetings now with cell phones and we're <v Speaker 24>Reading the Anxious Generation along with</v> <v Speaker 23>Reading the age</v> <v Speaker 24>Probably half</v> America. I mean it's, it's <v Speaker 23>An important one.</v> It is. It is one of the most prominent books I think that's been written in a long time. And if you'd like a copy, we have some extras and we're gifting them through Audible as well. It is something that I think is going to drive our district and that comes in through the cell phone piece of it. We're really close to ready as of today. The sixth elementary set January 6th as their start date. The two middle schools are already doing it. They're not gonna roll out their changes until next year. Changes are minimal for them, but, <v Speaker 24>But to reiterate, they're already doing it.</v> <v Speaker 23>They're already doing, you know,</v> their cell phone limitations at middle school. So even though they're not going with all the new pieces that we've agreed upon and doing the alignment, they're still, it's still getting our objective. Right. We want kids paying attention to the learning and not the all the time. Yeah. <v Speaker 24>And the most important thing is, in neither case do the</v> students have their cell phones in class. Yep. They don't. One, they take them the other one they put 'em in their lockers. Yep. They're both comfortable with what they're doing right now. We're gonna try to <v Speaker 23>Yeah, they came up with a really cool compromise today,</v> which was really good. 'cause they have very stubborn people in the middle school, so, and they like what they're doing, so it's really hard to bend a little. But they got, they got there today and it was really kind of interesting to watch. They just came in with a solution and the other one's like, yeah, I like that We can go there. Wow. We have problem solvers. Yes we do. And then Coleridge high School would like to pilot starting January 6th as well. That depends on, they need some additional equipment to help with that. They, both high schools have had cell phone limitations. It's not consistent. And therefore the teachers are the ones in the arena battling Yeah. With the children on a regular basis. Yeah. They don't need that. And they surrender and they have, and most of the classes that you go in at Coleridge, most of the kids will have their cell phones out. They're not really attending. They might be taking a few notes on 'em. It is, it is definitely a problem. We have one person on the committee who always gets voted. This just brokes my heart and I tell it to everybody always gets voted the most likely to take your cell phone for the yearbook. And so, and they take pictures of her holding all of these cell phones and this is a deal. And I'm like, it's really not funny that she's the only one being consistent. Right. <v Speaker 24>And that is the problem when you don't have consistency</v> when when some teachers are enforcing it, you know, strictly and some are being a little laissez-faire about it. You end up with kids kind of pitting teachers against each other and it just fails. Yeah. Not good. No it isn't. But are you gonna talk a little about about the yonder pouches too? Or the That's next. Go with it. Okay. So so this is the what they need. Yeah. This, this is exciting. So what, what we've heard from students, what we've heard from parents, I think a lot and what we've heard from administrators in the high schools is that they don't want to, for a variety of reasons, have to take devices away from students. But at the same point we've seen that students struggle if they have devices in their possession with keeping them outta sight, keeping them outta hand and not responding to the little dinks and dons and everything they get all day. So we looked at a lot of different options. We began this conversation several months ago. There are different options out there, but one is called the yonder pouch. I wish we probably could have brought up few tonight should, but if you guys are at the office, we can show you some. We have, we have some demos and, and you showed 'em to Coleridge today. But they're a neat little pouch that's about Yay big, it's opaque. Made out of a, a kind of a magnetic cloth. The student puts what? So they maintain use of their, of their cell phone in possession the entire time when they walk into the school. It's an expectation, right? They're young adults. We're gonna treat 'em like young adults. They put it in a pouch, they click a little button, it locks, they, they can keep it with 'em. They can put it in their pocket, they can put it in their coat, they can put it in their locker. They can bring it in their backpack, but they can't use it until they unlock it. It's a specific pretty strong magnet. And we tested that magnet out. It's a pretty strong one that can either be mounted in certain locations in the school. Also has a portable little handheld device. So coaches could take it. They didn't want students on their phones while they're on a bus ride. But they wanted 'em to have access when they got to the event or vice versa. They could unlock 'em there. But when the student leaves the school, this is another problem we heard. High school students aren't like elementary and middle, whether they're all day, they may be leaving for work study, they may be going to a different location for another class. No one really wants to have to manage this. I mean, you don't want teachers having to track kids down or them tracking 'em down. It's their pouch, it's their phone. They can either go to any of the exits or depending on where we have these locations, they just hold it up to the magnet, push a button, it unlocks, they take their phone out, they're good to go. They come back later in the day. They don't have to go to anything. They just lock it. They keep it in. So really it's about personal responsibility, which I'm a huge fan of. I think you are. And really the committee was excited about that too, at that level. So we're kind of, we've heard you guys too, we're weaning them off. They are young adults. They're not full adults. They're young adults. And I, although I'm not a huge fan as the tech director of always using technology, and this, believe it or not, a a yonder pouch is technology to solve a real world situation or problem. I think in this case we're at a point, my personal view is that an addiction that probably many of not all of us in this room to one degree or another, you know, suffer from the kids, however, don't have the coping mechanisms that we've developed over a lot of years. So they need a little extra help. So <v Speaker 1>Roger, with the yonder pouch is,</v> we're obviously the district buys those. We do. And then am I assigning it to a kid and he's got it for this year? <v Speaker 24>100%. And, and, and this is yet to be decided,</v> but if it were me and I was making the call, my thought would be this, we're real close. And I think next year I'm kind of hoping and expecting you all are gonna agree, agree that we're gonna say personal devices for student. 'cause not just cell phones, but watches AirPods, air smart glasses are coming. I know. We'll, we'll we will not be okay during school time. Right. So what we need to say is, if you have your device and they're not gonna be required or expected to be used. 'cause we have devices that we have for students. We have Chromebooks, we have iPads. Right. That they're not bringing 'em to school. So if a student loses that yonder pouch, which will happen, right? Yeah. They're responsible financially. That would be my take. We can, we can iron all this out then they could purchase another yonder pouch if they want. Right. But they don't have to. They they have a very real option here. And that is not bring it just Exactly. Just don't bring it or leave it in your car and lock it. Whatever you need to do with it. So I I just love this personal, they, they maintain ownership. They're responsible. <v Speaker 1>I mean, what's the cost on</v> <v Speaker 24>Yonder?</v> We're we're tweaking that. I think the, the, the worst case scenario is something around $30 per pouch. That's not bad. But I think we can get that down a little bit. And we're looking at some different grant opportunities. One of which I was just made aware of and we're in <v Speaker 1>Beginning stages. We</v> <v Speaker 24>Heard about that today.</v> Yep. Stages that may cover a two thirds of this in the initial rollout. And then I think again, the hope is that kids are responsible. It has a neat little name tag thing they can slide in. And <v Speaker 1>That's, I was wondering why we tried</v> <v Speaker 23>To tear it apart today while Roger was at a different</v> meeting to say, can you get into this thing? Right. So we looked it all up like how do you break in? 'cause that's what the kids will do. And we could not get in. We were beating the crap out of it. <v Speaker 1>Have to You can't, you can't see.</v> You can't see it. It's like green. <v Speaker 24>Yep. But it is green. You're exactly right.</v> And again, when you guys are there, next stop. 'cause we'll keep a couple back and you guys can check 'em out. They have, I asked them to send it. They didn't. One little other thought process is they have some that actually block, if you've ever heard of a term like a Faraday cage. Yes. These will block cell signals. Oh wow. So one option would be if you wanted to go that, let's say you had a repeat offender, but for some reason you still wanted to let 'em bring it, they could upgrade. I think it was only an extra $5. But it supposedly blocks the signal. Wow. One one small concern I would have with these other ones is if they're not blocking a signal and the student doesn't turn the device off or put it in mute and it's in, you know, in their bag, it's still be disruptive. But again, this is just normal classroom management. This would be a case where the teacher would say, you know, John, not appropriate. Here's a warning, whatever that is. And and hopefully they learn from that. 'cause that's what we want kids to do. <v Speaker 1>And then he would, can you, so</v> where's the other magnet that opens it <v Speaker 24>So we could have as many as we want, like put</v> <v Speaker 1>'em around the school.</v> <v Speaker 24>Absolutely. They're happy to sell 'em.</v> They said in rare cases it's not common. They have 'em in every classroom. And I wouldn't recommend that. 'cause them kids might be, you know, wanting to try to go over and unlock it. We could have 'em at every exit. We could have two at every exit. And I think if we found for example, that kids were, I've heard a few cases where kids might log up. If you're in a middle school for example, and everyone's getting out at the same time, high school might be a little bit different. There could be a line to unlock your pouch. Right. We just get a few more of these magnets. I don't think they're particularly expensive. They're mounted on walls. We even have portable devices again, the coaches can take. Yeah. <v Speaker 10>What's the, how long is that procedure?</v> Like say you pick the pouch up and unlock it, how long does it take? <v Speaker 24>It takes about a quarter second.</v> You basically hold it up, push a button, it goes pop, take it out. Go. In fact, I was having a little fun with it. I don't know if you did. We <v Speaker 23>Played today too.</v> <v Speaker 24>Yeah. And I know kids will</v> do this 'cause I would've done it. You can walk up to the magnet and if you do it just right, you can kinda Yep. Like whack the side of it. That's what we were doing today. And it will automatically unlock. And then you're, you're the cool kid and you just walk out and slide your thing out. <v Speaker 23>So it's just a funk. And go</v> <v Speaker 10>How, okay.</v> Are the magnets, the, the devices, are they pretty resistant to abuse? <v Speaker 24>Well, the magnets are so I'll, I'll tell you,</v> I I didn't want to go too long on this. We did, but it's worth, it's worth it. So I was talking to a sales rep and I, and I talked to a lot of sales reps and I had a little fun. So she said, you know, we've got this, don't worry, Roger, we've got these things. We set 'em on a table and the kids can just walk up to the table and do this and look at this. When you're ready, you can just unscrew the magnet and take that and just bring it back and put it back on there. It's a, and I said, can you lock the magnet? And she said no. And I said, well, you got a little concern. Are you telling me you haven't heard from schools where, 'cause if I, I'll be honest, if I were a student and I had one of those when I was in high school, I would've tried hard to unr the magnet. And she's like, well Roger, the solution to that is normally we just have a teacher or someone else stand at the desk while students are doing that monitoring everything. And I'm thinking, this is a bad use of of personnel. I said, do you have any other solutions? She's like, we've got a new prototype, which we have that is a little, it's a small box about like this. John's gonna love it. It just mounts to a wall. The screws go in, can't be moved. It even has little things so you can lock it shut if you don't want it open during the day, it's opened. And that magnet does not unscrew it's sealed there. So there's mounted plastic <v Speaker 10>Casing or metal casing.</v> <v Speaker 24>It's a metal casing with, with a very strong metal magnet.</v> <v Speaker 10>It also looks like a small prison. Yeah. The</v> <v Speaker 24>Magnet itself, it's probably about, you know,</v> they are rough, pretty big. But they, the other question I ask is, what about a kid? 'cause another thing I would've done is I would've looked online. Right. I would've tried to find a magnet that could unlock it. Probably. I have no doubt they exist. The sales rep said that typically any magnet that's gonna be powerful enough to unlock these devices would run the risk. If they're not, there's a damaging the devices. So student might learn a little bit of a lesson if they're gonna fried their, and the one I've tested was pretty darn strong. We were putting some metal on it and trying to pull it off. Yeah. It's a strong magnet. <v Speaker 23>No doubt.</v> <v Speaker 10>Interesting. That's awesome. Yeah. That's</v> <v Speaker 23>Cool.</v> That's awesome. The committee talked today about the data that we've collected about like how often teachers think right now at the middle schools that kids are breaking this rule and it comes down to about 5%. And they concluded with that information that that's probably the 5% that's gonna try to outsmart the yonder pouch as well. And it's, it's gonna be one of those things that just is, and eventually it'll wear off. And, and as the elementaries and the middle schools continue their process, there's gonna come a time when we just don't need it. Yeah. And that's the ultimate goal that we, that all of this is just gonna become part of what we do. <v Speaker 9>The honor pops just high school</v> or element middle school and high <v Speaker 23>School.</v> They middle schools and high schools don't feel like they need it. They, the middle schools have been very consistent with and elementary, but middle school and elementary, did I say it wrong? Yeah. Yeah. Just for high school. Just high school are the ones and because of where they've gotten themselves with trying and yet not being consistent with it. And so that's part of the rollout plan is that we, we have to have time with teachers to talk about the consistency piece and about modeling and all of those kinds of things. We need time with the community. We're putting together a speaker kind of series that is really about the detriments. It's not about us taking phones, it is about the detriments of social media, pornography and gaming on kids' brains. So it's basically the book of generation. Yeah. Well <v Speaker 1>That's really neat that I</v> <v Speaker 23>Think that's, and it'll be a</v> conversation kind of thing. Yeah. <v Speaker 1>I think our community needs that.</v> I mean, I think any, any community <v Speaker 23>Needs and that, that was the whole thing was it's not</v> enough just to stop school people. We need to be information providers. <v Speaker 10>What would it cost to offer that to</v> like a free download on the Garfield R two website of that book? <v Speaker 23>Of that book. Well, with a membership,</v> the audible book is like, fif antax is like $15. <v Speaker 24>That's not bad. But I would say, I,</v> I would be stunned if the public libraries don't currently have that book and they <v Speaker 23>Yeah, you can get it library</v> <v Speaker 24>And you can download it as an book.</v> <v Speaker 10>I have the library in about 28</v> <v Speaker 1>Years on my Spotify.</v> I heard it just through Spotify. It was just one of my <v Speaker 10>Included audio.</v> That's what I'm saying, audible. If we could just maybe blast it and start getting this messaging out like soon. <v Speaker 23>Yeah. Yeah.</v> <v Speaker 10>'cause this needs</v> to be like at the forefront of this is why we're wanting to do this. <v Speaker 23>Yeah, exactly. We really want our friend Jenny Nipper,</v> who brought the book to us in, in to, to help us to design what this might look like. Yeah. The high school Coleridge has ideas ever. All of the elementaries had ideas today. They're gonna put them all together and then we're gonna try to like consolidate and go, this is the direction we're gonna go. Some schools just want to do it on their own during a SAC meeting or a PTA meeting as far as the elementaries go. But the high schools are looking for a big to do. They want the police officers there and interpreters and Well, they wanna talk about the safety. Yeah. There is a clause that they added today that was once it is safe to do so in an emergency after the emergency. And it's safe to do so. Students will be given access to their phones in order to be able to contact their parents. But it's when it's safe and it's after anything. So like at Rifle High School, if we've been collecting 'em, and people are gonna say this, it's a safety issue, right? We're gonna get to a place where everything's calmed. Everybody's been unlocked, we know they're safe. And we're just gonna say, go to the the clicker. Go to the magnet. Use your phone, contact your parents. Let them know. Let them know you're okay. Let them know what happened, but communicate with them. Because there comes a time when the emergency is over. <v Speaker 10>Well after the incident, you know, Monday that was,</v> and I, I, Tuesday yesterday didn't take It's yesterday. Yep. Yeah, it's yesterday. I didn't take my own advice and I dove into the comments on Facebook. <v Speaker 23>Chance.</v> <v Speaker 10>I know.</v> Don't ever, but you're a hundred percent right. There is a safety issue and, and it's a legitimate issue. However, I think it's, it's easily debunked when you say, and I think it was either Heather or Lisa, you might have said it to me one time, was in a time of emergency, we want the children paying attention to the adult in the room, not worrying about their parent. We don't need 26 children contacting 26 sets of parents, guardians that all rush 500 people to the school at the same time and make a horrible situation, possibly worse. Worse. And I, it's, you're, you're, it's, and that's hard, a hard thing to say to a dad or a mom, but it is the truth. <v Speaker 23>So we have a whole section of frequently asked questions</v> that we've gathered from the school districts around us, and that is one of them that we're crafting an answer to here all the other ways that children will be safe and that we can implement this with confidence that we're gonna be doing the right things. <v Speaker 3>Well, and I, and I think with that also with the students,</v> you know, contacting parents and stuff too, I think it's also important for staff not to be reaching out as well. Absolutely. So I think that's, <v Speaker 10>That's a great point.</v> Because as anything, you're gonna get the people who makes the teachers are off the phones, you know, and then <v Speaker 23>That's also part of the question and answers</v> and the guidelines of it. And what we are expecting from teachers be a good role model. Yeah. Right. They know when you're just scrolling through your social media and when you're looking up how to translate something, those kids know, I don't care if they're in first grade or 10th grade, they know what you're doing. So be responsible. They didn't want to, the committee didn't wanna add a bunch of teacher rules into this piece that we're bringing forward. I mean, they have all the procedures written out, all the questions and answers, all of the, the rationale. The rationale is a beautiful done piece of work includes all levels within there. They just didn't wanna make it about teacher rules that that'll come later. And we'll be bringing the policy next, next might come into this responsibility <v Speaker 10>Policy</v> <v Speaker 23>For that.</v> And it might, yes. And we talked about that today as well too. Definitely <v Speaker 3>The adult in the room.</v> So you would hope that <v Speaker 23>Yes, ma'am.</v> You would hope that you would hope so. And we know that sometimes you have to be very, very, very clear with what a mo role model looks like. <v Speaker 15>Okay. So Lisa and Roger. Yeah,</v> <v Speaker 23>We gotta be done.</v> There's, we're <v Speaker 15>Gonna about cell phones and policies in December</v> and January, and we've already gone pretty deep. And we have still three other initiatives. And we're at 49 minutes. Thanks. Okay. Go. Thank you. <v Speaker 18>Ready to go next? Yep. Well, I learned something tonight.</v> We're gonna accomplish all the financial initiatives by putting the district's cash in a yonder pouch <v Speaker 3>To Jeff, sending him over to Denver.</v> I like it guys. Fun balance in here. <v Speaker 18>We're gonna talk about staff success.</v> Devin and I share in this, the first is to secure the financial resources to take care of the staff. The board last year took a huge leap of faith and, and gave a very generous raise to the district. And to me that was like, when, when your son comes up and says, can we go to Disney World this year? And you say, sure, but that means no spring break or that means daddy does need for three months in my case. But yeah, we now have the challenge of managing past that. And so, and that, that's what's driving the initiatives. When we met with the staff at the end of the year, of course we, you know, we get pretty geeked up about the strategic plan and everybody came up with all these initiatives and we asked them, what, what was your take? And they said, man, it's a lot to take on. And so one of the things that we did in finance, we said, let's simplify, simplify, simplify. And is there a way we can ask you to do very, very little? That's very, very effective. And we, and, and we'll take the burden off of those leaders. And so we, we have basically three initiative initiatives, financial education and training, financial communication, and improved procedures and best practices. It turns out when you ask the principal, you know, are you interested in hiring a new person and filling out 18 forms and knowing that the position control number, and then make sure you code them with a very simple 22 digit code. They've got other things to do. And so what we're trying to do is take things off of them and make the schools, make the, make the schools' jobs easier. And we'll, we'll provide the tools to make that easier. So when you look at district level actions versus the school and department actions, I hope the bulk of the work appears at the district level. And, and the schools have simplified procedures. That's our goal as far as financial education and training. We want to provide education at board meetings, education in, in the financial meetings. I think with Mr. Bl, we've had three now, anybody's welcome to join those. Anytime I get a chance to talk about finance as people realize the way that it works and that, you know, it's, it's, it's not, it can't all just work over time and generate more funds for, for everything. The clarity seems to, to to, to open up, open minds. And so I've got a, a presentation Friday, I was gonna say tomorrow with cs. So any chance we get a chance to talk about finance, we try to do it. And that's, that's part of our education. All of our legal, or sorry, our financial secretaries get legal and financial training once a month. And then we're working with them to create protocols that will help when we hire new staff, a new financial secretary. You know, when we have te new teachers, we really pour a lot of resources into 'em to make sure they're ready to go. Financial secretary's tough. They, they drop into a building and they're in charge of 300,000 to, you know, $400,000. And, and we've gotta make sure they're ready too. 'cause turnover is what kills financial departments. All we've asked the school to do is support your staff and get 'em to our meetings, support staff, get 'em to our meetings. We'll provide you the agendas and, and, and you can review those if for accountability purposes or if you have questions with financial communication, transparency, improvements. Try to provide financial education three times a year at belief meetings. We just did the first one about three, four weeks ago. We want to, we wanna make sure we're educating the staff as to the financial status, background, procedures of, of the district. What we've asked them as to have regularly scheduled meetings with their financial secretary. They're busy and sitting down sometimes and finding out you're over budget on the crayons is not fun. So we were asking 'em, make sure you're in touch all the time with those budgets. We, we have quarterly budget meetings with them. I think Kathy's been in the schools now 20 times. She's gone to every school twice to educate in, in not only their budgets and where they're at, but a couple of new financial opportunities for them that, that open up new resources for teachers with improved procedures. We're, we're created a compensation committee. Any, any time we're in increasing staff or changing staff. The, the auditor asked me today, he said, he said, how's compensation committee going? And I was like, oh my gosh, I promised him last year I'd do that. Luckily we are. So I was like, oh, it's great. It's very consistent. So apparently that idea was, was, was hatched at least a year ago. And it's, and it's in full force. We meet, we meet monthly on those things. Improve SOPs at our level in case there's turnover at the top in the financial department. We wanna make sure that whoever comes in can sit down and pick up a perfect manual and take over the job. And then creation of a, a budget transfer schedule. Kathy's working with the schools constantly to talk about where, where they're really spending their money. How can we sharpen that budget down to exactly what's happening at the school level. We've just asked 'em to turn your stuff in on time, make sure, and we, we beefed up their calendar so they can see it. We don't have a lot of deadlines, but we gotta get those time cards in. We gotta get those extra pays in. Our staff doesn't get paid their extra pays. It's hard to explain to somebody they did $300 worth of work and they didn't get it on their paycheck. It wasn't turned in. That doesn't seem fair. And so we're working with that and then asking everybody to use our compensation committee, which feels like common practice now. It's what it's what we do. And I told the auditors that today. I also wanted to bring up one thing about career pathways that dawned on me today. Sat with Mike Dooley, our, our auditor in charge CPA very bright fellow. So he obviously asked, what is your background? Outdoor leadership. He had an outdoor leadership education. He, he, I asked him, how long is the longest you ever lived in a tent? I wondered if he beat my record. My wife and i's record of two nights. He, he said he lived in a tent for three years. Wow. Oh wow. Taught outdoor taught leadership, taught survival skills. Where at, at, at, in Gunnison. Oh wow. That's little cool. Outdoor Gunnison. You don't do that. Yeah, that'd tough. Yeah. And ended up working in the AP department for the college. They, they agreed to pay for accounting classes, passing in housing. Kidding. I did that. What the 10 was. Yeah. But he ended up passing the CPA in one setting. CPA exam, which is, okay, let's figure out how we can make 10. So outdoor leadership straight into oddity. So yeah, he's the only person I know with a weirder career path than me. So, yeah. Anyway, that's all <v Speaker 25>I'd like to thank Simone for printing this.</v> Okay, well thank you all. So I'm the second part of our staff success. And all of our strategic plan priorities are around staff satisfaction and retention. And where that starts is with Jason's priority, right? You have seen the engagement surveys over the last few years, and it always comes down to salary. I don't care where, where you're at, those are, that's always gonna be the higher category. Salary benefits than quality of life, things like that. Well, we're doing everything we can to make sure that we can give raises, we can get, stay competitive. We can maintain the benefit package that we have because it's extremely attractive and it's great for our families and our staff. And what else do you do? Because school districts are known for not making billions of dollars. I want to find an educator who has made billions and billions of dollars, which working for education, it is a service industry. And so what else can you do to ensure that staff are happy and satisfied in their careers? And so the next level you'll hear all the time, if you ever hear podcasts, anything like that, you, you talk about the relationship with supervisors, the training, they get their introduction to the organization, things of that nature. Last year we really worked on a district-wide orientation. All of our leaders were on board. They were very supportive. Everybody sitting around here was participatory in the orientations. And we implemented that last year. That was huge. Everybody got that experience where they got to be introduced to the strategic plan. They got introduced to our top leaders. They met with every single person from all the departments across the organization. So they felt a part of something, right? And that was consistent. They knew where they were going. They knew how to understand their paychecks and read those. Because education is kind of weird because we pay over 12 months instead of time accrued, things like that. So the consistency there was great. If you haven't heard a trend, consistency is the trend, right? Of that is what the trajectory is. So that's really where we started. And now the next level of that is the initial orientation. But onboarding, right? All of you have probably been in a position where they've said, oh, you know how to flip a burger. Here you go. Here's an apron. Get to work. Like I have no training to give you. And then you've probably been in an organization where they said, this is how you do X, Y, z. There's an SOP, you know, standard operating procedure for this, for every step of the way. And that's what we're trying to achieve in consistency across all elementary schools, middle schools and high schools, and the different disciplines. One really amazing thing that's happening is we have a large, you'll see in our staff reports is we have a large population of special education staff because that is needed, right? We get funding for that. And so Amanda Bingman and Aaron Bodett have done a really great job of researching great onboarding techniques. We have also heard from, oh, from our third party of what they, they suggest for our special education staff. So that is going to be our district's action of me gathering data from the schools. They already started at the end of the year, like Jason said, giving us some information of what do you currently do, right? And we have some great examples that some have consistent procedures of how they onboard staff. And so we are going to be looking at how we can take what is currently being done and taking all the really great ideas and making consistent process for onboarding across the board to ensure that everybody has a great experiences. They come in and we can say, we have done everything possible to prepare you for success. Same thing with students, right? Is they say, this is what you're gonna need to know by the end of your first grade year. This is what you're gonna need to know by the second grade year. Things like that. So same thing applies little humans to be humans, right? And how we do that about onboarding is once we get 'em in the door, how do we keep them there? Right? And going, talking about attendance, we are so excited about our amazing attendance rates with our students, right? This is huge. Our teachers are trying to encourage them to be there every day. And so we were just talking about staff rules. How do we ensure that they are making every day count, each four days of the week that they get to stand out in front of students? How do we ensure that they're being fulfilled in their jobs, that they want to come to work? How do we ensure that they're staying healthy and they can be here at work? 'cause you all know germs are flying around like crazy. How do we ensure that they're staying healthy by utilizing their preventative benefits that we provide and ensuring that they stay healthy and ha have that work life balance? How do we ensure that they're using their Triad employee assistance program to be mentally healthy? We have supports for our students. And so you see the correlation there where the same concepts are applying to our students that are with our staff. And so how do we take what is working in the student level and apply it here and what is working with our adults and applying it there? Because once again, career pathways, eventually we need these students to grow into adults. And so we need our adults to model great behavior as well. And so our staff, our leadership teams did a really great job of giving us some insights all the way to, you know, can we incentive by a trip to Tahiti? I'm not sure Jason's gonna approve that down to our HR staff. That's like, I'm food motivated, can we incentivize with a pizza party? You know, something small. And so we already have schools that have really great incentives. Cactus Valley being one of them, and their staff are buying into it, you know? And so I'm also really thankful for Michelle Snyder, a districtwide sub coordinator and Lisa Pierce for gathering data again, to show what our attendance rates are, what the trends are. And so that, there's a little bit of a competition there too, because when the two high schools see their attendance rates and the two little schools, the other elementaries, and they're like, well, their numbers aren't right. I mean, it builds some, some competition there. So we're really gonna be working on that from a district level. So a district initiative and a school-wide initiative, because I think we should model that as well and be supportive and at the ground level, what works for each one of them. And continued professional development. I, I just feel like I keep reiterating, but the first kickoff of the year, I got to be a presenter at our first professional development. And it, it was really great. I presented on how to navigate education in a political year. Let me tell you how nerve wracking that was to present in front of educators. Two of them were my personal educators in this district. It was a little nerve wracking, but it was really great and it was an amazing procedure part to be a part of. And I'm glad that we're continuing that professional development for all staff that we have. And then next is our clear expectations around policy. One thing that I learned coming to this district, this is very different. I, I attended a, a public law update today. And the world of education is very different when it comes down to laws and policies, things like that. But what one amazing thing that we have is clear policy that comes from all the way to the state level, right? With state statutes, things like that. And within those statutes, we can set our own expectations. And so that's something that Fathom and Cassie buckle up. We're we're doing lots of policy work in the coming months and just setting those clear expectations because educators want something that they can lean on and say, this is the rule and this is how I know how to follow the rule. You all know that, you know, with educators is they need to know what the standard is. What's the consequence if I don't follow, follow the standard And here we go. And so I have learned that as well. They really love rubrics and they really love hard rules to point to. So that's gonna be our big goal. And I need to employ a lot of help because I can't do this by myself. So I'm really excited. And I just wanted to lastly talk about our graph. We're not changing our graph either. As our goal kind of goes up and down, we hit it, we blow it out of the water, but we're not, we're not changing our end numbers because it can ebb and flow and we're collecting data in a more consistent fashion. You're gonna hear in December from the Aspen Business Group, which is an amazing thing. And talk about getting help as we are putting our stay interviews, our exit interviews and our engagement surveys in Aspen Business Group. And they're correlating the data and it is staying there because if I'm not here, you're all not here. The data is consistent, it's consistently collected and tracked. And so those numbers can't be skewed. They're honest and they're transparent. And I, I'm just really excited about that. And so I look forward to the results in December. <v Speaker 26>Cool. Thank you.</v> <v Speaker 25>And Theresa,</v> <v Speaker 26>So I know we are just so, yep, we are just a bit over.</v> The good news is that you guys have already basically heard all of this information when I presented before. Yeah. So family community partnerships, we also are maintaining the same graph for very much the same reasons we go up, we go down. End result is still, we still want it to be the same. And I think one of the things you heard tonight from Cactus Valley Elementary is when you're talking about high impact strategy, which goal setting with kids and families is absolutely a high impact strategy. Look at what happens. And, and you heard a whole lot of accolades from families and staff around that high impact strategy tonight. So we are, I'm gonna start on the, the back page with the, with the initiatives. The first one of course is impact increasing activity in our school accountabilities. And we've had to look at that a little bit differently because parents are busy. Parents are all over the place with their kids doing activities or they're working and getting schools to be able to have a second meeting just around school accountability data is a bit of a challenge. And so they are, and again, you heard that tonight with Cactus Valley. They infuse that into the places where their parents are already at. They're meeting their parents where they are at. And so whether that's PTA, their booster club wrap, they're, they're infusing that school accountability information into their existing parent meetings. The second is, again, around high impact strategies. Kelly and Stacy presented at our believe meetings around the high, the high impact strategy of goal setting with families and shared all of their resources so that any school that wanted to, to kind of take that on as their next level opportunity could absolutely do that. We've talked about a couple or several high impact strategies at Believe meetings at this point. And again, trying to meet schools where they're at and not have them do one more thing, asking them to take on something they're already doing. Eureka math, i-Ready Pro or the ICA process and start to dabble in high impact strategies around those initiatives that they're already doing. Much like Lisa was talking about with data collection. We needed to go a little bit deeper. So we are asking our principals to do some data reporting on things around volunteers and parent teacher conferences and attendance at PTAs and what kinds of things our kids are doing to support our community because we do far more than I think anybody expects or, or understand with the community and supporting them. I just think about like Highland Elementary, that, that goes to the veteran's home and they, they do meals at the extended table. Extended table, right? That's coming up. They're doing it again this Friday. So there are so many opportunities, Ridge, national Honor Society, cleaning up roadsides, just all the veterans assemblies that we had this week that is such community impact, right? So to be able to quantify that a little bit and then gather that data, let schools make their goals around those things so that it, it is a little bit customizable to them. And the last thing is that you're gonna hear about tonight is the two-way communication platform that has been a desire from teachers and I think a desire from parents. And we're very close to making that a reality. I I'm excited to see how that transition might impact our satisfaction data with our families because I think that clear, timely, transparent communication, especially around what parents want to know about their kids, which comes back to the conversation that, to bring it back full circle, the conversation that Simone and I have been having around the data that parents feel like would be useful to help their kids achieve and what helps them understand their achievement, that is going to be huge I think in what we report, in what we share and, and how we make that whole process a little more transparent and a little more user-friendly for our families. So I hope one of the things that you have heard tonight is that each of these initiatives kind of builds upon one another and, and if, if we are succeeding in one area, it will hopefully trickle over into some others and there's a whole lot of crossover here. Yep. And I'm gonna shut up because we are well over time. And so Eddie, you have any questions? <v Speaker 15>Nope. Okay.</v> <v Speaker 1>You guys did great. Thank you.</v> We'll, we'll thank you. But you're absolutely right. It's all crossing over and as it's, we're on the right path, thank you very much. Yep. <v Speaker 15>We're gonna, we're our plan is</v> to put this on the website on the, so that especially as it ties into the superintendent search, do use the name of <v Speaker 1>It or anything.</v> Did you just, it's still just strategic plan. Yep. Because the old one won't be there anymore, right? No, that won't be gone. We're gonna take it <v Speaker 15>And put this on. Makes</v> <v Speaker 1>Sense. Makes</v> <v Speaker 15>Sense.</v> Unless, unless you feel like it might be important to have here one so they know where we work. If, if it was <v Speaker 1>Like way over here somewhere,</v> they could find it. You know what I mean out there. <v Speaker 15>This would be front and center.</v> Yeah, this is what you want. <v Speaker 27>I can shorten it.</v> <v Speaker 15>And you know what,</v> maybe we need to say something, although I <v Speaker 27>Was thinking</v> <v Speaker 15>In the sun or down below.</v> It just needs to say your, <v Speaker 1>I don't know that it would need, I don't know.</v> I think, I think if you just, it's still the same one just modified a little bit. I think you're on the right path. <v Speaker 15>Can we change the word white to Caucasian?</v> What was the other thing? <v Speaker 27>The governor's budget. I shouldn't</v> <v Speaker 15>Give her one. Isn't</v> <v Speaker 27>That what you're seeing?</v> <v Speaker 15>That's exactly how the state, anytime you</v> do demographic collections, <v Speaker 27>We can expect more changes in recession.</v> If you want to talk about, I'll tee up the audit and we'll go from there. <v Speaker 1>Perfect. Let's get that going. Sorry, can</v> <v Speaker 27>I go by?</v> Of course. We can wait. No, <v Speaker 15>Go ahead.</v> Oh, go, go, go. <v Speaker 27>Okay. Okay,</v> <v Speaker 15>Go.</v> <v Speaker 27>Alright, well</v> before we get started on this, I think we've got a quick audit update from, from Mr. Lynch. It sounds like things are going really well there. So the financials we're giving you should be pretty close to what you can expect when the audit's fine. Do we <v Speaker 15>Need to reset the timer?</v> You guys only get five minutes. <v Speaker 27>You give us as much as you want.</v> And, and actually thanks for mentioning that though. We, well we have more slides than usual so We'll, we'll try to keep it brief. We're not gonna go point things out tonight. We'll keep it broad strokes for you. Keep it broad strokes. And in fact, this fits in because I, after meeting with you Scott, I came up, I tried to figure out an analogy that might, might keep things at a higher level. So we'll see. We'll see how I did. You can tell me what you think because, because you helped me come up with it. You didn't get to see it but you were instrumental so, so at any rate looks, it looks like it's good for the auditors. Jason also, I was a little politicked out so I didn't pull the governor's budget the day he submitted it to the legislator, but legislature. But apparently Jason did. So the takeaway from that is they've extended the implementation of the property tax reforms that they just passed. They've already changed them, they've extended the implementation by a year. I don't know what that means fiscally, I don't think that's a huge deal in terms of the, the moving parts. But when you see them already starting to make changes to the legislation, you can count on more changes during the session. So they'll be, they'll be messing with what they did in August when they get together in January, just so you know, it's, it's not done yet. And with that, why don't you give him a update <v Speaker 18>In short, everything we told you</v> what a month ago has already changed. It will change the, the just by way of audit update generally. We finished providing all of all of the requested data to the auditors by, by December. We had that done this year by November 4th. Wow. The auditors were on site today and yesterday. Luckily they had an audit that canceled last week. They pulled, they pulled those auditors in and worked remotely on our stuff. So they were halfway, halfway done with where they would normally be. Our, our auditor in charge, the outdoor education leadership accountant extraordinaire said that he really felt like he would have everything he needed and he may request a few more pieces from us by a week from tomorrow. And then he was gonna spend dedicate the first week of December to completing the audit. We had about seven auditors remotely working with us and he was optimistic that we would have the audit to you guys before December 31st. I don't know if you remember last year, I think we had to chase you down 'cause we they needed an extension. Yep. <v Speaker 27>That was mostly my fault.</v> <v Speaker 18>As to the, as to the governor's budget, it it,</v> it looks like there's three big changes. Number one, that that new, that new formula that was gonna be brought in over six years is now over seven. They looking at about 3.2% increase. That's, that's the more, this is terrible. The more inflation generally the higher the jump in funding inflation is now down. Although A CPI did go up today <v Speaker 27>For the moment.</v> <v Speaker 18>Yes. Yeah. And so we'll see that 3.2 may change,</v> but I don't think we're gonna see a huge revenue increase this year from last year. We're probably back to the old steady days of that two point a half to 3%. And the final piece was they're, they're suggesting that instead of averaging a student count over five years, they changed that to four years in the funding. And now they're saying, how about we just do one year? So if you have a, a wild fluctuation in student count, you could have a wild fluctuation in revenue. So I don't know, we, I neither of us think that's gonna be the final package. That's the first volley and I think Jeff's right. That means we're gonna see a lot of changes in the next couple months that indicate to us what kind, what kind of revenue we're looking at. <v Speaker 27>So anyway, yeah, that, that change from the five year</v> average is gonna be a big deal. It, we actually won't experience as big a hit because our biggest year fell off two years ago. So we're actually a little better off in that, in that new scenario than some other districts will be. But getting to our presentation tonight, it's good to see y'all again and we'll, we'll really let me summarize the 2324 results here for you briefly so that we won't spend time during the presentation 'cause we can, we can give you that stuff when the audit is officially done. But Jason and the team spoke with the audit today. Paul definitely is the type of auditor who's gonna let you know if we've got any concerns, findings, anything like that. They seem to be not only very happy with how efficient Jason's team got them everything but also with what they got. So it sounds like we're looking at a clean opinion. He didn't, if we had findings we would know about him. Now they may still have some adjustments or some things they want to ask us about after they finish everything. But anything major should have come up by now. So it looks like the audit's doing well. And overall we were about 300,000 off of what we projected in the expenditures and we were about 20,000 off in what we ex projected in the revenue. So it's essentially where we budgeted in June when you all approved the changes that we made. We were real close to that. So there will be a few things in this year that we'll talk about, but last year is ending right about where we figured it would for the most part. So we'll walk you through the quarterly results, projections to year end and then cash flow. And like I said, I was thinking about, and this should be good for broad strokes 'cause it's kind of that approach how, how to present this because sometimes when we talk about cash flows in the fund balance, we, we focus a little too much on the fun balance and by me, I, we, I mean me first, but then that kind of flows out from there. The fun balance Jason and I are your weather forecasters for this evening. The, the revenues and expenditures or the financial statements are the weather outside the wind, the sun, the rain, et cetera. The fun balance is the thermometer that just gives us the temperature for the weather. So it gives us a very important piece of information. But like the temperature on a thermometer, it's only one time you look at it and it could change the same with the fund balance. We measure our fund balance once a year at the end of the year and that's right after we get our property tax collection. So it's a pretty good time to do it because it shows really in a sense, what do we have to contend with for the next year right off the bat, right? Not all of the resources flowing through. So it is a good measure of of just a quick check on the health of any organization, not just the school district. So, so when we're going through this, hopefully that'll help think about where the fund balance fits into everything else. The the financials or the bigger picture and the fund balance kind of gives us whether we need a jacket or not. <v Speaker 18>Right? An umbrella. Where's this guy come with this stuff?</v> <v Speaker 27>I'm</v> <v Speaker 18>Oh</v> <v Speaker 27>My gosh. And Scott, is</v> <v Speaker 18>This how they talk to you in those?</v> <v Speaker 27>Like, like I said, he gave me the inspiration.</v> He didn't have the opportunity here this yet. That's <v Speaker 18>Why I invited all of you guys.</v> It's wonderful. Wow. I'm gonna jump to the, the, the revenues, the revenue page. You're gonna see two charts there. The one on the right is last year, that's the last fiscal year. That's what's under audit one on the left. That is the quarter so far. So it's a nice comparison to see what this quarter is kind of based on what last year is. That picture on the right will come into focus as the auditors complete everything and give us their final numbers to save a little time tonight. We won't get too much into that pile. I'll stay over here on the left <v Speaker 27>And the auditors did not say, holy cow, that's all wrong.</v> So we think it's in good shape. <v Speaker 18>It'll be, it'll be very close.</v> The on the left you've got the quarter. So the first quarter and where we're at, this is revenues. So you can see if you go all the way down to the bottom where 24% well for a quarter, shouldn't that be 25%? This looks great. Revenues don't really work that way. It's kind of nice that it did for this piece of paper. It is but revenues are are not linear. They, they can change. In fact I think we've seen up to $2 million differences in, in in months as revenue comes in. It depends on the timing of federal funds, it depends on some other things. So as you look at that, especially if you look at local property taxes 1% in that's not anything the district's doing wrong. Like we're not collecting nothing be aligned. That 24 other percent that just all comes in at the end of the year that comes in in that April May huge piece. So the one thing though that's, or a couple things I do want point out, if you look at the equalization, the state sources equalization we're at 37%. The reason that we're above pace this year is last year we got one 12th of our state share paid out over 12 pays this year they've given us one ninth of it, paid out over nine pays. They're trying to help us front load the cash to get us through to that April may when when that 1% over there finally comes in. So we're collecting cash from the state at about $1,000,001.3 million more a month. But that will stop and then it'll be up to the local share to carry us through the end of the year. So you'll see that it'll race towards a hundred percent in about April and then it it'll stop. Yeah, it shoots right up. The other thing is if you go down to the earnings on investment and other local sources, there is some interest in the other local sources. We probably need to rebalance reallocate. So which, which categories we put that in that's not necessarily behind or ahead. You can see if you kind of balance them, it would come out. The other thing I wanna say about that is as interest rates cut as we cut interest rates, you'll see that we lose that rev, we lose that interest revenue. And so I would expect to see less interest revenue compared to last year. And I think we're gonna see another cut next month is at least still what they're saying. So can <v Speaker 9>I ask a question while we're here.</v> Mineral leases, why are they more 418 versus the whole year? Last year was 2 83. <v Speaker 27>Well that great question. The 2 83 was our budget.</v> We actually got almost 400,000. Okay. Year to date. I last year. So we did actually base it on the three 90. We're thinking we're gonna get a little bit more and I thought it may, you may have talked to him but I thought we talked to the county. It's been going up a little bit, not tremendously. And there's, there's mineral lease that we get from Garfield County and then we also get some revenue for federal mineral and gas lease that I think the county collects. But it's not a grant. One of them is a grant that comes from those funds. And then I think all of the counties share in mineral leases based on the organizations that have drilling in their area. The county kind of portions that it's those two pieces and we've seen that other piece. What the county collects, not the grant. That tends to be about the same every year. But the other royalties seem to be going up a little bit. That could be a little high but, but to answer your question, that was why we increased here. That was projected off <v Speaker 9>The year to date. Okay. And the goal</v> <v Speaker 18>Here is to project it, you know.</v> Exactly. You can see in last year, if you go down 104, the these dollars are the happy ones. They have the plus sign by 'em. So 104 is good. Yeah, I'm gonna let Jeff talk about the sad dollars that have minus signs by 'em in a second. You always, they go over it, it's bad. But these are, these are good dollars. So revenue, they're <v Speaker 9>Frowny pieces, they're okay.</v> Well and I guess maybe this is where you asked, somebody asked me what happened to all the pot shop money? Where where does that fall in In on the budget? Oh, oh pot shop money. Yeah, you know the, wow, <v Speaker 27>That's a really good question.</v> <v Speaker 9>Hot Money Duck Hot Shop. Never heard of that.</v> I was thinking pots and pain wasn't part of the deal of pot. I was a little slow. Wasn't that part of the deal in the funding that Best grant we've talked <v Speaker 27>About, they yes, they put most</v> of it in capital construction. They were really, they did end up using a little piece of it, but it's not, it's not really a, you know, total program is about six or $7 billion a year. And the, the money that they were putting into the school funding not best was a very small piece. They, they were, and and you know, I, I get it. I won't get into any of the ethical or moral questions, but they struggled a lot with funding, any of education with, with the marijuana dollars. So most of it went into best and that was a chunk of money. I was close to 50 million or something. Yeah. I mean <v Speaker 10>It's legal in this state to give us our money.</v> <v Speaker 9>Yeah,</v> <v Speaker 27>Well you know, there, there were a lot</v> of people advocating for that. Well and I think so they may even <v Speaker 9>Consider think there, there's a lot</v> of questions out there about it right now. And they were asking me as a school board member, like, where is that? How much do you get from those actually? And I'm like, I have no idea. <v Speaker 10>Well we did the remodel here or the floor level.</v> <v Speaker 27>Yeah, we've actually done pretty well.</v> <v Speaker 9>Yeah. Yeah. Okay. Yeah. And, and</v> <v Speaker 27>I'll send you a copy of the, the governor's letter and the</v> <v Speaker 9>Governor's proposed budget.</v> I'll try to get that in the email tomorrow. Thank you. Okay. <v Speaker 27>And then let's go to expenditures</v> and we'll kind of do the same thing. Jason did we, we did go a little over last year. 328,000. That's not too bad. We were hoping to avoid it. We'll have to tell the state we're sorry but they won't mind too much. We'll try to do better this year. But the better part of it is we projected about 1.5 million of an increase to the fund balance and we got to 1.2 million. So the 300 threw us off a little bit but we did, we did pretty well on the budget overall. That's all we'll do for last year, this year. There's just a couple of things I wanna draw your attention to and they're actually on the second slide in the three bullets. So I'll just cover 'em there 'cause we'll also see them in the projections. But the salaries and benefits are running a little high because we only have a half a month of payroll in July because of the many people are off. And you've heard all that so I won't bore you with it, but you would expect your, your percentages or your variances to run about 21 or 22% in payroll for the first quarter in a school district because of that. So this is running a little hot. I don't think it's anything to get upset or excited about, but we will want to keep your, our eye on it and I'll show you why when we go over the projections. The other thing is, and I kind of messed this up, but if you look at other expenditures and debt service principle at the bottom left hand corner, that 520,000 is an adjustment I needed to make. We booked the budget for the JCI debt payment before you all approved it. So I was backing that out and the entry is still showing up in the system. I was gonna zero that out. So your variances were a little prettier, I apologize. But we're trying to match up the savings we have from the JCI project to the debt payment before we present it in the financials so we can explain it to you all. That's a bit of the, of a delay, but that's why you're seeing the cost go up a bit of over budget is we weren't sure how to handle JCI, we knew it was coming but we didn't know how to budget both sides. We're working with JCI, we're trying to set something up with them to figure that out and they're probably gonna help us with the presentation for how and how much we're saving. But that's what you're seeing there. The payment is gonna be ongoing but we should be able to adjust the budgets a bit so it's not quite that ugly. And then the only last thing for now is purchase services and supplies and instruction. It looks like purchase services are 60 or sorry supplies I was at line too high are way overspent at 60%. But we budgeted some of the supplies in the purchase services, those two lines. When somebody comes out and paints your parking lot, you could call those supplies if you wanna, you know, say we, we gave 'em the paint or whatever you could call it services 'cause they came out to paint. There's that kind of judgment in the coating and we just need to reallocate those. If you look at them together, they're actually under 25% in total for the quarter. So they're in line. They just don't look that good right now. Those are our three things that we'll clean up and bring back to you before January. I will stop there for a moment. <v Speaker 18>We'll skip to the next chart,</v> which is your estimated revenues. Basically what you do here is you take your revenues to date and then you extrapolate 'em out and see where we would be at the end of the year. Good news on the specific ownership taxes, those are running a little hot. I've, I've been watching those come in compared to last year and asking Jeff like, are these this, this is looks good. And so if that trend continues and we'll have to see the car market affects that tremendously. And so you know what the future holds for the car market. We'll see. But that, that would be great. The, the other two at the bottom, the the, the earnings and the other local sources that are listed together. If you net those out, they're pretty close to being projected at what we're talking about on revenues. So I don't think you're gonna see a massive shift in revenues by the end of the year. Car market could affect it some. But <v Speaker 1>When you say the car market registration.</v> Yeah, that's what I was wondering. That $4 I spent when I do my registration, that that's compiling up to 1.8 almost 9 million this year. <v Speaker 27>Yes. And and it is, it's also, you know,</v> mobile homes are considered motor vehicles, your titles, boats, RVs, all but, but any vehicles purchased would be part of that value tax. <v Speaker 1>All to think about.</v> <v Speaker 10>I'm looking at trailers too.</v> It says earnings on investment. Is it, are, are school districts able to invest in <v Speaker 18>We buy crypto.</v> <v Speaker 10>Crypto's</v> <v Speaker 27>Gonna, doge coin is</v> <v Speaker 10>What I told her</v> <v Speaker 27>That.</v> Go ahead. Go. Well, school districts are allowed. There are, there are definitely restrictions. But Cherry Creek has a pretty sophisticated investment arm. They've got a cash management where they're, they're investing in securities and if we want to do that, you don't want me investing in securities. I don't invest other people's money. But that is, that's a little above what we have the cash for right now. But that's a great question because our, our debt service earns interest. We have a balance for the bonds that we're paying. So we do earn some interest on those. And then our only other investments are our cash accounts and we're earning, as May, as Jason mentioned just a minute ago, we're earning quite a bit of interest on those with the increases in interest rates. And you know, at the beginning of the year we've got about $20 million in the bank, which we're earning interest on throughout the year. While that balance is declining, it's still a chunk of money. So it's, it's both a little bit on our bonds. I can't remember, but I think it works out to about 30 or 40,000 a year on the bonds. So that's pretty nominal. But then the interest we've been earning, that's, that's been a little over a million a year between those two accounts. We've got a, a money market account with, I think it's subsidiary US Bank, but it's, it's called CSafe, right? Yeah. CSafe is our investment account where we earn the most interest. But Wells Fargo and Alpine Bank, which we have accounts for, for three, we got three accounts, right? Wells Fargo. Okay. We earn interest on those and that's really the money you're seeing run through there. Moving to the expenditures. I was able to fix that entry I made in this schedule. So when you look at the debt service, we don't have a budget in there because that's actually a new line. Like I say the negative number was the adjustment I made to get the books back to where they should be. We'll fix that when we get you all to approve that entry essentially. But at any rate, we're projecting about a $3.6 million deficit at year end. Jason mentioned it's the 6%. We, we made a stretch for the salaries this year, by the way. Sorry. Since the fund balance is one, one time a year, basically. That's why we don't put it in the current year column for the financials because it changes wildly throughout the year and might be misleading. At any rate, we're we're, we're a little over between JCI and the payroll. That was the last thing I wanted to mention is when you project that out, like I said, we were about two to 3% or three to 5% off the, the projections for payroll if it stays where it is, will be between 103 and a hundred percent over budget depending on which salary or benefits you're looking at. That's not a huge amount and we can keep our eyes on that throughout the year if there's something we need to do based on the cash flows we're looking at and the cash we have, we have time to really kind of build changes into our budget that we would need to make next year if this truly becomes a problem. But I don't, I don't anticipate that at the moment. So we'll move to the fund balance projections and get outta your hair here fairly quickly. Just so you know, I I wanted to keep these very as similar as possible to what we presented in June. So some of these numbers have not changed for, for everything. For example, the new legislation, what we gave you in June was before the new legislation. So we gave you a comparison between what the pro projections look like with the quarter just ended and what we presented in June just so you can get a feel for the changes. There are a few, but, but, but that's why you have those And overall it goes down a bit as Jason will explain, we, we've thought it'd be about 16 million with the new numbers we're at about 14.3 million. However, coming back to the thermometer analogy, even when you go all the way out to 2027 while there's $4 million worth of difference, keep in mind that's just the temperature because you add 8 million of your reserve to that, you still have a comfortable balance. So the temperature's comfortable, but it does indicate that the weather may get a little rougher and we might have to do some things about that. But like I say the, the JCI and changes like that, we didn't move those all the way through 'cause I kind of wanted you to see our results relative to what we presented you in June and then in January we will walk you through how the JCI stuff is gonna work and any other adjustments we think you might need to make. But overall it's looking good. And I didn't mean to steal your thunder, but I thought I'd knock 'em both out at the same time to save time. Yeah, <v Speaker 18>I think that was smart.</v> But we're back to, you know, we took a, we took a leap last year. We all things held the same. This, this is the picture that it paints as it goes forward. That's what, that's what you've asked us to do is manage it, manage it, manage it, get it back. And when you think about a three, 3.2% increase, if, if we can maintain our salaries at the pace that everybody said last year, they would, you know, if we gave 'em six, we could go, we could go for steps and do that. It creates about a 1% difference. You roll that in and start chopping away at that negative deficit every year and get us back on track. You know, we're just, somebody gonna have to probably not eat, eat dinner until March. 'cause we're gonna, we went to Disneyland. So, but that's, that's the, that's the piece that <v Speaker 27>Just till January.</v> Yeah, that's not till March. The <v Speaker 18>Credit card</v> <v Speaker 1>Comes and so far the audit</v> that our outdoor rec guy's doing, everything's looking good as far as what he's seen, no issues right now. Information he needs. 'cause that's, we stumbled up a little bit last year, wasn't it? Just they needed some things. <v Speaker 27>Yeah, actually I just held them up a little bit.</v> It was mostly my fault. Not entirely. Their in charge last year wasn't the same fellow and she wasn't quite as efficient as this dude is. He's, he's been on it and we're in much better shape. A lot of that though, as the team did an awesome job putting everything together. That's <v Speaker 1>When I got that email saying they were doing it.</v> I wanted to say go for it. Like go for it, you know? But <v Speaker 27>Yeah, and I, I don't know about this outdoor</v> leadership to CPA. He's going the wrong direction in my book, but I don't know. <v Speaker 3>Well maybe he's still living in that tent using</v> <v Speaker 27>Wifi.</v> That's a good point. I was saying I couldn't live in a tent for three years right now. Especially <v Speaker 3>In gunison of all places.</v> <v Speaker 27>Oh yeah. I was thinking of how cold it would be there.</v> A smell or a odor. <v Speaker 18>It's very well kept. Very well</v> <v Speaker 1>Kept.</v> Gentlemen, thank you very much. We appreciate what you guys do big time. Thank you. <v Speaker 27>Thank you. It's great to see y'all.</v> We'll see you soon. Thank you. <v Speaker 3>Thank you for dumbing down these numbers.</v> <v Speaker 27>I hope it helped.</v> <v Speaker 1>Let us know when we need a raincoat.</v> <v Speaker 9>Bring an umbrella, give us some kind</v> of warning if this storm is really coming, <v Speaker 27>If you walks in with like a yellow hat</v> <v Speaker 3>One.</v> <v Speaker 27>Yeah.</v> <v Speaker 1>Okay. Our next exciting</v> presentation's gonna be our two way communication platform recommendation. Look excited guys. You <v Speaker 24>Know, I, I am excited.</v> It's once in a while you get to come up, present something. It's like literally a home run. I I think this really is, <v Speaker 1>I was there, I was present.</v> And you were present at the DAC meeting when we got to see all the presentations from everyone. Was this the first one? This was the first guys that set up when they did that, so. Okay. I couldn't even remember the name that I was like, awesome. All right, perfect. <v Speaker 24>All right, so I will just, I will start it out.</v> If big credit to the two ladies, Theresa Hamilton, right over here and Devin, that played a huge part. I had, you know, my role as well, but we got to interview five different platforms over the course of six, six different platforms over the course of, you know, two and a half months. It was extremely thorough. Two really came to, you know, kind of a crux move for us. One was maybe slightly above the other, but when we really looked at the total package, the cost one became pretty obvious and that was per square. We're excited about the ability for two-way communication, literal two-way between parents. One thing that really was exciting to me is that this won't require an app download from parents. The teachers, and these ladies can jump in if I'm misstating anything, but the teachers can be able to log into a portal first time, initiate a conversation through a text number that's for the parents. They can text back the parent or the teacher can then receive that as a text that they can communicate back and forth, but it also hides the teacher's actual cell phone number so that once this course is over, there's still not that communication going on. That's huge. One thing we heard from every one of the vendors is if parents have to download an app only about what at most, maybe 60% do, and then we start losing that communication. Yep. This also does not require an opt in. They will be opted in by default, but kind of like political messages, we can like 'em or not, they always have the option to opt out. That's, that's legal required, but what we are told is that we do not have to offer them the option to initially opt in, which is also problematic. I think parents and and guardians want this information, but it can be a little confusing the first time and if they don't think about it, they're not gonna get that access. So beyond that, anything else we would add? I would entertain any questions you guys have from looking through it, but we're super excited. We wanted to get it to you just to make sure you're comfortable with it, because what we really wanna do is be able to roll this out as soon as possible starting in January with coaches and with any school that's not already using a different platform. <v Speaker 1>So ideally all schools</v> will be using Parents Square in the second semester, 24 25 school year <v Speaker 24>25, 26.</v> <v Speaker 1>25, 26.</v> <v Speaker 24>Yep. I, I've heard loud</v> and clear that that will be an expectation for every school. What we'll do in the meantime, so January through the end of the school year, if a school isn't already using a paid platform they've committed to, or a platform that they've been using since, you know, the beginning of the school year, if they want to, they're more than welcome to jump over to to this. We plan to have it ready for them. If they don't, we're not gonna mandate, we don't want to throw more confusion out to parents. But one thing we've also heard loud and clear and we're excited about is parents are confused currently by 2, 3, 4 platforms. I know Devon's spoken before that, that one of the platforms she uses actually requires, is it like a $20 a <v Speaker 1>Month?</v> I saw, is that Dojo you need $75 a year. Is that Dojo? <v Speaker 24>Yeah, it's not required. It's not required.</v> If you're dollar dollars register, you have to pay <v Speaker 1>For it.</v> Yeah, it's a, it's a, they sneak you. They made it sneak. Oh, you see <v Speaker 24>It is, and, and Parent Squared is not what you,</v> what you get is what you get. You get that communication. Well what, <v Speaker 20>What's, what do we</v> <v Speaker 24>Pay that?</v> That's an excellent question. So exciting thing wasn't, and Theresa and I spent a lot of time making sure that we're being very clear on this, but it will be $17,800 a year. The nice thing is they're throwing in our initial six month, they appreciate the fact and Theresa requested it. We got 'em to give it to us. They're not gonna charge us at all for the first six months. They're gonna charge us a normal setup fee that I think is $1,300. That would have to be paid anyway. But we're not gonna pay any subscription fee until we start on July one. Then it will be $17,800 a year locked in. Which right now, with the way prices are increasing is a good thing will not increase for the totality of three years at that point. Which overall for that full three and a half years was even cheaper than the competitor. That was our second choice. <v Speaker 9>Is this one of the ones that was linked to PowerSchool?</v> <v Speaker 24>It will integrate with, with PowerSchool, with the SIS,</v> but it's not, PowerSchool has their own, they purchased recently a platform, which we did look at. I think it was one of our lowest scoring. Unfortunately, it was not something that really rose to the top. <v Speaker 20>When somebody texts out let's a coach</v> or a teacher texts out and maybe a group text to the, can you reply to that with a out a reply? All <v Speaker 24>Can the, can the parent require my understanding,</v> help me remember guys, not with this that they could not reply to all in a text message can clarify the <v Speaker 20>Question.</v> Yeah. I just wondered if, if a teacher texts out homework assignments or a test coming up or whatever and it goes to the whole class. Yeah. Then if I as a parent reply to that, who's it going to? Everybody or just the teacher? Just the teacher. Okay. Thank you. And <v Speaker 24>We ask that question because that is a concern.</v> Then it becomes back and forth. Bing, bing, bing. It's like ignore everybody. <v Speaker 20>It's, it's that, but it's also some confidential stuff</v> maybe with my student. Yeah. <v Speaker 24>And on on that note, one of the really primary,</v> I think it's noted in the recommendation, but we wanted administrative oversight so that we can see, we can also help if there's a question of the communication. I know it's been a big one for Devin, you know, currently with, with coaches, but also just with staff members that we wanna make sure we know the discussions that are happening. We don't have any control if coaches or if teachers are currently texting students, which is a big no-No, I know. It's been a big thing for Devin to be very clear about. This gives us oversight. We can look, we can go back. I think we can keep logs of everything. It's also compliant with our data privacy laws for students. You might have seen that. That's near and dear to my heart. We have 'em sign a PII addendum which says, here's what happens to student data. Here's what you're allowed to do with it and here's what happens. You know, when and if we cease working with you, you have to destroy all that data. None of that data can be sold, can't be used anywhere else. Colorado was in the forefront of this and it's actually an expectation in Colorado, a law that we do this. We do get a little leeway on what we provide, but, but we have an addendum we've used gone through legal that we pass out to these guys and they've agreed to sign it. <v Speaker 3>So if a parent opts out,</v> <v Speaker 24>Yes.</v> <v Speaker 3>Can they opt back in?</v> <v Speaker 24>They can and they can opt out.</v> My understanding is there are different communications. They can be phone calls, text messages or email. So let's say for some reason and to each their own, if they didn't want text messages, they could receive them by email or by voice. Okay. <v Speaker 25>You can't opt out completely.</v> You have to have some kind of notification because we'll send out newsletters, emergency response, like closures. You have to have some kind of communication. But it's not that, you know, like right now I get it. The text message, you know, so on and so forth. So you can just choose one, but you have to be in one. <v Speaker 10>Parents can't walk. And</v> <v Speaker 26>Can I provide some clarification to that?</v> Please do. No, you can't opt out of everything except for emergency communication. <v Speaker 25>Yes. Yeah. Clarify.</v> <v Speaker 26>Yes. So, so the emergency communication, if you select,</v> if the outgoing message is emergency communication, then that will go to everybody. But the regular day to day, they can opt out. Yeah. <v Speaker 25>Like if they don't want this.</v> <v Speaker 26>And that's an, that's a, that's a federal law.</v> <v Speaker 10>Yes. What is the process to opt back in?</v> <v Speaker 26>They just use the app and,</v> and select which option they want. <v Speaker 10>But there isn't an app to download.</v> <v Speaker 24>There is one, there's available, right.</v> It's not necessary to do the two-way communication. But there is an app that they came down there to, <v Speaker 9>Is there a way we could get the demo video of this from</v> D and get it to the other board members to see, like you could email that to them. Ah, so <v Speaker 1>They could, it was, it was pretty neat. How,</v> <v Speaker 9>Yeah, it was really neat how they</v> <v Speaker 10>Well, I, I support.</v> I just want, I was, I just, <v Speaker 9>But it's cool to see</v> <v Speaker 1>That.</v> Will we have to create a policy around this? <v Speaker 24>I don't think so. I can</v> <v Speaker 25>Defer to you on this.</v> So we'll have to increase the policy. Yeah. So this is something that we're gonna beef up around, you know, the requirement, an expectation for this is our communication preference, so on so forth. The communication restriction of, you know, staff are not to use social media text messaging to, to have conversations with students and athletes. So that's something that currently we do not have and we need to add to a policy or an expectation to write in those <v Speaker 1>As well as everybody Oh, sorry, go</v> <v Speaker 3>Ahead.</v> As well as disciplinary actions as if these are not followed Correct. The staff. <v Speaker 25>Okay. So as any, with any rule it says up to</v> and including termination. Right. And so you can have specifics of like if habits one, two time, but we don't have progressive discipline in this district. And so that's where we would just have more of a broad ability to discipline, just to our practice would be consistent. Okay. <v Speaker 24>So if I'm hearing that correctly,</v> that we won't need a policy to use it, but we'll need a policy to mandate that this is the platform that needs to be used. Exactly. <v Speaker 1>When, so we have our back to school nights,</v> kids are over there registered for PowerSchool. Is that when parents are gonna get the opt-in option at that? Is that how that works? Or how do we, if most people aren't even on our communication, we can't obviously send something out and say, Hey, come sign up for this. How, I mean how, I guess through PowerSchool they would be <v Speaker 24>Enrolled.</v> I think it's, I think it's a little, my, my thought would be, it would be kind of a double level of communication. Number one, I think we do have primary cell phone numbers for most, if not all of our parents. We'll also obviously be doing a big swing, starting for that 25, 26 school year at the open houses, all those kind of things to make sure parents have been notified, understand what we're doing. Yeah. <v Speaker 25>The, the second level that we looked into</v> and utilize our legal counsel is around collecting student's cell phone numbers. Right. And so that is one of the things that we're also saying is, and when we create this cell phone policy for students, but collecting that information as well. 'cause one of the concerns that was brought up was, okay, I'm gonna, I am on an athletic trip and what if they get sent off to go to McDonald's, to Taco Bell, whatever. And then we're missing again, how do I collect those cell phone numbers without putting into my personal device? And so we do have to get permission to get cell phone numbers from the secondary schools. We really don't have an issue. We probably wouldn't do it in the elementary level age appropriateness, but they have an option to opt in, put their child's cell phone number there so they can get the push notification too, that says, you know, the bus is now leaving at 3:00 PM Oh wow. You know, this is the practice schedule, this is the game schedule. And those communications can't only go to a student. The parent sees that communication too, so that that kid, the communication from the student or the coach is the same to the parent and to the student. And they see what is being communicated to their student. So the parent has those rights and the ability to see all the communication consistently. That is the same. Awesome. <v Speaker 1>Nice. So like that's the recommendation.</v> You did some surveying, you went through D Yes. It's been vetted. <v Speaker 24>It's one of the most thorough walkthroughs I've seen.</v> And I, and we've done a lot of very thorough things. So we, on the team, we had administrators, we had coaches, we had teachers. Several of those are also either current or myself, like a past parent of students in Garfield area too. And so they were, some of these folks were looking at it from the perspective of a parent. What is it like on that and what's it gonna be like for me as a teacher? And I, I don't remember any significant concerns or complaints with this platform at the end. Yeah, very well vetted. <v Speaker 26>We also ran it through secretaries. We also ran it through</v> <v Speaker 1>Deck.</v> Yeah, I thought a lot of people I thought I'd seen. That sounds good to me. Any questions? Everybody good? Cool. All right, <v Speaker 24>Job.</v> Thank you very much. Thank you. Appreciate it. Thanks <v Speaker 1>Guys.</v> Thank you. All right, Simone, we have to vote on this. Yeah, we'll we will. That'll be an action item. We'll do next. There she is. Hi. Welcome back. Okay, we're gonna have an update from Simone on the counselor Core grant. <v Speaker 21>Our counselors have been busy doing the work.</v> As part of the requirements for the counselor core grant. They have gone to one in-person cohort training in Denver. At this training, we learned about the requirements of the grant as far as reporting is concerned. And they started to introduce us into what kind of data was available at the state level for us to look at to get a well-rounded pictures of our schools and of our district as a whole. They have participated in two online webinars with the state grant team. In these webinars, we learned more about data analysis as well as goal setting. Last week we went to an in-person regional training up at the Colorado Mountain College campus in Spring Valley. It was an exciting professional development because all of the counselors that left that said that they found it valuable because they were asked to reflect on their work through the RTI lens as counselors, what do they do at a tier one level for all students? What do they do at a tier level for students that have a little more need? And then again, at a tier three level for students with the highest needs, they had to apply their job with that lens to academic achievement behavior and college and career readiness. And that's what this grant is all about. So it was a pretty exciting professional development. And right now this group of professionals is in the process of data collection. So we are working with our consultants that are helping us analyze both internal and state level behavior data, internal and state level achievement data. As a district, we decided not to use attendance data because that's a strength for our district. We don't need to take action and set goals around that. And then we are also looking at matriculation, college and career readiness. As part of the data collection, we are putting together a data collection tool. They have spent a great deal of time working on that with the consultants as well as input from the board of education, which has been greatly appreciated. This data collection tool will give us more information about student achievement behaviors and college and career readiness through the lens of the student's eyes in grades three through 12, through the lens of our staff's eyes. And potentially most important will be through the lens of our parents' eyes. Because a big part of this grant is ensuring that we have the parents' voice and ensuring that we're solidifying a good understanding that our counselors are doing the work our parents want us to do. And that our parents understand the work that the counselors do. So we can't emphasize enough that when these data collection tools come out, we, we will really work hard with parents to try and get the best response that we can from them. As of today, these are a hundred percent agreed upon. They were not a hundred percent percent complete by the time I came here, or I would've printed them for people to see. But hopefully by tomorrow they will be. And then we'll, we'll push these out to parents. Starting next week, parents will have three weeks to engage with the data collection tool. Tomorrow a letter will go home to parents in case they choose to opt their students out. And students and staff will begin data collection after the holiday break. I believe that Monday is December 2nd. And that will be open for those two groups until December 5th. Unless we don't have a good response rate or there are some problems with student absences. And if that's the case, then we'll extend that date a little bit longer. So your guidance, your input, your encouragement is more than appreciated. And I think today, while you were present with that group of leaders, really solidified that we are all in it for the right reasons and the same reasons. And we're pretty excited about where this could take the district as far as them aligning programming to exactly what students need and what parents want and what will best support student achievement behavior and college and career readiness. <v Speaker 1>What do you think would be our, you know,</v> we've always talked about wanting to get more response on data collection. I guess what's, what would be our get, what's our goal? Like I know a hundred percent's the goal, but I mean, what's a realistic goal to have that where you have good information? Have they talked about that <v Speaker 21>A little bit?</v> The consultants that are helping us said that if we get above 40% from our parents, that's really great. They'll be excited about it. Wow. We don't like that number. We, we like more. So we are gonna push for more. And we're hoping that by sharing the percent returned publicly by each group will be helpful internally for staff. We'll do some prizes and then we'll, we'll push out the parent survey multiple times through multiple venues to encourage that participation. <v Speaker 1>Double it 80%.</v> <v Speaker 21>Yeah. I mean we hope, we really do hope.</v> <v Speaker 3>And I think referring to it as a data collection tool</v> as opposed to a survey. Because I think if we just, yes. Is it a survey? Absolutely. But if you go and tell a parent that, Hey, I need you to take a survey, they're gonna go again Really? And they'll just skim through it and do I really need to answer these questions? So I'm excited to see what, what kind of response we get and what kind of data we're able to collect from it. And <v Speaker 21>I think excited.</v> <v Speaker 3>I</v> <v Speaker 21>Agree. And what we want parents to</v> recognize more than anything is we're just not reading this and being laissez-faire about what we're seeing and what we're learning. We are using it as valid data to guide actions that we're gonna take. <v Speaker 1>We</v> <v Speaker 9>Need it. How soon, so we have</v> that board meeting December 13th. When would, would he, we hear back from you on how the survey went. What's the status of the survey? Is there like a quick update we could get at that point in December 13th meeting? <v Speaker 21>I'll find out from the guys who manage all</v> that data and then I'll let you know. <v Speaker 9>Like if that's something that you could say, Hey,</v> we're only getting like 20% or something. I'm curious. Yeah. <v Speaker 1>So strategies to help.</v> <v Speaker 9>Yep.</v> I'm curious to hear or see how that pans out. You got <v Speaker 21>It.</v> <v Speaker 1>So you're gonna start this process, the opt, the opt out</v> tomorrow, letters head out tomorrow. And how long do those sit out there? <v Speaker 21>We asked for them to be back by the 21st of November.</v> I believe that's the Thursday before the fall break. Because we wanna make sure our staff has a clear understanding of who will be participating so that on that Monday we get back, if some schools wanna begin the survey, they're well prepared to do so. Okay. <v Speaker 1>Okay. Simone, thank you very much for</v> <v Speaker 21>Yeah, thank you very much.</v> <v Speaker 3>I'm excited. Thank you guys.</v> <v Speaker 1>Thanks. Thanks all the counselors for working</v> with us getting that done. You're welcome. <v Speaker 21>Alright,</v> <v Speaker 1>Now we're gonna move some action items.</v> This is gonna be our third reading and approval of changes to IKF graduation requirements. Went over a few of these quite a few times. We're gonna throw that up on the big screen there just to run through it. I don't think last time we had any changes, it was just some capitals that's, I mean that's all I remember. So Sharon, should we, each one, can we, are we gonna do an approval on each one? That would be, we're gonna read it. Yeah. And then I'll make a motion. Yeah, just read. Okay. They don't have to <v Speaker 11>Read it, they</v> <v Speaker 1>Just need to, okay.</v> We're just gonna scroll through this. Yeah. If no one has any changes, I'll take a motion to approve the changes to IKF graduation requirements. Yeah, <v Speaker 9>I second that. No,</v> <v Speaker 10>No, we gotta make,</v> <v Speaker 9>I make a motion to approve</v> IKF graduation requirements. <v Speaker 1>Could I get a second please? Second. Thank you.</v> Chance Mr. Jenkins? <v Speaker 10>Mr. Jenkins?</v> <v Speaker 11>I'm</v> sorry. Aye. <v Speaker 1>Haw. Aye. Haskell</v> <v Speaker 9>Aye. Objection.</v> <v Speaker 10>Hi.</v> <v Speaker 1>Aye name. Sorry.</v> <v Speaker 9>Just talking.</v> <v Speaker 1>Okay, we're gonna move down</v> to our third reading and, and of I KF dash E. The graduation requirements. We went over this a bunch. If nobody has any changes they'd like to make, I'll entertain a motion to approve the changes to I KF dash E graduation requirements. <v Speaker 10>I'll make a motion to approve the changes for IKF dash E.</v> <v Speaker 1>Could I get a second please? Second. Thank you. Roll call</v> <v Speaker 11>Liso. Aye.</v> <v Speaker 1>Aye.</v> <v Speaker 9>Ask aye.</v> <v Speaker 10>Jenkins. Aye. Jen.</v> <v Speaker 9>Aye.</v> <v Speaker 1>Okay, our next one will be</v> reading IKFB graduation exercises. Was there anybody have anything on that one? On that one Changed? <v Speaker 9>Some shall the will.</v> <v Speaker 1>That one kind</v> of messed has changed the shell. <v Speaker 9>Let's put it back to show instead of will.</v> <v Speaker 1>Big thing was, if there are no changes</v> or discussions, I will accept a motion for IKFB graduation exercises. I'd <v Speaker 20>Move.</v> We approve IKFB graduation exercises. <v Speaker 1>Can we get a second please?</v> Second chance Jen. Mr. <v Speaker 11>Johno? Aye.</v> <v Speaker 1>Aye.</v> <v Speaker 9>Aye.</v> <v Speaker 10>Jenkins. Aye.</v> <v Speaker 9>Aye.</v> <v Speaker 1>Okay.</v> And our next one is our third reading of JICA student dress code. If there are no, this is our third reading. This seems like forever we've seen these <v Speaker 9>Things.</v> <v Speaker 1>If there are no discussion</v> or changes, obtain a motion for JICA student dress code. I <v Speaker 9>Make a motion to approve JICA student</v> dress code on <v Speaker 2>Second.</v> <v Speaker 1>That's been had. Roll call please.</v> <v Speaker 11>Aye.</v> <v Speaker 1>Aye.</v> <v Speaker 9>Ask Aye. Jenkins.</v> <v Speaker 1>Aye.</v> <v Speaker 3>Aye.</v> <v Speaker 1>Okay.</v> Our next bit of business is to the approval of the two way communication platform. Parent Square. If there are no discussion items, I would take a motion to approve the two way communication platform. Parents square. <v Speaker 3>I'll make a, are there any changes for questions or, okay.</v> I make a motion to approve the two-way communication platform. Parent squared. <v Speaker 15>I second that.</v> <v Speaker 1>Roll call please.</v> <v Speaker 11>Aye. Aye. Ask. Aye. Jenkins. Aye. Jen.</v> <v Speaker 3>Aye.</v> <v Speaker 1>And for this meeting, we, we did have some policy.</v> We removed those. Yes. Just due to time constraints. So next meeting we might see four or five policies that we'll have start fresh with them. Future agenda items? <v Speaker 15>Yeah, so our next board meeting is on December 11th.</v> We only have one board meeting in December and we will be at Rifle High School that evening. And so we will hear from Rifle High School in regards to their one pager on student data and school data. We also, that evening we'll be prepared to talk about, and you heard Devin speak about the staff success as far as surveys from the Aspen Business Group. Those surveys are out right now and will be open until November 15th, right? Two 15. Yeah. And the week, end of the week. So we will hopefully have that data compiled and ready to present to you. We also have our communication strategic initiative. We've talked with Chance and Cassie in regards to the communication board committee work. And we've got consultant that is willing to come in and kind of present to the school board what a communication strategic initiative might look like as it also pertains to the strategic plan and, and possibly entertain moving forward with her collaborative solutions. Their scope of work will be ready to present to the board. We have a collaborative solutions meeting this Friday to finish up and be ready to present to you. Then these are all things that you need to decide on where you wanna go. We've got obviously lots of committee work in particular to safety. So John Oldham and Amanda Vaughn have been working diligently alongside Roger as well with the capital projects, the safety committee, ideas of cameras and security moving forward. And then we've also got, and you heard I would say a great preview from Lisa and Roger tonight about cell phones. But we certainly have a final product to present for to you for that. And then we need to certify the mill. So finance will be back. <v Speaker 1>It's a lot.</v> <v Speaker 15>It's a lot.</v> So we can pair some of that back and <v Speaker 3>Maybe hear an update from s regard the survey. Yeah,</v> <v Speaker 1>We definitely can.</v> <v Speaker 15>An update for, for Swo on what the,</v> <v Speaker 3>The data collection.</v> The data collection counselor Corre data collection tool Possible. Might pause <v Speaker 1>That much.</v> Yeah, she might have to hit us back. Maybe <v Speaker 3>She can</v> <v Speaker 1>Sign up for public audience.</v> <v Speaker 3>Yeah. Three minutes. Three minutes. That's I'll be good.</v> Yeah, it's too, well maybe that would be better in January. <v Speaker 15>I mean, is there anything that you wanna table?</v> <v Speaker 3>Maybe the update. I mean if,</v> if we do get an update from Simone regarding the counselor core grant, maybe that would be better for January. Because by then hopefully all the surveys have been received and tallied Oh yeah, sorry. All the, all the data collection tools have been received and put in the toolbox. <v Speaker 15>Okay.</v> <v Speaker 1>We'll round table</v> this, we'll talk about this. <v Speaker 2>Okay, cool.</v> <v Speaker 1>Okay.</v> Yeah, I mean only other thing I'm kind of curious about and kind of falls into that committee work of safety and stuff is, I guess, you know, we, we gave a shout out to the SILT PD tonight. It, it'd almost be nice to hear from the police department in a way of just like these swatting events and the impact they're having from their standpoint. And maybe our, and I know I don't, you know, I don't know if this one was an internal call or no. You know, I mean it came from external, but something along those lines. It just seems like we need to let the community know somehow. I guess we could talk about it, but there's something in there I feel that people need to know just 'cause I mean that was a big event. Yep. It was. Obviously. And I mean I live right there and before I got the text I was like, what are all those sirens? You know, it was like, wow. There was a lot happening. And so yeah, it's impressive once again that the way our police department of sheriff's departments react to those, it's like, it's serious and the way they take it as that, I just want to be sure that our community understands we, we take it very seriously. And so today, so, and we'll be at that safety Yeah. <v Speaker 15>Community. Yeah. Well, so we're gonna</v> debrief actually Okay. With, with Rifle PD and our team on Friday. And then one of the ideas, and remember the last time when we had that series of threats in the community, that chief as well as Officer Allison showed up for us at the Latinos and RE two meeting as well as the DAC meeting that month. And so, but we might wanna do something independent. 'cause we've got some really great content, I would say in Latinos and DAC for next week. That's the first time we're combining them and it really kind of is, I would say it's a thread of that in regards to it's talking about bullying. However, I do think that I, I mean Bri you and I can talk about in regards to that safety, that cameras, capital projects, school gate guardians, all of that kind of stuff can come later as no decisions will necessarily be made on, you know, the pricing of some of those. But maybe we think about just a safety update and our community partnerships and what we're working through that pretty, <v Speaker 10>Can a couple board members come to that debrief</v> <v Speaker 15>On Friday? Yeah, you bet.</v> <v Speaker 10>That might be interesting for a couple of us to</v> <v Speaker 1>Send it off.</v> It would definitely available 10 <v Speaker 15>O'clock.</v> Yeah. 10 o'clock in my office on Friday. I'm not, I can't, <v Speaker 1>Everybody's we're</v> <v Speaker 15>Out.</v> <v Speaker 1>She'll just send us out something</v> to anybody that wants to partake. It's all, I mean, anything that's happening up there is always so darn interesting. Anyway. But we got jobs, don't we got other responsibilities? Okay. Yeah. We can hash that all out in the next couple Tuesdays. Yeah. Okay. Nothing else really Press Oh yeah. CS B Oh and we have CS B well <v Speaker 15>Cs B's the first week in December. Oh,</v> <v Speaker 1>That's coming up.</v> That's in like a couple weeks. I guess <v Speaker 15>That's coming before</v> <v Speaker 1>For</v> <v Speaker 15>The next meeting.</v> That's before the board board meeting. Absolutely. Yes. It's, <v Speaker 1>I believe for CS B everybody has</v> heading down on Wednesday to be there Wednesday night. I'll have all <v Speaker 11>Your information in there by the beginning</v> of next week. You'll have it in your email. <v Speaker 1>Okay. Your,</v> <v Speaker 11>Your confirmation numbers for your hotel</v> and everything'll <v Speaker 15>Be in there.</v> When do we do our dinner? <v Speaker 11>We've got restaurants and everything hetero type</v> <v Speaker 15>With that information</v> we'll kind of give you the itinerary. <v Speaker 1>Wednesday night we won't do anything.</v> We don't do anything as a group <v Speaker 15>On Wednesday night.</v> Everybody's, no, just everybody on the at different times. Yeah. Okay. So it's kind of just a Thursday, I didn't remember. <v Speaker 1>Thanks. And then we'll have meetings. Yeah. Or</v> <v Speaker 15>Dinner.</v> Yeah. So you and I can get together and kind of talk through what you want that to look like. <v Speaker 1>That'd be nice. So yeah, that's good.</v> Gosh, I can't believe that's the time. Okay. Meeting debrief. Anybody Valentine's got any questions on the meeting debrief for tonight? It's a good one. We had a lot of good information. It was really nice being at Cactus Valley. They did a great job. The food was awesome. It was a great little setup there. I love how they kind of stacked public comments. Smart. You know, that's how you do it when you come to your school. You say everybody. So really great. Great. And then, and then once again, I think hearing from the, the firms that were here was awesome. And then once again, the way they give shout outs to the presentation to realize how important that strategic plan is of what we're looking for to move forward. You know, it. So that was awesome. So at some point in this next week, we're gonna have to talk a little bit as you guys share some time with each other about maybe which one of those firms you might have felt the most confident in. If we have any more follow up questions, maybe get 'em to me and then I can shoot 'em out. Yeah. Okay. And then I can get 'em back and maybe push 'em that way we're not doing a group email, but if there's any questions that come up, you know, for that. 'cause that is super important. We're, we're gonna <v Speaker 10>Keep you as point of contact.</v> <v Speaker 1>I think that'd be the easiest. I think so, yeah. Okay.</v> So if you shoot it to me and then we'll, you know, we gotta do anything else with that? Anybody anything else on that? Mm. You sure? <v Speaker 10>I'm surprised I'm, it's not, not only 15.</v> <v Speaker 1>I know it's not late. We made up a lot of time there.</v> Good job. Yeah, it was great hearing about the strategic plan going to the second year. I feel very confident with it. I love the way it's moving our district forward. I mean the group, the, the board before us, two boards before us Right. Made that plan to do that strategic plan and that was, I mean, they, they did a great thing there. Yes. And I know it didn't happen in their time, but they really set up, set us up for success and I hope that we'll do that as we look for the next superintendent for the next group. So. Yep. <v Speaker 10>And I would like to point out each, each one of the</v> firms mentioned how awesome that plan is. And it's great. I mean, I think we're in a good place. Yep. <v Speaker 1>Yep, yep, yep. All right.</v> Well I'm gonna go ahead and adjourn today's meeting at 10:14 PM <v Speaker 10>Thank you.</v>