Welcome. I'm going to call the school board, uh, district 60 School Board meeting scheduled for February 24th, 2026 at 6:00 PM uh, to order as it is now 6:00 PM And I will ask our secretary to call the role Director Farrell, director by here, director Mayes. Here. Director CIO here, director TiVo Here. And Director Farrell is excused. Um, we have a quorum
and so, uh, we'll proceed with the next item on the agenda is the P Pledge of Allegiance. Uh, please stand and help me recite the pledge, please. My pledge on the United States of America and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all. Thank you very much for, uh, participating. We're now at the, uh, part of the agenda where, um, I will ask if there are any corrections and or modifications to our agenda by any board member.
Hearing none, we'll move on to the next item on the agenda, and that's the adoption of the agenda. Is there a motion to adopt the agenda? So moved. Moved by Director Mays. Is there a second? Second. Second by Director Pro Nuncio. Is there any discussion about that question? Hearing none. The secretary will call the role on the adoption of the agenda. Director Ibarra aye. Director Mays Aye. Director Pen Nuncio. Aye. Director Tebow Aye. With four I votes and no, no votes. That passes and is declared adopted.
And now we'll go into the next item on the agenda, and that is a staff student presentation by the Irving Elementary Bullpup Choir. And I'll turn it over to our superintendent for, um, recognitions and, uh, presentation announcements and so on. Thank you President Tebow, uh, board directors. It is my honor and pleasure to introduce Ms. Vigil Banuelos, who will introduce, uh, the director of the Irving Elementary Bullpup Choir. We are very honored to have them join us this evening.
Thank you, president Tebow, superintendent Kimsey, and members of the board. It is this distinct honor to introduce the musical pride of Irving Elementary, the Irving Bullpup Choir under the direction of Ms. Heather Romero. This year marks an exciting new chapter for our music program, as we welcome Ms. Romero to District 60. While she's new to our district, Ms. Romero brings a wealth of expertise with over 30 years of teaching music and beyond her work in the classroom. She's an accomplished professional recording artist and released two CDs. To her credit, our bull Pope musicians have been absolutely
thrilled to learn under the guidance of such a talented and seasoned professional. The Bull Pope Choir is a dedicated ensemble of 14 fifth graders who meet once a week for 40 minutes. In this focus time, they have been mastering musical notation, exploring various instruments, and refining their vocal techniques. Their dedication has led to several performances this year, including the Peace Summit, the Irving Fall and Winter Singalong, and a proud appearance at the district's annual Pride and Patriotism event. Tonight, the choir will perform two selections for you.
The first piece, winter Lights, is especially meaningful as it was composed by Ms. Romero herself. And they will conclude their performance with the piece titled Round and Round. So, if the board and Dr. Kimsey would please come up here and we will get the choir, um, situated, please join me in welcoming Ms. Heather Romero and the Irving Elementary Bullpup Choir. The Winter Lights, winter lights of stars are bright. The stars are bright, are glowing in the skying in the sky.
The northern winter are blowing in. Are blowing in a snowflake. Lull. A snowflake Let go. In my dreams. A peaceful world. Peaceful world, living a life with joy at Go. In my dreams. Wonder World, wonder World, sharing, create a writer. I close my eyes. I close my eyes. Imagine. Nice.
Imagine a peaceful, joyful world. A peaceful, joyful world. A masterpiece sun, a masterpiece sun, and go in my dreams, the peaceful world, peaceful life with joy and go in my dreams, sharing all our gifts. Create a winter like so. Stars are bright, the stars are bright, are glowing in the sky, are glowing in the sky.
The northern winds, the northern winds are glowing in, are glowing in a snowflake. The snow turning and round. Turning, turning. And Before we move into the next item on the agenda, let's give another round of applause to those youngsters. That was Excellent. Well done. And congratulations to all you parents too, for raising all those children with great voices. So now we'll move on to the part of the agenda where we'll entertain public comments. Um, I'm advised there are no, um, individuals
who have signed up for comment. Uh, Mr is there anyone that has signed or given comments electronically? No, president Debo. We didn't receive any recorded messages. Okay, so we'll then move on to the agenda, uh, which is item 4.0, gifts to schools, and recognizing the gifts to schools. I'll ask our superintendent to list the 11, uh, gifts that are on our agenda. Thank you, president Tebow. It's my honor and pleasure to announce the following gifts to schools and just want our community to know
how much we truly appreciate your support for our students. Natasha Rose Photography donated one mini session valued at $175 to D 60 online. Shiver and Shake donated 170 free ice cream scoop coupons. Valued at $680 to D 60 online school. iHeart Mac and Cheese donated 170 free Kids Meals coupons. Valued at $1,360 to D 60 online School.
Pueblo Community College donated 1 20 26 Kids College Scholarship Award valued at $150 to D 60 online school. I think I want to go to D 60 Steel City Thrift donated eight voucher, excuse me, eight vouchers valued at $200 to D 60 online school. Sabra and Douglas V. Hill donated $150 to the South High School junior class after prom. Pueblo Centennial High School Foundation Incorporated donated $500
to the Centennial High School vocal Mu ZI program. Pueblo Centennial High School Foundation Incorporated donated $500 to the Centennial High School Drama program and Pueblo Centennial High School Foundation Incorporated donated $500 to the Centennial High School Debate Program. Elizabeth Rummel donated $5,000 to the South High School Football program and $5,000 to the South High School Baseball Program. Emilio's Solutions Incorporated donated $300 to the Centennial High School Science Program
and we ask that the Board of Education approve and graciously accept these gifts to schools. Thank you Dr. Kimsey. I appreciate that. And I especially like the free ice cream scoop coupons, so that's great. Um, is there a motion by a board director to approve and accept the gifts to schools as presented in the February 24th, 2026 board materials? I will so move, uh, the, that we accept the gifts and, uh, since you've already spoken for the
ice cream scoop coupons, I'll go ahead and ask for the kids meals coupons. Well, is there a second to that motion? Second. Second by director Pen Nuncio. Thank you very much. Board members, is there any discussion or other comments relative to the gifts to schools? Hearing none will ask the secretary to call the role. Dr. Ibar. Aye. Dr. Mays, I mean, aye. Excuse me. Director may, excuse me. Director Pen Nuncio Aye. Director Tebow Aye. With the four iye votes and no, no votes, um, that passes, that motion passes
and is declared adopted. We'll move on now to any recognitions that we have, and I don't think we have any recognitions tonight or citizen statements. So on. Uh, the next item on the agenda is 7.0 Communications by the board or the superintendent. Does any board member wish to share communications at this time? Superintendent Kimsey, do you wish to share any communications? Okay. So we'll just, uh, move right on to special resolutions. Uh, director Mays, will you be so kind as to, um, read the National School Social Work Week 2026 Resolution,
the Board of Education is asked to proclaim the week of March one through 7 20 26 as a national school social work week in celebration of school-based social workers. Whereas the importance of social work through the inclusion of school social work programs and services has been recognized in the Elementary and School Education Act of 1965 and the, and the Individuals with Disabilities Education Act. And whereas school social workers are exceptionally skilled in providing services to students who face serious challenges to school success,
including disability, poverty, discrimination, abuse, neglect, mental illness, homelessness, bullying, fa familial stressors, and other barriers to learning. And whereas school social workers are needed more now than at any time in recent memory as more students are struggling with mental and behavioral health disorders with nearly one in six children, two from two to eight years old, 17.4% having a diagnosed mental behavior or developmental disorder. And whereas individuals who wish
to access community mental health services often find such services unavailable, inaccessible or inadequate. And whereas school-based mental health programs are critical to early identification of and early intervention for mental health problems. And where our school social workers being licensed, mental health professionals in schools in the United States provide necessary assessment interventions, counseling, family outreach, and community referrals. And where our school mental health programs are critical to the early identification of mental health problems
and to the provision of appropriate services when needed, and where our school social workers maintain knowledge of school culture and school climate, which are necessary for responsible school safety planning. And whereas fewer than one in five children in need of mental health services actually receive these services. And research indicates that school mental health programs improve educational outcomes by decreasing absences, dropout rates, and discipline referrals while improving academic achievement.
And whereas school social workers serve as vital members of a school's education team playing a central role in creating partnerships between the home, school and community to ensure student academic success. And whereas the celebration of national school social work week during the week beginning one March, 2026, highlights the vital role school social workers play in the lives of students in Pueblo School District Number 60 now, therefore be it resolved. And the Pueblo School District number 60 Board of Education
does hereby proclaim March one through 7 20 26 as National School Social Work Week and commence observance to all of our school community President Tebow. I move at this time that we adopt the resolution as presented in tonight's board of materials. That's a proper motion. Is there a second to the motion? Second. Second by Director Ibarra. Is there any discussion or comments relative to that motion Hearing None will ask the secretary to call the role Director Ibarra aye. Director Mays aye. Director Pen Nuncio Aye. Director Tebow Aye. With four votes, uh, in favor, four ayes and no nos.
That motion passes and we, um, hereby adopt the proclamation as read by Director Mays. We're now on the agenda item 9.0, which is reports to the board. We have two items tonight. Uh, the first one deals with District 60 career and technical education programming and the report, uh, relating to that. And I'll turn it over to Superintendent Kimsey for introduction of our guests and for those who are presenting the report. Thank you President Tebow, uh, board directors. It is my distinct honor and pleasure to welcome, uh, Ms.
Marcy IMEs, executive Director of Secondary education and CTE programming. Uh, and she is joined by our wonderful team of high school principals. We do have one assistant principal representing her school tonight as her principal is, uh, having much needed professional development to, uh, further the stream work. And I also want to recognize before I turn it over, I see many staff members that have supported this work and have worked hard on
what each school will be presenting tonight. Um, and I, I just wanna say how proud I am of our five high school principals. Uh, Ms. IMEs will also present some graduation data, which you've seen, but I feel like really needs a huge shout out because it takes every single person to get our students across that stage. So thank you high school principals. I am so proud of you and your staffs who have joined you here tonight. Ms. Es. Well, thank you and good evening Board
President Tebow, Dr. Kimsey and members of the, uh, board of Education. Um, also thank you for the opportunity to present to you today, um, on our updates for our CTE, uh, program offering at our high schools. Uh, here with me today are our principals from our high schools. Uh, Mr. Mike Kovac, principal at South High School, Mrs. Crystal Reed, uh, assistant principal at Centennial High School. Mrs. Dustin Mia, principal at Central High School. Mr. Andy Clemente, principal at East High School, and Mr. Rich Meti, uh,
principal at Dutch Clark Digital at Paragon As, uh, Dr. Kimsey stated, uh, Mr. Alex Trujillo, principal at Centennial High School is not with us today, um, because he is attending professional development. Again, we are here today to provide you an update, uh, on our CTE pathways. But before we begin, um, with our CTE information, I would like to provide you with a review of our graduation data. As the goal or purpose of any programming we implement within our district is to ensure that we graduate students with the skills, knowledge, and dispositions necessary to lead a life
of purpose and impact. On this slide, you'll see that our district's 64 year graduation rates represented by the blue line, um, compared to the state average in orange, tracking our progress since 2021. As a reminder, this rate includes the cohort of students who entered high school and graduated exactly four years later. Our district graduation rate has been on a steady upward trajectory since 2022. We are incredibly proud of our 2025 results. Not only did we see a 4.7 percentage point
increase from 2024, but we also exceeded the overall state graduation rate this year by over 3%. I also wanna highlight a few, uh, critical achievements within our district's, uh, student subgroups. First, our Hispanic students saw their graduation rates rise from 6 2 6 0.2% points to 90, uh, uh, rows, 6.2 percentage points up to 90.6%. This is well above the state rate of 80.2%. Um, second, are economically disadvantaged students
experienced a 5.2%, uh, increase reaching 87.7%. That puts us nearly nine percentage points higher than the state average for that demographic. This is a phenomenal growth and a phenomenal, phenomenal achievement. Um, moving on to the building level, this slide breaks down our four year graduation rates. Uh, by school, we are very pleased to report that all of our, our traditional high schools had a four year graduation rate above 90%. Dutch Clark Digital, which is our alternative education
campus, saw a 15 percentage point increase in their on time graduation rate from 24 to, uh, 2024 to 2025. To put that achievement into perspective, the state's four year graduation rate for alternative education campus campuses is 53.8%, and DCD is at 74% As, as you might expect, given our rising graduation rates. Uh, this next slide shows a corresponding drop in our students leaving school prior to earning a diploma.
Looking at our trend line in blue compared to the state in orange, you can see our district's dropout rate fell to 1.4%. This is a 1.2 percentage point decrease in a single year, bringing us lower than the statewide dropout rate of 1.6%. We are thrilled that more of our students are staying the course to earn their diploma within that four years. Finally, we have our dropout rate broken down by school Centennial Central and, uh, DCD decreased their dropout rates. This past year, Dutch Clark saw an 8.6 percentage point
decrease in their dropout rate, bringing them down to 6.7%. When you consider that the state dropout rate for alternative education campuses is 11.4, Dutch Clark is performing well ahead of the curve for alternative education campuses. Our progress, uh, is the culminating result of the systemic intentional work of our staff, students, and families from pre-K all the way through 12th grade. These efforts include our holistic approach to building stronger culturally responsive connections
with students and families, providing proactive intervention and instructional supports and leadership, and creating more relevant pathways to graduation. Together these efforts are helping more students stay in school, see the relevance of their education to achieving their post-secondary goals and crossing the graduation stage prepared to lead their life of purpose and impact. District 60 is proud of the determined hard work of our dedicated and resilient staff and students, and we look forward to even greater successes
for our students in the future. Any questions on that portion of our Questions? Of the board? Comments? None. Okay, We're gonna move on. Um, as you know, career and technical education plays a crucial role in preparing our students for success in both college and the workforce. It provides our students with the technical skills, knowledge, and hands-on experience they need to thrive in today's economy. We recognize that CTE is a pathway to opportunity for many of our students to maintain the effectiveness of our CTE programs. It's essential that we can continuously
evaluate and update them. Our goal is to ensure that we are offering a high quality, pro high quality programming that is aligned with the evolving needs of the industry while preparing our students for careers of tomorrow. As part of our process, our school principals developed a purpose statement for this work. I won't read you the entire, uh, slide as this is very lengthy, lengthy. However, I did highlight some key, uh, points in this statement. Um, we, uh, review current course offerings, ensure alignment between programs and student interest, utilize resources responsibly,
analyze multiple sources of data. Um, we wanted to make sure that we're strengthening our CT offerings and providing meaningful experiences. Our process for developing our recommendations included gathering stakeholder input through surveys and community meetings. We reviewed current CTE course enrollment data, course completion rates, post-secondary outcomes, um, employment and college employment industry trends, labor market data. We analyzed student course participation and course requests from previous years. And, um, we gathered student and family interests in new courses.
This word cloud serves as a visual analysis of our survey responses regarding to mar, uh, regarding job markets in public community, the logic is simple. The physical size of each word is directly proportional to its frequency in the data. Um, in other words, the larger the and Boulder, the job market appears on the screen, the more often it was cited by stakeholders as a top priority for the Pueblo community. As you can see here, the most frequent responses, including jobs in areas such as business and marketing, medium broadcasting, healthcare, engineering, culinary arts, manufacturing, many of which we,
or all of which we currently offer programming for in our schools. Um, in addition, our stakeholders identified, identified new courses or programs they would like to see offered. Some of these included cosmetology, electrical, and teacher cadet. This information as well as information from the previous slide was part of the data that was gathered through surveys and stakeholder meetings, and used to inform our recommendations. At this time, I would like to turn, uh, the presentation over to Mr. Michael Kovac, who will discuss recommendations for South High School. Oh, sorry, that's me. It skipped.
There we go. The focus at South High School is the implementation of a fine arts program for Pueblo District 60 in southern Colorado. This will give students in our community an opportunity to engage in a flagship program where creativity and academic rigor thrive. Side by side South will also emphasize and highlight its pre advanced placement and advanced placement curriculum as part of the rigorous course offerings. These programs are designed to prepare students for success and meaningful engagement in college level coursework.
In addition to concurrent enrollment opportunities and traditional college pathways, this focus will assist in the rebranding of South as the Arts AP School that represents our school district. The CTE pathway offerings, combined with the concurrent enrollment offerings, will provide students with many options for a quality educational experience. As a South Colt, South High High School will provide several CTE pathways for students to explore. We will continue to offer business marketing and criminal justice.
Our digital media and video production offers a variety of career pathways and will realign with its focus with Arts integration. South High School will also be implementing cosmetology and technical theater as additional programs that will broaden student options within the CTE Pathways. Technical Theater aligns with the scope of digital media and with the fine arts. Cosmetology will also align to aspects of the fine arts branding. We are extremely excited about re-energizing South
as the Premier Arts and AP High School for Pueblo District 60 in southern Colorado. The focus for Centennial High School Design and Innovation Academy is stream and project-based learning. Through the Stream grant and CTE funding, we have had the opportunity to develop quality CTE pathways that align with our focus at Centennial. Our career and technical education programs are intentionally aligned to our stream focus to ensure every student has access to rigorous and career connected learning experiences.
Our programs include engineering students apply science, mathematics, and engineering design principles to solve real world problems. Through project-based learning and innovation, technical theater students integrate arts, technology and engineering by designing, constructing, and managing theatrical productions, using industry standard tools and techniques. Cybersecurity students develop technology and problem solving skills by analyzing digital systems, protecting networks, and applying mathematical
and logical reasoning to real world security challenges. Business administration, student strength and reading mathematical and analytical skills skills while applying technology and strategic thinking to real world business and entrepreneurship scenarios. General construction students use mathematics, engineering concepts and technical skills to design, build and elevate, evaluate, uh, construction projects aligned with industry standards. Health Academy students apply science technology
and critical reading skills to explore healthcare careers, patient care practices, and medical problem solving. Our goals are to provide students with options to ensure students graduate with credentials that strengthen their career pathways, while also sustaining and growing our CTE programs. For example, in construction, students will be able to earn PACT core certification, which is a foundational credential for, for from the Home Builders associate the Home Builders Institute for pre-apprenticeship training and construction, covering safety math
tools and life skills. Also, in our longstanding Healthcare Health Academy students will earn certificates in medical assistant nurse aid and pharmacy technician. Thank you. Tonight I'd like to provide an overview of Central High School's career and technical education programs, how they align with our identity as a stem magnet school, and how we are intentionally engaging our community to strengthen workforce partnerships that support student success. Central High School is designated as a STEM magnet school. This means our instructional focus emphasizes problem
solving, critical thinking, innovation, and real world application across disciplines. Our CTE programs are a natural extension of this STEM mission. They provide students with hands-on applied learning experiences that connect academic skills, particularly in science, technology, engineering, and mathematics to technical communication in real, real career pathways at Central CTE is not an add-on. It is one of the ways students apply STEM learning in meaningful career connected contexts.
As with all of our CTE pathways in the district, our CTE programs are designed to provide access to industry relevant learning experiences. Our pathways serve a diverse group of students and are supported by strong enrollment trends, access to advanced academic opportunities, and alignment with district graduation requirements. As the slide demonstrates, we currently offer media arts, business and marketing aviation drone technology Project Lead the Way, biomedical Science Project Lead the Way engineering and technology. We are fortunate to have the opportunity next year
to begin a principles of Natural Resources Pathway supported by our Alliance School, Colorado State University. For Collins, we recognize that strong CTE programs cannot exist in isolation. They must be responsive to our local workforce needs, current industry trends and community expertise. To that end, central hosted a community meeting with the following partners, Sergeant Steve Jessic, detective Lee Medved, Sergeant Police, recruiting specialist. Brian Roman, owner of Little Caesar's Pizza Day,
fester Pharmaceutical Representative and Central High School Foundation, president Lori Miller, that one mobile bar owner Mackenzie Miha. Jana sobe, a producer at Windstar Studios. Brandon Smith and Engineer Golf Core Manufacturing, yatta McCauley and Solani McCauley Bcha. Owners of Angeles Chapel. Christian Harshbarger Business Department Chair at Public Community Community College. Our CTE Teachers, Mr. Madie, Mrs. Withnell, Mr. Tru Hill, Mr. Cortice, Ms. Nelms, Mr. Cox, Mr. Putnam. Mr. Ling, parent and Central high school health teacher Janelle
Mesti, instructional coach and ELA teacher Shanie. Jess Penny Grinstead, CTE And concurrent Enrollment Manager for D 60 students, Bailey Loya and Isaiah Martinez and Central High School Administrators. The work done during this meeting will help support the district priorities by expanding authentic career connected learning opportunities, supporting student engagement, retention, and post-secondary readiness, and creating clearer pathways for students to remain and contribute to the Pueblo community. It also reinforces accountability
by ensuring our programs are aligned to real outcomes, not just course offerings. Our community meeting video can be seen on our YouTube Wildcat television channel and on our Facebook page. Moving forward, central High School will synthesize community feedback and identify actionable steps. Follow up with partners who expressed interest in collaboration. Continue aligning CTE with stem instruction and workforce needs and share updates as, as partnerships and program refinements develop. Central High School CTE programs reflect our stem magnet
identity, our commitment to student success, and our responsibility to engage the community as partners in education. We appreciate the boards and superintendent's continued support as we strengthen these pathways for students and for Pueblo. Thank you. Good evening. At East High School, we are proud to be an International Baccalaureate World School that uses avid strategies to intentionally deliver the IB curriculum and philosophy. By embedding AVID's Wicker Framework, writing, inquiry, collaboration, organization,
and reading into daily instruction, we ensure that all students have access to the rigor and depth of the IB experience. This year, we are celebrating a major milestone, 30 years of authorization in the diploma program and 15 years in the Middle Years program through the International Baccalaureate. We have also maintained recognition as a highly certified avid school for several years, reflecting our strong school-wide implementation and commitment to college and career readiness. Looking ahead, our next goal is to pursue authorization in the IB career related program,
also known as the CP. By beginning work towards CP certification, we aim to enhance and elevate our career and technical education programming through the IB lens, integrating academic rigor, global mindedness, and real world application. This expansion will allow us to further align our career pathways with the IB philosophy, while continuing to provide students with meaningful opportunities for post-secondary success. East is extremely proud to have provided successful state and nationally recognized business marketing and hospitality
and culinary pathways, along with a strong and a highly popular manufacturing pathway. For many years, these programs has have consistently offered students meaningful hands-on learning experiences that connect classroom instruction to real world skills and industry expectations, preparing them for both post-secondary education and immediate entry into the workforce. Moving into next year, we're very excited to expand our career and technical education offerings by developing a full digital media pathway. Rather than just offering singular, standalone courses,
we are also working towards launching an electrical pathway to meet growing workforce demands and student interest. In addition, we will focus on bringing our teacher cadet course back to support aspiring educators, strengthen the pipeline into the teaching profession, and inspire the next generation of leaders in education. Good evening everyone. Uh, Dutch Clark Digital is customized education. Our focus is on identifying our students where they are, meeting their needs, and then helping them identify a career pathway. Um, we want to create relevance for all our students.
We want make sure that they have a clear idea of what that future looks like. And a lot of times, the students that come to us don't believe that they have that future. So a big part of what we do is the career exploration to expose them to different opportunities that they might not be aware of. Uh, part of our success has been able to create that relevance and, uh, streamlining that educational experience for each student. We wanna make sure that they have the ability, uh, to be efficient and effective, that we can meet their needs. A lot of our students have to work. A lot of our students have to support their families, so we wanna make sure that our flexibility is
paramount to their success. But in addition to that, our, our mission and vision is really focused on making sure that our ki our students are placed in the workforce. We want them to have a life after high school. Uh, one of the goals that we presented eight years ago when we were planning this school was making sure that every one of our students that graduates has their foot in the next door. Uh, that's a priority for us. I know that, uh, what we're, we're not there yet, but we're trying to get to where every single one of our graduates has either a certification in industry or concurrent enrollment credit. That's extremely important to us.
Um, one of the tools that we use is major clarity, which helps our students kind of identify based off of their interests. Um, particular, um, pathways for careers. Uh, a lot of kids don't understand the 16, uh, career clusters that are available out there. And we wanna make sure that they understand everything about those careers. Not only what those careers are, what they entail, but employability, um, what they could be matched, where they can live, how much they can make, and really creating this sense of independence that we know is critical for each one of our students. Uh, in addition to that, um, a lot of the work
that we do is focused on literacy and numeracy. We wanna make sure that they have those basic skills that are, uh, integral to their pathways, whether that's a doctor or a lawyer, uh, Mr. Bump, and, uh, you know, a lot of different opportunities that are out there, but we wanna make sure that we meet where they want to be. I have a young man that wanted to get into the, um, electrician, uh, field. We tried that. And, you know, at the end of the day, he said, I just wanna work at Sonic. And I said, you know what? That's great, but I don't want you working at Sonic forever. I want you to own a sonic one of these days. So we have the ability to communicate with our students,
meet them where they are, and make sure that we guide them toward a life of, uh, productivity. Thank you. Let me interrupt just for a second and see if any board member has any comments or questions of, um, our principals. Okay. Go ahead then. Thank you. Um, our next steps would be ensuring that any of our current or future programs are submitted to CDE for approval, along with any revisions for new courses added or revised, and making sure that teacher credentials are up to date. We also need to align our CTA
and Perkins budgets to ensure, to continue to provide the necessary re resources for our programs. This includes identifying any funding for professional development needs as well. Um, our counselors will begin advising students on the updated CTE program options. Um, and we will need to continue to strengthen or develop partnerships with PCC and other post-secondary institutions as needed for building out our pathways and, uh, to continue to strengthen our partnerships with local businesses and industries for work-based learning opportunities. And that concludes, um, our presentation, except to say
that this is an exciting opportunity to shape the future of, uh, CTE in our district. And I'll now turn it back to Dr. Kimsey. Thank you Ms. Iams. I appreciate that. Uh, any board member have any comments? Director Mays e every time I, uh, get these reports from what I consider the most talented staff in the state, uh, I'm just reinvigorated by by the work that you folks do day in and day out. I, uh, I know Dr. Kimsey, one of your goals is to make this the destination school for every child in,
in, in Pueblo, Colorado. And as I was going through the course offerings, if you can't find it in 60, you can't find it any place. That's all there is to it. If you have an interest, we're gonna make sure that we pay attention to your interest. So I wanna thank you so much for that. And where does this thing all end up, Ms. Ames? You started out with, uh, the way our graduation rate has risen, our dropout rate has fallen at every level of every school here in Pueblo. And that only comes because of the leadership and the work
and the people that are on, uh, the boots on the ground every day that believes in the vision that we have for D 60. And I can't tell you that I couldn't be any prouder, uh, of any place. And I challenge any school in this state or any other state to come and try to compete with us. And just like we did in the wrestling tournament, we'll whip 'em here too. So thank you. Thank you, director Mays. We appreciate those comments. Any other director, I would like the principals to attend every board meeting so that you can invigorate. Uh, director Mays.
I haven't seen him this animated and well, a few weeks at least, but I too want to, uh, express my appreciation to you for your leadership. I always think about principals. Well, when I was younger, I used to sit in their office. But, um, I always think about principals, um, as sort of the heart of the school system. And the heart gets the blood, the, the blood flows through the heart, the teachers, the staff, uh, you know, the janitors, the bus drivers, the students, the parents. Um, but without that heart, um, there just isn't that flow.
And so thank you for, for making sure that, that, that works. And we wish you the best and continued good fortune as you seek out your goals. So thank you for coming tonight and thank you Ms. IMEs for the presentation. So, so now we'll move on to the second report. Uh, superintendent Kimsey on, I believe it's the right serving plan. Update. It is, uh, president Tebow, uh, board directors. It's my honor and pleasure to introduce our two assistant superintendents, Mr. Johnson and Mr. Dero, who will provide a very brief update.
'cause you had an update two weeks ago. We will just continue to verbally update you on where we are with implementation and provide you with an opportunity to ask any questions you may have. So, Mr. Dero, Mr. Johnson. Alright, good evening. Um, as far as from the staff perspective, which is what I'm gonna talk to you tonight, we have started several important key things moving forward towards next year, one of which is our staffing meetings with all of our elementary schools. We're gonna kind of do them in order this year of elementary, middle, and then high based on, of course, the right serving initiative, which impacts mostly all the elementary schools.
So we're currently meeting with all principals in the next two weeks to go over all their staff allocations for next year and to establish those vacancies for our closing staff that we're gonna be able to have some activities to transition them into, um, moving forward. Um, we're also this week, meeting with our closing schools to kind of talk about what that's gonna look like, what the transition plan and opportunities we have planned for them, um, moving forward look like. And I don't wanna give too much weeks, we'd like to talk to them in person, but that's kind of where we are this week and what we've done since the last meeting. Thank you. And, uh, good evening, president Tebow,
superintendent Kimsey, and members of the board. Um, we have, uh, sent out the letters, uh, to all of our families that have been affected by, um, the right serving, um, plan. And so those went out, um, I think last week. Uh, we got those out to folks. And then, um, our kind of next step in as it relates to, um, support for our students and our families is, uh, we'll be pulling together the principals of our, um, six elementaries that are involved in the right serving plan to, um, start talking about that transition process. What does it look like for students?
What does it look like for families? And so we have kind of a framework we've built out from the for them, uh, that allows those, those, uh, principles of those schools that are coming together to, to form a team o of, of staff members and, and folks from both, uh, schools to kind of talk about what's, what's important for us moving forward? What do we want this to look like for our students? Um, and so they'll start to plan all of that. A lot of that work will, um, uh, we'll see it, um, more towards the end of the school year. We, we certainly want to finish this school year, um, with a strong effort. And so as we get, uh, into the final weeks of the year,
that's when we'll start to do some field trips with the students so they can go see their new school. We'll start to have those family events so families can do that. Um, but I would be remiss if, if I didn't share that we are also, uh, have our school showcase, uh, this, this Saturday, um, 10 o'clock at PCC in the 14 oh ballroom. I don't have the address memorized, but that's where it's at. And, um, uh, we'll have representation of all of our schools there. So it's a chance for families to see that. And that will also include, um, representation from our Hyde Park Middle School. And so we have a, a couple of folks that'll represent for
that and kind of give folks that information as well. Great report. Thank you. Any questions or comments from the board? Is there anything you want to add? Superintendent Kimsey? I'll just say the work of the team, um, is ongoing daily and it's, it's a big lift, but the team is doing a great job with getting it all done. We are very excited about Saturday. We invite you to come out, um, uh, to share in the excitement, uh, with what we're, we're gonna share with our community as far as all the programs
and schools that we have available for our community. So, uh, we would love to see you there. Thank you for that. And, um, again, thank you for that, you know, update and a report. And I, I imagine this will be on our agenda regularly, so, uh, we'll keep abreast of what's happening and communication, I think is the key surrounding all this. So with that, we'll move on to item 10.0 policy and not seeing any policy considerations on the agenda. We will then move to 11.0, which is the consent agenda.
There are 15 items on the consent agenda. Uh, items two through 15 are the, uh, items that we'll be acting on. Um, if we approve the consent agenda, which is item one. Is there a motion, uh, by any, uh, director to approve the consent agenda or to remove any item or comment on any item in the consent agenda? I move the board of education proves the consent agenda items two through 15 as presented in the February 24th, 2026 board materials. That's a proper motion. Is there a second to that motion?
Second. Second by Director Mays. Is there any discussion about any item or items on the consent agenda by any director hearing? No discussion. We'll have the secretary call the roll on the consent agenda. Items two through 15 at this time. Director Ibarra aye. Director Mays aye. Director Peno aye. Director Tebo Aye. With four aye votes and No, no votes. Then the consent agenda as moved by Director Pen Nuncio and, uh, with its second is, um,
Passes and is declared adopted. So we'll now move to item 11.1, which was removing any item from the consent agenda. And we've dealt with that. So now we're on action items. And the first item on the action agenda 12.0 are, I think approximately 11, um, disciplinary actions. And the chair would like to, uh, take those up in MAs, in other words, all of the 11 at one time. And for the record, I'll, I'll read those if, um,
if you'll permit me to do that. Uh, it's, uh, it expulsion summary, well, actually it's, um, a disciplinary matter involving students. Number 1, 5 2, 6 3 8. Number 1, 5 8, 2, 3, 9. Number 1, 6 1 6, 3, 1. Number 1, 6 4, 2, 9, 3. Number 1, 6, 8, 7, 2, 4. Number 1, 6, 5, 5, 8, 9. Number 1, 6 5, 5, 8, 1. And number 1 6 1 9 9 0. And that would be eight instead of 11.
Did I cover all of those, um, that are on the agenda? Yes. So we're at eight disciplinary actions. Is there a motion by any board member to adopt, um, the recommendation of, uh, entering into, um, the disciplinary action for those students that I've listed for one calendar year pending review in 45 days as presented in the February 24th, 2025, I guess it's 26 board materials. Is there such a motion? So moved, moved by Director Mays.
Is there a second? Second. Second by Director Ibarra. Any discussion on those? Um, disciplinary, um, items that were listed by me by virtue of the number? Any, any discussion at all? Hearing? No discussion. We'll ask the secretary then to call the role for the, um, adoption of the motion as presented. Director Ibarra aye. Director Mays aye. Director Peno aye. Director Tebo
Aye. So with four i i four I votes and no, no votes. Um, that motion passes and is declared adopted. And now we'll move to action item number two under 12.0. And that is the proposed Pueblo School District number 60, attendance boundaries for elementary and middle schools. And, um, in our board materials, we have the, um, the boundaries set forth. Uh, superintendent Kimsey, did you want to make any comments about that before any board member takes any action on that?
Sure. Director Tebow, as the board, um, remembers, uh, adjusting attendance boundaries was part of the Wright serving plan that the board passed by resolution. Um, last month, you have before you the changes for elementary boundaries, which basically are combining those merged schools and making those boundaries merged for the middle school. Uh, it involves, um, carving out the Hyde Park pre-collegiate middle school boundary.
Um, and we are proposing that basically, um, if you look at it, it goes down, um, Baltimore, uh, and then it goes, it kind of zigzags a little bit and goes down to the Arkansas River and then two points west to the Western most our Western most, uh, boundary. As a reminder, Rizzley used to go all the way across the city over there. Um, and so this will actually create a nice neighborhood, uh, middle school for those families. Um, so I'll entertain any questions. The board may have
Any questions, uh, by the board relative to the boundary request. Uh, Dr. Kimsey, um, we have a policy, JC and I know that you have indicated to me that you have followed that policy and, um, actually designing these new boundary, um, these, these boundaries that you're speaking of. And, um, I think that's important to get on the record because it's just not a situation where you just decided to draw lines. You actually used some, uh, basis for doing that with our policy.
JC Thank you for that reminder. Uh, president Tebow, I do wanna put on the record, uh, our student support department, uh, under Mr. Burns leadership did a great job using GIS software, looking at exactly how many students are in those boundaries per our policy, uh, and making sure that we don't overburden the new school. Um, and that this actually aligns with where those neighborhoods could be and also will serve as a feeder to Centennial High School eventually.
Very well. Thank you. Any board member have any comments or questions based on, um, the superintendent's statements or my statements hearing on, is there a motion by a, a director to approve the proposed attendance boundaries for Pueblo School District Number 60 elementary and middle schools, as presented in the February 24th, 2026 board materials? So moved, moved by Director Mays. Is there a second? Second. Second by Director Ibarra. Is there any discussion or amendment to those, um, boundary maps?
Hearing no discussion or amendments? We'll have the secretary call the roll on the motion as made. Director Ibarra aye. Director Mayes aye. Director Pen Nuncio. Aye. Director Tebow Aye. So with four aye votes and no, no votes, uh, that motion passes and is declared adopted. And before we get into item 13.0, I just want the record to reflect that at the beginning of the meeting, I, I designated, um, director, uh, Farrell as excused. But during the meeting on each vote, um, I probably should have recognized him
as being excused from each vote. So I'd like the minutes to reflect that on every vote that was taken. It was the intention of the chair to recognize Director Farrell as an excused vote. Now we'll move on to, uh, item 13.0 recommendations for agenda items for the future. Does any board member have, uh, items that they would like to add to the agenda in the future hearing? No discussion on that. We'll move on now to announcements. And we have several announcements.
Um, I'm not gonna read them all. You can actually access them, uh, through the electronic means that the board, uh, that the school district has to see the variety of different events that are coming up between now and the, um, um, I guess it would be spring break and I think even thereafter in early, uh, April. So I'll just leave it at that for everyone that's interested in upcoming events to access those, uh, events electronically. Um, so now we're at the point in the agenda,
which is 15.0 for adjournment. Is there a motion by any board member to adjourn this meeting? Gee, we haven't been here very long, so Yeah. If, if not, we'll just continue to stay here and look at each other. I'll, I'll make that motion. Okay. Present you. So that motion to adjourn is made by Director Mays. Is there a second? Second. Second by Director Ibarra. Any discussion? Hearing none will have the secretary call the role Director Ibarra aye. Director Mays Aye. Director Pen Nuncio. Aye. Director TiVo Aye. So with four I votes, no, no votes. And one excused.
Um, that passes and we are adjourned.