Thank you everyone for being here this evening. I'd like to call this Tuesday, October 21st uh Montville Cortez School District board meeting to order. Um if you could please stand for the pledge of allegiance with me. [Music]
I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
>> De that was at 604. [Music] >> Okay. Okay, if I can get a motion to move into an executive session and pursuant to uh one moment uh there's now we're rob with issues.
[Music] >> Okay, sorry about that. >> We're back on task. Okay. Um, can I get a motion to move into executive session in pursuant to Colorado Revised Statute 24-6-402
parenthesis 4 parentheses B, E, and F to discuss personnel matters regarding superintendent evaluation. moment to uh go into executive session in pursuant to Colorado revised statute 24-6-42
parenthesis 4 parentheses B E and F to discuss personnel matters regarding superintendent's evaluation >> second it >> all right we will I first. [Applause]
>> Online voting's now available. >> I'm going to mark Mr. Lynch is not present at the vote since we haven't made communication with him yet, >> but I can't believe he's available. >> I can't see or hear the meeting at 6. The camera view went away now. I see it,
but there's no sound. So, he is here. >> We'll get him into the Zoom that is in the executive session while we worked on this one. >> Okay. >> I would like to invite the board U, Mr. Burus, and then Mr. Schmidt to get the Zoom up and running and then he will exit.
>> Okay. The motion does pass unanimously. Um it is 606 that we are pausing the meeting. [Music] Exited out of executive session at 7:06 and we will uh start this meeting back
up at 7:10. So, if I can get a motion to set the agenda. >> I'll move to set the agenda uh with one exception to exclude the basketball coach from the consent calendar and vote separately on that.
[Music] >> I'll second. >> Hopefully, you can hear. >> Okay. Can you hear me? Okay. >> Yes, I can hear you. >> Downtown, too. >> I think he's on that other one.
>> I think it is. >> H Andy, do you have him? Do you have him on on yours? >> Do you have Mike on yours? >> Okay. Are you ready? >> Okay. Okay, I'm going to try shedding you off mic and see if it'll work.
>> Mr. Put away from your microphone maybe. Yeah, put them on that microphone. >> Online voting now. >> Let's just get rid of it. >> These are not working. >> Sorry every >> So, um, where's Mike coming in on right
now? Is he coming in on his cell phone or >> Yeah, >> I turned it down. >> Yeah, you have to you >> got it. >> You all right? Yeah, it's just a call though, right? >> Yeah. >> Okay.
>> Okay. >> Yeah. >> Online voting is now available. Mr. Lynch, can you hear me? [Music] >> Can you hear us now? >> I can hear you. >> Where is that coming? >> I don't know where it's coming from. >> I think our volume's just like really
pumped up. >> Okay. [Music] Maybe vote over this way. Mike is on. So go to Mike. >> Mike is able to vote online. >> So motion passes unanimously. >> Okay. Okay. You said he is and he is
able to. Yeah. >> Okay. Okay. So moving on to uh reports. A celebration reports. Do we have any celebration reports that we want to >> visit about? [Music] >> Couple of things I had. Middle school
football did honor well. looked like >> and high school softball made it to regionals. Didn't make it to the first round. I think they lost to Wellington, but made it there. >> The football the middle school football won the division championship >> league. Yeah,
>> anything else that anybody wants to report? Any other reports or anything? Okay. >> All right. Then we will move on to um >> Okay. A report five or report B the student representative report.
>> Can we can we cut the fee from >> just cut it here? >> Like that's not going to work at all. >> Just just the just his incoming. Okay. And then do we you still have them there, Mr. >> And I would like to actually welcome our
representatives. Thank you for being here this evening and thank you for stepping up to be a part of this. So you want to introduce yourselves and just give a report if you have one or just introduce yourselves. That would be fine. >> Hello. Uh my name is Troy Yoder and I don't have a report today, but
uh my name is Kai Christensen. I'm a junior at MCHS and I do have a report today. Um, I'm very excited to have this opportunity to be a student body. >> Sorry. I
>> almost said something. >> Great start. >> You're all broke in now. No worries. >> It's all easy from here on out. >> The difficulties aren't all technical. Um, tonight I would like to address the concerns held by myself and my fellow
classmates regarding the support surrounding the preparations towards our futures. Growing up, I have heard the constant inquiry and reiteration about the importance of pursuing further education after high school, whether it be in a college or university. by attending trade school or by gaining
real life experience in the workforce and military. However, many students, including myself, don't know what getting to that future looks like due to the lack of support or lack of guidance in the preparations that should be happening during high school. We may take challenging classes and we may
study hard, but when it comes to understanding college applications, financial aid, career paths, or even how to pick the right major, most of us are left figuring it out on our own. Because of my growing concerns and interest in this topic, I created a survey to the students of the high school to better
understand their perspectives on the matter. Though it was an impromptu analysis, I was able to gain some good insight. 37 students consisting of all grade levels responded to the survey and the results showed that whether students plan to go to college, trade school, or
straight into the workforce, most said they hadn't received any direct guidance from counselors or teachers about their options. Although 48 6% of the respondents do believe there are enough resources available within the school. What matters is that there is little to
no unprompted counseling from the school to help boost these resources that they have. The survey also asked more open-ended questions allowing students to express what they think the school is doing well on and what could be improved in terms of future preparation. Many of
the responses I received to the question about what the school is doing well reflected the belief that not much is being done at this time. While students did acknowledge the PCC classes, the Zello program and TRIO, the overall tone of the answers showed that there isn't much confidence among students that the
school is providing adequate support for their futures. In the prompt about what the school could do better on, many students simply asked for more awareness on the subjects, to have scholarships shown to us rather than just posted on a whiteboard in the commons, to give personalized guidance based on our
desired career paths, and to have overall more conversations about what steps we as students should be taking to maximize our potentials. Now, focusing on Zello, the new program introduced to help students within college preparations during their home room hour is a step in the right
direction, but it hasn't been used consistently. For example, I personally haven't been exposed to it in my home room. And in my survey, about 10.8% of students, that's four out of the 37 who responded, said they haven't used it at all. That may sound like a small number,
but when this is one of the only formal career and or formal college and career readiness tools available to students, even a few being left out shows the system isn't working the way it's meant to. If this is a main resource, it should be something that every student can count on, not some not something
that depends on the teacher or home room you happen to have. On a related note, another concern I have is that many students have haven't heard much or anything about IAP, the individual career and academic plan. From my understanding, IAP is a state mandate in
Colorado meant to help students identify career interests, explore education paths, and create a plan for after high school. But as of now, I believe the majority of us haven't been introduced to it in any meaningful way. If this program is meant to guide every Colorado student towards their future goal, it
should be a consistent part of our educational experience, not something that exists only on paper. Even if the resource technically exists, they don't make an impact unless the student knows about them. Even when things like Zello, IAP, or college fairs are available, it can be difficult for students to take
advantage of them. We're talking about students who are 15 to 18 years old. Many of us are balancing school, jobs, extracurriculars, and personal responsibilities. And I believe it's unrealistic to expect that we'll always be the ones reaching out for support. The people in systems
designed to guide us should take be taking a more active role rather than waiting for students to come to them. What I've realized through this process is that many of us don't even know what proper college preparations look like. We hear terms like FASA, scholarships, and college applications, but we're not
always given the time or space to learn about what those actually mean or how to handle them. That's why I think we could benefit from more structured schoolwide opportunities to learn these things. For example, we could host grade specific workshops that meet students where they
are, career explorations for freshmen, resume building for sophomores, college and scholarship prep for juniors, and transitioning planning for seniors, or hold formal assemblies each semester that are focused on scholarships, financial aids, and real world real world opportunities. These are just a
few ideas for how we might provide more support for students, but they're not the only possibilities. The important thing is that the school finds a way to give every student the guidance, time, and resources they need to explore their options and plan for the future. I have copies of the survey that I created that
I can pass out. And that's all. Thank you. >> Thank you. >> Thank Thank you again for both of you being here and I do appreciate that. That is something that I'm sure that um possibly maybe you and Dr. bonaf can just get together and probably go over a
few of those things. And um >> I guess I have a question for you then too. So during the home time, what is being done career-wise >> for I think that Zello program is supposed to be what's being done in the
home room, but I don't know if there's um a miss or lack of communication between home room teachers and whoever's introducing the program because my entire home room hasn't been introduced to it at all. Um, I did put
uh one of the questions on the survey about if there had been engagement in Zello and if I have at least four out of the 37, that means there's likely more that haven't engaged in that. And so I think it's instead of being used as that
college prep, it's being as like a a study hall. >> Sounds to me like they needed career pathways, huh? Yeah, >> I remember those. Yeah, we had career pathways before. >> Mr. Mr. Yodor, go ahead. >> Um, I could also add another thing. Uh,
from my perspective, a lot of students don't take home room seriously. Um, it's it doesn't have a grade and a lot of students, they're just there cuz they have to be. And so, I feel like um a lot of teachers, they are also not being communicated with um like they're being
communicated, but they don't quite understand. So, I feel like um it's just something that um could have more of an impact, but it's just not having that level of um respect as it should.
>> And your home room is just once a week, correct? Is that right? >> For like 30 minutes or something or >> Yeah, I think it's from 1:35 to 2:10 every Monday. What is your guys' thoughts on why when
>> the students answer the question of >> which path to pursue after graduation? What is your guys' thoughts on why nobody chose military? >> Um I think partially is that it got sent out really late and it didn't reach a lot of students and we only had 37
responses. So, I think part of that is that it didn't reach the entire might not the entire student body. Um, I know we have had Navy recruiters and such come in over the last couple weeks. So, I honestly don't really know why
military has not been a pursued option, but >> uh I second her opinion on that. I just think that um a lot of students just don't know a lot about it. Um and the resources that we have gotten um from what I know uh a lot of people aren't
aware that these people are here. Like we say in the announcements every morning and stuff, but um a lot of people just don't know what it's about or don't quite it's not getting around as much. >> You've had recruiters from all branches. >> Um yes, we have.
>> Gotcha. >> Dr. Dr. Bonaface, would you like to respond to any of that? >> Sure. >> Okay. This is on. I haven't turned it on before. Testing. Nope. [Music] How do I turn there? Maybe. Testing.
Nope. I'll just talk loud. Um, good evening. Thank you students for being here and for sharing. Um, Kaia did reach out and shared with me that she was going to send out the survey. I think it's important. We did um bring in Zello this year. Um we in the past have we had
a program called major clarity but it was not very effective and it was not used with fidelity. Um we are excited for Zello. It did just um get brought onto our campus I want to say three weeks agoish. Um so it has been communicated to
teachers to use it in home room and students have been given assignments. I will echo what Troy said. um when it is not a grade and it students don't always take it so seriously. Um and it also relies on the adults to say what the importance is.
Why are we doing this? What is the intent? Um we have made it a new policy that counselors meet with every student at least at minimum twice a year. Um that they reach out to the kids. Sometimes our students are a little bit um unclear that counselors are also
there for guidance academically and for college and scholarships. Um there's a hesitation when they think it's just an emotionalbased counseling and it's not. They're there for advising and all of those purposes. So that is a push and we do have a tracker where we can monitor
that in those meetings. Um we also recently at parent teacher conferences put out um what you were mentioning the class informational sessions. Unfortunately, at the junior senior one, we only had four parents show up. Um the freshman one was more attended. Um we
are trying to put out more communication in a timelier fashion for kids and parents to know some of this information like FASA nights. Um the college application free days, things like that. Um we do have two FAFSA nights scheduled to go over what that means and how you
go through that process. We also have um college recruiters who are going to come zoom in and have meetings in different classrooms for kids. Um we have had military recruiters on campus. One gap I'll admit was there they were going
straight to the counselors about setting those meetings up. So we weren't always getting the information out quick enough. So I've asked for them to please loot me in so I can loop parents in faster. Um, and we do have the Navy coming for a home room who's going to
pull kids who want to go to that session. But so far, they've come during lunch. If the kids stay on campus to meet with them, it's great. Sometimes they're already off campus and don't want to give up lunchtime. Um, let me think if there's anything else I want to say. Um, with Zelda, there are really
really cool features. So, one thing it allows kids to do is they go in and they pick, I think, three to five career choices and there is a simulation that allows them to build a budget and spending and see how exactly that all plays out and how that works. So, it's
really powerful for kids to work through that process if they take it seriously and if the adults are are selling it the way they need to. Um, so yeah, any questions from you guys? I could ramble on forever. So, is there any of the counselors actually a designated college counselor?
>> So, all three of them. So, we I don't know if you're aware of this, but we brought on a third counselor this year. And before we had Mr. Null, who was the junior senior counselor and Miss Charles who's the ninth and 10th. Now, because we have three. They're all three doing all grade levels and they're split by
alphabet. And we did that so that there is more support for every grade level and not just one person who knows how to do the scholarships and the seniors and the freshmen. Um, and so they're all supposed to be college counselors, advisement counselors. Um, Christy is
learning the senior processes as it's new to her. She's been just with underassmen. Um, but it they're they're doing well. They're trying to reach out more and learn all these different processes and the scholarship piece and how we can get those communicated to kids more. There is a senior Google
classroom and a scholarship page that they can connect to. And we also encourage just for parents to know um common app is a program where if students sign up on there it will connect them with all the scholarships that match up with their
um needs or wants. Any other questions? >> Okay. No thank you. >> Thank you guys. >> Thank you very much and thank you. >> Okay. Uh superintendent report. Mr. for us.
>> Good evening board. Thank you for your time to do my evaluation this evening. That was very insightful and I appreciate the time that we get to communicate and discuss school district outcomes.
in my board report. I appreciate that um as I retire again, I was able to take enough time to go over the student outcomes that were relayed to you in the data handbook. And remember that the
need for lesson plans aligned to standards, data driven instruction, pacing guides to make sure that we deliver the content in 147 days. Those are the important things to make this school district right up there with the top school districts in the state. When
I came, the question was asked, "How come Durango can be in the top 25%?" And we can't. We can, but it just takes a lot of work. On another note, two weeks ago, we had a visit from the engineers about the HVAC
systems at Mesa, Kimper, and Lewis. Our consultant is suggesting that we move forward with a complete reinstall of that system. That would have to go for bid. Um, we will have to have engineering documents that were not done
before and the price is going to be and this was a year ago, but the price was about $3.5 million. We do have that in our carryover and we will still be in the lawsuit uh when this is done. I
would not go as far to say as the um we will be reimbursed for all of it. It would be up to the findings of a jury to see if if that would come to fruition. But two ways we can do it. If we go to
bid on both the engineering and the uh install, it would be about September or October before the three of them would be done. If we would go directly to train and tell them that we are single
sourcing them, it would happen a little sooner as maybe as early as um May of next year. That's doesn't have to be a vote, but certainly a discussion between the board and kind of indicate which way
you want to go. But again, the $3.5 million is going to have to come out of our carryover. Um, back to the data. I sent Andy Swanson, our CDE rep, a um, copy of our data
book, which was one of the unredacted copies. So, he did get to see all of it and how it relates to one another pieces of data. He was especially impressed with the classroom data versus the
proficiency on CAMASS, PSAT, and SAT. um he has not seen this out of any other district in the state. He said that those those pieces of information can be very informational in working with teachers in coaching and
coaching for better student achievement in the classroom. We have implemented this the system soar and I know there's a lot of people out there listening this evening. What sore will do is if little Tom doesn't turn in
an assignment for page 23 1-8 in math, it should send a text message to all of those people who are listed as guardians or parents of little Tom. And this is
different than what we do have in Elma. Elma says you have to opt in. So says you have to opt out. So, it goes to everyone. So far, the middle school, you're doing fairly well with with getting teachers into that. High school,
a little more of a struggle. Um, it is a little bit of extra work, but in Dr. Catrell's statements, it's not more than 10 or 15 seconds of extra work. Um, I would also like the the board to know
that um the that Lisa Migle and the administrative staff put together a letter to CDE about the Bosei the withdrawal from Boseies informing our own AU and we certainly want that to go
forward. That letter was signed by every principal, every school board member and we certainly don't want that to stop. Um, there was a letter that was sent to CDE saying now that there was a change of the landscape.
I wasn't the only one driving this thing with getting our own AU. Um, we can better serve our kids and that's where it needs to be. Those kids need to be number one with us and what we do. So, in
I've got one more board meeting, but best of luck to you. you owe this to all the students and all the subjects and all the grades. We had discussion about um who and what and where and uh why why
are are elementary kids only at 29% in mathematics? Why are elementary kids only about 33% in proficiency of reading? The new board's going to have to know that answer. The new board's going to
have to guide the school district in moving that forward. This evening, you're going to hear from Justin about Mr. Schmidt about the uh data from our latest STAR test. AJ CrarAl says that
50% of board meetings should be spent on student outcomes. That's why we're here. We're not here because we have great food in the cafeteria, although we do. Uh we're not here because we have super shiny buses or anything. We're here for kids and that's what a board meeting
should be focused on. So with that, thank you and um I appreciate all the board support through the years and and the help to get where we are. >> Thank you, Mr. Burrus. All righty. We
will move on to item E, executive director finance report. Actually, I think we're did Oh, assistant superintendent's report. I'm sorry, Mr. Ramirez. You thought you were going to get out of that, didn't you? >> Madame President, members of the board, I just want to go over a few highlights
of the reports that you have. You have two categories. Those that are confidential because they have certain student information or other private matters. And then there's also uh those documents that are open to the public that the public can see. First of all,
ALMA is fully implemented and operating. It is a brand new student uh database. Uh many other softwares that the district engages in like Traversa for the transportation software or the use of Clevver which is a school man
management solution designed to manage student rosters, learning resources and student communications on a centralized platform. also emergent 3 which is a critical component of our emergency operation
plan along with all the first responders Aubrey which is a data mining software for datadriven instruction as you heard Mr. refer refer uh to uh the importance of data to make informed instructional decisions.
Raptor, which is a integrated school safety software to screen visitors. And now I'd like to talk to you about your report from the technology department on attendance. Uh through Mr. reverse his efforts and levels of the district and the principal ship at the
campuses. The attendance uh when you compare in that chart from um 2425 school year for quarter 1 to the 2526 quarter 1 that we just completed. You see an increase from uh 91.66
to 92.51% for the district. Keep in mind that uh when we first arrived the attendance was in the mid 80s in the district. Attendance we feel is important to
learn. You have to be in school. Um we had all campuses increase except one elementary which decreased less than 1% about 78%. Now the tougher part is about enrollment
which is listed by campus and there's a comparison of quarter 1 from 2425 school year and quarter 1 for this school year the 2526. The enrollment decline from 1,985
to 1,886 an approximate decline of 99 students. It's a kind of a moving target as we solidified uh the October one counts uh with the state. As you know, there was a
new school finance uh bill that increase PPR. The state is having trouble balancing their budget uh over $670 million if they're short. Our PPR grew
from the previous year from $11,450 a student to approximately $11,850. With 99 students less in enrollment, we're looking at a $1,173,150 uh decline in revenue for this fiscal
year. Uh so the work for our executive director of finance and all the district leadership uh to look at that and make the midyear adjustments and report back to the board is ongoing already. I want to point out that in my opinion
two factors uh impact this enrollment decline which is the opening of the KCA school district in Toya and that's been growing and have been adding a grade level each year and then also uh in the
community uh with less uh I want to say an aging community and we have less uh students The other report that's in your packet is about discipline and we try to report that based on the state criteria that's submitted annually
to the CDE. Um there are some categories that aren't um in the state report because they're more reflective of uh other violations that don't qualify for the level of the state report, but yet they're important
to rules that are in the student handbook or student code of conduct. Child nutrition, uh for the first quarter, over 20,827 breakfastes were served. 41,455
lunches for a total meal count of 62,282. Uh I can tell you that Mesa also helps prepare meals for KA. Pleasant View prepares their own meals but we supply the food food and we are reimbured by
Pleasantville for the cost. Also, um, camper prepares meals for beach and so that's a coordination that's highly effective under the leadership of Ted Cron and I want to recognize her for her
efforts in her new role. Transportation, the AM routes, we transport about 577 students. activities for the first quarter. Uh we spent probably about 19,422
for high school athletics. Uh middle school athletics about 2,226. Uh high school academics 1,100 and that will increase as we get going in the year. Um and then a little bit under
$150 so far at Ker and Mesa. a grand total of $28,69 in transportation budget. You also received information enrollment by campus by teacher. The district has been working hard for the deficit that's
happened over the last two years. We're closer to right sizing for three of the five campuses. We have some minor adjustment left at one elementary. We have some other secondary adjustments within the secondary campus as that'll
come with the recommendations when we do the budget building here in the spring and for the fiscal year 2627. You'll also receive the teacher grades by campus provided a format of A throughF for 3rd through 12th grade. And
then I want to compliment the board and the district leadership for a successful safety audit, a followup of the facility assessment by Eric Combmes from the National School Safety U for the middle
school and high school and those improvements for student safety, staff safety, and of course as always for the parents when they visit. Also we undertook a facility study for Sloves and Ka the two charters that are under
us as an AU for for the charter schools. Uh that concludes the highlights that I wanted to mention to you from the much information and that will continue to be refined to be more to be simpler and to be uh graphed as some of the reports
were drafted there for your convenience. I stand ready for any questions that the board may have. Thank you for that, Mr. Romero. >> We have any questions right now? That was great. And thank you again for the directors for providing your reports
as well. Okay, now we will move on to executive director of finance reports. >> Good evening members of the board, madam president. Um I have attached my report and ready for any questions you may have. Otherwise,
that is all I have for tonight. >> Does anybody have any questions? [Music] >> I just follow your percentages mostly, Daniel. So, and appreciate that on the side there. Follow the percentages in there.
>> Mr. Rice, is your mic on? >> Yeah. >> Okay. I just couldn't hear you. >> Thank you very much. Okay. All right. Moving on. The executive director of academic services board report. >> Good evening, madam president, members
of the board. I did submit my um my report as well. It's a brief update on each of the programs that uh I'm currently working with. You have any questions for me? Did anybody have any questions as they went through this?
>> What what did you guys learn up there about the Native American to the Indian education stakeholders meeting? >> Um, actually it was a it was a really great um opportunity. They had several speakers there. They talked everything from different ways of doing funding.
There were um colleges that were there. We learned about scholarships and then there was a lot there were several different sessions each day. And so we were all we were able to separate. So we learned about some instructional strategies, some ways to do more family
and parent engagement. Um there were authors up there. There were people talking about um how we how students are identified and the different important um uh different things to take into
consideration when you're looking at instruction, when you're dealing with behavior. um just kind of like a it was a really a good deep dive into a lot of different areas of ways we can um better address our uh Native American student
needs and um how we can als it was also a lot about um it's more than just here right like the college or careers a lot of opportunities for students and to see um other Native American uh students
individuals going on to do great So it was it was actually quite um uh very helpful for me as well because I got to see another perspective that I don't always understand. So it was uh super helpful um for doing all of that. It was a great conference.
>> Thank you. >> Absolutely. >> President Noise, I think we skipped the academic report. You >> have to >> Well, I that's the one I called for but skipped me. It's all right. >> Okay.
Okay, >> members of the board, I have uh provided you with a report in your packet. It's a little sensitive. Um I also sent that over to you, Andy. If you could please pull up that PDFs on the screen, that would be everybody can go through it as we go. Um what I'm going to speak about
tonight is the STAR assessment. Um we give the STAR assessment. It's a benchmarking assessment. We give that three times per year. We call it beginning of year, middle year, and end of year. STAR is a computer adaptive standardsbased assessment. It's different than the data that we talked
about last week when we talked about the the CAMS data. The STAR assessment ideally is a predictor of how students are going to perform on the CAMASS assessment and it gives teachers and principles the information on how their
students are performing in time for them to make instructional adjustments to only have a positive impact on the end of year PSAT CAMS assessment. Um, and to that end, one of the things that we wanted to know is how closely does the STAR assessment correlate with the CAM
assessment? There's a number of other benchmarking type of tools out there. We wanted to see how accurate this one was. And so we uh asked Dr. Northrup to do a to do a comparison. And what we found um or what he found and
reported to us is that um in doing his correlation study there is a moderate to strong correlation uh with the star and the CAMASS assessment. However, it's not always consistent. In some grade levels, the correlation is really strong and in subject areas in some grade levels and
subject areas, the correlation is is weaker. Um, and the other thing that we noticed is that the scale score on the on the STAR assessment that indicates whether or not a student is on grade level or or or
proficient or advanced meeting expectations is lower in his estimation than what it should be to predict more accurately how they'll perform if they'll be on grade level for the CMAS assessment. The other thing to keep in mind, there is one thing that's really hard to correlate and that's the fact
that there is no writing on the STAR assessment and there's writing components short extended constructed short short constructive responses extended constructed responses on the CMS. So it's going to it's always going to be a little bit off. Um but to to
have a strong correlation uh we're looking for about an 80% correlation and so again that varies by grade level. So, what you see here in front of you is and on the screen, that's our star results for this year. And and we're not looking at growth because we hadn't had an
opportunity for growth yet. We're looking at just how we performed at the start of the year. Um, and so what you'll have what you'll see here is a different slide for each campus. And then we have some some detail down
below. Um, in blue, that's the percentage of students. And we just went in alphabetical order here. September 1st. The percentage of students that are at or above the proficiency mark. And the one the the the bar in orange is
percentage that is below. And on the next page there, it it actually gives that information. There's a couple of things to point out here. One, it tells you the specific percentage, but two, it tells you the number of students that tested. And what we'll see in some of the schools with
some of the data or some of the grade levels is that number of students tested is going to skew the results a little bit. Um so this is the keer uh information here. At grade two we had 23% of students at grade level or above
in on the on the reading assessment. Grade three we had 24%, grade four 26% and grade 5 34%. The next page shows math. And one other thing is we don't start doing this reading assessment until
grade two. In math, we start in grade one. Grade 1, we have 34% of students in math at or above, 35% in grade 2, 36% grade three, 14% in grade four, and 15% in grade 5.
Now, when you're thinking about where those numbers dip the most, those are actually our testing grade levels. Uh we don't do the CMAS assessment at grades one and two. Um but ideally what we want to see is those lower grade levels and those percentages are up preparing those students for the upper grade levels so
that we don't have as much catching up to do. Lewis Areola is the next slide or the next page here. Um, and again this is the percentage in blue at or above grade level math and reading.
Um, reading on the left, math on the right, and then in orange is the percent below. So we've got about 60% of students in grade two at or above, 73% grade three at or above, 75% grade four at or above,
and 70% in grade five. In math, 53% at or above grade level in grade 1, 55% in grade two, 80% in grade three, 63% in grade four, and 33% in
grade 5. The next campus we're looking at here is Mesa Elementary. I don't need to reexplain the bars represent the same data on this at the school as well. Scrolling down to the data uh
explanation, we got 34% of students in grades in grade 2 at or above, 10% in grade three, add or above reading, 14% in grade four at or above, and 41% in grade 5 at or above.
In math, we've got 37% in grade 1, 32% in grade two, 18% in grade 3, 14% in grade four, and 33% in grade 5. At the middle school, uh there is one
outlier set of data here. Um and that's sixth grade reading. So, I do want to explain what that the rationale for that is. Um sixth grade reading book began their test a couple of days before the window opened. It doesn't mean that they didn't take the
test, but it means their data is not included in the test. So only about 26 of 175 kids are included in that. So that data is not really very useful for sixth grade reading. Seventh grade reading, we have 23% of the students at
or above grade level and in eighth grade reading, 40% at or above. Scrolling down to math, we have 12% at or above in sixth grade, 15% at or above in seventh grade, and 20% at or above in eighth grade. One thing I I meant to
say, it's also important to remember this test happened at the very beginning of the year, right after the summer. There was almost zero instruction when it happened. We're now reporting on this data two months in, two and a half months in. And I've spoken to all the principles and and they're seeing with
their classroom assessments and their progress monitoring increased performance based on this. So I when we look at the middle of the year assessment data, we'll look at that in January. We want to see what that growth looks like from the start of the year to the end to the middle of the year.
The next slide is the high school. Um the bars represent the same thing. Ninth grade students 42% in reading at or above grade level. 10th graders 40% 11th grade 25% 12th grade
21%. One thing to keep in mind also by the time they get to be juniors and seniors there's less kids taking the test. It's it's hard to get um those kids to to take the test sometimes because you have a lot of kids off campus for their English class or for their math class, taking college
classes, or maybe they have a release or they're a senior, they don't need a fourth year math. And so some of those students, they take that class, that test typically during their English class, during their math class, but they don't have that class on campus. You're not seeing, you know, it's hard to get them included in the data.
In math, we've got 20% at or above grade level in nth grade, 32% in 10th grade. Um, juniors, uh, 34% and then seniors, 40%. And again, only 30 took the test and 77 did
not take the test for that senior group. [Music] >> Mr. Smith, do you have any uh interpretation on this data, what it really means, and what actions we can take from this? Yeah. So that is one of the reasons that
I I started the conversation with the the correlation study because we want to see how accurate is this data, how much we rely on it to make actionable decisions. We know looking at our CMS data from last year that our math scores were pretty low across the district. um
our average was lower than reading on every grade level, but um and and so some of our strategic planning for this year has been to go out and get um some coaching, especially at the secondary level. We're still in the process of planning what that coaching might look
like for elementary. Um for reading, some of these grade levels, I think, surprised me with how how low the proficiency rate was in reading because it didn't match what we saw in Cass last year. It was a pretty big difference. And um
what it what it tells us is that you know we've got to we've got to double down on on a lot of what we're doing or what we weren't doing or I shouldn't say double down. What we've learned with our reading instruction is that we weren't allocating enough time
according to the the program design. So we've changed that and so now we are doing 120 minutes at at all elementary grade levels. before we were doing maybe 90 sometimes 60 minutes. Um on top of the core ELA programming of n of 120
minutes, we're doing an additional 45 minutes of phonics only instruction. Um and that's happening in grades K2. And then in addition to that, there's an intervention block that's built in uh at two in town campuses and get a third
dose of reading during that time. those during that time the the principles and the reading interventionists and the teachers are in a group of students and they have a rotation during that time period where they're doing a small group with their teacher or they're doing and then for 20 minutes and then they move on to an eye station uh which is a a
computer-based intervention program that they do for part of the time map and part of the time. So the strategy uh a big part of the strategy was to increase the time allocation and to really um
force that into the schedule. Secondly, when we implemented benchmark, which is our core ELA curriculum, this is about 3 years ago. This is we're going to our fourth year, we didn't provide adequate professional development. So 3 years later, teachers still have only received
about 4 hours of professional development for a big curriculum. And and it's a it's a big curriculum. There's a lot of components to it. And so we didn't provide teachers with the tools that they needed to be successful with that curriculum when we first adopted it. And so this year, we're
trying to fix some of that and trying to bring in people that can help with that. So, we've got our benchmark um representatives have have done on-site professional development twice. Planning on doing some more uh so far at the start of this year. And um we're also
working with Strive, which is consultants that we're able to contract with through Easy. Easy is a a grant that we qualified for because of our our performance level at Mesa a couple of years ago. And so, we still have some of that money. And then we're able to use
some title funds to help Keer out with that. And the Strive consultants have come in and they work directly with our principles and their teams on looking at data and instruction. They also have some expertise in the in the curriculum that we're using. And so they're
providing an extra layer of PD on site in the in on the canvases in real time, not just on Fridays with like a benchmark. So, we're hoping that with added professional development, um a commitment to making sure we have enough time for both and um and more aligned
with the standards in the curriculum that we'll see better results than what we saw at the start of this year's STAR assessment. >> Do you have any idea what the better say the best student the best schools in the state what their numbers look like when it comes to that? I know it's not
100. It can't be 100%. >> Yeah. You know, I don't think any school is 100% across the board, but I would say if you look at, you know, if you look at our own school, um Lewis, they are above the state average in almost every category. Fifth grade math, they're not fifth grade math is a little
bit of a a tip. It's an area of focus for them this year. But if you look at a school like Lewis, you know, you look at the percentages, they're significantly above the grade the state average in some places and close to it in other places. And so that would be that would be a target that we want to hit with our
town schools. >> So I can't tell you I can't tell you specifically which other schools are high. >> Okay. >> I can look that. >> So like a state average would be to rank us at instead of 133 out of 178, it would rank us like 85 out of 178 or 90.
So we were do you want to answer that Mr. Bur? >> Yes sir. So we were at 133. We did drop this year. You can see the the numbers reflected on that chart and we did have Kim drop back into on watch. So, as far
as 133, and I don't know the new number, but it's going to be a higher number than 133 where last year at 133, if we'd have gotten one more point, we'd have been in the high double digits in the '9s or so.
>> Okay, >> there are so many schools ranked right there in that that area. >> Um, we are at 76% reading in Lewis, Areola. And I read an article who a board member wrote said we can't get
above 60%. Well, Lewis is above 60. So that top echelon of the schools is lies in that area of about 65% proficient. >> So that's you know if we want to be
in the 20 the top 25% like Durango, we're going to have to get everybody close there in. >> Sure. And you know to to compare to the state average if you're looking at CAMASS um the percentage of students that met or exceeded standard on CAMS was 30.8%
in our district and the state average is 44.8% in reading. So that's you know we're about 15% off the state average in reading 14%. And then if you look at math, pull that up real quick.
>> And that does vary by grade level, >> right? >> Sorry, just take a second to load here. With math, the state average uh percentage students meet or exceed the standard is 35.9% and we're at 18.9%.
>> Wow. There. >> Yeah. Okay. >> Any other questions? >> Same one as Paul did. >> Okay. All right. Thank you, Mr. Smith. >> All right. Okay. Moving on to reports H.
Uh, board reports. >> Mine's really short this time. >> Oh, okay. >> Um, Bosey's meeting a week ago, Wednesday. It was a very short meeting. Um the Bosey's director was actually up at case so it was all on a zoom meeting for the whole group. Um reviewed a
number of policies and probably the most time was spent on the check signing policy. I had sent them our policy as a sample for that. Um we did set up with as a board with both a financial review committee which is made up of the board president and treasur. And I guess the
only reason I'm emphasizing about the check signing policy being the main one that we had to go over was as a Bosey's board, all the board representatives are from all different schools. So it's hard to get two people together to sign checks. So that's the only complication there. So So that's why we set up the
committee for that stuff, too. So So that's really about it. It was a pretty short meeting. Okay. >> Anybody? Anybody else have anything they want to share? No. All right. Okay. All right. We'll move on to
citizens address the board. It's a 1-hour limit, 3 minutes each. Must turn up ticket prior to the meeting. And just remind you to be respectful and not use uh staff or student names. And um we will get started. Okay.
Are we ready to All right. Chuck for That's what I get for being here first. Tess is >> okay. Test. >> Perfect. >> Test. Thank you. Um, thank you very
much. And I want to thank you all for everything that you do and serving us and being a member of many boards, both serving and being served with boards. Um, and doing board training for many of our organizations in the area. Uh, I am
a CPA here in the area and I run our community foundation. And I just want to say remind you that as a board, right, governance is so important. Obviously, our mission related to the kids, but one of the most important things is who's in
charge of our organization. And so, I just feel that maybe there needs to be con a little additional time to consider that very important, one of the most important decisions you all will be making as board members. Um, I know as a
board member, it's a tough one when I was when I'm on those boards and your positions. um an inter uh interim director sometimes is not a bad idea and I just feel that the time frame of perhaps I've heard 35 days
seems awfully short for the most important decision that I think you guys will be making and I just wanted to offer that. Thank you. >> Thank you. >> Thank you Mr. Thank you. Um, is it good? Okay. I'm going to speak as well on the speed of the hiring. The
claim that concerned community members, quote, none of the people I heard or read opinions from have tried to participate meaningfully in the process thus far, end quote, is false. Multiple people volunteered for the hiring
committee. Many attended the candidate forum and then received no next steps for further participation. Allowing 10 days for applications and hiring someone 35 days after our current superintendent resigned is not due diligence. It is a
rush job. Claiming quote, "It is our duty to do the job because it came before us before the election." End quote. reveals exactly what this is. A strategic move to lock in your choice
before new board members and the voters can voice their opinions. What can't be fixed is a hasty hire made behind closed doors. The community sees what's happening here. Director Lynch's quotes in the Colorado Sun Times reporter,
which I just shared, reveal the true agenda. I urge the board to slow down, conduct a transparent process, stop treating our superintendent search like the political mo maneuver it feels like. Our students, teachers, and community
deserve better than this. [Applause] Hello board. I just want to echo the same thing that has been said by the two people before me. I think the superintendent search process is feeling really rushed and I think hiring a superintendent tonight does not help to
build relationships with anyone in the community. There have been a lot of voices expressing concerns with how this board has been operating and how the past superintendent has chosen to hold himself and behave. And I think that this whole hiring a superintendent
today will damage relationships with the community if you go forward with that decision. Thank you. Thank you. [Music] I feel compelled to speak on behalf of our children. The reason all of us should be here. What is happening in our
community, the constant political dashing, the spread of misinformation, and the public division is damaging our schools and impacting our students. Instead of board meetings being focused on collaboration and problem solving, we spend nearly every moment listening to political opinions, personal attacks,
and false narratives. This is not productive or healthy, and it's not what our children need from us as adults. Every day, our staff work tirelessly to keep our schools running safely and effectively. We have some of the most dedicated and compassionate educators anywhere. Yet, they rarely receive the recognition they deserve. Instead, the
community conversation too often centers on rumors and misinformation disguised as facts. To those who continue to stir division, I ask sincerely, how much research or fact-checking have you done? How many firsthand conversations have you sought with district leaders, teachers, or even students before
forming your opinions? I watched grown adults publicly asking strangers on Facebook which schoolboard members they should vote for as if democracy were a popularity contest. Please, for the sake of truth and fairness, do your own research. Think for yourselves. After years of relentless scrutiny, we are
looking at changers in leadership. Whether you agreed with every decision made or not, as citizens and as people under God, we should be ashamed of the harassment, disparagement, and outright lies that have been going on publicly. Regardless of anyone's personal opinions, facts remain. This district
has made tangible progress even in the face of relentless adversity. Because of the climate of political division, the next leader who steps into this role will inherit an enormous challenge. We already lost one qualified candidate because of the toxic polarization and hostility that have taken root here. We
must ask ourselves an honest question. How can we expect our children to grow into kind, educated, and respectful human beings when we the adults cannot model the same behaviors? When res when we resort to fingerpointing, spreading lies, and launching personal attacks on
social media, we teach them that cruelty and chaos are acceptable forms of discourse. We now live in a community where politics and online forums are being used to tear people apart instead of lifting each other up. Entire pages are dedicated to spreading misinformation and vilifying individuals. For what purpose? What
facts do you truly have to justify this destruction? Most of it comes from a few disgruntled voices with personal vendettas and no regard for the truth. As scripture warns us, "Beware of false prophets who come to you in sheep's clothing, but inwardly are ravenous
wolves. For such men are false apostles, deceitful workmen, disguising themselves as apostles of Christ. I'm run out of time, so I'm g. Um, in closing, our children are watching. They see how we treat one another, how we speak about our schools and how we respond to disagreement. If we want them to learn
compassion, resilience, and integrity, we must model those same qualities. Let us stop tearing each other down and start lifting our community up. Cortez can be better, our schools can be stronger, but only if we find the courage to turn down the noise, reject the lies, and come together for what truly matters, our kids. >> Thank you.
>> Thank you. >> Thank you. [Applause] >> Okay, Carl Vansickle. I'm Carl Vickle turn it off. I'm Carl Vansickle and I'm here to uh I'm a retired teacher 26 years the last three
uh years here in the district. I'm here to talk about low literacy rates in America and how they could impact childhood development. First, an event from history could help us understand our modern view of childhood. Before the invention of the movable type printing press in the mid-400s, information was
mostly transmitted orally. Children heard the news in the town square just as adults did and this contributed to children being considered many adults and they went to work as soon as they were old enough. With the printing press, information could be withheld to be introduced at the proper stage of development. Literacy became the entry
point for obtaining that information and schools by and large set the progression of information acquisition. Reading and writing and the sustained focus needing for both were the necessary tools. That's the way education has been for the last 150 years in America. Today,
with access to a screen and internet connection, and a little unsupervised time, children can see all of the gore, violence, racism, sexism, political strife, pornography, etc. that they care to. The entry point has shifted. And what is important to understand is we
now live in a post-print world. Acquiring information is no longer primarily based on reading and writing. Parents and teachers no longer control children's access to information. Media companies and their algorithms do that for us. So what does the future hold for
schools? Most importantly, AI will take over primary primary responsibility for educating students replacing in my opinion 30 to 50% of teachers in the next 10 years. An increasing number of students will learn using visual methods
and they will respond when necessary um in written form using AI help and speech to text. Districts will need to offer graduation plans from 11 to 14 years instead of the standard 12. Districts will need to shift away from mastery as
the goal in demonstrating academic competence to earning credentials. Instead of a one-sizefits-all diploma, students will earn various certifications to demonstrate readiness to graduate. Schools will need to give more time for social emotional learning
at least equal to academics and probably more teachers will will become less needed and careers in therapy, psychology, and life coaching will again importance in schools. Our young people are living in a post-print world and
it's challenging and it's changing what it means to be a child. Many foundational principles may need to change also. And in the last couple of seconds that I have um the very first time I ever stood in front of a uh classroom, I was 11 years old. I was
teaching I was learning about Comanches um on my own and I was just thrilled with what I was learning. and I talked my little brother's third grade teacher into um having me come down and talk to him about Comanches. It has been an honor and a thrill to be
in a classroom and have Native American students in my classroom. Thank you to this community for that honor and that privilege. >> Thank you. >> Thank you. [Applause] >> Okay, Helen West.
the other. >> The other one. Okay. >> And Helen, is that on? Okay. Thank you guys. Um, first of all, I want to start with thanking each and every one of the board members and teachers in the area. Um, and it takes a lot to run for public
office and to sit here and represent our community. So truly from the bottom of my heart, thank you to each and every one of you. I'm here to speak briefly, very briefly on the choice for uh candidate for the next superintendent.
First, I wish you all the best luck. >> Thank you. >> Thank you for your service to our community. >> I do not have children in the district. Um I was a teacher for the previous 10 years and frankly the profession drove me out of teaching. I now work for the city government.
I loved my time in education. But I was not respected as a professional and uh all the ills that are wrong with our society was put on me as a teacher. So I left. I do not have children in the district.
I do not intend to have children. But I love kids and I love education and I want the best for our community. whether they're my children or your children or your children or your future children. If you have kids, that's a choice that you can make later in life.
In my conversations with fellow teachers in the district, with parents, with my friends who have their kids starting to go to school, and with teachers that work in your district, it seems that our district has lot lost a
lot of confidence in our community. And I'm not here to speak one way or the other, but I see it on both sides. And I think one way to regain and start to rebuild that confidence is to put off
for less than one month the choice of superintendent. I know we have a very qualified candidate right here in front of us, Eddie Ramirez. I think we can start to rebuild that confidence by putting it off and letting the next board choose that
superintendent. The choice is yours, but those are my thoughts as a community member. Thank you. >> Thank you. >> Thank you. [Applause] >> Hello. Hello. No. Hello. There you go. There you go.
>> Um, I thank you board for having us tonight and for all of your time and effort into our school district. The last few meetings I have read letters in behalf of staff members, but today I'm here representing myself and as a parent. I have some kids in the
elementary schools and the middle school. And I'm also just speaking on the same topic of the superintendent hiring. And I I just believe with the timing of everything, it just doesn't seem quite right. And that with new
board members coming in that those are the ones that are going to be working closely with the new superintendent. And so it just makes sense to to have them in that process. I just think as someone if if I were a board member, I would want that opportunity. And I went to the
forum the other night with many of the candidates running, which was very beneficial for me. and some of those running also stood up in their closing remarks and asked if there are any current board members there to please consider this as well to not so I know
not only um us as community members but those that are running are also asking for the same and just to I was like I'm just curious so I I threw up a Facebook survey yesterday so it's been 24 hours I just put on some community pages and I
just asked with new school board members is being elected in November. What do you think the courage school board should do about superintendent hiring process? And I put two options. Wait to hire a new superintendent in term for instance or follow through with the
hiring process with the two finalists. And I had 451 respond and 452 voted to wait and 39 voted to follow through. So that's 90
92% out of those 491 people in the last 24 hours said to wait. And I wish I would have thought of this earlier and threw it up earlier cuz I'm sure we could get more responses. But I think with that small sampling representing our community represents a large um amount
of our community. So I hope you will consider that. um as you guys represent us as a community and I feel like that is what the community wants and we need to rebuild that trust, put kids first and this is a step in that direction. Thank you. Thank you
Christensson. [Music] >> Good evening board. I'm here to address several concerns and I feel like a broken record, but first I want to reiterate what the board has already heard that the hiring process for the new superintendent has been rushed.
Twice I have been involved in the Dolores School District's hiring process for a superintendent and I know Mangus' process followed a similar timeline when they hired a new superintendent in May. what typically takes months to complete in selecting a highly qualified and
desired superintendent you have crammed into 35 days. However, it seems like you are likely to proceed with selecting a superintendent tonight despite the apprehension expressed by community members, parents, and staff members. I hope I'm wrong and that you will take
the time necessary for a true hiring process. But if you proceed with a selection and I I can only assume you believe you have found a competent individual. As such, they should be given the reigns to find their own way and not be placed
in a position to operate under the shadow of the current superintendent. If Eddie Ramirez is hired, he has had plenty of on the job training from Mr. Burus as assistant superintendent. If you select Dr. Mcfalls, then perhaps I hope I got that name right. Um, perhaps
a very brief overlap for orientation could be legitimate legitimate, but keeping Mr. Burrus on for months is a misuse of district money and prolongs the discord he has generated in the district. Let the new superintendent use their skills to evaluate the needs of
the district from a new lens. Finally, I have read the article from the Colorado Times reporter titled Bully: The Crisis of Leadership in Monizuma Cortez Schools, and the picture it paints of this school district is deplorable to say the least. I've listened to the
recording of the superintendent. How shameful for the district to continue to employ a man as the leader of our schools who is on record of stating I will effing bur bury them when talking about staff members who might voice their concerns at a board meeting during
regarding contract hours. That should be grounds for immediate dismissal under any reasonable scenario. Also, given the information in the article about your legal council of Miller Farmer Carlson Law, I hope you will re-evaluate your choice of legal representation. Thank
you. [Applause] [Music] Good evening. I'm also going to echo a little bit what Ardan said, but I'm going to share the thoughts I took the time to write. You said there were more than eight qualified candidates and lots
of interest. You interviewed four and picked three finalists in a very split 4 to3 vote. Then one very qualified candidate withdrew and now you're down to two. This isn't superintendent hiring season and you didn't have the extensive field you thought you did. This inter
this is interim appointment season. This is when districts keep things steady until a proper search can happen in late winter to early spring when more candidates are seeking. If you truly believe you found the best person, make them interum and then conduct a full
search. If they are best, they will continue to be the choice after a more thorough search. That is the industry standard. pushing it through now just looks like something else is driving the decision and it's not what's best for students, staff, or
the community. Each of you has the ability to take a stance and say we need to pause the process. It's not too late. A vote isn't a rejection of an applicant. It can simply be a statement that we need to do this differently or simply that you are not comfortable with
the way the process was decided. Finally, it may seem like only a handful of people are here to give their opinion on this, but you didn't really make it accessible. At 6, when tickets have to be turned in, many were at their child's soccer game. Plus, the agenda is long with a lot of
waiting before this portion of the meeting. It sends a message that you prefer to not know what the community thinks. Thank you. [Applause] Sherry Ray. >> Sherry Ray. [Music]
[Music] Hello boy. I did not come here with the intention to speak. But after listening to you guys, I'm embarrassed because you are attacking people and you
are reading news articles that are mostly false. I read the same article. I was on the inside of that. It was false. Just saying. You cannot believe everything you read. I truly believe that social media has destroyed this
school district. And I'm embarrassed. I don't do social media because >> I'm facing you right now. >> I'll ask my audience to please be quiet >> because I don't do face uh Facebook
anymore, social media because of you. I'm just saying that you embarrass me. You attack people for no reason. You do not allow the board to focus on education. Education is why we're
here. Students are why we are here. We're not here over slamming a superintendent, slamming anybody else, slamming the board. We are here to educate students. [Music]
Thank you, Ellen Mason. Thank you. I hope this is on and everybody's hearing me. My name is Alan Maze. I am a community member out at Lewis. And so it makes me feel good that my little school out at Lewis uh has transformed and is continuing to do well
uh as a rural culture type of community. But anyway, my reason for being here uh to start off, I too wasn't going to speak, but I turned my uh card in just so I could have the opportunity uh if I should decide to. And I did decide to um
mainly because I keep seeing and hearing about the data that's being collected. uh three four meetings ago, I don't know when it was the the really big data that was shown that has then been picked up and provided to uh the district accountability committee uh in front of
the principles uh and that data is being taken and understood and so that's good. the principles in all the schools have seen that data and they know that they've got to uh uh do things better and they will use some guides, tutors,
whatever you want to call them from from Lewis to help them in their schools. Um I do want to just speak about the agenda that seems to be going on with uh the superintendent search. Um I know that um the last speaker upset the group because
we're speaking directly uh at them, but there is an agenda going on. There are loud voices that are being made. Uh whatever superintendent you do pick uh whomever it's going to be an interim no matter what. They're they're on probation. They're not going to be uh
there for for the you know a time period. They may be told that they're going to have uh probably a year to show that they can do things. a previous u school board superintendent or was district superintendent that was picked
uh that happened to that to her. She wasn't what the community needed and I think the community will voice their concerns uh with whomever is picked but uh agendas loud voices and the stuff on social media is making this harder and
harder for this school board. What I want to say about u picking the superintendent now these people that are sitting on the school board have been there. They know uh what uh to expect. They can choose a good superintendent.
The new board will have to take a few uh times to meetings whatever to get their feet under them. So I think it's just a good idea to go ahead uh if there is a change in the school board. those folks will be making some decisions uh on on
the superintendent. So anyway, thank you very much for your time. I appreciate the the school board uh the staff for doing such a good job. Thank you very much. [Applause] Okay, we'll move on to board discussions.
Does anybody have anything they want to discuss? >> Yeah, I guess I got to throw something something out here at least. >> Comments. >> Anybody else jump in that you want? Um, one of the comments there. First of all, I want to thank Mr. Vanickle for his comments. That was >> very insightful. Appreciate it. Um,
one of the comments maybe about eight candidates. I don't know where that came from. We have 12 candidates originally. Um, and for this time of year, we're not competing with any other districts. Um, I had a talk with Mr. Christensen in person a while back and explained to him
too that um, I'm not sure why the norm has come this. I did 30 years on education on why we have this norm now of taking 6 months to a year to to select a person. Um, nobody else does that. Um, I'm sure that you probably saw my same comments in that newspaper
article that said, uh, as a district, we're supposed to stay up to industry standards. Industry standards is zip recruiter says, "Post your job today, have a new hire tomorrow." So, actually, we're probably moving really slow. Okay? And I'm just being facitious about that.
Okay? So, don't have to start throwing things. Um I did want to make a a comment on uh Miss Wet West, right? Um about the teacher part and stuff too. >> Yes, she was a teacher >> and I was a teacher in this district for
18 years too and I actually set up a board meeting years ago with I don't know why it was years ago the school board I think they actually moved board meetings around because they didn't want anybody to come to them. I think um so nobody knew where they were at. this board meet, this particular meeting was
in the upstairs at the um welcome center, that little conference room upstairs. And as all at that time, it was always a discussion on teacher salaries. Nothing was ever done in all the 18 years that I was in this district. It was never
changed. But every meeting about they would discuss that. And I don't want to say board members names at that time, but it came up during that meeting a discussion again about teacher salaries. And a board member said at that meeting,
I don't know why we spend so much time talking about teacher salaries. Teachers are just part-time employees. If I said that in a meeting today, what do you think would happen to me? And the only difference just like I had a visit with the guy the other night after Thursday night after the forum
down there and he asked me he said what's different than it was you know 30 40 years ago and I said social media that's the whole thing. Um we be we'd be eating alive with that. So so I just want to make that comment to it. Um I did receive a deal from and I hope she doesn't mind me sharing this. Um Stacy
Baxter um sent me a paper that she said her dad Vic Bruce when he retired some 20ome years ago he retired and he sent a paper to the board saying this is my vision for education. This is what education
should look like and see if you see any similarities here. 20 years ago he said all kids can learn. How many times every year do we hear that from all of these people here? All kids can learn. It hasn't changed in 20
years, guys. It's the same. We have the same mission. Okay. Another one of his visions was all students and staff need to show up on time and be prepared. And we're saying the same thing today.
So, I just don't see where there's all that much difference today, guys. I'm sorry, but I don't see a lot of difference in what we're trying to do. and what was being done years ago. Um, I went through all that part of it. So, I'll leave it at that. Anybody else can just throw their two cents in there.
Okay. >> Well, I too would like to thank Carl for his um the insight on the the literacy rates and and I do agree with you on that quite um quite a lot actually. Um and I do thank everybody for coming and
voicing your opinions. Um I know it takes time out of your day to come here and address us and we do appreciate you coming and we will you know give you that opportunity to to address us. Um some of these yeah all of the a lot of these are the same and some of them
we've heard from either some emails or um maybe directly but um and we will take into consideration you know everything that you've you've brought to us. So um with that thank you for that. Um
uh let me think who else on here. Um yeah, again to thank you for Helen being an ex-teer and being there for their students whether you know you have kids or not because you know I've said it before I was never going to have kids and thank God I did and now I've spent most of my life um dedicated to not just
my kids but everyone else's kids as well. And um so those of you that that actually know me know that of me. those that don't and that can't pick me out of the lineup um can say whatever they want. Um so anyway um anybody else have
anything else to say? >> Yes, I do. I sat in those chairs where you guys are sitting at before I was on the school board to sit there and listen to listen to all the complaints that was going on you know and the kids weren't put in
front you know parents were teachers were every meeting that we've had here all ends up with teachers and parents you know not ending with um these kids did good this day or this month you know to have something like that every board
meeting to say something that what they accomplished, you know, and like um Ed said here, we did have more than just four people that came, you know, we had more. We just we picked out what was the best that we could that was
out of the group, you know, and we spent time sitting there looking at all the stuff, you know, when you know, if I don't get in, you know, I just want you guys to think about the kids, you know, that's the main thing that that matters here is just the kids. You know, the
kids really do matter to education because they're the ones who's got to deal with it for 12 years. you know, every day they got to go to um not only um Gary gets all kids, you know, my native kids matter too. You know, if you guys want a district to thrive, we got
to find a way to teach those native kids to learn how to read and write the right way cuz that's where we're falling behind at. And I and I understand that, you know, most most of it are part of it, our kids, too. But we need help, too. We need help from you guys to
support us that we could do better cuz all kids can thrive. All kids can make a difference in this district here. I'm tired of being on the bottom. Aren't you guys tired of being on the bottom? I'm tired of being saying that we're at 170 something district 135. I want to be
less than 100, less than 50. How about you parents? You know, even though I say stuff the way I do, I comes from my heart. That's the only way I could say I don't beat around the bush. don't like to do that because doctors do that. Everybody else do that. Teachers,
everything they beat around. They don't tell you the truth. Be truthful. It's okay. Here we got to be truthful. Here we got to say the truth. Say what we want. We're here to listen to you guys. We are. And sometimes we don't say nothing because you know that's how we're supposed to be. We just got to sit
here and listen to you guys and take in your consideration what's best for the kids. Kids. That's what we're here for is the kids. So, Dr. I got to say thank you guys. >> Um, well, I'd like to throw a hail Mary
and try and save us some time here in light of huge community um please that are just throwing up smoke signals, flashing lights and flags that uh we delay this hiring uh process. I'm going
to make a motion that we do delay the hiring process and not proceed with the items uh 9 and 10 on the agenda tonight. >> That can't actually happen um during this process of the meeting and um
>> so but I do appreciate you bringing that up. Do appreciate you speaking out for that. But um that's something that can probably be discussed in in the executive session. Okay. [Music]
>> So, kind of >> being in between Paul and seems like everybody else, I I was surprised with the amount of candidates that we did get. Um I was I was surprised, you know, the last
meeting I said, you know, I was saying let's delay. Let's we need to take more time. and I still believe that. But I was I'm very happy with the two candidates that we did finish with. I
think they're very qualified. Um I think that it is irresponsible though to go and sign a very big contract with these candidates. Um I think that an interim
position would be a fantastic job with one of these two two candidates. And I think it would be smarter with the district's money to not sign a giant contract with these candidates and let them prove themselves and when the year
ends um then we sign a big contract. Um is it they have to prove themselves first. They have several months to do so. And in that process we do have a quite a time if we if we designate them
as an inter candidate. we have quite a bit of time to keep that job posting open to maybe if that candidate doesn't work out. Um we do we do still have some very qualified candidates to move fast
with again so our our students are not without a superintendent and a leader of our schools. But I really do think that one of these two candidates is is going to do a good job. Um, but I think we need to give them a shot as an interim candidate and then
move forward in June or July when it's time to sign a new contract as long as they have proven themselves and it gives them a chance to bet on themselves. Like we do we do this as I did this when I started a business. I bet on myself. Um,
and candidates that are in the position of leading everybody in this district should be confident enough to bet on themselves. Okay. Any other comments from the board on any of the
any more board discussion? Okay. I I do want to thank the people who actually took the time to thank us for serving on the board. It's, as you can tell, a stressful position to volunteer your
time uh to receive lots of ridicule and when you're just trying to express, you know, your care for the community and the kids. So, thank you for uh appreciating the fact that we're all up here as volunteers and
um donating our time and it's not so easy. >> Yeah. I would echo that too, Tom. Okay. >> All right. So, moving on to board self-ealuation. And I don't know if you
all want me to We had four of them turned in. Um, we didn't really expect two of you to to actually chime in on that. Um, you could if you wanted to, but it's there's a lot that you probably wouldn't. Um, so I don't know if you guys want to just kind of read your top
and bottoms or if you wanted me to go through them, read some of our >> Have you compiled them into one or >> Well, um, I I I got a couple of them >> fairly late. So I check the following and average and stuff.
>> Okay. So I mean we can go through each question if you wanted but um for the most >> okay so let's just move on to um I will go over some of the the numbers that we we went through but um a lot of the things that they want to work on is a
strategic plan to be completed and u followed up on monthly. um the San Juan Bosei separation to keep that going. Um trainings for new school board members. Um another one strategic plan.
Um strengthening community relationships through communication meetings and workshops. better mental health uh resources for all kids, including mentorship programs and academic um advising. Um to provide kids with a safe space for
them to prepare their educational learnings so they will be prepared to contribute to their own communities. Um one says for a superintendent search to start at fis start a fiscal year early focus on board training and
development adequate teacher staffing. Those are some of the things to work on as a board. We had a couple of low low marks that did with um the systemic
uh program and conducted conducted by the staff or to oriented newly elected and appointed board members to the nature of their duties and responsibilities. So that goes along with our trainings and stuff getting board members trained to to feel like they're a little bit more prepared. But
I will tell you, even if you had four trainings before you got on the school board, you're still not going to be prepared for what you're going to be dealing with. um you will be learning things each and every day, each and every meeting. You will not know it all
at one time. Um things change. So once you learn something, then you've got to change it. And now you're no longer that's obsolete. You will start over. So, we do um have some of that, but board trainings are um just even just a 101 on what your actually duties are and
what you know um the hiring of the superintendent, you know, the setting of you know the going over the budget. So, many um we really we it seems like we have a lot to do, but we really have just a handful of things that are actually our jurisdiction that we really
can't take care of every problem in the in the district because it is not our jurisdiction. So, um we do have a lot of this is on a rating from one to five. Um we have um a couple of ones
not many twos, a handful of threes. Most of them are fours and a good majority are fives. Um but a lot of them have to do with um you know things that are being done actually kind of for us. some things that Deb may be handling or that Tom is
handling. Um, information orientations, policies, policy implementations, proper rules, staff relationships, conflict resolutions, openness, decorum, preparation, representation, feedback,
mutual respect, uh, delegations, evaluations, fairness, conflict of interest, individuality, and priorities. So, that's kind of what we kind of rate ourselves on one through five. And I would say for this year with the four, like I said, minus the two, um, we still
have a lot of work to do. And with the new board coming on, it kind of starts all over. And that's just the process. So, um, I don't know. Does anybody have anything they want to I feel that I I just feel very fortunate to have been working with this board. And, um, quite recently, the
the two new members that I that I appreciate as soon as they were they were seated up here. Um, but I am super ex just super um fortunate that I got to work with the board that I did. Um, and just kind of seeing the different processes how when I first started to
where we're at now. And I just, um, it's quite a change from when I first started till now. So, I just appreciate that. And thank you all again for volunteering your time. And Deborah, thank you so much for all you do for us. We could not do it without you. I know that for a fact.
Um, and thank you, Mr. for us. Thank you. >> Thank you, Sherry, for sitting in the hot seat and uh trying to keep us on task and organized. >> Well, I just feel like I'm just just the 107 even though it came with the title.
If we have no more comments on that, then we'll close that up and move on to the action items. If I can get a motion for the to approve the consent calendar. >> Approve the uh consent calendar.
>> Second one. >> We'll we'll vote on that one. >> Pulled that up separate. >> Okay. >> I thought we had to say it. >> Okay. >> Yeah. >> Um since it was said earlier, um is it
okay, Mr. Beckler, if I add without basketball coaches? basketball on separately. >> All right. Online voting is now available. One moment. I'm going to close that. Um, do we have Mr. Lynch on?
>> I I just want to hear that he's hearing us before I accept a vote from him. >> Can you hear us, Mike? >> Go. >> He might have muted. >> Can you hear us now, Mike? Okay, he's here.
>> I I need to hear. >> Mr. Lynch, can you hear me? >> Yes, I can. >> Okay. Are you able to vote electronically? >> I was able to vote on the agenda. I think it'll work. If I if I don't see something come up, I'll tell you.
>> Okay. I just wanted to confirm for the recording. Thank you. >> Online voting is now available. [Music] You you can mute him again. >> I've got I'm I'm muted. >> Okay. >> It's somebody else.
>> Motion passes unanimously. Okay. Can I get a motion uh to approve the schoolbased mental health? >> Do the coach help the basketball coach. >> Are we going to do that one next? I didn't know it was I put it at the individual. Is it G? That's kind of what I did too. I put that at G. Sorry.
Okay. Um, a schoolbased mental health services grant. >> I'd like to make a motion to accept the schoolbased mental health services grant. >> I'll second it. >> Online voting is now available.
Motion passes 6 to one. Okay. Motion to approve the capital reserve request for fiscal year 202526 for the safety addition to the Louiswis Areola festival. I'll move to accept the capital reserve request for 2526 school year for the
safety addition to the Lewis Areola Festival. >> No second. >> You're going to see a shortened motion, but you heard it verbally. Online voting is now available. Motion passes unanimously.
>> Okay. Action item D. Revi get a motion to accept the revised 2025 2026 salary schedule. [Music] I'd like to make a motion to accept the revised 2025 2022 26 salary schedule.
>> I'll second. >> Online voting is now available. Motion passes 6 to1. >> Okay. Can I get a motion to approve the Monizuma school to farm projectou? >> I move to approve the Monizuma school to farm project.
>> Madame President, we did meet and uh >> we need a second on that before we have discussion. I'm sorry. >> Sorry, >> jumped again. We did meet. We do have an MOU I think is very workable and will deliver quite a bit of food to our schools. So, thank you very much. And
Taylor, thank you for your work. >> Online voting is now available. [Music] Motion passes 5 to2. Okay. A motion for the second reading of IKF 2021 graduation requirements. IKF 2029
graduation requirements. IKF-e-1 2021 graduation requirement options IKF-E-1 2029 graduation requirement options NDAV instruction through online courses JICJ student use of cell phones and
other personal devices to approve the second reading Oops. Guess I don't have one. Move to approve the second reading of the policy IKF 2021 graduation requirements. IKF20 IKF 2029 graduation requirements. IKF E1
2021 graduation requirement options. IKF12029 graduation requirement options. JNDAB instruction through online courses. And JICJ student use of cell phones and other personal devices.
I second it. >> President Noise. >> Um, with Mr. Lynch muted, I'd just like to add from the policy committee that we did do a second review of these policies and you will have seen some edits since the first reading. This was from the
comments that Mr. Rice provided and the handbook that you approved in the consent calendar aligns with these policy changes. Okay, >> I had a couple of question and comment I
guess I'm trying to pull the policy to see which one it was. The one on the requirements or the graduation requirements I believe and I can't find which one it was now. Um that it said recommended not required. Scratch not
recommended and or yeah scratch not recommended scratch not required and put recommended in there. I can't I'll pull the policy now. Let's see which one it was. And I wanted a clarification on that. And then also on the last one on the
cell phone. Um, it seemed like we dance around a lot on this cell phone stuff with our school district here. I was up in Dolores this weekend at a basketball game. They have signs on every door into every building. No cell phones beyond this point. Um,
and it seems like every time I'm at school, there's still kids on cell phones all the time. So, seems like we're just not getting anything unleashed. >> Jennifer, would you like to And I can't policy that was on at the end of one of the policies that said
>> they scratched out required and put recommended. And I didn't know why a graduation requirement would be recommended, not required. >> So we did change the language after our conversation last time. So we did put graduation requirements. Those are absolutely what's required. Underneath
we provided some options of if you for sure know you're going to college, we recommend two foreign languages. One is required. We truly recommend two. A lot of colleges want to see two. That does not mean all want to see two. And then per our conversation about the CTE,
there was one credit difference >> and it still was a little confusing on the language underneath. I did clear that up. It is the same on both. Now with the CTE recommendation, it is one more elective. Um, but they all match creditwise. And those are just for our students who, you know, our students who
were here earlier spoke about wanting to know pathway options and different pursuits they can go after. And so if if they know that a lot of colleges want that, they can start early planning from freshman year. Same if they know they want to go into welding or plumbing or
whatever it may be, they can set up those internships um early or the work study options early or get into a from freshman year. Um so those recommendations are just there for knowledge base. It's not to say you have to do one of these. Everybody has to
follow the required credits. Okay. >> Um and then as far as the other comment, you said something. >> Oh, cell phone >> cell phone thing. >> So this is something that we absolutely want cell phones and personal devices banned. Um they they are a hindrance to education. Um kids are watching Netflix,
kids are playing video games. The earbuds are absolutely a problem, but we do need parent support and we do need all of our staff to be united and that is still a struggle. Um, I love the sign idea. I think that definitely would help. Um, but we do have to be united and that goes from home to us. Um, but
they are hurting our scores. They're hurting our students development and it needs to start from a young age. Those cell phones have to go even the personal laptops and the reason for that parents were a little confused. um they are not um we have no scrutiny over those. So
kids can play video games. There's nothing blocked. Our technology department can't track the um threats. So securely we'll pull up any threats that students look up. If they are on a personal device, we do not have that ability. So we need those personal devices to go for sure.
>> Thank you. >> When it comes to cell phones, are you are you saying they can't go in the school or they just have to be put away like now? So, they need to be put away, but they can have them at lunch for safety reasons. Since our campus is off campus, I do think students need them for safety. In the hallways, between
classes, they should not come out. They should never be in the bathrooms. And during class, for sure, but before school, it's fine. After school, it's fine. Lunch, it's fine. In between, it should be in a backpack. Shouldn't even be in a pocket. We are struggling with that. And the earbuds are definitely a problem.
>> What kind of implementation are you doing to make sure that it is enforced? So, we do random cell phone sweeps for classrooms. Teachers will radio us all day if they need help with cell phones. Um, and then we have a policy in our handbook. First strike, kids lose it for
the day. They can pick it up at the end of the day. Second strike, same way. Third, the parent has to come get it. After that, it becomes a bigger consequence. Um, if a student continually gets caught, we can also require them to turn it in from the start of the day and they just don't have it. Um, one piece that might help
is to eventually move to like little cell phone lockers. Um, because it is it's pretty hard to monitor and if all teachers are not on board and they let one student slide, it ruins it for the others. Then it's the mom and dad battle of well that teacher's nice and lets me
do it and that teacher's mean and doesn't let me do it. We have to be united. And so we are as admin going in and sweeping for those and going in the hallways and hey, oh, your earbuds in right now. Hand it over. Um, but it's definitely a daily battle. >> Can I add something to that? Um, Mr.
Riceman, you mentioned Dolores. The their policy is actually very similar to the one we're trying to pass. The one thing that is true though, the middle school principal there is very very strict about that policy enforces it extremely well and her team enforces it
extremely well. The policy of the of the cell policy cannot be one that's enforced by the principal exclusively. teachers have to do it. I had teachers where I had one that was an excellent enforcement of the rule and right down the hall we had another one that wasn't and that created
a strife among staff because one's the bad guy and one's the good guy and so it has to be teachers have to be enforcing that rule and principles have to hold teachers accountable in enforcing that rule and if teachers aren't then there needs to be a consequence for the teacher because that's the only way to
make that policy actually work. Um, and then the other thing I'd like to say is personal devices. I do think that the board should define what personal devices are. Laptops that don't have a separate internet connection of their own, in my opinion, should be allowed.
It's the separate internet connection where they can access data, not our school Wi-Fi that's the problem cuz parents spend a lot of money purchasing laptops for their kids and they want them to be able to use those. Uh, at schools, they don't have to have multiple devices. They're juggling. That's my only two cents about that
policy. >> Thank you. >> Online voting is now available. >> Did you get lined up? >> There we go. >> Okay, here we go. They it it reop. Okay, there we go. >> Mr. Beckler, Mr. Collins, did yours come through?
>> No. >> Was voted. >> Mr. Beckler, how do you vote? >> Oh, there's yours. Mr. Collins, did you get a vote? uh get that change vote. >> Ah, there we go. Motion passes
unanimously. Thank you. >> All right. Can I get a motion to approve the head basketball coach position at the high school? Have to say anything. So, I'm as my brother is in a position. So, I'm going to stay room voting. >> Yeah, you can do that on your Yeah, you
can do that. move to accept or to approve the head basketball coach position to the high school. >> I'll second online voting is now available. Guess we should have asked you Jason. Does he want it?
>> You have do you have the option to abstain from there? >> Oh, it came through. Okay. >> Motion passes six to one in substantial. I can't say that word. Motion passes here.
All right, we will move on to executive session two. Um, if I can get a motion to move into executive session pursuant to Colorado Colorado Revised Statute 24-6-402 parenthesis 4 parenthesis I to interview
finalists in executive session and or to prioritize among the finalists after first having announced multiple finalists and and after having a having conducted a form open to the public to conduct interviews with each of the finalists on October 13th.
I'm going to uh excuse ourselves into executive session pursuant to Colorado by statute 24-6-42 parenthesis 4 parenthesis I to interview finalist in executive session andor to prioritize among the finalists after
first having announced multiple finalists and after having conducted a form open to the public to conduct interviews with each of the finalist on October 13th. Yeah, >> I second it. >> Okay. And I would like to invite in the school
board and Mr. Schmidt if you could set up the and then you will excuse yourself. Okay. Do we need to vote on that? >> Online voting is now available. [Music]
Motion passes unanimously. Okay. I will we will exit out of this uh regular meeting into uh at 9:05. President Noise, we're going to confirm Mike's on the phone again before we get started.
>> We need a verbal. >> Are you tired? >> You've been doing the hard work. >> Um, do you have him on the phone? I'm going to start my recording when I know he's there. >> Are are you are you on over there with
him? >> I'm seeing >> Okay. Hang on. I didn't tell him to unmute. Oh, >> unmute. >> Okay.
>> Can you see us and hear us, Mike? >> Yes, I can. >> Okay. >> Okay. Um, we are >> Hang on. It's not >> The recording doesn't want to start. >> Oh, that's right.
We're recording. Okay. Okay. Sorry. We exited out of executive session at 10:45 and we will um resume into our regular uh meeting at 10:48. Okay. And can I get a motion for the selection of
superintendent? I move to select >> I move to select Eddie Ramirez as superintendent. >> I'd like to second it. Online voting is now available. Motion passes unanimously.
Okay. And um congratulations Eddie. And we will be >> getting with um Justin to set up a meeting to go over contract negotiations. Get that set up. So okay. All right. Thank you all for sticking with us this evening. We adjourn this meeting at
10:50.