Earl, you do have a quorum if you want to go ahead and move forward while we work that out. >> Okay. >> All right. Would like to welcome everybody that came in attendance to our Montuma Cortez School District board meeting. I'd like to thank those that
are joining virtually. We will begin our meeting with the pledge of allegiance. To the flag of the United States of America and to the republic for it stands, one nation under God,
indivisible, with liberty and justice for all. [clears throat] >> Uh the meeting started 607, correct? >> Oh yes, today is what is today? March 17, 607. >> [snorts] >> Okay,
quick roll call. >> We have four board members available in person and one on Zoom. Justine Bis and Jason Hall and Barbara May have been excused for this evening. Our mics are on. We're
recording and we're locked into boards. >> Awesome. Thank you. All right, then moving along to our agenda. [clears throat] Um, let's go ahead and move to set the
agenda. >> Mr. Chair, according to the agenda, there's a item 3A that was before A. We have our premium questions and answers about the agenda. [snorts]
that item is [clears throat] available on board docs. >> Um, so because I thought that was part of the agenda, [clears throat and cough] I didn't understand why it was on the agenda.
That's normally a an item that is um included on the board docs but not part of the agenda. And so, um, I'm wondering why it was being part of the agenda.
>> Generally, it's at the top of the agenda, but it is on the agenda. >> Well, when I say agenda, I mean the things that we're going to go through. >> So, even though it's at the top of the list, it's not in the agenda.
>> Um, it's just been moved lower on the >> So, it's not a an item that is part of the agenda. >> It's always on the agenda, but it does it's always setting agenda >> with definitions of words.
>> Well, I think we're using the same word, but it's always been before the setting of the agenda >> and it still is and it was prior. >> All right. So, I'll work this out with everybody outside of the meeting because
this is kind of >> Okay. Are you were you expecting it to be >> I'll just follow it up after the meeting sometime. >> Okay. I that was I just moved it is all I didn't really have a rhyme or reason.
>> Yeah. So I'll talk with you. >> Thank you. >> All right. Then we can move on to set our agenda. >> I move to set the agenda. >> I second a motion. Online voting is now available.
>> Justine, can you hear us? Can you respond? >> Yes. Can you hear me now? >> Yes. Go ahead and vote. Thank you. [clears throat] >> Online voting is complete. Motion passes
unanimously. All right. [clears throat] For our first item of business, um we will go into our executive session, but we'll need a motion first. Um, I move that the board enter
executive session for the following purposes to confer with an attorney for the board to receive legal advice as authorized by CRS 24-6-42. 2 partheses 4 parenthesis B on specific
legal questions relating to the district's options impending litigation and procurement procedures and regulations and two pursuant to CRS 24-6-42 parentheses 4 parentheses E parentheses
L to determine a strategy for negotiation surrounding the procurement of replacement HVAC systems at theola Keer in these elementary schools. Um and number three, the recorder will be turned off only during attorney
client privilege portion. Do we have a second on the motion? >> I motion. >> Okay. [clears throat] And those individuals that are sorry um I think uh I think we need to vote on it
and before we vote we need to have a discussion. [clears throat] >> You can continue to invite them before we vote. Those that are invited to the executive session [clears throat] uh to join the board are um in person,
Superintendent Eddie RmIrez and board directors Laura Det, Mike Lynch or Blair and myself, Joshua Shamway. Uh attending virtually will be our board of director uh Justine Bless. Um and legal
counsel Michael Zener Jessica Alson and Claire uh have H haveel of Brunstein Hyatt Baker and Shek [clears throat] and now we have a discussion.
>> Yeah. So, um I believe that um [clears throat] when the motion was being made that the correct um reference was not
given. If I heard correctly, the reference was L instead of I. And it's important that we get that right. Did anyone else hear that? >> Is it?
>> That's what it says on my >> Yes, ma'am. It's I >> heard L as well. >> I I said L. It looked like an L, but looking at the font, I agree that it is a capital I instead of a small L.
>> So, I move to amend the motion. um to be corrected for part two pursuant to CRS uh 24-6-402 princ. [clears throat]
>> I second discussions. >> Are we ready to vote? >> Yes. >> Deborah. >> Yes. >> I have a quick question. I mean, before we vote, um, how would you like me to do this? Do I sign off this Zoom link and
go to the executive link and then come back to this link later or? >> Yes, ma'am. >> Okay. Thank you. Online voting is now available. >> So this looks like the original motion. >> I know
[clears throat] we have a we have two motions on the floor. The main motion and motion. >> What word needs to change? So, [clears throat] I suggest that the
uh motion that we're voting on be a motion to change the main motion by referring to letter I instead of letter L. [snorts] Mr.
>> Yes, sir. Mr. Manager. Let's see. >> [clears throat] >> almost. >> Okay. Do you should have um online voting open. I'm correct. >> Go ahead and use your online vote.
Motion passes unanimously. Justine, if you will log off of this Zoom, log into the other Zoom that was provided by the attorney. >> Thank you. >> You still have to vote on the main function. >> Oh, I stay on just stay there.
Thank you. Should have a new online motive link. Motion passes unanimously. Moving to executive session March 17th at 620. Thank you. [clears throat]
>> Courting applause. We are recording. We are recording. Sorry. [clears throat] All right. Uh the time is 7:31 p.m. We are now back to
open session. Uh let the record reflect that the executive session has concluded. During the executive session, no formal action was taken for the record. Uh the own uh record portion consisted solely of attorney client
privilege and legal advice. So let's continue on onto our agenda. [snorts] >> Um can I confirm Kristen Edgar? Can you hear me? >> Yes. Hello. This is Kristen. I can hear you. and I'll turn on my camera. I don't
know if that's helpful, too. >> Let's see if we can get that up in our boardroom. Go ahead. >> Oh, we see you. Thank you for joining us. >> Thank you for having me, >> Mr. Chair. >> Yes, sir. >> Um, I'm under the understanding that
only one of the two legal firms are able to join us this evening. Is that correct, Deborah? >> Yes. This is Christian Edgar from Kap Kaplan and Ernest LLC. >> So my uh understanding was that the
request to have them have the two uh firms available for interview was so that uh board members may ask questions. And because one of those um law firms is
not able to attend this evening, I move that we table this uh interview se session until the next regular meeting. Do we have a second on the motion?
ask a question. >> No, it was just table this interview process. >> In order to ask a question, you would it would need to be seconded. In order to have discussion without a second,
there's no discussion. No questions. >> Well, you move to table it. And so there's no second to table it. >> Yes, there is. It's a motion. >> You create a motion, but there hasn't been a second to
>> correct. There was no second. If there's no second to my motion, the motion falls to the floor. >> And we can go on with the agenda with the interviews. >> Correct. >> Yes. So since we don't have a second, that
motion falls to the floor and we will continue with the agenda which we will still need a motion for for the interviews with the legal council. >> I believe there is no need for a motion. >> Oh yes, sorry. There's >> it is set as a presentation.
>> Yes. Sorry. [clears throat] >> That's supposed to have three law firms available for questions. >> Those other ones cannot begin. >> Oh, I know. But Mr. Lynch mentioned that
>> uh be available >> the only Okay. So what prompted this was um [snorts] I requested from the superintendent and the chair that we
interview two of the three uh based on the uh proposals that the three delivered today or were opened today. So, I only
requested two of the three and I'm not I believe it would not be uh uh how should I say professional to say why I requested only two of the three, >> right? But let's go ahead and proceed
with the presentation from >> campers. >> Yes. Thank directors. Would you like me to start? >> Can you hear me? Okay. >> Sorry, I may be having some technology
issues. Can the board hear me? Okay. Yes, we can hear you. >> Okay, [laughter] sorry about that. Um, I will start. Thank you so much directors for allowing me to join you virtually this evening. Um, my name is Kristen Edgar. I'm a managing partner at Kaplan and Earnest
and also one of the partners in the education section. Um, I've submitted materials uh for your review earlier as part of your proposal process. Um, I understand uh that there's some time tonight for me to kind of do an overview of the firm, but then I certainly want
to allow the board to ask questions. So, I will try not to duplicate my efforts. Um, we're we really appreciate being uh considered for this opportunity. Um, our firm has been providing school law legal services for over 50 years as
highlighted in our proposal. Um, [gasps] we represent a whole variety of districts across the state of Colorado, including very large metropolitan districts, but most of our districts are rural school districts like yourselves. We pride ourselves in being able with
our nineperson section being able to support rural schools to meet their needs. Um we have expertise that um meets all the needs of our school districts. Everything from day-to-day general counsel services to student discipline issues to employment matters.
Um and of course we do quite a lot with board governance um and um open meetings law and open records act issues. Um we also have um amazing attorneys who are skilled and well-versed in serving students with disabilities including
with 504 matters and the idea. And then we also have a wonderful litigation section which helps support our school district clients whenever they have contested matters. Um that can be things like expulsion hearings, administrative in nature, teacher dismissals. Um and
then of course um we are frequently serving as panel counsel when our school districts um have been named in litigation and our uh litigation is being covered by their insurance carrier. Um so we are really pleased to be able to provide those services. We do
our best because of our large team to be responsive and timely. We recognize that school districts frequently need answers immediately. um we are available 247 as needed and do our best to get back um an acknowledge receipt and try to follow up
with our clients within 24 hours. Um if you selected us to provide legal services and be one of the firms that provides you legal services, I would be your primary contact. Um but we work as a team to try and provide answers and ensure that we're being efficient um
with cost. So, I will now turn it over and um open it to any questions that you may have of me. Um I'm happy to share more information about any of the areas that are covered in our proposal and I'm happy to share more about any of the attorneys um that I've presented that
are part of our team. But thank you again for having us here tonight. >> Thank you for that uh presentation. I'll open it up to our directors if we have any questions. U Mrs. Edgar um when communicating
directly with the board, what are the proper and common norms? [cough] >> Sure. I can tell you what we do on our end and it varies sometimes from district to district. >> Okay.
>> Routinely um working with boards can be quite challenging for a couple of reasons. one, we don't represent individual board members. So, we always have to be mindful about making sure that we're sharing information with all board
members equally so that they have equal access in a timely way um to legal questions that are of interest. But, um we always have to consider the open meetings law and the open records act when we're doing that. We certainly don't want to put our board members in a
situation where um they are potentially violating the open meetings law. Um so we always have to be mindful. Our typical protocol too um is to as part of also we we like to help our boards keep their costs down. And so having
different conversations with five or seven different board members can become quite costly. So we're trying to stay within the open meetings law, make sure that we are sharing information equally with all board members and also managing costs. So with many districts um on just
routine issues, we routinely will deal primarily with the board president and look to the board president to help us navigate how to share greater information with the board. Um most times however what we prefer to do is that if we get a question from a board
member our preference and certainly my practice is to then share that information out with the full board in email form under attorney client privilege so that I can make sure the full board is apprised of and aware of legal issues that are going on. So that's how we communicate with the board
and I should say that's largely with regard to email. Um, if we have detailed legal issues that we feel that the board needs information on, including complex legal issues where the board might benefit from analysis, we routinely will put together memoranda that we can send
to the full board under attorney client privilege to help the board understand the legal issues that may be in front of them. So, we also use memoranda to convey sometimes more complex detailed information. That is also a push out from us to the full board under attorney
client privilege. We always provide a reminder to board members about the open meetings law and make sure to remind folks not to reply all to emails like that, but instead to reach out directly to the attorney and then we will update the board from any conversations that
come from that. Um, and then frequently we will communicate with boards in in-person meetings um and also virtually. And so in those instances we'll participate with the board usually in executive session but sometimes in public sessions. Um and so that is how
we norm to try and keep the board informed try to stay within the open meetings law and stay and try to keep costs within reason. >> So how do you prevent a situation where legal advice on behalf of the board is
not being disseminated to the entire board? I think I may not understand the the question. Do you mean how do how do we prevent legal advice from being disseminated outside of the board? >> No, I'm saying if you only disseminate
information to one person on the board, is it possible that that person would not disseminate the information to the rest of the board? >> Oh, I see. Thank you for clarifying. Um, yes, usually we are communicating with
the full board. If I I probably did not articulate that well. So, my preference is to communicate out to the full board on legal issues. I put everyone on one email list and then ask people not to reply all. Um, that's typically how I
try to communicate out so that the full board has access to information at the same time and in the same way. >> Okay. So in December, I believe our board engaged with your company to do a
specific project in regard to the outgoing superintendent and the incoming superintendent. >> Yes. And I saw one email in regard to that and that was at the beginning and I have not received any information
[clears throat] regarding the outcome of your work nor how much work was done. There was no information provided to me as a board member on this board. what the results were or the work or when or
the conclusion or the recommendations or any legal advice. >> Um were you involved with that or was someone else? >> No, thank you for the reminder on that. I was involved with that with your board director. Um we supported with some
initial work with him to understand the current superintendent um employment and the incoming superintendent employment. And you're correct in that instance my communication was preliminary and just
with him. Um and I do do that on occasion and look to the board director to share that as appropriate. Um, so that does happen sometimes. If I find out or determine that there's an information gap after that, then I certainly would take efforts to
communicate with the full board. >> Yeah. So, I hear you saying that you communicate with the whole board and I also hear you saying that you communicate with one director. I'm assuming you're meaning the president of
the board. >> Yes. Yes. In instances where there's typically daytoday stuff or preliminary items, sometimes communication will just be with the board president. But if I learn that the full board is seeking information or that if the board
president isn't sharing and we need to, then we will certainly adapt our communication style. So it is it seems as though the information that you provided
our board was not disseminated to all the board members which I think um is a problem and um I don't know the conclusion of that matter nor the advice that was given and I do not feel like
that was a good way to handle that situation. leaving at least one and possibly more than one directors on our board without that information that we thought we were going to get. >> Another question.
>> Oh, go ahead. >> I I I don't have anything else to say and I understand where you're coming from. I think I understand your position unless you want to say more. No, I I think that's appropriate feedback always to give to the board attorney and if the board attorney isn't
communicating in the way that the board would like, then we do our best to shift with that. Um certainly it does evolve and it varies from client to client. Um so certainly if that's something when we come into a board and the immediate directive is right away even on day-to-day routine matters to share with
the full board, we absolutely will adapt our communication style. Um, and I'd be happy. I don't want to I had limited emails with with the board president on that and I don't want to divulge or air attorney client privilege, but I hear
your criticism and thank you for the feedback. >> Um, a different question. Approximately how many times have uh has your uh firm represented school districts sued by the attorney who focuses on executive
session issues? um quite frequently. I think that he has targeted most districts across the state. So, we've navigated many of those matters. >> Of those uh times, how many times did
you settle? >> I don't anecdotally have the amount. Um decisions about settling in those instances are typically determined by the board. Um, and so we have certainly had clients who have settled and we have
had clients who have decided not to settle and have fought those. >> So just off the top of your your head of of of the ones where you settled, how many of those did you charge the
district more than a couple thousand dollar for your time? >> I don't think any. How many times have you represented districts who hired a teacher for cause? >> Um [laughter] o over the years
>> estimation only. >> Yeah. Over the years I don't think I can estimate that many many times more than I can estimate. >> And of the ones that you did, how many do you estimate that you won?
I wouldn't be able to estimate that either. Um, teacher dismissals are very challenging and um, they don't go forward that frequently. Over the years, we've won many. We've also had ones that have
we've not prevailed in for our client. >> How many Title N cases have you taken on in your estimation? What types of Title N cases are you talking about? Ones that have gotten to litigation or are you talking about um
complaints with the Office for Civil Rights? >> Ones that have gone to litigation. >> Um also probably more than I can estimate. Definitely more than 10, maybe 20.
Um, in regard to those that you took on, uh, were all of those in defense of a district or were some of those in prosecution of a district? We we're we were on the defense side.
Typically, as defense council, those are typically filed in federal court have significant liability exposure and are almost universally covered by insurance. >> And of those that you were defending, do you have a do you believe that you have
a pretty good record for winning those cases? um was an initial matter. I am not a litigator. So I I do want to make it clear that I I don't go to court for my clients. I handle general counsel services. Um
and most of those cases because of the significant liability because of typically the very hard facts or the hard perception at the center of those most of those resolve prior to going to trial.
Thank you. We have any other questions like >> um how many years have you been working in education law? >> I've been working in education law for 20 years. Those are all our questions. So, thank you so
much for joining us and going through those questions with us. >> Thank you. I appreciate your questions and very much appreciate the time. Um, I presume you will um proceed with your meeting. Is it okay for me? Would you like me to stay on or um are you moving
on to the rest of your agenda? Um, if you want to stay on that, that's fine. We are just moving on through our agenda. [laughter] >> Okay. Wonderful. Thank you very much for having me this evening. Very nice to meet you all. >> Thank you. >> Thank you, >> President Sh. I do want to confirm that
Justine Bis is on the Zoom. >> Justine, are you still there? Blink twice if you can hear me. >> Do you see her? She's >> I'm I'm here. It just takes me a while to get my fingers to push unmute.
>> Okay. Thank you. >> Thank you. >> All right. Let's uh proceed on to our celebration reports. >> [snorts] >> Oh, I would like to talk about um we received the email from Tori Palmer
about >> [clears throat] >> um seventh and eighth graders going to Farmington band to um see if I can help me out here. They went
to go before basically a panel to set their skills and a band evaluation at Sanon College in Farmington. >> Thank you. How many of you? >> Yes. Thank you. >> In which our seventh and eighth grade bands participated. The bands are judged
on a few songs they prepared and are also judged on a piece that they have to site readad. Multiple local bands participated in the event. Both bands did exceptionally well. Superior is the highest rating you can receive from the judges. Seventh grade received two out of three superior ratings and eighth
grade band received three out of three superior ratings. And um it says that one of the judges was was the band director from Fort Lewis College and waited around until he could speak with Mr. Campo and told him how impressed he was with our bands offering and offered
to come to work with the kids sometimes. And um anyway, it goes on. But yeah, that was uh really exciting to to hear. >> One of the thing that impresses me that made the difference between seventh and eth grade or eighth grade receiving the third superior grade is that the last
portion of it is the band reads a piece that they've never seen before and they play it for the first time and eighth grade got superior in that. So, and I know what
other kids. So, I'm just exceedingly proud of all the kiddos right now and the caliber of band that we have in middle school, which I've been hearing about. So, I just wanted to congratulate seventh and eighth grade for their
excellent work and excellent skill. Um, I got a few things from uh, director Hall. Um, regarding the middle school uh, you guys mentioned one of them already.
Let's see. So again, middle school band received highest marks uh, possible in seven out of eight categories at their competition two weeks ago. There was wrestlers that got second overall with seven individual league championships. The Frozen Theater production has been
amazing. Shout out to the eight of his team members who have volunteered every two days of time to plan and support uh vision and uh and constructing work that they're doing at the middle school. Um for the high school freshman night
was a success with over 100 people in attendance. Girls basketball qualified for home for a state tournament. They lost the in the first round, but they showed great improvement over their season. Um, boys basketball finished their season 25 and one. They hosted the
regional round of state tournament, won both games, and then they lost their first game in at the university in the elite 8. Um, and then looks like student Trey Hall hit the thousand point mark for high school basketball career in
this last season of the regular season versus Bayfield. So, that's quite an accomplishment as well. >> And I went to see Frozen. It was great. My favorite part was the end when like you saw all of the students, not just the kids in the play, but like all of
the lighting and the sound, the set, and like felt like the whole middle school was there. So, it was just a really fun show. any other celebrations that we'd like to bring up? All right, it's great to hear all the great things going on.
Uh so we'll move on to our student representative report. Um I have a report that was um put together by me and quite a few students on student government and then I heard from some
teachers and some of my own friends. Um probably about 20 inputs um mostly from casual conversation but I did have a discussion in student government. Um, we just wanted to acknowledge our concern
for the lack of student engagement in non-athletic activities especially. Um, of course we always want to still encourage that, but clubs such as student government, yearbook, the French and Spanish clubs, those are all pretty lacking just
because we feel like there's not enough of a um push for students to join those. Um, in a discussion that I had in that student government meeting, we came up
with the idea that we would add in requirements for students maybe in graduation, which um is coming from a group of students that would be willing to do that. So, it's definitely hard to say what the rest of
the student body would think about that. Um but sort of as a meet in the middle for that um I know National Honor Society used to have a lot of requirements for like volunteer
work in the community and I think they did like a big passion project in their senior year just to get students more involved in the school and to give them more um guaranteed opportunities to pursue bigger academic endeavors. that what
used to be a thing and isn't really anymore. Um, so I think we would just like to see more of a recognition for academics and non-athletic clubs. Um, and it could be
small things such as being posted on the um, social media pages when students commit to colleges without like sports. Um, just for academics or for, you know, they get theater recognition, things
like that. Um, Durango High School does white robes for high GPA students. Um, and then another thing that I heard from student government teachers was
um having a designated academic adviser that's not already a counselor, someone employed within the district as like a teacher just so that we can have that extra support for students. Um, and then something I thought of was growth based
awards. So for most improved students, not just highest achievers, so that we can encourage students to not just get high scores, but to put in that effort as well. And yeah, I have a more in-depth thing
on the report that I think should be included somewhere, but yeah, that's the gist of it. >> Thank you for that. I just want to say that I was very impressed with your report and the suggestions that you
make. Um I think that they're very meaningful and so I would personally would like to see a lot of that implemented. So thank you. >> Thank you Kaya for that report. I also wonder um if you have received feedback
and I'm not sure if we had perhaps mentioned asked about a suggestion box for students that could be, you know, like brought to you by you to board meetings for suggestions by students. Could be anonymous suggestions because I
wonder what perhaps what might be causing that decline in involvement in activities by the larger group of number of students. And if you have heard
any feedback from your f any more feedback from fellow students about what they feel might be kind of barriers that they are going through. >> Yeah, there is like a suggestion box that's posted outside the office but it's not advertised well like it no one really uses it. Um, I think there
probably could be more of an effort placed by admin themselves to get students to do that. And maybe it would even be better if it was in the digital format that students could fill out. Um, when we do our weekly home room, like our 40minute home room class, um, I
think that's something that could help students reach out more efficiently. Um, like I said, I could only really get feedback from the students that are already in student government. So, I have already have a sense of like want
for involvement and it's hard for me to reach the students that like aren't engaged in those types of things. So, I don't know what their hold back is necessarily. Um, but from my perspective, it just doesn't seem like
there's much celebration around anything outside of sports and attendance, which is well, that's a very very good point that you're making. You have observed that and it's of course every every aspect of being a
student should be celebrated at school should be a joyous experience for all you students. That's what I feel. Director Blair, just to note, the suggestion box was put in place by our former board representative, our student
representative. So, that should be something that the new representative has partial control over if you want to meet Dr. Bonafice and talk to her about that. >> Yeah, we probably could. It's just a lot of the times you get papers in there that are jokes and don't really take it
seriously. So, I think a digital um format thing would probably be a better thing to discuss and especially if we have a designated time for students to fill it out. Well, I wonder if like, you know, we go back to now QR codes, a QR code posted on the suggestion box as well that can
point to a survey or a you know, space to leave your comments. You're doing great. Thank you so much for coming here every month and providing these reports. Thank you.
>> So, um I was wondering if you had an opportunity to present uh the report to the high school administration. >> Not yet. Um really the only group that I was able to run it by was to government.
Um I don't know what they feel about the things such as getting posted on Instagram and the white ropes and stuff. Um, I've heard a couple I've heard of support from some teachers about that, but not admin itself. Haven't that hasn't reached their desk yet.
>> Do you have a regular time that you're able to meet with them or do you just have to schedule them? >> Uh, yeah, you'd have to schedule. I think that solutions especially regarding engagement barriers to engagement that come from students are great because they're well positioned to
know why do you need any other support? um from the admin side that we can help navigate. >> Yeah. I'm not sure what like authority you have over, you know,
enforcing stuff in school. So, >> we don't we just go through. [laughter] >> Yeah. I think this the purpose of this is mostly to just like get it heard that this is something that we're looking for. And I'm not exactly sure the steps
that we would take to get it there. >> We're going to charge [clears throat] Mr. RmIrez to help see this three for you. >> Those are some great suggestions. I thank you for your >> thoughtfulness
in your report. All right, let's go continue on into our board of boards. >> So, I [clears throat] um wanted to this semester visit all of the schools just to meet with staff. I originally thought it would be staff
meetings, but scheduling is a little weird. So, um I just wanted to talk about two campuses I visited. I went to the middle school um after school once a week. They do responsibility centered discipline drills like um a group. I didn't really know what I was walking
into. It was really cool. Um they broke into small groups. They had um teachers that were trained as leaders and they would go through scenarios. Um it was just a really energetic group. Um I loved sitting in and kind of hearing how they talk about um constructive ways to
approach approach classroom disruption and stuff like that. And then afterwards I had a chance just to informally talk um with them. Um and um I heard about some interest in strengthening literacy engagement and
reading culture. Um and I also went to Keer um and uh just kind of hung out in the break room over lunch and that was fun to talk to some of those teachers informally. Um and some common themes that came up
across both schools was um kind of um student behavior supports um how student behaviors impact classroom learning um and just staff morale. Um there was some interest in um additional trained behavior supports. Um I think those
those are modeled in other schools for higher tiered behaviors. Um, it was just interesting to learn about um about how that might be helpful. And the staff really showed a lot of empathy. I was really impressed um for their administrators who are dealing with this um for their teachers,
the learning environment for other students. Um and also the negative impacts if the behaviors aren't addressed, for the students who have those, they're not learning to be constructive. Um and also some talk about small group and intervention support. um how the small
groups like they notice a big improvement and then a common theme was also just interest in um more communication um between the schools with um alignment. So between fifth and sixth grade and eighth and nth grade apparently students aren't always great
historians about like oh no we actually do know how to do this um so you don't need to go over it again. um just so that um the incoming teachers kind of have an expectation and then vice versa you know if there was lower skills coming in things to focus on um there is
a curriculum but just kind of more more hands-on so that was an interest um I heard about um PEBC where teachers are trained to give peer mentoring and coaching to other teachers and like how impactful that was to you know see a
teacher doing really great things with students. Um anyway, the staff was so welcoming um and so kind and they were just so fun. I was really impressed. Um so I hope to visit the other campuses as well. Um and
then I also was invited to SCYC youth council. Um there were a lot of Monizuma Cortez High School students there. um they talked about project they're doing um also to improve the environment at the high school and um [clears throat] I
think they'll be doing a presentation in April so that they'll be hearing more from them but it was really interesting to hear a student perspective um a family or a community member um wanted to meet with me to discuss
alternative calendar models so um kind of a yearround calendar model where the um instead of a big summer break, the breaks would be chunked up. Um I sent Mr. Ramirez kind of her summary of the
pros and cons for that and the conversations that would have to come with community. Um, and just based on that, I don't have a strong preference for any calendar personally, but I was I would uh thinking that we might want to
revisit our calendar, have different um uh models that we could put out for the community or for families and the staff. Um because I think that happened when we went to our 4-day calendar through the middle of the year. I remember filling out one of those. So, it' be just
interesting to gauge like where people are with that um at some point, not for this coming year obviously. Um there's a solar project proposed for Mus who and I met with them briefly.
Um it's unclear if there were tax benefits because of the state backfill offset, but it was interesting to know about it. um if it does go through, they had offered to um work with the school if it was interested in providing technical education um around solar
energy work. Um and that's all [clears throat] any other reports that need to be added? Moving. Let's go to
first reading of the G interest requirements. I'm looking at that and I'm wondering why it's in that section of the >> Yeah, it was moved from action items. That should not be there.
That should be item F under action items. I think this may be like >> Did you see that during our meeting? >> No, sorry. >> Because it's not on our agenda that way. >> Yeah.
>> Yeah. It's under action items. >> That's where it should be. Yeah. >> There's a leprechaun. >> See if I can physically put it back. >> Okay. [laughter] I don't know how that happened, but yes, we should be at address.
>> Okay. And Dr. Shel, there are no tickets to address the board. >> All right, that's the quickest one. >> It is. >> All right, then we will continue on to our discussion items.
Do we have any board discussions? because typically the discussions items are based upon the conversations or presentations from the public. So we will move on to our elementary
science instructional quality transformation. Yes, sir. President Shamay and members of the board gives me great pleasure in communicating to you uh the communication pathway open with the
elementary principal ships and the elementary leadership teams. It began with the elementary summit where we convened all three campuses and uh at the end of February I made a trip to the
destination transformation conference in Houston, Texas. And I participated in a one-day observation of campus visits to a second through fifth grade elementary campus. And what uh I was amazed by is
its alignment with some of the areas that the district has been uh focusing on in the more strategic plan also the professional development and some of the coaching. And so the issue is about to
have students on grade level by the time they're in third grade in reading and math. And so the biggest uh traditional method that people or districts tend to focus on is to have tier 2 interventions
and usually that's a smaller part of the instructional day. This model that I got a chance to see in Houston focuses on the tier one delivery and it's referred to as the quality of the instructional in
wellprotected morning session for reading and math. So it's a blend of several items that the board has heard before and the staff has heard before by speakers like Dr. Zach Gelle
on the direct teach explicit teach model about the uh Department of Education study follow through and identifying of 13 different instructional models which is the most uh effective in receiving
student achievement growth. And the one that was identified was a direct teach explicit teach model. And this uh model department chose to focus on how they could improve all the other models rather than focusing on how to
disseminate and support the model who was identified as the strongest. Uh in our district uh we're about the science of reading. Uh we learn to read in the early grades and later uh we read uh we
we learn through reading. And I get confused with those two as I try to repeat it also. But uh this model of direct explicit direct teach is also infused with the science of reading which is phonics and it's also with a
blended level system called lace which identifies students the tier one delivery that are uh through demonstration of learning through written evidence through individual and group and small pair sharing and
questioning of the teacher in tier one to identify students that will will remain with a core teacher for the tier 2 level. And the tier 2 level is on grade level. Uh the students that are on grade level or above grade level many
times aren't addressed because we're focused on the students who did not master the tier one instruction daily instructional delivery. This model allows adjustments to be made in real time every day through coaching by the
principal, assistant principal and instructional coach and also what we call teacher apprentices which are highly skilled and trained pair professionals that help the teacher in the classroom. So in this model, when kids are students that are on level and
and exceptionally high go to the team center and where the instructional coach is along with apprentices and they're able to do advanced work that's above their level. And so you're driving both the students that demonstrate understanding of what is taught daily
and it rises to a higher level but you're also in a very small group that remains with the core teacher to have tier 2 instruction to understand that daily uh teaching object objective. So, a team of elementary principles, all
three campuses, uh, their instructional coaches and one teacher from the leadership team of each campus, uh, travel to Houston on Monday. Uh, today, Tuesday, they toured the same second through fifth grade elementary
campus that I toured and saw and participated when I was there at the end of February. uh they had a debrief with the chief uh uh division officers and all of the different vertical staff being such a large district uh in the
state of Texas that they have different layers, but they're all focused in supporting this type of meth this method of instruction of improving the quality of instruction of tier one. And so I just wanted to report to board that this is not a mandate from the central
office. This is an opportunity for principles and teachers and instructional coaches uh to see a system that has transformed in a year and a half 140 F campuses uh to be a B
campuses the rating system the report card in Texas they made schools A through F there's A B C there's no D and then there's the F and so this is a huge shift in short amount of time. They
usually people address that it takes five to seven years. Students that are not on level don't have five or seven years for the system to get better. And so I just wanted to give the board a little bit update, keep you updated as we go along. The next
phase will be to have discussions with the district leadership and with the elementary campuses. The first phase is for the 26 27th school year should they choose to use in this model. [clears throat] We're also staffing up
based on every 125 students the campus receives an instructional coach. Uh that would be increasing the instructional coaches at camper to three and increasing based on the campus enrollment in Mesa to two and then they
would receive one apprentice teacher apprentice for every 125 students as well. And so those are additional positions to support this kind of model should they elect to implement or to follow this model going
forward in their UIP plan that will be before the board in August for approval. So I mix a lot of things together. I hope I didn't confuse anybody. We're excited about the opportunity to build that capacity and for campuses to
have ownership and direction of what's happening on a day-to-day basis for all students. >> Thank you. So, um board members, I want to [clears throat] comment on this. Um
the Houston district that um he's talking about has done that incredible thing. Um but it it was not impossible. It was
um through uh the experience and focus of uh Mr. Miles, who is the superintendent that was appointed by the state to take on that district, through his understanding of what it takes to uh
achieve um good scores at all schools, no matter who is attending the school, those who are in poverty and those who are not. Um that it can happen. [laughter] And uh I'd like to point out also that our
strategic plan um has been um commented on by uh people who believe that the goals that were set by the previous board in that strategic plan are
unattainable. They're they're not reasonable. And so um I want to push back on that and say that they are attainable. Those kinds of changes are attain are
being attained uh in other places in our country. Um if [clears throat] you listen to soldtory.org you learn about a place in Ohio where they are uh they have a 100%
um success in uh reading on grade in in that particular school. Um, Mike Schmoker talks about a uh a school. I don't remember if it was a school or a district. I think it was a school. They
achieved 100% ELA ongrade proficiency. These kinds of things are not unattainable. And I just want to point out that um I think they support the idea that reaching high and setting bold goals
which was done in the uh strategic [clears throat] plan um is not uh unattainable. If I may, Mr. President, I'd also like to Oops. testing. I'd also like to comment that
at the April board session on the 7th, uh there's another component that supports uh the work for individual teachers in the development of basic guides and the development of lesson plans and the develop formative
assessments because uh of the use of AI. And so we're looking forward to having that discussion with the board in reference to how that's the other half of this piece to make this model successful and to make unburning the
teachers with the workload that they have and to have quality materials to be given for them to decide uh that if there's any adjustment that needs to be made to the lesson plans or to the assessment or to uh the data
they're collecting to make through instructional decisions with the groups of students that they teach dayto day and every week and they can make these adjustments every two weeks. Part of that is two different softwares that do different things. And so I looking
forward to kind of be able to crystallize that in your vision about what we're talking about how these two components work together uh to really transform the organization what I call the the learning our main
work of what we're charged to be is teach and for student learning. And there's other components also as we've heard our student representative M. Christensen explain today and those are the other the other piece that goes
along with student achievement. It's not always all work but there's other things that are also important that intertwined with that. So thank you for allowing the time to speak. >> I just I just had one comment. Um and it's not really on the merits of this
program. It's just more on the process for how we choose what programs we're going to um to implement. Um I'm struggling a little bit with the pacing of this because we first heard of
it kind of two weeks ago as a by the way and then it's now something that may happen in the fall. And um I think um in being um responsible stewards, we need to look at any new program critically.
>> Sure. >> And so that means that as a board member, I don't want to just hear the promotional self from the people who are doing it. I want to hear the evidence. I want to hear the implications. I want to hear the possible downsides. I want to hear the alternatives.
um because regardless of what solution we're implementing, there's going to be there's going to be a cost um and there are always downsides. So, I appreciate the um promotional material that we're hearing, but I would also like a more um
critical critique um as well. >> Sure. >> Of you know, where could we go wrong? because we've been hearing about this program, about this program, about this program. Um, and
we I all agree on the issue. We all agree that um our students can achieve. Um, but yeah, so that's what I'll be looking for as we go on. No, I I think that's a good point and I
think that sometimes schools being traditional have so much that they spend on different products and different uh curriculum or different initiatives. And one thing that has been historically
uh revealed is that it hasn't made a difference in the instructional program. when you see year to year over decades the performance level of students and so it begs to look at what do we buy and
what we do and yes I agree that it should be research proven and evidence based and that's the what we call a coherent alignment of resources and uh initiatives and the models that
all of us understand and learning to see that it's a much more productful instructional quality program than what we've been doing. But yes, >> but there are there are also critiques of this as well which also I think we
need to openly discuss not to say that it is good or bad but to not just present the good points of a program to understand critiques. >> Yes. And I think that same measures take be used on everything is a point that I'm trying to make.
>> Oh, thank you. >> Any other questions on elementary summit? Okay, let's move on to our action items. Our first one being the Consent calendar consent calendar. Sorry. Online voting is now available.
[clears throat] >> Motion passes unanimously. On >> to our next action item B. The middle school a free trip to Denver. Uh Dr. Sham, Mr. Pearson was here to
present, but his wife is on Houston trip, so I told him to go home and take care of his kids. >> Okay. >> So, he's not here. If you do have questions, he said we could call him. >> I think he spoke about it last time.
>> Yeah. So the board invited to and directed us to make sure it was an action item for >> before we too far. So get a motion. [clears throat] >> I move to approve the
Monuma Cortez 8th grade trip to Din. >> I second. >> Do we have any questions that we can direct to Mr. remarage or can we proceed? >> Um, every once in a while I I have a question or two. [clears throat] Um,
so I I want to be more clear about what we're about to pass because it's not clear to me. When I added up those totals, I don't get 26,000. I get 29,849.
I get the same cost per student of 373, but the total that I get is different. Um, so I believe I believe that would be an error. It's almost $30,000 in total. in
the on the first page um under general budget it says approximately $375 per student um which matches [snorts] the information says families are asked to
pay $325 per student scholarships available. So, if the [clears throat] families are paying $325 per student, does that mean that the district is going to make up the
difference of approximately $4,000? Is that what that means? >> That is correct. The district has its disposal disposal some donation of the Colorado Trust that is was utilized last year and and could be
utilized this year. So that money would pay the 4,000 or more of the total. >> It would pay more of the total. It would be above 4,000. So would it take care of the complete total or a portion of the total?
>> It take care 10,000 of the total. >> Okay. Um that that's more clear to me. And so I I what I what I think we're passing is the ability for them to go and
understanding that the costs are covered. Is that correct? >> Yes, sir. >> Okay. >> The original reason this is placed on here is because it's a purchase over $5,000. There's no out of state travel on this request. >> Well, and is it really a purchase over
5,000? Well, it is. When you look at the total that you mentioned, whether it's 26 or 28, but uh usually things that are already budgeted, we don't bring before the board that's over 5,000 because they're budgeted. The board was a total
budget. >> Yeah. >> So, uh I just didn't have involvement in the beginning when this this got put on there. I missed it myself. >> Okay. [clears throat] So, I I think I understand what's going
on now, and I I believe I can um vote yes or no with with understanding. Yes, sir. With the assurances that I'm making. >> Justine would like to chime in at this point. Is that okay? >> Go ahead.
>> I am so excited to see this 8th grade trip continue. When I was at the middle school way back in the day, I started this trip and it is such it's so exciting to see it still continuing. >> Any other questions or comments on this
matter? >> I don't know who's going to have more fun, the students or the chat rooms. [clears throat] >> All right, let's proceed. Online voting is now available. >> Motion passes unanimously. >> All right, moving on to action item C,
the district unified improvement plan. Um, I move to approve the district unified improvement plan. I second the motion. >> Any questions or comments on the you? [clears throat]
Okay, let's proceed. >> Online voting is now available. motion passes unanimously. On to action item D, the selection of an auditor. Do I have a motion? >> Um, [clears throat]
I recommend that we contract with uh Plant Maran Audit Services starting in fiscal year 2526. >> I'm sorry, I couldn't understand the motion. I couldn't hear it all.
>> Oh, I will repeat it. Um, I move that we contract with Plant Maran Audit Services for audit services starting in fiscal year 2526. >> Can you spell plant Maran for me? I
can't see your attachments. >> Sure. It's P L A N T E M O R A N. Audit services. Got it. Do we have a second on the motion? I'll second the motion.
Um, so I looked at the all five proposals. Um, and I looked at the um, evaluation from Danielle. Um,
PL Moran is costs more. Um but they do offer um additional services um like data mining and considering that we may be entering into a [clears throat] large capital
project with our HVAC system um depending on which way we go with that. Um and that we're doing this for a three-year period. Um I feel that the difference in cost in
the scheme of the overall budget is not that large and um if we can benefit um from auditing we can [clears throat] catch some errors or things like that that we will um you know I think we'll be in a stronger
position with that. So I'm uh I'm in favor of the other possibility which was Wall Smith and Baitman. They are less expensive or um
uh district doesn't have uh very heavy auditing requirements. Um anything that happens with uh spending money on the schools is
probably not going to happen in the next um in the year that the this is applying to the 2627 school year. My my understand or my belief is that uh the process will get
um spread out longer than we're we might anticipate as far as um when those expenditures or even if those expend expenditures will happen. It hasn't been decided yet if those expenditures will happen on the on the
elementary schools. So, um I'm I would be in favor of the Wall Smith and Baitman uh firm doing our business instead of a higher cost plant. >> Were we doing this as a three-year contract or is a linear?
>> So, we did put out the proposal hoping for three years. I do think it'll be an annual contract from just understanding that we're hoping to continue. Yes. >> Okay. So, when we put out the proposal,
we were asking for a three-year commitment. Um, typically the audit services are on an annual basis. >> Um, >> and that was because you had anticipated it would be difficult to perhaps find a different auditor even though it wasn't
this time. >> That was one of the main reasons also. It just takes some time to develop that relationship with the auditor for them to really understand um how our school operates. so that they can audit it effectively, especially if they're using the data mining. I do think um more long
term is probably best. Um so yes, we were looking at a three-year commitment though the contract will probably be annual. Yeah, correct me if I misspe, but um uh
I'm thinking the three-year is kind of the minimum that you would want to do unless you find out something in any of those three years that is alarming about the company that you're doing business with. But um over that three three
years, the first years you they're kind of getting their feet wet. They're getting used to your system. You're getting used to how they do business. So you're automatically waiting till the second year to see if you really get the meat of this stuff that they can do. And and then after that you have another
year. And uh the the bad thing is is when you go decades without changing a CBA firm, which is what we seem to have done. I don't know if it's decades, but it's more than one decade. >> Yes. Correct.
>> That that's that's bad practice. it's not best practice. So, >> so I [clears throat] guess the way I was thinking about it is whether or not that um HVAC or you know whatever capital projects we take on are happening this year. Um I was thinking a little bit
more longterm that it would be good to have um a firm that had more modern or advanced capabilities to um to help with that. since we're probably gonna want to stick
with that one for for three years. That was my my reason and my preference. Solid director, your finance director. Hi
I have some experience with um Wall Smith and Baitman and that's the only reason I'm not um supported Laura's motion because I feel that Wall Smith and Baitman have done
very detailed very competitive audit work um and very in depth of your internal processes and your
internal controls and [clears throat] very much geared to for fraud prevention. So I feel that wall smith abatement um are a very good professional option for the district
with the experience that I have had with them at the organization. Yeah, that is I mean I I did get to meet with both of them. I was very impressed by both. We are really torn in my office because they both have benefits. Um and
I think some of what the differences we might be seeing. Um it's just how their proposal is presented. So it might be that you know not everything was covered on one proposal, but I don't think it means that we won't get those services from the other necessarily.
and proceed. Online voting is now Motion fails. I move that. [clears throat] >> [clears throat] >> I recommend that we contract with Wall
Smith 8man uh for audit services starting fiscal year 2526. >> Mr. Chair, just um instead of a recommendation, we need a motion.
>> Um okay, I was reading the script. [laughter] So, I move that we contract with Wall Smith Baitman Incorporated for audit services starting fiscal year 2526. >> I second the motion.
Online voting is now built. Motion passes unanimously. >> Now to action item E, general [clears throat] council letter engagement proposals. Do we have emotion? Um, I move that we
um accept the letter of engagement for Kaplan and Ernest attorneys at law. >> Do we have a second on motion? >> I second a motion. Do >> any
statements in support or against the motion? Um, I also would have preferred to interview in person uh or virtually the um other
legal furn Um it is disappointed that we didn't get that extra set of information about a potential, you know, firm.
>> Yeah. So, I'm kind of disappointed we're going to vote on this without hearing from the other u competitive proposed firm that was um involved in this RFP.
Uh I think if you have read the proposal of the third uh firm, you would know why um the other two might be a better fit for our
district. Um, it turns out the Well, I guess I don't want to be unprofessional, so I
will put it this way. I was um more impressed with the proposal from uh Lions Gatis than I was from Kaplan and Ernst. As uh you've heard in my questions, I didn't like the way Kaplan
and Ernst uh did not give information to the entire board in December when they were hired for the most recent project they were given. I think that was a very unprofessional way to handle that situation. I still uh look forward to
holding them accountable for providing that information to the board, but I think it was mishandled and it kind of um uh along with our past history with uh this firm. Uh I am not impressed at
all as to how they provide legal advice to at least our district. Maybe they do a better job in other people's districts, but just because Kaplan and Erns does a lot of
business of school districts in Colorado to me is not a good enough reason. I think we've got evidence that shows that they haven't served this district well. Maybe that's going to change, but in December it didn't change. So, I I'm
disappointed. So, I I don't share Director Lynch's particular concerns. Um, however, um, I respect that it would be ideal if
the entire board had confidence in our legal counsel. So, I personally don't have any reservations against Kathine and Ernst. When I spoke to people at CASBY, they're highly respected. Um and um I felt like I got the information
I needed. Um however um I I do think it would be ideal if if [clears throat] uh we all had confidence and so that is that's my reservation. >> Um I would say that because I was the one that worked with them closely in
December. Um [clears throat] they were extremely helpful uh in this situation. Um you may not have received direct email communication from her but you did
receive direct communication from me about the situation. And so I was a little surprised to hear that you felt that you weren't informed because I know I informed you. Um
but working with Klet Krst again they were extremely helpful with the given situation. Um so me personally I would feel comfortable with them. >> So um I would be grateful if you could
resend the um electronic information that you're talking about because for some reason I did not see that. I don't I don't know what happened, but I would appreciate um
getting that now. Anyway, >> was it electronic? We talked on it. >> So, the other board members do not know what happened in that phone conversation.
very important. [clears throat] >> And um basically the phone conversation that I remember with you was more your questions uh to me, not what um the uh [cough]
firm uh recommended to you nor what they had come up with. So I'm I'm not remembering the same thing that you are. >> So I I would suggest that we move on. um from that particular instant. I mean, I
think it's applicable in um your impression of legal counsel's um communication. Um but you know, hopefully you can at some point go back and sort
out that communication personally. Um, you know, if you feel that the communication it was sufficient for me, if it wasn't sufficient for you, that's I feel like that's a valid. >> Any other comments regarding this matter?
[clears throat] Online voting now available. Motion fells 3 to two. Do we have any other motions on for the legal council? So, So we don't have any other motion. So then we
table it. [clears throat] >> Um Mr. Chair, may I >> y >> do you mind being uh all all it says is that this um motion the motion for this action item failed. um
uh it doesn't mean that it gets automatically tabled but uh it can be brought up at the next uh regular meeting or at a special meeting for the purpose of doing specifically that. So it's not like the chance will never come
up again. Um it it can happen again. uh and uh maybe with some different preparation beforehand it it might be an easier thing to vote on.
>> Do you understand what I'm trying to convey? >> Yes. Let's move continue on the architecture items. Um on to action item F which should be the policy first reading of the JB
entrance [clears throat] age requirements. >> It is missing again. Where did it go? It keeps popping back up to discussion and I don't know why I haven't touched it. >> We have to remember that board dogs is
at end of life. >> Mr. Chair, I have a suggestion. Yep. >> Um, can we work off the paper copy of the agenda which correctly shows death as being the polic policy first
reading? It says the same thing as what the digital um agenda says. It's just in the correct position on the paper copy. >> It's there to refresh or do >> you just have to refresh it?
>> Yeah. Botox is literally about to die. Community is coming. >> Yeah. >> Do you have to join? >> Yeah. I'll take you out. You have to rejoin.
>> Okay. And this is first reading. There's no reason to Any concerns on snow? >> I thought second reading the first. >> Thank you. >> Okay. Then we'll move on to our next
action item of the capital reserve request. >> Actually, I just sorry have a question. I saw a post about the this uh policy that the warden was just going to change in April.
Um you're talking about J. >> Yeah. the entrance age requirement. I saw the and the I think July requirement for request and delay and I just wondered if
so that needed to wait until after we voted on this policy flyers went out for the kindergarten roundup. Um, and we knew that the board was pending this review, so we made a note on there that it would be changing
or actually I should say could be changing. >> It's not for this year. It would be for 2627 because it would be in place. >> Let me let me add to that. the policy would change but the students
that are are three year old four year old now would be grandfathered to the previous August 31st policy date so it's whole harmless for those
families and their children and then we also advertised uh the great advancement uh policy and then the gifted advancement. Also, >> I think director Blair, if I understand
right, the concern is that it was it was stated as it had already been decided. Um, >> was that I got I just got the impression that there was like the the certainty that there was going to be a change in language in the policy before it was
voted on. >> The possibility, right? >> So, I'm I'm not understanding the point. Well, we wanted to get the word out quickly so that there wasn't confusion at the last minute >> and so that we were notifying the
parents that the policy was being proposed to change the date 31st to the 1st. >> Okay. So, uh the public has been notified in another way outside of our meeting stuff, right? they've been
notice notified in another way that the board is considering changing the date. >> And if the date if the board does approve the date change, >> my understanding is that uh the students uh that are in the transitional time
frame would be held harmless. They would be allowed to continue as if they were under the policy. >> Yes, sir. allowing for some time and then it'll be implemented when no one else is negatively affected by it.
>> Right. And I I can't guarantee that the board will approve it. But uh I thought it was important to give as much advanced notice as possible because parents start making decisions about daycare. They start opening up UPK for
enrollment too. But I I take sole responsibility for that. I don't want to call it an error, but that advanced notice put without board approval. >> And I apologize for that. Well, uh,
>> here's the flyer if you want to see it. It says students must be a minimum of 5 years old by August 31st for 2026 and August 1st for 2027. >> Okay, there is clarification on that.
Um, and it just says Paul policy J. >> And if it doesn't pass, >> thanks for Yes, sir. >> Good. All right. >> Thank you. >> We'll continue on to item G, the capital
reserve request. >> [clears throat] >> Uh, I move that the board approved the cap reserve for the purchase of a micro bus for the transportation department costing uh $16,000. >> Sorry, I think there was another policy for repeal.
>> It wasn't just a early age. >> There were two for they're just Okay. We have a motion on the floor. Do we have a second? Second. Do we have any questions about this capital reserve quest?
Um, I'd just like to comment that this is something that I don't know, I didn't notice it in the transportation report, but this is the kind of thing that I would be expecting in the monthly transportation report to say this. We anticipate having to replace this um
just so that we have less of these things just kind of popping up and I want our buses to be safe. It's just >> right >> good to know that it's coming. And I agree with you, director. The wind this was an emergency because it in the in
the regular inspection it was found that the frame was deficient and it rusted through. So it wasn't safe to operate or repair and so that's why it got fasttracked here and it seems that way like there was no notice. So we identified it this beginning of the end
of the last month in the annual notual regular inspections that occurred by law on all systems. >> Okay. So it wasn't before I >> right just somebody's land came because of that. So, we're going to have to get
rid of that. It's replaced. >> You have questions, concerns about requests. I just don't know how these manufacturers sleep with them sleep well with charging 1600,000
for a mini book. It's [snorts] needed. >> All right, let's proceed. >> Online voting is now available. Motion passes unanimously. >> All right. And then we will go ahead and move to adjourn our meeting. I like to
thank everybody that came out in support of our students here physically and those that were that joined us virtually. Um today is March 17th. Time is 9:05 p.m. and we are journed.