Sorry. Yeah. Okay. Thank you everyone for being here this evening. I would like to call this Tuesday, June 24th um board meeting to order at 6:00. If you could please stand for the pledge of allegiance. 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. All right. Okay. Deb, if you could please establish
quorum. We have four board members available. Mr. Collins will be joining us. He's checked in that he is at a graduation but he's on his way here. Um is everybody's mics on? We are recording and we are on YouTube
and we are all logged into boards. All right. Can I get a motion to set the agenda, please? I'll move to set the agenda. Second. Online voting is now available. [Applause] Motion passes unanimously.
Thank you, Deborah. All right, moving on to our presentations. We have the English language development presentation. Oh, but you have to All right. Good evening. Can you hear me? Um, we need to turn it up just a little bit. Can we do that?
We want to make sure the recording picks you up. Okay. And then Okay. So, I'm here this evening to talk to you about the English language program. Um, I was hired in August of 2023. So, this is the
first time I've come before the board to give you a presentation, give you information about the English language development program. We are federally funded through ELPA and title 3 part A. Um so just to give you a little bit of
background um state law and federal law require that we identify potential multilingual students in Cortez. Um, federal law requires that language development classes
um are fully that we have language development classes for our multilingual students and that we have a fully monitored program. CDE requires that we have 45 minutes of daily targeted language development classes for each of
our students. Um, both state and federal law require that our language development classes be taught by highly qualified teachers. One of them are here tonight. Um, Colorado specifically states that we
have CLLD endorsed teachers. Federal and state law also require annual testing. Parent approval. We do parent approval by sending out letters to our parents whenever we um qualify the the students
for the program. And then federal and state law require that our general education teachers provide support and accommodations to our multilingual students in the classroom so that there are no barriers to equal education.
So, some of the federal laws that we go by, um, and I'm going to use my notes so that I can see what I'm talking about. But here are a few. There are five up here for you to look at. The actually
seven. Civil Rights Act is the big one. Prohibits discrimination. It ensures that our multilingual students um receive a meaningful and equal um education.
And then the five over on the right ensures that we're not sticking our students in sped classes. That happened in the past. Um not here in Cortez, but just in past educational circumstances.
So, in in the 70s, we had to enact um a civil rights memorandum to rectify that. Um you can't have a dead-end program, meaning you can't just leave multilingual students in an ELD program
forever throughout their um educational life. Um, you cannot segregate multilingual students into just an ELG class. They are supposed to get four core classes throughout their day along with their
ELG class. And they're they're supposed to also have a fair and equal access to all other classes. So that includes PE or art or music programs.
um you cannot just put them in general ed classes and expect them to sink or swim. So this is where we need to train our teachers in general ed classes to provide supports and strategies to support our multilingual learners.
Um the three criteria was established in 1981 to um give us um curriculum guidance and this is where we also get highly qualified teachers and monitoring of the students
and the program. And then the last one was happening in Texas where Texas said, "Okay, we'll do all this, but we're going to charge our students $1,000 tuition." And u we had to put a law in place to say, "No, our multilingual
students get free public education just like all students." So there's the laws. Um, the point and the goal of our program is to ensure that our multilingual get
the same communication and understanding level in the classroom as their English-speaking peers. And when I mean communication, I'm talking about um speaking,
listening, reading, and writing. That's the type of communication that they need to be understanding in the classroom. And we need to train our general ed teachers to provide this classroom communication using the appropriate
strategies and supports to ensure this is happening. And what we know through experience that these strategies help all students in the classroom, not just our multilingual students.
So moving on, how do we identify our multilingual learners? We have a home language survey that we conduct anytime anybody's enrolled in the system and if they let us know that a language other than
English is spoken in the home that triggers the process. We do student and family interviews. We do teacher interviews. We gather a body of evidence through school work. And once we determine that the student is indeed um
being influenced through another language at home other than English, then we can conduct what is known as a WEDA screener where we test the student on the four domains of listening, speaking, reading, and writing. And
that's based on a scale from one to six. One being um considering entering uh on an English language proficienc proficiency level and we consider them at the newcomer or
non-English-speaking proficiency level. Um this is where they know from zero to about a thousand English words. Um, and from there they'll move into the LEP or limited English proficiency
level where they know about 3,000 words. And then from there, they move into what we call the FEP level, which is fluent. And at that level, they'll know about 3,000 words or sorry, 6,000 words.
and they that's where they're able to fully function closer to their English peers or English speaking peers. It takes from five to seven years to get to that fully proficient level.
So we are hoping to move our children through from that NEAP to LEAP level. It should take from one to two years in the program. Then from LEAP to FEP, it should take another three to four years to move fully
through the program. So who are our Montazuma Cortez multilingual students? At Lewis, we have two that are at the LEP level. So that limited speaking. At Keer, we have 16.
seven at the NEP level, nine at the LEP, three that are being monitored. Once they get into that FEP level, they're no longer in that um 45 minutes of daily targeted lesson learning. They've moved out of that
program part and they're just being monitored. And we monitor them for four years to make sure that they're doing okay at the academic level. At Mesa, there are 23, 10 at NEP, 13 at LEP, one being fully monitored.
At the middle school, there are 19. Four at the newcomer or NEP level, 15 at the LEP, limited English proficiency, and 19 that are being monitored. They're no longer in the daily 45minute classes,
just at the monitoring level. At the high school, we also have 19 in the program, seven that are NEP, 12 that are limited speakers, and nine that are being monitored for a total of 79 students that are re
um that are in the program. We also have 14 that are at the charter schools that we monitor for a total of 125 program students. The languages that are being spoken here
in Cortez mostly are Spanish and then the next large group are Navajo or Da and then Ute, Tagalog, Chinese Mandarin, Vietnamese,
Japanese, Northern Northern Yuzbeck, and then one German. We've also had French and Jean remind me what was the other was it an Indian
an Indian language okay moving on okay so what's happening in these multilingual brains we have some people in this room that can look at a math problem and just
immediately calculus figure it out right away. And those are leftrain thinkers. And then we have some people in this room who are artists and those are rightbrain thinkers. And then we have people who are
musicians who know how to play instruments. When you're listening to music, you're using the right side of your brain. If you're reading music, you're using the left side of your brain. and they've done MRI
studies on people when they're listening to Mozart and you're using for some reason both sides of your brain. So some schools like to play music in the hallways because it prepares children to learn for some reason. There's been studies on this. The same thing is
happening with a multilingual brain. You're listening to the words using the right side of your brain, but you're translating the language using the left side of your brain. The language part is on the left side. This is done
instantaneously just like with music and they've done MRI studies and it shows that your brain lights up on both sides when you are trans languaging. So the ability to move fluidly or
rapidly between languages is the definition of trans languaging. When you are teaching trans languaging in the classroom, you are allowing the student to use both languages in their
um when they're writing, when they're speaking in the classroom. Um, it's a way to allow this the p the student who is just beginning to learn two languages a way to communicate better and faster and quicker. So, we
want to promote this in the classroom and allow the teachers to allow the students to translate as a way of communicating um their their lessons in in a way.
So, if they can only think of a word in their first language, it's okay to allow them to speak that as they're talking in both languages. Does that make sense? Um, they can switch. We've learned that they can switch tasks more efficiently
efficiently than their English speakaking peers. They can adapt to new situations. They can process information rapidly. um they are enhanced problem they have enhanced problem solving skills. This
power of trans languaging improves memory retention. You can think creatively. You're more agile. You have a more adaptable brain. It shows that you have increased gray matter density in your brain. And if you are one of the
lucky ones that have can speak multiple languages, they show that it delays age related cognitive decline like Alzheimer's. Um, so it's not too late to learn a language if you haven't already done
this. I recommend Dualingo. I'm trying to learn Spanish right now. I know you are, too. Um, so music does the same thing. If you already know an instrument, delay that um Alzheimer's in
your brain. So, a a yippy for dual language. Okay. So, where we were in August when I was hired at Keer and Mesa, we had liaons. We were paying them a stipen.
They were doing a great job, but we had no EL classes, English language development classes. We had no highly qualified CLLDE teachers teaching the classes. Of course, we did have curriculum. Lexia English was being used
during intervention. At Mesa, they had a parah teaching the Lexia class during pull out. So, out of compliance. Middle school, we had a liaison stipen.
Um, we did have an ELLL class being taught during intervention by a highly qualified teacher. Miss Jean Bramley's in the room with us. Um, and she was teaching Lexia English, but
it was being used more as a study hall at the beginning. And then at the high school, we had a liaison stipen and we had an ELELLL study hall. that included sped children.
We did have a highly qualified teacher there at the first half of the year. She retired in December, but there was no curriculum. It was straight up study hall. Teachers would send homework. The teacher would help running around to the
different students helping with homework. So the changes we made, I went to Tom, Eddie, and Jim and told them, showed them this, and Tom was very, very supportive and said, "Let's change this. Let's fix
this." So at the middle school, we talked to Drew and we switched the class to strictly 45 minutes of targeted language development. Um, Jean Brley is an expert in this. This is why I'm
saying she's highly qualified. She we switched to no math and went straight to language development. We took out any extra sped students that were being put in this class unless they were do dual
identified meaning they were also ELLL kids. At the high school, we created a spring semester EL class, so 45 minutes of targeted language development. We added curriculum to bring us into
compliance called language tree. We put in a new teacher, although not CLLD qualified. Um, and we said no sped students unless duel identified. And that was an issue because we figured out about midway through the class that
there were some sped students put in the class. And the problem with that is in order to be in the ELD classes, you have to have parent permission. Student uh parents are get given um
letters in their language that they understand and they sign it and send it back for their permission for their students to be in this class. So we had sped students in this class whose parents had no idea they were in there. Okay. Then we also had a high school
council meeting because we figured out that there were there was a problem with freshman scheduling. We had freshman E elel students who had three core classes. Some were missing
social studies. Some were missing science. And so Eddie, Tom was aware of this. Um Jim Lisa and I met with the principal and the counseling
department and we asked why why are they only getting three core classes and the answer was there weren't enough seats and when I said build another class
they said well we're worried they can't handle it as freshmen. So with Tom support and Eddie's support, we said this cannot happen again. So I'm happy to report that Jean Bramley's eighth graders who are now
freshman this year received their four core classes and all of them passed their four core classes with flying colors. Your number one student in the
freshman class is a multilingual learner. Her kiddos are on the AB honor role. Most of them are above the 50% meaning uh two of them are ranked 33 and
32 out of 180 something kids. So they're doing great. Um, we also talked during this meeting about there was issues with enrollment and evaluating foreign transcripts.
So, we let the counselors know how they can evaluate foreign transcripts by giving them information that CDE had sent us. Um, it's actually a booklet from New York and how they evaluate transcripts. Um, we talked about the enrollment
process for ELG students and tried to get that straightened out so that um, there aren't any issues with communication processes and talking to the parents and just putting students in classes without their permission and
without parent permission. Um, and then we also talked about the standard diploma not meeting the requirements to get students into a four-year college. there was um
it it wasn't correct in the way it was being advertised. Um it lacked four credits for math. It was it the requirements was only three credits for math when you actually needed four.
So I was happy to see that that was being addressed at your last meeting by the high school. Um and then we also some of the events we did ELPDS for Keer and Mesa elementary teachers in Paris to to show
them strategies in the classroom to help these students. And then last Fozzy's Farm showed internship opportunities to our high school students um to help with summer jobs.
Now results. I hope you can see this, but Gan Braramley's class group of multilingual learners outperformed this this 2024 year
um on Camass. So, that's one of the results. Good job. Okay, where we currently are with Tom's help.
Keer now has EL classes by grade level. Um, and Crystal is in the room, Crystal Livingston. She is one of the teachers that we have at the elementary level. Um, we are teaching 45 minutes of targeted language development. She's a
highly qualified CLDE endorsed teacher. She's teaching Lexio English. Um we've also added because Lexia now has gone away. We've added um Nat Geo Spark our
world. Um that was added in at the end of CAMass testing. So we've just really begun that and that will be our curriculum for the fall. Um she's also teaching EL classes at Lewis.
And then at Mesa, uh we had Gloria Decker. She's also highly qualified, CLLD endorsed teaching the classes um for our kiddos at Mesa. So fully in
compliance. Thank you, Tom. At the middle school, we have classes instead of being one group, we have them broken up by grade level, sixth, seventh, and eth. 45 minutes of targeted daily um language development
classes. We had a highly qualified linguistic specialist. He spoke Spanish and Shashonyi. Um, unfortunately he was a long-term sub and
has decided not to come back. Um, he was teaching language tree and Dolingo to our students. He was part-time at or halftime at the middle school and then halftime at the high school where we had the classes broken up by NEP and LEP. So
newcomer uh non-English proficiency and then limited English proficiencies and that really helped the level of students. Um so
the changes we made we are providing again Tom Eddie thank you translation services on demand. So, anytime we had um parent teacher conferences or anything
to do with our ELELLL kids and their parents, you can arrange an inperson or Zoom or a phone call in their first language um between the teacher, principal,
whatever is needed, we have that available. if they're trying to enroll and they and we need um the high school to understand what the parents want their kids to be in class or or understand um you know transcripts. This
is available formal documents. So we had the high school um handbook and athletic books translated into Spanish. So great job on translation services. We
also have an person that that can come and be in person and do the translation services for us. The English language development website has been fully updated. It went from one paragraph to
links for parent rights, laws, uh the program information, what it takes to be moved through the program, nine different links, so from one paragraph to everything you need to know
about the the EL program. Um we are partnering with CU Denver for 45 credit hours. Our teachers need this in order to get their relicure by September 1st.
And again, thank you Tom and Eddie for allowing us to do this. I'm facilitating this. It's online and it's free for our teachers. Anyone could sign up for this. We have 16 teachers currently doing this
and it it's going to really help us get that CLLD endorsement. So, um, bravo for the district for providing this. It's saving our teachers hundreds and hundreds of dollars. If they had to pay for 45 credit hours through CU Denver,
a lot of money. You know, we did the welcoming and better understanding of our indigenous students back in the fall at the beginning of the school year. That was five credit hours. We partnered with CDE on that. I also did a one and a
half credit hour eel professional development for all of our teaching staff. Um and then I mentioned the NAT gospark that our elementary curriculum is currently doing. We also provided all campus teachers with an online platform
called diffit which translates lessons. It also differentiates lessons for your IEP students and your GT students. And then we've updated our home language survey to make it very simple to fill
out and it includes a question to capture any caregiver who might speak a different language. Then we had um we partnered with Colorado State University to come in and present to our high school students to
give them information about going to college, the benefits of going to college and financial aid and any information about that. And then again, Fozy's farm came and talked about internship opportunities for the summer. Um we also monitor our NEP and LEP
students. We do a language development plan. We do a monitoring document for our FEP students and we share this with our teachers. Uh you can see that we we monitor grades. We monitor um
benchmarks. We have the teachers we do a simple checklist so that they tell us what accommodations they're doing in the classroom. And then any um test results are also added. This is also shared with the principles and it
can also be shared with um parents. It's an online Google document that's a living document and it keeps us all on the same page. Access testing is what we do. It's required by state and federal. It's the
yearly um test that we do or the annual test that we do in January. Parents receive a copy of this. It comes out usually at the end of April or May. So that parents just received this and they receive it in their native language. Um
it gives the scores for reading, writing, speaking and listening the four domains, their language domains and then at the bottom for the teachers it shows what the students should be able to do in the classroom. So teachers receive a
copy of this as well. Now, here is the 2025 access scores kind of in a little snippet for you. So, at Keer Elementary, 16 out of 16 testers
improved their scores this year. Three are moving from NEP, that non-English proficiency up to LEP, and two are moving out of that um classroom program into just being monitored. So, they're moving through
the program at Mesa, 21 out of 23 improved scores. Eight are moving from that non-English proficiency up to that limited and four are moving out and just going to be monitored. It's what we want to see
at the middle school. 19 out of 19 improve their scores. One is moving from NEP to LEP. Three are right on the bubble. you need a four to move out to the monitoring side. They are at 3.5 to
3.6 on their literacy. And then at the high school, 19 out of 19 improved their scores, two moved from NEAP to LEAP and six are moving from LEAP to FEP. And I want
to tell you this part, one has been in the program since sixth grade. One had been in the program since second grade and three had been in the program since kindergarten. So remember when I talked to you about
this should not be a deadendin program. These students should not have been in this more than 5 to seven years. This should not have been a deadendin program. Three had been in it since kindergarten. So, where we're going,
we need to have high expectations for these kiddos. They have highly intelligent brains. They are some of our brightest students. What I would like to see at the eighth grade level is we do some sort of college and career readiness testing.
For example, what they're using in Durango is something called uscience.com. So that we are not just letting them go through high school without any sort of guidance. These are highly intelligent students and I would like to
see us guide them through high school. Our staffing needs, we currently need an ELD specialist for the middle school and high school. We have some directive from uh the state
that we need to be looking at our Native America students more closely, especially the ones that are below performing at below grade level. Um and we need to be talking more about that and we will be looking at that this year. Um,
we're going to be looking at um our STAR test and those that are performing below grade level at the STAR test level. We're going to be talking with teachers, gathering a body of evidence and that is
a large group and so we may this program may be expanding because of that. And then we also have some questions from um the preschool. Beach Street would
like our help uh at the prek level. We have a lot of students there that are multilingual speakers and she would like at least some training for the staff. I know they do come to some of our training, but
they would like some help at their campus level. Um and then we also need to continue the teacher support. I've already asked um Eddie and Tom Weda and CDE provide uh free webinars
workshops and there was one called scaffolding learning through language that we were looking at um doing and they were going to come here and provide that for us. So that's something we can think about. And then of course we would like to continue to train our staff on
our indigenous students and continue what we started last fall. And then of course we'll continue to monitor the program as part of the law. Any questions? What what percentage of your students
are both GLL and on on an IEP? Do you think just rough? I think your numbers is less than a quarter 25% or so. Okay. Thank you, Tom, for all your support. You bet.
That was a pretty indepth and interesting That's loud. Um, yeah, presentation. I appreciate that. Thank you. Well, it's about two years behind. Well, no, that's Well, well, but it's it's great. Yes. Thank you. Do we have any other questions for Miss
Nelson? Good job. Thanks. All right. Right. We will move on to our reports. Um, do we have any celebration reports this time?
I celebrate that we have such great EL teachers. Holy cow. Can I introduce Kevin please? Kevin is here. He's our high school middle school linguistic specialist and then Crystal Livingston and then Jameley and then oh
and Gloria is here too. So Gloria is our specialist. Thank you for being here. [Applause] Okay. Any other celebrations at this point? Had four baseball players. I think went to Hall State. And then I I don't know
about the celebration part. I wanted to hear a little bit about summer school, how it was. We're going anybody. And I know teacher the principles aren't here. So I'm not sure anybody can. It's going pretty pretty well. I'm there
doing social studies. So uh I'm right in the trenches as it were. And uh you know it hasn't been perfect, but it's been good. And the the kids that have made it through the program and that are going to get to move on because of it uh are definitely going to appreciate it. And I
really appreciate the effort I've seen out of them at least from the middle school side. Sixth, seventh, eighth grade kids have come in every day and put their work in and it's been really impressive to see. High school I don't know so much but I haven't heard anything's bad happening so guess it was
probably pretty okay. Good. Thanks. Thanks Brian. Yeah board. I did attend the um state baseball playoffs in Gley. Our kids are just a prime examples of what we want
from this school district. It's they were great. Um they had the winningest se they've ever had and they've gotten further in the state playoffs than they've ever gotten. So congratulations to our baseball team and our coaches.
Awesome job. Yeah. Okay. All right. Well, we will move on to our superintendence report. Mr. Berez. Good evening, board. First off, I'd like to introduce a couple people. Pette
Porter's here. Pette is the uh new principal of Kim Elementary School, and she's in the process of choosing an assistant principal, I believe. Correct. And David Thornton is here in the back. He's the principal of Mesa Elementary School. And we do have an assistant
principal, Melissa Carver, um, who will assist him. We're looking forward to great things with all both of those schools. We've we've moved people around and we've got a good crew here, I believe. So, thank you both for
being here. I also want to appreciate the extend my appreciation to the board for rescheduling this meeting so that I could attend. Today I did have a meeting with a Zoom meeting with Michael Zerner and a few other people. He's the lawyer
who will be doing our HVAC uh case. He will be filing that lawsuit within the next couple of days and um he just says it's going to be expensive, but we're going to see if Matthews will come to the table before it has to go to
trial. Also today we had a uh conversation with Dr. Paul Foster from CDE um Lisa Meagel and I and we talked about the new rules.
So at when I when we did the uh application to withdraw from Boseies we turned that application in the day before the rule final rules meeting. So the question was, are we under the new rules or the old rules? So we found out
today that we're under the new rules, we have to do a new application, a new um letter of intent. And there are additional things that have to be done. And all of these are due now by September 1st. So we're going to be kind
of on the rush to get that done. Also, um we had we've been in communications with um a group who is looking at doing uh math training of our math teachers, K12. I'm excited about
that. They have their own curriculum put together. They have their own interim tests and all of their tests have PSAT and SAT release questions on them. We are also uh working with Dr. Porter
Catrell on the Soore program sore in I was stunned at these numbers. He says that at Gddard High School in Roswell, he had over a 100,000 par parent contacts through the SOAR program. He
had zero fights in a school of,200 kids through the year and he reduced the failure rate almost 50% from 35% to 20%. So that parent engagement in that sore pro program really works well and it's
really I look at Dean it's really a pretty inexpensive program. It has a tutoring component that is AI and I've tried it out. Will it give me the answer? Just give me the answer and it won't. It'll tell you how to get it but it won't give you the answer. So I'm
pretty excited about that. And then lastly board I have a little statement to read. It's been a year ago that Cynthia Eldridge called me late at night with the intent to record a conversation between she and I. That conversation
concerned personnel and student matters and so was required by law and district policy to remain confidential. Cynthia was leading the conversation and she did get snippets about these confidential matters and she later
shared those with JJ Lewis. JJ used the confidential conversation as the basis to launch a police investigation which turned out to be a witch hunt. There began the great lie and conspiracy that I have lived the last year. There
was never an allegation of misconduct against a teacher because there was no evidence of any actions on her part nor even any claims that misconduct had occurred. There were only worries of a concerned mom. worries I took much to
heart. Much like parents worry about their children as they grow up and experience the world. But JJ's statements to the authorities were false and defamatory. We as public officials are subject to condemnation and ridicule ridicule. We
make decisions that cannot always be fully divulged to the public and we must stand behind those decisions. Case in point was my decision to release a baseball coach mid-season and the aftermath that has been a constant onslaught of Facebook attacks on me in
the district. But when you disfame someone out of malice and false with false and outrageous lies, you cross the line. All of this has been a distraction to the administrative team, the district and the community. In addition, there
have been there has been a financial loss incurred by the district due to the statements that Mr. Lewis has made. Attorney David Illingworth tomorrow will file a defamation lawsuit against Mr. Lewis on behalf of the district and
myself. The defamation lawsuit will establish his motive, disprove his absurd allegations, and expose the truth at last. I have been in this arena over four decades and I understand people like JJ. But for him and Cynthia to use
a student in a minor for revenge and politics and to do so by leaking and misrepresenting confidential information involving personnel decisions and student information that was obtained without permission must be condemned and
there must be accountability. I hope with this lawsuit, people will learn the truth and that truth and justice will be done against those who don't care who they hurt or who they destroy. Not just to me and my reputation, but more than anything to
that of an in innocent student and his family. Thank you, Mr. Burus, for sharing that. Um, do you have any anything else in your report? I'm good. Thank you. Okay. All right. Thank you. Yeah. So, we will um
be dealing with that down the road. So, we will move on to the assistant superintendent report. Let me see if I'm supposed It's in It's in the packet. packet, but I don't think I'm supposed to do anything with this. No. Do if we have any questions that you may need to answer. I do with Jim's
report. a couple of things. Since he's not here, I guess you have some um in Eddie's report about the strategic plan was to establish a portal um to relay information. Do you know where
we're at in that process? Uh I do not. Okay. I'm um Madame President, I know that Mr. Parr had sent an email to the board members to gather feedback on the draft,
but he didn't receive any responses. So, it wasn't put up for approval this time because he really wanted those responses first. Okay. So, if anyone can go through and find that email, Mr. Parr would really appreciate it. Okay. Whether we have changes or com just make the comment that you've read it and
Yeah, just general input on the draft. Okay. Okay. Okay. No other. Okay. All right. Um, moving on to report D, executive director of finance report.
Miss Spreford, good evening board. I have uploaded my report and can answer any questions that you may have. Um, I would like to just announce and um, show gratitude to the band boosters. They have um, approved a
resolution to donate the band trailers to the district. So, that'll be included in the consent calendar tonight as um the value is over $5,000, but we appreciate that. All right. Executive Director Student Academic Services Report. Mr. Parr
wanted me to let the board know that he had the um books out for review by the public and he had no um no input at all. Nobody would come out.
The situation with KA preschool and stuff that's off the table now correct for this year is what I understood. Looks like sounds like there there's also an attachment in board dog saying that um Loren McCormack from KA reported back that she wasn't able to get the
answers from the state. So she felt like it wasn't time to do that right now for KA. So she's withdrawing that request that she presented to us. No. Thank you. Perfect. All right.
Okay. the executive director of human resources report. I don't think we had any no report in the board report. There is um personnel action later on in the agenda. Okay. Executive director of the ESS
report, Miss Neagle. Thank you, board. I went ahead and uh submitted a report to you. I have uh recently picked up some extra duties as a part of my position. So, I'm going to give you a real quick uh rundown of some of the things that we'll be doing.
Uh with special education, uh we have a cooperative agreement with Boseies that we were able to actually hire a special education coordinator, which comes with a long name, which is the deputy assistant. Um anyway, so uh Katie Nelson has accepted that position. So we're
excited to bring her on board to do that and she will be a key player in our special education as well as our RTI and MTSS process which is the response to intervention and multi-systems of supports uh which is looking at students
that are uh struggling in any way and identifying ways in which to help those students. So making that a a more consistent program across the district. Uh then uh section 504, that's something that Katie and I will also be working on in the buildings to make sure that we
have a strong handbook and a consistent practice across the district. Gifted and talented. Angie S will continue to be the coordinator for that. But uh it'll give me an opportunity to look into that and hopefully we can build the gifted and talented program a little bit
better. Uh build that up for sure. You heard about Teresa. English English language development will fall under uh my uh direction as well as Native American services. And I think there's a lot of things that we can do going forward uh to help that
uh program grow and to uh add more cultural supports and uh knowledge within our school district. Right now counselors also will fall underneath me and we have some work to do there. uh already I have managed threat
assessment that'll stay with me as well as crisis response and then uh additionally looking at the parent student and community engagement and what kind of things we can do as a district with the programs that are underneath me. A lot of those really involve students and a lot of
extracurricular things and things that are uh kind of specific to those students and it's a very uh diverse group that has a lot of energy to do some really good things. So I think we have some opportunities to create some bigger projects and one of them that I'm
really interested in is having uh potentially uh uh community parent and community service nights or gathering nights. uh one first semester and one second semester and uh those are I'll give you more information as I build
those but making them a big resource event so families can come in they can engage in some activities maybe try some different types of foods and hopefully have some things to take home with them to enjoy over the holiday break and then also uh have learn about resources and
things over the summer. So big ideas that have a lot of work to be done in the next uh next little bit. Any questions? Lisa, did you say quarterly or monthly on those nights? Uh semester. Oh, thank you.
If I said different, I meant semester. Other things will happen in between, but those bigger projects would be semester. So, I know we've had a lot of meetings uh to do with the gifted and talented uh Lisa. So, and I know it says in there
you've a goal is to increase opportunities and depth and complexity of instruction. Any groundwork already working on that? I know we I saw that the high school is going to have a knowledge bowl again as one item. Um, what else or any other There's
conversation and I don't know uh where we're at with that to be honest with you, but uh hoping to find a gifted and talented teacher having the opportunity to do that at least for our elementary grades. And then looking again at who do we have volunteering? What kind of parent help can we get to help build up
some of the other projects um that are available to students through gifted talented? Can we can we tap into any of the Bosey's money for GT that they we already do. Um we already received monies through them, but I think there's some other opportunities too that we can
be looking into. Any other questions? No. Thank you. Thank you. Appreciate it. All right. Um board reports. No Boseies meeting in the summer. Okay. None at all during the summer. Okay.
Okay. I don't anything either. So, all right. We will move on to um citizens address the board. 1 hour limit 3 minutes each. Must turn in a filled out ticket prior to the meeting.
Send those down. Okay. We will start with Emily Christensen. Sorry. Good evening. I'm here to address the action item in your agenda about clear backpacks and water bottles for the
middle school and high school. Since this topic hasn't been a discussed item and it's going straight to action items, I don't know what the district's thoughts are behind this purchase. So, I just wanted to give my two cents on the subject. Uh, my first reaction
yesterday was, "Oh, no. The students are going to hate this." But then I wanted to know if there was evidence that a clear backpack policy was effective. So, I did a little research. Currently, some school districts in Virginia, Texas, Florida, Mississippi, and South
Carolina, just to name a few, require students to use clear backpacks. However, this policy isn't new. It predates the Coline shooting in Littleton. In fact, Coline High School tried the clear bag policy for a time, but then dropped it.
Jacqueline Shieldkraut, associate professor of criminal justice at the State University of New York in Asiggo, says it gives the impression that something is being done, which also leads to a false sense of security. Clear backpacks are not a good
investment because very few shooters bring their firearms to school in a backpack. This policy is not going to stop determined individuals. Students will feel clear bags are an invasion of their privacy and lose their sense of autonomy. How will you address
the issue of sports bags and instrument cases? Students bags will still need to be searched unless you also provide clear pencil bags and lunch bags. Consequently, adding to the cost of this security measure, the durability of PVC backpacks is also a concern, they will
likely fall apart and quickly become garbage in the already overflowing landfill of single-use plastics. What I do appreciate about this topic being on the board agenda is that the administration is serious about addressing safety concerns, which was evident when you installed metal
detectors at the high school. Let's allocate more money to spend on upgrading the inconsistent metal detectors that according to my daughter may or may not flag backpacks holding the exact same content depending on the time of day. But let's get back to the
question at hand. Do clear backpacks work in preventing school shootings? In the research I have done, there isn't enough data to say either way. I think requiring students to use clear bags will have minimal impact on reducing serious incidents like school shootings
and it fails to address the issue of gun violence which is a mental health issue. I believe we need to focus on building strong trusting relationships between staff and students. We need more social workers and counselors available within the schools. Let's reduce the stigma
around seeking help. provide programs that teach coping skills, conflict resolution, and emotional regulation. Funding clear backpacks for students is simply security theatrics. Thank you. Thank you. Thank you.
Okay, Nikki Crowley. Chris is going to give some stuff for his. We're saving time. Oh, thank you. So, perfect. Like I said, while I'm speaking, Chris is going to hand out some worksheets about elective options and he'll touch
on that. I have three uh topics I'm going to speak about today. In all surveys with community and parents, you hear time and again that communication should be a priority. As a parent of the high school accountability committee, the changes to the graduation
requirements, credit devaluation, the school handbook, and the athletic handbook did not come before the SAC. Why were parents and students not involved in this process? Why were decisions being made behind closed doors without input? Because I believe our
input was not actually desired because they knew we wouldn't agree with many of the changes. To me, that was evident at the parent and student meeting in May where three board members and district staff attended. I hope the three who weren't able to attend because of uh uh
open meeting laws were able to hear about our frustrations and our complaints. Number two, when it comes to the devaluation of concurrent enrollments, parents have been told that it's because of GPA inflation. As someone who has sat on multiple
scholarship committees for over a decade, we have never questioned why a student took a certain class or if it was for ulterior motives. I feel that this rationale for the change is specifically targeting certain students. Secondly, we've been told it's because
of seat time. According to the CDE website, options for gifted and talented include providing a pathway to graduation when they prove career and college readiness rather than just accumulating seat time. CDE also suggests telescoping, which is
completing one or more years of curriculum in less time, which is exactly what we've been doing with the concurrent enrollment classes for one one high school credit. Again, our gifted and talented kids are going to take the brunt of this change. I also want to point out there are kids in
summer school who are going to get full high school credit for going to school for 6 weeks. Chris will talk more about the impacts of the credit devaluation and the new honors diploma track. Despite the apparent abundance of options, which there are a lot, limited time
effectively narrows them down to just a few viable choices. I reiterate from last month, you don't change graduation requirements midyear or mid high school career. Why would you change how those credits are counted mid high school career? Secondly, I'd also like you to
put yourself in the or thirdly in the shoes of 11-year-old girl who has just started her period. Would you want to carry a clear backpack with tampons and feminine products to your sixth grade class? And if we are going to be told, well, they can put them in a makeup bag.
At that point, why are we carrying clear backpacks if we can put things in the backpacks that are not clear? Thank you. Thank you. Jennifer Tulle. Hi, thank you and I appreciate the opportunity to speak to you tonight. I'm
here to respectfully share my concern regarding the recent change in how credit is awarded for college level courses taken by the high school students. Right now, students who take rigorous college level courses like English or US government through accredited institutions like RPCC will
receive only partial credit, half credit, even though the content is more advanced than their high school equivalents. Meanwhile, students who take the same class within the high school setting receive full credit. that doesn't seem quite right. It penalizes those who are choosing to push themselves academically and sends them a
discouraging message that their extra credit is dismissed. In Monizuma County, concurrent enrollment has been a vital tool in bridging equity gaps and making higher education more accessible to students in rural communities. Limiting the credit they receive diminishes this progress. It also creates confusion and
inequity for future transfer students who may come to our district with legitimate college credit only to find these credits are now valued less than they were in other districts. Let's also address the comment regarding GPA inflation. The concern is valid, but devaluing rigorous college coursework
isn't the right solution. Let's be honest about the nature of college courses. These are not easy A's. They are graded on a college scale. They require more independent work, higher level writing, rigorous exams, and serious commitment. If anything, these grades are earned under tougher standards. They are not inflated.
Ironically, this new policy may actually discourage students, including my own, from taking harder classes, pushing them toward easier courses simply because they are worth more toward graduating credits. That undermines the very rigor we are trying to preserve. Ultimately, this change disincentivizes students
from taking advantage of one of the most effective ways to prepare for college and career success. It discourages academic ambition and adds barriers where we should be clearing paths. Tonight, I respectfully ask the board to revisit this policy. Thank you for your time and consideration. Thank you. Thank
you. [Applause] [Music] Okay, Chris Crowley. Ladies and gentlemen, I would like to speak today regarding the new honors graduation requirements and the devaluation of concurrent enrollment classes taken by our high school
students. In the packet provided to you earlier, you can see the depth and variety of courses offered not only at our high school, but also some PCC, which our students are allowed to take either online or in person. I hope you check the classes that may have been of interest to you. If there is a class such as band or athletic training or art
that you may have wanted to take more than one year, please check it multiple times. I ask that you do so in order to highlight what I believe believe to be a flaw in the new system. Under the new graduation requirements, the high school students have 19 required high school credits. With 28 class periods across a
student's four years of school, this leaves nine periods with which to explore the depth and variety of options offered through MCHS and concurrent enrollment. Under the new system, as shown in scenario A of your packet, a student taking three concurrent enrollment classes each semester would
earn seven high school credits over the course of a year and be limited in the choice of which classes to take based on the need to fulfill high school requirements. Under the old system, as shown in scenario B of your packets, a student taking three concurrent enrollment classes each semester would
earn 10 high school credits over the course of the year. It also allowed for more optionality in the choices of class that our students take as shown in the semester 2 difference in classes that I have chosen. I keep hearing that our students need to have a plan and take classes that fit the plan for what what
they are doing after high school. While I agree that a plan is appropriate and helpful, isn't part of the joy of high school and education in general, taking a random class and possibly finding an undiscovered passion, which whether it be cooking, music, woodworking, or any
of a dozen other options. This past year, 18 students took both band and choir. Should they only have one other elective option over their four years? Over the past two years, over 75% of our all state recognized athletes were in a weights class at the school. If a
student wants to push themselves in this way in order to excel on the field of competition, should they be limited in the breadth of their other choices? If I would like to go into engineering or agg or psychology and want to take the options beyond the requirements, should
I be limited to only nine other choices? Under the old system, kids that were willing to take the challenge of a concurrent enrollment classes were not only rewarded with the possibility of higher GPA, but also the ability to explore a wider variety of classes. I believe this not only made our students
look better on paper, but also more prepared for the world beyond high school. If you circled more than nine things that looked interesting that our schools offer, I hope that you recognize that the old system is the better way to have a chance at exploring those
options. Or if not, please let us know why you think our kids and community should sacrifice again that optionality. Thank you, Mr. [Applause] MB McAfee. Good evening everyone. Um, I was really
impressed with the English language development presentation. That's really good work that uh they've done and I think that's really excellent. I'm going to talk about transparency. It isn't the first time I've talked
about transparency to this board. Chances are it won't be the last. But I would like to ask each of you to pause for a minute and realize how absolutely and utterly ironic it is that you want to require students to carry transparent
backpacks. Plainly, you don't trust them. You are asking and requiring that they be transparent to teachers, to each other, to principles. And finally, that their transparency can assure you and the
administration and the board that they are not the bad guys, that they can be trusted. Every board meeting that we have you have here regardless of how decisions are made you expect parents, teachers and the public to trust that the
decisions you are making are for the good of the students. After all, the endgame is student learning as we've been told and I believe I believe you believe it too. We over and over again. So I want to talk for a minute about the
consent agenda. The consent agenda has a really important part to play in large board meetings with complex matters at hand. The reason I want to talk about it is that if you decide to approve the consent agenda, then everything that's
on the consent agenda is not up for discussion. It's a done deal. Tonight, there are 22 issues on the consent agenda. So having a consent agenda while it is a good tool I think does not help at all
with transparency. So tonight on the consent agenda there are things like the changes in graduation requirements, the credit devaluation handbooks, a lot of handbooks, and the employment list
which had some interesting and surprising things on it. Um, so it it seems to me that you all when you have a chance to look at Mr. Burus's agenda that he sends out to you the week before, take a good hard
look at the consent agenda and look to see if there aren't items on there that need to be brought to the board for discussion. So you want you want students to have backpacks only that are transparent.
So the irony of it all is just boggling to me. You want them to have transparent backpacks, but the backpack you bring to the board meeting doesn't always seem to be transparent. Thank you, Emily.
Okay. Okay. Okay. Moving on to the board discussion then. Okay. So, um I guess we can just start off with the backpack situation that was actually pulled from the consent agenda.
So, we could have a discussion about that. So we will be um having a discussion about that. Um discuss some of it now or we can we can discuss it now or so um um so I was the one that made the
request to pull that out. Yes. Um and for some of the exact reasons that I heard tonight. Um, personally, I feel like the clear backpacks, which I think the comparison of that to transparency
was off a lot. But, um, the I feel like using that the clear backpacks, then we're just going to make the process at the doors and stuff more lax to me because we're depending on something else and I think we won't look
at that very well. Um, I'm totally against it for I've already brought this up to other board members that I'm totally against it because of this the privacy act of our young ladies. Yes, I think that's really wrong. Um, so that's why I pulled that out of the agenda so
that we can talk on it separately. And so I think probably from that discussion, you know how I'm feeling on that one. So, um, as far as the and I did get your email, too, Miss Tulle, so I already read that. And I
think there's a little bit of confusion on credits as far as the high school credit thing. And unless I'm seeing something totally different than what you're seeing, um, when you talk about a college credit only given a half a credit, that's a half a college credit.
when you're when you're in like say an English class for a full year, you get one credit. Okay. And but I'm not seeing I I don't I think there's some confusion there on those credits, I think. So, um I from talking tonight and stuff on
this, I think it's something that we need to we could certainly a lot deeper look into on that. So, um I'm trying to think of how I'm not sure how else to say that about the confusion on it, but as a past high school
teacher, I I just I don't think that there was that that scenario on there. So, anyway, we need to look deeper into that and see what just get with if you're willing to get together sometime. You guys that brought that up tonight, um we'd be glad to visit on it and see what we can come
up with on that. Okay. Just out of curiosity, have you has you have you visited with Dr. Bonaface and she and gone over all of this? She responded to my email and she sent um what she sent the board kind of explaining the basis why she did it and
trying to make things equal. But like I said, if my child then takes a college level history class, even though it's for a semester and she gets a half a credit for a high school credit, a
taking a high school history course is going to get a full credit. She still has to take her history class to be the equivalent of a high school student even though she took a college course. That should only be a full credit if it's a a year-long class, right? It's a
semester course, but it's worth a full credit. Shouldn't it be worth a full credit to college? And I think this is where some of the confusion. I don't know. I'm not follow a full one credit is one full year class whether it's English or whatever it is
or elective class at the high school if they take it at the PCC a full credit is only for the semester it's it's condensed are you talking the college credit or the high school credit then at that point so it's one credit at the PCC
now three credit hours only half a credit at the high school historically it's been one credit at the high Okay. And that's I think where the confusion is in because yeah, that's the way it always was when I was teaching there too was it was a half a credit. If it's one semester, that's a half a credit and
high school credits versus the college credits were two different two different things. So anyway, if we could talk deeper on it, but I don't I'm not following all of it on that. So, um, as far as the amount of extra, uh,
credits and stuff, two that Chris brought up, uh, having nine elective credits, I was trying to think back when we were on the block system. I think we only had five elective credits at that time was all we had. And yes, students, I'm sorry, pay the price sometimes. I
had students in a that um, didn't decide to take a until, say, their junior year. So they so they only got through egg one and two and that was all they could get through because of the choices and I don't know how else you can have any more than nine. I mean unless students want to just take extra credits on there
but there just there's only so many hours in the day. So I don't know I don't know what the I don't know to say on that. You do it by allow by going with the old system. They could earn 10 credits in one year and then you are able to take more credits the next, you
know, more different classes the next year and more different classes the year beyond that. You can earn my daughter has 30 and a half high school credits right now going into her senior year. She needs half a credit of English, but she's able to take extra classes and
have that different optionality because of the old system. in this new system. It's reversing what that is. Okay, let's get everybody together and work on this. See what we can come up with. We need to postpone that out of there or
whatever. Because we're under board discussion, I'll say one other thing. Um Emily, you brought up good points about the backpack. I'm in a rare group. I was a superintendent in the school district that did have a shooting. The kid that
did the shooting brought a shotgun in a in a backpack. How do you do that? You cut off the barrel and you cut off the stock. It changed two kids' lives forever. Um, the young lady will never have kids
because of lead poisoning and the baseball player will never see a baseball again. It changed the community. It changed the school district. It changed how we did things. But ultimately, it ruined the
rest of the 2014 year. I've got a a place in my heart for those kids and what could we have done differently in the days preceding that that would have avoided it. January the
13th, I called off school because of a water break. The kid came to school with the shotgun. January 14th, school was back on. He came in and shot two kids in the gymnasium. Does anybody there any other um board
discussion board on not only just our community presenters but anything else? Okay. All right. Okay. We will be moving on to discussion
items B policy second reading moved to July 15th. Um Mike is not here. I think that's why we're moving that. Correct. Yes, that was his request. Um he wanted to be here for that conversation because the
multiple edits. Okay. All right. So with that being said, we will move on to the action items. Um, can I get a motion to um accept the consent calendar? I move to accept the consent calendar. Any
discussion or comments on any of those before we move to online voting is now available. motion passes 3 to one. Action item B, the Monzuma Cortez School District fiscal year 202526 salary schedule for activity revisions. Can get
a motion to approve that. I'll move to accept the 2526 activities salary schedule. I second. I second. Sorry. Just help.
Online voting is now available. Motion passes unanimously. All right. Can I get a motion to approve the monismoiscal district R1's proposed fiscal year 2526 budget? I move to accept the Monzuma Cortez
School District RA1 uh proposed fiscal year 2526 budget. I'll second. Any comments? Any of that? Um, I did have one question on there. I'm maybe reading this wrong, Danielle. I'm not sure. On page seven showing a negative
number for Battle Rock for the 2526 budget. Am I reading that wrong? Is they're going to be out as of July 1, right? Is that correct? They will be out as of July 1st. Get to that page.
On page seven. Mhm. They're going to be out as of July one, right? Is that correct? You just repeat it yourself toward the right side. I think it shows like a one point some negative number. I think you're looking at that end column
which is the difference from um the proposed budget to the current year. So um this year we had budgeted a little over a million dollars would be going to them next year because they are gone. That will not be occurring. So if you look at the um second from the right
that will be um the FY2526 budget and there is no money allocated to them. Okay. Okay. Online voting is now available. Motion passes unanimously. All right. The um get a motion for the
SIDSP renewal. I move that we accept the SDSIP renewal. I'll second it. Did anybody have any questions on any of that? Yeah. No. Yep. Pretty much everything. That was a lot. And I don't know if this I don't know who can answer
this even or not. It showed in their report that they showed for the year 2324 they have a net income of 8.2 million. Is that the goal of SIDSP is to be a profit
for them I guess or I don't know like I'm saying who whoever can answer I don't know but that just seemed crazy to me that they have that kind of money sitting there and when that's our basically our pool I mean it's districts and stuff so I do know there um just
across the state I believe the SIDS prices and insurance in general are rising. So, I do believe we'll be going out for an RFP next year. Um, but I can't speak to that specifically. It's been more of an HR project and they haven't had a whole lot of oversight on this specifically.
I apologize, Mr. Rice. I did read today a email from Sidip and they want so much in reserve in case like the elementary building burns down that they can fund that and that's $30 some million
dollars. So, I don't know um how much their reserve is, but I know that they had uh they're concerned about how much reserve they do have. Yeah, I think that's the email what that dollar amount though was. But what it showed on their report was that's a profit for the year. So, that's
I mean I understand them have to have some kind of a reserve. Yes. But is that their goal is to make that kind of money every year for off the districts? I don't know. Yeah. So, so that will be going out again for next year though, Daniel, you said. Right.
Online voting is now available. Motion passes unanimously. All right. Uh, can I get a motion to approve the middle school science programming inspire science? I'll move to accept the middle school
science programming. I second. And from what was said earlier, there was very little feedback from anybody communitywise and stuff. No feedback. So, and it was out over 30 days. Okay. But this is what the teachers want,
right? Mhm. The teachers did Online voting is now available. Motion passes unanimously. Okay. Can I get a motion to approve the supplemental budget for fiscal year 2425 for the school nurse workforce retention grant 7354?
I move to accept the supplemental budget for 2425 school nurse workforce retention grant. I second. Online voting now available. Okay, this Oh, we don't have all the votes in. Mr. Rice, did you receive a
vote? Mhm. How did you vote, Mr. Rice? Oh, there it went. Okay. Motion passes unanimously. Thank you. Okay. A motion to approve the supplemental budget fiscal year 2425 for the school nurse workforce retention
grant for the KA Charter School 7354. One moment, President Noise. Something electronic just happened. on that last photo. Yeah, I'm not able to click on it. Oh, there we go. Sorry,
board ducks was just catching up. Yeah, I move we accept the supplemental budget fiscal year 2425 school nurse workforce retention grant for KA charter schools school. I'll second
online voting's now available. Motion passes unanimously. Okay. Action item H for approval for the supplemental budget fiscal year 2425 charter school MLO allocation. I move we accept the supplemental budget
um fiscal year 2425 charter school MLLO allocation. I second. Online voting is now available. Motion passes unanimously. Action item I, the fiscal year 2425 MLO
charter school payout. move to accept the 2425 MLO for charter school payout. I second. I do have some questions for Danielle. Is this going to make this whole process more streamlined to where we don't have
to have supplemental budgets all the time or um so the supplemental budgets are um just things that have occurred since the final revision in January. So that that will happen okay year after year. Um, however, this process, what I'm proposing is that at the end of each
year, we pay out the entire amount of MLO monies due to our charter schools just to avoid a situation where we're booking receivables between us and the county and the charter schools. Um, it's just cleaner accounting if we can just make sure that um, we pay them out by
June 30th each year. Um, our our numbers have changed. Even today, we received one more MLO payment. Um to date we've received 97% of what we had certified in January. So I'm confident that by this time each year we'll have the majority
of the money. Um another thing that it prevents is uh the county is not able to separate out our total program funding and our MLO monies. Um in this first year that's completely okay because we have our current taxes and current interest. But in future years, you get
into a situation where there's delinquent taxes and penalties and things that could span multiple years, and it's really hard to break out um which of those funds are from what year and who they're owed to. Um I did speak
to um an accountant and they had advised that it would even be okay if we collected you know all the money comes in together if we book it to the MLO revenue first so that that's done clear at the beginning of the year and then um anything owed would just go to total program funding. So there's different
ways we can do it. Um, I'm just trying to streamline the process and make it easier for audit entries. So, what will happen on those delinquent taxes and stuff from year to year then? So, from year to year, what happens is we book a receivable as of June 30th.
Um, and then we just clear that out as those come in. Um, so if we can assume that those are all total program funding and not MLO, it's very easy just to put it right into the RE1 revenue versus split that out amongst charters based upon our best guess of how those should
be split out. Online voting is now available. motion passes unanimously. Okay. Action item J. Uh a motion to approve the Southwest Open School Charter renewal. I'll move to accept the Southwest Open
School Charter renewal. I second. Um, and question on this one. I like the benchmarks we we didn't used to have and stuff in here. Um, but I know we talked about this last renewal time too. What happens? What's the process over the next several years if they're not
met? Mr. Bur, the board has the option to uh revoke the charter. If they're not met, I would um you know, SW has been here a long time. They've they serve a certain population of kids
that I support and very typically even going back 20 years, they didn't make the same gains that our kids did. They're more life experiential learning. But you do have because we're the the
chartering chartering authority. If they're not making the benchmark of expectations or financial expectations, the board can revoke the charter and take the kids back in the school district. But I'm assuming all those benchmarks are basically negotiable then at that
point then between us and them. They say if they meet meet one and but not all of them or something that that and we work with them on something. Yeah. It's not just a hard and fast thing. Okay. Right. Online voting is now available. Motion passes unanimously.
Okay. Action item K, the San Juan Bose sees contracts for 2025 2026. I'll move to accept this one Bosey's contracts for 2526. I second Online voting is now available. Motion passes unanimously.
Okay. Action item L, the emergency poly adop policy adoption for JBAA, preserving fairness and safety in sports. I'll move to accept policy JBA, preserving fairness and safety and sports. I second.
Any discussion on that one? Okay, everybody in? Okay. Online voting is now available. motion passes unanimously. Board, I'll remind you you will see this for first reading in July as we make this a
permanent policy. Thank you. All right. Okay. And our last action item M, the safety budget purchase for 202526, clear backpacks and water bottles for middle and high school. I'll move to accept the safety budget purchase for 2526 for the clear
backpacks and water bottles for middle and high school. I'll second. Any discussion? I think we already had quite a bit of discussion on this, but I would urge a no vote on this. Um, I just don't feel like this is the answer to to what we
need. Um, I I just think it lacks a lot. And I I this the uh student privacy I think is the the huge part of this that I don't want to see this done for. I get some of the things and I and I'm glad that you did comment
about that. We have done a lot of things safety-wise. I still remember years and years ago when Diane Fox was our resource officer. Um, and she always did a training with us and stuff and talked about that safety in the schools is is just like in the ocean with sharks. She
said the shark won't attack something the first time it comes out. It's got to poke at it and feel where the weaknesses before it'll do something. And I always remembered that training she did with us. And that's what she said we have to do with safety is we have to we have to make sure that when because there's people out there poking around and they're going to look for the weaknesses somewhere in a building or something
like that. Um but I really feel like this also is just going to really make people at the door um I don't want to say sloppy but a little more lax on things thinking that it's just all fine and dandy because they can see things in there. And
um as I've demonstrated to Mr. vers at one time on this that um you can still put things in there that people aren't going to see. So very very easily. So um I I I wish we didn't live in a world that people thought along those lines,
but we do unfortunately. So but the privacy thing is really a big big thing of mine. I just I just don't like that. So yeah. And I and I can see um a need for these in certain venues and areas for
certain amount of times but and I'm on the fence because I do the safety part of it because of what you know Mr. versa talked about, you know, preventive preventative and trying to what could we have done, but um and we never know what's going to happen at any given day.
But I do I do think that we need to maybe talk about this a little more, revisit it and just um give it a little more thought and I I agree with Ed as well on the privacy and the things like that, thinking your are
female students. And um I just think at this time that there needs to be more thought put into it, more discussions and um but I also do see the the safety side of it. I would hate for tomorrow
something to happen, but um so I'm just kind of on the fence of both of it. I just want to have more time to to weigh the options and look at it um a little bit more. Um, this was and maybe there's something out there somebody knows that $25,000 would be better spent
safety wise, too. So, yeah, let us know. I just feel like buying these things and then we're just opening a big door for replacing stuff all the time. I just Well, and I do I think there's just a lot of negatives to it. Um, with the whole um, you know, you're going to be bringing in your band instruments, your
athletic bags, your different things. I mean, so at what point do we call this safety? that in hindsight, we've still got other bags that aren't safe or that can be hiding some potentially unsafe items. So, I think, you know, it's one
of those things. You got to be black and white, not just gray. And that's that's something I've said for years, even on our handbooks. So much of it's just gray and not black and white. And we need to um make it absolutely clear if we're going to go clear backpacks, we need to go clear everything.
Um, no briefcases, clear clear briefcases for teachers, you know, things like that. So, I mean, it it can get ridiculous. So, I just think we just need more time to talk about it. And I guess if it's going to go clear, everything's going to be an interesting day at school. Yeah. I'm just saying, you know,
online voting is now available. motion fails unanimously. Um I would like to have that put back on like as more of a discussion item during next meeting. I will make a note in there. Thank you.
All right. Anything else that we need to Okay. I would just like to thank you all for being here and I will adjourn this meeting at 7:44.