--------- All right, we'll call meeting to order. Can we do a roll call, please? >> Barkley, >> here. >> Davidson, >> here. >> Gilgust, >> here. >> Gordon, here. Uh, Green Street. >> Yeah. >> All right. Excellent. Looking for
approval of the agenda for the special meeting. >> I move to approve the agenda. >> Second. >> Yep. >> Barkley. >> Hi. >> Davidson. >> I. >> Yoga Nest. >> I >> Gordon. I
>> uh Green Street. >> Hi. >> All right. So, um, we have an action item here, um, for a resolution to increase the amount of borrowing by the district under the state treasur's
interestf free loan program. Maybe do you want to give us a little context around that? And then, thank you. >> So, the you mentioned that it is an interest free program.
by bond holders to a state bond. The request is to increase our limit to from 2 million to 3 million. And one of the reasons is we're required to pay back 2 million
next month as we receive our property tax. So it's interesting, but as you pay back 2 million, then you simultaneously can request additional funding. So requesting additional funding of just
about just a hair over a million dollars. >> No sir. And then did this recommendation is this coming from you? Would did this come from um the state themselves or how did we come to >> No. Yeah. Good question from me. I mean, just basically want to make sure there's
contingencies covered and obviously want to pay all of our suppliers and employees, keep lights on. So, >> always good. Yep. >> Hard to teach in the dark. >> David, when would that amount be due then? When will that be repaid?
>> The second. So, we will likely pay off the what's a little bit under 2 million uh the first week of March. So, we're required I think at minimum I think the requirement is we have to take 90% of
what we receive in property tax from that first payment needs to go and repay it. Obviously, if we receive 4 million, 90% is overkill. So, we'll end up paying off. >> Okay. >> Less than 50% hopefully will go to the
state leaving us with 2 million if we receive another million if we uh apply for it through the draw. So the second step is Ginger and I will sign off on a draw request on our behalf once be presumptuous, but
assuming you approve this resolution, we'll do that later this week. >> And then the additional million will basically just give us an extra little buffer until more of those property tax uh revenue comes in.
>> Correct. I believe that may not be due until June. >> I think it was June 24. >> Okay. >> And we can, you know, I talked to to the state and we can increase, you know, there could be another resolution if we
needed it. Hopefully we don't, but just for your information that we could file uh you could sign another resolution if our financials deem that we would need and could re pay back by June uh an
additional funding amount. So, but for now we'll do three. >> So, this is three total, not three additional. >> Correct. Um, I just wanted to clarify like when we receive the funds, do they go into a
separate fund or do they go into like our our overall general funds? >> Obviously, you put a liability on the balance sheet, >> right? >> But the funds just go into general fund. >> Okay. >> And out of that fund, we can basically
cover expenses from any fund. >> And when we pay them back, then assume they also come out of the general fund. Is that right? Okay. Any other questions? >> I just want to be really clear too on so if we did not approve the resolution for whatever reason, what would the impact
be on the district's finances? >> It hopefully would not have any impact. So, you know, we're anticipating traditionally over the last two years, I only went back two years, but we've averaged a little over $4 million
receipt from the county for property tax last year and the year before uh property taxes obviously gone up. Our check from January was a little late due to some software uh issues that they had, but
I think the anticipation this year is that first payment would be higher than prior years. >> And do we anticipate our ability to pay this back to be uh impacted negatively by our the status of our audit at this point or anything related to that we should be aware of?
>> I don't think so. Um, I think Chris, I think that's one of the questions that you may have is, you know, are we doing the disclaimed opinion or are we doing a clean audit? And we'll know. I've talked to Chris. I think Ke, you may have just met with him. Looks like we're tracking
for that disclaimed opinion. He'll know more in a couple days as we're responding to his request and he's digging deeper into our books. But due to the time constraints it we're probably added toward that disc opinion which is suitable for to meet
the auditor state auditor's requirement. >> Yeah. And I I just had a quick conversation with him. Um and and basically he said he's going to do everything he can to try and get it a full audit completed. Um but given our our current timeline, he thinks it's
probably going to wind up being the disclaimer. >> Okay. But he'll dig in as much as he can. >> Yeah. And I think just a a quick followup and I know you and I had a conversation about this last week cuz I got received that uh the question that I had called you about, but um just want
to confirm that we don't expect any like immediate negative impacts like payroll not being met or things like that like from the concerns that were shared. >> Yeah. Okay. >> Yeah. I don't know where rumor started but that is not on my radar. So met with
CDE Friday and talked with them with Karen and I were on the phone with them and went through all of our numbers, our cash flow, cash on hand, imminent bills. So we did a 60-day cash flow forecast
with them and they were very comfortable. They returned an email to us um stating such from their office. So >> okay, >> just to alleviate any concern. >> Thank you. >> You're welcome. What was that question coming from? Uh I'm just wondering like
if if you if a school district didn't turn in an audit, the state could withhold funds, but we're on track to have it done. >> Okay. >> So, I don't know if maybe that's where the rumor came from, but it, you know, that could be a possibility if a school
district didn't turn one in that they would withhold state funding. >> Yeah. I think like the concern was like from it was from a parent and just sort of stating like hey we really we're really worried that teachers won't get paid. Yeah. Coming up like want to be clear that like what's being done with
the audit whether it's the full audit or the dispend opinion isn't going to prevent us from being able to pay our teachers or meet payroll as Yeah. Okay. All right. Then we do need a motion for the resolution to increase the
amount of borrowing by the district under the state treasures interest free refund program. So move second call. >> Hi >> Davidson. >> Hi
>> Gilst. I >> Bordon I Green Street I >> motion passes. Thank you. >> Um the next thing action item on our
agenda is the resolution declaring finalist for the superintendent of the park school district. So I'll read the motion first and then we can have discussion and or vote. All right. So the resolution reads, "Whereas the board of education has
lawfully conducted a superintendent search pursuant to CRS 24-6-423.5 and whereas the board has decided upon three finalists for the position of superintendent and now therefore be it resolved and declared by the board of
education of Woodland Park School District RE2. The following persons are finalists for the position of superintendent of Woodland Park School District. Eric Owen, Chris Sy, and Ginger Sloum. So then I will need a motion to approve
Sid. >> So moved. >> Second. Roll call. Uh Barkley I >> Davidson >> I yoga next >> I >> Gordon
>> I Green Street I >> All right passes we have our finalists right that brings us to the end of the special meeting portion of the evening so I will need a motion to end the special meeting
at this time. Can I ask a quick question because I know we talked about also a release going out. Is that timed? Have we discussed like the timing of that at all or >> do we get a template from >> I cannot remember his name. I don't know. >> From Yeah.
>> Um, yes, we did discuss having that go out. Uh, I think that was on Candace's to-do list. >> Yes. Um, I'll have to check with her on the timing of that, but I was pretty sure we were doing that immediately.
>> Oh, I would think since Candace is off, maybe Karen can work with Lindsay. Yeah. >> And get a press release done. Um, I believe Dave Ver at Friendmire is um has >> there's
Yep. I believe she already has one. >> Okay, great. Thanks. >> Yes. So that we can um make a post about it as well on the Facebook page and appropriate social media sites.
>> Anything else? >> Also just wanted to confirm because I know we were finalizing our superintendent committees. Do we need to have any kind of discussion or things like that moving into as we head into the final interviews? >> Uh yes, I plan on having part of that
conversation during our work session. So we can talk more thoroughly about it. But yes, we will >> get a motion in a second. >> Do not like to end this meeting and move into I would like to deliberately end this
meeting so we can start another one. >> Do we have a second? >> I second. >> Roll call. I >> Davidson. >> Hi >> Gordon. >> Hi >> Green Street. >> Hi. >> All right.
>> I have a request. Can we move these tables so that conversation amongst us is easier for >> just push them together. >> We could just do Yeah. Push them together. Just make a view. Part: 2
All right, part two of the evening. We've come to our board work session. We just need to call I'll call call the work session and then roll call. Barkley >> here. >> Davidson
>> here. >> Gordon here. Green Street >> here. All right. Um this is our our second only second session. Is that >> Wow. Feels like we've had a million
meetings since the last one. Uh anyway, second work session. Uh so we're all still kind of getting used to. Just as a reminder, this is a far more formal uh meeting, more discussion. Uh we do have an agenda, but we can move things
around and we don't need to vote to approve it. Um so, um I did have maybe one suggestion. We did have the um the fiscal state of the district presently at the end of the agenda. um thinking it might be beneficial for
David to uh participate or or answer questions for that portion of the conversation that we might want to move that earlier so David doesn't have to stay the entire time if this turns into another like 4hour conversation.
Does anyone object to that? Okay. Um, so we'll move that to the top and we can discuss that first if you're all right with that. Um, Rob, I know you had um requested this this portion on
there, so I don't know if you want to kick it off and and say what you were um hoping for there. Yeah. >> Could I also kick in just add in here um a conversation report of a conversation that I had with the Colorado Association of Charter School Authorizers? Yes.
>> And we can put that at the end. >> Also just want to note like to your point um we have a like a fair bit of content on here tonight, but I also want to be mindful like of staying on track so that we can >> um try to wrap at a reasonable time. But
do we I just want to confirm do we have a an estimated end point or we just continue through until we cover everything? I would love for us to be done somewhere around before 8:30
if if not earlier. Um can I can I share a practice that we had with our work sessions? Yeah. >> Um we would at the beginning lots of times we we might change the order around a little bit. Um if something was going to be, you know, taken off quick
um we might want to do that first. But I um we try and do that. >> Yeah. what we we sort of would look and we would go okay about how much time do we want to give to each of these topics >> y >> and then we could um then when we got to that time frame we would go do we still
want to keep giving time or we so that was just >> that's part of the reason why I asked because I think the meeting was scheduled until 7:00 so I was like okay how quickly do we need to move through but I don't think that I don't think that's a hard stop I just wanted to confirm yeah >> yeah I I mean I anticipate like uh present like what's on there as A and B
to be fairly quick um topics of discussion. Um and I expect the strategic plan will take up a good chunk of our conversation, which is why I put it at the end so we could get
through everything else first. Um was kind of my my thought process there. Okay. Um and then the agenda during next regular board meeting. We can add numbers. Would you like to make guesses?
>> I would say the first two would be less than 10 minutes. >> 10 the charter school authorizer one. I think I do that in five. Okay. agenda review 16, don't you think?
>> Yeah, I think that's perfectly fine. >> And then the fiscal state of the district. >> Okay. >> It's just discussing and outlining way ahead. >> Yeah. So that gets us through everything except strategic plan in less than an hour. >> Yeah. Okay. Sound reasonable? Yeah.
Okay. Okay, let's start with the fiscal state. >> Thanks, Gen. >> I have a little bit of experience on watching the budget here over time and then becoming a board member and and
getting a little more insight into the the budget spreadsheets and information from Dave and the team. But I think one of the things I'm hearing from the community, whether it's on the listening tours or just going the way from parents, people run into um
they're just wanting to know what ground truth is. And so I think as a board, it's our responsibility to update the community on ground truth of the fiscal status of our school district. And it can be
art visual. It can be a briefing. It can be a message on a website. But as long as it's clearcut, leaves no room for inaccurate interpretation. Uh I think that would help everybody in the community to kind of get their head wrapped around where we're at, where
we're blame in the future. Now, I'm not suggesting we do a look back and cast blame. That's that's not what I'm about. I want to look at where are we at right now and how do we line it up against
requirements and what's ground truth. What does it look like for the future? As long as we communicate ground truth and we'll dispel rumors. I'm already hearing rumors. There was one that was mentioned today about earlier about teachers not
getting paid. That's a rumor. But we need to take responsibility for the strong future that we want to help craft. Um I in in similar I was speaking um to actually was a couple of the county commissioners last week and they
suggested like I think we attended the state of the county >> that we um should sooner rather than later have a state of the district which does not have to be all financial but certainly part of financial. I almost I
don't know. Can we have David kind of pull a chair up and join us for this conversation? Would that be appropriate? I think so. Um David, you want to pull up a chair? >> Yeah. Can share right there. Yeah. I just I'm I'm wondering the best timing for that
because I know that there's a lot going on and you've got to get budget going and along with budget we're going to have to talk about, you know, what we can afford to keep doing and what we maybe can't afford to keep doing. So I'm
I'm wondering from your perspective timing on that. Um I I what I envision is that it is a maybe even in the auditorium to allow you know more people and attention brought to um leaders in
the community to invite them to come and be part of it. But I I think a very public transparent conversation seems like it it might be in order. >> Yeah. And I I'll let you speak to that in just a second. Well, I was just
talking with the auditors and they actually asked if we had like a financial committee, someone who you know was like an oversight committee and uh I had to tell them we don't have that right now. I don't know if the district has had that in the past. Um but that's something they recommended going forward
and I think that would be a really great thing for the district right now. um if we could reach out and just see like you know if there's people who are uh CFOs either presently or maybe they're retired and and they have some expertise they could help lend and I know um
school finance can be um quite a bit different than you know general business um finance but um to have people who are at least used to really digging into those financials and the spreadsheets and um just kind of help with that. So that could be part of the conversation
as well. >> Yeah. And I just personally have questions about the budget process itself because I haven't seen it being done and what I think is the appropriate way. It's just been presented and accepted and I don't want that. Like I
want to know if we're spending reserves why and like all the ins and outs. And so I like seeing actuals and all of that. So just I think in general the
community wants education and the board on how do we steward our finances well in the district. Part of the district update would include u
it's an outline that's very concise and rigorous disciplined that goes through what is our mission, what's preventing us from doing the mission, what's what's the problem state, uh what's what is our status and risks that we're facing? And
then we would list some facts like these are things that are core to our mission and we will not cut these. These are things that we're going to protect. It's what we used to call below or above the cut line. It will not be cut or
others call it no pain. No penetration into this area. It's safe. So, we got to let that be known to our community. And I say community, everybody, faculty, educators, students, parents, community leaders. So, we get that
message out. This is what's going to be safe. But that's based on some assumptions as well. Where do we get our funding? What's the status of that funding? Whether it's federal or state, county taxes or grants. We list all that
out. What's the total of that? Then if we don't get all or portions of that or some grants aren't awarded, then what's our contingency plan? What do we have in in the shelf that we can pull right off and say, "Okay, if we don't get those funds, then what's our backup plan?"
Amen. >> Which and and if I'm correct me here, I I recall that we may not even know from this date until May or June what the per pupil funding for next year is planned
to be. Is that correct? >> It's a moving target. >> Okay. >> Yeah. For even longer than that, but >> Okay. They give us some good CD tries to give us their best >> ballpark. >> They do.
>> Okay. >> And and we can get down to get that out as this is tentative, >> but we're getting it out early. >> Early is better. And then we can take the community off the ledge and explain this is where we're at. uh
we're going to pro I would suggest we provide direction as well work with the central office to create direction that we would give to the staff to create balance and executable budget based against priorities. a list of
criteria, not prioritized projects, but very top level criteria that are prioritized that will help us walk through the budget and say uh what should get money first and what would get money what should get money last if you had to if you had to
go through that drill. And then >> and just a a point of information, the DAC is supposed to be involved in that in that even before the board. Um generally it's the DAC that does a
little bit of the prioritization if there's some um we we have to we have to make some choices here and there's um some kind of a matrix I can't remember what it's called decision matrix thing that I remember Jed um taking us through
when we were in a place that we had to make some hard decisions too. So >> we'll be doing that in March. >> That committee. Okay. >> And I think that's where part of the conversation tonight, right, around our strategic plan is going to come into play and why we need to get that
presented as quickly as possible. Um, you know, for feedback and and we'll get into that here uh in a bit too because um, you know, I think we need a a solid strategic plan so we can make those decisions on on what we are prioritizing. Um, and then I think too like obviously
we need to get the the audit done first. So any of the conversation around this uh fiscal report would be after just just so you're not having like a panic attack there that there's another thing on your list to do before that's
that's in you know this is top top priority is obviously that that audit >> it is but we also I mean things are going to need to run concurrently >> to make sure we hit all the deadlines. So
meeting with the DAC in March could set up a good April to really go deep into the budget cycle >> and maybe maybe a state of the district then more April time frame what we're thinking
>> partly. So I I want to go back to to ask a question of Karen on the deck >> where you mentioned the priorities are determined there. >> Is that prioritize programs and efforts or initiatives or is that criteria to
apply to those? >> Um well we haven't built it yet. So it's somewhat dependent on where we go with our mission and vision I'd say. So because we can we just need to survey the survey the group and someone get some discussion dialogue around how
we're spending our money and where they want to see the money go. In the past it's been kind of a framework of like safety and academics like very broad categories. >> Exactly. And so not granular like hey do we want to fund this particular
football cross country? No none of those kinds of conversations. I'm on the same page with you. I was looking at, you know, a priority would be preventing the loss of life and safety >> mishaps. Yep. >> Priority two is eliminate mission failure. Priority three is mitigate
mission degradation as you go down that scale. Very top level, it sounds like >> correct. Yeah. >> Okay. >> Yeah. And also too just noting from my experience on the DAC from last year and I think this probably will look a little different but the deck also took the time to review feedback that had been
collected from each principal at each building by shape of staff as well. So that was um fed up and I think involved uh in that process but I think it it probably will look different depending on how you guys build that out here. Yeah,
>> absolutely. Line with strategic plan and collaborating with campus leadership, community leaders, parents, etc. And then fix it. You know, should we need to show what we're doing right now to fix some of the issues that are being talked about? Uh what are we what are some of our near-term actions and what are some
of the long-term actions that we're doing? It's it's not a doom and gloom update. there's there's information that we need to share, then there's a lot of corrective action that's being put in place to prevent us from ever getting in this position in the future. We do need
to put some guardrails in place uh just to to help the entire team never find themselves in this situation. I also want to note that like I really uh like Laura's suggestion of just wanting at some point to take a like a dedicated like deeper dive into the
budget and the budgeting process and wondering if we can if we know what our what budget deadlines we have if we might be able to like identify kind of a plan or work schedule to backtrack that against depending on what's involved and how in depth we want to go. Um, but and
I don't know how like what that level of appropriate depth is, but I think that would be helpful or understanding how we might be able to make a plan for that. >> Yeah, I think it would depend on David's availability, too, cuz hopefully you're
the most knowledgeable one in the room. >> Well, the budget has to be approved this fiscal year, so we have through June to do it. I think one of the keys is, you know, as we look at purchased services with merit, I mean, there's, if you look at our line item, that's a significant
one. And we before they finalize their budget, we really need to have sat down with them and really hammered out the financial relationship between us and Merit Academy. >> We know when they usually finalize their budget.
>> I I don't know the date this year. I'm guessing in May. >> Okay. >> I think last year I think our budget was presented maybe two weeks of mid June. >> Yeah. >> And their budget had been already
approved by the time it made its way over here. And that's too late. >> Sure. Yeah. So maybe we need to plan on in April >> trying to get everything squared away in terms of financial arrangements, updating contracts,
that sort of thing with Merit Academy. Y >> um and what I'm thinking along the lines of budget education is even understanding program funding and why anything going towards that like locally
from our property taxes doesn't necessarily mean if those taxes go up that we're getting more money. It just means the state is giving us less. And that really that's why we look at no levy overrides or bonds because that's
in addition to and so just education along those terms and and the specific ownership tax and like I was even looking at the forms you gave us today and and there's one that says it is subject to pro program funding and one
that says it isn't. And so just understanding that level would be so helpful in us determining how do we get more funding, you know, and how do we bring in more for our schools.
I think there there's can be a very confusing topic and there have um been misconceptions in the community in the past couple of years about you know if this tax goes away that automatically means this will go up um which isn't you
know the case right no levies don't go up unless they voted on it so like you know there was misconception around what that meant um and and yeah I think general education on such things would be good for the populace so that they know what they're voting for. Not only
um you know if we're if we do decide to go after additional MLS or or sales tax, but also when they're talking to future candidates um running for these positions, right? So that they can be informed and and ask informed questions
and know an informed answer. Sounds like >> going back to what you said in the beginning, Keegan, about committees, are I mean, I will say right now I'm interested both in having one and being on the financial committee, but um yeah,
how does how did we go about that process? >> Speak into that, right? I mean, >> to me, you know, obviously I think I'd be on the committee. Yes. But really to have ke you mentioned you don't u
school finance is unique and it is but the basic principles are very similar I mean you have to have a sustainable cash flow to operate any entity whether it's private public >> um so having you know someone with that
kind of experience that can you know work with us to help everyone you know better understand, you know, that cash flow. Um, like the errand loan is very cash flow heavy, which is awesome. Um,
some places don't even generate a lot of schools do not even have a cash flow report, which is amazing to me that they're able to continue operating without having that projection there. But those big pieces, how do they move?
Obviously cash when we talked to CDE on Friday our cash is at a low and he's like that's how every school district is February is your low period of the year and we're no different than that. Um but
someone that can come through and and understand that one of the concerns that I had um which I haven't talked to you about but one of the board meetings we talked oh we've got you know we're anticipating say 5 million 6 million at the end of the year and that's good for you know if we burn 2 million a year
that's good for three years. Well, not necessarily. If our dip at the low uh exceeds our savings, we couldn't make it through that year, >> right? Even if by the end of the year, you have it back. There'll be a part of
the year where we don't. >> Correct. >> The ERA loan is there to help districts navigate that economic cycle. Um, so but
>> how Karen, how how difficult do you think it would be to >> I know we we've been pulling together a lot of committees which is awesome to add another committee to that list and and have it specifically about finance like what's the lift from your part as
as admin to >> this one would be probably run by David. >> Yeah. So go for it. I think >> an invite. >> I think if it's a if it's a board
committee, I think there's policy about about that and how to, you know, how to how to um what we need to do in terms of of um board members being on it. And then I
think it does have to be an open um uh meeting again. And so and I think I think the board can just decide what do we want that makeup to be. Um it's not necessarily something
that we have to open up and say, "Hey, anybody that wants to, we can actually um find and invite those community members or those people to be involved in it." Um, so I think that's a I don't know if
we want to be more of a board committee than a than a >> than a district. >> Yes. That's a very different lift. Yeah. So a board committee is much higher lift. >> I would sorry I would suggest maybe Laura, this is something you're really interested in. Would you be willing to
look up the policy and maybe come back to us with some thoughts on how we would go about that? >> Sure. >> Yeah. And I you can maybe even decide does it need to be a board committee or is this something that more is an admin
committee that you guys make that a decision that you want and what you want that makeup to be. So maybe you can just get with David and talk through >> I wasn't part of the discussion with Chris but I imagine Chris would see this
board >> probably. Yeah. >> Yeah. if we followed kind of the standard business practice. >> Yeah. And and he brought it up in in a context of um fiscal oversight, right? Are we spending
as we're saying we are? Is somebody else somebody else have eyes on the budget on where money is going on the current status? um somebody else to other than the board by itself looking you know for any instances of fraud and that kind of
thing or or preventative measures to to prevent that right and and um I think that I think really useful too. >> I also too want to note that um I think I sent some information to you guys a couple of weeks ago but I think it might be interesting for that group to explore
um possible investment opportunities. I don't know if we've done that before. Do you have any of our funds invested? >> We did. So we had a at the Zion's Wealth Advisors. So someone had created a fund there that
they parked a just about the equivalent of one payroll. >> So uh we liquidated half of that maybe in January and then the other half um this month. So we haven't
use those funds yet. I was trying to liquidate them before payroll, but they were a little slow in sending those funds over. So, >> good news is we have the funds on hand, but until there's, you know, a reasonable sum of cash,
>> sorry, >> you know, to invest it. So, a color trust is where uh for instance, our property tax is uh deposited into. And those interest rates are right now they're probably just below four at
around 4%. So as a government entity we're actually limited in what investment vehicles that we can put money in >> and uh even with Zion's wealth advisors I mean it was it was not earning really
very similar to what color trust was doing. So >> with the restriction on the investment vehicles and the lack of liquidity and the size of our investment amount, it's something I think to definitely
keep in mind. >> But right now there's not a huge opportunity I don't think. >> Okay. >> Could >> Well, in any case, the committee could have some insight into that, too. So that might be helpful. >> Yeah. >> Can I just add real quick? I did look up
there DAC we have we can do ad hoc committees and so I'm not sure fully what that means if it's only can be DAC members um as district accountability committee members or if we can pull people in from the outside but you can break a small group off to go do a
research study of some kind or give insight on finding baby so that exists within policy >> so I think it makes sense for us to look into which would be the best place for this committee if that's a board committee or or subcommittee of the DAC.
Um because I would I I would really like to have people, you know, with that high level financial understanding on on that and I know we have them in the community. >> So I don't anticipate that being a difficult find. Um but yeah, I think if
we can bring some extra eyes into all of the things, >> I think it'd be important to determine what we want that committee to do. Yes. as well that will help us define if it's at back level or on board level or somewhere in between.
One of the things I would suggest is this update to the uh state of the district on the fiscal side that we don't push that through the committee. We need to go much faster than that. We need to like turn this top level discussion update.
I think we can do this next month. I know page looking at me like but I do >> I think April is definitely >> helpful because we'll be deeper into the budget >> at that point and be able to speak more coherently about what we're looking at
for next fiscal year. >> It's a rigorous outline. I've taken the outline and I've actually put the the update together where I need inputs and I'll share that with you. Yeah, >> it's very top level, but it shows it
visually for the status of the financial affairs. It's what's budgeted, what's in the reserves, student enrollment, and what are we list of requirements are that costs and what what are the differences and what we can do to to
overcome some of those differences. >> Rob, could you send that out to all of us? >> Yep. I'm trying to be >> Yeah. >> Not so much to everybody. >> Yeah. I think everyone here and and Ginger >> Okay. >> would make sense. >> Yeah.
>> Thank you. >> Um just so we know that 10 minute thing took 25 minutes. >> Yeah. >> Yeah. But I do think that'll help because if we do have that up on the website, right, it it lends itself to the budget so the whole community is
much more informed when we're having that budget conversation, right? So I think that timeline makes sense and and the DAC as well. >> All right. So then uh our next 10-minute thing is on the wings of Eagles. And so Rob, that one was from you as well.
>> Thank you, David. Thanks, David. >> So, you have hard copies of of this proposal. It's called on wings of eagles. And if you remember at our strategic planning session, it was a working session off site. You you can hold me in the textbooks.
Now, on slide two, I I pulled up this this graph. I was trying to get my head around with you the entire playing field of who is supporting the student that student to be successful. You know, putting
together just a graph here, it took the shape when I looked at it as an eagle. And so I I came up with this graph and I just kept I was continuously drawn back to I didn't know why. And I threw an eagle on here and fleshed it out a
little bit more about, you know, the community stakeholders are helping the student, the board of education is helping the student, the central office, infrastructure, the cafeteria, the facilities and ground maintenance and transportation, and then all of the
campus leadership at each of our schools, and even some of the the folks that we touched on um that come into the schools and participate. Uh, an example would be the home school of Richmond Academy up at Summit. They're they're coming in and using space there and the
fly fisherman was coming in to teach them how to fly fish and tie knots and and do the cool things we do in Colorado. But all of those temple or entities are in place to support a student. And I just kept getting this picture of the student was on the wings
of ease and that all of us have a a role to play in helping our student be successful whether you're a community member, a parent, teacher, facilitator, administrator, etc. Everything on this page. So I grab that and then I started from that with an idea of how do we
recognize somebody or an organization in our community. The actual proposal here tonight is to establish a program to recognize a community member or organization who rise above and beyond to inspire and
uplift our students in their pursuit of academic excellence, personal responsibility and civic duty. I'm suggesting that we encourage and motivate each other and folks in our community start looking for those people
and organizations who are making a difference in a student's life. And there's some criteria that we can apply to this. Uh but the rules of engagement would be something along the lines of anyone can nominate a candidate
for this on wings eagle award. We would give out an award, but anybody can nominate another person or organization for this and they can nominate a person at any time. It's not like once a year, twice, you know, once a quarter. Anybody
can nominate at any time and I wouldn't even put a number restriction on it. We're looking for that positive models of behavior that we want to encourage throughout our community. And then some of the criteria we're looking at to
to use to award or recognize a candidate would be what are the actions taken by a candidate to inspire and uplift our students again in their pursuit of academic excellence, personal responsibility and civic duty. So how
did that candidate inspire our students to do that? What was what were the actions taken by that candidate to include students from multiple campuses? It's not just one campus, but what did they do across our
entire community to ensure that students from all of our campuses be brought together in an effort? And then what were the actions of those students? And then lastly, what was the impact of
the students actions? Once we get a package that have that information in it, the board of education would would evaluate it against that selection criteria and then we'd select a candidate for public recognition. What does public recognition mean?
I think we would bring a candidate in here that we've selected, an award winner, and we would present an award to them at a board of education meeting, could be at city council, it could be at uh on our
website and career article. You can put information there, could be at the chamber of commerce. I've not talked to anybody about this outside of here, but these are just could be meetings. could be at at business night or others or wherever the the recipient of the award
wherever they would most appreciate being recognized in their community as well. We could also present uh or we could present a certificate highlighting the details of the recipient's efforts and impacts just something that they could
uh have that identifies from the president of the board of education recognizing you for your actions. Um and it would be a nice certificate. But the other thing I'd like to do is challenge our our art classes and our graphic
design classes to come up with a decal that identifies an on Wingso Eagle award winner that a business could put in their window or an individual could put in their vehicle on their back window or or anywhere you know that they would
want to put it. If we challenged our art classes and graphic design class, come up with that detail. I think that'd be pretty cool across all of our campuses again to come up with that cool detail. Um, the other thing I would consider is
creating a a wall of fame where we put up engraved little state name plaques that says here are our on wings of eagle recipients. And we could put one in central office here. We could put one in city hall, chamber, um just places where
people's names are being highlighted for what they uh for the service that they provide our community. And lastly, there almost feel like Santa Claus here. You know, one of the things that uh we could
present as well for the on wings of eagles is this this pretty cool sculpt sculpted on wings of eagles sculpture to an award winner. And um it's they're
pretty easy to get and I think that it would be something a business owner, an individual want to put on their shelf or a business to show that they were recognized by our community, by the board of education as a contributor to
the pursuit to our students pursuit of excellence and that they were recognized for their efforts. At this point, I'll I'll try to keep within my 10 minutes. The recommendation is uh that we as a board approve this
type of an effort. And if so, there's got some way ahead initiate initiate the program at our next board of education board meeting. >> I I think recognition is something we've
been talking about. Um, I mean, we've done um some I suppose more informal recognitions at board meetings wanting to get volunteers in and uh recognizing them at at the meetings and calling them up. But, um, this is this feels more
substantial and and tangible, which is nice. >> Go ahead. Um my um my one thing would be I don't know if maybe we could have two board members that were would could work together on it that would take care of
if there had been an application to review it. I'm uncomfortable reviewing an application in a public setting >> and deciding if they don't fit the criteria. Um, and so I feel like it should be something that we as a board
would accept the recommendation of two board members. Um I also want to note because I've been involved in um managing awards and recognition programs of varying size and scope and um there can be a lot to the different steps of like the work
schedule and the continuity of that and um and I also too want to make sure that we understand like how this also um just kind of like matches up against any existing award and recognition programs that we have as a district already. So
that we are making this an additive like incremental >> uh addition rather than just coming up with something and not being aware I guess of any other awards and recognition programs and their work schedules and how they're delivered and when they're presented and um what the
physical awards look like for that too. So I don't know if we have any information about that or if it's written anywhere written anywhere. I'm not sure about that. We have had a practice of the golden panther um for the last couple of years at the high school. Kind of the same thing given to
a staff member that um is exemplifying all this the traits that we were looking for. Um I don't know about other schools. I know usually there is some kind of an honoring programming same kind of thing for staff members. >> I wasn't looking at this as being to a
staff member. This was somebody out in the community >> and I wasn't looking at delegating this to anyone else. I was willing to leave this myself >> another member. >> Yeah. I just think there ought to be two for at least the review process of it.
Cassie, you have experience. You think you could work with Rob on this? >> Well, I I actually I mean I know we talk a lot about committees. my experience, I think that um awards and recognition programs often are facilitated by
committee discussion and involvement in terms of identifying or selecting people um in terms of the award criteria and how to award that and even like on like for um people in Park Beautiful, we would do the annual beautifification awards and that was a process in of itself too. So I really like the idea. I
just want to make sure that like it's um uh solid like programmatically and we're really clear on rules and responsibilities and again that we're not duplicating any existing efforts if that existed already within the district and I just don't know if that's the case or not. So yeah, >> but I mean I'd be happy to work with you
on it. I could do it. >> One of the things I was suggesting on the way ahead was the nomination package would actually be something on our website that somebody can go in and electronically fill in some fields to answer the the criteria questions that we have and then it gets sent to to
board members to evaluate. It meets the criteria and then we can come in and make a nomination to you. >> Yeah. My only other quick thought would be that I know that you're mentioning like um can nominate like at any time through the website. I think that might
be a great way to start and just open it up and then in the future it might be worth revisiting to look at a schedule because I think that also does give some weight to it like if you get six nominations a month and you really want to recognize a lot of people then it it doesn't feel as weighty, right? If we're >> you know given the significance if it's
an annual or a semian or something along those lines. So, I just think maybe worth further consideration in the future. Yeah, >> I really like >> Oh, I like the community engagement that it hits right on our
priorities. Um, and I love that you would involve students in creating something. And I thought maybe even further down the I >> can share with Kegan or Oh, >> sure. You want this one? >> Sure. >> Yeah.
>> Um, another idea, I know we have 3D printers and I think it would be even more special at least like for me to receive an award made by our students as well. Um, so that may be something to
consider. I love I'd love to bring in the students to do that as well. >> Yeah. Or the welders. >> Yeah. Yeah. Something, you know. Yeah. Something worth mentioning is that I love the symbolism of the eagle. It's fabulous. Like with all that you tie in here, it
is the mascot of one of our schools, >> right? >> Um and I'm wondering if that would feel isolating or, you know, just cause a little bit of a rug with it's not a bear, it's not a panther, it's an eagle. Yeah, it's also America. >> It is America. That's true.
>> It's first. >> Yeah. >> We need it to come up that way. But yeah, >> and I went around on that too, like initially thinking, but we're the Panthers and then thought when I saw the whole concept that it goes across schools.
It is something that can tie us all together. And and that was another thing I wanted to note that is a priority too is the uni unifying unity bit that this brings out. And so I think it's a great idea.
>> We've got some candidates out there who who are doing this and we should recognize them and get them out into the public so that others are motivated and courtesy. Does this make sense to be maybe a subcommittee of people who would
participate in in selecting that? I um I want the board to be involved. Um but again, if we're trying to set things up forward looking and uh making sure there are again checks and balances at at
every stage to have other people involved as well. There's never a way to prevent people who really want to do the wrong thing from doing it. Don't find loopholes wherever there are. But we can try and set up some guard rails so that
you know there's the potential for more oversight there. I don't know if it makes sense for that to be people who are already at the DAC or if it's a separate committee or >> I'm not a big fan of additional committees and another committee. It's
this is pretty streamlined. I think >> I think we can run it. Cassidy and I can run it till we can't and we'll ask for help. I'm speaking for you in that meeting. >> This is true. I I mean I think there I think it's important to make sure that
the um decision- making process is sound. So I think as long as we feel good about the criteria and the parameters and there there's probably a number of different ways that we can work it but maybe we'll get together and we can talk more and and I think if we feel that's necessary to loop another people whether that's just engaging with
a pre-existing group or maybe eventually looking at another I think that's good too. Yeah. >> You guys want to have that as a takeaway then? have a conversation outside of this meeting to to figure out what that looks
like for you and then we can report at next board meeting. Sounds good. Yeah. >> I was hoping we could present at the next meeting. >> Yeah. >> With the candidate packages on the table, right?
I you know the the thing that I would say the only thing about slowing down and I I I I agree with you on that Rob is the I'm I'm kind of in agreement with Laura especially if the students can come up with something
that costs less than what we're going to purchase and it's something that's student made. I would hate to kick the program off with one thing and then decide going forward it's it's not going to be this exact thing. It's going to be something else. So I don't know who and
and and I mean I you you know people that are involved in welding. >> I do remember the school's already been asking them to do things too. Yeah, I mean I don't know. I don't that would be the my only thing is maybe take a little time and and see what you can
figure out in terms of what presenting and just check to see if there's an options who does the what who where's the 3D printer's um Ryan Schultz and well actually all the buildings right or or or art you know if there's something
that that that students can come up with that are That would again I like what Lori said that it would feel even more special if it was something that was created in our in our school communities. >> Okay.
>> Also just want to clarify Rob like is there a specific reason why the urgency or just because you feel like you want to recognize people right away? >> It seems like easy hanging fruit and you recognize people from the practices or what they've demonstrated you know when they do it rather than six months later.
>> Sure. And it's just uh >> Sure. >> Yeah. But I I I do appreciate your inputs and it does make sense to if we could come up with a way that a student could make something similar to this or better than student.
Um, okay. >> Not that we're voting, but and not that we need to discuss it, but the nomination package that is underneath this is an outline of what an application form would look like. And then the last page is a certificate of
what it would look like to be given to recipient. Got it. I like it. It's great. Yeah, I really like it. If we,
as a risk of spending more than 10 minutes on this, um, if we did decide that we wanted students to create the award, would we want is that something where we would have like a
submissions and it's a contest? How quickly could that be put? Like I I love again love that idea, but is that something we can is that an easy lift or like based on what the art programs already have or is this >> We just have to ask I'm not sure if that
planned out for the rest of the semester if they can weave this in or not. Um we have done this before with the art that used to hang on the walls and >> Yeah. >> Yeah. >> Okay. So maybe Karen, would you be able
to ask and see what kind of a lift that is so that we can use that information to make a decision? >> Also to knowing that we might need Lindsay's help in terms of just updating the website or any other details like that would be just to put it on her.
>> Only 20 question. Um, okay. So, now we're on to the board review of GP8 and GP10. Uh, this is part of our board governance
policy governance manual. Um, that we are that the board reviews these at cadence. Um, so these two are what is currently listed as the orders that we would look at these. Um, so GPA is
around agenda planning and board meetings. Um, so it kind of outlines what each of the meetings look like and how they're scheduled and when. And um, I don't know if you all had a chance to
look into that. Um and um this is something that while I had really wanted to do um years prior uh the board did not engage in um work sessions to go over the the GPS
the prior two years that I've been on the board. So uh Carol I'll ask you since you were on the board that did that. Um, it's my understanding that we kind of you read through it and then if there's things we'd like to update, we do. And
it's also a time for us to check and make sure we're actually following it correctly. Is that >> Yes. And the way the practice was that it was reviewed by board members prior to the the work session and board
members came with a um um ready to say no. Um, I think this this fits us still. Um, and or no, I think that there are pieces on it that we need to consider
changing. And then with the the the board um self-evaluation, it's we are compliant or we are not compliant. That's the basic review of the policy. And then if we are not
compliant, it's pulled out of the consent agenda for the following board meeting and we discuss where we're not compliant and then we discuss the action steps that we're taking to be com become
compliant in that policy. Um so looking at GP8 right around the agenda planning and board meetings I think um this board is um in compliance in the general nature of
it. I think there are some uh specifics written in here that we have tweaked um especially you know around like the agenda setting for regular meetings, right? We we've kind of discussed those in our work sessions so that we can all
discuss it together. It calls out um setting some of it up during the the board retreat. Um which you know we we used our board retreat to to really um establish a draft of our of our um
words um >> goal goals for the area mission vision uh strategic priority that's the word I was looking for. Um so so we didn't follow this word for word but we do have
a way of establishing that. So I don't know if like >> so I I think the work session or the retreat piece of it is more we can just have them as often as we think we need to. I don't think it talks about setting
the agenda in those planning cycle. Where are we? >> Uh page one. >> Okay. planning cycle will start with the board's development of its agenda at the annual board retreat. >> Yeah. And that board retreat generally
takes place in the fall like in August so that you are then looking at the year in advance. >> We did a bit of a different sort of retreat um this time. >> Yeah. And the last two years they were in May.
>> Yeah. Normally um you're if you want to plan well for the >> Yeah. >> your year you're going to plan before the middle of it. >> Right. >> Yeah. >> Right. Yeah. >> Yes. And even in election years
>> we went ahead and had board retreats and set out the the the year then and a board can always change it if they want. Well, I'm curious too because then number four says the planning cycle will conclude each year in June, >> right? So, you take July off.
>> Yeah. >> We don't have a board meeting in July. So, if you were planning in August, it would run through June. >> Yeah. >> So, the agendas to plan for >> and I think that partly aligns with the fiscal year, right? >> Yeah,
>> it does. Right. So I guess at this point do we want to stick to this and plan that in August we will set this up and just kind of accept that prior board did not do that but we intend to follow this and so we're still good with this
>> were there other things >> I have a couple notes um one was the last page um it talks about special meetings and and the secretary to the board shall be responsible for giving a
written notice of any special meeting to each board member at least 72 hours in advance of the meeting if mailed and 24 hours in advance if hand delivered personally to the member I think that's outdated I think email
>> text >> text um so that would just be one to maybe update um and then I just had one note at the very beginning was The community spotlight then
starts at 5:30 on here and I don't know, we've been starting at 6, so I don't know if we intend to continue to start at six or um what the plan is, but that was something I noticed.
I think it could be revised to just say 6 o'lock. I don't I don't even remember doing them at 5:30. Maybe we did. I don't recall. It seems even like a weird thing to add into the into the policy at all.
>> So, it could just be taken off and we could just strike it. >> Yeah, just strike all of it. Yes, I actually don't know if anyone knows the answer to this, but I noted that the last time it was revised was in 2023. Do we know what revisions were
made at that time? >> Okay, they don't. Somebody somewhere probably has the older version, but I don't think that is memorialized on our website. Yeah, it is not. Maybe whatever changes that we do
make on this this time, we could make a small table saying these were the changes that we made. Just if you wanted to if you're worried about somebody asking the same question, >> you could have a repository on the
website and and just save old versions. There is there is a process for changing um uh board policy. Um and so if we want to
change this board policy in the next meeting, then we need to rewrite um that number two that Laura um brought forward under special meetings >> and probably number two on the regular meetings also.
I'm just starting. I think it's easy. You just cross out starting with. >> And one more I just wanted more explanation on was um number three um about executive sessions.
So four, page four of five. Uh so only those persons invited by the board may be present during any executive session regardless of the topic of the session. I was just curious. I know like does that have to
be a public invitation or is it just >> So the last couple of meetings I have we've we voted to go to executive session and then I have invited Ginger and or David depending on which
executive session it was to join us. I don't know if that needs to be more formalized. again the last two years it really wasn't I don't know if there's a law around it. Um I don't I I don't know if we want to
state that more formally or not. >> I'm happy to say it when you know we vote to go into executive session who we'd like to invite in. We can add that as part of the conversation. >> Yeah. >> If that makes more sense for everyone. And then everybody can agree to invite those people in as well. And it's
transparent. >> Yeah. Again, I was without knowing the proper procedure for not having witnessed it. Uh was just kind of saying I'm inviting these people in after we had voted. I think that makes sense.
Do we want to add that to the policy itself so it's more explicit for future voids or >> um I think I think that that would be something that would be important to think about and maybe seek legal counsel on in case there was a reason that
adding that in there might be a problem. um only if I mean I can't think of a situation right now but it would handicap you from being able to >> whole discussion >> add somebody in um I don't know I can't
think of a time we were in executive session that it would have been a problem so I can take I can take that as a takeaway to reach out and ask if there would be an issue with voting to invite people Write
that down. Forget >> are there personal matters you discuss in executive session? >> Advice employee in that's >> so want to say that name >> necessarily. Sometimes you might but
>> because there is the option for them to have a closed meeting. >> The teacher has been called into >> correct. >> Yes. >> I I I don't know. I say we'll leave that policy as it is. >> Okay. I am still going to reach out to
our council so that we can be as transparent as legally makes sense >> without interfering with other people's uh privacy, right? But transparent to the point of not infringing upon other people's
rights. I wonder if the other one under special meetings, the um two under special meetings, if it would be wise uh to get Candice involved in rewriting that policy since it would be her
responsibility. As far as where did I remove the mail and how to yeah >> I actually wanted to ask a related question because I know that we're in the process of trying to engage Caspby in policy audit. So I just want to be mindful that like if we're rewriting policy but then we're also inviting an
expert to come and look at policy should we wait for their feedback? I don't know what that process looks like but >> I think they'll start with admin policies probably. Yeah, that that was my understanding that they were looking at more of the administrative policies
at at that level as opposed to the board policies >> and I know with creep the process is taking over a year. >> It takes quite some time. >> Overseas it's taking two years. >> Yeah, two years. >> Okay. >> So I would I would say we charge ahead
with doing it knowing that it may get rewritten again. >> Okay. Yeah. And because it's like it should be from what I understand it's an ongoing process of like we kind of plan to review policy every month anyway. Right. >> Right. Yeah. >> Every every policy has a timetable. >> Right. Yeah.
>> And and also if at some point you felt there was a particular policy that was being violated or that was inappropriate to continue following, you can bring that up outside of the cycle. So you don't have to wait. >> Yeah. And I was going to say that like even if it's not HASSBY or any other
group that's like auditing policy, we could always compare against and I'm guessing that's what Candace would probably do too. Compare against whatever they have for that particular policy instead of like the whole sale >> assembly policy. Yeah. Okay. I think they have samples as well though. I
don't know if that's related to policy. >> Um I do know they have sample policies. >> Yeah. That members have access to. So there could be one there. >> Okay. So, the action on that that one that we're going to have Candace look at,
will somebody do we need somebody to send an email to her? I know she's going to listen to this, but >> I can with that policy on there. >> Is there anything else in that one you wanted to discuss?
This is a very minor thing, but I noted in some of the other policies that the formatting is slightly different just for reference points. So like um like the next one that we're going to look at has um like section A.1 and it might be like this is a very minor thing but in adding the sections
>> it was difficult for us right now to just reference. Yeah, simple change, but no, we're already updating it. Yeah, >> I have to double check how all the other ones are. >> I I I I get that point. I would say
right now it's not a >> Yeah, >> it's it's um I I hate to ask staff members to take time to do anything with that piece of it right now just to bring it into order. I think that's something we can do at some point for sure. Yeah,
>> wholesale maybe we'll just look at the Yeah, all of it. Yeah, >> I agree though. that would make it easier to reference. Anybody else on GP? Then we'll look at GP10 which is uh
monitoring board performance. Also, I think on this one that we just talked about, sorry, it's be it's like it it's because it's talking about different types of meetings. Um, which is different than maybe any of the other policies. I don't know because
this monitoring board for performance is just monitoring board performance. So, this actually goes along with what we were just talking about about actually reviewing all these policies and what the proper order and process is
for that, voting on it at the next regular meeting if something needs to be changed, calling it out if someone if the board as a whole was in violation, um discussing it at work sessions. So, we
we kind of went through all of this. >> Yeah, I thought this one was straightforward. I think where the two kind of in hand I wasn't sure was where is the policy on revising it? um because
this one is just on monitoring and evaluating if we're following it and um the previous ones I there were a lot of revisions to be done and there's only like a new policy
new board policy policy that's like TP 9 I'd have to go back and look through them again but there is a procedure on revising the policy or at least their >> changed all the policies. >> I have
not >> Yeah, it is not in this current governance. >> Okay. Yeah, we'll have to look for it. I mean it does um in one it says that we'll monitor um for monitoring and adjusting
prior to the work session to determine whether the board is in compliance or not. And it doesn't call out whether we just want to change. So, >> yeah, >> it it may also be something that Kelly Haymon, the former secretary of the
board, just knew how to do because I knew there were there were times that we had to read them and have a first reading and a second reading and have it up for the public to see when we were because most of these policies got revisited in around 2018 2019 time
frame. So it may be that Candace even knows that procedure. >> You know what? We don't have any know we don't need to spend a ton of time on it in this particular meeting. Um but discussing having a board policy around
approval of um some of the resolutions or or major uh contracts, right? like that the board will not vote on a contract the first day it's presented. We'll have a first reading and a second reading and we can't vote on it till the second
reading. Uh I think that would be a really good policy to add. Uh so I don't know when we as a board want to discuss that, but I think that would be a really good
thing to have documented. Where would that does that fit anywhere now, Carol? As far as like there isn't anything there now. >> Well, I'm wondering like would it be a revision to GPA because then we could capture it in this discussion. >> I see. >> Oh,
that's all about >> around agendas that it needs to be on an agenda. >> Yeah, we can also go back and add it to GPA. I that's another one that I would get attorney advice on
>> on and and maybe even look at other district board policies, not our look at other districts board policies to see how it's written. I went in there about having to read contracts before you put on before you
put on, right? Correct. >> If you disclose you haven't read the contract, you are not allowed to vote. >> I'm okay with DP10 just saying in compliance. >> Yeah. >> And leaving it in the consent calendar for next time. >> Yeah. I didn't have any problem with
this one. >> You had anything that my ask of council First and second readings. Um, you know, actually might be able to just ask Candace that. >> And first and second readings, you mean for changing uh policy?
>> No, not for changing policy. for the additional clouds that we're talking about adding >> for contracts and >> got it >> things. I have one other quick related question because right now the I mean monitoring this might be common practice
but the entire policy around monitoring board performance is is self monitoring and in general I know that like because we have things like the DAC I don't know if we should explore or invite any type
of external oversight against policy and perhaps that's a factor of us just bringing and discussing it and there's obviously opportunity for like public comment but >> I don't know if that's similar to like the financial oversight where it's just like you want to I don't know or or if
there are mechanisms for bodies like CASBY or things to provide any kind of external assessment against board performance but it in general right and I think like we've observed this at times like if the board itself is the only one that's really responsible for
ensuring its own compliance against policy, there's really nothing to prevent the board from acting outside of policy. Um, so it's just a question like is it should it be an entirely self-monitored policy in of itself?
>> Yeah, I I think DAC could be an appropriate place except that their meeting schedule is is >> four times a year. >> Um, could that be enough? Maybe. I think I think it's tough because if
you have a board that doesn't want to be held accountable, they just get rid of whatever accountability committee is put over them. >> That would be a red flag though because >> Well, it would but but there are lots of
red flags that get ignored. So, I don't know. It it um I think it's worth thinking about and thinking if we can come up with something that is doable and not cumbersome and doesn't create a
body that's not elected that oversees the elected body and has any recourse. I mean it it >> I don't know what best practice is. It's just a question because the nature of self monitoring is stuff. >> Yeah. I I don't think there's any other
board that has an external group that monitors the board performance. >> I think we've seen a very unique situation in the last few years. So many of our policies and not just board policies but like you know elected officials and and where power is given,
right? It's it's all based on an assumption that the people taking those positions are there for the right reasons and that they will be voted in or out accordingly based on their actual performance.
Right? Like if you asked anyone at the state level, they'd say voters have that oversight over the elected officials based on how they vote. Um, does that always work? Obviously not.
But >> and I think I mean it's one thing to think about future boards, but it's also we we want to be held accountable and I would love to have more input if someone thinks we're not following our policies
or our policies updated. Um and so I think it's worth exploring whether that would be a DAC thing if it was even just one meeting where they are given just a preliminary like this is
what the board governance policy looks like and it's up to them what level they want to take it. I don't know but I like it. >> Yeah. I just also too like I've never been in a situation where performance is me
measured purely against policy adherence, right? And that's kind of what we're talking about. >> But do go over the board policies. >> Uh, right. Uh, you wouldn't have been on yet. Do you remember that? I think we we covered
>> the the board policies at least high level that they existed. So the DAC meeting was the first DAC meeting, right? We covered >> we reviewed the five policies that relate to the DAC. >> Yeah. So
>> okay. I'm just wondering like if it was as simple as you know giving all of the deck a copy of the full you know GPS and then just saying like hey if you see something say something kind of a situation like bring it up if you see an
issue and you know maybe it's not as formalized or you know taking up other time that they spend on important things but at least they know >> at least they understand where to find them. >> Yeah. and then and then it would be acceptable for them to raise a concern if they saw one.
>> And I I think just if we were living in a different time, one of the challenges with that is that it's the board that appoints the DAC >> and so you're still not really holding yourself accountable and a you know that
I guess that's why ultimately we have voters at the um at the board level. So just my just my thought again someone who wants to go around things will find a way but I think that
I think there's things we can put in place to set just general expectations and norms so that it is more obvious and more concerning if all of a sudden that starts changing. The board didn't
>> Well, they're responsible for appointing the deck. They didn't select it, >> but you still as a board are responsible by state law for being the one that that approves the deck. >> Yeah. I think in in the past uh where
things changed that the um the uh principles were nominating members and then it was kind of coming to the board. At at some point it that was pulled up to the superintendent level which was at a um an interesting
change. um it has come back down to that level so that the people who are are knowing you know who these parents are and and see them day in and day out when they drop their kids off are the ones making the recommendation
but it was still always the board approving the recommendations >> it has to feel like it I don't think we are sticking to our times at all by the Okay. Might be out of here by clear.
>> Yeah, that was my goal. Um, okay. So, we just have two things a lot of times. >> Um, so we've got the >> Oh, I'm sorry. Yes, I forgot. >> I will be really fast. >> Um, so we've got the the agenda for the next regular board meeting which is on March 11th. Uh, I think you've all seen
the draft version. So, we do have a community spotlight and a volunteer spotlight already on that agenda, which is something we had discussed prior to uh your joining and
your your Wings of Eagles proposal. >> Do you want Cassidy and I to come to give you an update? Anyways, >> yeah, >> that could actually just fall under board. >> Your board report. Yes. One of you or
both of you can speak to it at that point. >> Okay. >> And then I could update on the finance committee. >> Yep. >> And presuming I've had a chance to speak with the lawyer about those other things, I can report on those as well. So that's already kind of encompassed in
the in the board reports. I'm excited about the Woodland Park School District Foundation thing with Steve on there. >> Yeah, >> I have a question for you, Karen. Do we need to vote on the courses that were
presented to us? Okay, >> it's just for information. The calendar is the one thing. Um, >> yeah, it's on it. Yeah, it's the only action item. I think yeah. >> Um, and I think I've suggested this
every time. It's my favorite thing, but the I just about the forensic audit discussion about how we're going to get that out to the community and if there will be a final report. I know I don't
know if the last one was finalized yet. The presentation was not the final report. It was my understanding after the last meeting we would receive one. >> Yeah, we just have the draft. I think that's >> I I don't I haven't received a final yet. So
>> So discussing anything would be contingent on whether we have the finalized report in hand. >> Discuss like further discussion on the report or on how we would post the report. >> Yeah. how to and maybe that's not even a
boarding level thing. >> Well, we have the um the um section on our website forensic oversight >> for financial transparency. >> Yeah. So, my my assumption and and we can check and make sure is that we would
post it there. >> Okay. With reductions >> uh probably as required. Who normally does that? >> Would you have to send that to the lawyer to redact or would that be on
>> the audit to redact? >> He said he said we'd have to do it if we wanted post it publicly. >> And that brings up one thing in his report was um some other suggestion on
asking legal counsel about some wording. So there may be some action that we'll need to wording of uh I'll I'll get back to you. Okay. >> This Yeah.
>> Okay. Um so I think I think maybe we've had the discussion now, right? We'll post it as soon as we have a version that is legally acceptable to post on the website in the financial transparency section. Uh, I
don't know that we will have it by I don't know when we'll get that. >> I think one thing that could be important is it might be worthwhile to Rob's proposal for the fiscal state of the district or state of the district in general that we could simply acknowledge
to the community that that was a step that we took that was resolved. It would be available online for review. >> Yes. as a part of that maybe >> one of the near-term actions I have identified that we we are implementing
the 20 recommendations from the EB audit and without going into what all 20 of them are or going into the details it was just saying exactly that we got independent assessment they gave us 20 recommendations and we're in the process of implementing that as part of our
guard grants >> so do did you want that added as an item for the next meeting or just that when we get to that once we've got that finalized we post that as well. >> Yeah, I just think that would be like another mechanism to share that with the community as a part of a more
comprehensive update which is just that we completed it and assuming that the report is finalized and available legally to share then um we could have the full version available or whatever version is appropriate. Yeah, >> I think we're on the same page. >> Yeah. >> Yeah. I was just wanting to make sure if
if we're suggesting we add another item to our agenda or if this is just conversation we're having right now. >> I don't think there's an action item necessary. >> Not action a discussion item. >> Discussion. Yeah. >> Agenda item. That is the word I use. Agenda item.
>> Okay. >> We're just getting the message out in multiple. And I think too, right, if if um the information comes out and we don't again have like an agenda item and and you wanted to mention that as or anyone
as a part of the board report like hey we did this thing here's where you can find it. A board report is is an appropriate place for that as well if it's just an informative as opposed to a discussion topic. One other item I think would be I'd like to
to suggest and we might it might be worth getting council's input on this is I know that David just brought to our attention that we are going to be in a position where we're needing to like make some decisions or iron out contracts and that kind of thing. I'm wondering if in this meeting we should
have a conversation about contract review in general and where that stands so that we're really clear about what we need to update and how we want to set forth a plan for that because the only other opportunity we'll have to do that will be between March and April and I
think we would probably have to either discuss it in a work like we might actually need to have a work set like a productive work session where we iron off terms of contracts and not just talk about it >> right I agree so it would be helpful maybe we can engage our lawyer with that
and say hey we need to review the or I don't know maybe they're already reviewing them but like just maybe discussing contract review and next steps to iron out some of those things. Um, yeah, I think I that for sure. I think I think maybe Karen and David have
even talked a little bit about some things to pass on to the attorney about the current >> facilities use agreement and the and the contract to look at, but I'll I'll jump in right now with with what what I did.
>> And this is just um this is the organization that I spoke with on Thursday afternoon. Um Karen in Ginger's absence absence and I um had a a Zoom
meeting with um McKenzie. I've lost her last name, but doesn't matter. Um and she's the um she heads up the Colorado Association of
Charter School Authorizers. Um, we had about we had an hourlong meeting with her and what I passed out as their mission and vision statement for you all. Um, their whole goal is to help districts have good relationships with their charter schools and um, they
do it by Colorado state statutes and best practices. And we had um, a discussion with her about gosh, you know, we're we're a new board. We're trying to get this all figured out. we're trying to iron out some of the
difficulties we've had. And um she was there were a couple things that we discussed. One was that they have a a donor who's wanting them to put together a charter school 101 for lack of a
better term and their donor wants them to pilot it with three schools. They have two already and we may be able to be the third and it would be free. and it would be informative um um talks at least one and she didn't
have it we didn't talk about how many and she would come here and present and it would be something we could invite a community to that would help understand the what Colorado statutes say and what um healthy relationships between
charters. So that was one thing that would be free. There was a second thing that we discussed and it was um basically an audit of documents and where we are um in terms of our
relationship with our with our charter school. And that would be a fee associated with that. But even in that conversation, she commented maybe there was a grant that she could that she could look at. Um and and she did ask to
see our facilities use agreement and our um administrative policy around charter school authorization and the contract. Correct. And Karen sent those to her >> on Friday and she she thought she would
get back with us sometime early this week. Um, and yeah, and I hadn't heard from her yet either, but it sounded um, very promising and exciting in terms of somebody who really does that's a a
definite third party outside person that could come in and help with those things. >> And I would say by the time we have the board meeting in March, we'll know if um if if she's working with this. And in
fact, my my guess is because we talked about getting something sooner rather than later in terms of the charter school 101 coming in. And my guess is that, you know, I may be in contact with everybody trying to find it a time that
that works. Um hopefully maybe even by the end of this week that we can start planning that out. Um, and so I'm I I think that that's going to help us along with our legal counsel in working through some of those things.
>> Okay. Well, the agenda item I think that sounds great, Carol. Um, I just want to be clear, make sure that we don't um skip straight to that by uh without noting that we do want to make that addition to the agenda or something. Okay. >> Contact contracts renewal discussion.
Does that sound appropriately labeled? >> Yeah. >> Yeah. >> As a discussion item B after the foundation, right? So, we're feeling good about the agenda. At this point, I'm sure
something will come up that we will have to add and send you all notification about because that has happened for every meeting up until this point. But, uh, I think for now we're in a good spot. Look at that. That might have been.
Uh, okay. So, then that brings us to the last item on the evening's agenda, which is our strategic plan. You all should have a typed up version of the draft. This is based off of all of the giant
sticky notes that we have over there. You need to refer to them. >> Giant sticky notes that we uh we wrote on at our planning session uh over the course of those eight hours that we
spent discussing all of this. Um and so the purpose for putting it on for a discussion this afternoon evening um is really because as we discussed in that meeting right um in the past when strategic plans were created for the district it was about a year-long
process and they brought in all sorts of committees and there's feedback loops and you know conversations back and forth and and really working to hone it in and um I think you know personally while I I um there's great value in in
doing it that way. Um our current situation does not grant us the luxury of waiting a year before we have a strategic plan. So we can really drive forward, right? Um you know, even just our the state of our finances gives us
um you know threeish years to figure it out before before we don't have the funds. So um right, we we've got our our draft here. I think it's really a solid, you know, again, we spend eight hours on it. Um, but I do want to get some
community feedback, right? I think any any plan that involves, right, it's going to affect the entire district. So, I think it makes the most sense for us to to get that feedback. And so what I'd like to discuss now is how how do we
want to receive that feedback and what our plan is and maybe timeline for finalizing it so we can really start running with it. Um and and because we're going to need it for prioritization of the budget come
April, right? like it. We really need this kind of um set at least, you know, mostly so that we can start planning off of it. Uh I think maybe the first thing would be let's figure out what that deadline
what that finish line is and then we work it back. Right. So what did we Sorry. So you said April, right? because that's what we're doing budget and our April meeting would be when do we know do you have the April meeting
>> April 8 to April April 8 um and the D meeting on the April second. So it might even be something they would want as a >> Yeah. be ideal prioritize off of this. Sorry. April 2nd or
>> 7. Well, and I would I I would So I guess this is part of the conversation. Um definitely want the DAC's feedback on it. I think that's an appropriate committee to really sit down and dig into it and and provide, you know, um that kind of feedback. I know you have an agenda for that meeting already, but
um I think it's >> in process. >> Yeah. >> Um the So then the other question is, do we want to post this on the district website with a feedback form? Do we want to post it and
then have uh a a town hall? Uh do we want to do multiple thing? like how how will we best receive feedback so that we can get something solid by April 2nd?
>> I I think that um given that we've already or Ginger has already engaged a num in a number of other committees, maybe it makes sense to utilize not just the deck but like the teacher advisory council and those groups and maybe filtered through them because those
people have already expressed interest in wanting to be engaged in this type of work. Um, I do think that the like getting a layer of of of community review in there at some point would make sense, but I don't know exactly what the best, but I just want to make sure that
we can engage those committees or figure out a meaningful way to >> So, do we think it maybe is the most sense like we can post it on the website so anyone can take a look at it? Um, but for specific feedback purposes, we bring it to the DAC and and those other committees, advisory committees for that
kind of formal feedback. And then of course if anyone in the community sees it and and wants to email us, you know, the the feedback that way they can do that. >> Is there a a template or a form that you use to collect feedback or is it a wild
wild west? >> It's kind of a wild west at the moment. >> I committee we could >> Yeah. Yeah. >> I can help you with that. I do think there's something to maybe creating some kind of a form to organize the feedback because it's going to be
really difficult to make sense of just a lot of emails like and I think that does it makes it a little bit prohibitive too because of the nature of like being able to give some anonymized feedback I think is could be important too. Um I don't know if that's important or not but
sometimes people don't necessarily want to provide feedback if their name is tied to it. It's just something to keep around. But I think that the idea of collecting both qualitative and quantitative feedback of some kind is important. So the committee layer is really sort of the focus group part of
that, right? Where you can actually have discussion about it um from different stakeholder groups. And then I think if we wanted some kind of quantitative feedback and structuring that in a way that would help us make sense of the data at scale kind of I think might be
helpful. But >> I would add to the committees to involve would be our stack committees as well. And then um maybe even our parent groups at each school. Uh I know probably a lot
of them are on the committees anyway, but if there are any outliers, they'd be a great group to hear from. >> Are those the sack meetings are typically the week before the deck, right? Or is the same week before? >> Week before. Okay. So, that's Well, is
that um still the case with spring break, too? >> Oh, what's going to call? >> Let me just cuz we will have a spring break in between >> between now and then. So, >> it's actually March 19th. >> March 19th. Okay. >> You're right.
>> Who does comment resolution adjudication? Who's the final say? Well, I think yeah, we will probably receive the full body of the whatever the feedback was similar to the way that we've conducted like the or the I guess
prior board has conducted things like the superintendent >> um quality like I can't but the survey right about superintendent qualifications or priorities um so similarly I think it could be structured that way
>> that we send out a full survey though like a survey right with very specific questions. Um, I feel like we um once we get all the feedback, I feel like we need to set a
like a work session fully dedicated >> to um um going through the feedback and making revisions and working through it with maybe even a a work session where we
also invite building leaders um to be involved. >> So here's here's when I'm looking at the calendar, right? So if we're saying do we want to move this timeline up then from April like if we put it out now and we're
saying we want to gather feedback until you know x date maybe it's mid-Marchch so that we can kind of look through that maybe adjust it and then present that adjustment to
sack and dak >> because if if sack if dak is meeting on April 2nd >> and then we have a board meeting on April 8th where we're going to start looking at budget.
>> Does that give us enough time? I guess >> I also in my calendar you have a work session on the 18th of March, >> right? >> Yeah. >> So, could this is that our work session? >> You think that's not enough time? Well, I mean I I don't think we can plan to do
anything else at that work session. >> No. >> Yeah, I would agree. >> Um and I think we're just at a point that it's really hard. We have so much >> to do. So I don't know. >> Yeah. Yeah, I think the reality too is that
like if the goal is to like approve a strategic plan before like and I cuz I think the point too is like we the budget process will start in April but it doesn't end until June. So maybe
maybe it can part of that can happen concurrently at least at the beginning of budget discussions because the DA's going to be discussing it too. So it's not like >> the budget needs to be decided on finalized and we're going to have to do some >> budget discussion and training probably alongside that as well.
>> So I don't know I just don't know how much how much more quickly we can raise it. We vote we vote on the on the budget in June or we have historically but the work that David and his team is doing to
present us that budget and how they're prioritizing is happening before then. >> Yeah. So, he would need the strategic plan to help him set where he's prioritizing the budget before he can present us a budget to vote on, which is
why I was trying to get it before the April timeline. >> If we wanted to incorporate the the April 2, then we could also either identify another work session or a special meeting that's dedicated towards this. So,
>> but I think we can I think we can shoot for the March 18th work session as a time we discuss the feedback. >> But the I'm saying that the problem with that is that we won't have received the qualitative feedback from SAC or DAC
until after that date. >> Right. But yeah, but I also think we're going to get feedback for that too that we For sure, we could we could like open up a form and close it before that time and discuss the feedback that we received in the form. We just wouldn't have a chance
to really engage those groups. And we'd also have to account for um Ginger having time to engage her other goods. So >> we need an extra month. We need we need extra.
>> Yeah, we need extra hours because we also may be trying to schedule in here the two things I'm thinking of the the Colorado Association of Charter School Authorizers, >> right? And then also if we're trying to
get a um state of the district up in April >> and also meeting with merit to get all of those contracts done >> and we have >> So where's that extra month?
>> I know. I know. >> This is why August would have been so nice if we could have started all this in August. We're trying to accomplish a lot in half of the year. >> Well, this could also be a committee um
that besides the the feedback from the community like puts it into a more concise report and then that can be brought to the board. >> There's a really >> sent on to the the other comm
committees. >> Yeah, there's there's an easy way to collect comments. Um, it's a phased approach to do coordination. You send it out to a level of folks that are going to spend a lot of time catching your
the minor corrections, but and then you send it up to the next layer to your campus leadership to to get the big issues that they want to make sure that you don't bother the leadership with the typos and stuff as as you're doing your coordination
and and the smaller angle biters that find is as important of some folks. but not as important to leadership. We can roll those up to leadership. You can do quick turn coordinations and give folks two weeks to review. It's important to this community. That's what we've been
hearing for the last 18 months, isn't it? Show us the strategic plan. So, here it is. And it shouldn't be like they have to figure out what they wanted to see in the strategic plan. They know what they're looking for. So the comments can come back if we can help the comment
adjudication process by asking people to identify is this a administrative comment or a substantive comment which is the next layer up which has got some merit but you're not going to fall on your sword for it. And there's critical comments that if it's
not resolved, a person would fall on their sword for it because it could be something that's causing a a violation of law. So a critical comment would be almost to the point where the final adjudicator or signature authority on
the strategic plan would say I can't approve this until that critical comment is adjudicated in favor. And if you put categories on the type of comments you can put then you can put your attention on the critical comments first.
The administrative comments can be corrected really easy and the substantive comments are some of them not worthwhile. Others you can adjudicate away but that will at least help you when the comments come in to do a streamlined review of of making the
changes to the document. Just a suggestion. >> No, I like that one. I think so. I'm I'm in favor of posting this draft to the district website now. Right. I think I think the work we did I'm I'm
happy putting this up right now. I think what we need to figure out is how we're collecting feedback and the and their due dates. There are some things that need to be changed. Okay. Um there are a lot of you can't really call them typos but just things that don't relate to our
district. When we looked at the KPIs, we chose like education KPIs around the country. So, they're referencing systems in here we don't use actually and assessments we don't use. And so, there's a lot of like nitpicky things that
>> we did not the KPIs are really just samples of what might be good for this category. And so, >> I don't honestly do we need to >> I want it to mean up a little bit. >> For sure. Sure. And and I don't know that right now we need to add the the
>> the KPIs probably don't need to be at this level at all. I don't think they >> and they weren't last time. >> No, I think we could take those off. >> Yeah. >> Were public comment and and um
>> because really the strategic plan, right? I would want lever as the um expert in that area to set the KPIs, not me as a board member to set the KPIs for what makes a teacher successful. Like
that that's inappropriate. >> At some point it the message needs to be sent that in addition to the priorities that are being identified there, there's an action plan assigned to each of those priorities, >> right? We're not asking for that here,
>> but we do understand that that is is something >> the community would be saying what's the action plan? Well, that's that's the next step, >> right? >> Well, I guess too that like um I mean I haven't had a chance to go through every page of this and with a fine tooth code
I don't think we all need to necessarily, but I think do we want to have at least I don't know. I don't know how much time you guys think you would need, Karen, but do we want to have a period of just review from the board just to make sure that we feel like it captures everything that we did discuss and that like to your point Karen like
if it's if there needs to be strong like smaller edits >> by staff then we can do that. >> I don't know how much time maybe yeah like a few days or a week and then we have >> today posters behind you. That's cool. I mean,
we can >> we I because we did not do priority order, but >> this wasn't in order. >> No. And so I'm wondering we want to ask the community to basically help us prioritize or get their feedback on the priority.
>> I think that's appropriate from that as well, right? Like I think that could be a really good discussion. >> Yeah. >> But yeah, I think that could be >> or if anything's missing. >> Yes. I definitely want to ask you
>> I will say with your permission tomorrow I'm meeting with um the teacher advisory council and I would like to bring strategic goal 4 to them and get feedback and talk through it as we look at the handbook and
just similar ways are the policies around how the teachers interact with administration and contracts and things like that. I'd love to be able to take this forward. I get feedback. >> I mean, do we want to take a couple
minutes here to look at what's on here and compare it to the sticky notes >> and the campus leadership as well. >> I didn't I didn't take notes on Oh, absolutely. >> No, myself to take it home and say, "Hey, we missed this." Because we were taking it on sticky notes. Yeah, >> I just want to be cognizant of like I
don't know if we have the time to cover all 11 pages and like set that side by side. That's why I was saying I was thinking we could do it just asynchronously to have some time for board review and comment before we put it out, but it doesn't have to be
super lengthy. Going if we leave here tonight, I don't have those notes to say, hey, we missed something in this document because the only place we were taking notes was on
was together on those sticky. >> Okay. >> It's really just the strategic goals, right? >> That's a focus. >> Yeah. I I think or you want to jump into values and all that stuff too. >> We can stick them up.
>> Will they stick up? >> And then >> most Yeah. Give me the back step and I can go. Oh, you want You're not in order. You're missing.
>> I can't I can't go out of order. >> Okay. >> Okay. >> Stay in the hotel this weekend. the room numbers didn't order. I can't do that. >> Then you have to get creative at the end and right in the back.
Not going to be perfect. is on the back of this. >> Is that on the back of the other one? It's written in like >> in a little pen. >> It may have been that I just
>> No, we we did one because we were putting them up. >> It was Did we write it on the board? Remember we had the cardboard number. Well, and actually one of the more important things I think that we need is
like that the slide because Candace was editing the slide. So, where does that end? >> Oh, yeah. because I thought that was like where our final more definitive version of >> mission vision and retreat that one back
there's something there is >> nothing it's nothing important it's like formatting >> and I don't think we we don't have a copy of the slide because she was editing it in real time like it was just a view >> right part of the >> I just want you to see it. Rob, do you
have the slide deck? >> No, not with me. >> Did she have a separate copy where she was taking notes? Like what were we taking it right into Rob's slide deck? >> Oh, >> whatever. She saved that too is not what I have.
>> So she has whatever the presentation say that slide is probably one of the Yeah. things to to check against because that >> kind of taken all of our Yeah, >> like I was looking just based on memory I think like I remember having a whole
discussion on the stickies about four guys but then landing on and had a list of like five, >> right? And they were so I had I wrote those. >> Yeah. Okay. >> So that's kind of >> what was it? >> Collaboration, accessibility, respect,
accountability. >> I kind of felt you. I'm sorry. Community and integrity. But the order I think was respected, community, collaboration, excellence or rigor. >> Yeah, that's like that was one of the
things that stood out to me when I first looked at it was this doesn't look as as close to final as I think we have it. So I figured that that additional layer does it. >> Yeah, the document doesn't reflect what I thought we had off of our slide.
I think the mission and vision statement are probably right or pretty close. That already stood out to me. Um, and I can speak to the others. I also don't I don't know where they came from, but I um don't know that we need the KPIs on the foundational page.
>> I think we already said it, >> but just that page at least right now. I think we need to keep KPIs on. I'm sorry. I'm talking about page three. Yeah. Yeah. Three >> just on section one mission vision values. I think you should just state them and pull KPIs out be my suggestion.
>> So I still um I'm still not sure and this might be nitpicky but I don't know that the board needs PPIs um to set it for the strategic plan. I think once the groups like so we set hey here's here's
the goal and then it's up to the teachers or the principles or whatever appropriate level to to state what does success like how do we achieve success how are we measuring that success and then to report to us
you know how they're performing towards those goals that the specific numbers that have been set but like I don't know about you but I don't feel comfort able saying like hey a teacher is only successful if x% of students are you know passing a test
right like I don't think that's for me or for the board to say um because you know there's nuances there and and to say you know what does success look like >> I think I was just going to say I feel like the last time we did strategic plan
um the the staff members came back admin came with those key performance indicators and it was more approved. It was discussed with the board and the the report out how that was going to happen
was discussed with the board. So it was more of board approval with them coming up with the ways to measure basically >> right and we should know what they are so we can hold them accountable to it. I'm just saying as far as setting it I
don't think that should be top down. I agree. I think that the and I want to clarify. I think that the way we would solicit that feedback would be through the review process with the strategic plan that we're go through or >> well, but I also think the strategic
plan the purpose of it is it for to be over the course of several years and those KPIs could change annually, right? It could be what is that that look like? Hey, we we reached this percentage this year, but we want a continuing growth. So we're changing it.
So to have it in this plan when this document is meant to last. >> I think that's really isn't that the purpose of trying to create something like a dashboard where we're just kind of able to look at the progress against the strategic plan at any given point in time.
We'd have to discuss like if there's some kind of a work schedule against the strategic plan where we periodically review the progress against it. Right. >> Yeah. Right. Um >> what what we what we had before was a report of at least two of the areas at
every monthly board meeting. >> Um and with the the key performance indicators and I it seems like we did do a red, yellow, green. >> Yeah. associated with it and and and that was
an at least I think if there was an issue it was a monthly report out. >> Yeah. And and I would imagine right at the administrative level, it's not necessarily for me to dictate, but you know, >> pulling in the HR background, right,
that the each leader knows what they're asking each of their teammates to do, right? Their their team to do and the team is reporting to that leader on the specific tasks and then that leader is reporting to the next level up how
the group is doing on the whole, right? like there's those those bigger goals which is what we're setting and then it's to each of the team to figure out what tasks and um smaller goals do they need to achieve to help the overall you
know achievement of the mission right >> I'm just wondering too if it's not like against what you're saying Cassidy as much as just the timeline of like first is the the top part and then we get all the feedback from the community and
committees and we say this is it and then the staff the KPIs and then that's the full strategic plan I think >> right what I'm suggesting is I just don't want to I don't want to lose the KPI element and I think we could decide at what point that we re-engage that and
or how but I think we just need to be intentional about how we're measuring success to your point and I do actually think that like now looking at it I don't think we need at all so I'm saying completely we can strike KPIs from page three and page four on organizational
functions. I think it makes sense to have KPIs aligned with our strategic goals, but the other ones seem a little super. >> Do you guys agree with that? >> I I actually think having staffing percentage, are we filling our open
roles is is >> But I also feel like that could fit under educator talent, right? It's there as a QPI. >> Vacancy flow rate. It's on page eight. >> Oh, okay. Okay. >> So, I think those are more these are more sort of just foundational
>> pages, right? Or like sections, right? >> Section one and section two. And then I think having the corresponding KPIs that are then iterated by the staff would make sense. And they don't we don't necessarily have to include the KPIs in the version that goes to the community. To your point, if you don't think that's
necessary, I just think we need to be attempt to bring them back at some point so that we can have their own success. Yeah. Yeah. Yeah. >> Yes. I I think we're on the same page and we were just saying >> just saying it's I don't think it's for us to set them. They can, you know, each
individual school or or grade or however, you know, granular it gets can set them and then let us know and then we can, you know, say, "Yeah, that makes sense." And then we're monitoring them to make hold them accountable to that.
But as far as who's setting it, I think it's the only part that is >> Yeah. I think the key though for me is just that making sure that it comes back into the strategic plan itself at some point so we're clear on what that what we're agreeing to measure. >> At least summertime is when we really dig in. Um we'll the advent team will go
on a retreat in July and we will spend four days like digging into all this and we would list out all the KPIs at that point. >> Okay. And to pull up a little bit on schedules, if you look at what we need for the budget, I don't need the KPIs. >> I need priorities, right?
>> Yeah. >> Okay. So, let's just look at and see what these are all in. Um, number eight is strategic three. >> Yeah, I was just saying section two isn't really up here. So, we'll start with section three.
>> Section three, strategic one. >> Yep. So the statement under it I still like. Academic excellence is a foundation of the district's strategic vision vision. This goal focuses on improving student
outcomes, ensuring rigorous instruction, and preparing all students for college and career readiness. We have 11 things on here and there only 10 on the priority list. Did we have something twice?
It's regulation plans was missing. Yeah. >> I don't know. Yeah. Where would the increased percentage of students performing at or grade level? Would that be the raise academic?
>> Okay. >> Although >> no it's a separate thing there. Yeah. >> That's number two. Number two both of them. >> Okay. I see. >> So they're different. >> Yes. Yeah. >> Okay. So, it's just the um
>> that's what we're missing. >> Ariculation plan. >> Yeah. Now, I will say that's kind of >> because individual career and academic plan. It's like >> Yep. >> What are you doing beyond high school? >> I think that's the same. >> Okay.
>> We were just brainstorming here. >> Okay. >> I was just noticing we had 11 and only 10. So, I wanted to make sure we hadn't missed something. Okay. Also too, I really wanted to note um I'm a little confused about under
section two. Um there's a line item that says faculty and facilities in the same line. I don't know if that was intentional or not. Wonder if this whole page is just unnecessary. >> Yeah. >> What's the purpose? I think it maybe
Robin speaks to that because he was guiding us through it. But I think just to be thoughtful about like how each function supports the broader goal. Is that right? At some point when you're assigning tasks underneath the priorities, you're going to be turning to some of these.
>> Oh, the job duties >> and you're going to say, "I need facilities or faculty team to to show us the priorities for a roofing project >> or it just it's inclusiveness. It brings
everybody in know strategic. Feel >> it's important to get feedback on that. from community >> from your campus visit. If nothing else, I'll say we thought about >> Okay.
>> Well, and I actually I'm just one I was wondering if they were meant to be separate line it up. It's just like faculty and like people versus facilities. >> Oh, yeah. >> I think I was using the term faculty and was corrected to to educators.
Oh, so we need to cross out faculty. >> Well, and then maybe Karen was saying we'll just replace faculty but facilities. >> Do we want to make it like was it staff? Is >> that to be all-encompassing?
>> But I think faculty is confusing to me when you when you look at the definition and probably just go with something facilities wise. >> Yeah. Say in contract language and all that, we don't use these terms. We use classified and certified and classified support staff
like there's other terms that we use. >> So would support staff make more sense for you at the administrative level in knowing who should be responsible? >> Well, and here is a question or facilities team for that >> because that's also used in our budget
and our you know finance statements and stuff. I'm just wondering to the community that is very like not transparent and I'm wondering >> static. Yeah. >> Yeah. Like because it can mean the bus
driver well not bus drivers right >> coaches right >> as well as parents and so if we can >> under facilities >> and any under support staff. >> Okay. So, I'm just wondering if if we
can even start to detail that out across the board. >> Yeah, there's so many different categories. And I will say that's where Steve um came up with staffy because it include everybody from the bus driver, custodian to teacher to principal,
staffy, like all of us. And so everything >> everything >> it's not then it's not >> you think this is defined that was all right >> I was kind of bringing in like maybe we can start to make a change from the top
down as far as >> being more defined. So if we want to continue to uh support our staffs, here are the groups of staffs that we want to support. We go to different
groups of people to get their feedback on security topics or facilities topics >> or the educators or administrators. We would go to different pockets of people. >> Yeah. And then when it comes to like our
budgeting process, then it also starts to to be more defined to those groups rather than just >> right >> classify support. >> So we call Jason in facilities and say bring issue priorities based on the
criteria that you come up with and he bring those in. I I I wonder like I I'm I'm hearing what you're saying, Laura, but I'm looking and I'm thinking in the budget process that might be pretty cumbersome
um to outline things so specifically in there because there are going to be a lot of people that wear lots of different hats and they're not one or the other. They're they're multiple. So,
I'm I'm I'm sensitive to how do we how do we be um transparent for a community and right now not create so much extra work for our staff, especially our central office staff right now in trying
to tease out things that may not actually change the direction of our strategic plan. >> It might just be more work right now. And I think to the budget portion of your comment, there are specific categories that they have to use
um that are predefined. So I don't think like David could change support staff to something else in the budget. I'd have to ask to be sure, but I I know there are like specific titles they have to use. >> Okay. >> So I don't know if that falls into that. >> Just want to know that like it's
>> Yeah. Initially when I reviewed this like the confusion I had between faculty and facilities was I was actually thinking like teachers versus facilities or maintenance staff and like you need to separate the two. So that was just confusion. But I now that I'm looking a little bit deeper into this I'm
understanding that this is all very like personnel and role based rather than like functional areas of the district. Like I was thinking about it from that perspective of like facilities is one part and security and transportation are different parts but we're really talking about it from a very personnel specific
>> role and role and role description. So >> um >> basically what you want to do here is you're just identifying the teams that make the mission successful, >> right? >> Yeah. >> Not take it any further than that in discussion. Yeah. >> And then when you start pulling people
uh when you start calling on teams to to help with solutions, you you know you've got groups of teams that you can call upon. >> Yeah. So I think facilities is probably the proper title there.
>> Okay. Yeah. That's probably one point of clarification I was part. But yeah, >> I think the only other things to maybe add would be and I it may fall under like it but I know there's communication like we have a communications director
and then >> put that under >> because transportation is well we have we have directors. So that's what you're saying is directors would fall under administration but if there is a team it would be a
role. >> It depends. It could be both. >> So under administration I think I remember writing down a finance team communications team HR person. I don't know who else is up here.
Would you put director of transportation as well? >> I don't I don't know that the community is going to get really fired up about I think they want to see our strategic goals, the priorities. I think that's
what they care about. >> You just want to make sure that you've included this. >> All right. So looking at goal two and again these are numbered not in priority order just in
number just numbered safe. So state campuses was was number two. There's some there's some added words. >> Yeah. And they rephrased and things like that. So, >> but they're all the six that are here.
Three operational integrity. Again, I think we might either were missing or some of them were combined on this financial health facilities, technical Six clarity in contracts
missing four there. Oh, okay. So, that's what happened. She added into four. That's fine. One thing I have been wondering about
and if it would fit in this category would be AI it's that would be under technology access or information systems compliance I don't know but just >> can you elaborate on what you mean
>> um that it's a reality both as a concern of the community of what what are what are our schools doing what's the policy and then Um, and I don't know, it could be college readiness if we're like, hey,
is there going to happen or it could be something in this operational integrity in our policies? I don't know. For me, it's um bundled into equitable access and know this is not going to be
popular, but the reality of AI being here and like students need to know how to use it and if we don't teach them how to use it, we're actually setting them up >> poorly for their futures. And so I would include it as an equity piece even of just
>> I I would agree with what you said except I would put it under academic excellence because you're teaching the student rather than maintaining >> focusing integrity. I would agree with you. AI belongs there. You're right. >> I don't
Is that a Is that a Right. Right. Well, so that's so is that a board strategic goal >> or is that >> the teacher and the and the district's
getting more granular in how do we >> well and that's all I wanted to make sure is it fell into something that we >> a category that we created. >> We could add like responsible use of technology. I mean, that's plagiarism. All of those pieces or
>> skillful and responsible use like >> Excel and slideshows, all those things that they're going to need in the world. Yeah, I think it needs to be I think it needs to be bucketed under a general framework of approach to technology, but I don't know exactly where that fits.
And I think that probably is a combination of both policy pro maybe at the administrative level and um academic coursework or instruction, >> right? I mean I I I'm going to make an assumption that the district
does not yet have a policy on students using AI for work assignment pockets. Right. >> There's a lot of disagreement within the system. >> Yeah. And I think it's even broadly not even just AI but just technology use like correct even when it comes to like use
of Chromebooks and things like that in the classroom. Um and in like I I don't know I don't I don't know that there's I don't know if there's school level policy to your point or or there's district level but I think just being thoughtful about the use of technology
and making sure that we're attended to it. >> It could I mean it could be part of the rigor also. >> Yeah. If we did skillful and responsible use of technology. Yeah. >> Would that kind of >> Yeah, we're not done. It's something for years. Keep going. >> So make that like a number.
>> Yeah. 11 if you will. >> Strategic goal one academic. because I'm I'm sure there are students handing in >> 100% AI written
>> not even use of good props to write it. >> Yeah, >> you can you can catch the phrases. >> It's harder and harder to distinguish that too. So not Yeah, it's not going to get any easier, >> right? And I think right and again at the risk of getting too in the weeds
here right there's a difference between somebody who you know says write me a paper five pages on xyz and somebody who wrote the paper and says hey edit this or um you know how should I uh
arrange the paragraph so that it's a better flow or you know there's >> yep yeah I think there is a policy of governance part of it and an academic application part of it too. >> Yeah.
>> I I heard something the other day. It said, you know, that we don't need to worry about losing our jobs to AI. We need to worry about losing our jobs to people who know how to use AI. on operational integrity. Number nine, I would like to propose to move that to a
different section. It's really transitional programming for students. I was wondering about moving it to goal six, student engagement. We're trying to
that's where we're trying to go after getting our sixth graders >> I as opposed to an operations >> that make sense. >> It's like student focus not operations. >> We actually >> Yeah. I don't know
>> that's not on there. >> It's under student engagement. It's under on page 13. Yeah. over there. It is already on there. So, it's just on the wrong page. >> Put it on the wrong page. >> Yeah. >> Is that okay to make that change? >> Yes.
>> Um, one other thing I noted that's not on here, but I think was interesting just because we heard a lot about it during the listening tour. So, it's maybe something it's it could be somewhere else we point out if it is, but um to just general facility utilization
because I know Go ahead. I'm sorry. No, it's me. Um cuz in addition to just the conditions of the facilities, right? Like how are we best utilizing our existing campuses and facilities to support student learning and if there
are things that we need to be looking at to better organize, right, how that is uh set up and I don't know if I don't know how exactly would fit the plan, but I think should probably take it. >> That might be operational,
>> right? Operational thinking. >> Yeah. And it could literally just be a matter of adding in another point of just facility utilization and we can figure out best how to adjust or monitor it, I guess. But >> I think it's important especially as
we're looking at how do we utilize a facility like Gateway? How do we utilize, you know, like all of our campuses? How are we so numbers a new number >> nine instead of this like screen transition? It's just um facilities >> conduct facilities use
>> master plan >> orities >> update efficiency facilities use efficiency >> well utilization might be I don't know if that's a whole encompassing word but honestly it could be brought into like
asset utilization too like that's >> we're not just talking about like asset and resource allocation uh utilization would be incorporating facilities, but um something along those lines. We can iterate it.
>> We're going to push it out. We should get it now. >> Yeah. >> Yeah. >> So, what would you put in under asset? What else? I mean it could be anything from like equipment, staff like I mean it's I guess maybe staff would be a stretch
because we already have like educator talent but I mean it could be anything from any kind of physical assets that the district owns I guess maybe would be a good way to define it. So facility and district asset >> maximize facilities
and assets >> or thoughtful something like that on the end there is purposeful >> objective >> um >> deliberate deliberate something like that because it's it's um more than just
making sure we're using all our space it's using it in the correct >> yeah I say And the gateway is a big deal right now. The shark all circling trying to figure this out in like the high school space and maybe OTC program possibly coming
>> strategic and responsible. >> Asset and facility utilization and responsible >> asset or facilities. We're both both facilities asset.
Thanks. >> That's after facility master plan that statement >> that would probably be the deliverable. Yeah, I would say that corresponds with that priority too. Something like I think it's could be a like a master plan or even a facilities condition index of
some kind. Actually, I work strategic and responsible facilities and asset utilization. >> Yeah, you feel good. Moving to educator talent for we get rid of the section numbers and the strategic goal numbers. Like if
I get rid of the section numbers on here and just put strategic goal for >> seems like that'd be way less confusing. Yeah, the section. >> I also think too that it might be worthwhile like in the process of collecting feedback, maybe even taking numbers off of the priorities until we
can get feedback about how to rank them. >> How would you know which >> way to have them priority rank them? That's actually something I was as I'm taking notes right now on like what what's the best way to organize a form for feedback and that could be part of a form is like here are the priorities
that we've outlined under strategic goal three and then say rank these or identify. Yeah. >> Oh, I think you I think um Karen was even talking about the number up here. >> I agree. We should take the section number off. Yes. >> So section number it says strategical
four and then there are priorities under that. >> Yes. So I was suggesting remove section number, keep strategic goal number and then remove the priority numbering for the sake of feedback. >> Okay. >> So that it doesn't appear as though one
is more important than the other. Simply a list. >> Yeah. Why we were even discussing whether we wanted strategic four. It's just >> everything. I'll blet those for now. Yeah.
>> But helpful today to talk about Okay. Educator 11 extra number. So, one or two are pretty same. Pretty similar. >> They are.
>> Well, yeah. Except one. looks like >> new educators and staff. >> One of them Yeah, one of them looks like it's well, I don't know, maybe I read it wrong. I was looking at new educators meaning like this is their first job, second job, and the other one I was
looking at >> like on one, >> you know, it's a new staff person, but maybe they've done it. Maybe we just need to change the words to clarify that a little bit. >> No, I think you're right. Keeping them separate is good because there is a specific induction program. >> Yeah. When does that
what does induction mean to you? Sorry, Karen. Can you define that? >> Yeah, the state of Colorado has a specific program that you go through and it's basically taking a initial teacher license to a professional teacher license and you have to go through I don't know 30 or 40 hours worth of
training and observation and attending professional development to be able to raise that next level. And so we have induction and you have induction programs for teachers, principles, and special service providers. >> Does that fit under the bucket of robust
and relevant professional development? >> It's more because it's the only way you can move in professional license. And so it's like a specific program. >> Um, and professional development is for everyone ongoing. Even if you're a 20-year teacher, you're doing
professional development. Okay. But induction is a special thing. We do pay an extra stipen to people who run induction. >> Okay. Awesome. >> Just wondering if is there a better word to describe them than new educator? Like >> um honestly
anybody who moves around a state has to do induction as typically has to do induction as well depending on the type of license they come in with. And so new educators is probably I think we strike that word. Just the new mentor programs
for for educators is probably fine. Number three is not spirit. It doesn't make sense at all. >> Maybe under operations, but it's just not necessary because you can't teach if you don't have a cert. Well, at district
schools, you can't continue teaching in your job if you have not renewed your certificate. >> I think so. Could we start number three? >> Well, yeah. I just want to make sure because I think we did under when we
were discussing educator talent say we want to make sure we are hiring teachers with certificates because there are a lot of like maybe the long-term subplaces and and things where we have brought in educators who maybe weren't okay at that
level. I think so. the word high standards for educator qualification and certification. That's a good >> that seems better. I don't know if that's exactly right. It's something that you definitely want.
>> Could it be part of the recruiting though? Like >> active and competitive recruiting strategies qualified. >> There's enough in both of those on the task that your active and competitive recruiting strategies could be pretty.
>> That's a robot. Yeah, >> we need to get >> you might get more honestly might get better feedback on this section from your >> teacher advisory consult to be a good enough start. >> I'm glad we talked about it because I had not remembered that
>> because you're right long-term subs >> because I think if a district is struggling subsing subs then a waiver can even be sought after. I know other districts have tried this to wave certification
for unqualified or underqualified subs. Yeah. Community engagement on the back of the page. That's only 10. So something's up here.
One thing I think to note for the purposes of this document is we might not want to be as specific as naming two organizations and just broad that specific >> I agree. >> Yeah. Organizations that change and >> I think just calling out two is probably disservice to all of the
>> wonderful organizations we have. >> Absolutely. Line 10. Would you be okay with switching? Um, effective commun flipping those words. Effective communication communication effectiveness. >> And then line five, career internship
fairs for students. I'm wondering if it should be moved to student engagement. >> Yeah. I mean, they want to get the community in to do those, but >> well, I don't even but I thought when internships
>> we did where it was. Yeah. So, I think internships was um >> we've got it also >> was separate, right? It was like establishing internships with community partners >> as opposed to the getting kids to sign
up for internships, right? So it did fall under the community engagement piece. >> If we did career and instead of fairs, >> yeah, we didn't have fairs out there. We just >> career internship opportunities for
>> should be student engagement. >> So it's number three. It does the way that >> that's like that. We want to increase the number of internship options or internship partners, >> right? >> We want to engage the community to
create internship opportunities, I think, is what the purpose of that. >> Can I say that? >> Yeah. >> Yeah. Just >> Oh, the community engagement section. >> Yeah. >> Increase career and internship possibilities. >> Yeah.
>> Yeah. for your >> but number three and see >> options. So >> okay, so number three and number five are kind of the same.
>> Are we getting rid of five? >> Oh yeah. >> Yeah, they're not the same. >> They're not. But five should be in the in the um student engagement. I think >> there is something else. I see what you mean cuz like that's career day that we just did.
>> Yeah, >> that's what you're talking about. >> But is that student engagement or is that community engagement? >> That's community to get We just need to rewrite this one. >> Well, it's we're engaging the businesses and organizations to come to Kurf and an
internship day to introduce their careers to the students. That would be that would be >> well five is saying >> that >> strengthen business and employer engagement
>> partnership partnership who said two >> me >> business employer engagement >> probably partnerships >> and then we get rid of >> we might be getting too nitpicky and we can let other people kind of give us some information on this too. Yeah, I
think one overarching thing that I'm looking at is that depending on the section that in the page that we're looking at like some of these are more actionoriented and some of them are just statements and not programs or things and I think ultimately we probably want to get to the point where the priority is written in an actionoriented way with
like a verb at the beginning >> um or like what we're going to do or how we're going to approach that priority and to be realistic I think that we in the process of gathering feedback understanding the ranking of these priorities priorities might also we might also need to trim them down. I
just don't know that it's it might not be realistic to have 11 >> priorities like you're really not prioritizing anything at that point. >> Well, it's really 50 priorities. >> Yeah. >> Yeah. >> Um so just I don't know. >> Well, I think that's where then where
the ranking comes in, right? So we're saying, "Okay, this is important." And then we say, "Hey, can you rank this?" knowing that when we're planning our budget, the things that are are not above the what was the the line cut line uh are are probably going to get cut
because our budget is restrictive, right? So, >> right, >> asking asking for that feedback as well, like what is most important to you? What would be, you know, what would you consider detrimental to the district's mission if it wasn't on here? >> Yeah, I agree that the priority ranking
is important. I just don't know. I just don't know how how far we realistically extend that list or if we want like it might be based on the feedback that we get. >> Yeah, >> I don't >> we don't need to arbitrarily decide if there's a right number right now, but just something to think about.
>> It doesn't have to be when we're done numbers. It could be tier one of five, tier two of six, and then we Hey, if we ever get to tier three, but right now we're focused on tier one, which has five priorities potentially is the way we look at it.
>> Because we also talked about in the in that meeting that like something might be slightly lower priority, but it might be a really easy lift. >> Y >> So, so it might be something that doesn't cost a whole lot of budget or that the our our team can implement
really quickly. So maybe it wasn't top priority but it's something we can do now whereas you know something like uh I don't know building a new track for example you know is it might be high priority but it's going to take us time
to work towards the goal of actually implementing so in the meantime we can do some of these other things that >> yeah I think that might be where we could even look at the priorities against sort of like a matrix of like um like level of involvement against like level of impact budget, right? And we
could kind of map that out >> because I think to your point like there are probably some things we could do here. >> Yeah. That would be where I wouldn't want to erase or or limit the number yet because there might be 11 things but three of them we can do tomorrow
you know and so then >> and I am wondering about adding one because even though the groups of volunteers are addressed having a really well
documented like communicated volunteer program would I think is something we're lacking in and we can have this like this is where you go and this is what you do to be a volunteer and these are
all the areas you could volunteer in. Um I don't know if it's worth adding but just putting that out. I think it's a good idea. >> Yeah, I like that too. Yeah. also at the risk of adding link. But um Laura, one of the things I I noted like we've talked about this and I think identified
it as a priority is community education and that's not in here anywhere I don't think. Um so do we want to list that as a priority? >> I think it's this number 10 effective communication improving outreach tools and messaging.
>> Okay. I think that's inclusive of education like educating the community about >> Okay. I think rather than just updates or Okay. >> Because Yeah, I think so. >> There's something that's not jumping off the page
for me on any of these and it's our athletics. >> Yeah. >> Performing artists. >> Student engagement. The next section. Isn't that the next one? >> Yeah. >> Yeah. >> Yeah. We do have extracurricular activities, clubs, and student organizations, but I don't really have
any actionoriented elements to that priority. I just noted them that it's important. >> Athletics >> maybe. >> Oh, >> under extracurricular in the
>> Yeah, just for the new families coming into town and say, "Hey, what are your priorities?" They have the poster somewhere. It didn't have athletes on it. >> I think I think you're right though. It just says extracurricular activities like what what about do we want to maintain them? Are we trying to build
them? Are we trying to right size them, right? Like what what is the actual goal? And back to your education point, I thought I'd seen it somewhere in under operational integrity, we do have board community finance education
specifically. >> Yeah. >> Okay. And like do we want to say uh for number one in student engagement is that build social and emotional learning programs
maintain >> we have the capturing kids hearts but do we need to bolster we need to bolster them? Yeah, sure. Or enhance. >> I mean, that's a little bit of the grant writing already. >> Yeah. >> And training. Well, would training fall
under supports >> for staff like >> number seven. >> Number one, um, social emotional learning programs and supports. Well, I'd say this is just students. >> This is just
have something like that for staff. It would >> be under staff development. >> It would be under educator talent. I would say is where it should be. >> Yeah. Would that be part of the professional development robust and relevant? >> Um I think if you want it, we got to
call it out because >> this SEO's like behavior all of that. >> Yeah. Yeah. I mean, >> yeah. >> Interaction. >> Yes. >> Deescalation,
>> all that stuff. Yes, absolutely. >> I might have missed it, but do we have anything in here also related to like special education or both seats or in what in what sense?
I think in a sense right now that I'm thinking about it, it's more of maintaining the integrity of those programs and making sure that we're in compliance with state or federal law. I don't know. Maybe that's maybe that's just a day-to-day thing. It doesn't need to be noted as a priority, but I I feel
like it's become more of a topic just because there's been a lot of changes >> at the state and federal level about how those programs are supported. >> Would that be under operational? >> I would put it under academic excellence. It's kind of there. Number 10, MTSS part of intervention and
enrichment. We could call out I mean students on plan rise through the MTSS structure. And so we could say support a tier two and tier three intervention. It's kind of in there like
tier two, tier three. I don't we call it. >> Yeah. I want to be thoughtful about the I guess the layman's terms around that too. I don't know if all parents would recognize that and note that it's the priority. We saw that but I'm not the
best informed person on that particular topic. So you're right it's not planned and not called out. And I will say there our UIP our unified improvement plan that's our number two goal this year districtwide >> is students on plans. Well, I don't doesn't know support.
>> Maybe Laura, you can comment on this. Like, do we have anything real specific with regard to the Boseies specifically that we're working to like accomplish as a priority or >> Well, they did pass a resolution to move their SLPs back under OC's. So, that's
one big thing. And then um >> auditing also we're hiring the um CASBY to audit the Boseies >> policies as well. >> Yeah, >> because really I feel like the broader change that we're adapting to, right, is the is the adjustment of the former
Boseies to the current one, right? I don't know if there's a way to stating that as an overarching priority though or if it needs to be stated that way. I really just want to make sure that we're accounting for special education. So, whatever looks like I think it
should I think it should go in this whole one academic excellence and I I think we should call it out. Um >> yeah, and maybe it's when I hear your you know tier two, tier three that's not terms. um
if we separated well because it's really inter like supporting exceptional students that maybe that's >> maybe we can just add more of a definition to number 10 >> because it's our GT it's our special populations right
>> but right isn't that the intervention and enrichment is that covered there >> yeah not really but MTSS I mean they do ride through the plan but then you got yogurt GT students and you have your ELLL students >> doesn't really fit. >> I think it goes back to as well like the
the action item that we're kind of trying to address with that, right? We're just we're just identifying program. So unless it's new, I want to be clear about like what are we trying to do with it? We don't have to look through that list all the >> Well, and I think some of it like when
we were having our conversation, it was like okay, let's capture this because this is important to us and we want to make sure it's funded. So for some of these things, I think it's just like fund multi-tered systems, right? Like and and and like just, you know, fund those the
workbased learning opportunities. >> Yeah. Well, maybe that's actually a point that's an important point like because this I think can be a guiding um star for like to your point about budgeting specifically. But maybe then
we might be worth separating um priorities and perhaps objectives and maybe objectives could be a little bit more actionoriented. I don't know that could be a future discussion for based on the feedback that we get. But I think
we need to be really clear about like the action item around that priority or stating simply stating it as like this is important to us. We don't want to lose it. I I agree with you. The clearer the priority is, the easier it is to
write the tasks underneath that. >> Yeah. >> Right now, I think we've captured a bunch of priorities. >> There's just action. >> So, like even on that one, Karen, on number 10, like how would you rewrite that to be more actionoriented based on what we have now? Because I have no idea
what our current MTSS system looks like. So, I wouldn't know how we need to move it or add it or whatever. >> It needs Yeah, really being very purposeful about because it falls under like it falls
under documentation. And what we're trying to get with this is we really want students to grow purposefully like we want to maintain that level of rigor for students and and when they need additional support, we want to bring that in in a very purposeful way. So is that a is that an
operational element though to then priority two >> it's very much academic >> well I think I think she means priority two here in the academics I'm sorry I know there's so many numbers um increasing the percentage of students performing at >> early that's the objective right we see
that as the priority >> and is yeah is number 10 >> a way to achieve an increased percentage or is it something >> absolutely it is a way
and maybe yeah I mean it is the way to do that yes it's the system by which we help students achieve low major >> and then there's also the I use academic rigor >> right that might fall under that as well
>> so maybe we got too granular with some of our >> priorities we have with possibly. So raising academic rigor though that speaks to >> push like what we're teaching kids and what we're expecting them to do
and then having them perform at grade level or above. That's where we need to bring in our target interventions. So if I can put MTSS I guess a bullet >> like parenthesis with number two
>> or use part of that as well or no >> I'm going to have to wor these things and as they go to committee we ask these questions like I want to be mindful of time because we're already at 8:15. Um, are there any other big sections that we feel like we
need to review and or discussion we need to have about the process and next steps? >> Was there anything else on student engagement? We kind of jumped off of it. >> I'd like to pull capturing kids hearts out of there. That's defining a very specific program that we don't need to that limits us boxes.
>> So, it's already kind of made number one social. >> Yeah. I leaving staff to student relationship building or mentoring in there I think would be >> Gotcha. >> That part is important. >> Gotcha.
>> Did we end up adding training for that on the teach the educator talent if you want to add that? Does that help your um the robust and relevant professional development like it's a specific training that is
part of their professional development? But does it need to be called out separate? >> Because we had talked about there's two things. We had talked about teachers and like attending to their like social emotional needs. We talked about that earlier and here you're talking about
them getting training in attending to students social emotional needs. >> Yeah. It's like >> so is professional development more about teachers? >> It's all the things >> for themsel. Oh, it is. Professional development is just all like I would argue like the last couple years we've had professional development.
>> It's just been it's it's been in a different direction than it was previously. >> You could have multiple sub bullets underneath that seal and then another type and then another type and all those would have tasks. >> Yeah.
>> Send teachers to this by such and such a date. >> As long Yeah. As long as it's f it's under something that's and that sounds good. >> But you are missing >> I'd say people are going to want to know
that we're going to tend to the whole child and that's I think that's a huge difference. We've >> uh >> they used we used to very much attended the whole child. We paid attention to all the things with a kid and then we switched to just the three Rs and in implied was we got rid of all that.
Well, actually not just imply, but in structure and systems, we got rid of all that. Um, now I heard the conversation at our last work session that we want to bring back attention to the whole child again. So calling that whole child piece out is really important.
>> It's affirming to the community that we heard them. >> Yeah. And it radically changes not radically chang it it does it changes the way we do things. So does that require another bullet point somewhere
or in student engagement under the social emotional relearn is that capture I >> think you got it for the student is that >> training >> get it on the trainer side too. So you got both pieces
teach yourself. So um robust and relevant professional development um around the whole child or um inclusive of the whole child >> and that's I know that's educational for
whole child inclusive of >> really it's human develop child development theory >> is that for the teachers too >> robust and relevant professional development. >> I thought you >> No, that's okay.
>> I'm searching for the words. Um, inclusive. I don't want to use that word. >> I don't think you should be >> robust and relevant professional development. >> I I understand. I am I am
>> It's frustrating to not be able to use the most appropriate word. >> I'll just say that. >> Everything's English. um align to the theory of child development >> to child development theory
>> and our teachers will really understand that the most important >> that's all it's the reason we became teachers >> almost all of us >> um the the next steps is a little bit of what concerns me just a tiny bit.
>> Yeah. because I felt like we put a bunch on on Karen's place and um Candace is on all week and we you know we're >> she's picking
I wasn't sure if she was doing like a remote >> if there was like a remote >> thing established for her or she should just not be working. >> Yeah. Okay. She didn't use a break >> if she took a vacation. She's a Florida. >> It's cold.
>> What can I do? What can I do to help? >> I offer I will do the comment resolution matrix form for you. >> That would be incredible. >> I I have time to help but not probably till next week.
>> I'll tell us something next week. >> How soon do we need to get this out? I can use help prioritizing >> next. Can we put it off until next week to get it out? Because that's just so much with people with so many people out of the office right now.
Maybe we need to go back to what our data was. Did we decide >> to when we would want to be able to review feedback particularly from a initial the initial opportunity to review feedback from a from a form would be the work session on March is it 18th
that right? We had discussed March 18th, but then because that was going to be prior to the DAC meeting, we were questioning if that's what we wanted to do or if we wanted to wait till we got all the feedback to make any adjustments. I think it was where we landed with that conversation. You're right. And I think you mentioned
too that like in that March Well, we're not Well, wait, hold on. In the we determined the agenda item for the contract discussion to happen on March 11th. Is that right? >> Contract. So we may need that March 18 work session for contract review
discussion. So I think you're right. So then and the I think the sorry what I was trying to look at was when if we opened up a form to collect feedback when we would want to close it >> so that we could incorporate it into the feedback that we're also getting from the different committees. >> Yeah. So I still think all right so
maybe the April 8th we have all the feedback by then. We don't have to have digested and discussed and finalized anything, but I think that's a good deadline. This way, at least we can look at some of the raw data, see how many things need to be adjusted. I think that
still allows us to give good information to David as he's building uh the proposed budget. I think that sounds good, too, because then the other budget input would be the DAC feedback coming from that meeting. And then if we needed to schedule or
even prioritize our April work session for review and finalization of the strategic plan, we could do that. I don't know what the work session is scheduled for, but it's I assume it's late April 23rd. >> April 23rd. >> Yeah. So I think if we have all of it
all the feedback in do we want the would it be helpful to have the feedback in >> No it's well getting the feedback from a survey before the DAC could be helpful because we could look at it and then make recommendations to the board.
>> So if we wanted to say April one close the survey April one. >> Yeah. >> And the DAC meeting is the 8th. >> The DAC meeting is the second. Our board meeting is the 8th. >> Okay. >> Or we could say that's the
>> if we don't well if we >> if we close it before that it could be that people would have time to you know and I I would be happy to help with that too. Take that data and put it together so it could be presented to the
>> honestly. This is where we could use our our AI and you could throw all the raw data in and say compile this into categories and summarize it and it would take about a minute. >> That's just amazing. >> So that part is that part's really easy.
>> Okay, never mind. Lose your mind. >> Yeah. >> So I mean we could even Yeah, I think if we closed it the first we could have something usable summaries for the D at the second >> if it if it's helpful. I'd be willing to help in um creating the question set if
anybody wants to review for this survey unless you guys want to fill that. >> Um >> Rob was already comment resolution. Yeah, I can create the form that we send out with. >> I thought you were talking about comment resolution for the qualitative meetings,
not for the form. >> No, the actual plan. So when the plan goes out, send a form with it say give us your comments back in this form and identify. >> Okay. I think we're talking about the same form then. >> Yeah. Yeah. >> But I think I think if you had some good
um uh questions around more specific things like hey could you uh put these priorities in in you know your in order of highest priority to lowest right? I think we should add that as well.
shoot those to me. I'll incorporate those into go straight an email for you to send out >> with with the CRM >> that says here are some things we need your help on. Prioritize priorities.
>> Can I just do a we could do a survey monkey or a Google form for that? >> Yeah. what whatever we used for the last >> and are you wanting this out to full commuting as well or just staff at this point? >> So I think I think we put the we put the
plan on the website and there's a link underneath it for feedback. >> Okay. >> And then anybody who wants to give us feedback can but I then think we take it and specifically ask those those committees we discussed. >> Okay. So easy lift as far like you know
don't send out emails just it's it's on the website. Yeah. people can comment. Uh maybe it's one of those popup bulletins we were talking with Lindsay about so that you go to the district website, it's right there. You don't have to >> is it okay form and everything just to
so we can organize the data by section or whatever because otherwise >> Yeah. >> Yeah. My assumption was that the best way to do it would be to create the question set in the word doc and then send it to probably unless we wanted to you wanted help building the form either
send it to Lindsay or whoever built the previous versions of the forms >> right she did the superintendent >> oh yes >> questionnaire that we sent out so something similar I'm thinking yes >> okay great >> with a link you know in the appropriate
places so brainstor with I mean Google doesn't do rank Yeah. >> Um, >> they might have to. It might just be an open >> comment. Okay. Or like check the top three priorities. We could do that. >> We're about to purchase a tool that will
out but not we've not onboarded. Yeah, >> we're a couple weeks out on that. >> Okay. I'll take a look at that and see if I can offer any feedback too for how us organize the like a ranking. >> Qual is awesome. Oh, it is. >> We have to go hit school and just have
an open comments box and we we just have the list of priorities up there and ask them, you know, type these in order. >> It's a little more lift on the survey takers side, but it it allows them to give more detail
feedback than >> I'll take a look at it if Yeah. Do I need to get approval? Can I just talk with Lindsay and we'll figure out the best way to use the tools we currently have >> or yeah >> I read a past >> you no
>> or someone before it goes >> I think you're good >> just make a good decision about it >> unless you are unsure and you feel like you would prefer to have feedback don't let the feedback slow you down if you are questioning okay and you want
another opinion you can reach out >> okay we'll work with it >> yeah okay so then take it to committees >> as you Yeah. >> Yep. Anything to go out to staff other than that same survey cuz we'll push it out to staff separately >> or just do it like that.
>> I would use the same survey and you might just add a question that identifies the role of staff. >> Yeah. And we can ask people to identify their parent. We did that um with the superintendent. So it'll be sent out as well. And >> we also asked for like if you were a
parent what school >> uh they were associated with. >> Okay. In some cases, and I do appreciate for the folks who don't want to be identified, but other cases, you're going to you want to know who to go talk
to to get a better >> It would be interesting to know if like parents at Coline have drastically different priority sets than parents at Summit. And that would be >> I don't know, the data nerd in me would like want to dig into that and figure out why. Um, so that would be where I
would find or like I assume high school parents are going to have different priorities than elementary school parents. >> Yeah, >> there's going to be parents that overlap. >> Same same with the staff, >> right? Staff as well. Yeah. >> Um, >> I think identifying some characteristics
of the respondents is helpful. And to your point, like you could also include a an optional like a non-required question to identify name if we wanted to. I don't know. Or do we want to keep the whole thing anonymous? I don't know. >> I put a box for name at the bottom anyway. So,
>> I'm just trying to think what would we >> what would we use it for? >> Like the school like the school helps figure out demographics like okay this issue is a bigger deal at this school. But on the the personal name level I'm just from like as a as a person reading
the data does that help me understand the data better? >> Well, you're not looking for data here. You're looking for clarification of a comment that might be 180 different than what you put in and you don't understand their comments. So to get clarity on it, you just want to meet with them and say,
"What did you mean by this?" >> Maybe would an email be sufficient though like as an option. >> If they feel comfortable being contacted, then they would just put an email. But >> I don't know that be like, "Hello random
person. I saw your >> true. We're trying to elevate >> right to professionalism and then that means face to face discussions and if somebody isn't willing >> uh no there's there's going to be issues. >> No that's that's valid. I I understand
that that makes sense >> and it's not Yeah. So an anonymous survey but with a box for a name and contact information >> and and then the demographic piece >> doesn't get accepted. Their comment doesn't get accepted like well
couldn't reach out to talk to you about it. >> Okay. I I I look there's less opportunities for people that don't want to name themselves than that there should be providing comments because sometimes you'll get just a bunch of crazy
comments because they don't have to put their name next to it. But if you know your name's next to it, it's like, >> you know, >> but you also might not get real candid feedback without the opportunity for anonymity. So that's there's a balance there. Also, I I think
again we can pull out the outliers, right? If there's one person who throws in some like off-the-wall aggressive comments, then we go, "Okay, this is one person because again, you're looking for trends, right?" So, >> yeah. >> So, yes, what an individual person
writes in there is important, but it's important as so much as it it shows a trend because lots of people are saying the same comments. So if there's just one person who has this hyperaggressive comment, then you go, okay. But if the majority of the comments are are kind of
over here, then this is what you're going to look at. Not that you would dismiss it completely, >> but we, you know, we can't make everybody happy. And so it's how do we look at the data on the whole? >> Well, and how many responses we get to the superintendent are always like over 300, right? So realistically, I mean, we
could review and read through all the comments, but I don't think it's a realistic expectation that we're not going to respond >> to every individual survey response. Correct. >> Yeah. >> If necessary, for the sake of clarification, we could follow up with somebody. But >> so you're not doing it, you're not
coordinating the document, you're doing a survey on it. In my mind, there's a distinction. The coordination is a line in line out change where a survey is what do you think about the priorities or did we forget something? I
>> think if someone says there if someone in their open comments is like, hey, there's a typo on page three, we can look at that. Um but when it comes to um how many people are prioritizing
you know >> line item one or line item two then we're looking at the holistic trends >> and that's more survey focused. Okay. I got it. >> Yeah. I I don't know that you need a comet resolution matrix that you just >> the only other thing I was thinking
about to your point Rob is I thought what you're saying with comment resolution was more geared towards the sort of the focus group element right the qualitative part of the committees so and that might be something we think about is like do you want to have um each of those committees like submit
their feedback through the form and or um through discuss like in discussion they I mean a lot of people could do people could choose to do Well, especially if there's a layer of anonymity, they may choose to do that anyway. >> But I would say that it'd be more important to resolve the face to face feedback that you receive if there are
concerns or something like that. But >> really, the idea of the survey is to capture quantitative feedback at scale to help inform the bigger. >> Yes. >> Shows us important trends. Yeah. >> And we do want their priorities. Is that correct? We want to know priorities. So right now I'm just thinking with a
Google form you take section strategic goal one academic excellence list out we have one through what 11 and say check your top three and then have a comment box for did we miss anything would where would you need clarity that kind of
thing and just do that for each of the six. Yeah, more or less. >> That's just a general audience feedback and then we'll >> because we're going to have to take it through committees and we'll get all kinds of feedback from them on language and stuff. So, there's
some words. >> Okay. >> And then I will provide the comment resolution matrix form for your consideration where it fits in best. >> Does that still make sense? Okay. >> I think I think it makes a lot of sense at the at the committee level too because you can have more that
conversation. Now I we could have an open comment section and try and explain like administrative substantive and critical so that people could label ahead of time their own comment like >> substantive you know there's there's a
there's a typo here right this is an administrative comment >> I don't know I think we're going to have to filter through that under >> I think it's pretty easy once you give them guidance I'll put it on the form it comes out on the form >> okay >> and it just says is administrative,
substantive, critical, and it defines what those are. >> Okay? >> And once people know that, then they just label it. So then you can sort it later and you go, "Okay, today we're just dealing with administrative and we'll be done by the end of the day." >> Gotcha. So they're going to label each.
>> Yeah. Yeah. It's more like a spreadsheet. I hate to admit this, the Air Force is really good at CRM. >> Okay. and we hated the staffing process until they figured out how to do this.
Let me just give you one. It it'll highlight a lot of the administrating where the person putting the comment in will help you sparse out the data into buckets that you can manage. >> Yes. Yeah. will streamline once you get
the data and you can turn it faster and then you can also show at the end how you adjudicated it. There's a column to show you accepted or partially accepted or rejected the comment. >> Okay. >> I don't know that we want to get that.
I don't know if we want to provide that feedback. >> I wondering if we kept that off the quantitative and left that to the >> is what I'm wondering about doing with the committee work. >> Yeah. Yes, I would fully agree. Otherwise, this survey just
>> No, no, it's not. That that is not survey stuff. That's why I was asked I saw the distinction. >> This is where you working like with campus leadership, the principles you you're at level of coordination that is your your
go-to leaders. >> Totally. Yeah. >> And their core chain should be like here's my top 10 comments maybe. >> Yeah. >> Or you ignored my survey. Here it comes again. >> So, uh, yes, let's Can we talk about
that just a little bit more or you give it to me in the document? >> Um, and I will take that to committees >> for the survey. I think I've got clarity. I'm not Am I sending out the mission statement and the vision statement for feedback on those two things? >> Yeah, >> sure. And values.
>> Do you want me to do >> values? Um the values were >> we have need to update that we need to get the list from canvas because we had a list of like five things >> that
we um distilled it down to >> and I have it here as well. You could compare Candace has a different one. >> Yeah. Can you just read it out real quick? Cuz I think probably the number of things in there. >> Respect, integrity,
community, collaboration, excellence, and accountability. >> I think that sounds right. >> Yeah, that's that's what I have in my notes as well. >> Then don't reach out to Candace. >> Okay. >> Yeah, just write those. >> Thank you. What were you passionate?
>> Respect, integrity, community, collaboration, excellence, accountability. >> Awesome. >> Okay. I have an expectation of when this is going to go out. >> I think we said next week.
>> So, next week sometime. Yeah. I'm just I'm yeah I again I'm just concerned that after tonight Karen probably has an entire day of things to do and I know she may already have and tonight to do. Yeah,
>> to your point though was to close the survey on what April 1, >> which honest like I think a two week survey is >> it's get lots of feedback at it as we go and >> so I think if it doesn't get done like
we to have >> the end of next week is fine. >> Thank you for your grace with that. >> Yes. No, two week surveys. Yeah. >> Yes. Okay. Good.
>> Do we need to talk about um committee or superintendent? >> Yes. Almost hit my time. >> Um did we do we have a final count? I think it was 45. We got the five, but
>> were you ordering nine and then you got five more or 40 and got five more? Right there. >> Sure. Okay. >> So, so we originally like when we opened it up, we were hoping for a diverse group of people who could come in. So, we'd have lots of different perspectives
and and uh goals, right, that people who are listening to these um conversations. Um I thought maybe a few more people would apply and then I also didn't anticipate that the uh recruiting firm would want
us to have 40 total. That that was far higher number than I would have thought. So um it was 35 and then we added five. That's what it was. >> So >> um
I don't know. I feel like okay if if the numbers we have if we invite everybody to participate um and then see who who's still available um we do need to reach out and try to let them know that >> yeah we do
>> um so that they can can schedule their their time >> um >> and the time frame would be >> one until I have that
>> well the the inter three one to well 1 to 4 because you would finish there'd be an interview starting at 100 p.m. an interview starting at 2 and an interview starting at 3 >> I would say 4:30 so that people too >> yes
before 1:00 you're on the second stage or what >> right so >> maybe we should check with Dave Do we want to say Dan for right now and we can so that people can at least set their schedules?
>> Yeah, I'll just send him a text but we click and then I can get back with Karen. I can follow up on that and get back with Karen >> because they they'll have the questions. They're going to do a little bit of training. I think they said,
>> but would that fall in the one hour >> going to have to fall in their 1 hour interview time the training for their >> No, because they're there before. So, they might need to be there at noon >> if the first interview starts at 1.
>> Yeah. >> Yeah. >> And then they debrief everybody at the end. >> Yeah. But I think there's I don't I think they're setting like 45 minutes for the interview. >> Okay. >> And then the next interview starts on the hour.
>> It's the uh is is the schedule they have provided to us. >> Do you want to provide any kind of food? I know we're on a limited budget and like that's good to be >> that is um one of the things we
discussed was potentially reaching out to the community for like donation or snacks, you know, providing that. >> I um checked in with Candace on that and she and
Lindsay are going to make the sign up and get that out. Okay. the sign up the invitation food >> over the food. Thank you. Okay. >> So, we can provide >> snacks. >> There will be lunch or just snacks.
>> Just snacks. >> Yeah. >> Great. >> You have a question? >> No, just a reminder that you have a nomination package in all your notes and don't want that. Yes.
>> All right. Do we have Do you feel like we've covered the um committee things? >> Have we solved all the problems? >> But we are making progress. It's very encouraging. >> Yes. >> Okay. Then
>> very strategic plan. >> Yes. >> So much so he got promoted promoted >> extra. It's extra. >> Okay. Then I think >> we're good. >> We're good. We were on the You don't
need a boat charger. >> 10 minutes past my expect. I feel pretty good about that. That's pretty good. All right. Well, then thank you everyone. So would I come back?
>> Have a procedural first.