We'll now move into executive session. The time is 5:09 p.m. No, I messed up point of order on myself here. I apologize. I should have asked for a second on that motion to move into executive session from director after. Do I have a second on second?
>> Thank you, Director Kenberg. The board will now move into executive session. The time is 5:09 p.m. It is 6:22 p.m. and the board has returned from executive session.
Our next item on the agenda is our opening celebration and updates by our superintendent, Dr. Anakle. >> Okay, good evening. Um, couple of celebrations for this evening. We are in our last week of our access for English
language learners testing this week. So I want to share thanks to everyone who's supporting this very important assessment for emerging bilingual students. This uh the access testing measures students academic English language proficiency in listening, reading, speaking and writing. So it
requires a big lift in terms of administering this assessment. So really want to thank all of our professionals from our culturally and linguistically diverse education department who are administering this test and supporting students and then big kudos to the students for really um leaning in on
this rigorous assessment. Additionally, um this is kind of high season for labor relations and collaborative bargaining season. And so I want to recognize and appreciate all of the certified, classified, and admin uh interestbased bargaining representatives who dedicate substantial
amounts of time and energy to engage in this work. We are working on a wide range of challenging issues related to staff working conditions, salaries, and benefits. issues that ultimately impact how staff can show up as their best selves, ready to support and sustain highquality learning environments for
our students. So many thanks to those teams for leaning on relationships, collaboration, and proactive problem solving and support of Roaring Fork School's students and staff. And then also want to thank our finance team. We know this is a tough budgeting season. It's going to be tough for the
foreseeable future, but the team has been working really hard to meet um what I would say are aggressive budget calendar targets, but the team this year was able to provide schools their budgets over a month sooner than we did last year. Really providing them a lot
of time for planning, for consultation, for com conversations about how they're going to staff um schools in the 2627 school year. Um so this really results in additional time for building leaders to work on budgets. So want to really appreciate the finance team, Chief Shakcoin and her crew um and all the
school leaders and building leadership teams who are starting to really I mean even though we're in the midst of a really busy school year starting to think ahead at 26 27 and how to make sure we are providing high quality learning experiences for kids. And then just want to remind folks that Monday is President's Day holiday and we will be
off and back in school on Tuesday, February 17th. Thanks. Thanks. The next business in order is a presentation um by Dr. Anna Cole and sorry my list is a little short here on
who else is joining her up there. Um and after which each member will have each board member will have two minutes to share comments or ask questions. Okay. So with me is Chief Shakurin, Chief Financial Officer, Chief Bachmann,
um Chief of Human Resources and Talent. We are delighted to be able to really kind of publicly update the board on some of the work from our Milvy uh override exploratory committee. Um so just want to give the board and our community a high level update on what
we've been working on, the kind of current thinking from the committee as the board is well aware. Um, anything that we work on and propose in terms of a mill levy, override, purpose, ballot language, intent, utilization, all comes
down to board approval, and we'll resol, you know, can't move forward without your support. So, I want to make sure that you all know what we're working on, what we're thinking about, and where we're headed. Um, okay. So we're going to talk about the committee itself, the opportunity that this presents, uh our current thinking
around the purpose for a mill levy proposal in ballot initiative, some critical information, and then some timelines and next steps. You can see here we've been um this is the committee that kind of started to consider um this opportunity, what it might be used for. We have a lot of representative leaders
from our certified, classified, and admin interestbased bargaining teams um and leaders from across the district working on this. Director to Freddy's represents the board on the committee. I'm going to pass this over to Chief
Shcoin to talk through the opportunity presented. >> Yes, thank you. Uh so when we're looking at the timing of this whole thing, a few years ago back uh I think it was two years ago now, the the legislature had
actually reduced our cost of living in the total program funding formula. That was a reduction to the district, a pretty significant reduction to the district. And at the same time they did that, they actually increased the cap for the mill levy override based upon a percentage of total program funding. And
so we have a certain number of years to be able to ask the voters for this cost of living increase or a mill levy override to get to that new cap. So, our cap would be going from 25% to 30% and
then if we we have a 5-year window to be able to get it keep it at the 30% and then it would move back down to 25% if nothing was passed. So, just to to let you know that impact and let's see here.
Uh so, that's why we're exploring this for uh starting this upcoming November. Whenever we're exploring something like this, we know that we're accountable to our stakeholders. And so there's always a question out there about what this
money is for. And I was just chatting with a parent on my way up here. He's a CR parent and his boys are in kindergarten and in second grade. And we talked about his teachers. His kindergarten son has a pretty young teacher in her first few years and a
second grade son has a veteran teacher who has been here for decades. And the thing that we are aimed to do with these funds is to put a high quality teacher in every classroom in our district. We know that that is the most important
critical thing that we can be doing to drive towards our district mission. And so knowing that we live in such a high cost of living area and that um salaries for our staff lag behind um it is about recruitment and retention and it's hard
to get people to come here and it's hard to get them to stay sometimes but um this is really about outcomes for our students. >> Did you want to do that too? >> Okay. So, thank you. Uh, so some of the
factoids, I guess you would call them about what a mill levy is and, uh, because some of the jargon, we just want to make sure everybody understands what a mill levy override is. It's a voter approved property tax for operational needs not covered by the state. There are bond funds and there are mill levy
override funds. Bond funds are usually used for capital construction for buildings. That is not what this is. The mill levy overrate is what we're requesting which is for operational needs only. We have been looking at the cost and
what we could garner for to get to that cap that 30% cap I was talking about earlier and it currently looks at 4 and a half like about $4.5 million annually that would potentially be requested. Uh
that would get us to that 30% cap. this is something that is funible depending upon the number of students uh and all of those types of factors. So, uh we all understand with uh the enrollment numbers that have been a bit sporadic
lately that this number is subject to change, but this is our current estimate. And based on that estimate, the taxpayer impact would be $16 per 100,000 of residential property and $57 per 100,000 of commercial property because commercial is assessed at a
different rate than residential. And then if it fails, uh there's there would be a challenge with us continuing to keep up with our salaries and increase the cost of living in the valley, which we already are having some
struggles with over the last couple years of declining enrollment. And as you're aware with the $2 million uh net revenue reduction for last year, it's really tough to maintain our competitive edge with those types of financial
uh impacts to the district and financial uh squeeze that we have going on to stay uh competitive and to make sure that we're on we're doing the best we can to make sure we're keeping up with the cost of living and the community value to this. uh
strong schools, stabilize property values, and support the local economy. So, >> so what's coming next in terms of this work? So, our exploratory committee will continue to do research. What you're seeing right now is our current thinking on what we would prioritize, what we
would promote through this um potential ballot initiative, and it's still subject to learning. We're hearing more. We're very anxious to hear the board's thoughts and reflections on the work thus far. We are planning to do a bit of a road show to start having some forums
and and talk more to community members. So, in the month of March, we'll be out and about sharing more information with folks and are going to start publishing some of those dates and times. Um and then the board can anticipate that in sometime around August or September, we will likely bring you a proposal with
ballot language um and a potential action to um move this forward in the November election. So the board really has ultimate say on everything from ballot language to focus to utilization. Um and we want to make sure that there's lots of time for conversation and
discussion around our current thinking. I think we're ready for questions. Excellent. Um, let's go ahead and begin with director after. >> Thank you and thanks to the team that's put all our time into the thinking on this already. Um,
if this fails, are we risking it says on the slide uncompetitive salaries? Would there be an immediate impact if this fails um in terms of reductions in force? >> You know, I would say I mean there's a
lot of there's a lot that has to happen before it even passes or fails. And so we have a lot of hoops to jump through especially with your approval and support of any sort of ballot language. Um and then absolutely like voter community support. um we are going to bring you for 2627 a budget that's
balanced and that we can operate and run highquality schools. It's going to be hard for 2627. Um but we have an obligation to bring a a functioning budget that's going to work and that is completely irrespective of any sort of mill levy. And so, you know, our intent
is to make sure that we are planning um conservatively and thoughtfully for the years ahead and investing in opportunities and time and researching these kinds of opportunities like an MLO. Um and yet we still have an obligation to make sure we can run. And so, um I don't know if either of you
have anything else on that one, but >> I think the only other thing that I may add is that with that $2.2 2 million reduction in revenue. It It's going to be additionally I mean more challenging to keep up with our cost of living and
increases to our steps and lanes for our teachers if there isn't anything that is done at the mill levy. So those impacts are fairly immediate. Um and looking at our financial constraints. >> Um thanks. I you know I think as I
expressed in the finance committee meeting I think this is this is good and this is important and I think there's just a lot of really fair questions that the community could ask us when it comes to um
I worry that our brand isn't really strong on finances right now and I think it's a lot better than it was two years ago and so um I'd love for us to I'm sure you guys are already thinking about um how to resolve any questions
proactively that would come up to community members who are feeling like really strapped financially. Um so that's just one thought. Um if Anna if you want to say anything about that >> I I do you know the piece that we failed to mention that will um we'll be sharing
more information is that we did launch a website today on the MLO exploratory committee and there's an entire like frequently asked questions section and so so yes we have some we've anticipated some questions already that are in that FAQ and we do need to figure out a
mechanism to collect additional questions and get them uploaded on that website. So I will work on that. That's a good push. Um, but we do have a bunch of that we've already thought um that we're anticipating that are already going to be on that website. I think the website's live now. Okay. Um,
and then yeah, just one other thought would be to maybe it's on the website or for these events and other discussions that are in the deck, but um, you know, I think it'd be good to know for folks to know how the funding is going to be distributed,
how quickly the funding is going to be distributed. I think we're learning um right now through the early childhood tax experience that money can be collected from um from sales tax for example without a real clear picture of when it's going to
start to be distributed to stakeholders and I hope that we can avoid that fate. >> Thanks. Can I just make one additional comment in regard to your question about the branding? We are working very hard in
the finance department especially to asssure that the all the stakeholders are are going to feel comfortable that we are putting processes in place uh financially that are going to last decades even post date me just to make
sure that we're fiscally transparent and accountable to our community moving forward. And that message is going to continue to be uh discussed and with we're going to give specific examples of how and and making sure that people feel
that we are responsible with their with their taxpayer dollars. Thank you. >> Thank you, >> Director Ramirez. >> Um can you guys please share how increasing staff salaries? Uh, I mean I I know that we're just about staffing
and I know um under your leadership, Dr. Cole, we've been really um intentional to talk about centering students and so can you please share more on on um the measurable measurable gains that we're going to see from this? >> Good question. Um maybe I'll start and
then Chief Shle or Robin I can kick to you. Um, you know, in terms of that's a great question. In terms of measurable gains, I would name that the things that we're measuring when we think of the um strategic priority on thriving teams that we're looking for um is making sure
that we are recruiting and retaining a staff that reflects the diversity of our students and our community. Um, and we don't quite do that quite yet. Um and so some of the measurable things that we're hoping to see by having an additional allocation of resources that we have more tools in our toolkit to better meet
those goals of having our faculty reflect the diversity of our kids and communities. So that's one thing that we'll be monitoring is just in the kind of demographic makeup of who's in front of our students. um because the research shows us that especially for diverse populations of students, they need to
see diverse populations of teachers and there is an academic um there are direct academic outcomes just by having faculty who reflect the lived diversity of kids in the classroom. So, we're anticipating that if we can meet that goal that the strategic plan is presenting about
making sure that we recruit and retain a highquality representative staff that we'll start to see student outcomes improve simply because of that. The other piece we're trying to move is really making sure that we can continue to recruit and retain high-quality teachers because we know that stability
really matters for kids. Um, and anyone who's had kids in our district for more than three years can probably count at least on one, if not two hands, if they're in high school, the number of beloved teachers who have left the valley um because of cost of living. And so one of the other things we're hoping
to see strengthen is just that we are able to have more tenured highquality staff who can live here and stay here. Um, so I would say those are the first things that I would look to be tracking and that then what would you know they're kind of these immediate indicators or do we of do we have high
quality certified staff in every um role you know we really struggle to staff um certified highquality teachers in certain roles like high school math and science special education and we don't always have the right um certifica like we don't always can't always find people
with the right certifications. We've got we have lots of tools to help people get those. Um but we need to make sure that we can have that um that tie in with certifications that are appropriate for content areas and make sure people have the experience to to teach in the field
that they're teaching in. Um and so I'd say initial demog initial demographics of faculty as a first measure and then what we would expect to move as student outcomes. Anything that I missed Amy? Okay. Um,
so can you talk about like specific student outcomes? Do you guys have a target for that? I mean, certainly our strategic plan has a ton of goals and targets around both in-ear measures, what we're wanting to see on assessments like NWA and Dibbles and the board will get a presentation on
that on the 25th when we do our midyear strategic plan update. And then we have in the strategic plan as well the kind of endofear measures for student outcomes that we're looking for in terms of you know proficiency on our end ofear assessment cassat graduation rates all of it metrics that
we're measuring through the strategic plan would be the kinds of things that we're hoping this sort of an investment will will move and will we see those gains year one year two I'm just trying to get a feel for what our expectations are with this >> you know a high quality impactful
teacher sure we'll see impacts from their work within a year. Um, and we can see it in the growth of a certain grade level and we can look and and certainly when we look at and our schools are looking at say their CASS or their PSAT data, they can look and go, "Wow,
something really cool is happening in fourth grade and know that that fourth grade team is on fire and they're they're getting high out outcomes from kids." And so we do see pretty quick turnaround with high impact teachers in the classroom. Um I don't know if I fully answered that.
>> Is there any uh data collection that the MLO exploratory committee has talked about in making sure that there is an accountability piece on that? You know, I would I would say at this point, no, because the initiative is so tightly aligned to strategic priority number
four on thriving team and because of the targets already and the kind of rigorous learning for all. And if folks are like, Anna, what are you talking about? Our strategic plan dashboard, which is on our website. If you look for strategic plan, you go to the dashboard, there's all kinds of metrics that we've set as a team related to our strategic plan. And
I think because this um this current thinking around what we would use an MLO funding for feels so is so tightly aligned to the intent of that strategic plan. We would expect to move those met metrics over time.
>> I mean I um echo the appreciation to the exploratory team. I think it's been a lot of really important work to start having these conversations. Obviously, we all feel the financial crunch and we know that we are in very uncertain times and I still feel like there should be some sort of tool for us as a district
to ensure that this MLO and the money we're asking from voters is actually helping close the achievement gap that we've been really pushing for over the last couple of years. board has been really diligent to um not just say that that is one of our priorities, but I
think we've really focused um our language as a team to say that we're student centered. And so I would want uh you guys to pursue a conversation on what that means for voters um when we are saying like, you know, we're committed to this and we want to see
this through, but this is the data that we're going to be collecting to make sure that this is effective. >> It's a it's a good push. we can certainly make as we you know the the MLO website that we just launched has some basic information and it'll iterate. Um and one of the things that we can absolutely do is create more of a
through line between this current initiative and all the metrics that this would that we'll measure. I mean I'm even thinking on um thriving team where we measure staff turnover rates is something we'd like to see go down that that should go down. Student outcome should improve. Um staff demographics
should diversify. So there's a number of metrics that I think we could really lift up and and connect more deeply to this initiative which we haven't yet. >> Yeah. And I'll just end with saying that I think you know I appreciate the push on um the staff diversity. I think it would be really important though for you
guys to tie a deadline or some sort of expectation of when that will be achieved by cuz we talk about it a lot and it would be really important for us to say some something will come to fruition by some deadline, some goal, some expectation.
Thanks, Director Kenberg. Work on this. Um, I brought up my director's concern around the accountability piece and seeing exactly where it is tied to the role of
um, and we say a lot that prevention do not obviously teachers have the biggest impact, but if that's going to have some accountability measure in place today, we're going to use it for bonuses for high performing teachers. music for right like I feel
like we're at the point where we can be creative um and be rewarding those people that are really well and don't want those people um the
I am all for increasing our wages in every way possible because I know how hard it is to live in valley and live um comfortably and so my my Becky's question is really around is this only for certified staff is looking to increase wages for all the other support
staff that are we all ignoring very late. >> The committee's current thinking is that it's all staff. >> All staff. >> All staff. Okay. Great. >> Um and then yes, I guess my only other question would be to echo directly on your end, but I think that I would
encourage us to continue to leave with students first and ensure that wherever we feel like they're going, they are on students in a measurable way. that you reported that to taxpayers with more community director.
Yeah. >> Sorry. Is your mic on? Mine wasn't on. >> It's on. >> No. >> Nope. >> With a button on top. >> Hello. >> Okay. Um I just have some really simple questions. So we already have the mill
levy. >> We have other mill levies. Yes, we have some historic that voters have approved historically. >> And how long have we had those? 1999 02 2021 and there was one other 15.
Wasn't there one in 15? >> That's a bond. >> There was definitely a bond in 15. >> We can get back down on the specifics. >> Yes. >> I think just for a year each No, they were >> we still we still collect stuff. Okay. And this one would be for how long?
>> Indefinitely. Okay. that that would actually the current thinking from the committee is that it would be perpetual but that is also something that the ballot language can can restrict. >> Okay. >> All right. That's my question.
>> Thanks. Um that staff has moved this forward and helped create these resources for community and for board. Um, if you I would like to note the the committee that's looking into it does include certified and classified staff and building leadership as well as board
representation. So, it yeah, it's always been intended to serve all of those staff communities, which I think is great. Um, I appreciate tying this work to the strategic plan that we already have in place. We have a lot of robust metrics around that. um and echo director's interests in making sure that
we are using kind of the already built platform um as a way of driving accountability around how these dollars are used. Um so I just wanted to kind of plus that up. I appreciate that. Um and then if you don't mind, Dr. Cole, could you just uh one more time kind of walk
us through the timeline? We have from here until the August September approval of ballot language and then talk about what happens between that point and the actual election. >> Sure. you know, we have clearly district um professionals working on the research
and the proposal and the the ideas around this right now. Once the board approves ballot language for anything like this, we have to then shift very clearly into a neutral, non-political role where our only job is to educate
our community on the pros and cons of any potential initiative that might impact our schools. Um and so the minute the board makes that sort of takes that sort of an action um we have to really stop doing this kind of work um because
that's really when you know often campaigns would get started and of course in our roles as um school district employees we can't be using our district time or taxpayer dollars to be working on campaigns. So that would shift the minute the board approves this. Um we have to be very much so in a
simply an an educational role for our community. Yeah, and there's a lot of questions um that are coming up and yeah, the relationship piece and the trust building. Um our district has been doing a lot of work on that and being more transparent in the financial um
decisions that we're making. All of the work the finance team puts into bringing us those quarterly reports and staying accountable has also done a lot to serve this work in the long term. Um and I just want to say that staff is also adding to that even a little bit more
outreach related specifically to it. It's a significant amount of time commitment from them. Um building relationships and answering those really difficult questions about fiscal responsibility um is going to continue to be really important. Uh once again just for board members and the staff of course we are in an education stage. We
are not out there looking for votes. This is community feedback. This is outreach and education. So, just to kind of make that really clear. Um, there's a lot of people to hear from. Um, we'll now have 5 minutes for open discussion if people have more questions.
>> I do. Um, the will the state be able to claw more money back from us if we approve this? If voters approve this, will the state uh say that again? I'm sorry. Will the state will the state of Colorado if you approve a mill levy
override does that allow the state to um provide less money to us in terms of per pupil funding or mechanism? >> Thank you. No um no that the way that the male levy override works is those are supplemental funds in addition to
total program funding. >> Correct. So the only thing that that the state has uh been talking about cutting is specific ownership tax which is around the licensing fees that are based on the mill levy amounts for each one of the organizations that is divvied up in
the counties and so that's separate. >> Do you have an update on the specific ownership tax um situation and um their the governor's proposal to take that funding away from public schools? >> Yeah, I I don't yet. there's no uh
outcome. They're all wrangling at the state. Uh there's all there's only rumor and conjecture, which I want to leave out right now, but we're we're uh still optimistic that they'll move away from that as a cut for our district of 1.7
million. However, we are basing our estimates on a worst case scenario because the governor's current request in his budget still includes those reductions. >> Okay. Thanks. And then I just wanted to echo um director Koulenberg's point about really thinking creatively about
how to deploy the funds if they are in fact a able to be collected from taxpayers because 4.5 million is going to go away really fast and there's no end in sight to the cost of living increases that we're all experiencing and I I just I we can't continually go
ask taxpayers for more and more money to pay for what the state is not allocating to us. So, I think we have to think really, really creatively about unique ways to do everything that you want to do, which will lead to better outcomes. But I think just like straight
increases, they're going to evaporate in people's paychecks almost instantly. Um, so I would just echo that and thank you for saying that. >> Can I answer Go ahead. >> Oh, I'm so sorry. Can I answer the question um uh that uh director Nemo had
asked earlier? is there's uh four mill levies. Uh one is 99 1999 2004 2011 and 2020 was our last. >> I'm going to lean into conjecture for a minute since Chief Shcoin won't. Um on the legislative resolutions committee um
I have heard pretty strong rumors that there is not a lot of interest in moving that forward. Um Barbara Kirkmeer's taken it up personally as very openly against the special ownership tax being moved around. So hopefully that momentum continues. But again, it is still
conjecture. So for what that's worth, any other thoughts or comments? Lots more to come. >> Thank you all. Thanks. >> At this time, we welcome members of the public who have signed up to address the board. There are currently two plus is
that one on there? >> Thank you. >> Yes, you're on there. I got you. >> Thank you, Jonathan. I appreciate um there are currently three members of the public signed up to speak tonight. Board lots 45 minutes for public comment to respect the time of all who are
present. Speakers are what on earth are to limit their remarks to 3 minutes or less. Reminder to all speakers to uphold our procedures for public comment. We ask you to be thoughtful and constructive with your comments and thank you in advance for sharing your feedback. Members of the public who wish
to share their views with the board may also do so in writing at any time. For this evening's public comment, we did receive one written comments. Our first speaker is Tanner Gianetti. We live. We're good. Very last minute. I was disgruntled to say the least. I felt as though the
issues I've raised over the last month to rescend this understanding our bodies curriculum throughout the district had fallen upon deaf ears. And I could not understand why. The conversations I've tried to have with the board and the superintendent
have proven futile. I've only been met with circulation, pacification, and scripted protocol or simply silence. After completing further research though, I now understand why many members and officers of this board were
involved with the adaptation of this curriculum in 2023 during which time this was extremely controversial and contentious as well. I'm not the first person you have heard from. So now this all makes sense. However, it is ironic that all the concerns that
were presented at that time that were assured to be prevented are being seen in fruition today. I have formally requested the resources and data that was used during that time frame to better understand this board's disposition, scope, and logic. But now,
I can confidently say that this is apparent that this board is complicit and complacent with keeping this curriculum intact. I have thoroughly addressed the issues presented in this curriculum as well as the failures in the parental notice protocol and parental rights that are being infringed upon. I have every intention of ensuring
that the bullet of the district is held accountable and that this curriculum is pulled from the district. In closing, I leave you with this. If the district is going to supersede the state by mandating a health curriculum at this age level, should the district also
supersede the standard perennial notice protocol? to go further than beyond to ensure that this is actually consent by the parents. >> Thank you. >> Thank you.
>> Our next speaker is Parker Newlanic. Hello and thank you for giving me the opportunity to speak tonight. Uh my name is Parker Nisslanic. I come from a fourth generation ranching family in this district and my two young boys are the fifth. They are currently enrolled
at CRES in kindergarten and second grade. I'm here tonight to comment on the understanding our bodies curriculum curriculum that has been put in place at CS and across the district. I personally feel that this is not age appropriate and it has been implemented
in our school and district without the proper due process and input from the parent community which I feel infringes on our parental rights. I know you will tell me that you sent the curriculum home and we have the choice to opt our child out. Well, your efforts in communication are poor at
best. We should have the option to opt in, not out. There should have been multiple communications throughout the school year. We are six months into this year and you send this information out days before the class is being taught.
My wife and I opted our second grader out of this program. Sorry, we opted both of our boys out of this program. And with one within one hour, we were notified he would be pulled out of the class today because it was being taught that afternoon. When my son got home that evening, he
said his classmates came out panicked, stating they had seen pictures of penises and vaginas. He's seven. He then says, "Dad, this makes no sense. If we talk about privates in school, we get in trouble.
You have created a mess that will continue to get messier if this curriculum is not pulled from CR and the rest of the district. These are our children, not yours. You will not decide what is age appropriate for my five and sevenyear-old. This is an at home
lesson, not a public school lesson. I hope you're ashamed of yourselves for not protecting our youth. I will continue to push for this to be removed and will not stop until it is not only for my children, but for all of the children in this community.
Thank you. >> Thank you. Up next we have Rick Janise. I'm sorry, Janie. Thank you. >> Good evening. >> Good evening. >> Evening. Name is Rick James.
>> Let me get started here. Uh let me begin with we are seven generation family in this in this community and have an unprecedented concern. Comprehensive health education. It is a controversial
topic because you and the district board have made it so. 37 pages covering sexual and sex education along with snippets of health, healthy relationships, healthy eating just for
some sugar thrown in for good measure. The curriculum on your all material will be robust, strong, vigorous with the use of verbiage and graphics. Broad a large number and wide scope of subjects. Subject content current created
developed specifically for children by the school. No parent approval. Who made the final decision as to what age appropriate? When children learn on different levels, time frames, and languages, one size does not fit at all.
This material is available in Spanish as well as English. But as great grandparents with four great granddaughters who are 3/4 Spanish and have an extensive family that are Spanish, they have not haven't seen or heard anything of this program. Was it
snuck into the paperwork just like his English version was in Spanish? I guarantee that the Hispanic community as a whole would not support this. Nor do we. You say in the context that there will
that there is a clear way for a parent to opt their children out. There is there is if they had clear knowledge of this program in the first place, which there is not. How about the option change to op your children into instead
of of out of otherwise it is clearly indoctrination. Great expectations has re reconsidered their role in this curriculum because of the lack of financial resource. State funding has been significantly reduced and hopefully will be eliminated
completely. It is past time for R1 school district to hear and listen to what we are saying. We do not want this in our school. Get back to teaching our children comprehensive literacy, reading,
writing, and arithmetic. How much time? I got like 30 seconds. Let me say one thing. How many pe How many people in here have had parents? Raise your hand. Okay. What' your parents teach you? the difference between right and wrong, respect,
responsibility, and ethics for kids. Thank you, Rick James. >> Thank you. The next business in order is the approval of the consent agenda, which
includes routine personnel, minutes from our previous board meeting, and a couple holiday corrections from our 2726 or 2627 academic calendar that were incorrectly indicated in the currently published version. Uh, directors, are there any items that you
would like to pull off the consent agenda for a separate discussion or vote? Hearing none. Do I have a motion to approve the consent agenda? >> I move that the board approve the consent agenda as presented. >> Do I have a second? >> Second. >> Please call a vote.
>> I >> thank you. The next business in order is discussion on policies GBK, GC, GDBA, GDBC, GDO, and GDQB along with repeals
of policies GDBB, GDI, GDJ, GDN, and GDPC. We have staff here to talk us through a few of those, after which each board member will have two minutes to share comments or ask questions. back in the questions.
>> Do you want to just get started with questions? >> I had one. Sorry. >> Yeah, >> I can if I can go first. Sorry. Of course. >> Um, we discussed AE in our last policy committee and that doesn't seem to have made it to the consent agenda. Did we need AE to come to consent to finalize
that policy? >> We did. We'll pull it on the >> Okay. All right. Great. Um, that's right. I just wanted to make sure we didn't lose that one. >> Good catch. >> And then going through the other policies,
we policy committee talked a fair amount. >> Sorry, we can just >> Yeah, we can take a moment, folks. When you're finished, um we'd love to have you guys take conversations outside or feel free to stay and join us for the rest of the meeting. Thank you so much.
Thank you. If we can restart um director Kenberg, your comments on policy. >> Sure. Um so just to go through some of them from policy committee on GC, you can see that there's the last line was struck. I had a question there about approving these classifications of
employment and it looks like we got advice that we don't need to do that. So that's great because that was a really confusing line. Um and in a lot of these the changes that I had proposed were really about um just
accountability naming who would be the one responsible for doing these things. Um in the support which one is it? Maybe I don't have it open. And the one the valuation of support staff we have a
support staff wages. I didn't see the language that we had talked about about who would be so when I read this so the rest of the board understands. When I read this I felt like we were missing a piece here about who would be presenting these schedules to us and how often they would
be presented to us as a board. Right now it just says we'll approve schedules, but it's not really clear where they would come from. So I still feel like that's missing. >> You're talking about GDBA? >> Yes.
>> And I can suggest >> Yeah. >> language. Um and I think that by law we have to annually approve these wages just like we do the others, right? So we could say >> we were thinking that it would be part of an annual
>> annual wage. Okay. So yeah, and that was my only real comment. I think everything else that I had thought of during policy committee had been addressed. Um so that was the only outstanding item that I had on these. And I'll try to type in some suggested
language while other directors are asking questions. >> Thanks. We were able to bring the policies to all of the classified leaders on Thursday at leadership. So, they've all had eyes on that as well. Thanks, Director Ramirez.
>> Um, I don't have any questions. Um, is just going through making sure I didn't miss anything. Um, I I guess the only one a GDBC
for supplementary pay overtime. Um I just wanted to make sure when we're talking about um overtime for this is just classified, right? >> Yep. Overtime is only available for >> I feel like non-exempt staff.
>> Um and and actually maybe maybe the thing is so GC's professional staff. Uh, I'm I guess I'm my only hesitation right now is that it says support staff supplementary. I'm wondering if it
shouldn't say classified and I but I see GD BA also says support staff wages. >> It is interesting um language that is used throughout. It is much more common for us to use the term classified staff.
But what is tricky about that is you have classified employees like both of us who are classified but are overtime exempt. So we're salaried so we can't be paid overtime even though we're classified. So we have to like be
things out there. >> Yes. Does that make sense? So, it's not all perfect language. Like maybe it'd be better to take like classified overtime exempt are the folks who can get time and a half once they're over 40 hours a week. Yeah. I just felt like it was like
too many. I wasn't sure who it was for necessarily because I'm like there's so many or >> hourly flag for you. So, next meeting we're going to bring up because I put this in one of the comments cuz I had the same question. Next meeting we're reviewing the policy that defines who
qualifies as support staff because I had the same >> I said the same thing. I was like >> I was like who is this and what is this? But that's what it is. >> Okay. Thanks. That's super. If there is a way I mean and maybe that policy does it but it would be helpful just because
I think any new employee would come into these policies and be like am I this? Mhm. >> I know it's in the description where it says non-exec staff, you know, so it's hourly time clock people, but I do think that after our next round of policies, it will
>> Okay. Thanks. >> feel more coherent. >> That was my only thing. Thank Thank you. Uh, director um, for some reason I was able to open everything on my other computer and I
can't open anything and get into I need I need to learn the work around. It's okay. I have my >> Mine's doing the same thing. >> I Okay. Yeah. So, I can't refer >> but I did write down two questions. You okay? >> Yeah. Sorry. >> Um, >> thank you.
>> Okay. Here's what I wrote down. Hopefully, this makes sense. on GDBC. Um, the first paragraph seems really subjective that the chief of HR decides. I assume there are actually standards for that. Do we need to refer to them? >> There are standards about, you know,
FSLA and who is an hourly time clock employee and who is an exact employee? >> So, does that seem clear enough? I don't know. In reading it, it was it makes it seem like >> I don't know. You're just like sitting in a room like picking who gets what.
That was updated language because it used to say the district won't determine. >> Okay, >> I think you could just add the chief of human resources will determine based on federal law >> district employees are subject to in accordance with state and federal law.
Like just add that >> okay >> clause and that would take that subjectivity out of there. >> Thank you. And then GDO uh which is the evaluation of support staff. I think I maybe misinterpreted it, but the way it is written reads as if we only evaluate
support staff every five years. Is that correct? Or is it that we evaluate the software every five years? I think it's that that we don't really use software, but the system that we use as a tool for evaluation will be
evaluated every five years. Oh, that's funny because it's an evaluation of support staff policy and now you're talking about evaluating a system. I was confused when I read it. Right. So, well, we do have a system for evaluating classified staff and we don't
want it to be totally dormant. So, at least every 5 years we'll be looking at it. >> Okay. There might be some words smithing that could make it more clear. Um, how often do we evaluate stuff classified? We strive to have classified
staff participate in a self assessment and a conversation with their supervisor like sort of mid year and then again at the end of the year. >> Okay, great. >> Um, and then just a note for Jonathan, I can never I can't ever make comments in
the Google Docs of the policy docs anymore. So, >> but I like I want to make comments. Okay, we can take that offline. Thank you. I'm done. Director Niml,
>> I I was able to open it. I I think I just ended up getting out of the print screen or whatever. Um, maybe this is really silly, but the first paragraph under staff concerns, complaints, grievances,
I I felt a little when I read, you know, we we want this to be resolved at the lowest possible administrative level. Is there a different way to say that >> that doesn't make it sound like >> the wording could potentially be more
>> what we're trying to get at is we want them to go to their first boss or their >> right we want them to go if they're same level staff we want them to attempt to work it out together and if they can't
to approach a supervisor. But their supervisor might be someone in a school and we don't want them immediately going to Anna or you or you. >> So it's really um you know stating our
intent to solve problems. I guess I just wish there was a different way of saying it than the lowest possible administrative level. I don't there's like this hidden feeling in there of like don't bother anybody
more important and like I said maybe maybe I'm maybe I'm being silly but I I read that was like whoa wait um yeah it's just something to think about I guess. >> Yeah that's a good push. The technical
language may have an unintended effect >> maybe. Yeah. Maybe I'm just overly sensitive. Um, okay. So that and I wasn't thinking of it as try to work it out amongst yourselves.
>> Yeah. I mean, yeah, follow the chain of >> that's the intent of the language though, to work it out amongst yourselves and then seek support. >> Go to your immediate supervisor first. that's
outlined in depth in the accompanying regulation. >> Yeah. >> Okay. Or could we just put that? >> Well, there's look at the regul I don't know. I don't know. Think about it. It's not something I'm going to spend too much time on. Okay. Thanks. Sorry. >> No, Director Newell, those are great
comments and and the flag honestly is is really important. Um Amy, just what you said too, like technical language that we're comfortable with and used to can have unintended effects on the way it's read outside. I think that's CASBY recommended language and it's used frequently in in HR conversations, but I
think it's always okay to actually say how it feels when you read it. Um, if it's helpful at all, I just wanted to flag the um additional district language in that same policy, uh, GBK. Um, concerns over or just concerns should be reported immediately to the most
appropriate supervisor, see accompanying regulation. And just kind of along what you were saying of like how how how will they know who to talk to? We put that in intentionally to to note that occasionally you can't actually talk to your direct supervisor like if that is the actual big concern and so we chose
the the language most appropriate supervisor to sort of direct staff in that way like we are willing to hear if you need to go around someone because of a unique issue. So policy staff was trying to carry that through um a little bit. Um I appreciate the work that's
gone into these. I think the biggest concern when they came up in policy committee was whether classified staff had had a chance to take a look. Thank you so much for bringing that to them. I can see notes from Ben on a few um and really appreciate that. And these are all first read tonight. Is that correct?
And then we have one more and then consent or no. >> Okay, perfect. Thank you. Um if we have other questions, we have five minutes for open discussion. Um, one thing, sorry, two things. Sorry, Director Bloomberg. Um, for GDO, it is the human
resources department. Is there a reason we didn't put the chief of human resources there? >> I don't know. It was the district before and I asked that it be a specific department or person. So >> yeah, which I I mean I think it's fair
for us to have moved it to human resources because that's where it belongs, but I think it would make more sense to me, especially since um the cadence of what we do with most policies is put the person. So I would push us to maybe put the chief of human resources
there instead. Sure. And then for GDBA support staff wages. Um oh um I was just going to ask is there any way we can change
annually the superintendent will present um approve appro wait >> yeah I just added that language that annually the superintendent will present and the board will approve. >> Yeah and I think it's fine. And I just
think and the board will approve or for board approval. >> Yeah, we'll present for board approval. That's better. >> Yeah. >> Thank you. Anything else on these policies? That's it. Thank you. >> On GBK, the additional
the additional sentence from labor management doesn't make sense to me. For example, certified teachers should reference the collaborative bargaining agreement for the process of resolving griev grievances and contractual agreements
therein. >> Take a stab at it. >> Okay. So, this this really felt like um we needed to reference the collaborative bargaining contract which is actually a contract. So, we should change the language there. um for I understand the
purpose of it is that wording does not read like it doesn't Yeah. I mean what we were trying to lift up is that certified teachers if there are if they have concerns or complaints or grievances about
rights that are codified in their contract they need to refer to the contract. But it's only for things that are in the contract. So they if they have an issue about some other policy that's outside the contract, this is their process. >> And to be honest, we we went a little bit back and forth because we initially
had language that just said at the top something to the effect of like certified staff should reference the CBC for grievances related to topics covered in the CBC. Um, and then I think labor management kind of said, "No, let's not
put it first. It's it's duplicative. It's already at the bottom. Leave it there." Am I right? Is that I'm trying to remember? >> Yeah, it was Kevin. >> That's okay. Yeah, I said I just said it was duplicative and we should delete one of them. I just think that it that >> it just doesn't make sense to me. I
don't know. Am I the only one not reading like that? It's not clear to the form key. But I I guess but again like I'm the inside of that language. So if it doesn't make sense on the outside, then we should maybe word smith. It's just it's gone back and forth a few times and and I don't think we would
need to take it back to LMC if we made you know wordsmith level. >> No, I think we understand the intent of LMC that the collaborative bargaining contract that's the vehicle they'll use for any sort of grievance related to the contract >> and they're still going to use this
policy for everything else. So the intent is clear. I agree with you that the language could be clarified, but I don't exactly know how. Okay. Do you want to see this come back to policy committee with that one? >> I mean, I can just draft some language
really quick if you want me to. >> Yeah. Okay. You guys can look at it. >> Yeah. I guess I'm not quite tracking where the loss is. Um, so yeah, if you can jump into that one. Um, any other concerns or questions
about policies? Remember, we have a number of them being repealed as well. Uh, and those revisions will show up on consent. All right. The next business in order is a discussion on the pre kindergarten
tuition for 2627. And this is again the the agenda change um taking it out of action item and bringing it into discussion. >> 9.2. Thank you. >> Sorry. And I'm happy to start since I'm the one that made this motion if you would like. Um, I think staff had
comments they wanted to open with or offer any context or conversation. >> I think maybe we jump in. >> No, we really just have a memo. Um, >> would you do you mind for me because I can't see anything? >> Oh, I'm going to share it directly to
your email if you want to jump in. >> And Tammy, do you need it as well? >> No, I I figured. >> Wait, sorry. You want me to go for it? >> Staff's going to lead jump into comments. >> Actually, Anna said they didn't have anything. Yeah, I mean what I can name is I mean I guess big high level things points for our community and folks
listening in is that we are bringing to the board. The board needs as as you all know is required to approve any sort of fees or tuition that we um we issue to our families and so we are the board has historically will continue to approve
our early childhood education tuition rates. So we are bringing those back to the board with a couple of substantive changes that we want to lift up. One is pretty significant increases that vary across programs. Anywhere from 5% to 36% of increases in tuition rates. The
reason for that, there's a couple of reasons for those increases. One, in our analysis of comps, which we understand that the board would like a deeper dive into is how those comp comparable analyses were conducted. And so we can bring that back to you on the 25th. Um, one of the big reasons was around our
our comparables. another in wanting to make sure that we were issuing tuition that feels like it kind of going rates. Um, and I would say that's also important knowing that um, as a district we have historically in the last couple years since we've been
able to look at early childhood um, education and the board is well aware that we are subsidizing our early childhood education programs anywhere from 1.2 to 1.5 million from our K12 fund. Given the pressures we're experiencing, we're really trying to figure out ways to reduce that subsidy
to early childhood education. Increasing tuition is one small piece of that. Um, making sure that we are hanging with comps matters because of the way we utilize blended funding and we have so many reimbursement and scholarship programs for families. With tuition, um,
we need to post rates that appropriately reflect cost to deliver services. I would still say we are bleeding money and specifically on our infant and toddler rooms. We have very low ratios in those rooms. Um and so we have are
making this you know it is an aggressive push to increase that tuition. Um I would name a couple of other motivating factors around this include um yes again trying to rein in the district's general
fund contributions to preschool. Two, we are hoping to build an early childhood education budget that actually allows us to strengthen our ability to increase early childhood teacher salaries, which are currently not meeting uh comparable averages across our region. Um, we want
to continue to provide high quality preschool programming. Um, and so that that's that's one of the big changes. The other big change is that we're proposing to transform what was the staff sliding scale into a staff
tuition assistance program, allocating less dollars to that. We are optimistic that 7A will be able to jump in aligned with their service plan to provide scholarships to local families. We're hoping that that will be up and running by 27 26 27. Um, and then if not, we
will continue to support Roaring Fork School's staff through a tuition assistance program managed by the F FRC. Currently, the sliding scale is just managed by our um enrollment teams. Um, and it's just issued pretty pretty
a comprehensive um conversation with families about their goals and interests and strengths and if they're actually eligible for other types of um support and resources. So, those are the big takeaways. Um, we and I know in response to questions and concerns are really
wanting to make sure that this is a first discussion and that we come back to you in February 25th with more of the comp so that you can look at that um and any additional follow-up as a result of this conversation. So, really interested in your questions, concerns, pushes, what you would need to feel comfortable
um to better take action on a proposal around early childhood tuition. Thanks. I'm going to hand it over to Director Koulenberg first. Um, and then director Nimmo, you'll go after. >> Yeah. And I shared some of this earlier today. I think for me, I wasn't prepared to take action on this because this is
such a massive jump. Um, that I don't see aligning with comps. Um, and I think that we're still especially on our infant and tuition rates. and specifically in Basalt. Um, we're
really far outside of what other large providers in Basalt are charging for full-time care. Um, and confirmed that with them today, like called directors and asked what their rates are and what they're going to raise them next year. And um, they are about the same or in
one case exactly the same as ours this year. And they're raising 3 to 5% next year. So jumping 37% doesn't feel okay for me for infant care um or toddler care. Um so I I definitely have some concerns
around that and I have concerns around us eliminating our sliding scale tuition. I think that I would love to know more about where we are in terms of continuing to provide this as an employee benefit. I think that for me it's a benefit that our
employees need that our administrators need to keep teachers um in the classroom in broader early childhood research right when you have employer based care you have long-term committed highquality employees that stick with you and if
that's what we are pushing for through the MLO through other initiatives I think we would be cutting off our nose despite our face by eliminating infant and toddler care for our staff Um, and I would I would be against that. Um, and
then I have like one very specific question is I don't understand why the rates in Basalt are between$2 and $8 higher per day when you break it down today um to a day rate. It they don't align. So I know basalt goes more days and that doesn't account for the
difference. >> So curious why it's a higher rate in basalt. >> Well, let me take a look at that. It definitely is based over more like their extended day program has yeah runs a
different calendar and has more days >> and it's not it's not based on that when you break it down to like per DM like for infant care and basalt it's 12338 and everywhere else it's 116. So, I don't know if it was just because we wanted to get to like a round number
of 2550 or um yeah, >> but I definitely feel some pressure being like the basalt representative since we just two years ago merged with growing years and took away a large center with extended days and
hours. Um and increasing this dramatically, $700 a month for families is catastrophic for some families. Um, and I think too that we as a board asked last year about why we're why we're only asking for full-time 5-day enrollment
for infants and toddlers. And I would want to flag that again for the board. I think that that is not what most people want for their infants and toddlers and we potentially open up more seats for people in the community if we allow for three and two day enrollment and allow directors to
link th that one spot to cover two kids. Um, so those are all my big flags. >> You know, my my only and we we'll chase down some of those details and have those numbers. I think my my only thought on that like three and two day
and I remember us we definitely have discussed this in the past. Um, it is really hard to be everything for everyone in early childhood and make budgets work. Um, and I think one of the things that we definitely acknowledged is like we're not going to be able to
pull that off. Um, and so that we needed to get really clear on what we're doing and what we're offering. And you know, when we think about infants and toddler rooms, I would say they are very far from core to our mission as a district in terms of what we subsidize these
four. Not that it's not important, and I do agree with you, it is a benefit for staff. Um, and I actually think we could probably pull last year classified staff did a survey on feedback on benefits. this was the lowest rated and lowest valued benefit that we offer because it
is only applied to certain families. Um, and so I'd say, you know, I hear the push on, you know, if we were more flexible with this, if we did things slightly differently, I would say where we feel like we've targeted, if we're going to run this align to exactly
Director Coenber, what you said was that this really is kind of a benefit for our working staff members who need five days. And so, and >> I mean, I would just push back on that a little bit because most people when they have a a one, two, and sometimes even three-year-old, when they're working full-time, they're braiding different
types of care and they're utilizing child care trades to save money. They're utilizing parents. They're they're splitting their own schedules. Um, and I think that it makes it out of reach for people. >> Director NMA.
>> Yeah. I mean, I have to admit I'm pretty overwhelmed by this. I feel like I need I need more time. Um, but I'm just thinking back, you know, over the few um past 10 years or so being involved in the schools and definitely
I share a lot of concerns that Katherine is talking about. You know, I think if if we offered five days a week to our full-time teachers for free or, you know, for very very low rates, um,
then that would be helpful. But like I'm thinking of people I know who, yeah, like the husband works and makes really good money, but the mom still has to work because his really good money still isn't enough. and even working at
Crystal River Elementary School full-time like so much of their income and this is not classified staff though what I'm mostly thinking of you know it just takes I don't know yeah
takes up so much of her income and yet she can't work without it but it it's just it's yeah it's unfortunate that it is it is so expensive and I I don't know how we would do it. But I I also agree that it would be nice to offer more
flexibility and lower rates. >> Director um so, you know, I want to push the team moving forward. It would be really helpful to give the board more time to review this. And I'm not talking about
like the Friday before in an agenda, talking about at least two weeks because I think um similar to what we've had in the past years, there are a lot of questions, concerns, and ECE is something that is very, I think,
important to this board and also is something that like as parents and as uh community members who are often advocating for families who are often been pushing for new housing and three
bedroomedroom units because we want our families or our teachers to grow in this place. It's hard to come to this conversation and be like but also we're going to stop providing this like that to me it there's it feels really hard to
reconcile where we value staff benefits because not everybody gets to tap into it. when I feel like this is exactly the same conversation we're having about housing. This is exactly I mean like this is not a one-sizefits-all and we
know that and to say like we're going to now cancel the sliding skill for teachers is really hard because those kids are going to be our kids and we're going to get that money back eventually in some shape or form if they stay here.
And so, um, you know, I, um, I appreciate the team's effort to make sure that this came back to the board, that this was for discussion tonight. I think that there are a lot of concerns in regards to um,
this increase feels drastic. I understand that it I I understand the strain. I understand the moment. And I also feel like I don't know that this is the right way to go about this. I this feels very
it it feels hard. This feels like a like we've committed to this. We've we've said that this was an important thing for so long. And and I also feel like one of my questions is like the dynamic between putting the F FRC liaison in
each school now in a sort of power dynamic or relationship dynamic with a teacher that is trying to go back to school. like I'm I don't know how that will work and I'm a little curious about if you guys have had conversations of
that. Have you even considered that? Um because I don't know that a teacher is going to want to tell a family liaison like hey I'm struggling like financially or with so and so and here is my information. I mean I don't
know that that doesn't happen but I also concerned about that. >> Save the rest for open discussion. >> Sure. Uh, director After. >> Um, thanks. Uh, yeah, I just had a few questions the to help me understand. Um,
how many of the students like roughly? How many of the students that we're talking about or the kids that we're talking about are the children of staff and how many are I guess members of the public who are not >> for like infant and toddlers? Yeah, I don't know the numbers offhand, but we
can absolutely get the rough data proportion like 50/50 75 staff 20 because this whole program was developed originally for to for the children of RFSD staff, right? And then we backfill >> openings with members of the public. Is
that correct? >> Yep. >> Okay. Thank you. Um I was curious uh Dr. ical about your comment that it's not core to our mission. I I mean that's provocative I think. Um so I'd be curious if you want
to say more about that. And then um the and then I also wondered how I was just trying to find it on the website and I couldn't um how ECE in general is or is not part of our strategic plan. Is it even in our
strategic plan if it's not core to our mission? It's not named in our strategic plan. I would certainly say early childhood education is core to our mission. We wouldn't invest $1.5 million in it or the staff time and capacity for folks that aren't on the ECE budget that
invest time if it wasn't aligned. You know, we have a statutory requirement to provide educational services for kids with disabilities ages 3 to 21. So what school districts typically do to serve students with special needs at age three knowing that students with special needs at age three are best served in
highquality inclusive preschools as they run them themselves. Um and so we you know have invested in preschools and trying to run and support highquality inclusive preschools. We extended into toddler care and infants as kind of this
trying to to really support staff for all the reasons you mentioned. Um, and it is a benefit that, as you mentioned, director Ramirez does not serve a large population of staff, which is why I think when you survey staff at large, they're like, "Yeah, this is not an
important benefit. It doesn't serve many people." Um, it does have an impact. Absolutely. For the staff that can find child care there, I would say we are in a place of having to really reckon with our investments
and we are going to have to stop doing things. Um, and if we want to choose to continues to subsidize in I mean what if we want to choose to continue to subsidize and fit and toddler classrooms, it comes at a significant cost which I think historically felt
maybe more tolerable and doesn't as much anymore from the admin's side. Um, and that's hard to say and I know that's hard for our families and um, these are big subsidies to stand up these programs. Um,
and we need to reckon with that given our current context. And um, and I totally hear the push on like we need more time. We need more data. I agree with you. We've got 18,000 things we're trying to push out right now. It was very urgent for us to get school
leaders their budgets. is very urgent to do the thousand of other things that we're meeting with tax and we're meeting with teams in terms of getting finance out and um and meeting you know as I mentioned we are and I'm me mostly meeting Chief Shaquin and I you know are
doing a ton of presentations on budgets and where we are with certified and classified IBB right now and we're up against you know we're doing preschool enrollment right now and we've have historically gotten this to you guys in like May which is far too late for kids and families and so we set aggressive ressive time scheduled to get this to
you. And yeah, we didn't I mean, you didn't get it till Monday. We got it as soon as we could. Um yeah, you're pushing on great data that we need to bring. Um and I I hear that you need to see more on all of that. Um and I think,
you know, we can pull out if we can the actual cost to run these classrooms and what we're actually generating in tuition. Um it doesn't work financially. um it puts us in the red and we are going to have to decide if that's more important than other cuts at this point
and moving forward. And I also do think that like >> I'm optimistic about what 7A is going to do and you know that it is part of the service plan is scholarships for families and I think you know we leverage upk we leverage CCAP we leverage early head start we le leverage
kids first we're appropriate F FRC kicks in we've had the staff sliding scale so we're doing all the things and 7A is going to be one more thing that we're going to help families navigate and access um I would really like to see the district step out of subsidizing this at
the level not think that um we're pushing hard on um trying to make sure that we're staying engaged with 7A conversations, helping folks understand what we're allocating here, and it's just getting hard to continuing to do all the things and the nice to do. And I
think we're going to have to start making hard decisions about what is a must do and what's a nice to do. And I think this is the beginning of those kinds of conversations for us. And these will continue for the next three to five years. um as we reckon with the real
impacts of declining enrollment and trying to do everything for everyone, we can't. >> And I mean, I'm delighted to bring you more information and let's really get into the details of what this costs. And maybe this isn't one of the things that the board supports us pulling back on or
pulling back to this extent. And that's fine, but we're going to have to come up with more things then. Um because the way we're operating, we cannot sustain given where we're headed. Yeah, I appreciate that and I um I think that's the right framing is what is the
list of priorities that this entire organization is dealing with and where are cuts going to be made and um and I I guess the a like a coaching piece here would be if you're open to it is like every because you said that
we're bleeding money from this or something like that and I I see that and I see that's true and I this is not a revenue generating organization. It's not a for-profit. And so you could put that you could put almost anything we do in that category. And so I think it's um and I don't know
if this would be possible, but like I think if you bring us things peace meal, uh it's going to be hard over the next years. um it's going to be a lot harder and less strategic to make priorit prioritization decisions than if we were
looking at a big list for example and rank ordering what this board and this community feel are the priorities but I mean I agree with my colleagues that more time is important on this um but also like if you bring if you if you
present us revenue uh line items like this and this way and then we're asked to make a decision, it's just going to be really hard to be strategic if it's done in a one-off. >> Thank you, director. >> Yeah. >> Can I can I add just one perspective on
this too? Cuz I just believe that right now we're in a very awkward space. And so what we're doing with our finances is that now we have the information earlier. The board isn't used to it. The executive team isn't used to it. And now
we're looking and forging our way forward. And it's it's it is an awkward space because now not only that are we moving from a a district that has had money and has had increase in enrollment to a district with declining enrollment. And it's it's a fair push from the board
to say, "Hey, I don't know what this looks like, what you guys are really grappling with." And it's a fair push from the superintendent to say, "We are grappling with a lot right now." and and it's really tough to to know exactly the timing to provide that information to the board because we need to also have
that time to wrap our heads around all of these different issues. And there's also these pushes from the timing that's needed from the preschool side, too. And so, so that's part of our work this year is to make sure that we're providing the
information at the time it needs to be and no earlier, no later to make sure that it's vetted enough to be able to provide the board with quality information and not just information. Because right now I can tell you that I'm going to own this that the superintendent and the executive team
and a lot of the schools and what they're grappling with with getting their budgets are information overload and on what to do and how to balance their budgets. And we want to make sure to provide that in a way that has good context and and I appreciate the board's
pushes and we're definitely going to provide that information to you. I understand that and and we're going to need to also grapple with those timelines. uh to be able to do exactly what you're saying to provide those lists so that the community can be engaged and involved in those decisions
as well. and we are planning to do that um at the time necessary and we're going to give you guys enough time and that was that was the biggest push when I came here is that we don't have any time to look at our budgets and so now we have a lot of time and so what do we do with this time and what is the right time and we're going to make sure to be
really thoughtful when we provide that information to you so that you can have very meaningful conversations and that that it's not going to create you spinning as well uh in doing that. So I just wanted to just give you that context as well. Yeah, >> thank you. Thank you for the the context
there. Um, it is funny, director, after you hit the nail on the head, too. It's like I I was hope it feels as though how do we decide if this is the priority if we don't know what else is at stake >> and recognizing very clearly we will be
making unpopular, unpleasant decisions to be able to move forward. and also recognizing our staff leadership and our staff is already facing those conversations. So, I just want to name that this is a a moment um
which I don't think there is a a playbook for for our district like you said, especially on this board. A different different world, different place. You got to start with this one though, >> the babies. Uh I'll also name it's hard to look at it objectively. Um, it's it's
a moment in time for staff that they're at their most vulnerable. You're scraping around trying to build a new life, find your new resources, trying to figure out who's going to take care of this tiny human you just made. And so, even though it doesn't win in the numbers game, that time in life is a
very influential factor on whether people decide to stay or go. And I know of folks, myself included, who were who made that moment, that decision because of those moments. even though in five years be a lot easier. So that's just a context there. Um I also just want to
name that as we discuss um Hing I forget who said it. I apologize I'm reiterating here. We're raising teacher salaries potentially through this MLO and we're we're seeing staff recruitment and retention is really important. This is a part of staff recruitment and retention. It's not an auxiliary random program.
Um and so that's something to consider. And then one other piece just on the timing. We know 7A is getting on their feet and we know that a lot of work is being done, but that there's a bit of a ramp still before we're going to see those benefits. If this program is
is there I think there's a matter of like does it how soon does it have to go? Could we bridge it? Could we consider as God I don't know how many things you guys are keeping there? I know. Is there a way to continue to consider bridging from now until 7A is better established and how that plays
out? I I understand that's a lot of an ask. Anyway, I'm going to open up the floor again. I know there were a few more comments from several of the directors. So, five minutes of open discussion. Director Mir, did you want to finish up your thoughts there? >> Yeah, on the ECE at a glance um on the tuition funding sources, the revenue
prek tuition um included UPK, IEP tuition, and then you had UPK listed separately. Can you explain the I think we had the same question last
year. Is it this one here? The UPK the 1 million 947 number. >> Yeah. >> Oh, >> on the one above it indicates UPK also. >> Yeah, good question. >> It's it's pretty much by funding source.
the preschool tuition uh is looking at the our uh local funding from preschool tuition and the UPK is the supplement from the state that we get for that those tuitions. Isn't that right, Anna? >> Yeah. Sorry, I'm just going back to the link source. I think that's just a typo in there. What what number that's
referring to what that UPK should pull out. Sorry. Yeah, we're going to need to update those. It's essentially I mean those should be split pay tuition is one thing and UPK is separate. So that shouldn't but that second one should not be UPK
>> tition scholarship. >> Yeah, that's just the tuition itself that's garnered I believe. >> Okay. >> Yeah, good touch. >> Sorry, a follow-up question on that same uh sheet for salaries. I just wanted to clarify when we're talking about MLO and
salaries, we're including ECE, right? Okay, great. Thank you. Just wanted to make sure I followed up on that. >> Yeah, I mean and and I'll call out this is, you know, classified IBB is working on this right now. Those salaries are about 9% below comps.
if we were um that's that's probably one of the farthest off employee groups we have right now and that classified is well aware of that but we offer full health insurance which is very rare in the EC world and
retirement that brings them well above comps when you bring that in it I mean it's super complex right but I don't know my last comment would just be to piggyback on what director to Freddy said, "I think with everything that is up in the air with 7A right now, it
doesn't behoove us to make structural changes that are going to invite negative feedback from our staff um or potentially negatively impact their lives um and ultimately our administrators lives because they're going to have teachers that are forced to leave if they don't have childare or
they can't afford it." And um I I just think that it would be smarter for us to let that shake out and see what that funding looks like from 7A before we commit to large structural changes of what we offer and what we what we do in the EC world.
Um, >> I was going to say it almost seems to me like it might be better to say, "Hey, we can't keep doing this and to just drop the program alto together and free up those employees to go open their own
preschools or to go work at um, you know, the other places that are going to be beefing up and and saying, "Okay, now we have the seven." I'm just wondering if like, you know, if somehow we the whole community would benefit from us instead of saying we're going to jack
our prices up and still try to run a preschool. I mean, a, you know, toddler, maybe we just say we're not. Well, and and Anna, can you please share especially I think there's not a lot of history on our ECA program and I know
that it's there's some details in here, but can you share a little bit of like what we've done and why I think like director Cath Koulenberg was mentioning like in basalt it's also a very uh touchy subject. >> Yeah. You know, and we tried to capture
some of that on the EC at a glance because you're right, director Romero and you've lived through a lot of this with us. Um, you know, we stepped back in 21-22 before UPK was launched, you know, when the state was talking about it, we knew that we needed to get really clear on
who we were and who we were serving because at the time our early childhood programs, I would say, were trying to do everything for everybody and had very strange schedules and we did not have a budget that we could pull out and actually look at. Um, I mean, we've always had amazing educators and
wonderful people in the program and really great programs, but we needed to step back and really get clear on who we were and how we were going to prep ourselves for UPK. Um, so we stepped back and did a big strategic plan to identify really who who we work for and recognize that we can't do all the
things in the ECE ecosystem and we were going to get really good at the things that we felt were our niche. And so that's why you'll see in the ECE at a glance on the bottom of page one where we really named who we're here to serve. Um and what you don't see here is like
you know um prioritizing flexible schedules, prioritize, you know, we really said we're in here to create highquality inclusive environments because students with disabilities are our most important um group of kids that we're serving in early childhood. And then we said the next group would be children of of district staff, children
with a high number of qualifying factors, which are really emerging bilingual students, students whose children whose family's um income is beneath the federal poverty level, those um sorts of indicators, and that then we would open up for tuition paying families as needed. Um >> just a quick note, um I'd happily add
five more minutes to the discussion on this issue if that's all right with everybody. >> Yes. Um, and so then we did a lot of work with clarifying that in the strategic plan. But then we said, gosh, we need to do a ton of work on what does it mean to be highquality inclusive. And inclusive meaning students with
disabilities served as much full-time as possible with typically developing peers in our classrooms. So we did a ton of work in 22 23 23 24 with the PLE center um to really create what what is for us this um high quality inclusive framework
of how we run preschools and what our classroom should look like. >> Um and then in 20 gosh 23 24 was you know we've had the red brick building which sits kind of on the basalt elementary basalt middle school campus and we had two preschools running out of
one building. So on one side you had growing years which was private preschool. On the other side you had the basalt early childhood program which was a district district program. Um and if you just stood outside at in the morning and watched you'd say wow why are we why do we have segregated schools here? Um and so we worked for a long time with
really strong collaborative leadership from growing years from their board um from their leaders to really bring together those programs. And as a result of that, the commitment that we made in Basalt was a little bit different, which was that we would run a year- round program with extended days of care that
doesn't necessarily follow the complete like two weeks off at Christmas that our schools get. Um, and so the Basalt schedule's a little different and we run a summer program up there. Um, and we needed to pick up infants. We had never had infant rooms. Um, and so we have an infant room in Basalt and then this year
we opened an infant room at Riverview. um really around that staff need. What am I missing? >> It's a pretty good summary. Um I'm wondering since there's a lot of concern and consideration here. Sorry if it's
data. This my one point point is if it's further data related, let's drop it in the tracker. um if it's missing from this. Go ahead. >> And I just want to add like infants is obviously like infant but toddler rooms
have existed in all of our vacation. >> Yeah, I think gosh that's a really good question. I think they've been there like you know we typically have three or four preschool rooms and a toddler room. um and that had had been there kind of with a staff interest um and then we opened the infant rooms and when Basalt
came online and then Riverview it felt like we could pull it off there. Um and so they have been kind of a nice to do the infants I mean it feels like more of a commitment at Balt because of what growing yours is doing. Um the toddler rooms have always kind of been hanging on there. Um, but I would say that the
infants and toddlers did not emerge from our strategic plan as this is essential that we run these programs and and to be honest, Director Nemo, a lot of our school district peers are are doing exactly what you're naming and they're closing their toddler rooms um because
of similar pressures and so yeah, that is an option. >> Can I add one thing to Oh, go ahead. Sorry. have something on there. >> I just wanted to um mention ECE tuition sheet that you provided to us. Um on
that Spanish section, it has 2526. Um just about that. >> Thank you. >> Um but I think it would be also helpful for the board to see last year's if you could send that to us, please. >> Linked in the memo. >> I think it's in the memo. I believe it's further down.
>> Oh, my bad. Sorry. Can I read one? Yeah, thank you. Sorry. Uh one other note uh that is an impact of these if we are this far below comps which is what
our analysis is showing then this we are um under like underolcting all the additional revenue we can get from UPK from all these other CCAP sources because it's based upon the tuitions
that we set so that every time that we're you know understating our tuition then our revenues from all these other sources are also understated. So, it's almost got a double and tripling effect, especially because I really believe that
the school district utilizes that funding very well for our families. And that's one of the pushes as far as how to be able to get this program out of the hole with the general fund. So that would just be something that I would encourage as we I even though it was a
tough conversation tonight and I think it was great pushes from the board. I'm grateful that we are are now able to have two conversations on this very important topic. So but that would be one thing that I would just s suggest as we come forward with the additional information that you would consider. I'm
curious if there's an opportunity for an eitheror with the increased intuition but not getting rid of the sliding scale or vice versa if there's a or if they both have to go hand in hand to have any meeting meaningful impact at all. >> So yeah,
>> I think that's a a good amount of discussion. Um >> do we need one more thing? >> Sorry. Um, Chief Shaquin, I wanted to thank you because I I agree and I think you pushed us tonight on just recognizing that the board still needs to have more
information and also the same that we've been having this conversation finance committee Monday, right? we're getting to a better cadence >> of information and this is the norm of where we should be moving forward. And so we appreciate >> the opportunity to have more time to
talk about these things. And similar to what I said to you on Monday, I want to make sure I say it here um for the board meeting and for the board that if there is a subject area or a budget that you think is important for us to review, I would much appreciate as the board
treasurer that you guys provide the board with the opportunity to either attend a work session or an opportunity to meet as a team or individually with you to have further discussion rather than just getting to the and and having
a board that has more questions than answers on the the board budget or on the budget, the district budget. So, just to push No, thanks. Yeah. And and I know Superintendent Cole has been pushing me pretty hard to make sure that the finance committee is going to have a
lot of great content during this um this whole budget season and that it's going to be action-packed and fun-filled for those that love budgeting. So, we've got a lot planned for you guys. Thank you for the >> Okay, thank you all so much. Um, we can
look at the timing if this needs to be squeezed into work work session. The 25th is really dense already as far as an agenda with the appeal hearing. So, that I would encourage you to use the board tracker if you feel like this conversation is ending and you have lingering questions. So, please take a
look at that or add comments um on on the notes or the memo. The next business in order is approval of the resolution honoring Black and African-American History Month. Do I have a motion to approve the resolution honoring Black and African-American History Month?
>> I make a motion to approve the resolution honoring Black and African-American History Month. >> Do I have a second? I second. We will now have two minutes discussion for each board member and five minutes of open discussion. Uh, director after >> um, thank you uh, for putting this
resolution forward. I don't have any questions or comments. >> Director NMO, >> thank you. And I also don't have any questions or comments. Director Ramirez, >> um, thank you Jonathan for making sure this made it to our agenda. You know,
I've been um reflecting a lot on the push that we've done as a board over the past couple of years to make sure we um are adding resolutions honoring not only important um uh important months of
recognition to staff, community, students. Um, but also I think this is just such an important habit for us to get into to take a moment to pause and really reflect on the um,
historic contributions that different communities have provided, not just our school district um, but the state great state of Colorado and our country as a whole. And I think in a moment like this where already so many things have happened this month, um I feel
particularly grateful that we're taking time to read this resolution. >> Director Kenberg, I'd echo those sentiments. I'm grateful that we have this on the agenda and that we've gotten to the cadence of doing this regularly. Thanks, Jonathan, for ensuring that it it made it on there.
I also appreciate the time and thoroughess of staff and my fellow colleagues to establish this practice and um um are there any any intervening motions to amend?
Then we call the vote. I >> I >> I. >> We will now read the resolution um honoring Black and African-American History Month. I can take a read or anyone else is
welcome to if they feel compelled. >> I would love to do it. >> Sure. Whereas the month of February is set aside each year to honor, celebrate, and remember the struggles, achievements, sacrifices, and contributions black and African-Americans made on behalf of the United States of America and the world.
And whereas the recognition of Black and African-American History Month is an opportune time to salute the achievements of the past, gain insight into the present, inspire progress for the future, and teach our students about American heroes of color. And whereas we celebrate the diversity of black and
African-American people in the Roy school district, our nation, and the black diaspora, whether they self-identify as African, African-American, Afro Latino, AfroCaribbean, or black. And whereas in educating the children in the Roy Fork
schools, it is appropriate that all children learn about, reflect upon, and cherish the contributions that black and African-Americans, both past and present, have made to our nation in the realm of the arts, business, civil rights, education, entertainment,
military, music, law, literature, politics, religion, science, and much more. And whereas we believe our diversity is a strength where students diverse ethnicities and cultures create rich educational and cultural experiences for the entire school community.
And whereas we remain committed to serving, inspiring, and promoting student success while improving student equity and access to highquality education. Now therefore, it be a resolved that the Roy Fork School Board of Directors do hereby resolve February to be Black and African-American History
Month in the Roaring Fork schools and strongly encourage staff and community to reflect on the rich history and teaching of black and African-Americans and bear witness to the progress and achievements they have made in our country. Thank you.
The next business order is board of updates and appreciations. And we'll begin with director NMO. Never quite ready for this. Sorry. No. I have think what do I have? What do I have for updates? Um >> deck.
>> Yeah. Uh what would I say? >> We have like 10 people. We're working to get more. Our goal is to get four teachers total. So, I'm really working hard on trying to get more schools represented and get
more people in there. We did have a good group there this last time. Um, >> huh? >> Georgetown. >> Oh, yeah. And I will not be here for the 25th. Um, I believe I can zoom in, but I
will be at Georgetown trying to figure out finances because nothing I have done in my history has ever been related to finances. So, I'm I'm going to Georgetown. Um, excited to I don't know, go walk the mall.
And yeah, I'm also part of school board partners. >> I can't keep things straight right now. Um, but yeah, I just I I will just say thank you to all of you guys. Um, I need to say thank you to Jonathan. I'm I am a little worried over the next couple months I'm going to drop some balls with
all of these school um visitations and conversations and my classes and stuff like that. So, um I don't know. I guess forgive me in advance and don't be afraid to remind me of things. But thanks everybody for your really hard
work. All of you. Director After >> um no substantial updates for me. We talked about the MLO and the finance committee. Um and I'm grateful to all of you and the
staff. Thank you, >> Director. Um have a health insurance advisory committee coming up this week. Um so I should have an update on that next time around.
um policy committee already to get my updates. Housing I haven't had uh and my appreciation is I try to always make it for focused
my community. Um so Dr. V mentioned that it is the access testing period. We also test or Avant at BES which is testing English language speaking students in their Spanish acquisition. So we go both
ways. So um double the testing happening there. And so a shout out and appreciation for the staff and the students for making that happen. Director Ramirez. Um updates. Yesterday was the DAC meeting. Thank you, Director Nema, for
being in person. The joint online just um you know, the flu is going around. So, thank you to our staff. I just want to appreciate staff because I know it's been a crazy couple of weeks. I know our valley has been hit with um all types of bugs. Um, and just being able to have
um, our staff be there to um, sub in or um, support in all the different ways they're doing right now with sick kiddos and sick staff has been really vital to to our school district and to our schools. So, thank you. Um, I'm so sorry
I wasn't able to join classified IBB this morning. I did read the notes. Thank you team for all your work on that. I like made uh two three agenda items on my calendar for March. Um um and just thank you team for making sure
that we are meeting with classified IBP and having those conversations. And I I think it's just really important that we push on that. And I know like I've hear from conversations with the with IBB with IB with classified staff um how it
feels really good to have that even if it feels hard to get people to participate in that core group. Um and then finance committee was Monday. So thank you again team for um just the opportunity to talk through finance and
also talk through maybe more sessions in the future just to discuss um some of the higher level things and constraints and um I think budgets that I think all of us just we it's all of this is new for us even having I mean like this is
you think about it like yes this is year two of finance committee but also like we're just getting on the path with it and so it feels different and I just want to continue to push the team that like yes it feels hard and also we're doing the right thing and thank you guys for being committed to to
that um that high level expectations and professionalism in your roles. So, um, yeah, stay safe everyone. Don't get sick. Um, I've been busy on a few committees. LMC continues to meet facilitating the
IBB process for certified staff and making sure the contract discussions are clear. We've really been focusing on um, aligning what these bargaining areas will look like. Will they be attached to the contract? Will they take another form? And we're going to hear from IBB in the next few weeks. Um what is the
date on their next one? Is it March? >> So we will be getting a presentation directly from IBB. Um then sorry the MLO committee continues to meet as well. A big shout out to the comm's work that was done to get tonight off the ground.
The website is launched. That was Kelsey Bean making sure we have our talking points lined up and printed and available. The press release just went out if you didn't see that. So, it is out in the community. It will be talked about. Um, please take a minute to look at the FAQs especially because the
language there is really intentional um to support board members and staff as they go out and discuss these. And I think they've also been linked in some uh board memos as or updates from Friday as well. And then the CASBY red legislative resolution committee. It's still pretty
early in the session. So there's a lot of lot of talk about the um the special ownership tax like I mentioned before that seems unlikely to be moving forward. There was an interesting uh bill brought forward to re-evaluate the
efficacy of assessments throughout the state and offer districts the choice to test at the kind of encourage them to test at the lowest required level and carefully evaluate what resources were put into it. And I asked if bills like this had been brought forward in the
past. They said yes. I said do they ever go anywhere? They said no. Um but in this legislative resolutions committee, the committee is is formed and organized by CASBY and the members vote on support, amend or oppose positions, offering CASBY lobbyists the opportunity
to move through the halls and talk to legislators um as this develops. And there'll be a lot more going on. There's always conversations around like debrising education. Um there's just a really really brutal focus on money and the budget right now in all of these
conversations. So, CASBY delegates or CASBY um uh advocates work to bring forward the concerns of the committee and then um districts throughout the school throughout the state. Sorry, I'm running out of words, guys. I apologize. >> Um and then I think that about wraps up
a lot of the reports that I would have a policy committee. You've already heard um some thoughts from that. We'll make sure AE gets where it's supposed to be for next time. Sorry, that slipped through the cracks. And I want to appreciate Soap's elementary staff. Um I want to congratulate Carrie Hassel on her new position as principal there. Um
before officially she was she was assistant principal then interim this year and then was hired and it was announced this week. Big deal. and they kicked off their one one book, one school reading. And I got to sit in my kids' classroom. And her teacher had um all of us alternate with um English and
Spanish speaking students taking turns with the paragraphs as we moved through the first chapter um with a bunch of parents and uh we even had donuts and tea. So, it's not an easy feat. They decorated the whole school. They coordinated the whole thing. Uh and I just it really brought a lot of families
out that morning. It was a really good job. It was really fun. Um, so great job Miss Caretera for for running that show. >> Okay, that's all I have for tonight. Just say >> Oh, I forgot to say great job, Betsy, at
the library at the librarian's thing. >> Oh, yeah. >> I didn't get to see it in person. I'm glad that I didn't cuz I had my nine-year-old and my husband was right. So, I was like, we're just going to go home. Then I was asking a lot about it and I saw Jamie Laru and he was really grateful for your presence and he said
you asked really good questions. >> Thank you. >> Yeah. >> Sorry, I have something to add. >> Please. Okay. I knew there was something in finance committee. Um, we talked a great deal about the recent adequacy study or like not the assessment from
Colorado school finance project about that has a nice comparison of what it should take to pay the full cost of education, public education in the Roy school district and um I think that's an important message to get out to the community especially as we're talking
about the MLO. >> That's a good flag bring the adequacy study in because that that is got some interesting pieces. link to that if you guys don't have it. I think it's in the it's in a recent board update and it's also in the finance committee notes. >> It is filling to say the least.
>> Yes. >> Thanks. Yeah. Well, if there are no if there is no further business and there is no objection, this meeting will be adjourned. It is 8:17 p.m.