--------- Call our meeting to order. They will call, please. Here. Davidson? Here. Phil Demas? Here. Gordon? Here. Greenstreet? Here. So before we move to approve the agenda, I'm going to ask for a motion to amend it, and to amend it to remove, three a, which is the fiscal year two twenty twenty five audit, report from Crispanta, a whole doing in company and,
four b, fiscal year twenty twenty five audit. And add three a, which is a discussion information annual audit update. And I'll add a little bit of information there after, a second. I move to make those amendments to the agenda. Second. Okay. Thank you. So a little bit of, discussion because I know this is very last minute. Sorry. Am I I'm sorry? No. It's okay. Oh, For the for the We need to discuss it. Oh, sorry.
I'm sorry. I got it. I'm sorry. Received a phone call from Canvas at about quarter to four this afternoon, that Chris Fanta had called and said he was not able to lead it in time. He thought he was going to be able to, but ran into some issues. So that is where he is, and I've asked David to provide a more detailed update on that for us. So that is the reason behind the amendment. Any questions at that point? Then roll up. I apologize. No. Barkley? Aye. Stevenson? Aye. Gilgamesh?
Aye. Borden? Aye. Reid Street? Aye. Alright. So then that's the amendment. We need to approve the agenda as amended now. Either for the motion. I move we approve the agenda as amended. I second. Call fees. Barclays. Aye. Davidson. Aye. Gilgamesh. Aye. Gordon. Aye. Greenstreet. Aye. Max. So hello, David. It's way over there. Can you please, provide the more detailed version of that update, please? I will. First, apologies, to all of you. We really wanted to have that here today, team.
It's worked really hard and feel like we were minutes away from getting it done. Chris declined to come because we weren't able to deliver him a second version of the report, the auditor's integrity report for him to review and give him time to travel up here. So I just stepped away for the computer. We're still working on it at that time, and we feel we're very close and
we felt that way for a few days. So as you enter data and upload it to the states, data pipeline, it comes back with errors and it is you fix one error, it's like whack a mole for lack of better term. You fix one error, you get two back, you fix those. And that's what we've been doing for literally for days. So what is done so far, we do have the full draft financial from Chris. He delivered that maybe earlier this week or last week.
So that is finished. When we finish this last part, he can release those financials. I don't see any change in those. I finished writing the management discussion and analysis, and he's reviewed that and accepted that. So we're back at the data pipeline. We have made it successfully through. There's two tiers if you've never uploaded data there. But there's two different tiers that check and validate the sets of data. And so we've made it through both tiers numerous times, but the data that's coming
out of it is just not matching Chris's draft financials, which is causing us to, go back and make adjustments, and try again. So that's where we're at. We're just in this cycle cyclical process that we hope to get out of quickly. So the next steps is finish that data pipeline, generate, others and tenure report. Chris reviews that. If it's good, then he's ready to schedule, to come and present the, re the
audit report to the board. I want to say it's gonna be done in an hour, but we're gonna keep work until it's finished. Hopefully, we can get Chris scheduled kinda middle late next week. So I think that's where we're at. Can you, describe the nature of the errors? Is it, like, like, entering the data, then it's just popping up? Or is there something else that's there's you know, by There's some nuances. So when you go through the data pipeline, it gives you an error saying that
you need to change these codes. And when you change them, and then you like, the auditors, like, well, that's not how we wanna present it. So they give you a little bit more coaching and you go in and it's this circular, I don't know how to describe it other than that. So at some point, the data pipeline, logic is gonna match what Chris is wanting to see from us. So that's where we're at with that.
I don't see any I mean, our trial balance can tie right out to Chris's. The bottom lines don't change, revenues, expenses, all of those match at the bottom line. It is where are these appearing and being grouped, in the accounting, set of codes, like instructional expenses or services, and they're just not getting Okay. Into the right groupings, but bottom lines are matching. Okay. Sorry. Is this the worst year of your life? Hopefully, it's the fifth.
But we are so close. I mean, it's our hopes are there, like, every time we run this through. So when I walked in, got through tier one, tier two, and all of a sudden the data just isn't in alignment. So done that about a 100 times. So I just wanna say thank you to you and your team. I know that you are working hard and, I mean, into 11:00 at night working late nights. And I know you guys are gonna get it taken care of, and I appreciate
the work that you and your team are doing. Yeah. We've come a long way from where when we started. And we're, like, 99.9% of the way there. Again, my apologies that it isn't here. I was looking forward to Chris coming and, hopefully, we'll see him next week. With with what you're kind of amending and as as you enter it into the pipeline to kind of fix those errors, will that help us for future submissions of
the audit so that we don't run into this kind of trial and error situation next year? Yeah. The first few passes were really recognizing some mismatches and codes, like locations. Say, high school coded with a program that wasn't maybe middle school. So we got all of that into alignment. The one thing and I think everyone that's coming into the accounting group recognizes when they join is that our accounting code list is too long. Mhmm. So our plan, once we can settle this down, is actually to shrink, because I
think our account list is over plus or minus 3,500. My goodness. Wow. And, so we really want to slim that down significantly. And the slimmer it gets, the less errors that will be in there too. Okay. But, CD, we all are are in agreement. This is way too long Yeah. Of a list. Okay. Good question. So the learning experience that you have here. David, is this when when, will there be a tax payment that will be impacted? Are we still No.
We're actually there? Yeah. Actually, the window, that's a fair question to ask. So financially, right now, we made our payment, flow through to Merrick today. Today, I paid all all the APs are caught up like normal. We still have cash and writing. So, the next window is so I talked to Crystal Brown at Teller County, and they just disperse funds once a month. Yeah. And, May 10 is that day. Okay. So we've got to, you know, a couple days before that.
The state is, like, same day. I mean, when they get this auto report in, they're gonna notify her. I don't wanna push it to, obviously, till May 9 or eighth. We can, So hopefully, we wrap it up next week. But even if we got it done tonight, we're not gonna see any revenue from the county until May 10. Gotcha. Okay. David, you've been a very, in-depth in in helping prepare the state of the district presentation with data. As you and I have been discussing, there's a couple of those data points that are still outstanding.
Do you have those now since we've talked last? I do. So those are, yeah, Chris, they're part of his draft financials that he delivered to us. Okay. And so I could probably meet with you really quick and and get back to that. Sure. Okay. Absolutely. Yes. So probably looking at after our state of the district meeting then when we final? Yeah. Because that's Tuesday. Is there any possibility that we can connect before that? The to get what? To have the audit presented before the state of the district? Probably not with, I think we have to talk to Chris and see what he's
The schedule that's most important. Yeah. And then the, yeah, the schedule when we need to talk to Chris. But we'd have to if we wanted to meet, like, Monday, I mean, I probably went to meeting announcement, we had to go out, but there's a lot of things that have to happen fast. Closed tomorrow. Right. Yeah. The district's closed tomorrow. It could be a Tuesday afternoon if if if it worked for people's work. Again, need to okay. If it if it Good to know on your part, we'll talk to Chris.
Right. Right. Right. Right. Would it work out for people to speak? Maybe depending on when. If the state of the district is at six, would four to give a little break in between the two. I can make something like that. We'll meet you for a moment. Oh, okay. Tuesday. I have to double check the time. Okay. Okay. Alright. I will have to check. I'm going with Rexburg to CDE to, for her to get honored for her. Oh, yeah. I think it's in the afternoons. We might make it back by four, but it would just depend on Okay.
The timing of it. You can write that. I have no idea right now, but yet, so I think it I need to make it a priority. It would just really be nice to be able to say that it's done. You know? But if it's not, it's not. Right. I agree. I think if if there's any possibility we could do it on Monday, it would be a push. But yeah. Well, we can't give enough notice because the district is closed tomorrow, and we have to Oh, because it's for a meeting. Yeah. Business days or Yeah.
Days. I think it's Twenty four hours Yeah. Before the meeting. Yeah. But I don't Is that a business hours? Or yeah. Would that mean, like, Sunday night? Well, meaning, like well, yeah. I don't think I think it would yeah. Sorry. I mean, I I think it would be just being realistic. I wanna ensure that David's team gets it. Right. David can can get it completed and finished so that we're not down to the
second again. Right. Right. Right. The CDE is, presentation for Katie. It's for the whole state. So it's 01:30 to 03:30. Oh, yeah. Sound. And we're always lax because we're in a little park. Yeah. Yeah. So Okay. Alright. K. Well, we will plan it. It's expedient. Could we do it after this? I mean, it's We can well, it sounds like this is probably going to have to Yeah. Do that state of the district. But I don't know. Or I could join I mean, I still don't know.
Like yeah. Or I could join and save a car. If it's accepted by the state the CDE, you know, that I mean, we still need to have the presentation approval, but at least that's good news to be able to bring to the community. Oh, true. Yeah. True. And and then we can But but the hours we said it was 05:30 to for the state of the district. Yeah. I think it's six to seven. Six to seven. Six to seven. So, I mean, if you wanted to do it at five, I can have Katie
drive and I could join online. I mean, I could. If if that's the best schedule, like, if it doesn't hurt my feelings, I I'll pay attention, Or we can do it right after. I think we gotta check with Chris first. Right? Yeah. We definitely do. Yeah. I don't even know if that's possible. But we could notice it on Monday afternoon if it if it's a go for Chris. Yeah. Yep. Okay. Thank you, David. Thank you. Thank you so much. So we'll schedule it. We'll talk with Chris and figure out when when he's available and then schedule from
here. Great. Great. Anything else to discuss there? No. I don't I don't think I would recommend doing it after the state of the district because that would require all of us to leave, you know Yeah. Aft and and to be in here to do that. And at at that point, it's not really urgent whether it's Yeah. The next two days later or day later or whatever. Because even the same, like, we've scheduled it Right. For this time. Right.
Yeah. Okay. Alright. Well then, as per the amended agenda, we're at the end. So we'll put a motion to adjourn the special meeting. I move to adjourn the special meeting. Second. Aye. David Sims. Aye. Gilgamesh. Aye. Keith Martin. Aye. James Drake. Aye. Meeting is adjourned. Part: 2
I'm going to talk myself session call to order >> here. Davidson >> here. >> Gilgess >> here. Cordon >> here. >> Green Street >> here. Right. Uh work session. So less formal.
We don't need to approve our agenda. But uh first up on the discussion information for the evening is noation. >> Yeah. How do you want me to stand? You're >> welcome here. >> Yeah. >> Wow. >> Hi.
>> Yeah. Thank you so much. >> Thank you. Thanks for coming tonight. >> And then we've got your presentation up there. And sorry for those that are on just but >> thank you all for here. Don Moore with No Flowco. Uh
yeah, didn't get the memo for these >> cuz I I need chaps and some pants on >> helmet helmet and we took out a monster today. So do I have an advance here? Let's move this. >> If you say next
>> next slide. >> So, a little bit about NoFlow Co. Just so you know, we started in uh October of 2019 as an organized operating unit under Indian Creek subdivision. So we applied
1 C34 at that time but we kind of grew past that and we formed uh Mountain Community Coalition which is moco which is the no flow co parent and we got more of those right uh the no flow co mission statement is
there I think it's always important to start whatever I talk about or whatever projects we do so we understand it and our mission is to assist private property owners who reside within the wildland urban interface with fire mitigation, fire awareness, and forest health. Implement the goals and tenants
of the national cohesive strategy to make the community safer from fire danger, improve property appearance, and have fun. That last part is a tribute to my mom because she said, "Why do you always have to have fun?" >> It's part of the message,
right? Uh so uh we because we are a 501c3 now we file under both the federal and state volunteer protection act uh we also have our own insurance and then everyone on our project signs in the waiverss and all that whole harmless
those kinds of things. Uh I just mentioned to Laura and Carol we're getting four to six requests a day. >> Wow. So great. Well, that's great, but I'm like, >> well, and maybe that's where the, you know, the unity and community comes
from. The national cohesive strategy has a saying. It's all hands, all lands, increase pace and scale. We're going to, there's no way we can chip our way out of this pro problem. We're going to have to. So, uh, next slide. Perfect. So,
just so we all know what's going on, that's the state of Colorado and those are the 64 counties in the state of Colorado. That arrow comes right into Teller County. >> Yeah. So, that's the Colorado wildfire risk and uh we've been Teller County has
been identified as a top there's 3,144 counties I think in the country. We've been identified as a top 1% county for fire risk. So, you can hit the next slide. There's Keller County and our like just so I know. So orange is bad,
red is bad. >> Sorry to the English. And you can see where the mine is. >> Yeah, >> that white spot. >> And then those are the fire uh districts in the outline blue there. So we have some pretty big issues here. >> So like the great sand dudes in the
bottom or something. >> No, that's not that's the money. >> Oh, is it? That's just count out. >> So I mean some of our land is federal and some of our land is state, right? About 50% of it is privately owned and
that's what no flow code tries to attack, right? Little bits here and there. Next one. >> So here's what we proposed. I was it was phone call I received from your it Jason. Yeah, we talked for a little bit
and he asked if I was going to take a look. So, the Woodland Park piece that I think we're talking about is up behind the sports complex, you know. So, I walk that east border and then up behind there and then Coline uh I'll say maybe
slightly more of an attractive nuisance just because it's kind of cool back in there. >> The kids love it. >> Kids love it. Uh what we're proposing is the biomass removal and improvement of forest health. Uh what that is is forest
floor debris, no ladder fuels, dead and diseased trees. Uh more so the disease is up here behind the school. Uh some production of firewood. There's not a tremendous amount, but there will be some. The slash I know we've talked
about getting some a dumpster at each site. >> Yes. >> I still think my bonfire is the best. It's early next year, too. >> Yeah. Is it early? >> It's early. >> And then the mountain pine beetle problem is back behind football fields.
Get a couple pictures in there. And then more so the mowing with the brush hog and stuff over at the combine. Our projected date for doing that is May 9th. And part of the reason for that is we really don't like to go back to projects. Meaning once you have a shot
with no flowco, we like to get it done. >> Uh we want to get those mountain pine needles down and processed before they fly and that way we can kind of divide and conquer some here at high school and some coline. >> It will be our 250th project which I
thought was kind of cool because Yeah. >> Right. We did our 249th today. So, >> and then from a standpoint of we'd like to make sure we >> I I think everyone makes a big splash about this. Yeah. >> Meaning, hey, here's the community helping the community.
>> Yeah. >> Right. What else can we do to help where we live and all that stuff? So, >> advertise, promote, and market. >> I've reached out to Ryan Schultz to see if his students would be able to do some videotaping before, during, and after videos and
photos. Um he's checking with his students and checking his schedule as well to see if he fits their drone. >> Oh yeah, that's a great idea. >> He he is saying he would love to do the drone shots. >> Absolutely. >> Yeah. >> So this is the worst stuff back behind
the high school. I mean see the one on the left. >> It's not a bunch of kids back there sticking bubble gum to a tree. >> Pine needles. >> Those are the pitch tubes from the pine beetle. >> Yes. >> And that's referred to as a massive attack tree. The Colorado State Forest Service is stating that we're on the
eruption threshold for not getting our ponderosa to survive because these guys are just and the mountain pine needle is native to here and so they will make our forest healthy if we don't. >> Yeah, >> they they will by few hundred years. So,
>> and it involves fire. >> So, there's five of those back there that are active infestations. What we need to do with those is get those on the ground and processed. And when we talk about processed, couple ways we can do it, right, is covering them with plastic.
I'm not sure that they would remain covered with plastic if you have, you know, school kids back there and stuff, >> right? >> Uh and we can haul them off. I have couple of guys that can haul them east to Falcon where there is no, right, or
to another processing ground. So that's something to think about, right? We do need to get those processed or you lose more trees back there, >> right? >> Not just you and that other area. And then there's a bunch of ladder fuels and some thinning. And then she we'll mark every tree so you guys can go out there and pull the tape off if you don't want
that tree cut down or whoever. Right. But then as you come down that bank towards the is it practice field? >> There's a bunch of mini forest in there. They're just unhealthy. Let's get rid of them. They're small trees. We'll keep a couple of them so they can grow and prosper and all that. And there's not
much going up that east side, but there is some ladder fuels. Yeah, I'm pointing the right way up that east side. So, that's the project there. And then over at Coline, um I looked on the the Onyx map where the borders are. A lot of lot of tall
grasses that should be cut, but probably also in those grasses is some things that are down. Some ladder fuels need to be done. And then on the I think the southern border, so the furthest away to the school, uh I was I was back walking the path and I just happened one day I
was out there and I spoke to him and he's very excited about this cuz he's been encroaching quite a Yeah. So the property line is way back here. He goes, "I've been here 17 years. I've been going in there and going to tell the school that they need to do something about this." I'm like,
I'm still looking at it. But the aspen trees need to get those evergreens out of them for them to prosper. And I think it's a fairly neat aspen field in there. >> Yeah, >> there's some bigger trees in there that we're not not going to touch. Like further down by all those were they
cabin foundations? >> Is that what they were? >> I don't know if they were cabins, but there's foundations. >> Yeah. In that area. >> So, >> but there's some, you know, the houses down there, they have nice trees and nice blockies. We're not going to take down any of their tree nuts.
>> But as we move in into the ground area, we'll pick up the forest floor debris, get the ladder fuels, and then we'll have a tractor at both sites and then a brush hog at this site. Uh there is a tree if you go over there that
it's dead. What the Forest Service says now these days, those trees are dead. They just don't know it yet. But it's between the two sidewalks. Uh, if you just come out, I guess south of the school, probably 20 feet outside the school building and there's two sidewalks before you go to the playground. There's I think
>> that's exactly what you're talking about. >> And those trees just don't like weight on them and it's two sidewalks and I think that's what put stress on that tree and not enough moisture and where we are today. So, that would be one that we recommend a big one taken down while we're there. Mhm.
>> And then to the west property line, it's it's mostly just all that grass field there, right? That goes up to those houses over on the road. So, we would just be mowing it in there. That's the plan for there. >> Awesome.
>> So, any questions about that? Like the project May 9th? Is that >> Sounds good. I'm What day of the week? >> Saturday. >> I'm so happy that I understand what you're talking about. of the day I spent this week.
>> You guys worked. >> We did. It was great. >> Yeah. No, probably for the May 9th. It was good. >> So team that comes as volunteers from the board or you know our family members, we
would sign in and sign a waiver. >> Everyone signs in. I you will be given a white vest. >> There is a system. Yes. Just telling my son. >> Yeah. Yeah. That's why I always tell people I want to come help. It's like you can come here any other day.
>> This this project this problem has been here for years and you want to cut today, >> you know. >> Yeah. So yeah. So most of the cutting is going to be behind the high school. >> Yep. >> I mean there is some over on Coline, but you know, >> I'm just making that clear to anybody
who's watching it on stream or whatever. if you show up and we're not looking for that. We've got a team of folks coming and the small group that would be coming as the board members will be signing waiverss and begin to give specificities.
>> It's not Mother's Day weekend. >> Oh, it is. >> Okay. >> Bring your mom. >> Yeah. >> Yeah. So, I mean I think for us uh we're excited about it. >> Okay. you got a lot of people that, you know, want to come help and understand that this would be something here that,
you know, I mean, >> incredibly valuable to to us and to the community. >> And speaking of the community, I was going to reach out to Jason, touch base with the neighbors right next to the land and let them know what we're doing
in what days so they're aware of that as well. >> Yeah, that's a good point. uh just from a usually when they call a work day, you know, >> yeah, >> too many people show up, you know, that's a good problem to have, right?
So, you know, maybe we can give you guys give tours of what we're doing and think, you know, just kind of advance your mission to him as well. >> Yeah, but I'm experienced so the big song. >> Is that what is it a helmet that you get, right?
Yeah, we're not >> stick. Yeah, you got a little bit. >> So then because of all this stuff we got going on next community awareness and celebration day. And so I guess what I'm here I'm
not here asking for money. I'm not here asking for your time. I'm not here asking for a new policy. I'm not here asking for what I want to look at is can we have some sort of community gathering to celebrate hopefully getting through some of the
tough months of fire and fire danger, >> right? And then have kind of like that all hands all lands community celebration. And what we looked at there is uh everybody know who Taylor Swift is?
>> But my Taylor Swift is Jack Coleman. He's a he's a fire science guy. He's talked about pooping. So, um spent some time with him last week, asked him if he could come in and just do his oneh hour keynote earlier today. >> Oh, yeah.
>> And then, uh have Ted Vill, which is the John Denver musical tribute. He's the >> You don't want not in person. Have you seen Song Blue? >> It's an experience. Yeah, it's it's an he does the Neil Diamond experience. Ted
Dehill does the John Denver experience. And so that we're we'd like to think about using the Dixon Arturo for that, >> you know, and then what could we have for that day? What are the requirements? I know there's we got plenty of parking here, but what's what's the like if we
have vendors, food trucks, that type of stuff, what are the requirements for that? I just have to get with with Jason. >> Um I will tell you that that Friday, September 11th, is the homecoming
football game. It is early this year >> because of the calendar. We tried to push it back and get a couple other school districts to switch um dates with us, but they were not able to. So September, like that's homecoming weekend, but I don't think it should
affect it because everything's going to be over. Sunday and then what we look at the week prior is cruise above the clouds >> and the week after is I think >> October >> October >> fest happening here.
>> So we want to win the gold medal for those three festivals. >> Just hit the next slide there. So one of those is John Denver, the other is Jack Cohen. And so what we're also thinking is, you know, with uh the cafeteria area up
there is maybe getting Carrie Dell to play in between because I don't know uh if Ted likes to have his stuff touched, you know, if Car Terry likes to have her stuff touched. So if we could just keep the >> the flow and, you know, the excitement
and the energy. >> And then our thought is to we got Ted Beh Hill's contract. We Mom Mo has a board meeting on Sunday. We have his contract. Now, our goal is to pay for this through sponsorships
>> and then have it be community. I hate the word free, >> right? Yeah. Right. >> But community >> accessible. Yeah. >> So, and then you know your connection with your daughter, get someone from
theater and media to be It would be a great opportunity for some of the techies to run lights and stuff. >> For sure. >> That would be tourist. >> Yep. Absolutely.
>> Julie Wilson has tentatively secured the auditorium contingent upon the border view, but it is locked in that's going to go. I have to say I love the idea of the
community being to use what's part of >> you know the facilities as for students but it's also the community part of it. >> Yeah. >> Yeah. >> Homecoming too. I mean we should think
>> you should march in the parade. >> No. Yeah. We will get the firewood away. >> Well, you can be at the bonfire. Grand Marsh just on fire. >> Is Was there another one? >> Tech guy. Was there another one or?
>> Yeah. >> Oh. Oh, that's Yeah, you vendor requirement sponsor event under community involvement participation. >> Yeah, I think the homecoming weekend could be >> huge. Yeah, it is cool >> because if you haven't said seen Ted
Belell, I mean he did a piece between a show in Steamboat Springs and Santa Fe. We've got this, right? So, we're thinking about having just stay the entire week, >> right, to see all what we do and then
maybe he can tie in some things locally. So, >> very cool. Um, Dom, I have one question for you because I know this part or the reason why Jason approached you about this initially is because we um are like we have this whole list right of like deferred and maintenance and things and
fire mitigation is a big part of that and I'm just wondering if uh as part of the work that you do uh for reporting as a nonprofit is ever talk about like the um sort of like the um essentially like the financial offset or like like essentially what it would cost us to do
this kind of work on our own like like what how like what kind of value are we receiving from No Flowco with this kind of support and what would it normally cost to do it? >> Okay. Well, when I say about tree dropping, I always say there's two times in your life when you know you're an adult. One when you turn 18 and the
other when you find out the cost to drop a tree and but what we're seeing right now from acreage. So if we think about acreage uh probably what about up there maybe 3/4 acre and then maybe probably more
three there's it's probably somewhere between 7 to 8 grand an acre for mitigation right now commercial >> right so say pick your number you know 25 grand or whatever >> we could use the volunteer hour rate too we could say hey here's what the 2026
volunteer that's what we use when we report to 80 people show up 5 hours do that and that we can give you both numbers on that. >> I think that number ultimately understanding like what's going to be the offset for the district and our also our ability to like make some meaningful progress on and fire mitigation would be
huge from an area perspective. Yeah. >> So my question is have you been asked by any of that from an insurance perspective? >> Oh >> because we went out to do you know where El Tesoro de los? >> Yeah. >> Did I say it right? >> Elsa.
Yeah. So they had they went from 75,000 to insurance to 185,000 >> because of fire mitigation and so we have the four phases out there that we're doing for them that got them down to about 70 grand. So check with your
>> insurance. Yeah, that's a great point. >> Well, go ask them if you need to do I mean it's a balance here. >> Yeah. Yeah. I wonder too what um what would be like the threshold for a
firewise distinction. That would be kind of cool. >> I mean your school property just talking right this has got to be an evacuation site. >> Yeah. I know >> right. You have generators, you have the filtered air, you got space, you got
bathrooms, right? So this So I think the high school property itself is in pretty good shape. >> Yeah. >> Right. You just got some craziness back there. Coline's got that grass that you know that could skitter across there. Again,
I think it the smiles could be in it, but I those houses on the other side are some crowning fires that could occur. That's not your responsibility. So the um is there an age um um do you have to do you have to be 18 or
whatever to come and volunteer? >> No no no I saw a little kid a little kid doing with the wagon. >> We have no flow yo no flow youth. >> No flow yo. have fun >> because I think I think it could be um
an opportunity for high school kids to you know consider >> um and we had talked with Tony about doing um some like level one is that right level one um uh wildland
fire >> training >> yeah we're going to send fire camp through the grant >> that's a topic for another discussion that we were talking Yeah. Yeah. Yeah. >> I like that educational piece to it too then.
>> Especially where we live. These kids are going to stay here. >> Absolutely. >> You approach that in the past. You need to continue to push that. >> Make sure we're clear on your expectations on you bringing a team.
Do you want us to advertise more people to come or you just want us? >> I think what I would be asking for on the 9th >> it's you guys reach out to the Pikes Peak Courier. >> Yeah. >> On the 9th >> for the ninth to have Hey, we have more
than like you just mentioned more than fire mitigation projects available to the community. >> Yeah. >> If you don't have eight of buildings, right? This is just this this might I don't say May 9th is the kickoff for that, but let's get more people involved in, you know. >> Yeah, I think we need to revisit based
on Jason's feedback recently, but >> Yeah, >> but it sounds like maybe instead of one big game, we are breaking. >> Yeah. >> Yeah. So, I I I think I'm going to probably have 68.
>> Oh, wow. Okay. and we get media support to cover that event and say this is a kickoff for a communitywide long-term type of multiple events. >> Would we want to include other media sources too?
>> Press it. Sounds like something I see. Yeah, >> I'm looking at >> so then just so you know after these right the average age of no focal paper excluding us
>> right the average age is geyser so >> I mean we we all feel it after the end of four or five hours right and then we have a sorry I was excluding you from I had here a big big potluck and then we rehash the day and we give out awards
for the day. >> So that takes place, but we're going to have it in two locations, right? So I think I'm going to have the majority of my people probably at Coline because with tree felling up here and just that type of stuff
and then my other question is on those dumpsters since we're being right back there. I guess we could get it placed back there because it's a road back there. I have to check with Jason >> because I think water also just parked along that east road because when I came
through that it was locked. >> Oh, >> the gate's locked. So just >> Yeah. Yeah. >> I think we could have that for you. >> Yeah. Just so I can carry the saws and stuff up there. >> Yeah. >> Yeah. So I I don't think I need more volunteers for the workday on the night.
>> Should we can we be there? I would say I would say >> it would benefit you greatly and us greatly to see that work. >> Yeah. >> And I have to pull those little ones out of the ground.
>> A pro. >> Yeah. Yeah, it does feel great. So, and and maybe we participate in food as a board. We can help bring food for potluck and all of that. Yes. >> Yeah. Yeah. Okay. So,
I have my food crew person. >> Okay. >> Yeah. >> So, I'll have them reach out. >> Okay. >> Yeah. So, let's hope we don't get our >> Well, maybe we should get a Mother's Day two foot snowstorm, but Yeah.
that can happen on Mother's Day, >> right? That'll be a beautiful 80 degree day. 55. >> So, yeah. So, we'll have the equipment. We'll have the our sign in for everyone that understands the identification
waivers and understanding of the Colorado Federal Volunteer Protection Act. And like I said, we're all old people. When we were younger, we may have been more dangerous, right? But now we step back and we think before we act.
>> Yeah. So, >> okay. >> Is it do I wait for a go on the 9th or should I start sending it out to my people? >> No, I think we just >> I think unless you have an issue. >> No. Good. >> Do we have Do we have We don't have any
major anything else going on, do we? Do you know of >> May 9th? >> May 9th. There's a track. >> It's not here. Okay. Okay. So, >> forward >> and then we'll we'll keep I will let you
know after our meeting on Sunday about some more of the details for the >> September. >> September. >> Okay. But once we get that contract, we want to make sure that we have because he's pretty he kind of picky about his lighting and since he knows it's going
to be in a professional setting >> there will be parks and wreck games here, volleyball games in the morning here. >> Yeah, that might be an issue. Just letting you know what else might be going on. And trip is that day, but again, they're
not. >> Let's go. >> All right. Any other questions? >> Thank you. >> Thank you so much. >> Thank you so much, Don. >> Thank you again. >> All right. So, >> you my contact
work with Jason. Thank you. Thank you, John. Good to see you, John. Come on. Wait, wait. All right. Uh, we didn't really chat at all before we started, but are we good with the order of events here?
>> Yeah. >> Yep. >> Okay, let's do it. Okay. So, I sent over earlier this afternoon uh what I hope was a little bit more of a structured framework to approach this conversations based on the work that's been do been
done and the work still left to do. Um the sheet that uh Candace provided to everybody is a uh an introduction that just gives and I summarized most of this already via email, but a little bit a brief recap and some of the major areas of these plans so far that have been
updated. I'll just breeze through it really quickly. Um the first thing that um Rob and I did when we tasked to take this to the next um take this to the next level was um met and with Ginger and just did a very high level review of the goals and tried to validate what we
were hearing. Hey, was there anything that stood out to you? Was there anything completely out of whack here based on the collective feedback that you've heard from committees or uh leadership council or things like that? And kind of made a couple of notes and then took that into a two-hour kind of working session where Rob and I sat
down, reviewed the plan, talked about the goals, really spent a lot of time trying to uh refine the mission and vision to incorporate the feedback that we heard in survey. Um Rob expanded on the values that we outlined and uh we tried to pull out anything else that
kind of appeared in the uh generated version of like this the key initiatives and success metrics if it was irrelevant and added in big things that we already knew that weren't in the survey feedback that were already either in motion or planned. Uh good example is like the sustainable funding task force was not
represented because it wasn't part of the feedback at the time that we did the survey. Um, after that, um, Rob and I kind of independently incorporated some of our own edits. I sent the draft, uh, back to the board of education on Monday and to Ginger, um, to review and kind of
looked ahead to try to figure out if we could propose some milestones to work towards finalization. Um, the following day, uh, Ginger met and shared a version of it with the leadership, um, council or I can't remember what it's called. >> It's just our leadership team.
leadership team to review. Um and uh and then oh sorry well before that we actually met with Ginger the day before she went to go meet with the leadership team talked about the approach for that provided a separate copy for their review and comment and then Jinger took
that into the meeting shared the document and then we got a ton of feedback coming back from the um staff as expected. Um and so that kind of brings us to where we are today. So the actual updates to the plan and um couple of major adjustments um from where we
originally started and the version that kind of went to the community initially included kind of the overall overarching like goal and priority areas and then we identified like kind of the priorities and initiatives in the um to ask the feedback to ask the community to provide
feedback on what was important and what we need to prioritize. So from that basically took that feedback organized the areas of the priority areas based on the level of consensus in in any given criteria. Um use that to then create
goals uh rough key initiatives for consideration review just to make sure that the different points of feedback were accounted for. and then like tenative success metrics and all of that requires and will still require staff input and feedback to actually develop
and finalize. Um also looked at incorporating uh a planning framework and uh a couple of other things. So there was in the earlier version that I shared there was a couple of other elements that we kind of removed or converted based on the meeting that I had with Rob
which was like a there was in uh initially sort of a what we heard and a community source that pointed directly to the survey in every section. We pulled all that out to try to like simplify summarized it into just a kind of broader summary at the beginning that says kind of what we heard which is like
following the intro summary of the feedback that we heard. tried to like a little bit measure and incorporate that like not only just exactly the survey feedback but also like anecdotally what we had heard from listening tours and other board discussions and that kind of thing and then um added in kind of I
really liked um Rob shared with me because we were talking about let's find some other models that we can pull some other good things out of and one of the things I really liked about Creek's strategic plan is that they have sort of a success statement along with the goal. It's not as um specific as like the actual KPI, but it just says
like what does success look like? And so we kind of thought through adding something like that. You'll see that represented a little bit later in this packet. Um so that's just a little bit of a recap on where we are today. As of today, I think for purposes of our discussion now, where we should focus is
just kind of like reviewing some of the changes that we've tried to incorporate into the mission, vision, and values. talk a tiny bit about the planning framework if you think it adds value or not and if and if so if you want to revise it. Um I wanted to identify a
couple of the big things that stood out in the um in terms of the proposed goals and specifically goals for consideration that are not currently represented in the plan and a couple of really specific points of goal feedback. And then I think we just need to determine kind of
what our next steps are going to look like. when do we really want to get this done and what's it going to take especially when we add in the staff contribution component which I think will be a pretty significant effort and Jinger and I talked about that and decide what we want to put into our state of the district the last thing
I'll say on that before uh we dig into the mission vision and values is um I think that the version of like what I think success would look like for this discussion and takeaways today are to solve for that mission vision values determine whether like the planning
framework or not and try to solidify goals and then you basically hand that off to be able to talk about in the state of the district and then basically pass over to staff and say here are all the suggested considerations that are being pulled out of the free the feedback and then give that to staff. So I think that's what we would try to
accomplish today. Does that sound fair? >> Yes. >> Okay. So I would say um what I'd recommend is pulling the first two pages off so we can kind of follow on along on the um the agenda but then actually looking at the third page which starts
with mission, vision and values. Thank you and actually before we got Rob I just want to make sure we give you a second like if there's anything you want to say about catch my breath listening to you.
No, I think um I think you you nailed most of this. There's a lot of comments that are coming in next on the discussion we have with the leadership. Uh that was anticipated at the offsite. We talked about when you send it out to
the the staff expect changes and that's a good thing. >> And so we're seeing that and we need to I think it's important how we respond to that is is very important. Yeah, here we listen. We
>> they're part of they are the solution. So we need to slow down >> and the experts. >> Yeah, >> absolutely. >> Yeah. And I want to be clear too that like the body of that when it came to the key initiative specifically was not meant to be prescriptive in any just to
make like basically to translate the line from the survey into possible action items to consider but I think needs to be driven developed and finalized and it could either be completely rewritten or um or iterated on based on what we have and that's
where we'll lean on Jinger and team to finalize. So >> okay, anything else before we talk about Okay. So, uh summary I think of where so initially we started with the version if you guys all recall like we as a
heartbeat with the intro and like there's most of this is retained. Um there's a couple of really important piece big pieces of recurring feedback that were um kind of pervasive throughout the survey. um the intro piece I think the framing of that the
the in the language the use of like the word heartbeat didn't like really stick with people and that's okay. Um but so so we adjusted that slightly and then there was another component of um kind of like excellence but balanced with
this kind of under under um line care and support. So that was a consideration that we made and I think there was a comment that we sat with a little bit on like whether to re re like um replace love of learning with something more
like curiosity and Rob and I kicked that around a little bit and really felt like the conversation we had and I think it was you who originally proposed that we liked it when we keep it. So, those are some of the considerations in the conversation that we had, but would love to hear your feedback on where we've landed and if we still need to iterate
or modify that. Good. I think it looks good. It feels um maybe a little cleaner than our original version. So, and uh I think cornerstone maybe is even more appropriate than
heartbeat was. So it feels very like fitting for foundation and for our sodium. I mean we're talking about those >> talk about kids and kids are >> future and yeah >> go ahead. I just remember also reading
feedback about like people were confused who we was and like some people thought it was us and the board and and so I'm wondering if we say if we need to say it's Woodland Park School District or if we just keep it as we and find somewhere
else defined somewhere else. So I think maybe that confusion stems from the board sending out the survey. Okay. >> Whereas if this is on the district website as the district's mission, I think the weave will be much more clear. >> Yeah,
>> I think that's fair too. Yeah, >> that feedback also kind of was a question that came up once or twice in core values too. They're like who did you apply to? >> Right. >> So I think it's a good that's a fair question. I mean because I think even I mean at a school level I think even
individual schools too like whether it's the Coline Promise or the Panther like mantra that that we have here like I think this can just be generally representative of the overarching values of the district but it doesn't preclude school level thought along those lines.
I don't know do you have any concerns on that? >> I have no concerns. I just want to say looking at it even as a parent, I like that this is a school, this mission makes me really happy about having my daughter here or my daughters here and there. It just it feels good. It feels
like it's encompassing exactly what I would want. >> I think when you look at core values, right, like at least in my mind when I was thinking, okay, what are the core values of our district? It's not it these apply to everybody, right? So these are the values we are
trying to instill on the students by the way that we treat them, by the way we hold them accountable, what we what we accept, what behaviors we don't accept, but also what professionals do we bring in, right? Um when we're hiring, do they have these values,
>> right? And we want to make sure that everybody involved in the district, you know, embodies that. Um and hopefully you know the the community would also look for board members who embody this as well. >> Well and I think actually the biggest like the reason uh we spent a lot of
time on this was because there was a big ask like let's define these and I think the definitions I think Rob did an excellent job on fleshing out those definitions. So if anybody has any more specific feedback we can certainly incorporate it. But I think the values as a whole, there was a lot of consensus
and like these feel good from the survey and I think fleshing them out and and I got a specific comment from like Katie Rexer who appre especially appreciated the we statements at the beginning not just defining the values but as an stating as an action like these are
things that we do are not just values that we pro. So um I want to take a quick step back to the vision. Um, the biggest like kind of overarching theme here was like, can we expand this and and I think even more specifically based
on the feedback that Laura shared from the deck, can we kind of make this a little bit more of a traditional like following a more traditional formula? and D and um Rob and I kind of decided like we really still like the kind of the tagline or mantra of strong foundation, strong future, but how can
we build on it to write a vision statement that then like gives us an opportunity to kind of uh create more of that visionary future rather than just that simple statement. So we landed on where every student has a strong foundation to discover their career
pathway, build the skills to pursue it and graduate prepared for a future where they can thrive. Um I will note though that there was a great point I think by um our one of our elementary principles about and I have a note here that actually states that feedback. Um can there be an addition to the foundation
that happens before the career pathway? I know this was important point that you brought in Rob is like this is something we should focus on. Um but something about providing a foundation for essential learning and really thinking about like how does this apply to our elementary um and early learners. So I
didn't know if anybody had any ideas about that. I think um I I could certainly see a pretty simple adjustment to um like incorporate uh something around essential learning like right
before discover their career pathway or something like that. So it feels like it's a little more sequential but if anybody has any thoughts there or official statement as a whole let me know. think of too like I mean elementary even is part of discovering their career pathway but it's
>> what are their interests and their natural talents and and they're exploring so I don't know if we need to >> discover their interests that lead or discover their so that >> their
entire pipeline from kindergarten up to senior year of yeah of exploring careers. And not that you're going to ask a third grader to turn on your career, but you're going to expose them to different people coming in to give presentations
on what it means to to be a firefighter, a policeman, a medic, a doctor, veterinarian, welder, whatever. >> It start Can I ask a question for I guess I don't quite understand
the feedback. written right here, if you see it in here, um it says, "Can there be an addition to the foundation in quotes that happens before the career pathway? Something about providing a foundation for essential learning, thinking specifically about elementary and early
learners." So, that was the exact comment. >> Yeah. Yeah. So, we don't necessarily have to incorporate it, but I thought it was a fair point because we're really focused on the career pathway to have a strong foundation to be able to discover something
strong foundation of learning to discover it >> because what happens in elementary school is >> is the foundation >> is is is that's the beginning of your foundation.
Um, and it's more than it's more than a career though. It's it's to enjoy life because I read a lot. Not because of my career, but because it's so enjoyable to me. >> I was wondering if part of enjoying life.
>> Yeah, I was picking around the word like passions as a possible like one to introduce discover their passions and career pathway, but I don't know if that's a good enough word that represents. But I like I think I'm thinking along the same lines as you, Carol. It's like not just the career,
but like preparing for life. And I I don't know if there's a good way to like represent that with without it being too generic. No. >> But I also think like it's just a comment that stood out to me. We don't necessarily have to change anything if we still feel like the vision is
representative of >> of that kind of overall journey from K through 12. Um, but if anybody has any >> I think if anything we could just add a word to that speaking to
What what if it was where every student builds a strong foundation? >> I like the ownership that that ascribes to the student and it's the part before it, right? You build that foundation during your elementary years.
I think the only other thing that I would note about that is that like has a strong foundation kind of ties back to the district as that foundation. So that and maybe there's a that's why we liked the strong foundation strong future because it represents both where we want the district to be as an
organization and where what we want our kids to have is the strong foundation too. That's a good option. But I agree. I think like something in between strong foundation and discover career pathway whether it's like learning passion or
something like Hey, heat. We don't have anything or shuttering. We can keep it as is for now. But we can always come back. >> Yeah. If anybody has anything >> engaging, >> I want it to wind up being like overly
verbose. >> Yeah. I also wanted to be mindful of like we don't want to repeat the mission either you know trying to differentiate a little bit >> we'll be given the opportunity to define what is what is foundation
>> it's creating that foundation begins to fill in the blanks that people think may be there >> maybe they are there and we just need to make sure you cover those >> in the found in the foundation information >> yeah the only other the only simple addition I would make and it come
directly from that feedback is uh where every student has a strong foundation of essential learning to discover their career pathway and just add two words but that might be too simplistic or essential with something else. actually
>> it it um so the the strong foundation and discovering their career pathway almost feel like we it I would almost like it to be two separate like a somehow a
comment in there only because that that it's like I said a little bit of it's not just about your career pathway. It's about more than that in life. And so that would then differentiate a tiny
bit. We want to start to lead them to think about career pathway. But that strong foundation is for so much more than for a career. What do >> you see what I'm saying? >> What about a generalization more like
explore interests? explore their interests. >> Yeah. Foundation. >> Strong foundation to explore their interests, discover their career pathway. >> Okay. >> Yeah. Yeah. >> Because then that leads to the other
pieces of just, you know, fullness of life. >> A lot of people develop this love of singing, but they don't ever intend to use it as a career pathway, but it brings so much joy and satisfaction to their life. So the other thought I had
was discover their passions. >> Yeah, >> it's a lot of discovery. >> Well, no. So, >> oh, you're saying replace career pathway. >> Yeah. >> Ah, I see. >> Pull it out completely. >> Here's Well, >> because we still have to prepare for a
future where they can thrive. >> So, Google search just that brings in elementary part of career pathways. focus on career awareness, exposure and fostering curiosity rather than specialization.
>> Yeah. >> Well, we could say something like spark curiosity like that, >> you know, I mean that is the essence of elementary children, >> I'd put that I try to work that into it. I definitely
>> I like career pathways. I think that's >> Rob's going to repeat the career path. >> Yes, I do. I do too. I do too. I just feel like there's a another piece. >> I agree, but I don't want to throw it out to get the other piece. >> Agree. I agree with that, Rob. Yeah. Yeah. Yeah. >> Yeah.
>> So, we have possible additions as of right now. Explore interests, spark curiosity, or somehow in incorporate. It could be interest or passions, I guess, depending. You don't know what the right combo is.
And I think that either of those need to come before discover career pathways. How about develop um develop passions um develop um
interests, skills um >> personally I like the verbs of explore and spark >> more and develop for kids because I just feel like >> it's more representative of like that. Okay,
that stage. But >> yeah, >> and maybe even to your point, ginger, sparking curiosity even happens before exploring interests. Maybe. >> Yes. >> Well, because you're also giving them a
space where it's okay to be curious. >> Yeah. because that's really when they develop the >> what if what if we do this to this is my recommendation to trim it down. What if we take out the second uh part of build
the skills to pursue it? Yeah. because I think that is a little bit extra wordy and we could say where every student has a strong foundation to spark curiosity like spark spark their curiosity explore their interest and discover their career career pathway and graduate prepared for
a future where they can thrive. >> I like that. >> Yeah. What what if it was just the spark part and not the >> spark curiosity and discover career pathway? >> Yeah. >> Or taking on explore interests.
>> Yes, >> I could see that going either way where we go with explore interest, discover career path or spark curiosity, discover career path or both. I I just worry we're getting into the territory of having something that we
went from having four words long and now we have an explanation and this explanation is getting really long as well >> possibly. But I do think do you guys concur with taking build the skills to pursue it though if we want to make
those additions and just replace? Okay. >> Is that something you want to be known for is building skills for your students to take that next step? I guess we could instead of that we could say build this
uh let's see like this want to be mindful for the feedback everyone's providing right but I also want this group to like we we can't define every word for everybody because they have a question this thing's going to wind up a monster
>> so I want to like we we want to be mindful of what people are saying but like it doesn't have to be so explicit it it winds up, you know, this long. Um, it can still be a has a strong foundation
sparking curiosity to discover foundation curiosity. If I were to simplify it in the interest of time, I would suggest where we spent a lot more time earlier which was strong foundation to explore interests and
discover career pathway and leave it at that and nobody feels good about that because I think that does at least captures the essence of what Dennis was saying without adding too many other layers. >> Does that feel okay? >> Y okay. >> I'm not advocating one way or the other
just getting clarity. Does that include the build the skills to pursue? I think it would I think we would keep it and then yeah I don't see a reason like if it were just adding two more sort of two or three more words it's okay. So then it would read where every student has a strong foundation to explore their interests discover their career pathway
build the skills to pursue it and graduate prepared for a future where they can thrive maybe just to explore interest rather than explore their interest. Yep. Easy sport interest.
>> Yep. Sounds good. Okay. Uh, anything else on mission, vision or value? >> Thank you for defining the >> Okay. Um, next item for discussion is the planning
framework. And this is something that was like sort of thematic again coming out of the of the um the survey feedback. Initially the way that this was structured was actually like yearbyyear phases. And that was one of the bigger pieces of feedback that
Ginger gave was like we're really at different stages with different parts of our priorities. And so it doesn't necessarily make sense to say in year one we're just going to do stabilization in year two. So we thought about okay well there are definitely some things like the examples that are given here are rebuild financial health you know
and stabilize plan for facilities establish safety and security retain educators regain community trust and then so on. So, the overall question I have for you is does the first overall question is do we feel like this is helpful or not? Because we could just
cut it out. Like I think it it's it's a useful tool in trying to make sure that we're sort of covering our bases and not getting ahead of ourselves and trying to grow before we've stabilized, right? But at the same time, it can just add a little bit of extra to the plan that we
might not necessarily need. So, I actually love the fact I was going to say the same thing. I think not only does it help us make sure we're staying on track. I think it really helps the community understand why we're focusing
on one area now as opposed to others cuz like, you know, there was feedback that, oh, we haven't brought in enough new kids yet, right? Well, we're not at grow yet. >> We have to stabilize first and then we start the growing process, right? So, so
I really like this because it helps structure that as well. I I will say the only big piece of feedback I saw on this was concern about using the word stabilize. Um, and it reads for the word stabilize. While a truth about a
district, I'm not sure if I was a family looking to move into WPSD or looking a teacher looking to work here that that would give me pause. Wondering if this is something that we should think about from a marketing perspective essentially. And I think that's fair. However, I don't know that it changes
our current reality from a from a strategic perspective. So, >> I I get what they're saying and I appreciate it. >> But I also think like the whole state is trying to stabilize right now. This is true. >> Like from a budget place. Um again with
with student attrition, right? Like if you Rob like the the um financial packet you sent out you look at the number of eligible students to even come to the district that has dropped significantly in the last 10 years. So it's not even
that like the district is struggling to capture the kids that are in the community. There are far fewer kids in the community to even pull in. So to me like that stabilize again you know it's not anything against the school district that there are fewer
kids in the community but we do need to stabilize what's happening and people who are looking to come here are going to see the bad that was and want to know that it's being acknowledged and addressed and those who left are going
to want it and know that there's an acknowledgement of what was lost that we're >> stabilizing And that and what I felt like from our meeting with the families who moved out of district >> was that a lot of the heart of who we
are is still here. It never went away >> and that really it is just stabilizing so that that can shine again. And so that word really means a lot to me. >> I also think it shows that we're being transparent. This is where we're at.
this is where we want to go and we're working on it. So, I think it's really important. Mhm. I think the the question then becomes like how can we meaningfully incorporate it into the plan and I feel like that is actually going to come into and I'd kind of like point that to you Ginger a little bit of
saying like I think kind of within each of our areas we need to identify what are the things that are under stabilized what are the things that are under strengthen and what are the things that are under grow and to be mindful of we can't put anything that's grow without stabilizing some of our other stuff
first um so I don't think it needs to be again prescriptive to like this year we're doing this and this year we're doing that, but we can have it flow through the whole plan. Okay. >> I I like it so much. I really do. I think that was brilliant, Cassie. >> Okay.
>> Um and this and then another question too is in the six priority areas. Originally, we talked about this like do they need to be numbered? Are we just kind of like identifying the buckets? There's the I would say the thing that's like even related to the conversation we just had about the framework is that the
the priorities in the order that they're represented in are based on right now the volume and consensus of the survey specifically. However, um they don't necessarily need to be numbered and I would argue that even within each of these respective areas we have things
that are more in need of stabilization and like higher degree of urgency. Um, and so I think we could, they're still going to have to appear in the plan in some order, but I don't know if anybody has any concerns about that. Like this is representative of what we heard and I
think that that is a good way to inform the order, but there was a question raised like why are these in the order that they're in? Yeah. So, um I I mean I think it's important that we acknowledge that they're all they're they're all very important and you're
right. Some of them have more urgency than others, >> but they're all they're all what what all of them make the district. >> Um and so I don't I don't know that we have to be really specific about order. I think if we take the numbers off, you
can keep the order and then it does the order doesn't feel quite significant. >> Yeah. Yeah. That we're just listing them. So, just take the numbers off and we can still put them in that in that order, but they just don't have numbers. Okay. >> I think my only thought would be the structure of the goals. It is nice to
see like, oh, goal 1.1 is >> Yes. I think we should keep them in the plan itself. I'll just take them off of the soap package. >> Okay. >> Yeah. That's all. >> And I think the other thing to your point, Carol, is like this is these are all of the general priority areas like healthy districts in any given
circumstance, right? We're not just picking them because they need attention, >> right? >> Um we would have probably goals or work to do in all of those areas at any given time. So, um I think because of that, like that also because if we I think if we were to do because right now this is
more focused on action items, but if we actually had like a current version of our dashboard that was like how are we doing across all these areas, there's going to be some that we're doing really well in and some that we're not. And that's I think going to be reflected in the plan depending on how urgent and
important the key initiatives are. Um but I don't think I I mean I think we're on the same picture. Okay. Um, so any any other feedback on planning framework or priority areas? Are we feeling good about that? >> Okay. Really good about it. Oh, um, I
guess the one other thing I wanted to mention that I didn't note was, uh, this is a very small piece of feedback, but this is a suggestion from what about considering replacing um, grove with strive. Does anyone feel strongly about that? >> Where is there was a mention of I can
appreciate that too. So it would be stabilize, strengthen, strive. Do we feel like strive is better than grow? Feel strongly about that >> word smithther doesn't. >> It does sound nicer alto together. I'm a fan of alliteration.
There's a lot of st between strongly stabilized, strengthened, >> dry, >> strong feelings. Is anyone worthy of revision or keep what we have? I think well grow and strive right if
we're looking at the meaning of the word they're not quite the same striving usually indicates you're you're reaching for something right you're you're pushing pushing beyond >> whereas growth is just improvement right
um I think striving is actually part of all of it's part of stabilizing and strengthening too strive You have to push the bound. You have to you have to be working on something all
across the board. So, >> do you have the definition of stride that came in with the comment? >> Nope. It was just Could we consider replacing this with strive? I like alliteration. >> A definition. Nope. None. Yeah. No.
Oh, that's not true. Actually, you're right. It does says stri drives at pursuit and intentional and powerful growth. >> Strive drives at pursuit of intentional and powerful growth. Here's
um um AI um means to make great tenacious effort to exert oneself vigorously or to try very hard to achieve a goal uh often against difficulties. I think to your like I guess a question
like I think I guess what you brought up earlier was when we think about what the word grow means and whether or not we can realistically grow like if we're talking about things like enrollment and things like that I don't I don't know right like
>> and so we might be trying to grow in the strength of our programming and the quality of our instruction and all those things but we might not be able to grow the size and scale of the district. So I don't know if that's representative of that or not but like if our if there are
real um limitations that we face then bro might be a difficult >> face to to operate >> but you could strive >> but we could strive I don't know >> strive so
strong >> on wings of eagles. Of course we can. >> Yeah, maybe strive is >> so growth to me. Sorry, >> I really knew that. >> Okay, so I was going to say growth to me feels more um open-ended, right? it
doesn't have a very defined limit for um goal post you're trying to hit. You're just looking to improve. Whereas strive to me feels like, you know, it's I don't know like there's a I still think striving is part of all of
the phases. What about not grow, not strive, but thrive? So that not necessarily saying we're keep getting bigger or but we're kind of >> Yeah, I have that a lot.
>> You could grow. >> Yeah, I like growled, >> right? >> That's a positive. >> It is. Yeah. Yes, >> the person should be quick to comment. It kind of sounds extra.
>> We also thrive in our vision. So, >> yeah, I like >> it's not alliteration, but I think it's a better description. >> Yeah. >> Yeah. You want to go from surviving? >> Yeah, that's right. Are we then generally agreed on
replacing grow with thrive framework? >> Yeah. >> Yeah. >> That just means we are healthy within the parameters we live in. >> Yep. >> Right. That sounds good. >> I like that. >> That feels like a good place to
>> Okay. Um moving on then to the next page under goals and uh let's see review and discussion for proposed goals. There are two discussion items here. One is goal consideration and specific goal feedback. Um, and if others have like I
didn't get a lot of feedback directly from the board on the goals themselves, but we can talk more about it here if you have specific callouts. The ones that I wanted to flag were the areas where I had specific feedback and where I think things that came out of feedback on key priorities like maybe like
necessitated discussion about whether we elevate something to goal status versus um initiative status. And so the first one that I have on that which initially fell under operational integrity is sustainable funding. The goal related right now that we have to like uh
finance and budget is goal 1.1 achieve and sustain a structurally balanced budget with full community transparency. I feel like that could be accomplished in and of itself without pursuing sustainable funding in theory but I
don't know if it and it and it might have its own sort of like series of key initiatives that need to support it. So I what are your thoughts about Carol? >> Yeah. So I think I think it uh can be it can happen without getting sustainable
funding because it will have to happen. Right. Right. And >> so, and I think we're committed to make that happen regardless. And >> you know, and even if you that that may be an ongoing pursuit, you know, it may
not be a oneand done and it may take different variations at different times. And so I don't I I'm >> I think it has to be its own goal honestly. I mean, our as a board like our >> like we have two main jobs as board
members. It's to make sure our superintendent's doing what they're doing and to make sure our budget is what it's supposed to be. And so having a balanced budget is like our main directive. And so having that as a journal is necessary. >> I think it's fine. >> Um and and we have to be able to balance
it regardless of how much is coming in. Like we can't approve or we're spending more than >> Yeah. And I really thought like as I was thinking through that in the key initiatives, I was like this could probably 10 steps in and of itself because of the committee and the proposals and all these
>> and so I agree. I think we like I'll take that and then we can probably just unless somebody has one off the top of our head wants to propose the language for a goal for that now then I think we can just mark it as a >> I think I no I think that that we don't
need it as a goal. I mean, I don't I think it's part of being fiscally responsible >> is when needed, a board must look for other funding sources. >> That's >> Is that what you're saying? >> No. So my I guess my question is as a
board or I guess in the strategic plan, do we want to mark it as a goal like our pursuit of sustainable funding as a goal? Because it is an action item and something that we've decided we're going to spend time and energy on >> or is it an action the how of
budget? I mean >> well that's where it is right now. It's in the key initiatives. Yeah. So, and how a long range facility plan as far as like covering the expensing that that would incur and how like
answer the question of how not what our goals answer what All right. >> I don't think it needs to be a separate goal >> the sustainability piece of it. >> Right. Right.
>> Right. I think it can just be under >> all of the >> just stay as a key initiative under operationality. >> Yeah. I think it can >> and that can be so within the within all of this one of the things
that typically happens say in August is um the board establishes their goals for the year and and it's usually just a couple of things >> like you know four things maybe and it
can be then decided in August that this is you know Our main goal for this year is one, you know, so it can be it can be a separate board goal underneath the full strategic. >> Okay.
>> Right now the key initiative that we have is engage sustainable funding task force to explore options for additional funding. So if we feel like that's representative of a >> key initiative under that um item that we can >> Good. Yeah. Okay. All right. The next
one that was a really big theme and then generated a lot of discussion from staff is how we treat indoor whether we escalate the sort of middle school sixth grade space. Um and right now it is
outlined as an item within technically it lives under rule 1.2 develop and execute long range facilities plan. Um and specifically the the initiative is conduct the uh well
currently uh the revised version of this it's conduct a comprehensive evidence-based assessment and dedicated community engagement process on the sixth grade middle school structure question present options to the board. Um >> so are we trying to do the key
initiatives tonight? I'm just saying that that is one I think could be considered as a goal or not. So the question is do we want to make that a goal or should we keep it within the overall framework of the facilities plan? >> I think I still think that's part of the
facilities plan. I think it lives under the blessing. >> Okay. Yeah. Does everyone agree? Because that's part of our overall incor. Okay. Um,
sounds good. Um, charter author authorizer role and best practices. So, this is the one I reached out to you about, Carol. We flagged this is like, hey, we just have this great training and we don't really have a um, a thoughtful process to incorporate what we've learned or how we're engaging with taxa in terms of trying to just be
better authorizers and improve our charter school relations. So um I don't have a I don't have any specifics on that but we I think ask CA to support us inving that >> one.3
though the institutionalized operational governance policy compliance transparency >> board it could be initiative under there or it could be its own >> standalone bill. I'd be curious if there um and I haven't I didn't have the time,
but one of my thoughts was looking at like D20 or something and see if there's a strategic plan published for them and if there's anything in there >> because they already have charter schools in there. Yeah. >> Yeah. If there's anything in there, but yeah, McKenzie was out and Alex hasn't
responded. So, I don't know what their feedback would be. It would be interesting because some of the some of the things fall under other areas, right? Like part of being a good authorizer is also having that structured and balance budget,
>> right? Right. And part of it is the is the campus safety, >> right? We're incorporating that into that as well. So I think for the time being we can expect that we might slot in or introduce key initiatives under 1.3
if that feels okay to you Carol. I just wanted to make sure if we needed to like introduce a dedicated goal that we might seek some guidance. So maybe TBD on whether it's a goal or an initiative but we've been just >> waiting for feedback on that. >> Okay. >> Yeah.
>> Um the next one is enrollment. Um so this is right now uh in student engagement. It's actually one of the very last items in student engagement. But um based on like all kinds of discussion around enrollment, I think it just merits discussion of whether we
need to have a dedicated goal and related key initiatives to drive enrollment. Um I know you responded to this one, Jinger, and just said, "Oh yeah, we're doing some things. We're working with um updating flyers and working with realtors." I actually think the strategy might need to go a little
deeper than that. So, >> I think so, too. And I think it should be a goal because it's literally something David and I talk about almost every day. >> Yeah. Well, and I think we I think it also needs to be a goal because there's so much data that needs to be gathered, you know, talking about how many
students are actually available so we know what our target is. So, doing the research first to figure out what our target should be >> and then creating a plan as on the how. Y of you know to to try and
attract that number of students would be >> is it just maybe about trying to increase though or even >> retain well we have our three parts first we need to stabilize make sure we're not losing anymore >> exactly >> because we're we are in a decline so
first step is to to stop the bleeding right and then then you look at growing So, see where is it? Right now, it's listed only as a um as a key initiative and it's stated as create a dedicated
enrollment growth strategy. Engage local realtors with accurate positive information about WPSD. I think we should probably make it to your point like we want to pursue a place where our enrollment is healthy, right? I mean, whatever that whatever that means. And I think it's going to have phases of like
to your point stabilizing and strengthening and hopefully growing. Um, but if everybody uh is in agreement that it needs to be be pulled out as a goal and I think that correct me if I'm wrong, but I think that would still fit under student engagement or do we is it
actually I'm going to note that like one of the things I had my strategic planning framework in the during the election was actually enrollment was a was a separate priority. It's not in our current mix of priorities, but it could be. So, if anybody has a feeling on
where the enrollment goal should fit or if it should actually become a new priority area, that's something. >> How does that how does that inform decision making for you? Is it um does
it feel important to have a separate goal dedicated to that? Because the reality of it is priority. these are these these are going to then result in something that you guys are doing and
u talk about I guess talk about that a little bit. >> Well, I was going to say if it goes under student engagement I think it should be the first one under student engagement like because it's that important. So it's I mean it is the it is truly what we're
trying to do right now to stabilize this district is to retain its goal 5.1 >> that or or it's its own because >> is it limiting to the understanding >> it might be that's why I was thinking because I I was I didn't look at it on
here and then I was kept looking through here and I'm like where is enrollment? >> Yeah. Yeah. Um and again like that I have originally in my strategic plan framework it was actually enrollment and market share as a separate priority area
>> market share list may be important but enrollment as a whole I think is inclusive of that. So, I would actually advocate for creating a new priority area for enrollment, writing a goal underneath it, which would then become
what section is that? 7.1 7 enrollment 7.1 enrollment goal. And if we had more than one goal, a round enrollment, we could we could talk about that. Are there do you have any is there any
nuance to that that you think we should think about separating into distinct goals underneath the bucket of enrollment? I think I would want to think about it a little bit because I yes I just don't know exactly how state
it tonight. >> Okay. But I do think there's there are more than one steps there. >> Okay. So, as of right now, we're adding a new priority area and at least one one goal. If we need to add more, we can. And that goal will have its own
corresponding key initiatives and success. >> So, they even think about it at different grade levels like what's prek doing? What's junior senior high? Like, how are we keeping it stabilized? How are we increasing as we go? or you know or where are the areas of weaknesses
right now? >> Does that make sense? >> Yeah. >> So the primary focus for that priority area be like retention and expansion of student retaining recruiting. Um yeah I guess it it depends like
because if we think about that from sort of a similar lens of like where we are with talent we have two goals >> educator talent rather we have one that's retain current educators and create conditions where they choose to stay and the other one is strengthening on boarding professional development educator growth pathways so I think like
a goal that's focused on student retention what can we do to keep families a goal that's focused on maybe maybe stabilization or growth right net numbers on bringing families in could be one. So maybe we have a retention and a growth or
>> yeah I think that's probably something so >> at some point we'll need to partner with like the city or even the county because again >> there's just there's just a lack of young families move into this community.
And so part of this is as a school, as part of the, you know, cornerstone of the community is working with the rest of the community to help make Woodland Park and and Teller County a more attractive place for young families to move because that's the biggest problem,
honestly, that the school district is facing. We have a lot of retired people moving into the community and a lot of young families leaving. And if that continues, it doesn't matter how much time we spend on these plans, how much how many hours we put into trying to make it better,
>> we won't have funds to to do anything. So yeah, does that drive us to be part of a community engagement? >> I think part of it, >> you know, getting students once you have the students, then how do you keep engaged with the community for the
students? But I I think it's almost an initiative under the uh student enrollment though. So like community engagement >> I think as as we have it written right now is like making sure that the people who are here understand what's happening in the school whereas this part would be like no we actually need to partner with
realtors and we need to partner with the city to bring families to the community. I agree that like that part of it like the community engagement is like we need to have functional working relationships as a foundation and then we need to work
with teaching on how can we make this a great and you know healthy you know vibrant community where young families love I I was so excited to move here and like you know when my husband and I bought our house we didn't have kids yet and I was like oh my god my kids are
going to grow up in the woods and they're gonna all these fun you little time exploring and building huts and like all the things. This is I remember just like walking around the property thinking about that. >> Um, you know, we need to get that image out to people
>> um to to bring them in >> and and I think also some innovative programming, you know, that that are that is consistent with where we live, >> right? That that then also is attractive to those families that want to be in a
smaller community. >> Yeah. smaller district and has that mountainy >> education >> and even under enrollment really choice might be component. I know it's it's
kind of the same but it is also >> there's some differences that >> when you're thinking about it as a principal and you're trying to >> bring children to your school specifically. >> Okay, great discussion on that. Um, anything else on those goal cons goals
for consideration or did anybody have anything else they wanted to suggest that they felt was completely missed? >> Yeah. >> No, I think that is kind of the answer. My concern and I didn't send you specific feedback because I I was kind of just, you know, this here, but on the
specific KPIs um making sure they're based off of um, you know, the expert data, >> actual baselines. Yeah. Yes. and and and considering the lift because
a lot of the like a lot of the owners fall on like superintendent or HR or principles and just the level of things they can handle in the time because there's a lot of things happening before the start of next year. >> I think the KPIs are going to be done by staff.
>> Yeah. >> Yes. And that's where I wanted >> at least at least >> presented. Yeah. >> Yep. And that's where I want to say like that's where I think our effort stops tonight which is like let's focus on the goals and then that's when we hand over to Jinger and talk about the timeline to complete that. >> Yeah. So so even then like and we'll get
back to this but like for the purposes of presenting this to the community next week. I would just take the KPIs off and and as part of my discussion say like here's the framework and we're presenting this to the >> to the school district to fill in the
>> the I will say that yes the actual KPIs have come off but I did want to represent a little bit of what success looks like. So if you look at your goal page, it actually has at least a like a narrative statement and like a general like this
is what we feel like success this is what success would like kind of look like or feel like. >> So I think if we if they're comfortable with that that gives them the opportunity to get more specific with the actual baselines and targets >> um while still saying like this is what I think it looks like in that more
visionary future. So, >> because I think that's right. We come up with the what and then they come up with the how. Right. >> Right. Yeah. Um, okay. So, a couple other discussion items on specific goal feedback that I wanted to um I think we
needed to clarify. One of them is in uh 2.2. Um, and I guess I'll note as well because we already kind of talked a little bit about the three goals under pause for a second. I think the best way to do this is actually to go through
each section and just make sure there's no big concerns, questions or concerns and then I will mention where I have really specific feedback that needs to be considered. So like in the first section priority areas um does everybody
feel good about the three goals that we have 1 one two and one three any big flags for discussion? And I did not have any specific comments on the goals themselves, less so on the
more so on the um key initiatives. I guess I will note too that Jinger did point out and this is absolutely true that there was a long range facilities plan created in 2022. I don't know if that needs to be like redone. No idea to be honest. I think but I just think we
need we need to have one. So I I'm not sure exactly of it. I know that we found it again. I have like I know it's out there. I just haven't seen it. >> There's I may have there's like was a page missing from what was out on the
website at some point. >> Some things like the one that's on the website should be the most >> okay. >> I'll I'll bring my packet in and see if it's matches. >> But I do think it's important to review it and see because things have changed a
lot. Right. Well, and the cost of things has changed. >> Um, some of it was based off of uh surveys that they put out >> on on priorities of buildings. >> My my biggest concern with that that um
assessment that was done has always been on the actual um capacity of each building because I don't I don't think it's based off of um educational rooms. It's based off the like square footage of the building and
like you can't teach >> a first grade in the cafeteria or the gym, right? Like we only have so many actual classrooms and I when we're talking about capacity of a building, how many students we have in there, it needs to be based off of how many
classrooms there are and not the square footage of a building. >> Correct. And it might be worth seeing if there's someone that could take that data that we already have and refine it to reflect what we >> I know there's four community members who are
>> um architects and and builders who >> were more than willing to help do that in years past probably would still be willing to do such things. I would just then propose maybe that we replace the word develop with update since we have
had one commission so recently because I think we still need to have long range facilities plan on here but we don't need to start from scratch is what I'm hearing. So >> so update and execute long range facilities plan on specifically responsible and community forms.
Um anything on 1.3? Um, Ginger, I found the email from L's total. >> Oh, >> and I just read it to you. >> Thank you. >> So, my guess is that it's going to be as complete as >> Okay. I do not I think that looks good. >> Looks good. Okay.
um on 2.1 this uh actually I know there's more to come on this discussion later so we don't want to spend some time on but um >> uh I think the the biggest thing that flew up here was like the relationship with law enforcement and the consistent feedback about SRO's but I feel like
it's already being discussed and to the extent or means that we can approach it. So, I feel like 2.1 is pretty and I think I think this represents where you're at. I guess I'm going to say >> and I like the possible part because in the initial document it's saying reaching out and I know
>> in conversations I had with Chief when I was even just campaigning. Uh his big thing was like he doesn't want to force anyone to be an SRO. Um, and so, you know, and and the reason it kind of fell apart in the past is because there were no current officers who were interested.
So, even if we're doing what we can to reach out Yeah. >> if there are officers interested, I don't want us to fail with something that's out of our control. >> That's true. Yeah. The level of the Yeah. The degree of control, I think, is really important. >> And it could just be that it's an
ongoing yearly conversation, >> right? Yeah. >> Yeah. >> Yeah. um 22. There was some specific feedback on here and it was um this was a big theme in the survey, but I I personally don't know enough about
what the crisis response team was and or whether we need it moving forward or if it's evolved. >> Can Karen come up and talk? Sorry, Karen. I was like I know you were part of
>> as she's on your way up. I think the other question is like um if behavioral support also is encompassing of discipline which was another recurring thing or that's the bigger >> I just know Karen some of her grants
or when we lost grants we lost eight people on those teams and so I know Karen can speak to that >> you prompt me to pick a question >> the question is um Is goal 2.2 suitable
as written or does it need to be revised based on our current state and ideal future state? And it currently reads, "Rebuild and sustain a district-wide crisis response team and behavioral support infrastructure." >> I mean, yes, absolutely we want to do that. >> Yes.
>> Okay. Yeah. Timing wise, it's just a big project because we did have 10 staff members that were dedicated on that team. >> No, we lost. >> Okay. I did not know what the scope of what crisis response team meant versus like when we talk about staffing and
grants and mental health and all these things like is that I wanted to make sure the specificity was appropriate. >> Sorry to all. >> Okay. So yes, I mean so your security team's on there, your nurse is on there, your counselors, your social workers, the school admin. It's a whole team of
people that are all trained in the same things. >> So protocols >> and it's really important we talk about staff. >> My question, I guess my followup question to that is, is that too specific as a goal? Like, is there something at a higher level that we're
solving for that the crisis response team itself would become more of a key initiative for this district staff to enact? I think it's something that we have to have. It's fine as it is. Um, regardless if we get the grants or not, we have to have somebody, a team of
people that are able to respond to any kind of emergency. We just had to have the time to yes do it because it was how long did it take to get the robust program we had? >> It took probably three years to build the robust program and the person central office that was overseeing it.
So we had a staff member here dedicated that was that was their job. Yeah. Okay. >> So, this I mean I think this is a good goal to have on our plan, but I think you know as far as being realistic of when we'll be able to achieve this goal
is towards the end of the five. >> That's okay. >> It is okay, right? Talking about foundation. I just mean like what when we're thinking about KPIs this is like >> okay year one is okay what can we take from the last plan and still implement
now >> and then what things do we need to rebuild what grants utilized right >> yes and let me say training is already like >> today actually our team met to decide on some training dates to receive some critical trainings so at June or July
we're not sure which one but soon yeah so we're hoping to get some of these things happening for starting. >> Okay, there was like that came up. The phrase like crisis response team came up over and over again, but again, I just wanted to make sure this was actually representative of reality based on our
current state and what you actually think we need. So, okay. And the behavioral support infrastructure, do you think that's that's uh sub like sufficient as is or does it need to incorporate other things? And I'll just give you examples of the things that we have underneath there right now, which
are um partner with community mental health organizations for crisis counseling, behavior, schoolwide behavior intervention framework. These are just examples. Um uh behavioral incident report trends. So I just want to make sure that the language of the
goal feels like it's well suited to address like general behavioral and disciplinary. I'm wondering if all school should say district run schools because I don't know if we can by any authority over
charter schools. >> Yeah. >> Um but I do know teachers were just recently this week talking to me about district level behavior planning. >> We have talked about that a lot and it's on our June agenda. >> It is. Yeah. It's for our retreat
>> climate team. Mhm. >> It's very important and very much needed. The consistency is really needed. >> So, if the if the right now, if you were to just kind of isolate that with the crisis response team uh kind of pulled aside, it would
be rebuild and sustain a district-wide behavioral support infrastructure. And does that feel accurate in of itself? Like, we're keeping the response team in there. I just want to make sure it's still it still represents rebuild and sustain represents where we're at with behavioral support infrastructure.
>> Yes. Yeah. Okay. Sounds good. Uh where are we? I think then yeah, moving into academic excellence. That right? Because that's safe. Yeah, that was all under safety.
Um okay. 31 improve student academic performance through high quality instruction and aligned support systems. Concerns, questions about that at all? I know there's a lot under the initiative
layers to this, but that seems representative of what we discussed. And the next one is expand and protect enrichment support for special populations. I will say that like from the feedback I saw in this one, it sounds like there's actually a lot of work already done here like uh an
assessment that was completed like with Katie and team that involves CDE. So I just I wanted to confirm whether this is actually a goal that we need to keep and or if it's >> we definitely need to keep it. We had two audits last year. Um basically
because Boseis was changing so we had a special education audit and a GT audit and then we had plans written and goals. So we're we're in it but then we also had leadership change and so I think we are we have started a foundation but I
think this is really important to keep in terms of specificity is expand and protect representative of that or is there is it in a I guess is there something that better represents like the state that we're in with our special population support
while they're already protected classes. So it's protect my we have we have to by law right >> the I will say the biggest recurring theme in the feedback was whether or not we're compliance with like IP plans like
it came up a lot that >> we're compliant we are good a lot of improvements right >> yeah that that was a that was a Bosey's discussion >> and we are in a pretty good place that >> compliance but as far grow this in and
that's so stabilized compiance and now >> yeah we need to really grow our statements >> okay >> so so maybe just remove the protect >> as a word >> I think so let's expand >> enrichment and support special populations then
>> or do we want to use one of our >> I want to make sure it's actionoriented because if we're saying it's a goal then we're taking action against it it's not just something we're going to do dayto day >> or continue on status as well. So if we want to make some kind of measurable
improvement here, I want the action to and the verb to represent that. >> Yeah. Is it is there a better word than expand and or protect? >> I mean sustain and expand or in a variance
like sustain because sustain is like maintaining >> and that's really >> Yeah. And we feel like that we're we have key initiatives associated with that that would support it. >> I think so. One thing that Katie Ubra
brought to our leadership team yesterday was the plan she just got back from the state that has were the goals, >> findings, goals, >> areas to improve. She's I asked her if she would um share it at the a Boseies meeting and or one of our meetings, but
it is you know um our data and creeks data. So the Boseies would probably be the most appropriate place, but it did have a lot of good information that she might be able to give us better feedback of what should be in here.
>> Does run all of our special? >> Yes. Should the Goldman have but the district employs >> we we employ >> most of the special teachers the programs
>> based funds it other than the employees >> it's yeah you want to go >> yeah some of the special providers are going to be housed back under low season
>> I guess I guess what I what I'm getting at what those questions questions is is this a district goal or is this a Boseies goal >> and it doesn't belong on our list. >> I think it's important for us to have it. >> They are our students. >> Yeah.
>> And a lot of our teachers but I think >> but that is but is our goal then monitoring as opposed to expanding >> if we're not in charge of actually creating the programs. >> Really every we talk about all the work. We go
through everything every week. >> Is I mean you mentioned the plan that we've been provided or that the findings and the action items. Is that implementation of that plan? Is that the goal? Should that be the goal? >> I mean it is a very robust packet we went through.
>> What is the >> I can't remember the name of it. Do you remember? >> Um it's probably in our leadership notes. I'll see if my computer is still alive. Are we have school goals for like one year at a time or are they like this is where you should be and sustain it?
>> Yeah. Well, I'll say something that really stood out to me was our graduation rate with our A6. >> And so that was one specific thing that we're not meeting we're not satisfied that. >> Yes, definitely. And so that's a that's
a program like why are an students struggling and leaving school instead of >> staying to finish even pursue a GED or >> so transition or something. So we need to >> so if we had a goal
>> in here that and that then that was something that was underneath that goal. The goal would look like um um provide appropriate challenge for or I mean I don't I'm just
>> so it's called an AU determination and so they get it it feels like a school frameworks for a bosses that's what it feels like and so >> she told us right now we're in the needs assistance section And if we are in that
or category and if we're in that category again CDE they come in and put us on a plan >> there is something there's like >> so it is kind of like where you have that school framework
>> so improve a determination to >> maybe just improve >> but that's a that's why I was asking you question because again what do we have control over we can execute on their our portion of their plan, right?
>> But it's their plan. >> Yeah. >> Yeah. Ensuring quality programming. >> That's that's like >> that's for special populations >> for our proper um employment of of special ed teachers,
>> right? That would be on us, >> right? >> Well, in a general sense, are we just trying to improve support for our special populations? Is that in the simplest terms? I think that's yes >> maybe if we just say improve is everybody
population >> is that I don't think that gives us too much emotion without >> uh control >> and I would say it applies to all of those >> special population groups in >> special and I think improved support is broad enough that it gives you a lot of
leeway on the key initiatives based on the recommendations you have okay >> all right moving on to educator talent Um 4.1 retain current educators and create conditions where they choose to stay. The specific feedback I have notes on here was whether this should actually
say current educators or be replaced with staff. Um but I think the goal for retention is a good one. Does anybody have any feelings on the language? Um, so if we're going to look at this and we're going to look at it from a
standpoint of we retained x number of teachers. Um, what if there are teachers we don't want to retain? >> How about if we retain crackity educators? >> Oh, I love that.
>> Something Yeah, something that's a little more specific. Yeah, that's I I think I me I outlined that too. >> Do you So like in in the organization you work for, right? We when we look at attrition rates, we tend to look at we
classify people when they leave regrettable and non-regrettable. And so our goal is to retain a certain percentage or or to have a attrition rate below a certain percentage of regrettable
employees. That's pretty interesting. >> Um because there are people who would but you're already in conversation. Maybe they're on a performance improvement plan and maybe they've had >> you know poor interactions with people >> and and they choose to leave on their own or or they're exited. That still
counts as attrition. >> But we're not sad they left which I it kind of feels awful when you're like working them that way. But it's good data point because you want you don't want to lump everyone together because there is there is a level of attrition
when you're not. >> Yep. >> Um so we might want to be that specific >> and that would require your your admin teams to actually categorize people when they leave. But I think that could be a really useful data point
>> and they could also look at their end of year evaluations too and use those terms. >> And then you went so far as have like a >> mean C and D players we call them, right? So
>> performance based on annual reviews. >> Um and so if you were a C or a D player again you're probably you know not regrettable. But I think the like the language there of like replacing current with something that's more performanceoriented makes sense. Is the word high quality? Is it effective?
Is it something else? >> Whatever the terms you use on their evaluation so that they know >> that's the goal to you know >> I think it's effective. >> It's yeah level three. Is it effective? I think it is. I just want to make sure
retain retainive effective >> and then I think the community understands what that means but also >> it's it's based in your education >> I like that >> yeah effective instead of current
>> I'm just >> well I wonder if that needed to be brought into like off that but if the priority is effective educators specifically then we should see this. Yeah. >> My only concern with that specific and let's say a new educator
has you know has potential but is not meeting that effective yet. >> Um will that make our staff look at that as you know? Yeah, I think it would like a majority of effective were like
is that getting too >> I think that even when you have a a brand new teacher and you know you're not they're not going to be like the distinguished teacher yet principles are going to be able to rate them if they were
>> it's a different scale. >> Yeah. Like you would Yeah. And this is >> even when we well I guess it's not on this it's not in random but our old system >> you could only get a certain level as a first year teacher because that's that's
realistic. Um I wanted to note really quick that the there is a in the title we have like under the priority or description it says recruit develop and retain the best educator in the region by making WPSD a place where talented people thrive in a strong culture of support and care and
we also have a second goal which is focuses on the support for staff which is strengthening onboarding professional development educated growth pathways. So because of that, I feel good about the language in 4.1 because we're also focusing on the support and not just saying review enough,
>> right? >> So I guess with that, unless anybody has any other strong feelings on changing the language of the goal for 4.1, then we could talk about >> I think it's okay. And I think to to to your concern >> retaining like it also means just like
hey let's make sure that the effective teachers still like working here. >> Not necessarily that we're kicking off people who are who aren't >> right >> but that we're attracting >> and and retaining those who who are >> I like the word issue that I just don't
want it to speak something different to us >> to our staff. Yeah, the with 4.2 my only concern there is that it's kind of three parts. My question is whether we need to focus it to one or two components. There was a couple of comments on onboarding and this might have been
misunderstanding by comments that came in from staff like there's we don't really have a good onboarding process but then I had administrators commenting yeah we do we actually have a really good onboarding process. So I guess the question is I just want to hear from you guys like what do we actually need here?
Well, I will say the onboarding process has changed over the past few years because it used to be very robust and then it went to minimal and then last year I think it was very timely when I got
hired and we changed some things really quickly, but we didn't have enough time to to do it because it was like the week I got maybe the weekend >> maybe like two days after I got hired And so we had like a 10-minute powow of
how can we make this better and we did what we could. So I think there's areas we can improve because we have the people here that know how to do it well. So I think there is an area to improve there. >> Okay. >> Um >> so we can keep all three of these really
educator growth pathways could go away from my perspective. I mean professional development is grow pathway. I mean, >> okay. >> Strengthen on boarding and professional development. >> Simple enough. Okay.
Uh, anything else on educator talent? Okay. Um, what are we? Student engagement five. Okay. Um, okay. So, I've got some specifics on this one. currently reads build and sustain robust
uh social social emotional learning and behavioral wellness programs. This is one I wanted to raise and we've talked a little bit about this already but given the concerns that have been raised around like the level of knowledge andor concerns in the community I think we need to strongly consider and make this
make sure that this program is is um built and presented in a way that's right sized in terms of scope tied to student outcomes and prioritizes partnerships with families. So I I know it can be a buzz word concern issue. >> Um I think you should reconsider the
word the phrase social. >> Agree. Yeah. >> And I think I actually have this noted in it might be in the um uh in one of the key initiatives because Rob and I talked about this one a little bit and I think
>> opportunities to expand character development and yeah social skills. What about emotional IQ? >> That's pretty good. >> I think emotion. Yeah, that was actually my one of my overall thoughts is instead of just saying let's build like social
emotional learning, let's actually focus on the outcomes that we're we're wanting here, which is like you said, maybe it's more emotional IQ or intelligence. >> Yeah. >> Um or strong character or whatever that is. So I I would love to know because I
know this is based on one of some of the maybe some of the grant work too that you've done. So I don't know. >> Yeah, I think I think >> like emotional intelligence one. It's one of the things if you're in hiring
that is severely lacking >> because that's how you become a leader, right? leaders who have stronger emotional intelligence, >> resolve conflict, all of the things, all of the things, >> right? So, so >> skill set, skill set, >> there are skills there, higher skill sets. I think that our society on the
whole is lacking. So, if our >> not only will it help the kids thrive in their everyday life, in their ability to interact with each other in the school district, right? helps that that behavioral aspect but it also helps them develop in their career pathways because
that is a desired skill. Yep. I think books are read frequently in schools business classes aroundation. >> I think it's more positive >> emotional intelligence. >> Yeah. >> Just focusing on what we want them to be rather than
>> Yeah. I just wonder does it translate across across political >> equally like is it another social emotional learning
um trigger or I haven't seen it as a trigger yet these things are fluid >> um but that is that is one you see used frequently across the business sphere. >> What was that as a emotional intelligence
>> is what you know is the desirable highle skill >> and I haven't seen it be used as a negative as some of the other >> terms have and I would say that the like to the flip side of that we're talking about this like spectrum of belief is
really about like more of a character character and personal responsibility than like the touchyfey components or I guess that's how I hear it >> and that's where I feel like the emotional word is going to I know people who you say the word feel and they go
>> they blast at you like why do you say I feel that way rather than >> you know be more intellectual and so I'm just wondering if if that will be well received or if >> character >> character
>> or if we can use both. Sorry that >> well I think I think it's also in the way we present it right and I think this is one of the places where I know uh you know communication is one of our goals. Yeah. Um, but we
would we need to define this from like right out of the gate. Like here's what we're doing and here's what we mean by this and here's how we're going to go about doing it and we need to be very very clear about that right away. So nobody can fill in any gaps because
there are no gaps. >> Yeah. The I also want to note too the priority area under student engagement right now is uh described as empowering every student to become an active architect of their own learning through meaningful connection, strong character development and a deep sense of
belonging within the WPSD community. I think it really does need to be skill driven to your point. So like and maybe we can kind of complement those words of like skill skill and character and be less focused on the
>> argue with character whether it's building and sustaining resilient character strong >> everything we've talked about as titles are underneath those. >> The real question is how do we write a goal for this? And I also want to note that like currently in this section is
where we also have like the supporting kind of components of student engagement when it comes to things like transitions for sixth graders and nth graders. So I think the we should make sure that that still fits like or we could decide to move that elsewhere or
staff could do that. Um but the it I mean the social emotional learning was a really big theme as as part of the feedback. So I think we it's something we don't want to lose. But I think again it really comes down to our approach and uh being really thoughtful about that
mention um when we were like second round of discussing this you had a phrase where you were like they'll recognize like the whole child. >> Oh yeah. is that
>> it's also pretty buzzy. It's kind of a buzz word. So, >> what if it were what if it was emotional IQ, character, and resilience, >> build and sustain, you know, >> programs that support something like that?
>> Support emotional IQ. >> I think intelligence specifically. >> Yeah, emotional emotional intelligence. Um, character and resilience. >> Character and development. >> We just >> character development. Character
development. >> Sorry, what was the last one, Carol? >> And resilience. >> Or grit. I love the word grit. >> Resilience is probably >> great. Great just feels like it implies you have to go through some really
>> build and sustain programs that um support character development, emotional intelligence and resilience. >> Um the other part of that right now is behavioral wellness programs and we've
talked about the behavioral components back in safety and security. Don't know how it fits within student engagement. And again, we're not capturing anything in this goal that speaks to the broader framework of student engagement when it comes to things that are mentioned here
like transitions and advisory committees. >> Um, I think the transitions are captured under resilience. >> Yeah, I do too. I think behavior is captured under character and emotional intelligence. So, we can take that out,
I guess. >> Yeah. So then it just reads, "Build and sustain programs that support character development, emotional intelligence, and response." >> Yeah. And I think that I think those what success looks like still falls. >> Yeah. And I think then I would just test
be thoughtful about the initiatives underneath that to make sure that they fit, right? >> Um would we want to take out of there as well? Yeah, that's actually I struck that out and just like replaced it with or just even just struck out and just said programming that supports and enhances student learning and student
and academic outcomes because I think that needs to be like the focus as part of the endgame and then just in general I think the other success statements make sense feeling engaged and supported through transitions have a voice in school decisions and over ownership of their experience. >> Yep. >> Okay.
Um on goal 52 the this has actually already been slightly modified. It used to say expand and protect and then there was a bunch of feedback like we're already doing this and we're spending a lot of time on it. Um so I think somebody suggested uh let's replace it with strengthen. Final thought don't
know if anybody feels differently around like we have a good baseline of our career and technical ed stuff. Um, I guess one question I would ask is whether extracurricular fits there or not because I know we have really have a focus right now on building our CTE. I
don't know if extracurricular is part of that. There are definitely some uh some items and key initiatives that could probably be pulled out that are referred to like expanding the number of elective offerings we have and growing extracurriculars in position to do that.
>> Yeah. So, do we want to focus this on strengthening career and technical education pathways for all students and take out extracurricular? >> I don't know because we have I think it is a draw to our school district because we have really
good extracurriculars. Um I just I think it's an important part of our school district >> and they're in different stages >> and yeah I want to tease out that that
word pathways just a little bit. Um, we've been talking at the secondary level just I mean I know there's the CTE pathways of course but pathways >> indicates kind of a tracking system and there was a lot of conversation about let's make gateway a CTE center and then we said wait a minute we want kids to
take college preparatory classes and like have internships and have workbased learning experience. We want to do all of it. And so we're talking about like integrating actually instead of making a designated like >> is opportunities a better word than pathways then Karen you >> uh that yes
>> which word >> opportunities instead of pathways. >> Yeah. >> And maybe strengthen college and career opportunities. >> I think that's great because if it's a pathway you can end up in a stove pipe. >> Yeah. >> Get threequarters the way down and
realize I've just started and do this. >> Yeah. Yeah. >> So just to clarify then would you suggest strengthen career college career technical and extracurricular opportunities? >> Um
I career and technical I don't know that those need to be there. um the college and career opportunities, extracurriculars. That's a >> that's what I think we should um
>> well goal but maybe not in the same goal. >> Yeah, maybe not in the same goal. >> Maybe you do a 5.3 >> for extracurriculars. Is that's what we're floating or no? a lot. >> I know it's crucial feed into careers as
well. I mean, >> they didn't it is sending a lot of our kids to film, >> like >> the question then would be what would the goal what is the goal then for extracurriculars? What are we trying to do? And is it if it's just strengthened
maybe it stays here. If it's different, I would say that we should call it out. And if especially if it's going to have a separate list of key priorities and KPS and if it's only a handful of things that might fit within the same strengthening opportunities kind of bucket maybe it
stays. But I did want to capture your point Karen if we incorporate or replace one of the words with college. So my my thought starting with this about maybe wanting to pull it out is that the like APs and CTE count towards your
graduation like credits or like it's classes you take joining the play running track playing on the football team very valuable that's not what I'm saying but it you
can't graduate because you are on the football team And so that is and that is why I think maybe we want to pull them out and and maybe it's still just strengthen the extracurriculars or keep >> you know or protect the extracurriculars.
Um but I but I think they're very different in in what they represent. >> Is college and career readiness is that all academic like >> Yes. Yeah. So if we we could use the
like the office of PWF postsecondary workforce readiness and you could include activities and athletics in that because it's basic like you're working on a team like you're learning all these skills to survive and thrive in in the
world of work, right? >> Um or we could look to move it up into goal 5.1. So the devil's advocate Yes, please. Um, when we set our goals, part of what we're doing is saying where do we want
to put our money? If we have them under the same goal, are we saying without saying it out loud that track and football are just as important as AP classes when we're spending money?
>> We're going to strengthen them. We got to put money into them. >> Yes. But but if we have to pick And we have them under the same goal. Are we able to have quite robust extracurricular
activities at this point? >> But it's also looking on the other end. If funding continues to decline, then you're looking at your priorities to decide >> what are we funding and what are we no longer able to fund and are we going to
cut AP right along with or you know AP is requires I don't think you can get donations for AP classes maybe you can but you have to pay the teacher >> but the extracurricular we can come up
with more innovative ways to fund that that aren't as part of for the record I'm not advocating budget for extracurricular activities but I'm saying is if our if one of our other goals is to maintain a balanced budget
>> and we're deciding how we maintain that budget and where we cut based off of the other things that we've prioritized here in these goals I think it's worth considering having them separate >> I'm okay with a separate goal I think under student engagement as kids get
older. Like if they're trying to choose a school to go to and like we need to have something that's supporting extracurricular. >> Yes. >> The question is the action though. So like if we're going to be doing something like if we're taking an action for extracurriculars, what is that
action? Well, could we design the programs to I can't remember uh goal 5.1, but our new terminology is >> build sustain programs that support >> emotional intelligence,
>> character development, emotional intelligence and resilience. >> That is sports activities. >> Yeah, you're right. >> Yeah. So sports can fall under that could be >> because if you're going after character education in football which I know they do >> heavily like that is where that is where
they develop >> a lot of skills. Yes. >> A lot of skills like I'd say that's the purpose of >> Yeah. >> Okay. So general agreement on moving extracurricular out of the goal stated
as 5.2 two and as a key as a or several key initiatives under 5.1. >> Yes. >> Okay. So then we would just have and let me know if if this reflects your feedback, Karen, but strengthen college, career
and technical opportunities for all students. I I want to defer to Rob a little bit on the technicals. It's all careers are >> I was reading so I missed the first part of your question. Sorry. >> Well, currently we have strengthen
college career techni and technical opportunities for all students. The question Karen raised is whether the word technical is necessary there. Laura suggested vocational. We could just simply go with college and career opportunities and keep it simple.
I think it was just trying to be consistent with the CTE. >> CTE. Yeah. >> They really like the big three and that's concurrent enrollment, industry certificates, and workbased learning. >> Workbased learning.
>> But I don't think we need to call that. It's all part of postsecary workforce. >> That's strengthen postsecary workforce. >> Yeah. That encompasses all that they're doing. And by the way, they're pushing things out.
>> Yeah, it's very >> Okay. >> Well, the people who really love the retreats, will they know right away that's what success looks like if we can leave it there? Yeah, I think that's >> Yeah.
>> Okay. Strengthen postsecary workforce readiness opportunities for all students. >> Done. >> Okay. Yep. Keep on success. Are we editing this? or not. Uh we can certainly yep >> instead of dual enrollment I would probably put concurrent enrollment
>> people understand that even though there's nuances but yep people understand >> and in this one I'm going to call it the for all students because remembering that as a district we're
we're speaking to all schools even though we don't necessarily run but I do I know that Rob you really has said it's a big thing to offer these things in collaboration with the charter school to
all students. And so maybe it's not wrong for us to int I want to make sure we're staying intentionally and can we offer this to our elementary kids? Are we, you know, that's just wanting to call out that phrase that all
students >> I think encompasses our special populations as well because of like our transition program. It's doing an amazing job. >> Stop by for lunch if I see you. >> And that's just one perfect.
>> Okay. Um, do you want to say them all like high school students? >> I'm just wondering if we need to or if we even say that at all. But we say >> strengthen postsecary workers and then
>> right >> okay sure >> and I say we are dreaming up plans for the career pathways for elementary pathway >> career opportunities like just exploratory >> like yeah having
>> that's used to do it when we had the other grants we had a teacher that taught literally that was part of her job at falling That's what the school when we wrote the school counseling program this year. >> Um it's all about current athletes and career like exploring different ideas
for students even elementary like in preschool in >> made that part of our mission too. So there you go. >> Beautiful. >> All right. Anything else on student engagement? Are we missing anything? Right.
>> Yeah. I would say the only other things that stand out to me here are like comments about electives and extracurriculars. I don't know if there's any nuance to electives, but we do have a success statement here on just making sure that elective offerings provide students that student or opportunities that students are seeking.
There's a comment about this and like don't we can't really we shouldn't expand before we improve. So I think that's fair but I don't think there's any there's nothing else that I think was in the feedback that needs to be represented student engagement >> elementary get hung up on elective
because they call enrichments >> um >> because our classes aren't elected. >> I don't necessarily think so. >> Okay. community engagement. Uh Mary six, I don't have any specific feedback to
resolve on this one. So, right now we just have build a multi- channel communication system that reaches every family and keeps the community informed. Um and deepen family involvement, build strategic community partnerships. I could see 6.2 being split into two
goals, but I really don't think it's super strongly. I think family engagement, community partnerships could be two separate endeavors. >> Yeah. >> Does it need to be? I mean, when you're working on what the what the action
steps and what that does does it really is it matter whether we separate these or not? I mean because it's all under community engagement. So yeah, >> I think again it just looks at where we're spending money and if we would separate it out, but I think I don't know that this is a big finance
piece, >> right? Yeah. >> You see what's on the move there right now. Currently the related KPIs we have are like um sort of the number of types of partnerships that we have
families how they rate the communication that they receive. Um I guess we could look at things too in here like like number like level of participation and you know district
events and that kind of thing. Um, I don't think it needs to be I don't I guess feel super strongly it needs to be separated stay as is unless we feel like there's anything missing under these two goals.
>> I don't know if like them coming to teacher conferences changes any of that. It >> it really is a very it's a different target audience um and we have different strategies for each group.
So I see your I do see your point Kathy and based on the past I mean families have been in a they're a critical role right we have to have our family partners worried about thinking about owners of the goal Right.
So again trying to think it through I think the the principles and the teachers and even the admin level would be more responsible for the family engagement whereas I think the board has more of the ownership board and and
superintendent admin level of the community engagement. Right? Like I think it's our job to go out to city council and uh county commissioners and community partnership. So we might want to separate it just because the ownership is going to be pretty different
>> to that point. >> The overall error sorry the overall priority era say family and community engagement >> because as parent when I read community engagement that is very true that is true not community engagement.
So are we suggesting you're you're proposing a revision to the priority area itself? >> Yeah. Call it call it family and community engagement. >> Then make 6.3 >> build strategic community partnerships. >> Yep. So I basically separated where we
had so we have been family involvement and >> now added 6.3 build strategic community partnerships. We could be a little bit of either of those but I think that's okay. Yep. Okay. Um, anything else on family and
community engagement? Okay. Just noting that we also now have added priority area 7 enrollment which should have 7.1 goal for retaining students, 7.2 goal for
uh uh growing or improving enrollment. Um and so I will up make those updates and then recirculate a copy of this for review. Um our next steps are when would we like to finalize the overall plan
though we know we still have some pretty a significant volume of work in prior or sorry key initiatives and success metrics that will be um kicked over to staff and what do we think is a reasonable time frame to accomplish
this? Initially, we were I proposed that we were on track for a May approval date based on some follow-up conversation with Ginger and after the leadership meeting this week. Um, Ginger mentioned that there will be a leadership retreat. Correct me if I'm wrong, June 8th
through the 10th, which may or may not have not verified. Maybe you can confirm, Candace, might be the same week as a board meeting. Um, >> uh, however, I think the what I would propose is that we don't necessarily
have to approve the entirety of the strategic plan before May 13th. That's an arbitrary date. I think if we plan to, we've worked through and tried to finalize the mission, vision, values, planning framework, and goals. I think that's sufficient for the state of the district.
>> Yeah. And I think that we could allow time for staff to work toward work against the um key initiatives and success metrics using the form the format that we've developed unless you guys feel strongly that it needs to change and then work towards a June
approval date. >> I my my feeling would be it's more important to me that it's right than it's done at a particular deadline time. I I also think we can spread it out. So I like I think we can
approve >> this piece, >> right, >> as a vote, right? Like I think we can go, >> okay, we've got our mission, vision, our values, and our priorities and what success looks like. >> We feel good about that, >> right?
>> We approve this. It is official. It's on our website. We do that. Yeah. at the next board meeting >> that would still give >> and then we say now the takeaway is that you take this to staff they start coming up with their goals and then those goals
can be brought to the appropriate level for approval I don't think we need to approve each teacher's goal towards something like that's fit into the so then it's then it's people reporting to us and we can kind of go
>> I do think though that the the plan would benefit from having the like and even if it's still high level like the key initiatives outlined within the goals I don't think it needs to be at like a task like a teacher level for sure not >> but I think if we like the based on the
the initiatives that have been outlined I think there's a lot of good material in here and again the idea was just to capture like action items to make sure that the feedback was represented but I don't want to lose that like I don't think we could have we should have a strategic plan that doesn't have
>> key initiatives and KPIs. >> Can you can do you recall how that >> happened amongst leadership the last time that we did the strategic plan because I don't I don't know what happened in the leaders. >> Yeah. I don't know what happened with
you guys. I know what happened, you know, in the board meetings. >> Well, I think it was right before >> it was the year before I right before you came. Yeah. So the board approved the we call them pillars the four pillars and um and gave us a couple
specifics underneath those but then our leadership team every leadership meeting like every month um we would divide into groups and so I was on the academics team um for instance and we would go through and make all of our goals and then we'd progress monitor against those goals and share with the board but there
was never any further approval of our KPIs or anything like that like it was just We ran with it and gave feedback to the board as appropriate >> on the on the pillar. >> On the pillars and we always did reports on the pillars,
>> right? And there was a report on every on one pillar at every board meeting. >> So each pillar got reported on three times a year. >> That's >> basically if there were four pillars. What if the like the staff and
administration just reported on how like how you're going to establish like once you come up with the KPIs and stuff just so it's like we're informed of your plan >> and then it's what the followup is like
after that then you're reporting. Well, I would push I personally would push back on that a little bit because I think that the transparency part too of like the idea of like having a really functional dashboard for a strategic plan has to have a certain level of
specificity that shows the actions being taken against those schools. That's how I personally >> and that report would could be what goes on the dashboard then. So it's not necessarily board approval as much as their report becomes the KPI but what
how we measure our success and it's not our report or our >> did we use red light green light yellow light >> we used a lot of that internally not as
present we didn't present that way >> okay >> because I agree I want this to be much more verbalized to us to the community and not just hey we're working >> well and I but I think I think you can
have I think you could have us a quick presentation at at each board meeting even as opposed to only one pillar where you know we have we have seven areas right I know >> so I don't want to do just one a one a
month because then it's >> you know seven months before we hear about one of them. That's that's too long. >> But you can have a quick update here. Here were the tasks we wanted to complete this month. >> Here's what we achieved. Here's what we're planning to complete next month.
And then the next month comes, okay, here's what we said we were going to achieve. Here's how we um performed against that. And it's and it's a very quick here's our goals this month. Here's how we performed against it >> on all seven pillars every month. >> Yeah. But if it weren't, but it's only a
couple of minutes. Did you succeed? Yes or no? >> It took your greens and blues. You could say, >> "As discussed, we've accomplish this. I need your help with the yellow and reds, and this is where I need you to focus time on there. >> Well, if they want if they need it, I
don't know. >> It feels like a lot to me. I don't know how you guys feel about >> It's a lot. It's a lot >> about trying to report on seven different and and is there a monthly goal every month on it or is there a
goal that takes a couple of months to accomplish >> you know I don't know >> yeah I also think letting it be natural with how the year flows is really important um because like I'm just going to say like in November
enrollment wouldn't be my number one priority where it is absolutely Absolutely. Right now. And so I think >> Well, maybe I mean it is. I'm not saying that it's not. I'm just saying that there's other like >> because enrollment would still be a priority.
>> Yeah. But the the what success looks like, right? So like in November, it's not did you did more kids sign up for it's how many meetings did I have with realtors or did we have this? you know it it's a different >> I guess what I'm thinking there may not
even be time to work on every goal every month >> well that's okay too though then we say that right because you you would have a due date for for those things >> right now I just want to point to the current accountability and reporting cadence that's in the plan as it stands
which is just that there are regular so the monthly cadence is the superintendent financial facilities all the regular reports that we have with regular meetings quarterly. It has right now KPI progress report presented at public board meeting and that's when we publish our community letter. So it's
the timing works out so that we have a meaningful update on where we're going with the strategic plan and we can write a letter based on the progress of that and then annually would be more of a full review. And right now this is structured as a three-year plan 26 to
29. So I don't I think that like I've seen plans get as specific where there's like in the key like key initiatives that you would have like uh dedicated like the one that my department operates on has a um it has like a like a either
a quarter or a month a month and year and then uh so I guess the question would be whether or not and I think we need to this is where I think it gets a little tricky between like the initi atives and the actual tasks, right? And like the
work that needs to get done, I think we should have a higher level overview of the initiatives that are part of that goal, but I think the level of detail is where we're struggling. >> Yeah. Like I don't when I said a report on everything every month, I didn't mean like I wanted every task that was completed. It's like here's the big
goal. How are we progressing towards that? >> Right. >> Um you know, we did XYZ. Mhm. Um and and just thinking like if you if again so the company I work for is private equity back. So there is a board of directors and every department
has to report every month on how it how it performed towards the overall company goals and then its goals underneath that. And it's not like a 20 minute presentation. It's one slide and it's here's what we said we would like to
achieve in last month's meeting. Did we achieve it? Yes or no? And that's it. Yes or no? And then it's here's what we're doing to help the things we missed. Here's what we're planning on doing next month. Here's what we would like help with. And it's just four
quadrants and and that's it. And they get, you know, five minutes >> and and that on all seven. >> Well, what if seven slides >> that four quadrants on all seven?
What if we have our current reports from finance and >> they would already fall into that? >> Yeah. like they're reporting based on our priorities >> and then but the KPIs we do get more
like number um and and that's the question is what's practical is those numbers of reporting like are those is quarterly too frequent semianually it's
>> so that we can update the dashboard and communicate >> there is another dynamic for us is that our we rarely accomplish a task in our job because we work with people and we build their character and like measuring I mean their character and their
academic skill. So, we do measure the beginning of the year, middle of the year, and the end of the year, but we're not done. Like, we don't actually like check the box. I've accomplished this goal and now I stop with academics. Like everything is a constant push and so it's actually a frustration of my job.
>> Yeah. >> Because you just never feel Yeah. You're never done. You're never finished. You just have to keep trying. So, I don't It's But we can I mean, can we give you feedback on where we're at on these things? Yes. It's just >> So, I think I feel like Karen and I need
some time to digest it and think about it instead of making a a decision tonight. >> Yeah. >> Yeah. >> So, to come back to the top, I think the board can vote on this part. >> Yeah. Yeah. >> And we can put it up on the website and we can report on this at the meeting next week.
>> And then we need to let the >> the district have time to think through what actual measurements look like >> and and and the best ways and timing for reporting. I would like them to come back with a suggestion on that. >> Yeah.
>> You know, and see if it if it fulfills what we're looking for. You know, another dynamic that we have not done is the executive expectations, you know, and some of the actually bet some of these pieces and they're due
at particular >> time frames, you know, and so I don't I guess one of my I want them I I want us to have measurable goals. I want to see progress. I don't want our admin team spending all of their time writing
reports. >> Um um I want them to be able to do the work and I and and I know some things there are timings time frames that it's very easy to report on this at this particular time because I'm already
working on like Ginger said, you know, how we're really working hard on enrollment pieces right now. And so I just I I guess I would like to give it to them to make a make some make some um suggestions.
>> I also think it can happen naturally. Like let's say you just got a grant. you're going to be excited to share that and then >> you're going to hear how you spend >> and so it's going to and and it when we
start to think through these priorities, we're going to find all sorts of ways to communicate them. >> Yeah. >> Um we'll think like the priority if that makes sense. And so you're going to just be like, "Well, my update is going to
actually meet >> right this." >> It doesn't mean we can't ask a question and say, "What about this?" >> That's true. >> Right. But I I just also want to remind everybody that in 2016 we had a central
office staff of um let's see Tina Dell Jed >> Linda >> Linda um Brian Brian hu five people tons of experience and
they had four pillars >> and we have given one two three four five 6 7 8 9 10 11 12 13 14 at least goals. >> When you say pillars, did you not have
goals that corresponded with the pillars or I'm not sure what that Yes, we did have goals. >> Yeah. So, I would say we have seven. You had four. We have seven. >> Okay. Okay. But which but still less and fewer people and a lot fewer people to deal with it. Yeah. Yeah. So,
I just want us to be I just I just want us to be aware of what we're asking. Yeah. Right now. And I feel like it's a huge heavy load and we do need to see progress and the strategic plan is
important for that progress. But I think we just are going to have to figure out a little bit. We're going to have to give it a little time to digest and to think through to figure out how how we're gonna how how we're going to manage the reporting and all of that.
>> It'll be interesting to see who comes back. We've kind of put together what we thought KIS were out there, what we've heard, what we've heard from them. Now we've drawn those back and said, "Okay, you list some KI KIS and KP KPIs. It'd be interesting to see how it comes
back." Um, and to your point, Karen, if you if we focus on these reports, you're going to have the small amount of staff that you have spending all their time writing slides and reports for an update and not doing.
>> There's a mix. There's a mix. >> Yeah. Yeah. >> I think the last thing I would say on that is that I'm not as concerned about the rigor of reporting as I am about the clarity of the plan. And that's why and I think that's why I'm that's why I feel really strongly about at least the key
initiatives but not necessarily that we need to have a really high rigorous like plan for the reporting as long as we're able to have conversations about the work that's being done. I feel comfortable with that. I just don't feel comfortable with a really nebulous we're just setting a goal. It's going to
happen naturally and hopefully we're moving in the right direction. That doesn't feel that doesn't feel good to me. the reporting part. I agree it's >> right. But and I'm I'm with you, too. I'm just saying let's let's as a board we our job is to approve this. >> I agree with that. Yeah.
>> And we post this and then we kick it over to the district to say now you fill in the gaps. >> You provide us with what appropriate KPIs are. And then once you have that, then we'll post that >> inside of our plan. >> I agree. Yeah. I thought you were you were proposing let's take all that out
and just let them figure it out. I think after we get back >> they are figuring it out on their own and then once they figure it out they'll report >> we bring it back in >> but they'll tell us what it is and then we'll add it >> and we'll compare >> because there might be some things that just like we had forgotten maybe some
things that so it's it's a balancing act and I think it is important to put in those measuring points where we have very deliberate compliance issues that have been given to us and we can't leave those up those are those are measuring points that we need to have I think after we get that information
then we will be able to find the natural way to present it at the right time in of the year. So like academic excellence school frameworks they'll be out >> I think it's September till October but like that's your
academic excellence that's a huge piece of that and so that's like >> that's going to be on your month that month's meeting and so we can check that box. So I think that's something that >> and we can build our our agendas that way so that when you're making that
report >> it's underneath the heading of >> yeah currently we do have that even in this existing structure of just timeline which is like the frequency and some of it's annual but some of it's quarterly and some of it's three times a year specifically on like academics. So
>> um okay so I just want to make sure we can wrap this up so I know we have to still do a bunch of other things. Sounds like we are planning to I'll incorporate these edits, make sure that you get them especially for the student of the district and we'll talk more about that offline. Yeah. >> And then um tenatively it does it sound
like we want to um work towards the allowing you guys to spend a dedicated amount of time in that June retreat with the possibility of incorporating >> initiatives and KPIs at that point. >> Yeah. And I think Karen and I will probably work on that before that and
then bring a product to discuss >> further. Yeah, exactly. >> And do we confirm? Sorry, when is that June meeting? Do we know what date it is? >> Is it the 10th? Okay. >> So, >> yeah, >> go ahead. >> Oh, I was just going to say tenatively
it we could reconsider it in June or when it's ready. So would it be a discussion item in June and then probably so that we can report to us what was discussed at the June 10th meeting what the district
has comes to a conclusion >> as a board we can discuss it and then provide feedback. >> Yeah. And >> it would seem to me like a real reasonable >> would be August. >> Yeah. to have it to have it super complete because you'd want it to be
driving you in the next school year. >> Yeah, >> exactly. Okay. >> And please know the meet like the meeting is Monday, Tuesday, Wednesday until 4:00 and like we won't be able to have fancy slides for you. >> They seem like
>> it might be more of a board sessions are different than board meetings. Yeah, document that we create and then we get feedback from principles and we bring >> Oh yeah session in June. >> Yeah, we worked on it.
>> We felt like we made this much progress. Yeah. Yeah. Three. That's another option. Just discussionary. >> I didn't think about that. >> The board work session in June. >> You know, there's one thing I have to go through this. I'm just cramped up
>> for a bit the time. Kegan and Cassidy and the comments that we've had from the survey. Yes. Operation integrity and samples at the top. I'm a new family coming into town and see academic excellence even if it doesn't have numbers on it. It's it's
an eye test. I look at it. It looks good because academic excellence is on the top of it. just that table doesn't change any of our goals for everyone because in here it's just these are some of the priorities
>> you you would put academic excellence >> yeah because after the next two years >> probably in student engagement next >> yeah you're right >> yeah student choose a school >> they have an appetite and those first
two things I would better have but And when we're when we're hiring, educators are going to want to want academic excellence is still going to be hot for >> educating like educator talent could be
moved up. >> Yeah. >> Okay. So, just repeat what I heard. We're going to reorder the plan with academic excellence as one. >> Maybe student engagement is correct.
Yeah. Order. Yeah. Two. and then the remainder as they were before. of three four operational integrity safe campuses educator time family and community engagement >> maybe new educator talent type >> okay
>> that's that's long-term comfort there I see >> yeah I agree with you okay so we have one two three and then we go operational integrity safe campuses family and community engagement oh and enrollment yes but I don't think
that means we need to change the numbers when we look at like inside the goal. I think it does. I don't know because I think this like this is just this area is it's just a list. It's here
are all the things we are saying are important to us, >> right? We had that conversation at the beginning, but you're saying you feel strongly otherwise now. >> No, no. So, I agree with I agree with Rob. I think we order it the way Rob suggested so that visually when you take a look at it families who are coming and
go yes um academic excellence but like I don't know I was curious I think you do >> I think you need to >> do that a
It is safety. >> That's okay. One can still be >> operational integ. >> Yeah, I think we're done on the strategic plan as far as it goes. >> Is it possible we could do state of the district next week because I know
Lindsay needs I wanted to be here for this and I know that she needs to >> go home. I actually think we're probably going to need to um some of this out. >> Sorry, Karen. I didn't mean to like >> switch your order.
>> Well, I think a lot of it's going to be fast. Yeah. After we get through the Okay. >> I think the later we get the faster we get. >> Yeah. >> Our words start. You can stay here. You
stay here. >> No, I just want in case there's anything Tech and Lindsay need to know or be prepared for state of the district. I know like there's um some things that you guys were wanting Lindsay to create ahead of time like the QR code of each.
>> Yes. From I just want to make sure she gets what she needs so she can work on it um before she leaves tonight. Our code should be pretty quick. Yeah. I just want to make sure she knows what we want on it. Like I want I want her to >> the question is more of the question set
I think for the the Okay. So if we have the question is I think if we have a form at the state of the district that we display like a QR code to reach on the screen at the end of the presentation of the like where we are with the strategic plan the financial
state of the district. What should that question set be composed of or do we want to just keep it really open-ended? If you have questions or comments, please share them with us. Tell us your like give us your feedback. But I think um I think that should be part of it. I
think it'd be good to know like just a general how how did you how would you rate tonight's presentation kind of thing? Did you present information that people are looking for? >> Then we need some specific questions I
think. >> Well, that's what I was saying. So I think one question should be like you know how would you rate the presentation? >> Are you looking for feedback on the quality of the So you're looking for feedback on the quality of the presentation itself as well as the content that's presented.
>> Yeah. >> Yeah. Or just feedback on our objectives, right? Like do we meet I feel like three objectives or whatever. I think if you ask for feedback on the objectives, you'll get more specific intentional feedback.
Yeah. The the question too I think that was kind of considered when we kicked this around before was whether or not we need to do like a repeat of like question per item of the strategic plan or if we want to just keep it more general. I think it'd be easier to just keep it more general. Yeah. and open-ended for qualitative feedback and
then we could summarize that and see if it translates into any particular updates or action before we approve the plan on May 13. >> So general think it then it's open-ended and people can say what they need to say.
>> Yeah. Well, I was just thinking because the whole the like my portion of the presentation is the strategic plan, but then we're also talking about academics and we're also talking about our financials piece. So like we're just trying to encompass like did we present
information you wanted in this presentation. So >> So that's maybe one question that gets to the objectives. I I don't typically respond to those unless I have a very strong thing to say.
>> So, I don't have a strong feeling about what we >> do. We do we think um since the the state of the district is covering more than just the strategic plan is was your purpose for the survey just to get
additional feedback on the strategic plan? It was just to give people a last opportunity because knowing we didn't reach everyone like this is a very it could be a very different um audience I suppose that's hearing it versus the ones who might have been engaged in and
have already completed the survey um the initial survey that we sent out. So it's really just like your last opportunity to give us feedback and we can hear from people who are present like directly if they approach us with questions or concerns after and they just have one more opportunity just in due diligence or anything like we might get very
little we might get a lot but it's just one more opportunity to say we did something in more of a town hall forum type of format that gives people the opportunity to give us their open-ended feedback. suggested questions I have and maybe this checks your boxes. How would you rate your confidence in the
direction of William Park School District rating on a scale of one to five after tonight? What is your biggest priority for the district in the coming year? And is there anything else you'd like the board to know or focus on? Those are three suggestions. >> Yeah. The first one I think should be qualified with after hearing the
strategic plan, how would you rate? >> Okay. >> Like because >> we haven't we're just getting started and to rate us now. really helpful. >> Yeah, >> I think those are three simple questions that offer people an opportunity to give
feedback. So maybe it's a simple three question survey and you create a QR code for that. Does that sound okay? You um yeah saying how would you rate your and I can copy and put this in an email for you if you want. Easy. Yeah. How would you rate your confidence after
hearing the strategic plan presented? Yeah. >> Okay. >> In your confidence in the future of the district or >> Well, it says your confidence in the direction of Yeah,
>> that works. Yeah, I like that. Stephen, you had a question about is there ever going to be a need for more than one mic? Because my understanding was each it's going to be you and then Ginger, D, David or Karen. So there's never going to be so.
>> Okay. >> I feel like Karen and I need to know more of like I know Karen's doing academics. I think I'm doing like student highlights. Um, I guess I want to I like to be really prepared when I'm going up and
doing presentation and so I want to know when I'm going. How many slides do you guys want me to do? >> One hour for all of us. >> Yep. That's my guess because David's gonna be 26 minutes as long
>> I guess. Are you doing are you doing the opening and then coming back for the strategic plan or are we going to open with the strategic plan? >> I think we're opening >> opening plus strategic plan. >> Right. >> So I'm thinking you're probably going to do 10 to 15.
>> Yeah. because I I'll do kind of an overview of our process and then go through each of the priorities and what success looks like for each. It's going to be really like to draw. >> Yeah.
Is there anything else we feel like we as a board want to cover that you want me to talk on? I think you could probably scan through the community letter and see if there are any big takeaways because there are people that might not credit it. It might be a good
>> year accomplishment kind of thing. >> Yeah. Things that we've done since we started. Yeah. Because I think that's really like this is really some like conclusive of like where we started and where we're at now and started by the new board came in I think. But let's see. >> And I think it's it's probably it's
maybe the school year, right? which is I think where you guys are coming in and it's also our tenure. So I think you can speak to our tenure and then you need to speak to the school year, right? >> Are you doing introductions? >> Yeah, probably do that too.
>> Yeah. Yeah. I I think you'll need to introduce the people speaking. >> Yeah. >> Right. Well, that'll be part of I think probably the opening. >> Yeah. >> Do we want to have somebody introduce you though? That's a question. >> Okay. or she can say
no. >> We have an MC >> just introduce briefly. >> Okay. So, we have Keegan with opening and strategic plan. I'm just going to we'll just say 15 minutes to be on the safe side. Who's going next? >> Ginger. >> Ginger.
>> Okay. I think just about >> I was thinking yeah she's covering achievements but I'm doing the fun stuff. >> Yeah. >> So then who's next? >> Well, if we're going by our well >> our priorities priorities
>> original order Karen. >> Sure. >> Whoever Karen on academics >> how much time you need Karen? It all depends on the scope. What do you want? >> I would say um
I I I would >> I mean I think I think it's important to talk about the successes, the academic successes. >> Yeah. >> That we've had. Um and then you and Ginger can work on that because some
things some of those successes >> could be things that Ginger's going to bring up, you know. Yeah. >> And like this. So like SAT scores. >> Sure. >> For academics. Do you want the number of >> I think your frame frameworks classes the number of
>> CTE pathways or whatever opportunities whatever. >> Yeah. You want that >> and yeah and to point out that the that the C certifications the difference between just oh we have career technical but no we have actual industry
certifications happening. be something I know parents who've been concerned about teachers would love to hear about how they're you know like >> what you just hear me listening to them
and incorporate >> them into curriculum >> the teachers and professional we had a conversation earlier >> just like our teachers doing >> yeah the training that we've had >> the professional development >> I think that would be quick
>> like yeah just the work that we're doing. >> Yeah. Curriculum adoption staff. >> Yeah. So, >> are they going to want to know that? >> So, there was a comment at one of the meetings about American birthight. >> Sorry. >> I think we need to we need to address
that in a very very specific way. I think you need to cover exactly what taking away taking that away means. What what standards are we now following? >> Okay. >> How has that changed what the teachers are doing? What does that mean for level of rigor for students?
>> Okay. >> Because I think there's a misconception. >> Yeah. >> And that because we got rid of or because that's going away that it's going to be more learning instead of history and we need to make it very clear what it's been replaced with.
>> Um I've also heard people are concerned about grants. >> Yes. >> And so I should talk about what I've written those two specific grants. Nobody cares about the literacy grant, >> right? That's okay. But this >> right >> the school health professionals and the
counseling work that people >> Well, and because I'll be presenting this strategic plan ahead of time, you can speak to the strategic initiatives that that feeds into and how that money would be spent to help with that
using the language we discussed. Yeah. If we generally speaking, if we have four presenters, everybody could have roughly 15 minutes. And if you don't need that, then we would just wrap it. >> I feel like the finance team's going to need the most. >> Yeah. >> Because I've seen the slides,
>> right? >> It can be briefed quickly. You don't have to brief every bullet. You say, "This is a list of things we're doing." So, >> don't dive into each one of these. Exactly. That's not the me message. >> I think there's what 24 slides right now >> for finance.
Like I feel like >> it's going to be trimmed. >> Yes. >> I think you >> Yeah. I think that's going to be the part that people are probably coming to see and that you're going to need to >> um communicate very well. I mean, I know
everything's really important, but I think >> that part because >> that's a big concern. >> Yeah. I mean, we do this a couple of times a year. We do basically. >> Yeah. This is something that >> is different. >> Every four slides are kind of
>> intro increment steps >> build on each. >> It's not like you have to dive into each one, >> right? >> But what if we take out five minutes from Karen so that she's got 10 and David has 20. Does that seem reasonable? >> I don't know if that's reasonable. This
is really important, right? This is our most important thing we had in the last six months. I also don't think it's going to be the end of the world if we don't end at 7:00. >> Let's do it. >> Like you've told us, go slow, go the right direction.
>> Let's take the right amount of time to be able to >> focus. So let's let's set the goal for 10 to 15 minutes per section. >> We will acknowledge that David will probably go >> as long as he doesn't go for like an
hour. Then we're gonna have to bring the hooking up. >> Yeah, that's certain point. >> Yeah, >> we'll flash the red light. >> We'll play the So, we're probably looking at more like 15 to 73, right? It sounds like Yeah.
>> So, David is third. >> Yeah. Yeah. >> I have Keegan, Karen, David, Ginger. Okay. Can I talk about mine real quick because I just want to make sure I'm on track. So I definitely was student centered. Yeah.
>> So I have activities, athletics, activities and clubs at the like highlights from the whole year and then I have other exciting news like things that have happened that have been really amazing and unique this year like when we had our astronaut come and visit. >> Things like that. Um,
I won't delve into each of these. It's going to be more of me like celebrating them and saying these are amazing things that are happening. But then I'm wondering, do you want me talking about other things I've worked on this year like community connections and things like
that? Or is that more of something is that being covered somewhere else or is that something is that something totally that we need to not focus on that night? Because I'm fine not focusing on it. I just want to make sure I'm going the direction that you're wanting. >> My feeling is that Ken's gonna cover
probably a lot of ground in the opening about progress, but I think you're the closer. So, I think like we should do all the highlights, but also have a really strong like actionoriented like >> we are getting to work and we're we're like we have a plan so that when people
come away from it, they feel like >> they don't feel like, oh, we just heard a lot of great things. We have no idea where you guys are headed. Okay. >> So, I think it might be if you could talk about some of the ongoing initiatives and maybe try to find a way just to kind of like tie back to the strategic plan in our next
>> We have Ginger as the last presenter. Do we want her to be the closer also or do we want a closing statement >> or do you want to come back up? >> I'm fine if you come back up. >> I think you should come back up especially since >> the the QR code is information for the board. >> Let's move forward.
>> Yeah. I can present that so you can talk about the next. >> Can I throw out another idea? Y >> I mean in the frame of our strategic plan like we're all speaking to a category >> like can you introduce academic excellence and then I talk about academics. Can you introduce student
engagement gender? >> Okay. >> So I like >> you are the you just >> you know here's where we're at now. >> Yeah. And then here's where finances, David. >> Yep. >> We have seven.
>> Yeah. I mean, if we're not covering every seven, that's okay. >> We don't have to cover every seven. >> Do you think Ginger should speak to the committees that she >> the campus safe campuses? >> I think that would be important for
safety and security. Do you want me to do all the the four? I think there's four committees. Um there's been a lot of private culture teacher advisory advisory and safety and security. Like I could >> I mean we have we've already done it.
Like I can pull a slide off of our state of the district and just put it in there and say this is what we've done so far. We're going to keep moving forward. >> I think yeah committees community connections and relationship with local leadership are things you should call
that. And if they're there, maybe we should introduce them before we kick off the night. Like we'd like to welcome county commissioner, new city mayor. >> I would be like cautious about listing people to get really long and then you
make >> Yeah, but you could refer to them in bodies like you appreciate different groups >> which is that's what they that's what they have done. You know, we've got county commissioners here. Yeah. >> City council
>> I missed your last one. So I'm doing the student centered things. Um committees >> community connections and and I think local leadership specifically like our intergovernmental relationships that's a big one
>> like what give me an example. So, I want to make sure I'm on track there. Police department. >> No, I think specifically city and county is what I'm thinking of. >> But I mean, even if you wanted to list off like examples of the people that you invited to the local leadership meeting
when it was I know that was a community connection, but I think it's actually like a bigger >> Okay. >> deeper thing than that. >> Um, and I just saw recently saw George and Carl, they were talking about like, oh, we get to get together on a quarterly basis again, whatever.
>> Yes, we do. which and and and I don't know if Ginger has done it but Aaron >> Baselotti maybe if you haven't had a like a lunch or something with him. Okay. >> That's really your >> that's counterpart.
>> That's your counterpart in the city and that's an important >> I know I've met him. I haven't like had like a specific meeting gesture. >> Yeah. So >> Okay. >> Yeah. >> Oh, and I can talk about the >> May 19th.
>> We talked about that. That's our uh family night. District family night. Yeah. So I could give a little >> So I think if you look it up at our >> like because basically we are all speaking to one of these sections or or multiple. Yeah.
>> Right. So you have the same campuses student engagement and community engagement. >> Organizes it in a nice way. >> Yeah. Ties it all back together. >> Yeah. It does. So go strategic. You were going to introduce the strategic plan and then
where we are now, the great things that we're doing now or vice versa. >> I think I would probably I was gonna start >> by what we've been doing like the title academic excellence. >> I think the board what the board has.
>> Yeah. So, so my I'll I'll welcome everybody the various groups and then I'll do like the board presentation which is kind of covering what our like Q1 things were. Here's all the meetings we've been having. Here's what we've been done. Here's where we started. Big
push this quarter was making sure we finished our strategic plan and then go into how we did that. Engaging the community and putting up the surveys and having all the meetings. Here's what we've come up with and present it. and then
call you all up kind of to speak to those areas. >> Oh, okay. So, not not back and forth, but just >> full strategic plan and then >> academic excellence, student engagement, like you just have us speak to those each category, I think. Okay.
>> Does that work for you? >> Sorry. list the new list order. >> Yeah. >> I I have a overall question on um like visuals like how we're approaching this because I know you've already started
like some kind of a a deck on one >> cohesive one or is it going to be everybody have their own? >> I think it would be great to have a cohesive one. I shared the one Lindsay shared with us. I don't have like if you guys have a different one that you're using, I can easily copy and paste this
into it and finish my slides. It doesn't matter to me, but I did share that one and my computer just died. I just So, it's totally up to whatever you guys want to do. I can adapt to whatever works. Karen said, "Is it
better to have dark background and light print in the auditorium?" So, I think that's something we need to be thoughtful of. So I think if if there is a this is what we were chatting about a little bit as the meeting started, right? If there is a branding
>> guide for the district, fonts, colors, obviously, um let's just make sure we're doing that. If you have a design for slides that are standard for the district, let's all just use that. But I think if everyone builds their own slides and we'll get them to Stephen and then he can just pull it up in the
proper order. So it's not like a 50 seven slide deck. It's just a couple of areual decks. >> Yeah. >> Yeah. >> Well, how does that work for you? Does that make you go out of a screen and kind of
>> beyond I mean, we can we can all build our own share, but if we're using if we're using that standard formatting, we can all on our own build, >> okay, >> our deck >> and then send it to one person, whoever that be, the point person to merge it
all into one, >> but we're not all fine. That's why we're not editing. >> Like I don't want to while I'm building my decks to be like in with yours until they're all finalized. It's kind of
>> independently develop the content. >> We roll that everything together. >> We're looking at each other documents all the time like working simultaneously. It's >> so we'll do that. >> We'll do our and you can send to us and >> I already have a draft that was like really easy to put together for like
with the strategic plan stuff in it. It can be >> reformatted however you want, but it's >> reformat. >> No, just that's >> so just drop it into AI. >> So this will take like 20 seconds in
slot to do AI. If you're working PowerPoint and you give it like the theme, >> it will it will redo all of your slides to that theme. trying to migrate away from PowerPoint because it doesn't work well. >> It doesn't work with us.
>> They're saying I don't like it in Google Slides. Yeah, >> I know. I like PowerPoint, too. >> I've adapted. I just don't like you. Can you share that? >> One of you can share with us and we can collaborate, but not all of
>> Will you share it with all of us? Sure. >> Well, I'm gonna have to update the I'm going to incorporate my notes. I'm going to update this and then share it. >> Uh the question is like then if we want to have a final >> and putting it into >> unified presentation, we probably need
to >> determine like a deadline for the draft and then >> I did actually >> content by Monday, final draft by Tuesday or Tuesday. So like I'm not going to edit Karen.
>> Okay. So I feel like >> you we have teacher advisor and I'm going to be gone the day at CDE. So >> yeah. >> Um I just don't know >> if if it's too much like are we having
everyone share their slides with Karen and I and throwing it all in? I just or >> who's doing the final document? Is it >> I would be happy to do that if you are comfortable. >> I am very comfortable with that. >> I still think you guys should let me do it.
>> What happened to slide through 12? >> Yeah. >> And I will say too like it doesn't have to be a lot. Like I think just know that having some kind of a visual compliment even if it's one slide >> Yeah. that can be up on the screen while
you are speaking. It can have photos. It can have text. It can have whatever you want. It could literally just be one slide with the title of where you're talking about. >> It doesn't have to be 24 slides. Rob, >> I don't want to take out the strategic plan.
>> Most people aren't really reading your slides. That's not like >> Yeah, they're not >> right. I would say error on it less text you're going to say on a slide and be like here's my slide don't do that >> and there's the opposite because people
will read it later >> and you don't have to read every bullet >> right >> we could yeah once it's like after >> I think we should Yeah I'm sorry I didn't care >> this is fair yeah >> so we're getting them to getting them to you by Monday is that correct
>> is that what you said >> that seems fair >> I feel like end of Monday. Is that enough? >> Because I feel like, and this is just me again, I feel like once that final draft is done, I'm not going to be here Tuesday afternoon, but I feel like someone needs to go in and make sure
that it looks right. You can see it. >> I don't I don't want Yeah. I don't want us all spending all that time and then like going in there and it like we need some type of an adjustment to the background. Thank you. >> Thank you. I appreciate it.
Yes. So, if you guys can get me your slides by Monday, I can commit to turning that around, making sure the integrity of the content is represented and having you all verified. >> And then I What would be the latest meeting on Tuesday?
>> Well, that's what time does it start? 10 a.m. >> Cassie, if you share that side. >> Yeah, I think I can just we can and David, we can just I don't know if David will have time,
but Rob has time. >> Yeah, we have already built >> Yeah. >> What do you mean? What? >> With with all of the um >> only two of you can work on the same
document by a time, right? >> Is that a rule for you guys? >> No, it's not a rule. >> Oh, >> we just we can't communicate, but you guys communicating in a common document. >> Got it. Open the meeting law is what we're talking about. I was like, what the won't let us work in it at the same
time. >> Was not following. >> Sorry. Got it. uh >> but but we are the only ones working on the boarding. >> Yeah. >> So we'll get our slideshow together and we'll send it to you. >> But I would love to know what the format is
>> because then we can build it. >> Okay. >> Ginger, will you send me whatever template you have? I'll try to incorporate it >> and I don't it's totally up to you cuz like >> simple is better. The only thing that Lindsay
did for me because I was like, "Oh, I want to show pictures because I'm doing the fun stuff." Yeah. So, I don't know if this will work or not, she put she put some templates and I put my information in. It just has some pictures of the students, but it doesn't have to. I just was trying to do
pictures. Uh, you might want to use those decks for your notes. And the slide is just pictures. I'm Oh, that's a great idea. So, so here's my
question. She has them. What's our beautiful background pictures? Is this like just put this picture up or do you want multiple pictures other students? >> Yeah, it's the matricles. >> Oh, it's
>> I just couldn't see it in the box. >> It's meant to have the text over it. Yeah, it is. >> And then we were going to add other pictures. But >> I like Keegan's idea of pictures. >> Just having the pictures and I talk. >> Yeah, I'm great with that. >> And then you switch the pictures with
the different >> I'm great with that. That feels good to me because I hate it when I have so much. >> Put that on the screen. >> Yeah, that's I'll just have that and >> Okay. So, I have your template and I can kind of compare to what I have and we
can refine. I think legibility wise we might want to make a couple adjustments, but yeah, I'm fine with whatever we do. >> Okay. >> Sounds like a >> I just heard you say that. >> I'm doing I'm going to be
>> I'm not doing I'm not going to be doing a lot of work until you said I can do >> Yeah. I mean, I'll have I'll obviously have work to do on the strategic plan in the meantime, and that's a prerequisite for your stuff, but >> Right. Yeah. >> Yeah. But I have my notes for that, so I
I >> Yeah, I feel good about that. What else do we have on state of the district? Anything else? technical >> good with having the projection and all of that >> that way
you want to work on them over the weekend. >> Oh yeah. I mean >> they could test them on Monday and see if friendly as is. But that would give you a whole lot of time if you wanted to review. You'll have you'll have probably I can share with you the working graph of what I have too.
>> Yeah, I don't think you have a lot of slides and you put a lot of work into but I think if there's a if there's a visibility issue again you can lean into the programming even if it's Google slides or whatever it's called >> uh to help you adjust it without redoing
the whole side. You just change the theme background >> and it will edit that for you. Except where I had to take pictures of all the parts I make. I'll figure it. >> That's true. >> But I I won't >> just because it's in your inbox before
Monday doesn't mean you're going to get to I get that. But I will have these David's updates to the numbers. It'll be quick and express. >> Okay. >> We just work with the darker background
is better. >> Yeah. the charts. I don't know if I can do that, but everything else I could probably do that. >> I think it's fine, especially if we're getting posted on the website as long as you're speaking the information that
they may not be able to. >> No, that's important. >> And what is what is the issue there? It's just when it's projected. >> Well, that's why I was saying we can test it. Um, but we're not here tomorrow. We'll
just turn all the lights off. >> Yeah, >> it's just going to be dark. Everyone, >> we can't make the stage. >> Yeah. >> Yeah, I think I think it could be fine. >> I've never been on the stage. Can is it like will the projection screen be is it
in the middle or is it off to the side? Dina cast >> it might be fine showing graphic information if you have dark stands out >> easiest just to have it up on the podium. >> I'd like a podium. I don't like talking. >> Oh yeah, we're getting we're having a
podium for sure. >> I don't know if the girl reached that distance >> from the podium. Well, maybe you're off to a side and I have a laser pointer and I just click it at you >> and every time I flash a light at you, you can change.
>> I just want to clarify is like are you giving this to David and then David is working on it to finalize or he's taking it from you exactly as >> he is. Okay, >> that's what we're discussing with working on it. Change as you need.
Change as you need. Or once I give it to you, if he says >> changing the whole thing, then he can change the whole thing. >> Okay. >> I would rather not. >> Okay. All right. Here. These
are very clarify before we jump into that. Is there anything we're cutting from the agenda tonight that we can spend on? >> Um, I would say we could probably touch draft agenda and do that via email.
There's a draft here so you all have one to look at and you can send emails to Candace and myself with updates on them. You've got time to figure that out. >> Yeah, >> I can do five minutes too or three minutes. Like it can be really fast. >> Okay.
>> Yeah. Um, send them around. So, high reliability schools is just a model by which it's it's all of the KPIs. We would be developing them. There's two documents there. Sorry. Um
it's Robert Marzano has been a leader in educational research for oh my gosh like 40 plus years. Um his team looked back 60s something years of educational research and all best practices and all
of this and developed a list of 25 best practices for schools. They've created those they call them leading indicators. If you look on your paper p the white paper there, you can see very quickly those are the leading indicators are listed in that
first column. And so these are the things that make a great school. And so they broke it down into five 45 things, broke them into five categories, five pillars if you will. And our job as a school system is to go through and work at building out systems around these
elements. Um the great thing you did this as a high school three years three years ago um when I was there um leading the work and what it does is it it gives you a framework to follow and there's support from the Marona resources team
and there's also a ton of tools that really help you build out these components. So the idea is that year one we would focus on level one and that's safe, supportive and flowering schools which aligns actually with every single
um pillar that you that you all just talked about but it gives us a it's not that you don't focus on the other levels too because a lot of them your curriculum is level three your grade instruction is level two but you're really dialing in and making sure your systems are very strong foundation
stabilizing. We have a lot of work at level one to do and just across the system. And so by joining with this organization, we would have the support that we need in the form of coaching. We would have the resources we need in form of documents
already created. Like there's I'll just say like they have a survey that goes out to parents and community members and all this and they aggregate the data for you. Um and you know what your low points are and you can just go instead of spending Yeah. days and days trying
to figure out and creating your own surveys that don't really give you the feedback that you want. It's been vetted. Um it's been used now um 8 10 years something like that this program has been going. And so it would allow us each school to go after their own HRS
level one certification and have the coaching and supporting us to be able to do this work. And so the idea is that each year, it doesn't have to be tier, but then the following year we would go after level two, which is qualified teacher in every
classroom basically. And uh what is it called? Forgive me. I lost my words. I just used words from a different district. Um effective teaching in every classroom. And then level three is guaranteed and
viable curriculum. So and bottom line is after all these years of research and education field, these are the markers that make a great school system. And so I don't really need your approval. I just wanted to pitch it to you and say like this is a tool that we would like
to use >> and they've been doing it pretty fast. Yeah, I was gonna say this this falls under academic >> science and is your how. >> Yeah. And and I think honestly I think this is >> some of those scores that we had at the high school especially some of the SAT
scores. >> I think this is part of it right here for sure. >> Um and you guys had got I know you were level one. We had level no we had certification for level one at level two by a little bit of a start and then
everything stopped. Um I will say as a school system we were already up into level four and five um within high school and so that might be the little caveat there. You don't have to become a standardsbased system to be able to progress through levels one, two, and
three. Once you get to levels four, the standard reference reporting system um that at this current moment I don't foresee going after those four and five unless there is any desire to go after that.
Level five is where you actually start shifting students. They're not stuck in grade one if they're ready for grade two. You start really shifting things around and movement. It's very complex. >> Be a huge philosophy. huge huge huge shift, >> right?
But there are there are and I will say >> like and I know >> yeah standard fixed grading and all that I know it's got got a bad rap in the community but as a nation we schools are moving the standard fixed grading like that is the bandwagon that everybody's
jumping on we got off of it and so but research really really supports it but the idea what I'm pitching right now is level one two and three because that makes a strong base of a Everybody agrees. >> It stabilizes everything and it gives us
the tools >> beginning. >> Yeah. Correct. >> And it's the first three years, >> right? >> Exactly. >> At least three years really. And then we can reassess at and it'll fall in line with >> a creation of the next strategic plan. >> And we have people in place that have
already know this system. They know the terminology. And so at this whole secondary level um but even at the elementary level we've been doing Marzano books for years and implementing them in our classroom like the art science and teaching. >> Yeah, >> there are a lot of people that and
they're part of college courses too like they're becoming a teacher or principal. >> Excellent. So the other thing I just want to mention that we've talked about is just being really creative in funding it and writing it into title our title grants
because professional development is part of those. So trying to be thoughtful in that. What is the is there a general or overall budget impacts of of an like I know there are probably parts of it but I don't know if it's like a an upfront investment in
like program or membership fee or something like that. >> Well yes there is a membership fee for every year for every school >> and so we could write that into our title grants um pretty easily. It's a nominal fee for the consulting that we get out of it and for the resources that
we get out of it. um for my dream would be to take um a couple of leaders like the principles to um a training and basically free a training this summer and you spend it's a work training. So they train and you work and you build it. They train you work and build like
that whole thing. So you come back with a the skeleton plan essentially with some meat on the bones and then you work with your collab your team to collaborate build it out together. Is there bias for that? Like would the principles be
>> Yes, we've been talking with them about it already and we all recognize that we need >> we need a for a structure to follow and we need tools and we don't have a lot of time to recreate things. Um our we just we just need to be able to like go
>> and we know this is this is the right stuff like this is these are the best practices. >> Yeah. >> And it's working for schools all over the country. >> Oh yeah. Um, I've got a couple videos that I can send to you if you'd like. They're like hourlong videos. Um, there's more resources that I can share
if you're interested. >> I think so. I also think those could be good things when we start talking about this with the broader community to put those videos online. >> Yeah. >> This way other people who are interested can can take the time to watch them. >> Um, well, everybody probably not, but
but at least it's out there. um you know maybe um along with that kind of listing some of the other schools that have had good success with this framework um as part of our communication >> and and I will add that after you identify and you build all your systems
you are progress monitoring continually on that and that's what the I mean this has a chart for finding the lagging indicators but what are you looking for to measure the success >> and we could even put in the room over the
curriculum reviews. Sure. >> Okay. >> Um Karen, I have a question for you. Do are do you know what SAP is? Have you heard of that? >> Um no. So this was something that actually came up during our overall like
superintendent um interviews and it's uh framework to support let's see continuous learning or sorry advances continuous improvement in rural education by implementing accountability systems that put students first engage communities as partners and foster
innovation through collaborative networks. I was really curious when it was raised at the time and I didn't do a lot of digging but um it seems like an interesting like rural Colorado type of coalition that's very focused on like whole child like type of learning
approach and I just didn't know like if you had heard of it or if it's something that we had already done or if it was related to this at all but they'd be curious. The beautiful thing about the Marzano framework is you can we can roll in our CK um our capturing kids hearts like they don't there's no program as
though that might fold in as something that would meet one of these markers but you >> it's not a prescript prescriptive program. It's a framework to build your entire system and measure your entire system. That makes sense.
I'm just gonna send this to you to look into Can you send it to me, too? Because I attend a weekly Colorado rural schools alliance meeting with all other superintendent and both of if it came from one of the candidates, they're both on there every
week, too. So, ask Chris. >> Chris. Oh, yeah. That makes sense. is there um from just from leadership. You don't have to share what it is. You want to keep it secret and you know people might be
watching. Um, I would say probably something about hunt food and being present. But I will say the climate and culture team said something about May the 4th be with you
like are we like Star Wars because that would be fun. >> Right. So, I mean, I thought about last year we did cookouts and things like that and it like put a lot of extra work on district
level stuff. >> Yeah, it was a lot and it was fun, but it was a lot. So, we were thinking of getting um cakes and being present. I so I will just say like at Coline I always enjoyed having a day where I went and
did like a coffee card or something and I went to everyone but that's a lot of time too and so it's I haven't I haven't given it as much thought as I normally would except for the cakes and being there to be present,
you know. So I'm open to ideas cuz I love doing stuff like that. It's always like the fun stuff that you know like before winter break I went and gave every teacher a crumble cookie myself and said thank you
I did that for the whole district this year. So what we also have to think are the financial >> um and I might maybe you mentioned it and I missed it but I know like other years the district office and I don't
know slashboard or not but they did a lunch and then it was like the parent group did a lunch and >> so it was yeah >> and the district did one lunch on each schools >> that's what we did last here. >> So, the board was there to help serve
>> Yeah. >> the food. But I think Jason cooked all of it. >> He did. And it was a long three days, right? I missed part of it because I did go to Bennett's College, but um like could we split like
one day, but >> like a couple days there? I don't know. I mean, I don't want to over burden anybody, but if Rob was grooming instead of Jason,
>> there's a lot of getting the food. >> Yeah. >> Well, the hardest The hardest thing, too, I thought was that you couldn't meet with everyone at once, like cuz they were coming in like, "Oh, I have five minutes >> and or like I don't even have lunch today, but I ran to the bathroom and I'm
gonna grab a burger." Like I felt >> sometimes it felt really bad like here to help celebrate you and you have like two seconds in um >> just because of the way their schedules just work >> and maybe it's even just I know like the
parents aren't necessarily there while they're eating the lunch and so it's like if we're just providing it. >> Yeah. I know that that is a highlight like where there thought of taking >> Yeah, I guess the I don't know the
financial part that part >> or maybe it's we're providing desserts or something the day after Halloween I brought in coffee for all of the teachers at Coline. I just brought coffee in.
>> Yeah. And it, you know, it was not super expensive, but I was like, "Sorry, all these children are going to be like on a sugar crash. Here's some coffee, right?" Um but I think we can do something you know it doesn't have to be like this big
production of like you know coffee can make >> generally is there something like is the point is it goal to try to do something every day of the week or probably >> it's a like at Coline I did that but I also had a really um active parent group
and so that I would leave that to the schools to figure out and then I would say it kind of depends on like how much visibility, how much, you know, like if you want to just bring in snacks and treats and leave them in the lounge and say we appreciate you um from the board
of education or from Woodland Park School District, you could do that. if you want to like have a list of teachers and like walk around and make sure that you're handing something to each person that's different like I did that at the
holidays and I did it um in two days with all three schools. >> I like the face to face interaction and like serving teachers if that's something >> it was really it was wonderful when I did it. It made me feel good and I know
it made the teachers feel good. They were. But it just depends on your time really. >> Well, there's five of us. >> I mean, you guys could do it in one day with five of you and I could walk around with someone care like we could figure it out.
>> You just got to decide what you're going to give them. >> They've already had crumble cookies this year. >> Um, I mean, it donuts. It could I mean you can make it simple, you can make it complicated. So, it's kind of what or
you could do like some little, you know, um healthy snacks like or like it's really what you guys want to do. Um like I've done it a billion different ways. >> They love the staff lounge being filled with granola bars and snacks for like
we're going into grading season >> and all that. So, they're going to be putting in longer hours and just having snacks available. >> Yeah. So, one thing they loved was the Papa Murphy's $5 pizzas. >> Oh, yeah. Like they did that. >> Yeah. The middle Aaron Street did that in middle school and their counter 80
pizzas take one and go and they got dinner that night. It was for five bucks. It was awesome. But that's >> But yeah, that's 20. Yeah. $2,500 for our distrib. So if you want to hand them something that Oh, that's kind of I was going to look
at the calendar and my husband sent a text that said they did you tell them you don't function well after 8 and also I'm going to turning into a pumpkin like Star Wars on May the 4th and then >> I not No, I'm just kidding. That's what
they said. >> You just have a t-shirt that says that I'd like to talk. I just breathe. >> The um >> Oh, there you go. >> So So here's here's the thing. I don't
know. I mean, I don't know what everybody what everybody here's um uh likabilities are in terms of of of finances and cash, but I would be
willing to make a run down to Costco and purchase, you know, I need to find get a number. Um, but purchase snacks to make a little bag. And if we wanted, and I would be willing
to make all of those little bags and if we wanted to divide up into schools and us as board members deliver, you know, a bag to each staff member. I mean, I I
would I would I would be I I can't do slides, but I can go to class. Um, if that's if that's something I mean, if there's another idea that's I'm good with that, too. I'm just trying to think of something doable. >> Yeah, that's an easy that's an easy doable
>> and appreciate it. And then you're you're visible, too. I mean, that's an easier way to do it. More efficient. >> I don't I in this case, I'm willing to to like donate money, too. like if it's easier to just have like a catering or something honestly like >> I know everybody can kind of give that
their own means if that's something we want to do but like for that like I'm happy to pitch in >> yeah significant amount of money >> if we want to do if we want if we want if we want to do that and then >> um yeah and then I can make the bags and
I only have two days that week Tuesday and th and Wednesday that I could go >> you 250 >> cuz you're doing the whole staff. >> Sure. >> Are super cheap.
>> Yeah, seven districts can help with some things like we can order bags and stuff like that. >> Be nice to be able to include some kind of a note. It doesn't have to be handwritten, but that too little. >> I have a cricket with like the little
ones that Oh, >> I could so that it could be just >> we can sign it, but we can generate your computer. >> I don't really screaming goat thing
and then the screams. Yeah. That wouldn't be really fun to be able to give something like that to >> screeching >> stress balls. >> Yeah. Yeah. >> 250 staff. >> 250. >> Okay.
>> Cuz we do it for all staff. We >> um like even like everybody. >> Sure. Yeah. >> How much how much I don't know. It probably depends on where you get it from. Like roughly how much would it cost to try to do a lunch for stuff? Like what does a lunch cost? So I will
say like from Coline we used to do um Chipotle at the end of the year that was like everybody wanted that and it would be around 300. >> Okay. >> For Coline >> for just that school though or is that what will cover all staff in the district's
at least 600. >> So probably 1,200 is 25. >> That would be a a very rough estimate if it was just >> Yeah. But if you did something different like >> big sandwiches or I don't know, just kind of depends on what you guys decided.
>> Yeah, that's good. >> I'd love a snack idea, but I'd also be willing to pitch in for an actual lunch if we if the lunches aren't being school level. >> Yeah. >> Yeah. I mean, I would be fine with that, too. I'd be happy to. >> I just want to make sure they can actually eat it.
>> Senior high. There was discussion like oh the district provides a lunch >> and >> well we did last year I don't think they did the year before >> and provided they is the district going to want to do it because then we'll
do it at different days >> and that it was kind of like different people covered >> different days like the group. So, so maybe if that's the general understanding or expectation, if that doesn't have to hold that, if that's
something that you can determine if we if the district can contribute to financially, then maybe we can do the snack stuff and handle that. >> So, like $1,200 for them, too. >> I don't know. I have no idea what you've budgeted for or not. >> Yeah, I don't.
>> Yeah, >> it's like 2 to 50 people. >> I know. So for multiple multiple years, four or five, >> the district sent platters of cookies and pastries out to the schools through Chartwells
>> and then we there was people who were gluten-free. There was like they didn't want sweets. So then the Chartwells mixed in um like granola bars and the only year I'm aware of that the district provided lunch was last year. And then we tried to keep it really cost
effective by really patties and and hot dogs, but it was >> I don't and it also like we found that some of the schools had lunch still like provided by so then we had like cross over even though we had like posted it
and sent out emails >> and then people forgot and so it wouldn't it was nice but it also wasn't like 100% a success. >> Yeah. Okay. And we actually threw away a decent amount of food unfortunately because we planned for the number and
then we got like half of the people that actually came through. >> I would sayack better received >> and then they can like if you're getting a meal every day like people are >> not always wanting the sweets all the time because they're like oh we just had
20 different desserts and >> 60 pieces of pizza. >> Yeah. a nice healthy like a little snack bag that they can take to their room and eat when they eat it is kind of nice. >> But maybe with a couple of >> All right. Yeah. For sure.
>> I've done Yeah, I've done some marketing things at work and you can buy there's a lot of stuff you can get at Costco. >> So, you can make a quite a variety and then they can beat kids and trade >> and they will what's in your bag. So,
>> so just let us know how to pitch in for that then, I guess. And then we need to know when some some maybe to help figure out when to be here, right? Like help us figure out a schedule. >> Yeah. >> Mhm. >> Cuz and then we can communicate. Yeah. To the building. >> Okay.
Remind me what the dates are again, please. >> 4th is the first day, right? Yeah, 4th through I think. Okay. >> Yeah, it was just it was last week they approved it, I believe. >> Okay. I'm pretty sure.
>> Yeah. If you want to come up with a a the day of the week that's best. >> Okay. >> I mean, if it's a day that I'm working, I likely can't do it. >> What are the days that you are available? >> Um, Tuesday and Wednesday, I can do it. But Tuesday, we also have that religious
leaders thing. Pastors. Okay. Well, >> and leadership is on the 7th. So that on Thursday. So that's not >> I mean we >> if all the building >> Yeah, >> we just >> we can do it on May the Oh no, you're
not. You're working May the >> You guys can do it Wednesday. >> I don't have to be one of the deliverers. >> I might not be here. >> I don't have to be. >> I would say just check and let us know. Okay. And look at that. Getting there. All
right. So, Jinger's been holding a safety and security committee is a very good contribution from counselor security from Merit Academy. Their security
person has been here. our security team here. We're hitting a lot of topics, but we're finding that at some point we need to skinny the group down to get into more specific reports that lead to more
specific recommendations. So, we're recommending a task force that will be limited on how much information they could share with others. they would have to be signed non-disclosure agreements. And
that's kind of the key behind the step we're at is we want to have a legal review of how we control that information and the non-disclosure so that it protects the people that are on the task force and it protects
this the school district as well because once you start collecting the vulnerability information to write tradition a big picture. >> Sure. So, we talked a about this um and
I definitely love health because I've been working with the myself and two safety and security guys doing the the really nitty-gritty work. Um, I think it's
really important to make sure that legal um, supports this. Um, since there are some like people that aren't within our school district, if we're getting data about vulnerabilities and things like that from a a safety audit, then I think
that we need to make sure the legal change or our legal council says yes, these um non-lo non-disclosure agreements cover people. Um, I think the list here um
It's Oh, sorry. I did not did not get this. >> So, there's a community member who came forward and said he would like to create a task force with law enforcement and a small team of
these folks to contribute to include a grant writer who actually write grants for security measures. >> I don't I Well, number one, it's operational.
This is not really vision. I feel like this is this is this can come to us for sure for for feedback, but it's a >> it's a district level, right? It's admin
level work. The other thing is I don't I mean I I get people that are in law enforcement in our local law enforcement that will be responding to our stuff knowing what
our vulner vulnerabilities are working with the district or a professional that comes in from outside our district that is hired to do it. I don't know how I'm not very comfortable with this
particular situation having community members that are not actual professionals. >> Yeah. >> In this area, I mean, is that what this person is? Are they a professional in this area?
>> They have very high experience with the security systems that we would be duplicating in the school environment. They have connections with local law enforcement
to have this task force come together. They're offering their assistance to document vulnerability reviews and write the grants for us. It's really multiplying our
expertise and helping our security staff as well. >> It would report to Ginger. The task force would report to Ginger. It would not report to the board. >> Are there examples of other districts
having a similar task force or >> I was going to ask the same thing like are we modeling this off of something that's been replicated elsewhere or where is it coming from? I have not done this in other districts because the districts that had the
really um well not necessarily but um like the larger districts I've been in we had like an entire department and so like there was a head there was like a there was enough people to do all the things. Um, in Bailey it was very small
and they kept it that way on purpose because of their expertise, but they already had all of the things done that we don't have done here. And so I'm not sure >> if it's done anywhere else.
>> I don't know either. I what they have committed to do is a comprehensive risk assessment for each campus with recommended protection plans by December this year. >> Who's who who is going to do the risk assessment
specifically? A like is it one person? >> It's a combination of police department, the sheriff. I and I already talked to the sheriff a long time ago and he's just waiting for me to give him a date >> to do that, but it's not one that we're
paying for. So, it wouldn't be as >> um we would be documenting when we walked around and this feels like maybe I'm not sure. >> It's be a little more comprehensive and detailed. It be written
it would be used for grants and >> so the task force is there really to write the gr notes >> as part of and work with the team that's doing the assessment they were able
>> does this feel like a support to you this task force >> I think it could be um what I will say just and we've talked a little bit and Karen and I have talked like the safer grant we're already working on because
we have to if it's due soon. So, we have someone helping with that, but I know there's other grants out there that um we could apply for. We don't have the mean power to do it. I think um
I want to always take extra help if it's something that we can use. And I I know that two of the members are chief and uh one of someone from Ter County. And so I think it would
definitely be worth my time to meet with the group and and hear them out. >> So they created this group and presented it to you like, hey, we want to do this for you or did you reach out to them? They reached out to us first saying they
were interested. I asked Ginger if and Daniel if they were interested and it was then it became a scoping thing. So it does absolutely deserve a meeting with with that team to say okay this is what
we think we heard you say. what we and I actually bounced the slides off of the person and he said, "Yep, we got it. That's what we agreed to to do." But what does that look like? How does that play out? How
much access do we have is is a good discussion. >> That's the part we need to find out, >> right? That's the part that makes me uncomfortable. I I you know again chief knowing um uh the the sheriff's department
knowing >> they're part of they're not just knowing they are >> I I know I know I know but if it's going to be a this task force group all knowing what the vulnerabilities are and all knowing those pieces that part is
the piece that makes me a teensy bit uncomfortable. But if it's a if it's a they are they're going to know with Daniel and Ginger the vulnerabilities, but then that's not going to be
disclosed. Even even disclosing those in a in the purpose of writing a grant feels >> Yeah. >> Um I I don't I don't know. I'm I'm not completely comfortable with anybody outside of our local law enforcement or
a professional group that does that coming in and assessing all of that. >> And would it be a grant writer who has the professional um requirement or liability to keep that? >> Well, that's what the non-disclosure for
for all of the members. >> It's a no ex 10 people. >> Yeah. And >> what's the relationship with the current committee? That's what I'm a little unclear on because I know that you
formed the committee and it has a lot of these people on it that are professionals in this space and it like maybe law enforcement. So what is I don't understand the overlap or the difference. >> Explain it. the committee, the district committee >> has a lot more people on it than this
and we were really trying to grasp some overarching themes of where are we at right now, what improvements do we need to make, things like that. And so that committee um we're probably going to pause on it for a little while because now we have that
information and we have to have a smaller group of people whether it's this group or myself and the small group I have with some of these people. Um we have more specific work to do that is a need to know
if that makes sense. like it's not information that's going to be public unless it needs to be public. >> Um, so we do like we're working on the safer grant. I know Daniel and Travis are meeting tomorrow with a grant writer
that's part of that that Karen has been working with as well, but I know there's other grants out there and I know um that would be amazing to have >> writing those. Um,
I think it's definitely something that we need to find out a little bit more from our legal team of what what we can and can't do or if there are limitations or aren't limitations. Even within the VA, like that's no guarantee information won't slip out.
>> Yeah. >> Um, so like my thought is you can have a task force, but it doesn't all they don't all have to be involved in everything, right? So, the person they're good at finding grants. >> Cool.
>> We sit tight for a minute. >> Uh, we're going to have the law enforcement and, you know, maybe you walk around and we're going to record the meeting and we're going to talk about all the things that are an issue and then we'll have a transcription
created from that and it'll write up a document of all the weak areas so no one has to sit there and >> type it all out. Um, then we'll figure out what the cost would be for those amendments and then take that information to the grant
writer because the grant writer doesn't need to know >> all the 20 radios or >> right 20 cameras, stuff like that, >> right? So, I think if you do it that way, I'm more comfortable with it than there's a task force of however many
people and everybody's going on this tour so that you can write the script. You don't need to know what the weaknesses are to write the grant. You just need to know how much money and what we're going to spend it on. >> Right. >> You'll need to explain. You'll need to
explain the reason for things. >> Yeah. >> So, so >> the grant writer will need to have some depending on what type of grant to >> Is there concern about who this grant are they a community grant? >> I don't know who we're talking about. I don't know. I'm not in my comments. I am
not um >> displaying any distrust in a particular person because I don't know who we're talking about. Right. This is a general comment. Right. >> Right. I'm a I'm a very much law enforcement professionals in this area. >> That's who
do the work get their assessment. He's offering this assistance to the school district. >> Okay. >> To make us consistent. >> But not that person. not not 10 people that are not all I I'm I'm with I'm with
with Keegan. I don't want it should be a need to know in terms of I don't know why a lot of people would need to know that >> looking at the list here it's it's nine people. >> Yeah. >> The block that I haven't talked to is
called limited access. Uh it the intent is to protect the threat information. So the law enforcement side of this is just as concerned with the school district knowing some of the threat being involved that we don't need to know. >> So they want to protect that. So we need to compartmentalize a lot of the information.
>> There's the vulnerabilities and there's the protection measures and then there's the response options. All those need to be protected with their channels. At some point some folks will have all of that. >> Ginger security team. The grant writer
doesn't need to know what a response option is and how long enforcement is going to. >> We'll have that discussion with the task force. Compartmentalize this off. You may have nine members on the team. These three have access to this. These three have access to that.
>> There's how do you mark the documents that that emails for confidentiality? I sent this out with the big, you know, if you get this email and you weren't supposed to, call me. But I that's >> yeah
non-disclosure agreement on that but then there's also any detail board of education discussions would be done in executive session >> right >> even if we had a work session topic we do a work session executive session talk
>> we can't you have to have a special >> right >> would ginger be deciding who gets to know what like who this is. >> Yes, the task force reports to Jinger, so she won't be she's the voice. >> And just to clarify too, this the safety
and security committee is probably an ongoing effort. The task force is intended to have a distinct start and end, right? >> Work is the group kind of dispands, right? So, it's not going to be something that would be okay. That's that's
>> and is there a timeline I guess proposed for that? What was it again? >> They would have the protection plans done for each campus by December of six. >> Okay. So we would engage with them theory between now and December and then their work would conclude and thanks back to the district
>> complete the product in eight months. So the time we first met this December would be December 26. And it's three-phaseed. So there is a a prevent detect deter and then there's the respond
how the teams responded in post event. That's that's those are compartmentalized as well >> and they would also support with the training exercise and evaluation of the response options. They're they're willing to step up.
They're a community member that has helped in the past and I continue to help and we just need to make sure that we manage it well. Well, I guess one thing that I would say that I would go back to is certainly this is
an interest that's important to the board, but this really should just be a ginger, you know, um an operational admin thing. I think from a from a board perspective,
this is this is her job and her decision really. Um >> unless she wants her. >> Yeah. Un or unless she's looking for feedback from us on this. This is an
operational thing. I think if it supports you, if it's like >> Yeah, I think you're going at it the right way of asking legal about all those artists.
I think um I would definitely be interested to have a first meeting and hear >> and then talk with legal and and see what they say. Is it like could you meet with the person that is wanting to put
this together maybe Ginger and then see what you >> what your what your >> you know feelings concerns whatever and then see where where that lands afterward >> I think so did and I forgot to ask you
this earlier are all the people on here already like on Like have they already been invited and accepted? No. >> No. It Well, the top three. >> Okay. >> And the others um you know like for
Daniel and Charles that was up to you, >> right? And that makes sense because >> Yeah. >> And then the other staff members there were those were the people he pulled together, >> right? Okay. >> He wasn't He said this is too long on the list.
>> Long of the list. Okay. >> It feels long to me, I think, for the need to know. >> Yeah. >> Um, but again, I don't know everybody on here. So, just want to clarify, too, like are there alternatives to this being considered or is this like the only option that you feel like is kind
of like a go forward plan to address the need to know risk assessment? Yeah, it there's always other options if you want to go pay a large company to do this. This and it's not it's working with
different vendors who will bring proposals that don't have long tails, financial tails. So a security system you could purchase it at yours and it's not a high cost security system and it doesn't have an
annual pres subscription tied to it. So it's it's a more cost effective way of getting your security your physical security measures in place. Um, and there are options there that can be
evaluated on the different hardware or you can let Daniel and Charles do >> on top of their daily responsibility. >> Yeah, that's what I would be curious about is like are we saving a significant amount of money by engaging and like I know we're inviting the
community to try to help with as many things as we can. Um, but it would be good to know like what would be the alternative path and how much would that cost because I think that also does help inform like wow this is a really significant contribution from whoever
and it's you know they're contributing their experience and expertise and that has value. Our next step then would be >> and I'm just >> presented to us or presented to Ginger. So go go find out what you can. So I'm
here >> to report back. >> Yeah. >> I see good in it. I see things that we need to do to make it >> Yeah. >> to protect the board >> and protect the district to protect everybody on the task force. >> I didn't want to get too far down the
road without bringing it in. Giving you an update and getting these questions back. >> Sounds good. Anything else from us, Jinger? No, I think um having a first meeting would be good and maybe the
first meeting is just with myself and like a the smaller like local law enforcement and then person >> to kind of get >> you really get >> to get a broader perspective from local law enforcement as well.
>> Be interesting to to get their perspective on this type of task force also. So maybe even just a quick call with them prior to a meeting of like >> does this pass your Smith test? How do you feel about that? >> Yeah. Also too because you've had some
good partnership with was it D20, right? Like maybe even just a little bit of a go check with them, hey, have you guys engaged something similar? >> Definitely do that. >> I'm assuming they may not have in a bigger district because they have a
bigger team like they have a whole >> Yeah. >> Oh, I'm sure. Yeah. But it would be good to know like if you were guys were to do this like how would you engage in who would you involve and how would you control the information >> to the end? I think it did. >> Holy moly.
>> Happy to second that motion. >> Let's do it. But I do >> I get and I >> got your answer. >> I purchased. >> Yeah. >> Okay. I Laura, I'll get in touch with
you about the bag and um Rob. >> Yes. >> Tomorrow I'll say I'll I'll type up a list and send it to you. Okay. And then you just tell me who you want off the list. I'll just pick the top back and I'll pick it.
>> Okay, I'll send you the top. >> Yeah, of course. I'll give you Chris. Yeah. >> Yeah. Yeah. Um and I looked for I uh did include Seventh bag.