stands one nation under God, indivisible, with liberty and justice for all. >> And can we have a call to order? We have six board members available this evening logged into board docks so we
make a quorum. Um, director Hall was not able to attend. He's at a family function. >> Yes. Yep. He notified us so he is excused from today's participation. >> Right. Thank you. >> Thank you, Mr. Lynch.
For all the >> microphone out. He of all people has a very good classroom voice. Okay. Um, let's continue on to our information section and our pre
Oh, sorry. That just documentation. go ahead to set the agenda. >> I second. Online voting now available. >> Point of order. Mr. President, what are we what are we voting on?
>> Uh to set the agenda, the motion is to have the organization chart removed from the consent calendar and set as its own. All right. Sorry. Go ahead. I reopened it popped up and it disappeared. Okay.
Motion passes unanimously. Thank you. >> Thank you. >> And our first item of business is we're going to have a presentation from our Monosuma Cortez High School student government.
Come on up to the microphone. Hello ladies and gentlemen of the school board. I am Kenai Codinus the student body president. Hi everyone, my name is Aubrey Matias and I'm the student body vice president. >> Tonight we will be presenting to you the Monzimma Cortez High School student
government constitution. We the student leaders of Monzuma Cortez High School for the purposes of defining our roles, our rules, our membership process, our duties, our expectations and our amendment process to establish and adopt this constitution for student
government which was formed by all members of the organization. Um, we will be known as the Monizuma Cortez High School student government and will to the best of our ability and knowledge emulate the intended functioning of the United States
government to ensure that all actions and decisions are civil and lawful. The purposes of our organization are as follows. To lead the student body, to practice and develop superior leadership skills, to further better the
communication bridge between the student body and our administration team, to be representatives of the student body, bringing concerns from students to admin and answers from admin to students. And to encourage, coordinate, and cultivate our culture, our spirit, and our education. Our best efforts for these
purposes will be reflected in our partnership with the athletics/activities department and student mentorship groups such as link crew and the youth leadership council. Membership in this organization will consist of elected officials, class officers, and at large members. Elected
officials consist of the student body president, the student body vice president, the student body secretary, and the student body treasurer. The student body president and vice president will be elected through a schoolwide election. The student body secretary and treasurer will be elected within the student government
organization. Class officers will also consist of the class president, vice president, secretary, and treasurer. And each class will vote for its own officers. Atlarge members will not be elected. They will simply attend and serve as student representatives.
All elected positions. Student body president, vice president, treasurer, secretary, and class representatives are required to attend every meeting. Unexcused absences will accumulate. Three unexcused absences in a row will result in the removal from the organization while eight total absences
excused or not will result in removal. If a member cannot attend a meeting, they must notify the sponsors, student body president or student body vice president. This will make the absence excused and will count only toward the total of missed meetings. This attendance policy applies not only to
meetings but also to events we coordinate. Dedication is expected of those who step up to lead. In turn, they are expected to participate in the activities we plan regardless of rank in the student government. All members are expected to follow the CHASSA and NCHS
grade policy. This organization is considered an extracurricular activity and its participants will be held to the same if not higher standards as those of our student athletes. The grade policy at this time, the year 2026, is to maintain a D 60% or higher to
participate in extracurricular activities. Should a member of the student government, regardless of rank, act unbecoming of a leader, they will be immediately removed from the or from the organization. However, the severity of the offense may be taken into
consideration. If an officer acts unbecoming of a leader and is removed, they will be replaced by the individual one ranked below them. This removal process will follow the traditional succession process. As an example, should the student body president be removed, the student body vice president
will take their place. The student body secretary will take the place of the student body vice president. The student body treasurer will take the place of the student body secretary and the new student body treasurer will be appointed within the organization. Any and all concerns about the or about
how the organization is run or about the constitution may be raised with the sponsors, the student body president or the student body vice president. These concerns will be taken into immediate consideration. Should the president or vice president refuse to consider the concern, the rule of two/3s will apply.
Meaning if at least twothirds of the organization wishes to amend the constitution, a meeting will be held with all members, our sponsors and admin present. Admins presence will primarily be requested as advisers to the organization, advising members on whether the concern should be taken into
consideration and if so for approval. After the concern procedure is complete and the organization decides to move forward with the concern, the amendment process will begin. This process will again follow the US government's procedures. A debate term will commence, allowing the organization to identify
the most effective way to explain the concern and develop it into an amendment. This will usually take two meetings. After the debate term has expired, a final decision will be made. The amendment to the constitution will be written at a meeting with all members of
the organization present. Sponsors will be present sorry as faculty rep and the presidential support. Admin's presence will be requested for final approval of the amendment ensuring it complies with all MCHS handbook guidelines and is ethical.
All important documents such as our constitution will be published on the school's website. If an amendment is made, an announcement will be published. All notifications for these changes will be posted on the student government social media pages. This will help us be transparent and build connections with
families outside the school. Transparent communication will be our approach to openly sharing information with everyone as soon as we receive it. Ladies and gentlemen of the R1 school board, this is the Monzuma Cortez High School's constit student government's constitution, which as previously as
previously stated was formed by all members of the organization by our own collective ideas. However, it is not yet finalized. Our main purpose for presenting this to you tonight was so that we could get feedback about it, but also to take our first steps with transparency and open communication. Any
questions, concerns, thoughts, or general feedback about our constitution would be tremendously appreciated. >> Thank you. >> Thank you. >> Question go anywhere. >> So, uh, apparently the copy that I have
isn't quite the same as the copy that was read. On the first page, the last paragraph, you mentioned an organization. Um, in the last sentence at the end, could you repeat what that organization is?
>> Youth leadership. >> Um, yes. Youth leadership council >> council. >> Yes. >> Thank you. >> Oh, sorry. >> Use your microphone. >> What documents did you did you use to kind of put this together? Did you use
other um student government models or >> So the way we set this up was the way we're setting up our student government is we're trying to take ideas from other schools um across the state and we're also like as as said
in the constitution we're trying to kind of mimic the intended functioning of the US government. >> Thank you question. Um, >> closer. >> Thank you.
>> On section two, um, we're talking about the unexcused absences. It says three unexcused absences in a row will result in the removal from the organization. Will eight total absences excused or not will
result in removal from the organization as well? >> Wouldn't the three initial unexcused absences or is it just that eight could be like the first five are excused and then three unexcused would make eight to
remove as well. So yeah. >> So if you have three unexcused absences, >> it'll add >> two removal. Yes. And then if you have seven Yeah. seven excuse, one unexcused. >> Just out of curiosity, what is your how
often does your um does the student government meet? Uh we meet once every week, Thursdays at lunch >> and it sounds like from the constitution anyone can attend the officers or the officers and the elected officials.
>> Is this the program that works that you work with Angela Adam? Okay. >> Hi I just have um a thought just for you to think about. Um when you said unbecoming of a leader, have you had a chance to
really explore what those what that looks like? >> So our thought process behind it was basically if you just follow the rules, be a decent human being and just don't cause havoc around the school. That's
kind of what we consider and and to stay dedicated. >> Thank you. I um mine's just more of a statement. Uh thank you for coming and presenting. Uh we are here to serve you. All although most of the time it's adults that are
here, you have priority. So if there's anything that you need, um we are here to help you solve those problems. >> Thank you. >> Thank you. >> All right. Thank you very much. Thank you so much. >> All right, we'll go on to our next
presentation from the children's ka uh separation request presentation. >> Hi. >> Hi everyone. Thank you so much for having me here tonight. Um I'm really grateful that um Superintendent
um Martinez if he was able um to get us on the um agenda for tonight. I know he expited that a little bit and I um um this was a conversation that we've
had since we attended the um American Monastery Society. Uh they have a giant event that's international. They had like 13 different countries represented there and we had 11 staff members go um this
past year and um we learned so much at the conference and we had attended um the one prior in Orlando. This most recent one was in Denver. But when we were talking networking at that event, we found out how much support students
can get from CSI and the expertise and the level of expertise they had. So, I'm going to get into it a little bit with this, but that I know the timing was really rushed. Um, but I really appreciate you guys making it work for us. Um, so the purpose of me being here
tonight is to just give you a little um information about our school. I know that a lot of you are new and I'm very grateful for your service to the school district and um congratulations on your appointment to the board. Uh I just have
tremendous respect for anybody that volunteers their time especially in the capacity that you do or can be very difficult at times. So congratulations and thank you. Um, I also want to take a little bit of time to introduce CSI if you're not familiar with the um the
organization and explain why we're seeking um an application with them and then go over the timelines a little bit to let you know why it's a little rushed. Um, so our school is a monastery school. However, we are approaching a
monastery um programming. So, we only have two certified monitorans that are at our campus right now. We've had a lot of training and the um the American Moniatory Society has helped us a lot,
but it's um it's it's been difficult to uh get that coordinated with state expectations, especially with state testing because their um their approach to kindergarteners learn this at this level and get tested on it. first graders get tested for the literacy
expectations etc. And then on state testing with CAMass that they're their eighth grade level students. Um it often doesn't uh connect well with the monastery approach and that we have multi-grade level classrooms and we see
a big spike when kids get to third grade. Um they they just learn a lot and can demonstrate that. And then we see another big spike when they get to middle school of the amount of knowledge that they can show that they understand. However, they're learning so much in
between. And we do address all the state standards, but it's tough to mix that with the monastery approach of following the child's passion and what they want to learn and what they're interested in. So to get more specific guidance on that would be fantastic. Um, and we want to
get uh we have seven uh staff members who are willing to get certified this summer. So with that happening and us going toward more of an authentic approach, we just feel like their guidance could be very supportive and beneficial. Um so we we do look at the
whole child's development. Um we strive for academic excellence, um community centered learning. You'll see us out and about a lot in town, especially at the neighboring parks and businesses. Um and we strive for financial and
organizational excellence. Our mission um you guys have that on your presentation I know but um basically we challenge students through integrated curriculum. We work in supportive and engaging environments. We collaborate with one another, embrace diversity and explore our passion. Our vision is
similar. Um we also strive to be a place of vibrant joyful learning where students are immersed in academic, emotional and social growth on their way to becoming kind, confident and engaged members of the community. our academic instruction model um has a
lot of realworldbased content and lessons. Um and we we try to make it to where they really understand why they're learning what they're learning. We also teach grace and courtesies um just to build character and good manners. Um we
offer learning choices. So it's not always um dictated what they learn and when. They have choice options. We have the multi-age uh learning groups and uh we strive for strong community connections. This is the first year that uh we've had
academic performance since I've I've been there. So, um we're really excited about that and that's one of the reasons why this is a great opportunity for us to apply to CSI. um when you apply to CSI uh I think their average is maybe
50% of the applicants actually get accepted. So the the more we can show that we are a u a wellp performing school academically the better our chances are of getting accepted. Um
we like to um incorporate what we call stream content curriculum for enrichment for electives um our specials um and that science, technology, robotics, engineering, art and math. And uh we try
to help them um reach out to to have better social skills um be emotionally um well balanced and able to address different situations. Um we work a lot
with them with um our physical wellness uh and obviously our academics. We have four international teachers at our school and a lot of um a lot of our employees including myself have lived out of country for years. Uh so we bring
a a very rich culture and uh global awareness uh that I think that students and families really enjoy. Uh and that's one of the things I really love about our school. I grew up in a a little town in the most remote area of South Georgia
and uh I was just um shocked at how big the world was when I finally got old enough to go out and explore and I'm glad that our our students get a chance to experience that even within the classrooms everything. We also bring in guest speakers to help with that um
postal awareness as well. So our most recent achievements um we were recognized uh in in this past summer in 2025 as a spotlight school for the American Monurian Society. So they
um put us um globally uh on their website to to tell how wonderful our school was and our programming uh which was such an honor. We were we were so touched and um
just really honored by that. And when I when I sought out the the leaders and said, "Why did you choose us out of all the hundreds of schools that you have?" And they said, "We were so impressed that at the conference, the camaraderie your team had at at the school, the
climate culture of your school. They weren't afraid to share ideas. They asked great questions. But just seeing us get along so well and and in a culture that's um rather divisive at times right now, that was something that they really wanted to put a spotlight
on. So that made me feel really good about our team and and how we functioned together. At that conference was when we met a lot of the schools with networking that were associated with the um the CSI
organization and that's where we got a little idea of um how they could possibly help us become more um authentic monastery art approach. Um we also had a teacher uh win the
Colorado uh afterchool teacher award in 2023. That was a fantastic honor for him and for us. Um we had an afterchool program and a Friday program and he did a great job teaching Spanish during that program. Um, we also have achieved uh sound
fiscal responsibility and security since uh 2023. We're very proud of that as well. So, some of the reasons that we are requesting a change is because we would like to have um the support of um CSI
who has helped nine other Colorado public monastery charter schools remain successful. So, they're an expert with charter schools. That's all they do. They're an expert with Monasuri public schools, which is very different from a Monasuri private school. And that's
that's the support that we're really seeking that we're after. Um, and most of them are high achieving, which we want to get to a place to where we're always high achieving um with a true authentic monitory approach. Um, we
also would like to have autonomy of our systems and practices. Uh, whenever there's big changes for a school, it's really hard for us to pull the resources to make those changes and not cause difficulties for the district. So, I I know that when we have staff changes,
it's really hard for those transitions um to train somebody else to take over the administrative roles. And with CSI, they have people to support that transition to where, you know, if I leave in two or three years, the school would be in really good hands with them
as the authorizer to help support the new person coming in with training or just letting them know how we currently run things and help um support them during that time. Um I've heard it said it's lonely at the top, but at a charter school, you were really isolated as a
leader, and I had to really find a network. um people that could support me with the expectations of a charter school leadership position. I had no idea. And um I just I want to set up a sustainable future to where if we do
have those transitions, we can have it in a more um easier um way to accommodate. Um, Robert, uh, the other thing that we had a lot of people question about are will
we lose local governance and oversight and the answer is no. So, the the PIA board will continue to exercise local control over the operations and strategic direction of the school. Um, that oversight is not going to the state. The school will keep that here
locally. And I'm going to be aggravating um, Mr. Mr. Ramirez as long as much as possible to try to contract as many services as we can with the district. So, we're not going to be strangers. If possible, we would love to contract some
of the services for like lunches um um different things that could come up with that we might need if we completely um if we do get accepted, if you do authorize us to apply and we do get accepted. um why stability matters to us. Um when
there's changes, if we can keep the systems um that continuity together, the processes uh we've had so much training um done and we have split roles, so I'm tutoring kids during the day. I'm I'm
doing principal stuff. I'm doing more facilities manager stuff. I mean, we all have our different strengths and and we've really done a great job of trying to uh get people that are kind of experts at those little um areas that we need support with and that institutional
memory um really helps with stability of the school moving forward. It just makes things predictable and um consistent. And we would we would like to have the autonomy to keep it that way to where our systems don't change. Um and with
CSI we can do that. So they uh do allow us to have um our operational autonomy. Um they have very predictable governance structures and lots of support at at their level. Um they also have the
mission aligned oversight where they they are um they have a lot of expert people in the field of monitor practices and charter schools and uh we just feel that they can help with that continuity.
Um I put these flyers on there. They're linked to the actual flyer so you can read them if you want to know more about CSI as an authorizer. um the timeline. So we normally uh you have to apply in
uh January. They did extend a waiver to us to apply. Um the current um timeline is on the board. The application would be tomorrow would be due tomorrow if you approve to release
to apply. And uh we've met with um all of our staff members. We've met with um we had two parent meetings. We had several um uh we had two special board meetings and one regular board meeting
where this was discussed. We have the support of our stakeholders. Um I met with Mr. Harris in person because I really wanted to talk to him and explain why we wanted to leave and it it's not a contentious exit. It's just really we're seeking experts in our model and uh he
was very supportive and I was um very fortunate for that. So we're asking for your support too. Um we met with the district accountability committee. We met with our school accountability committee. Um everyone especially the people that attended the CSI um
questions and answer u discussion sessions um were very impressed with what they could offer and what the change could mean for us. So, um, I'm hoping that you will allow us to apply and just wanted to thank you for your time and consideration.
Do you have any questions? >> I have I have a couple of questions. Thank you for the presentation. So I was curious if in your presentation you talked about um stability, autonomy and operational support
um that that could improve under CSI. Um are you able to be more specific about like some of those things that would be more supportive for you? >> Yes. So um like um
two years ago I think we changed from our school to Alma that's our student information database and um we had to take time out of our current responsibilities during the day to learn
that system and uh it big changes like that with the learning curve and then uh moving forward we had train our teachers to use it for to their attendance and the grades and things like that and just me with general announcements and how to
get demographics learning system. It doesn't sound like a lot but it's a heavy load for us. Um when things like that are better for the district, the district has support and resources to help with those changes and we want the
district to do what's better for them. Um but when it's such a hardship on us, it makes it hard. So we would have the autonomy to make the choice of do we stick with power school or do we the atma sounds great we want we want to put in the time and effort to do that. So
that's the the biggest thing with just our and then our procedures and practices if if um if it's it better for the district for us to do something differently. Um it's and it puts a big um burden on us. it's easier if we don't
have to go along with those big changes. Not that they, you know, in the long run they might be better, but if it's a a quick timeline, it puts a lot of pressure on us. So, that's one of the things that I wanted to kind of um really discuss with CSI and they said
that um that's one of the the big benefits with them is we do get to pick. We have total autonomy over what databases we use, what systems we have in place, as long as they're successful. If they're not, then they will come in and advise us. But um I I love that, you
know, we we can truly focus our time on the students and trying to improve um our practices instead of putting the time into learning systems and stuff when what we have works. >> So kind of as a followup, as we're
considering the transfer, um has there been a formal effort to identify and address those concerns? collaborative collaboratively with the district. Um there's it's it's not just one thing,
you know. I um I know the um when you make those we have charter meetings once a month and when they have an idea for a big change, they talk to us about it. They tell us why they want to make the change. Um, but we, you
know, usually the change is already in the process and we don't get to say whether we want to go along with it or not. Um, but we wouldn't want to stop it if it's better for the district. Um, with CSI, every school is very individual and unique. So, I um it would
it would just be better for us to have that autonomy to where we're not trying to balance. We don't want to we don't want to be difficult and and not go along with a change that improves um life for employees of the district, but we don't want to take on the burden if
what's working is good for us. And it and it's hard because we're a teeny tiny school and they're serving hundreds of people. You know, they're it's much bigger and those platforms um are very difficult to to manage and learn
sometimes. and uh they have the need to change sometimes but they also have the capacity to make those changes. Uh charter school I wear almost all the hats. So you know it's and we're it's it's hard because
then we can't focus our time on what we want with our daily uh normal activities and responsibilities. I had one more question if nobody else did. Um, this is just curious to me. It seemed like this has been in
consideration for a while. So, I was um curious as to why the first that the board had heard about it was um you know less than two weeks ago. Seems like a pretty big decision um to make last minute and um you know
it's a that has a lot of implications um for our district. Um and um why um why I guess you know why is the board just hearing about it recently? >> Uh that's probably my fault for not
being completely transparent. So we've been talking about it ever since I came on. Um the having a authorizer that focuses solely on charter schools. Um a lot of the conver conversations for us stem from our CFO. She works with 25 of
those schools and um I she sees the support that they get the um during big transitions how much easier it is to have their guidance and the school is not alone. Um,
it's it's it's I know the district would if we were just a normal public school, they would help us and and it'd be great, but a charter school is so unique and the the training that I needed to perform my job was huge. Um, I didn't know anything about facilities
management. I didn't not enough or even the food director stuff. We don't have our own kitchen, but we have to serve it. We have to abide by all those laws and rules. the learning curve is massive and um think of all the the directors you have finance directors um and and
think that's one person in our school and um I'm getting a lot better at delegating but I didn't even know what to delegate when I first came on so um even from the my first year there which was 2022 fall of 22 um this was being
discussed and I I think now the the urgency is because we have the performance rating. Um it's a great time for us to apply. Um and there there are some systems that uh are being changed
at the the district level for us that would add a huge lift for us. So it was to me a choice of we've been thinking about this for a long long time. Um, we met with the people from CSI and I had
no idea how supportive they were of just helping um, jump through the hoops of this is what you have to do to get this done. Uh, explaining things, spending time with us, um, coming to our school. I mean, we just I said we're interested and they came to our school to do a
presentation, you know, so it's uh um it's a pretty unique opportunity, but I I just feel like it's a it's going to it's a heavy lift, but it's a heavy lift that might prevent a lot of smaller lifts down the road for us that we don't
necessarily need. Does that make sense? I don't think that answers the timeline question, but I think I do understand where you're coming from. >> Thank you. I have a quick question.
where will there be any um big changes for the current students with the transition or are there any benefits that they might currently enjoy through the district that might not be available to them after the transition?
>> So, I I talked to Battle Rock about that because they just went through the transition last year and there's really not. So CSI told us there wouldn't be um and um I just wanted to get it from somebody that's lived the transition and
um they said that um the um like if we if we had busing services or something like that and we couldn't contract with you afterwards that would make a big change but we don't you know so I think the the only thing that um we're really concerned about is our our food service
which I I've already explored or they've given me a lot of options, but I would still love to talk to the district about contracting with them for that. Um, and possibly other things. Um, but the um
the overall um students and staff of the school, their experience does not change. Um I think at Battle Rock the staff changed a little because they had to delegate administrative roles. Um we just went
through a big uh then I should have said this before too uh along with a timeline. We just had a outside external audit of our school's performance. So we did a school quality review with Colorado related charter schools and um
the results didn't come back too good. So especially in line with our instructional model and our programming. So when we started thinking about how can we improve this um they had one person that was a a expert in monastery
that came with them to visit the school during that review process and uh he had a ton of ideas on how we could improve and um again we were we were told there's a lot of connections with CSI they weren't pushing us towards CSI but
they told us to reach out to different schools that were under CSI for networking and to get their ideas on how to monatory in a public school setting. So, um that also was one of the things that kind of really pushed me toward
really looking into this seriously. Um but the the life of the children and the staff members, um it should not change at all. And I I as far as I know, there's not any fence now. like if we're
um if we're under CSI and a student still wanted to do extracurricular or sports, I think it's just like a homeschool student. I think they would still be allowed to do that. Um currently, I don't think we have any students that are, but I would have to look into the details of that. That
might be a question for the CSI team. >> Quite questions. >> Mr. Have you had a chance to look at the fiscal implications of that or are there any >> in reference to our school district or KA?
>> Yes, our school district >> Danielle. >> Yes. So we um currently receive or are budgeting to receive about $17,000 for purchase services from KA. Um so there is an impact. Um I will also say that
even though we do have more resources, we are um pretty limited in our availability as well. So I think there's that balance for us you know there's a you know that extra burden not burden but there's you need extra resources to
sustain that. So um we ask a lot of questions. >> Yeah. So there will be some changes in the the revenue but I also think slightly less pressure you know not that we don't love to work with them we do and we hope to still continue to do that for sure. So don't see a big significant
then is what I'm hearing. >> Yeah I mean I think what we need is what works best for everybody involved you know between the relationships and operations and whatnot. Are the purchase services the same as the flip through? Because it's like a 5%
for the flip through. Is that correct? Is that the same? >> It is. That's a part of it. So, there is a 5% admin fee. Um, and then there's also technology. There's um >> Yeah, I don't think food service so much works in that sense. It's in a different
fund. Um, >> no, just just the extra charge it. >> Yeah. So the flow through is for um like finance support and things like that and then the busing and food services >> the technology and alma and the
accounting software. I mean there's like a number of things in there. >> I think what would balance that though is that um we wouldn't be tell if I got this right Daniel. We wouldn't be accepting our MLO funds from the district. We would get that from the state. >> That is correct. So, whatever you're
giving us for MLO, that would go to support your teachers and parents, which would be a great benefit. CSI uh only has a 3% administrative fee, so we would be paying less to go with them. So, for our school, um it it has a
positive financial impact for us. Any other questions? >> Okay, thank you very much. >> Thank you. >> All right, we'll move on to our reports. Uh, starting with celebration reports. I just wanted to talk about how
wonderful the high school choir Valentine singing groups were. >> I got to personal exper personally experience them at my eye doctor clinic.
They were fantastic. I mean, they have great voice, great just stamina for singing is just my son got a singing Valentine. So, I I've never been witness to it. So, kudos to the program.
Seems like a wonderful and fun and great relationship building with the high schoolers as well to do this kind of fundraiser. So kudos to the high school for that for you know allowing and increasing that
participation. >> I'd like to uh just recognize the high rate of um staff who took the TLCC survey. You know that that was intentional um was collaboration with the DAC and the principles and administration supporting giving that time and then mostly the
staff um giving their time. So appreciate that. >> Yeah. >> And then Jason sent me his normal celebration report. So but it's not as long as it has been in the past, but there's some great
things going on. Uh so starting with uh wrestling, uh we have three boys that are qualified to go into state leaving tomorrow. We got Rusty Snider, Tegan Samara, and Brody Segamire. Uh we have two girls who qualified for state wrestling also leaving tomorrow. We have
CJ Snider and Anna uh I'm not say that one. And Lisa, thank you. Uh then on February 27th uh is senior night for boys and girls basketball. Uh
girls game will be at 5:30. Boys is at 7 versus Bayfield. Uh boys basketball should be hosting regionals. uh which means the first two rounds of the state tournament at home on March 6th and 7th. Uh we have all state choir with Anita
Crowley, Tina Nelson, and Rebecca Story. And spring sports are coming up. We have girls soccer, boys baseball, boys and girls track and field that starts Monday, February 3rd. And then for the middle school, we have girls basketball
team who wins district championship. And then we also have the girls a team who wins the district championship as well. So great to see um our athletic students uh shining and doing great things out
there. >> Mr. President, may I just add the wrestling state finalists are leaving tomorrow at 6 o'clock from the high school. Is that correct? >> 8. >> Yes. So, we got a message via the
wrestling app from >> that it was six o'clock. >> It's eight. >> Okay. >> We'll fix it. >> Okay. Anyway, if anybody wants to go give a high five at 8:00 instead of six
o'clock street by camper, come around. Is there going to be um sirens and lights and noise and everything? Fantastic. >> You sure by six you'll have a seat
>> for two hours. >> I just want to say that the basketball teams on Valentine's Day, they played so well. Everybody did such a good job. It was so fun to watch. Kudos to the basketball teams. >> Very good. I'm celebrating. You like it?
All right. Um, we will move on to our student representation. Um, I don't think we have reps here today. >> So, I I talked to um to one of them. Um, finally made contact with one of them. Um, she did bring up
some concerns in a text message, but she wasn't able to come tonight. So, it's something for the March meeting to sit down with her and kind of talk about that, maybe um come up with some proposed solutions that she could take back to her classmates
have something. Is that a a work session or is that a >> just I think the regular meeting? >> Yeah, she said she thought she >> um then on to our board reports. Do we have anything that we like to
report on at this time? I have my um and we're doing our evaluation for the director and we are also she Royce um has offered to come and speak to the board if there's any questions or
anything that we would like to know about her programming and how um how they're doing in the district or any kind of data or information. and she said she'd be happy to get that for us. I don't know what that is yet, but I'm sure we'll be asking.
Good to know we have that resource. Any others? >> Okay, then let's go on to our fiscal year 2526 quarter financials. >> Good evening. Uh the quarter 2 financials have been uploaded. Those go
through December 31st. Um typically what you'd want to see at that point in the year is um that all of the school budgets are about 33 to 40% and the remaining departments are averaging around 50%. So I feel like for the most
part everything was right on track as of December 31st. um you will see that local revenue seems lower, state revenue seems higher, and that's just due to the timing. So, we receive our state funding upfront um and nine equal payments and
then about 90% of our local property taxes come in in May. So, that will even out by the end of the year, but that's why you might see that variance. >> Thank you. >> Um May also asked, is the same issue with federal revenue? federal revenue.
We've just had a lot of um transitions in our department. So, we finally are fully staffed and we have someone getting ready to go. So, um yeah, we've been spending down and now it's time to really get those reimbursements coming in. So, that should improve in the next couple of months for sure. Um and then
the >> sorry, it's related a lot to like use or not use of personnel funding basically with the federal funding. Um, some of it has to do with just making sure that we had we were utilizing the grants exactly
how the application or we had the application, right? So, we didn't want to request funds and then have a change to the application and have to, you know, have excess funds that we, you know, didn't earn necessarily. So, um, moving forward, you'll see monthly draw down requests. So, that'll be pretty
consistent. >> Thank you. >> Sure. And then the other thing I'll just note is that um the first two columns um of the operating statement so the the un audited financials and then the preliminary budget will both be updated
for quarter 3 now that everything was approved in January. And then um I think we're kind of changing how we've reported on our financials. So you can anticipate um the monthly cash flow here at the next board work session and moving forward those
will be at the work sessions. So you'll have those through January here in a couple weeks. Thank you. Any other questions on our finances? Okay, we'll move on to our citizens to address the board.
>> Okay, first up, uh, Ed Rice, find my nose here. Two guys were standing at the end of a bar. Oh no, those are the wrong notes. I sent an email to you back in December after your last discussion about legal counsel. Uh my emphasis was on how
important it was to have a legal counsel that will help policy development. Of course, my emphasis on that is parental rights. I wanted to share a little history with you since no one here was went through this years. Uh Director Lynch was not on the board and
Superintendent Maris was not here either. I do want to thank Director Lynch and Director Tay for actually responding to my email that I sent out. It's important to have a little history as you make a decision for the legal council. Four years ago, we were in this building right back here on a Zoom
meeting and at that time we were represented by Kaplan. Um at that time we were sued by an attorney in Posa Springs. I don't know if any of you heard this or remember any of it. Um that made his living sitting in his basement and suing school
districts basically and town councils, watch meetings, any violation of open meetings law, he would file a lawsuit against um and made his living this way. Any any issue as far as like misstating a statute, a comments wrong, a period's
wrong, it doesn't matter. gives him grounds for for a lawsuit and it ended up costing $3,500 just like it did um Duff Creek Bayfield Magnus. I think everybody else did the same thing at that time. Casby actually
put on a special breakout session at Casby just to help school districts with this because every school district was getting hit with them. He would run 30 to 40 lawsuits at a time. Pretty pitiful as far as I was concerned. Um
the most common denominator when we got in CAS talking out of school districts the most common denominator with all the school district was lo and behold almost all of them are represented by Kaplan East and I don't believe in coinc and stuff. I don't know. So anyway, um in
2023, our state legislature did one of the few good things that they've done in a lot of years, and they actually passed legislation. They called it the Matt Ran bill to be uh that was going to stop him from
being able to to go after school districts like this only to be um be built by our governor. So, it's still out there. He's probably watching tonight. He uh the last I heard, he's also pulling me meeting
minutes and going through those to see if there's anything wrong with your minutes uh so that he can file suit on those. So, so just be aware of that as you think about legal counsel and the one that's going to serve you best to go after those kind of things. >> Thank you.
>> Mr. Rice, may I ask you a question? You said you sent us an email just recently after the December meeting. >> December >> was that the one email that you sent to us went into spam folder and I saw it later in in the
district. So and I haven't seen has it been one email that you have sent to >> so yeah just keep an eye on those. Thank you. >> Thank you. >> All right. Next up is is it Casey
or two Caseies? >> Two Cies. >> Yeah. >> Hammer flag. >> Yes. >> Okay. >> Hi. Good evening board. Um I just want to thank you again for stepping into this responsibility. I'd also like to speak to you about consideration for new
legal counsel that you have on your agenda. Um, some of you commented in the work session this month that this was a common concern among voters during your campaigns and others of you commented that these concerns may be misinformed. I'd like to offer some points to consider. It has been said that current
council costs less because he gets the district out of trouble rather than working to keep them keep you out of trouble. I'm not convinced that Brad Miller's firm has been cheaper for the district. There has not been a publicly presented side-by-side comparison of legal counsel expenses before and after
his tenure. It hasn't been shared what it has cost in the district to be included in the lawsuit as plaintiff that he has spearheaded. In other districts, his firm has lost litigation for actions taken under his council, reportedly six in Woodland Park um related to things such as open meeting
law violations. If we consider the recent superintendent contract that was only nearly approved just ahead of you being sworn in recently on top of an 80 180,000 180,000 annual salary for a term of two and a half years, vacation days, fringe
benefits, there's also a clause that superintendent may terminate the contract if he deems that the board has interfered with him and the district would be obligated to pay the remaining amount of his contract for two and a half years. This was rushed through after hours of meetings, dismissal of
community concerns, and significant spending on legal counsel. Yet, it leaves the district financially exposed and potentially limits meaningful oversight. One has to wonder what the district paid for legal counsel and if it was actually well represented. Furthermore, you've recently heard a lot about the significant decline in
district enrollment over the past three years. Public enrollment data shows substantial number of transferring students are now attending district 49 eroszies. Considering that Brad Miller has documented professional ties to both of these organizations, this looks like a
significant conflict of interest. A rough calculation calculation suggests approximately 8 million in revenue followed these students to Brad's organizations. Not only that, our district has been listed as a strategic partner or member district of er bossies
for several years on their audit. I have questions about how this came to be and if the board actually intended it or if the district receives any service by being a member. On September 21st, 2021, the Cortez board voted to allow
assistant superintendent or then super assistant superintendent Liz Richard to simply be on their board while she was working for RA1. And Liz Richard, by the way, is who introduced Miller to director Wright at the time. Then on November 2nd, 2021, er Bozies approved
him as Monza Cortez's request to become a member district, which is not at all what was approved on September 21st. Richard is now erosy's board president. And while she left Mount Suma Cortez in no later than January 2022, she still
remains listed as Monzuma Cortez Bosey's representative as president of the Arbosy's board. So what is the measurable shared services monitoring cortex receives as a vote as a Bosey's member and are we truly a willing member? And
in summary there are so in summary there are plenty of questions about whether this is the right firm for our district and if he is indeed keeping us out of trouble in costing us less. I just have in case you weren't aware this is how they're represented in the
audit how they our district. >> Thank you. >> Thank you. >> All right. Next up is our other Casey Spitzer. Casey Spitzer, uh, parent, have a kid, elementary, middle school, and high
school age. I'm a coach. Um, highly involved in the youth athletics. Not here to talk about legal counsel. um here to talk about facility use and what you guys are going through. But I think what I want to hit on before is I've watched the controversy through our school district over the last 18 months.
And I've seen a lot of negative comments coming from this mic both whether I don't care how you feel about it or what side you're on. There seems to be sides. Um from my experience as a parent, I'm optimistic about our school district. I was last year. I am this year. My kids
have had a great experience and I I think we need to hear more positivity from this mic. We don't hear it enough and I just want to share that that we've we've had a great experience education wise, athletic wise. Um but going back
to the silly use. Um I'm thankful you guys are cleaning it up. I've been back here 5 years working for this and it's been a battle and I get it. It's hard when you're in the facilities and you these youth organizations are wanting to use the schools and janitor cost and but
right now tonight as we speak there's 80 kids that'll filter through Keer Elementary through a wrestling practice. I'm passionate about wrestling because it teaches kids quite a bit. Um we're very thankful for that but it has been a fight and um all youth organizations
we're just here to advocate. I'm here to advocate for our youth organizations that use facilities, specifically the feeder programs that I think will benefit our high school programs because I think if we have a strong athletics program, enrollment's going down, homeschooling, um if we don't give kids
will come to this school because we are strong in athletics. Um we should be a partner with these youth orgs. The youth orgs in the school district should be a partner, I believe. And there's a huge benefit. We give about 15 to $20,000 back to the kids of
this school district every year, whether that's scholarships. Um, I'm hoping you guys approve the scoreboard because the wrestling club wants to participate in that with a mat light. It's about a $4,000 investment on our part that we've been sitting on for about three years to
give to the school. um we want to help buy equipment, but with these youth organizations, all funds, I I think there's a misconception that we got paid coaches or um anybody paid on staff. We're federally recognized 501c3. We
have bylaws. We have financials that anybody can look at. And um not only do we make a huge impact on the kids, but all the money we raise at a wrestling tournament that would be held in the school district, all that money goes back to the programs. There's not a
penny of it that anybody's making money on. And I think we get caught up on like, oh, they're going to have a youth wrestling tournament. They're charging gate fees. Well, we are, but um and this goes for basketball, too. We're charging gate fees. Some of that's to pay for awards, but other the other part of it
is is we kind of work as a booster for the programs and that's where the money goes. >> So, thank you guys. Appreciate it. >> Before you go. >> Yeah. >> Um cuz we have had the policy in place that we posted to the public. Have you had a
chance to look at that? Do you have any issues with that? >> No, I've looked at it. Um, I was helping with the feeder program part of it and I saw that got struck through and I'm okay with that. I would like for groups like ours
from the way I understand it, say the youth wrestling club, we're going to be a category two, but facilities facilities are going to be free until we hold the tournament where we're charging game fees. Um, and then it's like 200 bucks. And that's that's not a big deal.
That's better than where we were um last year as we were trying to roll out Filletron. And you look at our practices, we we use the middle school wrestling room, we use Kimber, and thanks to Kimber, we wouldn't have a wrestling program without that facility. And they've been great to work with. um
our bill when you add $80 janitor fees for every night you hold a practice, we're looking at $34,000, which I'm not saying that's what the school district was going to charge us, but we're working through and figuring it out. And I'm very thankful that now organizations like ours can use the
facilities for free for practice. And if we're hosting a tournament, if they were giving us two grand, which I think was part of the conversation at one point, we would have gladly paid it because it's so important to give these kids an opportunity to compete at home in front of their grandparents and stuff. But I
think we're past that. I'm happy with it. It looks good so far. Um, and I hope I'm glad to have something cleared on paper. I'd be happy to answer any questions because I've been fighting this battle for five years trying to get into
facilities and it's not I mean there I don't want to blame it on the school district but it I get I get it's a pain when to do that extra stuff. I don't I don't want these youth organizations to be a thorn in the school district side. I want us to be a partner.
>> Yeah. >> We we appreciate your input that uh yeah it goes a long way for us. So thank you. Cool. Thank you. >> Just as a note, we are 39 minutes ahead of schedule, so let's just keep it going.
All right. So, now we can open up to our board discussion. um whether the things that were presented or any other talks that we that we need to discuss before we go to action items.
>> Would this be a time when we would talk about the stipulation for KA? >> We can talk about that. We can also talk about it when it comes up as an action item. >> Okay. >> Yeah. Well, if nobody else has anything, I
have a lot. >> All right. You have 39 minutes, though. >> 15 minutes plus 39. So, in regard to our legal counsel, um I was made aware one of the questions that
came up in the board uh discussion about this was uh why wasn't there a letter sent to uh Cap and Nurser telling them we no longer wanted to do business with them. Well, um what happened as I've
learned is that there were two or three incidents of uh advice given to the district that was actually not uh accurate advice or good advice. And the superintendent at the time knew the law
better than the legal counsel did and he raised those issues each time. After the third, I believe it was after the third time. I may I could be wrong because I wasn't here then, but uh we did receive an email from Kamplin and Erds to our
district saying we can no longer represent you. So that would explain why we did not send an email or a letter to them. They cut us off. We did not cut them off. Um in regard to the comments
um made by one of the uh commenters uh wanting to compare the cost between one legal advisor and another. The there's a huge difficulty with that in that that each legal advisor
uh spends time on issues that come up while that legal representation is um engaged. And so, um, how can you, uh, compare how much time is being spent on
one situation that required legal advice versus some completely other legal situation that required legal advice, it would be almost impossible to make a applesto apples comparison because they're being called on to advise based
on the things that come up at the time. And so there are obviously not going to be the same things coming up under two different legal councils. So it would be impossible to compare them using that kind of a a comparison. Um I want to
thank uh as well the the last commenter. Um, I personally, um, appreciate hearing, um, positive comments when they're deserved and, uh, I'm I, uh, I want to
thank you for encouraging others to do the same. Um, I have some other things. Uh, so I want to say some things tonight, but I want you to know I written this
out because I lose my place if I don't. Uh, I want you to know that this is not me attacking people. It is my efforts to suggest growing the abilities and capabilities of those people. Remember, quote, if you want to make small changes, change the way you do things.
If you want to make major changes, change the way you see things. Unquote. So first um identity is what you believe about yourself. What you can do, what you can't, what you are good at, what
you're not. My identity is the strongest force of my character, but my identity is based on my beliefs about myself. I got these um ideas by a uh a presenter who's been 49 years in the business.
He's got 20 121 businesses. He did a uh a webinar event, not a webinar, a uh an event this month across the world where approximately two mill two million people were tuned in listening to what
he had to say. He's an in motivational speaker. A belief is a feeling of certainty about what something is. Beliefs can create and beliefs can destroy. Changing your identity requires you to do things you're not used to doing.
So, um I've been reading and um I'm reading I read a book called Thanks for the Feedback and there's some things I'd like to read from that that has to do with identity and this is going to
lead to students and teachers and the impressions they give the students. If you have a fixed mindset, every situation you encounter is a referendum on whether you have the smarts or ability that you think or hope you have.
Fixed kids do fine when the puzzles are easy, but when they start to struggle, they hear the puzzle whispering to them. Not enough puzzle smarts. You are not up to this task. They become discouraged, impatient, embarrassed. better to quit
than continue to face what they lack. In contrast, the kids with growth mindsets assume that puzzle smarts aren't something you either have or you don't. They assume that it's a skill that can be developed. And moreover, they see
struggling with a tough puzzle as just the challenge they need to improve. As Mr. Dwek explains in a book he wrote, "Not only weren't they discouraged by failure, they didn't even think they were failing. They thought they were learning. For them, the puzzle is not an
evaluator, but a coach. It's as if the growth mindset kids were doing the puzzles in a room called the learning room, and the fixed mindset kids were doing the puzzles in a room called the testing room. Which room
would you rather live your life in? So, how we listen to feedback? Um, our mindset and resulting identity stories has a significant impact on what we pay attention to and what we don't. Researchers Jennifer Mangles and Katherine Good brought both fixed and
growth mindset undergraduates into a brain lab at Colombia where they were hooked up to EEG monitors and then took a test that drew from general knowledge of literature, history, music, and art. Each student was then told two things, whether they got each question right or wrong and the correct answers for the
questions they missed. The fixed mindset students paid close attention to whether they got each question right or wrong, but lost interest when informed what the right answer was. The growth mindset folks, in contrast, listened closely to
the right answers. They didn't ignore the evaluation, but they were also hungry for coaching, how they could do better the next time. And indeed, when retested, the growth mindset students outperformed their fixed counterparts.
But the bottom line is people do get better when they apply themselves and people apply themselves when they believe they can get better. So, I've got a question for your consideration. How many of the staff in
our district have told a student thinking to help them, you didn't do well on your math test? That's okay. Maybe you're just not good at math or
a a person a student who's struggling at reading. It's okay. Maybe you're just one of the people who struggle with reading. What I'm trying to get at is there's there's an evaluation kind of
way to talk to students and there's a coaching way to talk to students. And what I'm reading is that if the evaluation way is used too often, the student can come to believe their
identity, part of their character is they will never be a good math student. They will never be a good reader. And if they have that mindset, that mindset, they won't have the interest in learning or improving because they don't think
they can. they think they're stuck in that place. Just something to consider. Again, I'm not trying to I'm not trying to um uh berate our teaching staff. I'm trying to
offer ideas that I think might inspire additional growth or capability. So, there are three types of feedback. Appreciation, coaching, and evaluation. Coaching is how to improve. evaluations where you stand or where you are right
now. So, how many times do you evaluate instead of coach? You're not just good at math instead of that's okay. You do better. You can do better with more practice. Some people aren't good readers and maybe you're just one of those instead of you can do it. Keep
trying. Don't give up. You have the ability. Keep practicing and you'll get there. How many times do our students hear evaluation instead of coaching? So, next subject. staff. Are you trying to teach your students to be lifelong learners? One way is to lead by example.
At the convocation at the beginning of this year, this school year, do you remember the guest speaker? His name was Zach Roshelle. Did you adopt his message? Did you buy his book and read it? Read
it. Just tell them it's a quick read. It's 98 pages. Just tell them the power of explanations and explicit teaching. It's a quick read. Again, another subject. Zach Roelle also
told you about his podcast channel, Politically Correcting Podcast. And in episode, season five, episode 13, which I just heard recently, he interviews Mike Schmoker. Remember
him? He's the author of the book Results Now 2.0, a book that was recommended to you by your district administration. It was one of the first two books that gave me hope for massive academic improvement in
our district. In this interview, Mike talks about two or three things that in his experience working with schools can have dramatic results in two days to two weeks.
I highly recommend you listen to it. >> Okay. >> Well, thanks Mike. You've inspired me to be open to the critical feedback of the board. I think we can all improve ourselves. Um I I had a couple of things. Um, what I
just wanted to note that at our last board meeting, um, there were not the normal executive reports and there aren't any at this meeting either. And I just wanted to get clarification if that was going to be
part of the March meeting to have >> for the record. For the record, I'd like to state that there will be part of the March 3rd report and as my email reply alluded to. >> Okay.
>> Okay. Thank you. >> Yeah. I just >> Is that going to be part of the work session or the general session? >> We feel like it's better in the work session to have an open dialogue with board about any questions back and forth. >> Okay.
And then the other thing is um I we I had asked to have the org chart pulled from the consent calendar. Um and I did email Mr. Ramirez, but I just want to make sure that um everything is part of
the public record. Um my concern was that the in the strategic um kind of right sizing that had been presented to us that the org
charts um were part of leading us to a final budget. Um and so Mr. Ramirez clarified that the org chart did not require any additional funding that was not going to change the budget at all. It was just um because some of those positions were not going to be filled
that it would be a um a change in the reporting system um which absolutely is under the superintendent's purview. Um I just want to be clear that by approving that um it's not implicit um approval or
disapproval for any budgetary changes. Um the priority for me is direct classroom supports and student facing positions. And so that's where my concern is coming from. Um that we're addressing our building level needs um
before plan budget final budget approval. And it occurred to me that this may require reviewing our class size policy um so that we have a better understanding first of all what it is. I haven't looked at it yet. and also understand
um how responsive and flexible it is to real classroom conditions. Those are all good questions. Uh yes, there's two processes that are occurring simultaneously. The orchard is more of
the district level leadership and how we can support the campuses in that initiative, but also the principles are working uh with the budget timeline and the HR timeline that are coming together
on the current FTEES. Then foundation two is going to be about the uh approximate right sizing numbers. And then foundation three is going to be about uh those initiatives that the
campus leadership teams and the campus as a whole recommend to get the job done. And so board policy won't need to be changed uh till we know the effects of that. But uh we're working towards
that as u the board vision and the board strategic plan. And uh I apologize if there's any confusion but I'm working steadily fast on that. The principles are here and they have heard that talk at the administrative uh alliance that
used to be called administrative model and they're in charge and you can see some of the documentation uh that I have sent in reference to the student calendar for next year or the TLC survey. It has all been inviting him to work alongside all the district
staff. So yes, I'm committed to that and uh I think time will show the fruition of that. Yes, it will be a wash in the budget in reference to the district court positions. There's one, the reason I have it there
for an action item because there's one or in the consent agenda that was moved to the action because there's one position that is brand new and I want the board approval for that before I move forward on advertising and that's the elementary executive director for
curriculum. >> But that doesn't require any extra budget because you're taking the budget from the assistant superintendent position. >> That's correct, ma'am. taking that money uh one uh later as we get further down the road of which executive director
will be bestowing some of those extra duties and then the rest of the salary for that that new position of executive director for correct you're correct >> at our last meeting I believe the two
principles were here from the middle school and the high school and they both mentioned um that they would like full-time um officers. I wanted to see what the status on that is. First, do we have a do we have that budgeted? And second, what is the case? Do we not have
a full-time officer at those two schools? >> Uh currently, we have one full-time SRO officer. I have already sent communication to Chief Bernie Knuckles and city manager Drew Sanders asking for
consideration of a second SOU I mean SRO officer and so that's in the works once I heard that direction from the board at the last meeting. So we're on our way. We're waiting for the city response and
uh yes the money is there in the budget and uh depending on how quick they move will determine if more will be encumbered for that second officer. But the idea is to have one at high school that will cover high school and be
available for cost to Keer, one at middle school for full-time and then be responsible costs to Mesa. So we're moving on on that. That's just for this fiscal year and we'll see what may happen bring as we build the budget
along with Danielle's leadership if there would be a third increase for a third SRO officer. Thank you. >> Any other topics we'd like to bring forth? >> All right.
Um I see on our agenda we have the organization chart draft in the discussion. >> That is what Dr. >> That was for the discussion for an action. I thought it was for an action. It's action item.
>> We did. That was a motion that we did. >> Do you require an action on that from us today? >> I thought I heard you asked for the to remove for consent and move to an action. I I
>> That's my fault for not being clear. Um I I would be okay with moving that to an action item um if we're able to do that, but I don't know Robert on that. No, >> I thought that again that was the request was to move it from the consent
calendar to its own action item whether whether it was the intent or not. That's what happened and we voted to approve the agenda. So, we have to stick with the agenda unless when that
item comes up under action. Um, it another way to handle it would be to um after the motion is made to um move to table it. That would be the only other way to handle it.
Assuming you don't want to vote uh on that tonight, but anyway, it's been moved to an as an action item. So, we have to follow it as an action item tonight. Is it actually discussion? >> It was action to discuss. >> It was Yeah, it was moved from consent
agenda to discussion. >> So, I'm confused. I heard some people say it was moved to an action and others say it was moved to discussion. Which is it? >> I heard it was moved to an action off of the consent agenda. >> Yeah, that's >> that's what I heard. That was an action
item, not a discussion item. >> Correct. So I just think it's >> what was your intention? >> My intention was an action item. >> Um let me change. >> Does everyone agree that there was just a miscommunication?
>> Yes. >> Yes. >> Mr. President. >> Yes sir. >> And uh Mr. Lynch on your parliamentary expertise is the
motion to move from consent agenda to whether it's discussion or action is it amendable? >> No, it's uh it only requires one person. Uh it doesn't get voted on. It's uh it's a request and at the request of one
person something can be re removed from the consent agenda. Right. >> Separating it. >> It could be removed, but she uh articulated that she wanted it moved to an action item. >> Yeah. So, I don't think we the agenda's
like misplaced. I think we just got it filed in our agenda incorrectly. We did the correct action. It just needs to be put into the action item. We're not changing what occurred. We're just putting it in the right spot.
And I think for that motion, it was to get clarification on the questions that Dr. Dwit asked me to reply in front of the board. So, if I understand correctly, it was uh verbally
uh requested to put it as an action item, which means it would follow number 8H and be 8 I. Is that correct? >> Yes. So, yeah. Okay,
just quick. Okay. All right, then let's proceed on to our action items. Uh, starting with our consent calendar. >> Do I have a motion? >> To approve the consent calendar.
>> I'll second the motion. >> Do we have any discussions regarding >> um point of clarification? Uh, President Shamay on the consent calendar. Um, the reason we can put things into a consent
calendar is because there will be no discussion. >> So, very good. Okay. >> Online voting is now available. Motion passes unanimously. >> Then on to action B, our capital reserve request for 2526
Dtronics. >> I make a motion to approve the um capital reserve request for Dacttronics. I'll second. >> I have a question about that. Is now the appropriate time?
>> Yeah. >> So, if we do adopt the electronics, um, so the current scoreboard that is in the main gym, will that go into the oxygen? Is that the plan? Does anyone know? >> I call Mr. Layman, our activities
director. >> You might come up to the microphone. so all can hear. Thank you. >> Thank you. >> Good evening board. Uh my name is Charlton Lane and I'm the activities director, athletic director and assistant principal at the high school.
Uh no, that is so obsolete right now. We're being that just to survive throughout the year. Uh, we did talk to Dacttronics and they would be putting a static scoreboard in there, which would save us so many headaches. You touch the
controller, it just goes nuts. And we're having the same issue now with our new board or our scoreboard in the main gym. Right now, we're taking it's like robbing Peter to pay Paul. We're taking LEDs off, you know, if we ever score a 100 points. Well, you're not going to
see it because we've taken the LEDs off of that one to make other parts work. >> So, what's the plan with the ox gym? >> Is to get a static scoreboard in there as well through Dacttronics. >> And is that encompassed in what we're actioning on tonight?
>> I think it is in there. >> I was just concerned that Ox gets something. >> No, they're they're getting something. >> Thank you. >> Yeah, we're not going to leave that one alone. >> Thank you. >> My understanding was that there were going to be two of the typical scoreboard type and then one big
video. >> Correct. >> So, in the main gym, you're looking at where the big scoreboard is now to put a static board in to replace the opposite side one with a static board. In the video board is where the big flag is right now. We're going to move the flag
and put it in another location as well. >> Are you saying like they're in a second gym if that scoreboard is being replaced? And the aux is to put one of another static scoreboard in there. >> I wanted both to be covered. >> Yeah. Do it all at once instead of
separate. >> Yes, that's the goal. >> Thank you. >> I had I had some other questions. Um I don't you may be able to answer them. Um I had some premium questions about
um the presentation that we got last time. Um, I I do support the investment for extracurricular engagement and community connection. I think it's really important, but I think it's also clear we need to be clear on what we're what
we're approving. So, my understanding is that we're using capital reserve funds to pay for the scoreboard. Um, and it's not exactly true that the sponsorship will pay for the scoreboard because money the sponsors are going to
be sponsoring the program. So, the money are going to be going into the student activity programs. >> They're going to the scoreboard. We have anchor sponsors, multiple levels of sponsoring to make sure that we recoup our money that we're investing in there. And then after that, there are ways for
the community. So, like say you have a business in town, you want to sponsor the three-point shots. Bingo, just a kid makes a three-pointer, his pitcher goes up, spins around. It it it it's an extremely interesting uh concept that they have.
>> Back to the because I might have misunderstood that. Um, so sponsors are clear like if somebody is sponsoring, they're going to be sponsoring our capital reserve. They're not going to be sponsoring the student programs.
>> We're sponsoring, we're getting anchor sponsors for the scoreboard. >> Okay. >> So, initially we'll be putting the money out up front and then recouping the money back based on sponsorships up to five years for anchor sponsorship multiple levels.
>> So, your question is as we're recouping that might go back to >> Yeah. bond program and then what's the leftover then goes to the activities. >> Yeah, because in Mr. Schmidt's response when I asked that question
um I I had said I assume sponsors will want to know where their money is going. You know, if they're sponsoring something, they might want it to go to the basketball team or to a student program. >> Correct. There's an option >> less attractive to sponsor capital reserve fund.
and he said that some potential sponsors have specifically requested that the funds be earmarked only for athletics and not mixed with general operations. Um, so I I want to be clear personally I'm I'm actually okay with that. I'm okay with the money going to student
programs, but I think we need to know what we're actually um what we're actually doing with that >> and should have been outlined through your presentation with Donics and with Mr. Schmidt.
>> Yeah, they did present that there's a certain amount of sponsorship that they were anticipating getting, but there was not a specification of where those funds were going to go. Um, so that's something I guess I'm still a little bit confused about. >> Do you have clarification on that? >> Yes,
>> I think I think originally it began with that idea of paying the capital reserve back, but we quickly shifted to using that yearly revenue to supplement the activities, >> not the general operation.
>> Okay. So the we are paying out of the the the fund for the board which the school and the community will enjoy and I think it will be good. Um and then it will also be a fundraising tool for the activity programs. >> Yes. because we have heard
discussion about for example the the meals for students and other items like that for and need for the activities to get away from the fundraising that was heavy loaded. >> So yes ma'am
>> okay um I'm okay with that. I just want to be clear. Um, I did want to note that this was presented to us with not really any alternative scenarios. It was presented as this is the best. This is what 80% of
the other districts are doing. It has a lot more capabilities. Um, as a board member, um, I mean, this is public funds that we're using. So, I would prefer to have not just a pre-selected best alternative. I would
like to have um a different level, you know, along with the um with several quotes um along with maybe a recommendation of why it's better so we can make that determination. >> We did get several quotes. Uh we did multiple static scoreboards. We did two
with video. Uh Dacttronics was the best one for our school, our situation. the parts, anything that we needed is it's here. It's not, you know, on another country where it has to be shipped over.
Everything is made here in Texas. We have people up in Denver, Grand Junction. We have people in Arizona that in a quick call, we could get them here to do that. We also have the ability to train our students to use this. Dacttronics is all over. So, I would
like to say that would be it would just be nice to see those other quotes if you went through the trouble to get them, you know, include those in the board packet. So, you know, we can just see that the due diligence was done um for that. And then the I guess the
last thing is um this is a this is a pretty big investment. Um when we got the presentation um we were told about how much money we would raise with it and how great the CTE program would be and how students would benefit. So um I
think I I would request that we get an update um if we go ahead and approve it that we get an update in in a year, you know, at the February 2027 board meeting. Um I would like to know how we're doing with that. Um that's just, you know, part of the accountability. If
we're saying that we're going to expand CTE programs and um you know, give funds to our student programs, I'd like to see that um how that's going. >> I think that's a great idea. >> Thank you. Any other questions?
All right. Thank you. >> All right. Let's go ahead and proceed. Online voting is now available. >> Motion passes unanimously. All right. Next on our action item C which are policy edits for the KF
community use of school facilities also with KFR KF1 KF2 and so forth. Oh, sick bank account. >> That's one moment. There might be a change to be made to that.
>> It showing up on the screen. Okay. Sorry about that. >> So there's two steps involved. This is the >> We need a motion first.
>> Good point. >> You have waited for this. Wait for this. >> Mr. Lynch. Mr. Lynch. President Sh. >> Yes, >> this is my mistake because it says policy edits. It should say second reading.
>> Oh, okay. >> So, we will clarify it. The action item is for action item C which is policy. No, >> second reading. >> Second reading. Thank you. >> Which is a final vote.
>> Yes. All right. Do I have a motion? We did get um input for the sick bank from that. We need a >> motion first motion point of clarification. >> Yes. >> But before a motion is made, I need to
point out the process for this case. Since since the uh policies have been changed after they were introduced to the board as information, there have been some edits
that have been made. So this tonight, the process should be a two-step process. The first process would be to adopt the edits that have been made since they were um put on our agenda, which would be the edits that are in
blue and green. and that's why I did those colors. So that would be the first step and then after that we can adopt the um policies as amended. >> So
motion to adopt the edits. >> A second. >> Any questions on the updated edits? Did we end up getting um input from the sick bank from the actual people who use the
sick bank, the admin and teachers? >> So, we didn't uh go out and ask um people who were affected there. I believe, correct me if I'm wrong, uh Mr. Romeirez, I believe there were people on
the policy committee who um are participating in the sick bank. Is that correct or not? >> Yes sir. Okay. So >> by default we had input from people who are at least one person who is
participating in the signing. I had also posted it publicly and asked for input and I had gotten a few comments that I brought up in the last board meeting. Um, >> thank you.
>> And I and I I tried to answer those uh concerns. Was I successful? Yeah, I think >> any other concerns on edits. online voting is now available. >> It's still saying >> it's the
Motion to approve edits. Online voting is now available. Motion passes unanimously. Can we get another motion? >> Make a motion to approve. >> Second reading. Final reading.
>> Final reading. >> As amended. >> As amended. A second. Online voting is now available. Motion passes unanimously. Thank you. Sorry for the miscommunication there on the way that was set up.
>> All right, we'll go on to action item D for the children's ka charter school. >> I move that we um allow the KA charter school to join CSI. I second that motion.
>> Any discussion further before about this before we continue? >> Um just wanted to note that we have five charter schools in our district boundaries I believe and three of them we approve this will be through CSI.
Um I definitely want Cuba to succeed. um you know our students go back and forth um all of the students in our district it's in our interest for them to succeed. Um I also want to understand whether we
fully explored improvements and support before endorsing a transfer. Um, if charters are leaving because of support gaps that are within our control, um, I think we should be intentional
about whether, um, we want to address those, um, and be proactive um, if we want to retain the charters in, um, keeping those relationships.
um if um if it's something that we intentionally don't want to be authorizing charter schools or it's not something um again I think that's something that we should we should be intentional about um so I have
some discomfort in how quickly this is brought to me without um kind of fully understanding the situation >> president suddenly I uh I I share some of the concerns. I have maybe the same
or maybe different questions, but um I think those should be addressed uh outside this meeting. And the really we're the vote we're going to take is whether to approve this request or not. But I agree with um uh Director
Dit that there it kind of raises question as to whether or not the district is um supporting the charter schools well enough or if there's um a ball being dropped or or something in
that in that process. But I I think that ought to be addressed outside uh this action items discussion. Online voting is now available. motion passes 4 to two. >> Next up on action item
ER students memorial. Do I have a motion? I'm going to pass out something that is necessary for the >> Okay. President Strongway, I move that the
board approve the following resolution for student memorial. Be it resolved that the board of education of Monizuma Cortez School District R1 approves of establishing a student memorial I'm gonna have to uh beg the pardon of
the audience because sometimes uh my throat tightens when I read certain things and um that's happening tonight. So establishing a student memorial in remembrance of Zamias Lang that could be
displayed at the high school until the year Zamias should have graduated. And per Director Lynch's instructions, Director Lynch is hereby requested to take this project to completion in order to deliver the completed memorial to the MCSD superintendent for display at the
high school cafeteria. >> I'll second. >> We have two motions. So, any discussions? Yeah. So, I'd like to tells the story behind this y and um gives gives some more information.
In December of 2024, there was a tragic death of a young boy named Zamias Lang. He was a student in our district. At the time, I was thinking aside from the loss felt by his family and our felt by his family, our school district will also
suffer loss. We will not ever know What great accomplishments he would make while in school. Would he have been a great athlete, play in the band, be in theater? For years, his fellow students may see an empty
chair in the classes that Zamias would have attended. So, I thought it might be thoughtful to establish a memorial in his remembrance. I requested a meeting with the superintendent and a tribal council member to ask the question. Zamayas was a member of the Ute Mountain
U tribe. The council member told me that I would have to wait a year to do this because of their culture and beliefs. So I waited a year and I approached the council at a meeting this month where the superintendent introduced his principles and I spoke and he spoke
about the district. I presented the idea and told the council I wanted their permission and I would also want the permission of his of the Zamias's family. I received both permissions that day and now I am presenting the idea to
the board. Memorial. Memorial would be a small empty chair painted blue with words printed on a seatback or the seat of the chair giving his name, his birth year, hyphen, his year of death, his grade, and his expected graduation year,
and having a 5x7 photo of Zamias, also attached to the seat back. It should be displayed in the high school cafeteria where it can be easily seen. It will be displayed until graduation 2035. And I've got the chair with me.
I think my throat's getting lumpy, too. All and love and respect to his family and friends. Any other discussion that we make before we move on to an action? Just thank you, director, for going to
the tribe and giving the families permission. Obviously, that's important. Thank you for taking that on, seeing that through. All right, let's proceed, please. Online voting is now available.
Motion passes unanimously. Shall we just say I just want to say on behalf of the tribal council, >> please come up to the microphone. >> Good evening everybody. My name is Tonnie Knight. I'm on the mountain tribal council and I have a few fellow council women here. On behalf of the
tribal council, the family of Zamayas and our education department, we'd like to say to thank you for this opportunity to um honor one of our our tribal members took you FOR
OKAY. SORRY, I was making sure my lump wasn't coming out. Um, thank you tribal members for for coming and representing. Uh let's proceed on to our next action uh item with our superintendent
evaluation model. >> I move that we approve the proposal to use the HBY CASBY evaluation model. >> I second the motion. >> Second.
>> And any discussions regarding this action item? Um, I asked for it to be moved off the consent calendar just because there are several tiers. Um, the tier that was recommen
recommended to us was the $5,000 tier. So, I would like to go with that. I just wanted to clarify what we were actually approving. Professor, members of the board, I'm in agreement with the vice president Dr.
Dwit on that as well. So the intent is for the I believe it's a tier two tier three >> tier two 5,000 >> tier three00 because it was the remote option right? >> Yeah
>> cuz the first two were on site and then the last two were remote but we could do as many surveys um >> of staff >> of staff. Yeah. and outside members. Tier three also included unlimited.
>> He said he presented it would do unlimited. We have >> bring it back to the board. >> I'm sorry. I was working on my lo um tier three.
>> Tier three. Yes. It's a 5,000 710. Any other questions or concerns about this evaluation process? All right, let's proceed, please. Online voting is now available. >> Motion passes unanimously.
to action item G which is our board quality self evaluation using HA cray bills metrics I need a motion um I move to approve the effective
school board's quarterly self evaluation training Second motion. >> Yes. Proceed. >> Uh so I just wanted to note that that was for $5,000 for a 4hour session that we would be doing quarterly.
Um so I would I would be in favor of amending the motion. um to um include other options like CASBY.
>> I was going to ask if CASBY had been considered or there had been a request of CASBY for board self evaluation tool as well. they had one for descriptive. So um some of the history behind this uh
the previous board uh one of the first uh board trainings that we got was provided by um CDE if I remember correctly and uh they taught us uh about
how to how to be a good board and um we came away from that. Uh the the biggest takeaway I had from that training was uh ask good questions and before we left I
said well how do you know what a good question is and uh that wasn't really defined for us it I guess it was something that we needed to get through experience but then we then after that
we got some training by AJ Jay CrarAel and holy cow it was it was really a a deeper dive into um mainly one thing
and that was um first of all learning that we only have one goal and that is to achieve better student outcomes and how do we do that and he showed us um several
different ways. He showed us um the evaluation form that uh we'll be if if we do that we'll be using. Uh he talked about it in depth. He taught us about it. Um he told us how the process would
look and how very few boards score above zero their first time. U but it's a learning process and it's very valuable. it always brings us back to the single most important thing and that
is improving student outcomes. And so um I highly endorse his this particular part of his training over what I've seen from um at least
CDE. I I don't think I've seen anything from CAS beyond that yet. Could we request some more documentation? Maybe table this matter for a minute.
>> Um and and uh I think the reason this comes up is because in the strategic goals the previous board adopted um it was uh stated in there for quarterly
self-evaluation. So, uh if we want to abide by the those goals and meet the first um step which would be I guess would that be considered March
>> March 14th? Yes, sir. >> Yeah. So, in order to meet that first step um uh we would need to do something tonight. Um and I and I would suggest you know once you have a taste of that
you uh immediate well even tonight we could talk to somebody to come in and help us with our next quarterly evaluation if you don't like the way this one turns out. But um I would suggest that we go ahead and and do his
the first this first time in March and then um maybe get some information from the other groups and see what you think. >> I know when um Dr. Yenni was here with training he did with us initially, he
had offered to come back. I like the idea of a quarterly evaluation. Um I think that um from my perspective the advantage of CASBY is that is um
you know Colorado has particular state laws about local control and um powers and responsibilities of the school board. Um and so it would be um specifically um aligned with that. Um
Mr. Lynch, did we have a yearly contract with Mr. Krieville before or were we paying separately for each of the quarterly evaluations? >> They were um separate uh contracts I believe. Is that correct? Yes. said uh
you mentioned there was a overall scope of various options for the board to select and the board chose options when they brought him in for the components that they chose. But I would recommend
that the board consider this because you have specific language in the strategic plan that says AG HA gray metrics for the quarterly and it doesn't say that you have to continue that but the board
will get a flavor for it. It buys time for me to look at other options as the board has articulated this evening uh one from Casby uh to continue the remaining quarterly evaluations but I would want to have conversation
with Casby and share what the first quarterly evaluation look like for the board. I have a a little bit of a concern about um you know I I know that the previous
board um was you know following the student outcome focused government um and you know I had been to some of those presentations um my concern is that it's not the mainstream
governance model it is a government's model that some school boards adopt. Um, and so that is not something that this particular board other than Mr. Lynch has really had training in. Um,
I also have a a little bit of a um, this might be a a personal nitpicky thing for me, but any program that says I'm going to score a zero on until I have their services is um, I don't know.
I I I think we should evaluate ourselves quarterly and be very critical of ourselves and room for improvement. Um it it just it seems quite expensive um for a 4-hour session. We're essentially paying more
than $1,000 an hour for that. >> Is it is it one time fee of 5,000 >> per quarter? >> So every quarter gets 5,000. >> Yeah. And here if you follow the link it
says um only with the aid of a coach certifying this work in continuous support. So it sounds like ongoing expenses not just a one time. And my other concern with this would be we're evaluating ourselves. However, we're
brand spanking new. Like I just I wonder what um this particular outfit if they have any statistics or studies around something like with our situation. I suspect this is for already
established boards. >> I would I would say that I am in support of Mr. career Maris's recommendation just because there are so many self-evaluation tools or board evaluation tools that we could use. So
there would be you know several services that we could choose from but if this is something that Mr. Ramirez is recommending, you know, being a new board, that's exactly the reason we need to sit down and really have the same training, you know, even though it's a
little intense in the first year, then maybe in the second year we can kind of ease up a little um just because I know with this transition that I know there's probably a lot on his plate and if we could, you know, step into this and support his
recommendation, then we can make a choice later if it wasn't even after the first quarterly. >> Can I ask how much it was for Mr. Yani to come when he did our values? Do you remember how much we paid for that?
>> Sorry, I don't mean to put you on that spot. >> I believe it was $700. >> That sounds This mine is still like an elephant, you know? It's a trap here.
>> Mine is not. >> May not came back to me in regard to Director Mate's um uh comments. Um I think there were correct me if I'm wrong, Mr. Ramirez, but I I was thinking there were um different levels of
service uh offered to us. And the one that we're talking about is a is a one time each time you do it. So quarterly if we continue to do it quarterly, but uh it'll be a onetime fee just for
teaching uh his method of self-evaluation for the boards. The other that I think uh drag mate was talking about is uh actually a higher level of service where it's a lot more expensive and it's continuous uh
coaching. >> It's continuous coaching. Yes. A lot more. >> Yes sir. A lot more expensive for a continuous coaching model for the year >> and I don't actually go ahead. >> I don't see in the proposal for services that this actually is for a self-evaluation. And it just covers the
basics of the framework used by effective school boards. >> And it's a Zoom training. It's a virtual training. >> It's virtual. He's not here. >> It's a Zoom training.
>> Four hours of Zoom training. I don't I personally don't see that beneficial to me. four hours of Zoom training. It's a lot harder to maintain than
in person. >> The price you should be here. >> Well, and and for the I just see, you know, technical issues, lagging, buffer it questions and answers. It's it's not
that I think there should be a level of interaction and possibility of personal interaction who when somebody is offering self evaluation to to the board I think >> and he he offers uh that but to be
honest with you I contacted him at the last minute because of taking the position on you that I'm in but also I saw the strategic plan uh deadline of March and so he was able to
accommodate us this way but his preference is always to be live also. So if you wish for me to if you wish to do this type of training I will contact him and we could move further down but will
be a later implementation where he can be live but I think it's important to understand the model that was begun by the previous board at this board in looking at self evaluation to see
how the board has moved moving along in reference to student outcomes and uh the recommendation at as superintendent was for a one time minimally, but I was trying to fit it in that uh strategic
plan date. And so if I have freedom to go back and to when he or another coach, I really prefer him to come because he's a the owner and the originator and the
national trainer for this. He's been recognized at the national schoolboard level in reference to this model. And uh so those are the dynamics I'm working with. I just wanted the board to feel what limitations on myself also on it.
>> So if I'm understanding correctly, it was because of the expediency of getting it set up that it turned out to be Zoom, not whereas if it if he had his choice of where to fit it into a schedule, he might be able to come in person.
>> Yes, sir. >> And I I think minimally I would like the opportunity to ask that. And uh we also I had emailed and asked on my scheduleuler if that was 5,000 each quarterly or was that going to be for
the year because we weren't clear on that either. And so >> and would the in person be 5,000? >> That's what I would find out. >> And I also am not clear from this that this is actually a self-evaluation. This
is just a if you look at the actual proposal for services, it's a training, not a self-evaluation. So, I'm not sure that this does fulfill the strategic plan self-evaluation. Um,
I I'm for self-evaluations. I think we have a lot of room to grow as a board. Um, and I think we're all really invested in that. Um I just >> well I might recommend to the board that
they consider table it and allow me to have all those questions clarified and come back to the board at uh where we plan a work session March 3rd but there's also
a possibility of a special meeting also >> and perhaps obtaining information from Cassby. as part of that. Yeah, >> sure. >> Surely. >> And by the off chance that we can't come
to an agreement, what's the ramifications for not reaching that goal and we go past that time frame? >> Well, there but you want to get it right. So, >> sure. >> You're thinking that you're just
navigate that. >> There won't be any quoting for me, that's for sure. >> So, I move that we table um this item and direct Mr. Ramirez to
obtain more information and present it to the board. >> Do we need to vote? motion on the floor. >> Point of clarification. >> Yes. >> Um, we have a main motion on the floor
and it is acceptable to make a secondary motion to table the main motion and the secondary motion also requires a second and a vote. Okay. >> Do we have a second on that?
>> I second the motion to table. We're voting on to table motion, right? >> Yes. Online voting is now available. >> Motion passes 42. All right. On to our next action item H. uh consideration for possible approval
of RFP for general legal counsel. >> I move to direct the superintendent to issue a request for proposal for general legal counsel. >> I second the motion. >> Any further discussion on this topic? I
know we have talked about it in our work session. Um we obviously had a public member u make some comments as well. Do we have any else to discuss before moving forward? >> I just would like to understand what this action actually is what this
consists of. >> This is asking for uh Mr. for mayors to put out public notice the RFP to see or seek interest of other legal counsel that may be interested in representing
us. >> So it could be any anyone that responds. >> Yes, ma'am. Want to bring all those before the board? Um just out of curiosity, how long um do the RFPs usually stay out there for before they're closed?
>> Uh we usually recommend uh a minimum of 5 days, but I always recommend 10 days. >> Okay. >> What then you how how do you achieve that? just send emails to everybody or just on Indeed or
>> we put it on our district website and we can also inform different law firms about that RFP out there. Are you just doing it on the website or are you actually going to solicit? >> I can publish in the newspaper as well. >> Make sure the website is sufficient.
>> I think they firms know to look for it, but you can also reach out and say there's an RFP encouraging packing up. All right. Any any further discussion? All right. Let's proceed, please.
Online voting is now available. Motion passes 5 to one. >> And our next action item I with the organizational chart draft. >> I move to accept or chart draft. >> I'll second. Do we have any questions, concerns
regarding the organizational chart that has been presented? I think I would just just a point of like comment to ensure that whoever is absorbing the duties and responsibilities of what
would have been an assistant superintendent that it doesn't go above and beyond their current workload. I think I need to be spread out. What's going to go above and beyond? They're going to get more duties.
>> Yeah. I mean, they're going to get more duties, but is it going to feel like a super long week every single week? I think that works kind of have everything separated out. So, there's an additional instead of having the assistant superintendent, there's two directors of
academic services. So, I think the point was just to redistribute the workload. And it didn't appear to me that anyone was going to be getting extra workload. Not all in one person that's going to be distributed. >> Good.
>> Mr. Ramirez, in in the future, are you also considering hiring an assistant superintendent? I was I'm considering combining with an executive director, separating some of the job descriptions
that I had, which was a pretty a good idea. uh and approach next bianium two years in that matter to focus on academic
achievement and enrichment also some of the other calendars that are coming before the board. So the first is a student calendar and then the April work session. We want to look
at the summer school jump start and Friday school calendar for the board to look at and then all that is part of several moving parts that are transformed to get us.
Will the title of each of those persons include uh reference to assistant superintendent work? Only one will include the assistant superintendent title and those will be the major functions and then
others will be job duties will be distributed. Okay. I'm only asking because we just got through passing some policies that say the assistant superintendent has the ultimate authority. So >> if there is no assistant superintendent,
>> I'm aware of that. And so some of that would fall back to the superintendent level. >> Yeah. Okay. Thanks. >> And why do you not want the superintendent? I mean the assistant. I'm just curious what motivates you to raise >> I do want to assist in superintendent about trying to fiscally stay within
what the current budget is >> and also u we're creating that position of executive director for elementary curriculum. >> Oh, but I thought you said that budget wise nothing changes. It's not
>> based based on being put in using the assistant superintendent funding for additional money to one of the executive directors and then the rest of money for that new position of elementary curriculum. >> I think you just said you're trying to
save money. I'm just I'm a little >> I'm trying not to increase money. >> Okay. >> I'm trying to live at the same budget I have this year. And did you say you are looking to get one eventually an assistant?
>> Yes, but I could have moved there until we had this one position approved. >> And once you get the assistant, are we going to do this all over again to get them >> and take away all the responsibilities of people who we just distributed?
>> It will remain the same. So then what will be the job of the assistant if you're not if you're going to hire a new one and you're um distributing all your responsibilities amongst all these other people and you have to bring it all the way back to that person. So in
the long run is it really effective? >> It's because there's going to be a new position that's not only executive director of one of the departments but also a title assistant superintendent. So the assistant superintendent work is
not going to go away. We're just refining because we're combining with an executive director of one of the departments and that is a training ground for the next person whenever I retire
or cease to work. So it's in preparation of the future. they have internal knowledge of the district and I'm also able to coach and work with that person. >> So you'll be doing the hiring for that particular >> correct?
Yes, ma'am. >> Just so that I'm sure I heard correctly. The intent is eventually to move one of the executive directors to an assistant so that it's not necessarily changing job duties. They're just looking to
receive a different title. >> A different title and a few duties. >> Yes. >> Yes, sir. >> Any other questions? >> Let's proceed. Online voting is now available. Motion passes unanimously.
>> Thank you. >> All right. And then we'll go ahead and move to adjourn. just like to say thank you for everybody that came uh in support of our students here both physically and virtually. We'll end
today which is February 17th at 8:33 p.m. >> Thank you everybody. Freeze in