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Video-1: youtube.com/watch?v=cIvfOcAsCq0

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Thank you for those that have joined us in person and those that have joined us virtually. We will start today with our pledge of allegiance. To the flag of the United States of America and to the republic for which it

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stands, one nation under God, indivisible, with liberty and justice for all. >> All right. And before we get started, just like to remind everybody of our district's vision and mission. Our

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vision, uh, Montazuma Cortez Schools inspire resilience, lifelong learning, and civic purpose by fostering high expectations, critical thinking, and accountability in a safe and diverse environment. and our mission. As we strive to become a district of choice,

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we celebrate diversity, build meaningful relationships, and open doors to personal growth and a world of possibilities for every student. Can we have a call to order, please? >> We have all seven board members available tonight. Um, we are

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broadcasting on YouTube and mics are on and we're using diligent community for voting. >> All right. Very good. Let's move to set our agenda. >> I move to approve the agenda.

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>> I second the motion. Online voting is now available. I didn't get mine. >> You get How do you vote? Director Hall. >> How do you vote? Director Bis. >> Yay. >> Motion passes unanimous unanimously.

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>> Show that on the screen. All right. And let's go to our presentations. First one being from our district accountability committee TLCC survey presentation. >> Just as a reminder, these presentations

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have a 15minute time span. So let's >> check my timer. >> We'll we'll we'll keep it as prompt as possible. I promise. So uh good evening, distinguished board members. Thank you for having us here. My name is Steven Candeller. I'm the DAC chair. And this

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is Tori Palmer. >> I'm Tori Palmer. >> Um, TLC TLC. >> I I would love to give a presentation on the National Honor Society, but I'm not sure I'm qualified. So, just as a um quick overview very

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quickly for those here in the room that may not know, the district accountability committee is composed of uh parent representatives, uh staff representatives both from the schools and the administration and then also community members at large. So, it's a

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good composition of individuals that have different views that really make a lot of sense when we're reviewing data such as the TLCC survey. I believe that we've met on three different occasions specifically for the TLCC data review

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and uh we've got quite a bit of time into this. We'll it's a lot to discuss and we're going to try to make it as quick as possible. So, if the board has any follow-up questions after this presentation, um please send them over and and we can review. So, thank you

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again. Without further ado, let's get into it. >> Oh. There's a power switch on the side. >> Okay, we are high speed. I love it. So,

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just so everybody's aware, um there were questions for the district and then also questions and responses for every individual school. So, we'll start with the district and begin working our way down the through the schools. What we did was we tried to

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analyze the data and find, you know, themes or points that really needed to be highlighted or brought to your attention for your review. Um, the TLCC platform with Panorama online, you can drill into this data very deeply. You

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can look at questions individually and it can really help you highlight exactly where the problem areas are or opportunities for growth or improvement as we looked at them, but also too for all the things that we're doing the right way. Right? The survey tells us both sides of the coin and we wanted to

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highlight both. So as far as the district is concerned, we noted some opportunities for improvement for district leadership. Um, these respondents were uh questions that were answered by charter leaders, principles, assistant principles, and obviously take

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in mind when we're talking about percentages, the invalorative of this, when we're talking about such a small number of people, the invalue can swing percentages pretty drastically. So, district leaders take steps to solve problems. We saw a

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71% positive response, which is a significant decrease from the 2024 survey and is also 14% below the state average. One item to note here is that it is at a 90% positive response rate. If we do remove the charter schools responses,

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trust and mutual respect between district and school administration was at a 63% positive response rate, which is also a significant decrease from the 24 survey. We are significantly below the state average. And as you can see here, not much difference when the charter schools are taken out of that

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data. >> Maybe next slide please. Thank you. As far as instructional practices are concerned, meeting diverse student needs and and these are all so meeting diverse student needs is a is a subset of its own. Uh social and

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emotional learning was a theme that we saw not just at the district level but also nearly at every single school level. Uh 63% positive responses which is down 11% and uh 19% lower than the state average and gifted students are

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supported in the school. 55% positive response rate which is also 22% lower than the state average. Next slide please. As far as areas of strength are concerned again we want to note the areas where there's an opportunity for growth but we also want to note hey

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these are the things that we're doing well when we're talking about recruitment and retention. Let's continue to build on these things for our staff as far as district leadership is concerned. Last slide. There we go. Um, district provides

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principles with the support when they need it. Again, this was a small sample size, a 93% positive response rate positive without charter schools. We have saw seen a slight uptick from the 24 and we are also 8% above the state

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average school leaders. >> Which question was that? Sorry, which question was that under? >> Um, this is under the district provides principles with support when they need it. That is the overall category and there are individual questions underneath that category I believe that can help you

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really identify >> and it's still only admin that's admin >> correct. Yep. This is all school leaders. We're just talking about the district right now. So basically this is all of our school leadership giving their response of what their view of the district. >> Okay. So this is the leadership their

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their view not the teachers view. Yes. Got it. Okay. >> Yes correct. School leader evaluations 80% positive, 84% without charters. Huge uptick up 31% in 24. State average being at 83. So

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we're right there with the um with the state average there. Elementary school class sizes um we're above the state average 3 and 13%. Next slide please. And then institutional practices, shared

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responsibility for learning, 83% positive. Pretty significant increase here as well in the double digits and we're trending right there with the state average. One note that I would really like to highlight here is we had an incredible response rate for our TLCC

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survey. when you have 242 out of 243 respond to the TLCC survey. As far as our pool of survey takers is concerned, we're getting a pretty good representation of what the true thoughts are amongst everybody. >> And we just wanted to thank you guys too

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for providing the gift cards. I think that really helped. And the how we did it, we went to each school and presented um during a Friday morning training session and gave them the time right there. So I think how we did it really benefited and we should do it in the

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future. >> Absolutely. Um if we want the data to be good for us, right, we need to keep this trajectory going. The more data that we have, the more reliable that it is and this is a good start. So next slide, please. Moving on to the high school

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opportunities. This falls underneath the category of instructional practices for meeting diverse student needs. 55% rep positive response rate. We're still showing positive growth here, right? Up 13 is good, but we're still 26% below the um average of Colorado high schools.

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Gifted students are adequately supported in the school, 29% positive. We're trending up 6%, but again, huge opportunity for growth here with being 50% below the state average. Shared responsibility for learning. Next slide, please.

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71% positive. We're still trending up, but we have some room to grow. Staff in the school hold themselves accountable for academic growth of every student. And again, now we've transition, right? We're talking on an individual school basis. So these are staff at the school

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talking about their own institution there or their own campus. And if there's any questions or or concerns about not concerns, but answers towards leadership at the school level, they're talking about leadership at that school. So they believe that a 67% positive

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response rate that everybody in the school is holding themselves accountable. It's down um and we're still below the state average there. And the school's effort to engage families individualize on the student needs up 66% positive. This is a huge uptick but

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again large opportunity for growth. Next slide. So something that we saw at the high school was a ton of huge improvement across multiple categories. Staff evaluations up 46%, staff leadership is

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up 44%, professional climate is up 39%, support for own well-being 30% and professional development for instructional staff is up 44%. They also noted that the um students with disabilities are adequately supported is a 76% positive response

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rate. So very large upswing 24% from 24 and we're getting closer to being in line with where the state average is at. Next slide. Moving on to the middle school opportunities for growth instructional

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practices for support conditions. And you'll notice that there's multiple different categories for instructional practices. Um this is in particular about the support conditions. 76% positive. We're trending down and we're also down 12% from 2022. Something that

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we noticed in the data with 2024 was the number of respondents was significantly less. So there are some fields where we looked at it not just based on the last survey but the prior survey to that because with the inval survey um some of

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the data just wasn't quite representative of what we thought the true trend was. This is 8% lower than the middle school average. Uh staff thinking that their class size is reasonable is a 46% positive response rate. This is a huge decrease from 24

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and also significantly below the middle school state average. As far as staff being able to secure a substitute, 46% positive response. We are trending in the right direction, but 46% is still not the best of numbers. Next slide, please.

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student behavior. The school is a safe place for students to learn. This is an 81% positive response rate. Although that this is a a high response rate in that regard, being down 15% from 24 was concerning to us, particularly given the category that they were responding to.

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And this is 8% below the middle school state average. Students having the behavioral supports that they need to be successful in school, 65% positive response rate. That's down 10%. and six% below the middle school state average. So again,

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kind of going back to that seal that we were talking about being a trend across all of the schools in the district as a whole. Next slide, please. >> Jump in whenever you're ready. Yeah. >> You want me to do one? All right. Strengths. Large number of categories were definitely above the state average,

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which was exciting to see. Professional climate was 93% positive, 9% higher than other Colorado middle schools. Staff leadership was 93% positive, 13% higher than other middle schools. Professional

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development 80% positive, 9% higher. And share responsibility for student learning 91% positive, 8% higher than other Colorado middle schools. So, we just thought that is awesome to see some higher than state averages.

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Okay, next slide. Um, Mesa was this one was a little bit tough and I can just read this. Staff responses across multiple categories showed a large decline from pri prior years. Outside of support of your own well-being, no other categories received a positive response

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above 72%. This represents a decline from prior years. Compared to the other schools in the district, most categories are significantly lower. We believed that um that not or sorry the DAC does not believe that the data is strong

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enough to use as a reference to make recommendations to the board and during this time MESO is in the midst of change in leadership during the survey window. So we kind of it's kind of obsolete collectively uh we were DAC has concerns

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the data represented is anomalous and should be considered as a baseline for school and district leadership. It's a little different there. Okay, next slide. Keer, some opportunities. Instructional support, shared responsibility for

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learning with 78% positive, down from 2024, 10% below other Colorado elementary schools. The school provides interactive strategies that family can use at home to support their children's learning. And that was 63% positive, no

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change from before, and 17% below other Colorado elementary schools. And student support, and this was an all staff question, was 66% positive, 70 17% below Colorado elementary schools. Next,

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student support. Once again, an all staff question. Our school provides effective SEAL support for students that need them. 41% positive, 42 below state average, 16 below district average. And student behavior 56% positive feedback

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down 16% from 2024, 27% below state, not state other elementary schools in Colorado. Um some strengths for Keer instructional practices supportive conditions was se 78% positive overall category went up 4%

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and was only 7% under other elementary schools. Professional climate was at a 89% positive and that was an upward trend of 7% from 2024 2% above other elementary schools. Supportive well-being, feeling belonging at school

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was 91% positive, 10% up from 2024 and 2% above the elementary average. Lewis Areola some opportunities instructional practice meeting diverse student needs. As you can see, this is a trend through all the schools was 82%

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positive, down 16% from 2024, 1% below the average. And you have to remember with Lewis, it's once again a smaller number. So we saw that even a couple votes swayed things quite a bit. Student social emotional learning is adequately supported in this school. This one was

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46% positive responses down 54% from 2024 and 37 below other elementaryaries. Student supports this was an all staff question. 73% positive. Um there was no other data from 2024 and 10% below.

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and effective social emotional supports for students 38% positive no data 45% below elementaryaries. Okay. Do you want should we just go to Well, yeah, we better go through. >> Are we doing okay? >> Okay. >> This is the last one, right?

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>> Couple more. >> Yeah. And then our solutions uh professional development 67% positive up 23% from 2024 but down 11 from 2022 10% below other elementarymentaries. The effectiveness of professional

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development in regular is regularly evaluated was 38% positive down 6% 32 below other elementaryaries and the question I receive adequate professional development to support my students seal

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was 40% positive down 4% and 32% below other Colorado elementary schools some strengths for Lewis Areola large number of categories were above the state average professional National climate 99% 12% higher than state. Staff

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leadership was 100% positive 16% higher. Support for for their own well-being 100% positive, 7% higher. And time was an all staff question was 72% positive, 9% higher than other elementary schools.

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>> Okay. >> So, we didn't just want to come to y'all with all this data and say, "Here's all your problems and figure it out. So, we don't want to be complainers. We want to help you and and come up with solutions. So, we tried to keep this short. Um, for student support, social emotional

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learning and student behavior was a massive trend across all of these. We suggest providing dedicated personnel to implement the responsibility centered discipline program. Utilize technological systems to improve efficiency of behavior and trend across

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multiple categories of the TLCC survey. Like I just mentioned as far as G&T is concerned providing dedicated personnel to support the gifted students across the district and this again was also a trend across the survey. Professional development for our staff ensure that

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professional development is relevant and applicable to the experience level and needs of staff. We as parent representatives and our sack groups we heard back from most of the schools that this was a huge trend. So, you're hearing about the same thing from all of the schools there and ensuring the

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district supports new initiatives with adequate uh professional development. And by new initiatives, things like new softwares and and stuff that we're rolling out to the staff. >> Can we go back one? I just had that and for the provide dedicated personnel for

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the RCD, we thought, you know, it doesn't have to be someone with a teacher license, but someone that is emotionally capable to have those kids come to them and write their solution to bring back to the teacher um is yeah, even if it's a pair that fits that need

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emotionally and can handle that, then would be a great fit. As far as family engagement is concerned, providing parents with more information and resources on how they can support their students education, expectation for increased communication between teachers and parents. Um

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something that we discussed with that was um a district-wide standardized application for communications between teachers and parents, but also for communication from the school and the district. An example might be a program like parent square was a suggestion that we had heard. district-wide expectation

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for teachers to communicate with parents on a scheduled or routine basis. Next slide. I think that's it. So again, we just threw a whole lot of data at you all. Highly encourage you all to dive into the areas and the categories that

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we saw the trends in. We've kind of done a lot of the leg work for you. Um but a huge kudos to everybody here. There was a lot of positive response to this survey. It's not all bad, right? It did a really great job of showing what we're doing really well and then opportunities that we can target for growth.

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>> Thank you. >> Thank you so much for all that time and effort that you put into it. That's just fantastic. >> Yeah, that's >> Don't go anywhere. >> Okay. All right. All right. I mean, the beeper went off. I want to make sure we're respectful. >> Go ahead.

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>> I just wanted to say thank you very much. Um, and I also appreciate the proposed solutions. Um, I think we're all here to um, well, I guess I should just speak for myself. Um, you know, I

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welcome constructive uh feedback because um we know that we have a room to improve and so when we can identify that and have some solutions to work forward um I would like to say to um principles and building leaders that I hope that

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the negative responses aren't felt as a grading of your performance. We know that all of you are invested in our kids, but I think it is um maybe a sign of tools that are lacking. You might be doing the best that you can, but um

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there may be additional tools that we as um district leadership and the board um need to provide. And so, um, I think for me personally, having being a parent, having a kid, this tracks with, um, you know, what I hear from my own

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child and her friends. I know a lot of fourth and fifth graders. Um, you know, they want, um, more support in the classroom. They really know that um, behavior issues in the classroom um, disrupt learning. And they also

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recognize, I hear from them, that supports would be helpful. So yeah, thank you. >> Any questions, comments for >> um No questions. I just also want to thank the DAC for all the effort that

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you put in to um looking at the data and coming up with the uh such a a great presentation for the board. Thank you. I had another question of um how much um input you got from the Sachs like did you have

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um were you able to engage with the different school accountability committees on this? Um and are there supports that you need from the board um to help the DAC? I mean, you guys are

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um a tremendous resource for us and the school accountability committees. Um, you know, we should be getting information from you guys and through the school on school budgets, on district budgets and things like that. Um, and I know that it is a very

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difficult position because a lot of times you're trying to learn it as you're in the position. So, I just wonder if there's ways that we can support you all in that. take this one. >> Um, I feel like some sacks are better established than

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others and that's kind of working in progress. I feel like this year we really worked hard as a DACK and now we know what we're doing together. Like I don't know, we're finally getting there. So now we can uh maybe focus more on Sachs. I know before we presented I met with Principal Porter and kind of

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discussed what do you think about some of the solutions and things like that. So, and I think at Lewis you guys discussed some of these and uh Dr. Bonaface is on our committee. So, yeah, we had uh some good input I would say from Sachs and principles.

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>> Yeah, and that's that's the good part about the parent representatives. At least one parent representative from each sack is supposed to be on the DAC. So for those of us that were able to attend the meetings and the discussions that we had, we all did have the opportunity to talk to our sack groups

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about the TLCC survey. So in the discussions that we had for crafting solutions, we did hear a lot of things um from the sack and that helped us craft our response. So um in regard to interaction, I think that Tori put it together really well. Um I think we're

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all up against it. everywhere is everybody finding the opportunity and the time to volunteer, right? And getting the the engagement that we need. That's going to be a battle always, but everybody that was invested in DAC was also invested in their individual sacks.

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So there there was some representation from the Sachs in that regard. >> Just one other thought too. I know like when I first learned about sack and deck like Laura was the one that told me about it. I'm like I and I was the PTO president really involved. and like what is a sack and what is a DAC you know and

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so it really like was a learning process for me as someone that is really invested. So I think and I don't know if this could be district or something us as a DAC does but some sort of explanation of what is a sack, what is a DAC and get that out to parents. Um

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because the sacks I've been in are very small and I think we could do a better job as a community about explaining those things to the community somehow. And I I think from my personal experience working with those committees

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is people will get excited if they bring an idea and they see progress on that idea. If you're just reviewing data and just kind of like shown something and you're like I guess it's okay. Um there's not a lot of reason for

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engagement. And so I think the more that we can um as a board be responsive. We heard you. um we we heard this request and we are going to um work through our chain of command through Mr. Ramirez um to to take that seriously and I think

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that's when people will say like hey I brought this up at the meeting and then we saw some action um I think so that's where I hope that we can support you going forward. >> All right, thank you so much. >> Thank you. >> Thank you guys. >> We appreciate the opportunity and

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apologies for going over time. >> Take care. Justina is the only one. >> All right, let's uh move on to our next presentation by the National Honor Society. I don't think I'm that tall. Okay.

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Um, hi. I'm Tara Olsen and uh I'm a high school social studies teacher. Um, I'm also the National Honor Society advisor uh for MCHS. So, I'm just giving you a little rundown of what we did um this past year and kind of some goals that

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we're looking at having for this this following year. Um, and of course, here's a picture of some of our really cool kids. Um, our National Honor Society has definitely grown. um um just even over this past year. So So the MCHS

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National Honor Society is more than just an honor role or activity. Um it is a distinctive multiaceted um learning experience that provides students with a solid and meaningful foundation for life. Members are students recognized for their merit and encouraged to

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develop their potential. Um they use their voices, build an inclusive community and help shape the future that um they'll eventually lead. So it definitely gives them that um those characteristics. So some of the benefits that they get for National Honor Society um along with

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recognition uh students who are members gain access to exclusive uh newsletters. They get college and career planning, webinars, virtual events, leadership development conferences and summits. Um they get offered all these things. So they get a choice if they want to

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partake. um and financial assistance with college through prestigious scholarships and award programs. Um they also have multitude of opport uh opportunities throughout the school year to participate in service projects uh which build their teamwork capability

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and honors project management skills by um helping their school and their community. Also looks great on their transcripts. So they like that. So um our goals for the last year were to uh build a number of NHS members that we

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had and also add another blood drive. Um we do uh typically one a year, one blood drive and also a food drive. Um this year we did two blood drives. So we did build the membership. Uh this was my second year doing this and so I'm

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fairly new to all of it myself to still learning. Um and the students have actually been really great with that. Um probably they're probably more of my teachers probably at this point telling me, "Hey, this is what you need to be doing." Great. Um, so our membership

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totals uh did go up. Uh the last year we had 43, this year we had 47. So seniors um we have 18, juniors nine, and we had 20 inductees. So um and that and that's saying a lot. So these are kids with a

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3.5 GPA or above. And um typically most of these students have sports and a lot of other activities that they're partaking in. So um it's saying a lot um to see that many. So our last year's officers uh were

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Cameron Oliver, uh Tianne Nielson, Aubrey Matthysse, and Alisa Van Burren. And they're all seniors, so they have graduated. Um and then our upcoming year uh president is you guys probably know Kaia Christensen. And we also have Nelson Hurst. Micah Lewis is our

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secretary and Asher Bennett is our treasurer. So, of course, the kids, they set up the voting. They are the ones that vote. Um, and so they're the ones that put all of this in place. I just kind of uh move through the slides and make sure their Google Classroom is up to date.

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Um, so here's a picture of a meeting. Um, just kind of some kids gathered around. Um, they're very proactive. Uh, they participate. um they're typically have all known each other for a really long time. So just a fun group of kids to be with for sure.

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So here are some of our requirements that you have to have to stay in good standing uh with the National Honor Society and all this is set by the bylaws. So um last year we actually had to put new bylaws into place. Um we worked very diligently on that um as far

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as making it based on what the the average chapters do and what they require. Um and then the kids um have a voice in that of of what they what they want and what they agree with. So um this is pretty much all set up by the kids. Um they did this last year. So

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members of the National Honor Society uh they're required to participate in at least two NHS activities per year. Um so again we did two blood drives this year and we also did a food drive and they had to participate in at least two of

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those. Um they also required to complete at least 10 hours of community service outside of um the National Honor Society. Uh this year members participated in an accumulative of 469.5

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hours of community service between all the students. So uh pretty impressive. And again, this is stuff they're doing outside of school. So, outside of their, you know, 4.0 GPA and their sports and all their other activities. So, it's

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it's it's saying a lot for sure. High quality. Members must also pay a $20 fee per year. And that pays for graduation stools, honors cords, pens, patches, and we also put on an annual induction ceremony every year. So um the

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membership pays for that. Members must also attend all the meetings they can uh they are excused from two um and they just have to give uh prior not uh notice to me you know just let me know that communication. So blood drives um again we did two we

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did one in August uh we had 39 successful do donors 39 units of blood um 27 in January and in total it's 234 units which translates into 234 lives.

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It's kind of nice to know. We also did a food drive. Couple of my delivery girls they did great. um they had to carry all that stuff to their cars. Um the NHS members collected food during the month of November at the school and

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throughout the community. Members went to local businesses to arrange to have boxes set up. Members then went and collected the boxes and the food boxes were donated to the Salvation Army. So they did pretty good. Um and these are um inductions. So, this

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is what we look at when we're having students u get inducted to the NHS. Um it's it's a choice. I send them a letter saying you will qualify and they can either e either participate or not. You know, that's up to them. Each year, um

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we invite new members. So, the requirements are 3.5. Um and they have to have gone through at least one year of high school to obtain that GPA. So this year's uh sophomores, they got inducted. They'll be juniors this coming

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year. That makes sense. Um we also look at their leadership, their character, their service, and their scholarship. They have to go through an application process. It's uh it's a pretty big application, and they have to be reviewed by five members of our faculty

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committee. And that faculty committee is actual actually selected also from students. So, one of our ceremonies getting their stools. They like their bling, all their cords and their stoalls.

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So, uh next year, uh we talked about this at our last meeting. Uh some goals that we have is to improve communication with um within ourselves and also do at least one fundraising event and also um

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increase that student leadership. So things really um started and um completed by the students for sure. And that's all I have. Any questions? >> Oh, thank you.

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>> Yeah, you're welcome. >> Thank you. >> Can we get another timer thing? All right. And then we will go to our next presentation by the San Juan Bozies.

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>> See if I can see what's up there. I don't have a printed copy. Uh, good evening, Monizuma Cortez School District Board. My name is Royce Trainum. I'm the executive director at San Juan Boseis and Superintendent Ramirez and I wanted to share with you a

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little bit about how Abosis in a district work together uh to ensure that all students with a suspected and identified disability receive the services um that they are entitled to under the IDA, the Individuals with

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Disabilities for Education Act. There is a handout that you have that talks specifically about ways that San Juan Boseis and Cortez collaborate to make uh certain that those services are provided. And then there are two additional paper documents that I'm

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sorry didn't make it into the digital board packet um that we could do a quick review of ahead of time just to kind of set the stage for what is a Boseies, why does it exist, why is Cortez part of one? Um and then specifically a little

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bit more about all of the different things that the San Juan Boseies does because in Colorado um not any two Boseies are exactly alike. So I can do a quick review superintendent Ramirez if

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that works for you about kind of the high level what is a Boseies how do we exist how do we function together and then together we can review any information about specifically how we work together. Um so Boseies were established legislatively

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um in the state of Colorado as a way for school districts to come together to really address any shared unidentified areas of need or desire to improve opportunity and learning for students.

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Um they were actually established before the federal law idea even came into play. So Boseies have been around since 1965 and IDEIDA didn't come into play until the mid70s. Of course, when that law

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came in and it was established that students with disabilities were entitled to a free and appropriate public education, whether you go to school here in Monizuma County or if you go to school in DPS, if you are a student with

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a disability, you are entitled to all the same services. and as a school district we're required to provide them. So one of the ways that Boseies came to support school districts was in resource sharing around those services for

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students with disabilities. Here in Colorado there are currently 21 Boseies. 16 of them play the role of being what's called the administrative unit for special education. And that's what Colorado calls the governing kind of um

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like the both the oversight and the implementation structure for special education services in schools and San Juan Boseies is one of those uh fullervice Boseies that provides administrative unit functions as well as

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many others. So essentially what that means is our member districts utilize us um for that purpose. We provide the director of special education and many of the specialized services and then we have a collaborative arrangement with

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all of our districts by which we also share responsibility for teaching pair professionals and all of the services that come for kids with disabilities. Um in Colorado about 140 of our 180 school

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districts utilize a Bosei structure. So it's a really common way to resource share especially in a rural area. Um so that's kind of the high level overview of what is a Boseies and why do we exist. Uh for the San Juan Boseies

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just sort of I'll highlight a couple of the different things that our Boseies does. Um we've been around for about 50 years um here in the southwest and of course we serve this district and then we serve seven others ranging from uh

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Pagosa all the way up to Silverton and out to Dove Creek. Um, and so things that you will likely see in your schools, you'll see our specialists are speech therapists, physical therapists, social workers, school psychologists,

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occupational therapists. Um you will you might see our director, our aiologist, our teacher of the deaf, our teacher of the visually impaired, our early childhood special educators,

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folks that you probably don't see but that are working on your behalf is our entire data team. So just like a school district is required to report um a significant amount of data to the state and federal government for

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accountability, an administrative unit similarly has more than 14 data reports that we turn in annually on behalf of all of our member districts that are around accountability both for compliance and performance. So we

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provide all of that for you guys. Um, we do all of the assistive technology for any student with a disability that utilizes any kind of technology to assist them in their ability to benefit from the public education.

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Um, let's see. We house all of your IEPs through our data system, Frontline Enrich, and we provide all the technical assistance technical assistance for that. That is generally and we'll go through

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on the collaboration side. There's so much more and so many more layers to how do we do all of those things. But in addition, being a member of ABOSE opens the door to a lot of other programming that's actually outside of our role as

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being your special education administrative unit. And so what we do is we utilize our superintendent advisory council structure. That's where every superintendent who's a member of the Boseies, we meet every month and that's just one of the mechanisms under

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which we communicate. But we utilize that as an opportunity to identify shared areas of need that may not even be under the special education zone. And then we you can we we consider whether or not addressing those issues might be

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best done in a regional format. So, an example of a grant we don't have anymore, but we got a number of years ago was there was a large grant available through the Department of Homeland Security whereby um uh radios were available and there was a big

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contract with Motorola and so rather than each individual nine nine districts in our small region of less than 100,000 people, rather than each of them try to obtain the money from Homeland Security to coordinate the purchase, training,

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and implementation of all of those two-way emergency personnel radios. The Boseies applied for and received the grant, and we basically functioned as a as a fiscal pass through and organized all of the coordination that needed to

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happen to get all of those radios to schools. Similarly, we have a number of different programs now. One is called the school to work alliance program. comes through the division of vocational rehab supports students ages 14 to 25

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who need a little extra assistance in getting ready for their post-secary goals whether that's community college work trade so we provide that program in a regional way through the Boseies um and then there just a bunch of different

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other learning experiences like professional learning we do induction every licensed teacher in the state of Colorado needs to complete an induction program to move from a provisional to a professional license. And so the Boseies provides that for all teachers in their

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member districts and there's a lot more in there. We administer the Carl Perkins grant about career and technical education. Um but those are just some other things that are a benefit to school districts that are a member of our Boseies. >> And at this time I'd like to call on

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Lisa Alar. she'll give a little view to the board of what it looks like from our side in cooperating and working with the Boseies. >> Sure. So, um, thank you for letting me speak on this. Um, Katie and I put this together. Katie's not here tonight. Uh, she is actually at a training, otherwise

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she'd be here, uh, presenting with us as well. This is, uh, a quick, uh, explanation of how special education works within the schools. We actually, we work with Boseies. Um, they like uh what Royce said, they oversee a lot of

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what we do and then we all have to work together as a team. So these special service providers then work with us within the schools uh to make sure that we have things scheduled on time. There's a ton of compliance pieces that we need to make sure that we do that we have the right people serving the

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students um related to all of their needs. Um the collaboration uh handout that I gave to you talks about a walkthrough tool and this is so our administrators. Special education is a little bit of a different uh style and

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so a special uh an administrator may not know all of the things to look for when they go through a classroom. So they've provided the uh program walkthrough tool so a principal or other evaluator can walk through and look for certain things to happen in a classroom to see that we're doing what we're supposed to. our

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IE team members, our um the Bose specialists as well as the teachers and the pair professionals that are provided by the school districts. And I put on the side here just so you have some understanding of the differences of who's employed by who because a lot of times that becomes a question, but the

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school district really is the the pair professionals and the special education teachers and then Katie and myself um as well. the uh we have weekly team meetings set up within each of the buildings to talk about uh what's coming up, if there's special needs within the

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building, whether it's uh addressing different types of behaviors or we're addressing uh student learning needs, if there's anything coming up um like an IEP is coming up because we have to review review those every year. So every student gets that gets re re reviewed at

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least at least uh once a year and every three years we go through and we look at reevaluation to make sure that we're not missing anything and to make sure that we're providing the students their needs. So there's those weekly team meetings which are great for uh planning and then just making sure that the the

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team is working well together. I am happy to report that our buildings actually work really well together. They're cohesive teams. they're dedicated towards students and it's all about what can we do um for students. So that's been really good. Um the coordinator which really is uh the role

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that Katie's been filling uh Kate Ry Katie goes out to the buildings and actually works with those teams to make sure that they're functioning properly to make sure that they're she can answer any specific questions. She's looking for processes and systems um that are

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working um or not working and developing uh looking for places where we have to provide professional development. We have um a need that comes up that's different than what we've had or uh we're just we're seeing some similar mistakes in some of our paperwork, but those are all things that we would do

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for training. Can I highlight can I just I just like to highlight something about the way that um here in Cortez that that ESS coordinator role is a shared role and it's working exceptionally well. So one of the ways to one of the cost sharing benefits of aboseis is that

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there's one director covering eight districts. But as you can imagine that probably means that that director may not be able to be as physically present in every classroom, every school building as they would if they were a full-time employee. The role of the

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coordinator really is to be the director designate on site at the district level and in the building level. And um and and so the way that that's been working with Cortez is that Katie is actually an employee of the Cortez School District.

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And I think that that's worked out exceptionally well because she has both the knowledge and expertise on the special education side, but also knowledge and expertise around the district and district expectations, culture, and procedure. So she's

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included in leadership meetings. This role is included in leadership meetings at both the district level and at the Boseis level which really helps to blend the two very effectively. It's worked out exceptionally well this year. It has

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um talked a little bit about professional development. So that is provided both through Boseies and through the district depending on what the needs are. So, uh, they're they're also doing some of the traveling to get extra learning and so they bring things out uh out to this area to help with

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that. Communication's been very important and um thankfully our coordinator is a big part of that uh that uh communication piece and um everybody having the the same direction is huge. Everybody look working in the

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same direction, understanding the same rules is is is totally important. And everything is is data driven, right? Like we don't make decisions because it feels like the student's struggling in an area. Like we really look for that that data piece to make sure that we're doing what's right by a student. So go

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ahead. >> And that's a big role I think that um that the Boseies can help helps with the district collaboratively is just like you guys went over the TLCC. Um, we do because we house all of the IEPs for the

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whole administrative unit, we can similarly pull we we run what are called intensity studies and we run them several times a year. So, we look at things like case loads. We look at at trends about the particular needs that students are identified with, goals that

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students are and maybe are not making adequate progress on. And we use that um to really drive it drives our staffing and it drives our professional development. >> Thank you. >> That's supposed to be your turn to talk

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now, Eddie. Are there any questions that you guys have about kind of the way that um the services work together? Um, in your reports, do you include those um, you had just mentioned like those overview reports that you give. Do

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you include those in in your reports to the board? >> Like overview like data data overview? >> Basically, you had said like just identify like general level of these are areas that we're targeting for improvement and this is how we're

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tracking it. >> I think that's a wonderful uh addition to the dashboard that comes to the board. Yep. quarterly and we'll work on that to begin formulating the format of that. >> Yeah, Eddie and I talked about that actually just in a recent meeting about

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really identifying just a handful of key data points that would be useful to all of our all of our different boards that we support in all of our member districts. So, yeah, look for that for sure coming in the in the upcoming school year. Yeah. And our our previous professional development, we have shared

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the reasons that we were doing what we were doing. So it's it's not been um uh so everybody understands why we're doing the professional development that we're doing and then the data has been important and we have shared some of that. Some of that we have shared. Yeah. >> Numbers to see progress um to celebrate

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improvements that you guys are working on. >> Absolutely. >> And the vision also is to make that a subset of the parent survey for parents of those children. So we want their feedback as well. >> How many employees of Boseis actually

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work for our school district? >> Oh, I'd have to um I'd have to count like in terms of um specifically the number of FTE generally. Um generally Cortez is approximately

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somewhere between 31 and 35% of our students. Um, and we allocate our staff resources proportionately. Um, so I I mean I'm more than happy to share that information back with the

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board, but I don't want to I I wasn't I didn't bring that data with me here today and I don't know it off the top of my head and don't want to be misqued. >> No problem. >> And then when it comes to IEPS, I just have and it might be it might not be an appropriate question. It might be for

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something else. What's what is the end goal for an IEP? What when when you write an IEP? What what is the end goal for a student? >> Oh, what a great question. I mean, I'd love to I mean, I I can share with you and I I would assume everyone's answer will be on the same lines, but the goal

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is to ensure that the student receives maximum benefit from their public education experience. The IEP specifically identifies where the student is strong and also where the areas of need are that we've arrived at

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in through a multidisciplinary collaborative team. So it it takes a lot of different eyes on on the situation to get there. Um it's about skill building. It's about generalizing those skills.

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So, not just can you do it here, but can you do it everywhere and can you do it everywhere for the whole rest of your life. Um, I think at the at the heart of it, an IEP is there because we all know that every single kid can learn and that

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they can achieve great things. Yeah. Yeah. And every student's different. So, what what's their best is what we're always hoping for, right? So, that's that's the big goal. And when we when you have a group of people that are all

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all um specialists in their area, it's basically a child study. What can we learn about this student so we know them as well as we can know them and then how far can we help to to take them and and provide the services and that whole student um method.

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>> I think it can be a misconception that every student should be exited from their IEP. Some students will some students will make so much growth that they no longer require that level of support and service. There are a number

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of different layers of support that you can step down from that. But not achieving that isn't a failure at all. >> Um I it's it's it's the supports are there because as Lisa said, we know that not every student learns the same. Not

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every adult learns the same. >> So yeah. >> So when And that was exactly where I was going was so as far as exiting from those there is a way that kids can exit from an IEP >> and and yeah I answered the question.

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So, um, but then when it comes to when they're going when they're out of school, um, and they go into the workforce, are they ready for >> because at the high I'm speaking at the high school level. >> Yeah. they they get there there is

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issues still whenever they're lashing out at teachers andor administrators when there is a point when they leave the high school that they can't do that anymore on in a job

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in a college um so how are are we doing the best we can to make sure that they are prepared to enter the real real world and because lashing out and cussing and cussing out their boss like

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they do teachers andor administrators. It's not going to work. >> Um, >> how how do we go about that? >> Every student with an IEP is required to start a transition plan by the age of 14. So you're required, the team is

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required to start thinking about what the plan is going to be for that student when they leave high school as as young as the age of 14. So we're we're starting to think about that early and we're really trying to understand what

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motivates a student and where the real challenges are. I would also say that pretty much every high school IEP contains a goal around self- advocacy and really learning to understand their own needs and limitations and how to ask

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for what they need in an a in an effective way. Um one that when one that does not look like what you described. >> Sure. >> Yeah. Would you add anything to that, Lisa? I would say we're always working towards having them ready to go

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>> to work. Um, every kid's at a at a different place. >> Sure. >> Yep. >> Thank you. >> In in regard to complying with the law, >> Yeah. uh in terms of the services provided, the meetings that have to take

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place, the participants and the documentation of the processes. Um who who is the accountable organization? Is it the district or is it the administrative unit?

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>> Well, it's a shared responsibility because we're all part of the IEP team. Um ultimately, the actual IEP document is housed within the frontline enriched system. Um and and the as the

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administrative unit, we're audited. The San Juan Boseies functions as the Cortez administrative unit for special ed and that's who gets audited by the CDE for both compliance and performance. So if a

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family were to sue the district in regard to non-compliance of the law, um which entity gets sued, both or the administrative unit? Which one bears the brunt?

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>> Yeah, it's a great question. It's actually very detailed. It's outlined in great detail in our operating agreement that we sign with each member district and it's identical with each district. Usually, if there is going to be a state

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complaint or a due process filed, which by the way, there hasn't been any. Um, there haven't been any found complaints here in Cortez around special education all year. Um, which is great in a in a latigious society like we're in right

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now. Um but usually what happens if it's related to special education both the district and the administrative unit are named and then we work together to obtain all the records that are needed that are required by the CDE for

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submission and review. Um and then our operating agreement details out who would bear legal responsibility based on the findings of that investigation. >> Thank you. Yeah. >> All right. Thank you so much for your time.

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>> Thank you. >> Thank you. >> Thank you. >> No problem. >> All right. We will now go to our next section which is citizens address the board. That's the only one we have. >> Yep.

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>> Right. All right. >> I believe that was supplied to you. >> Yes. >> Okay. >> Yeah. So, we had one submission from uh Cassidy Proctor, which I will read. It says, "Good evening uh board members and

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board community. Um, my name is Cassidy Proctor. I'm a teacher at the high school. I apologize for not being in person this evening. I have started my summer job out of town. I wanted to talk about the importance and impact of clubs

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for students. Clubs build the skills and community uh we have been trying to develop. Student participation and engagement in school increases when students have clubs they want to attend. academics. Academics

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also see improvements alongside club engagement. These are challenges our districts have been facing and clubs are a tool that we can use to bring students back in high quality in-person education. In clubs, students build strong

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leadership skills as they are the organizers who run their meetings. Similarly, students develop stronger social and emotional skills through clubs by increasing their self-esteem and having more opportunity for personal empowerment.

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Clubs improve students health and well-being and provide students with the freedom and space to explore their indiv uh indiv indiv excuse me individual and personal interests.

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This is part of a normal development of teenagers and something they need to practice in safe space, especially as they are approaching adulthood. I understand that there are some drawbacks like teachers having to volunteer their lunchtime. Staffing club

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activities can be managed at school level between admin, staff, and students. There's also been talk about the potentially being controversial clubs. The important question to ask is what defines something as controversial

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and who gets to find this as these clubs are for the students and should be initiated by the students. I would argue that the students should decide which clubs they want or need. Teenagers are starting to explore who they are outside of their family unit, friend group, and

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social roles. what some may see as rebelling, weird, controversial, or simply a teenager doing the developmental approach behavior of becoming their own whole person. Students deserve a safe, supervised

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space with a professional who is trained to help, support, and guide them as they navigate through this new chapter in their lives. Let's also keep in mind that near ultimate and often unfiltered access students have to the internet. A club

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gives students the space to have conversations, explore topics, and learn in a safe, functional, grounded environment, and not through some AI bot or random podcaster trying to go viral. AI and podcasters don't have the

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students best interest at heart. The teachers do. Overall, clubs, communities, and and increase engagement develop stronger, more well-balanced students and give teens the space to learn who they are and what

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kinds of adults they want to be. And then below, she lists some references to help uh inform the claims that she made in her statement. So, All right, we will continue on to our

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discussion items. Uh, first one is our Montazuma Cortez High School math curriculum adoption. There's not actually much to update. Just wanted you guys to know that the curriculum is available for review. A flyer has been sent out. It is currently

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located on the stage behind that behind that wall right there. Are there any questions from the board? Are there forms available for people who uh look at the curriculum um

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>> to make comments? >> Did we ever put those forms out? Do you remember? >> Um no. >> Okay. The forms are not there, so I need to add those. I have not had anybody come look yet, though. But I will get those added. Thank you for the reminder.

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So in our board packet there was information about the different curriculum presented. >> That was the presentation from the last meeting. It got it got replicated. >> Okay. Okay. >> And then remind me was there um

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was there a recommendation from the high school for which one they wanted already or are they still deciding? >> I think that they're different people at the high school have different preferences right now. I don't know that they've settled on one. >> Okay. >> I know during the presentation the teacher that presented had mentioned one

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and I know that the principal had mentioned another one. So I don't think they've come to a final >> okay >> decision on that yet. >> Okay. And then we're um planning to vote on this at the next regular meeting. Is that correct? >> Yes. >> Okay. And then do you anticipate that

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they will bring a recommendation to us? >> I do. Okay. Any other questions, comments about the math curriculum? Okay, moving on. Let's go to our campus

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handbook review. So, the board is received numerous handbooks and probably will in the next couple of months. We try to divide the work up so there's not too much for one meeting. There's no action tonight. It's more for

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an orientation and kind of review that and if any questions to uh be able to email them my way so that I can route it to the appropriate campus or I can follow up on it. We have the elementary and preschool for

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your review and we'll entertain any questions you might have. At which meetings will these handbooks be adopted? We're thinking it won't be till the July meeting. We still need to bring uh the

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secondary handbooks probably at the regular meeting as just a discussion item only. But then eventually uh we'd like to get them in July regular meeting in time for registration the start of school. >> I had a question about um something in

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the camper. I should have put the page number but I didn't. It was it was a question on reasonable reasonleness of use of physical force. What does that mean? I'm assuming since this is ours that I

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better get myself up here >> and I don't have my good readers on so like bear with me. So, this is a handbook that was one that we've had at um per uh principal Nelson and I've been working to update it. So,

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reasonable and I brought my um my secretary finally gave her the red pen and said, "Will you just mark up the typos because I felt like I was in college re reviewing my research papers and and I was like there's so you just look at it till you just don't see it anymore. So,

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>> if you can give me a page number, please. >> I'm looking." >> Okay. I'm looking too. And so I grabbed the one I had the last one we had marked up knowing that there's probably a few more things to clean up. And I had spent hours um

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would it be under students rights and responsibilities? Could it be under evacuation? That's what I'm thinking too. >> Um, is it page in the bottom of page n? >> Oh, I see it. >> I'm read. Yes, I'm I'm I'm referencing.

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Let me just give me a minute to read this to make sure that I give a clear concise answerable use of physical force and self-defense. Um, I guess I interpret that and which interpret that as an administrator. There are

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times when we do have students that um and I'm I'm trying to pull a scenario out of there was there was a situation this year where a student had was physically aggressive with another student and had tried to stop that and backed away and that student pursued and

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I think that student did something like push to get them to stop and then went to get the help. So when I went through our policies to um come up with some disciplinary action and and make sure that I was being fair after due process was the student who kept provoking that

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student and would not stop received I you know the appropriate suspension. Um and then the student who had tried to stop the in you know the incident and fin tried to stop until they were like finally in that bit of self-defense enough is enough. That's that's where I

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interpret that there if that makes sense because there, you know, it's it's very rare. I I can count on one hand how many times that's happened. But this year, we did have an incident where a student just would not um respect that personal space and that child's request for them to stop. And this would have been a

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student third grade and up. Um yeah, that that is that is a situation that I could apply here. And so that student, you know, because of FERPA, when you call the parents and make those really fun phone calls as administrator, you know, like I'm assuring you we're following district

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policies, but it, you know, I I cannot disc I can discuss disciplinary action with your child, but not regarding the other student just so that that is kind of the caveat there. Um, you know, because then parents, they want if you suspended this kid, then you better have

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suspended this one without that lens of the whole context of the picture. Okay. >> Does that answer your question? Yes. >> Okay. >> And there's a few other little typos in there to clean up like and please send them my way because I was like this going in front of the board. Monica, get

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the red pen and mark me up. >> Thank you. >> There any further questions? >> Okay. >> One thing that I really liked was the expectation u matrix for Lewis Areola. I thought that was really nice to give

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that PBIS matrix instead of don't do this, don't do this, don't do this, don't do this. I really think that is a way more positive way to communicate expectations and boundaries. Um, and I loved Mesa's vision statement

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when I was reading through these, but I thought they were all well organized. That vision statement seems to match our Yeah. Any other questions, comments about the

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campus handbooks? Okay, let's proce. All right, let's move on to our district handbook review. So, we got 504s tech and GT and health services. Sorry,

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>> they're all This packet was over 350 pages. >> Kudos to our directors who pretty much created brand new handbooks from scratch. I appreciated all of them doing

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that for us. This stuff needed to be documented. Is your mic on? >> Oh, is your mic on? >> So, this is on now. >> So, you know, we have the expectation that people should follow guidelines or

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protocols and yet we don't print them or we don't have them in a handbook. So, shame on us. This is an attempt also that you don't have to be an employee for 15 years before you know how everything works. And so these handbooks are very helpful to everyone.

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>> Well, thank you for that effort of providing backup to the effort required not just from students from teachers as well. >> Yes. >> Well, knowing that these are the first handbooks, it's going to be I'll go back through them with a little

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>> little more detail. >> Little a big red pen. >> We appreciate it. had books before. So, >> do you have anything you want to tell us about? >> Solid red because it's brand new. >> And then for my protection and the

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board's protection, I'll send these tomorrow to the lawyer because they need to reconcile them with if they conflict with any board policy or statute. So, >> know that there's backup for us also safety net.

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Um I did not read every page of all of all of these. Um but I did skim through them. The one thing that um you and I had talked about before about was um kind of um refining processes. So that

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um if um there is a request for I think the example was a fund for like student services like maybe prom or something like that that there was an established process because um like the money may be available but I'm not sure that people

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always know the process to go through to get it. So, just kind of like is like if you're in a school and you want to request um money from a certain fund, how do you do it? What documentation do you need? How much

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time in advance do you need? >> Um >> we can have that. We usually have a fundraising protocol also in the finance handbook. So, >> we'll expand on that. >> Yeah. So, you could just direct somebody says, "Oh, we can direct to you here. It's already laid out. Um this is the

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procedure for how you do it. The second wave of these will be coming at the July board meeting will be when you'll see the secondary and then the rest of the district office handbooks. >> Well, the second wave is going to come at the June regular meeting as a

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discussion only no action and then we'll we'll take advantage of July also. And then remind me when we get later in the agenda today when we talk about reports on the July work session I want to

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mention something to the board for your consideration. >> Who is the McKini Vento district coordinator and do we have one right now? >> I've been the interim because we didn't have a person hired into that position. So I got to learn all about

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and get this written this time. So, >> you are the proistic pro. >> I I am >> as if she didn't have enough with ESS. I came up with this idea that she would help with all the special programs.

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So, the ELD, the Native America, the McKenna Bento, the 504 because they're all kind of entwined. And a lot of times that's the the safety net for students and families. >> And so that's why in the orchar we had

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changed our title to special programs. And uh >> and my guess is that special behaviors as well or you know >> yes >> special needs also can relate to event those circumstances. So you know >> Yes. I mean it could be caused or it

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could be exacerbated by >> well a lot of times when you're investigating different things about students you learn a lot and so it's a good place for anything that isn't in the norm like you have a place to go and know know who somebody you could talk to to figure out

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>> what's next. >> Yeah. Any other questions or statements on the district handbook review? Okay, let's move on. We'll go to our next item which is the 2627 proposed

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budget. >> Good evening board. Um, thank you for attending our workshop last week. I did not want to go through that same presentation again tonight, but I did gather some information that was requested. Um, and then I wanted to

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give you the opportunity to ask any further questions, give um, feedback on things that we can address prior to um, the June 16th meeting. Um, keeping in mind that we really only have a couple of days until that is prepared. for you.

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Um, so in the in the agenda item, you'll see the budget that we discussed last week and you'll also see a complete staff roster for all of our campuses. Um, and thank you to my team here who has helped

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to put that together there. Okay. Um, so hopefully we're hoping that will give you the details you're looking at as far as um staffing at the campuses last year compared to this year. Some new positions, some that may have been

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uh potentially reassigned due to program changing um program changes. >> I will say with all of these, I am still auditing what we used for the original um budget and making sure it's all in alignment. There are probably positions

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here or there that I need to go back and um either change departments or switch how it's displayed in the budget that is attached. So, there will be some slight changes. I also provided a summary um for those departments that had more than

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a 5% increase in the budget. Um, so as you can see, all of the campuses have some level of an increase in their staffing. Um, on the summary that I provided, I only included those that had a 5% or higher

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increase. Um, so with the camper, um, there's that 4.4 FTE increase. And I'm hoping looks like this adjustment has put out is slightly different. This only includes elementary and the

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levels for teacher apprentice and and learning coach uh I think were adjusted a little bit to reflect the projected enrollment and that's the that's the only difference I believe but there was also a document that went out on Monday that was more specific with every campus

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um that I believe that you guys have I can I can print some copies of that but I did not because it was already shared previously. >> Is that the one that's called data reports? >> Yes, >> it's in diligent >> emails. Also,

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>> I think the other thing that's important to consider here is um the summary that I presented is really the general fund. So, some of these positions could be partially funded by grants. So, there may be some variances there as well. And some of our grants are still being planned. um we're starting to get an

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idea of what some of those budgets are and we're starting to really figure out um how to best purpose those monies. So there I mean as I spoke with our team earlier this afternoon, budgeting is really something that we're looking at every single day. Um what is presented

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here is just you know we have to cut it off at a certain point and give you a budget that can be approved but there are changes throughout the year constantly to some degree. Um, so the summary and the summary will be posted to Diligent as well. We did not

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have that ready in time to get it out to everyone, but it will be available to the public, but because it has not already been posted, I wanted to just read through that. Um, so for Keer, as far as what general fund covers, again, some variances could occur. Um, there are we're adding two full-time teacher

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apprentices, two full-time learning coaches, and then a part-time copy clerk. The middle school is getting the addition of a choir teacher and two full-time blended learning teachers. The high school is um going to have an

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instructional coach um combined with a math teacher um that is partially grant funded, part-time science teacher, social studies teacher, another position that is partial social studies and EL um

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English language development. Is that correct? And then another ESS teacher. Okay. Um, we're still getting some of these fine details in place. Um, the business

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office, the variance there within the staffing is that we are finally full staffed. I don't think we've been there since I've been here in the last three years, but we are now at that place. Um, so that's the difference there. We've also increased some professional development slightly so that we can

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include our new team members. Um, one thing that we're looking at, speaking of the fundraising, is a district-wide fundraising or fee collection platform where all of that can be streamlined. We can approve fundraisers. The community can know what's approved. They can select what they want to um contribute

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to. Um, and then all of the leaders would also be able to monitor their fundraising and as well as their budget. So, that is in the works. That's you're talking about like the 230 accounts, >> correct? Yes.

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And then we are going to have to have at least a partial year contract with Tyler Technologies or School ERP Pro just to make sure that we get all of the data out that we need to that the migration has gone smoothly. We're still in that process and I'd really like to see us complete the um audit before totally

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releasing that data just to make sure there's no surprises, you know, for something that we might not have thought about. Um so hopefully just a six-month contract through December. Um if that is the case, we can certainly reduce the budget um at that time at the mid year.

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Um with student academic services, there have not been any changes in staffing. I think the increase in the salaries and benefits is really because the executive director was also assisting with human resources for a period of the year. So it appears as there's an increase but

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it's um it's really just the coding and the duties slightly shifting. Um there as far as the curriculum goes the addition is related to the blended learning options. So the online learning um so with the in the middle school

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there's going to be that blended blended learning and then with the high school we're hoping to bring some students back to the district through those online options. So while there is an increase in the There's also going to be um a potential revenue stream there. Probably

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won't cover it all. Um but that is a possibility. >> Yes. So with the with the blended learning, the students that are already in the district, there will be no increase in revenue for those. That will just be an an increase in expense. Um with the

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students that are coming back from full-time, that will be a net gain for every single one of those kids. The cost of their curriculum and instruction is less than the amount of PPR that we received. >> Um, within human resources, this is

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another department that we're still looking at. U Mr. Ramirez is um still evaluating the organizational chart. So, there probably will be some changes there. But what you see as in the release budget right now um there was an addition of an executive director and a

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secretary. So that may change within the next couple of weeks as that or structure is confirmed. Let's see. Transportation, we slightly increase the um contract length for all of the transportation department so that

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they can be included in the Friday professional development. We thought that was important and I really think some of that they were participating in through time sheets. So, this is just more effectively documenting that and um making that more of an expectation that

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they're included in those. Um within technology, as we discussed last week, there was um we're trying to get back in that rotation of having some Chromebooks purchased each year. So, I think it's around 225 Chromebooks. Um

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really, this is one of those areas where we're getting a quote for a couple weeks at a time. technology is hard to get right now um because of the components. So that could increase or decrease, but we are hoping to just get back in that rotation to some degree. Um the board of

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ed there was not really a substantial increase. I would say it's just a small budget. So you see every little thing has a pretty significant impact as far as the percentage of increase. Um but we switched over from board dogs to diligent community. So that was an increased cost. um superintendent

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evaluation and then also just increased some travel I believe. So I think we ran a little bit short this year on that. Um with Boseies there what there was an overall increase to our Boseies contract. However, what is really ticking it over that 5% mark

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is the ESchool students. So we don't really know how many um students within our borders within our surrounding district area are attending E school. um we won't know that until October. So that's sort of just an average or looking at a trend. Um we'll certainly

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know more in October when we get those counts and we can more accurately budget there. And then the largest is probably the special programs. Um so we merged the exceptional student services with the GT

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budget. That overall is pretty small I would say. We've had a lot of um positions added though and maybe not added long-term ones or I don't know how to put this. We've had them vacant for a while. Yeah. And we've moved things around. So, um the increase in the

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special or the special programs budget is due to the English language development coordinator, um gifted and talented coordinator. That is a new position. Um changes to the funding sources for the executive director. We've had some grant

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monies that are changing. Um and then there are some positions for the districtwide um effective ed program. So that's held at Washington Street and over at Mesa. So some of those positions are included here for the special ed teachers and the

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paras and the behavior specialists. However, I think those really need to be moved back into the campus budgets versus in the district budget. >> So that is um a quick overview of those major increases. Um,

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and I am available for questions if you have any. >> Are those the special programs are those field positions? >> Uh, I know three of them are for sure. One is we're going to have to hire the elementary ones are the two that are in

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question right now. >> Okay. >> I don't have a signed contract for the teacher and then the we didn't we weren't we didn't have a pair of this last year. >> Gotcha. But they they have contracts. They're just they just haven't returned them yet or um >> so it's a maybe still. >> Yep. One of them has not returned them. Yes.

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>> Okay. >> Um how did the Sachs and DAX shape the budgets this year? >> So we had asked that um we all met with each of the principles and then asked that the principles meet with their sacks in order to get their feedback. Um

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from there I did present at the D. I think at that time it was mainly the revenues. Um and then unfortunately the schedule just hasn't allowed I mean they stopped meeting before I could get back to them with a complete budget. So I haven't been able to present the complete budget to them. Um

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>> did you solicit any feedback um just general priorities on on on what they would like to >> during the DAC meeting where we discussed the deck's role budgeting was they had decided at that time that

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rather than hold special meeting for budget review and then providing feedback that they would attend the budget workshop if they were available and then they would provide that feedback directly to Danielle's office. As far as I can as far as I can tell,

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there was only one that actually attended that workshop, but that was what they decided as a group. So, >> was there a reason to not solicit feedback before the budget? I mean they could, you know, in general say what their

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um priorities are or things like that. I think that sometimes when you give a big budget document, you know, people are like, you know, I don't know. But if you ask them like, hey, if we had a little extra money, what what do you think would make the most impact?

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Um is there a reason not to solicit that feedback before the formal budget is pretty much a done deal? I would say that if you look at the recommendations made by the DAC for the TLCC, a lot of those recommendations come with a price tag. And so I would say that those are recommendations that

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would impact the budget. But to address your specific question about did we ask them for specific budgetary recommendations outside of all of the rest of the meetings? No, we did not have that specific question asked.

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But Miss Bradford did meet with all the principles individually to get input on the each of the budgets and while it wasn't formally from the sack but it flowed through through the principal. My understanding is that the state

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regulation um is that Sax and Dax should be providing it. And I understand that um it probably doesn't happen in a lot of districts. So I'm I'm not trying to be critical. I'm trying to be aspirational

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>> in in meeting that next year. Um and and I would also, you know, with this presentation, um is that influencing our budget this year? This is coming a little bit late, but you know, how is that reflected in our budget? >> Sure. And I do >> what I'm accustomed to is usually that

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format is formalized through template forms that the sack and principal sign off and they have a list that they submit. Usually the budget is broken down only for that campus that they see. It's not the whole district, >> right? And then uh we even break it down

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further by different functions so that they can see the spending trends over the last five years and so that way they can get a feel of uh being in control of their budget. >> Yeah. And I think there are resources um at the state level to help um support

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that because I know there's a lot of other stuff to do. So, um, >> it's just not a protocol that they've been accustomed here in the district, but I think it's well worth it and that's the way it should be because that's a statute. You should follow it.

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>> Well, and and I would add that with the DAC, their responsibility around budget recommendations is within the context of school accountability and school performance. It's not just, you know, open-ended. And so when we're looking at our UIPs and we're looking at our school performance and then we're looking at

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survey data and we're saying hey here's the areas where as a group we we recommend some changes that's the vehicle through which they're asking for budgetary >> it's quite open-ended um there's um you

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know if you talk to the people at the CDE it's really anything that the board and the DAC collaboratively decide on um And so I think what you're talking about is really important um you know to kind of have that but I I I don't think we

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need to narrow down those conversations. If the board wants input on that then we can certainly solicit that if they're willing to. It's a lot of work. >> I'd like to add too we did really attempt to put together a budget committee this year and it was we just

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did not get a response. I think we might have had someone volunteer after being appointed, but there were um >> unfortunately there were just a lot of um it was even difficult to get people appointed. So hopefully we can start that sooner this year and really work that into it.

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>> I think a support at the district level is important because I know when I was working with Sachs, we would get something going and then they would be told, "Oh, you can't meet monthly. You can only meet quarterly." So, you know, when you have that momentum to build on it and to encourage it, um would be

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would be great. Absolutely. >> Any other comments uh about the proposed budget? >> Oh, keep going. >> Sorry. >> It's not necessarily a question. I'm just curious to see. I know we've asked for like the vacancy monthly vacancy um

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rates and reports and in relation to what's been allotted last year to those particular positions that would be helpful just to know what's been happening and what's been allotted so that we can appropriately adjust. >> Sure.

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>> With that can we did we ever get those >> talking at the monthly regular meeting? >> Yeah. or just the vacancy rates every month, just what positions are. >> So, what I what I like is a listing of all the campuses, all the personnel, and then

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whatever is vacant is vacant. But you'll see those positions that are vacant, who's in that position. And that's what we tried to get together here with this handout of the elementary because we were trying to clarify, well, what you

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positions are there? And so, we had a stab at it with the one that Danielle had, but also the one that we handed out because when I got back today, I asked my team, this is what the board is looking for. It's looking to see what

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the positions were for the 2526 school year. And there's a longer list that we have that separates it by instruction and non-instruction is support in Paris. And what would it look like for 2627

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that the budget is b is built on? >> So these I have a hard time understanding this chart anyway. Is this >> doesn't give a vacancy rate. It's just the number of positions >> numbers but this could be the actual

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names of all positions and then vac >> it would be a little bit different than this detailed That's very easy to put the percentages. >> Yeah, just to see what's been aotted. >> I guess that would be what the vacancy

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>> I think the question was during the year >> because what we heard at the last at the budget session was that we've been under spending by several million a year because we're we have a lot of vacant positions.

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um not the only reason, but that's really the big reason we're we're you know and that's why our we're adding you know several million to the cash reserve every year even though we might be starting in a deficit budget. And so my

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thought is um you know as a board we're supposed to align our spending with our priorities with our students. And so it seems to me like a monthly detailed is great, but I think what director Monte is also asking for is a

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vacancy rate per school. Like Keer's got a 10% vacancy rate for teachers, 5% vacancy rate because we know that fluctuates. Um this is how many um long-term staff. The reason why it would help me as a

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board member is um as director uh Schmidt has said, you know, we the biggest driver of student performance is the teacher and the principal. And so if we're not able to staff

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um if we're not able to fully staff, our kids suffer. we know with long-term subs or with vacancies or things like that or even turnover during the year. So, we have resources as a district that we

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can use for that. Um, and are there things that we could be doing? Are there creative solutions that we could be doing to recruit teachers, to retain teachers, things like that? But if we don't know about the problem, if

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we're not all looking at the problem, um again, it's not at like about pointing fingers or lay laying blame. It's about we can't really solve it. Or maybe it isn't a problem. Maybe the vacancy rate is zero in every school. That would be amazing. >> Um but we can't track our progress and

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we can't come up with solutions. And so I think a dashboard director mate of basically the vacancy rate by school by position >> happened in this past school year. >> Yeah. Not just like we hired this person this person because like when you sit at it you're like well I don't you know what happens

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>> how does that in the large scheme what does what's the impact >> that's what we had asked for initially from the school level reports and the HR report is just um just a a quick you know >> and I don't think names are as important as the like the positions yeah what are

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we turnurning out >> we can format the the template that we mentioned earlier. >> Yeah, thank you. >> So, the the document that I that we shared on Monday that showed every position whether it was filled or vacant,

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how can we restructure that in a way that's going to be better for >> it won't be with names, but it'll be the percentage by each campus or department of the vacancy. >> So, we looking more for percentages than like overall like by position. I think I

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think for me if you have say 15 teachers I'm just using Keer as an example 15 full-time teachers at Keer which is probably not right um say like you know two out of 15 are vacant one is filled with a long-term sub with the paras. The

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advantage of that is um that can also be a public facing document. Um, when you give us documents with names and things like that, um, you might not want that to be public, right? Um, it probably could be CORID, but that might just not be information with people's

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names that you want out there, but if you're putting the rates, then I mean, everybody can see what it is. Um, >> I feel like it could be part of the monthly employment list if it's built into the form >> and then you would get a monthly report on that. >> I'm all for it. That's a lot more than

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the one I created >> because this is confusing to me. I'm not sure if I'm reading it right. >> Sorry. Like a proposed list, the actual list and any change. You know, that would be really nice to just see it over time that how things are either either

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stabilizing or you you know this has been a fluctuation for a while. Why is this why is this line you know changed so often? You know what can we stabilize that. >> There's probably a film that can do a

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run chart on it >> because then you can track like if you make an intervention, is it doing anything or not? Oh, sorry. Go ahead, Mr. Rings. >> Oh, I'm good. I think monthly is better because the other ones are quarterly.

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>> Yeah. It's the book. >> I'm keeping my book too. >> Um, the other question, another question I had was I've been asking since January for a breakdown. Um, in our budget we have a lot. I was wanting to do a

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percentage, but I didn't. um that's in these very general categories of professional um purchased and support services and those seem to fluctuate a lot over the years. Um and it's kind of a pretty big ambiguous bucket. So at one

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point you had sent a zip file that had like an accounting level thing that just showed grants but that was still like several thousand dollars for purchased and professional services. So, um, this is something I've been asking for since January before I feel comfortable

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approving the budget is to see, um, you know, a breakdown by, you know, vendor and just general purpose. I think I've sent you like a several bullet point thing, um, to pull that out so we can understand um, where that's where that's going and

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um, how that's changing over time. so that I could understand and I read the email today again. >> Okay. >> A breakdown by vendor or consultant. >> Yeah. >> And the amount of fun of uh funding for that and what that initiative is,

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>> right? >> And if it's going to be ongoing or if we're >> ceasing. Yeah. if we're if we're continuing. Um, and then also what fund it's coming from >> and what fund. >> And I would say if you're wondering if

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it's what I was hoping for, maybe just do a sample and before you run the whole thing and I'll I'll let you know. I'm not trying to make people chase their tails. I think part of that is indicative of the finance system we had the software because it was very generic and it

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wasn't specific. You're going to find with uh Skyward that uh the description for the line item is going to be specific. So then when you run a query of that finance software Skyward uh

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you'll be able to find this kind of information easily and not have to create it by by hand because sometimes we have to do it by hand with the old software. >> Okay. >> No, that's accurate. we're able to create tags in our new systems. So, it's

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not while it might lump it all together in one category, we can break it out to see what's professional development, what's um consultants, all of that. >> Okay. >> It'll be really nice. >> Yeah, it be helpful for you to track as well. >> Danielle, you actually sound excited to

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create those reports. >> Wow, you everything. >> Let me try that again. No, I'm very excited about Skyward. lots of opportunities. So, >> it's fun to find to find excitement in

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finance. So, >> so as far as the 230 accounts go, how how what's our plan or do we have a plan for how that's going to work? Is it is it going to be like a general athletic fund or activities fund that's ran by the by the uh athletic director at each

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campus and then like separate fundraising funds for each coach and or band director or whoever else would would manage those funds for their 230 accounts. How how are they going to actually run that? >> So, let me hide my excitement again. >> Okay, let's hear it.

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Skyward is going to allow us to give access um to specific budgets to even coaches, to teachers, to whoever. So, that'll be a big change this year. Um I would say overall athletics, yes, they have their own budget. Um but as far as the fundraising monies and it'll still

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go through like the finance secretary and the athletics department, >> sure. >> But the coach can see their budget at any time and can initiate some purchasing and so on. That's exactly what the coaches have been asking me for. So that's that's fantastic. So >> we're in the works.

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>> Great. Yeah. I've had three different coaches ask me that for that specific thing. So that's that's awesome. Yeah. >> And then what was the um there was a mention that some of the increase for one of the categories was for the online

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learning, the blended learning. Um, what was the dollar amount for that that was budgeted? I can pull that up here in just a moment. Um, so it looks like we budgeted $50,000 for each middle school and the high

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school. >> Okay. >> Totaling how much? >> 100,000. And that's still coming before the board. Will that be at the June meeting? Um I think at the last meeting you said it

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was going to come to the board for approval. So the budget as a whole or you speaking about >> I was talking about the um no the um the online and blended learning models the new um >> we can bring it back but it doesn't

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require it whatever the wishes of the board are uh because once the budget's approved and if it's in there and we're not trying to hide anything you know that's why we brought it forth to the that Mr. Pearson and Miss Dr. Biface

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talk about it and what their plan and that's why we had the parent nights for parents and we did a survey at middle school first and then high school followed with one but we could bring it back in July. >> Yeah, because my understanding when I talked to Casby is that this type of

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expansion of programming it would be very unusual to not be brought to the board for approval. um you know and I looked at other districts in the state and that has been the thing. So it seems a little bit backwards to be approving a program that

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we haven't actually approved. Um and it was it was said that it would be brought to the board either May or June for approval. >> We'll do so. >> Okay. Thank you. Keep going. >> Question.

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>> You're on track. Keep going. >> Okay. Um and then the last question is a question that um people have asked me um and they said that when they look at the uh staffing for teachers and

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paraprofessionals that has really dropped over the years as our student count has dropped. But our number of directors and um administrative office staff has increased quite a bit. And they were wondering if the

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um if teacher uh if we're hiring fewer teachers um and we're having fewer students, then why is the administrative part of it growing? >> I don't totally agree with that. I know we've had an increase in some areas that uh by statute we have to have according

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to CDE regulations like the EL coordinator uh the ESS is because at one time we were had applications where we were pulling away separated from both that that wasn't successful so we have our

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own ESS director that's was the major step of what made the program better uh for ESS students students in our district. Uh, and there's always been uh, so I know that's been a unpopular

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thing and that gets raised every time uh, they think that we're not spending uh, money on the FTEEs at campuses, but you see before you the extra FTEEs that are there, the elementary, you see in the reported secondary, the extra FTEES

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that are secondary, so it's not thing of them against us. It's the whole team and right now we've reduced in the central office of the leadership team that I have and I'm still looking even a possible another reduction.

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Sad to say that uh Miss Alaron is going to retire uh from us and go on in a different part of her journey and we wish her well. Uh so uh we're leaner and meaner in the

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district level than we ever have been and we're all double timing triple timing on work that we do. Uh but also it's about the quality and and the the idea of the budget and focusing on at

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the classroom level. That's what we're doing. So u I know I hear that every area now here and there, but and I've only been in the position of superintendent for six months. And in those six months, I think

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you can see uh the change in direction for the district of what we're doing about staffing and how well we're listening to to teachers and principles and where we want to leverage the money. And so I'm thankful for the board for being considerate and collaborative and

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wanting to work towards that. But uh I I interrupted your question. >> No, that's okay. That's okay. I was about to interrupt you and say thank you. I will pass that I will pass that answer on. >> Okay. >> Let me see. Was there anything? Oh, and

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then the other thing um would be um regarding um the increase in um I know some of this was increase in salaries and we had put on on hold um pending the audit um the HR audit. I just wanted to

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know if that was in the works because of course we want to um you know be able to you know let people know where they're going to be with steps and stuff and not let that linger too long. >> Yeah, we're about 99% through on the audit. >> Okay. >> Uh we're able to put that out to the

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board uh soon. >> Okay. uh were platted to come on the June 16 back for the action item for the board to consider on those that were tabled at that time. But you'll have the audit way

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before that. So you can uh then call and ask me and I'll answer any questions you might have about it. Is is that the reason that the a lot of those directors have not gotten contracts yet is we're just we're have we've been putting that off because of the because of that audit

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and and hoping to get it approved on the 16th of June. >> Right. >> Got it. >> Hope to put it to bed. >> Yeah. No, I've gotten that question a few times as well. So, >> can we can we have we let them know that that's what it is that you will be asking? They will It's not that they're

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not being non-renewed, but that um we're just you just wanted to pend the salary something out and and uh include the board in it. >> Okay. Yeah, that would be helpful. >> Sure. So, um,

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at one of the Colorado Rural Rural Schools Alliance weekly meetings, they talked about the average um cost per district in Colorado of the

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administration. And the number that I that is stuck in my mind is 8%. 8% of the budget was for the administrative portion of uh the districts as an average in Colorado. And

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uh Eddie, I passed that on to you and I know you used it afterwards. Do you remember was that last spring that I told you that? >> Yes, sir. >> Yeah. So at that time if I remember correctly when uh you found out that that was the number you checked ours and

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ours was within that um criteria. So we were our district at that time was not out of uh the ordinary they we were not above the 8% state average per district. Correct. >> Yeah.

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in that paperwork that Justin submitted that Mr. Smith submitted. Sorry, I call you by your first name. Um, >> I answer both. >> That paperwork that he submitted last time, we were ranked, I think it was right around number seven for the

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amount, the total amount that we were spending on directors and admin upper administration. If I we were at the very bottom of the list when it was a specific category, but if you went to the far right um at the total dollar

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amount right around seven. >> Yeah. So I think that the difference there is the amount of directors um but the position and and we have a few things that are unique to our district like correct >> we have a percentage we have a a higher

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percentage of Native American students. We have Native American uh services director that many districts don't have as an example. >> Yeah. >> Um on a per director basis, we were last um if you look at the comparison of the percentage of teacher salary compared to

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director um our average starting director salary versus an average starting or I'm sorry, we have different categories of directors, but our starting director's salary step one versus starting teacher salary step one. Um, we're at about 86%

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teacher versus director. So, our teachers make a higher percentage than any other district that we looked at out of all the districts that you guys have been shared. So, I guess another way to say that is um our our directors are the lowest and

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the teachers have a higher percentage of pay compared to directors than any other district that we that we looked at in that evaluation. And I have that detailed breakdown I'll share with you guys in June as well. >> That is not based off this salary

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schedule recommendation but on last year's. >> Correct. We don't have No, it's based on last year's director salary. I did not factor in the proposed director salary. >> Correct. >> I can do both though. >> Oh, I just wanted to make the point that

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usually those reports that come out of uh CD a year behind because they're reported by the district when the fiscal year ends. >> I would be just interested to to see with the numbers of the budget u what

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where we fall with that district number if we're still below that or at that 8% mark. So if we could just get that data presented nice and easy. I feel like it's an easy number to >> grow. And if you could just include the

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definitions too because you know like what are what are you classifying as administrative? >> Oh, sure. >> Yeah. Like that would be helpful because >> Yes. Before you >> I might think it's different than what you're thinking. Sure. >> Yeah. It's all detailed by the chart of accounts so I can try to summarize some of that and just give examples. Um and

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also a uniform budget summary will be added for June. Um so that has the breakdown by program and by type and all of that. So you'll see it in many different ways. I'll have some charts for you. Um it's just one of those things that is really challenging to do um as there are still some changes

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happening with that many different codes, but I will certainly have that to you shortly for the June 16th. >> Good questions. >> You said you were done two questions ago. You can cut me off.

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>> We're gonna defer to Joel. >> Uh I I would say that with the we've uh Mr. Lynch has brought up the um fund balance a few times. Um and I know I have as well. Um I would welcome um some

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efforts to um engage our stakeholders whether it's through the DAX and stack the SAXS or through some of the new survey tools um and to start um having a conversation um maybe some brainstorming on um things that you can

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bring to us for a portion of that. um you know kind of those ideas of what would make the both most impact for for our students. Um I would really love to see that come not from the board or from

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but like really from you know from the community and our our students and teachers and families. I don't think it's I think it's something that we would have to think through the very carefully with a multi-year plan um and consider. I and maybe you presented this um Mr.

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Schmidt before, but um on the budgets exceeding 5% increase form that you gave us, Danielle, for the student academic services changes to anticipate, can um we get a little breakdown of what's been spent on the online model and it says

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additional full-time online model to recapture students. um you anticipate an increase um in the revenue brought in. Can you just kind of give us an overview of what you think that you anticipate coming in or do you have any idea at all?

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>> It's difficult to know how many kids that aren't currently in the district will come back. I I can't give you a great prediction on that. >> I was just curious if you had any idea. What I can tell you is that with our full-time online students, we would we would work with CDLS because they have

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licensed Colorado teachers leading those courses and they're the state approved supplemental online provider. That for a full-time student to take seven classes for both semesters would cost about $3,500 >> to us or to them? >> It would cost us. >> Okay.

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>> But we would receive over $10,000 in revenue. Now, we would also want to pro depending on the number, like if we had a an influx and we had a bunch, we'd probably want to hire uh a person to be in in charge of monitoring and supervising that. That's not in a budget

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right now because we don't know what the number of kids will be. But for online, full-time online kids that aren't already in our district, it's a net gain for every one of those kids that comes in. It's not a cost. It's not an additional cost in the budget. >> Okay? the kids that are, if you look at

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years past, we did use online for things like concurrent enrollment uh for things like credit recovery uh and in some cases if we weren't off able to offer a particular uh course that was of need, then we could offer it through online.

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And so there was some online in the budget in years past. >> So you don't have any idea of what any of it might even look like until you're >> until you really start advertising and collecting enrollment and things like that. That's hard to know. I know what the potential is. There's 235 kids that

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are going to online schools that live in our district boundaries that are going to online schools that don't fall under our jurisdiction. >> Thank you. >> Yeah. even though you can't predict who would come back. Uh haven't you been

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communicated with in terms of individual families who said to you that oh if you did have that we would we would re-register with the district and some who have said that oh I wish I knew that

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that was going to happen. How in terms of those kinds of feedback, how many plus or minus a few have you received? >> Anecdotally, probably seven or eight kids. Um, some in district already who were considering other online options.

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Some that one I just talked to the other day whose student goes to Dolores, but they live in the district boundary, so they would be eligible and their students going to be in middle school next year is looking in full-time online. So I I I haven't like kept a tally, but I' I've spoken to five or six

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different families and some of them have multiple students. >> Well, and I had had an instant I think five to six responses. They might have been duplicates. Um >> I think some of them you sent to me, so some might have been. >> Yeah. Okay. When we sent that flyer out,

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there was just instant response to it. >> Well, Director Hall had director had asked as well about possibility of contacting the families that had been that had left >> previous students.

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>> Yeah. One kind of oneonone seeing if there was a way to communicate with them in that regards to see if we can pull that back. Maybe >> if we know who they are, we can certainly do that.

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So, your last answer, I'm I'm I'm uh imagining that um it's kind of hard to find out uh what students are doing when they're not registered with the district. Is that what you're saying? You're saying it's kind of hard to find out the names and the families and the

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students who are actually in those programs and where they're at. Is that what you're saying? >> It is. Um, ideally when a student leaves the district, they they formally withdraw and they tell us where they're going to school and then they stay at that school. So now we know where they're at. But if they if they withdraw and then they go to one online school

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and then they jump to another one or a public like we we don't have a way of tracking that. All we can do is when they leave, we can know where they tell us they went. >> Mr. Smith, can I add to that? >> Yes, ma'am. Um, so we do have a tracking sheet for homeschool students, but in

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the state of Colorado, you're not required to tell our district. So there might be 40 homeschool students, but only so many have told us. I know that that I I keep that chart and it's went up every year. I think my first couple

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years here we were like 12 13 reporting families and I believe this year we were like 23 24. >> So I assume based on information I remember Mr. Miller gave us about online schooling that um there's a lot of

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people that aren't telling us that they're homeschooling but they're in our district and they're telling somebody >> and you know their names and their contact. those ones that have reported to us. >> So for for home families, that's accurate. >> Yeah, that's not online. That's just home school.

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>> For online, we know the aggregate numbers because that was shared with us by the CDE finance department, but we don't know the specific names. >> And I don't think the homeschool students are necessarily the ones that are going to jump at this opportunity. It's more ones that are already online.

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>> Is it possible to send just like and I don't know what kind of effort I I tend to have these terrain ideas possible to send like, >> "Hey, we know your family left our district." >> That's what I'm getting >> a while back. And >> here are future options that we're going

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to be offering and we know your family might be in another position right now or they might be perfectly happy with what you're doing at the moment, but if you would consider >> another option >> or if you would have some interest, please feel free to contact us at blah blah blah this number.

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>> Yeah, that's what I'm getting. >> Just people left. Yeah. >> That's a great idea. We could send it to people who have left. >> Yeah. >> Not knowing where they are, but we what they know they left. >> Yeah. Not saying necessarily we know you're being homeschooled. Just we know you left our district.

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>> Here are some options. >> So, this is this is a fun conversation, but we need to stay on the budget topic. So, >> is it that fun then? >> Yeah. >> Thank you, Mr. Chair. Sorry. All right.

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>> Any further questions, comments about >> about our uh proposed budget. All right. Then we'll move on to our reports. >> Mr. President, I'd like to ask for consideration of the board to amend the

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board calendar uh meeting dates to not have a July work session. We start to have people who are taking their vacation. We're more of a skeleton crew uh the first 15 days of July.

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Uh if the board is amendable to that, I would put it on an action item for the June 16th regular meeting and then the board could decide in a vote whether to amend the board calendar for the 26 27th

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school year. There would be no July. We would trade and add a June work session for June 27. So you still have the same number of meeting times, but we would not meet only once in July, which is a regular

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meeting. And then just for clarification, this isn't for next month. This is for next year. >> No, we we'd like to make it for next year because July 1 is the beginning of the new year for the >> Oh, so it would be next month. >> Yeah. >> Okay. Gotcha. This month,

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>> it would be for July, but we would bring it to the board in June. This month? >> Yes. Gotcha. to not meet in July. Is that what you're >> to reduce it to work session in July? Yes, >> that's what I thought you meant. >> What's our current um dates?

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>> Typically, we haven't done a July um work session because of that exact reason. But this year, we thought it might land different. And when you guys approved the um board calendar, we presented it to you with there being a July work session, but not a June 2027

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meeting, but now that we're looking at it, I think it's going to work better to do that in July. >> So, we're just trying to move the July work session to to June 27th. >> Yeah. to the end of June. >> Which wouldn't be this June, it would be the

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>> June of 2027 is the >> because the calendar starts on the first. >> Yeah. >> So it would it would reflect former board calendars. This is the board calendar. That's actually kind of different. >> So we would have a work session this July? >> No.

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>> Depends on how we vote. >> Yes. >> This is justformational right now. But those pending items you see would then get moved back to the campus and district UIPs would get moved to August. >> Yes. >> The um superintendent six week report

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which we're going to start a rotation of would probably start in at the August work session. >> September se Okay. September >> six weeks. >> All right. And then those um the handbook review, we have the secondary

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and the rest of the district um support services to show you. So you would probably see those at the July regular meeting and vote on them the same night. >> So there'll be some reading. >> The handbooks you haven't seen yet. We would put out in the June 16th regular

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meeting discussion item, not action. and then we wouldn't come back to either July regular meeting or which I would recommend July because they start registration and all that their handbooks >> but that would give us a month.

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>> Yeah. >> Okay. Any other questions, comments about the calendar. All right. >> Oh, okay. All right, then. Let's go on to adjourn.

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>> What? >> Wait, like are you are you adjourning the meeting? >> Yeah. >> Okay. >> I have two questions. Well, I guess it is about the calendar. >> Well, that's the the Yeah, the reports. Okay. Um, so we did one CASBY quarterly

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evaluation. Um, is the board planning to continue that? I thought that was going to be quarterly, so I was wondering if that was on the book, unless I misunderstood. And the second was we had approved the um, HYA superintendent 360

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evaluation, which sounds like it's a pretty in-depth thing. Um, and I think I had looked at the contract, your contract to see when that needed to be completed by. So, we don't need to get into the details of when right now, but I would just ask that we get a follow-up

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email of um, a plan to schedule that so we're not behind. >> Um, I'm thinking it would be late summer, early fall, but I don't remember off the top of my head. So, >> yeah, I do think we have a signed

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contract on the 360. >> Yeah, >> but we had informed them that we'd be paying out of our July budget. So, >> okay. >> It's just waiting on July budget to >> just like just to get something scheduled and on the books since I think there is a lot of in-person interviews

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and surveys and things so we can have the information >> to comply with your um with your contract. Oh yeah, like we had asked for that skeletal set like every June, every May we're going to get this. Every June we're going to get this. So we kind of

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can see the year calendar of what to expect. Yeah, that would be another ask. Okay, >> you good? >> I have one more question. I have two more questions. Oh, she really does. >> On the diligent platform where there's a

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little space for comments. Is that for us personally or does everyone see those comments? >> Space for comments. Is it a popup bubble? >> It's No, no, not the bubble. If you go to annotations, >> annotations is a place where you can

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make personal notes that you can go back and reference, but nobody else can see. >> Perfect. That's right. >> We did not have that in um word docs, so I was hoping you guys would all use that. Yeah, because I keep doing this, but I don't know if that is something that everyone sees.

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>> My understanding is I don't there I and I'm not seeing the bubble, but I'm also told they told me in the training there's a bubble where I can jump on there and I can send you guys a little texty that says um Mr. RmIrez is going

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to be leaving the meeting earlier or something. Um but I haven't quite figured out how to do it because I don't see the bubble. >> I keep asking questions. It's different than the annotations. The annotations are yours only. >> Okay. >> And and I did have a community member

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mention that when um they watch online with the old voting, you could see who voted for what and it stayed there and I was wondering if there's a technical way to get that because I think some people were just curious.

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>> I I posed that question to Diligent and they haven't answered me clearly yet. >> I didn't get a direct response to that one. Well, thank you for being aware of it. >> Yeah. Well, and I noticed when you watch YouTube, it's too blurred. So, it really

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only helps people in the room. The people at home aren't really seeing that, >> right? >> Unless they're logging in here and following the meeting, and I don't know why anyone would do that personally, >> but thanks for looking into >> I'll ask again. >> Hang on now. Let's stay on topic here.

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We are on reports, not diligent. >> Sorry. >> Well, we can adjourn and you can ask about diligent after. So, we are going to do that. We're going to adjourn our meeting. It is.