001Heat. Heat. Heat. Heat. Heat. Institutional >> calling to order the February 10th, 2025 5. Regular meeting of February 2026. Uh, regular meeting of the CUSD 2011 Board of Education. Roll call. Leah Canover >> here. >> Heather Franklin >> here. >> Carlos Xavier >> here. >> Tim Horman >> here. >> Adena Hoover >> here. >> Alexandria Mill >> here. >> Kevin Marin >> here. >> Great. Stand for the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Moving into the approval of minutes, the chair will entertain a motion to approve the minutes of the January 27th, 2026 regular meeting of the board of education as presented. >> So moved. >> Second. >>
002All in favor? I >> I opposed. Motion passes. Uh the chair will entertain a motion to approve the minutes of the first close session of the January 27th, 2026 regular meeting of the board of education as presented. >> So moved. >> Second. >> Uh all those in favor? >> I I >> opposed. Okay. Motion passes. The chair will entertain a motion to approve the minutes of the second closed session of the January 27th, 2026 meeting of the board of education as presented. >> So moved. >> Second. All in favor? >> I opposed. Okay, motion passes. Do we have public comment tonight? Nope. Okay. Uh moving on to the consent agenda. Uh the chair will entertain a motion to approve the consent agenda as presented. Number one, personnel recommendations. Abigail Davidson, art teacher at Westmont High
003School. Brian Pendar, assistant football coach, Westmont High School. A retirement. Uh, and number two, approval of donation from Office Depot to Miller. >> So move. >> Second. >> Roll call. Mr. Marin, >> yes. >> Miss Mill, >> yes. >> Miss Franklin, >> yes. >> Dr. Hoover, >> yes. >> Mr. Ravia, >> yes. >> Mr. Orman, >> yes. >> Miss Conover, >> yes. >> Okay, on to discussion. Let's talk about the roof. >> Uh Mr. Herman had some questions about the roof and Joe Smith here is here to answer them. Sure. >> Joe, I think a lot of them were answered in the materials that were provided to me, but I just, you know, wanted you to speak really briefly about what occurred back in 2021 uh with the roof and and the insurance uh >>
004piece of it and the and the piece that wasn't covered by insurance. So at the high school, if you can think of the fine arts section and kind of the like back athletics section on the north side and the south side of the building, there's two roofs that they referred to as the wing wing roofs. So on the south portion of the building, um the entire roof delaminated. So essentially what happened is there's insulation that is attached to the roof deck. Then there is a rubber roof that was glued down to that. So what ended up happening was the rubber roof delaminated from the insulation below it. So when that happened, that entire rubber roof became a moon bounce, which literally looked like that. The whole thing was kind of bellowing in the with the
005air. Um because it was basically a full failure, we reached out to insurance. They sent out an adjuster. The adjuster came out, assessed the damages, assessed the area, looked at things from the perspective of an insurance adjuster, and he deemed that it was caused by wind damage. So, if you look at it on a map, there is kind of a natural wind tunnel on the south portion of the high school. So, because that roof is on that section, he deemed it to be uh failed due to wind. So, they've agreed to cover 100% of the cost of that roof. On the north side, there was only a small portion that actually delaminated, but they did uh agree to pay for a percentage of it. I think it was about 40% of that roof. Because we
006had roofing crews doing it on site, the district decided to pay to do the rest of the north section that insurance did not cover. When we wanted to bid this project out, it was in the heart of CO. So, what happened was we put the project out for bid. Roofing companies would not stand by. They they would not submit a bid because they could not get certain materials for the project. They couldn't guarantee pricing. So, a lot of them started to pull out where they said, "We're not going to formally submit a bid. We can't get materials." So, we had to rebid it the following year. So, we had to do a temporary repair of the roof that was bellowing that was 100%. We did a temporary repair to attach that with like um bars,
007basically attached bars top of the rubber to the deck. Insurance did pay for a portion of that because of the bidding having to get extended. Um, there was another aspect of the project where, again, it's kind of hard to show if I could pull it up, but on the side roofs of the gym, there's a steel roof that comes down on an angle. So, one of the dilemmas we had with this project was when we have to tear the roof off, when we're putting the new roof down, we have to meet current energy code with insulation. We could not add enough insulation on that roof deck without getting into that steel roof coming down the side. So, we were able to build it up enough where we could put like a return piece on it.
008We didn't have to get into all that. That was another pro problem with the project. And then, additionally, we added roof drains to the project. So, prior to the roof actually failing, there was only a series of three roof drains on both sides. And so, in order to get the proper pitch to divert the water all the way to that, we would have to go up that steel roof that's coming down. So, because we did not want to do that, we added additional roof drains so that we didn't have to make that complete pitch. Um >> and on the and the parts that need to be done now at the high school that's >> that's separate >> different. >> Yeah, completely different. There is kind of a nuisance issue we have on the fine arts
009side where that roof transitions to the brown gravel roof that you you could see that from the street. There's a transition there that they just cannot get. It's just kind of a very tough detail where they just we just constantly have issues there. But everywhere else that different roofs >> and the roof that need that needs to be repaired now, how is when was the last time that that it was re-roofed? Do you know that or? >> Um the gym roof is currently our worst roof in the building. Um there is a it's not the original. There is a second on there, but it is over 30 years old. So the gym roof, this is a while back now, but we uh entertained an idea of doing a fluid applied a fluid applied roofing system,
010which is basically um not to dumb it down too much, but Flex Seal, this is a version of Flex Seal that they can do on an entire roof. Now, part of that process though is they have to do a moisture scan. So they have a device that they come up on the roof and they measure in 10 foot squares and they do the entire roof section and then they give you an analysis of how much moisture is in that roof. So we had them do the gym roof at the high school and we had them do the student roof at South. At that time the high school roof was 86% saturated and south school was 74%. So it's just an easy >> What does that translate into? Give me more. >> So essentially like >>
01186 sounds bad. >> Yeah. To to explain the high school the high school gym roof as it currently stands right now. This is this is what happens. So when we get into winter up until the point where we have freezing temperatures, we will have phantom roof leaks. So again, the gym roof has two roofs on it. So what's happening is water is getting past the newest roof, getting into the first roof and finding its way in anywhere it can. So what happens is when the weather gets cold, that insulation that's 86% saturated freezes solid. So we don't get leaks in the winter time, but then the first day that that thaws out, water comes in wherever it wants. And because of that, >> because of that two roof problem, it's not even a patchable thing.
012Like you're >> where the water is getting through the newest roof is a different location than where it's getting in from the original roof. >> So, it's a full replacement all the way down to the deck. New insulation all the way up. And again, like I was explaining the situation with the air conditioning of the gym, that project is going to replace the roof. We have to add a rooftop unit to the gym to get air conditioning. We can't. Our current chiller system cannot handle adding the gym to it. So, we almost have to basically install its own rooftop unit to get it air conditioning. If we don't do that when we do the roof project, you're paying significant money to do that project after the fact. And then you're doing it on a roof
013that we just replaced. So, it's kind of again like all these projects have so much nuance built into them where when you're going to do this, you got to do that and if you don't, you're going to pay for it tremendously down the road to do what you could have done by packaging it with a separate project. Um, but >> and is the Flex Seal an option? >> Not if you're that >> not if we're that saturated. But again, the the the flax seal is actually called a TMC co system. So what they do is it's a fluid applied system. They basically take your roof down to depending on what kind of roof it is, it depends. But then they get that to a suitable uh again like in our gym roof, if they had
014scanned it and we were under a certain percentage, then they would say you could go ahead with this type of roofing system and we'll stand by that. If there's areas that are too wet, they can dig that area out, replace it, and then put the fluid applied roof. But if you do a roofing system that way, you don't have to do a full tear off. >> Mhm. >> Well, the advantage of that is you don't have to do the insulation value where if you're doing a full tear off roof now, you're not grandfathered. You need to update your insulation to this level. that changes the project if >> and because we have water in so many places it's not >> it's essentially >> they would essentially have to tear it off. >> Yeah. We we
015both areas where we wanted to do it were not candidates because of how saturated it is. other areas though you could. And then like if you think of you probably you you'll never see this, but if you look at the roof, the roof of the high school has a on the beam side, there's a mechanical roof there where there's like all of our rooftop equipments, there's a rubber roof under that. If you're ever going to replace that, this system would be amazing because you would not have to take the equipment off. You would not have to rip the roof off. you could just apply that. >> And it comes with a 20-year warranty. So, it's an unbelievable product that's kind of changing the roofing. >> We just have to you just have to be ahead
016of it. >> You have to qualify for it. And if you don't, you're not a candidate and you can't do it. But I know uh I toured Lincolnway schools. They started doing it. Um it's a brilliant system, honestly. But you have to qualify and if you don't, you can't do it. Honestly, the gravel roof of the high school would be a perfect >> Yeah. I mean again we're not at the point where we can discuss that but that system would be unbelievable for that roof. Um you know but but again this situation that was a roof that did fail if insurance did not deem it to be caused by wind damage or something else then it's on us to in a hurry replace the roof. And again in that situation they did insurance did deem
017it wind damage. >> Thank you. >> Y of course. >> Um can we have the supporting documents for this added to board docs? >> Mhm. >> Especially if it's possible. That video is very like >> Okay. >> The moon bounce. Yeah. >> I'll never forget that video is very telling. It's just oh yep I got it. I will never forget. I I set a ladder up on the side by the pool and when I got up there I could not believe it. And then it was like what do we we put infield dry on it like the bags of infield dry we spread out on the roof to keep it from >> Yeah. >> I mean it could have blown off. The only thing that was holding it was the flashing around the perimeter. >>
018That was the only thing keeping it in place. >> Genius shortish term solution. Having those >> Okay, >> this is the last time we talked about it. Let's have those supporting documents there. And I think it's certainly a spot where like a video >> Yeah. >> speaks a million words. >> A million words. Just really Yeah. Very much so. Any other questions or comments on the high school roof. >> Thanks, Joe. >> Thank you, Tim, for inquiring. >> Joe, I want to say I really appreciate your expertise and your knowledge here. Very, very helpful to us all. >> Thank you, sir. >> Thank you. Okay, recap of the facilities uh finance and facilities meeting. Ron or Jack or >> um if you weren't here, you missed a great meeting. It's very useful, very productive. Uh
019we started off by pledging as part of the facilities move a balanced budget, which is something the board needs to see and we need to see as a school district to maintain our fiscal health and to maintain our uh excellence overall. So, we discussed that. Ron did a very nice presentation about different funding source sources and giving us a history of the tiff current status and future status. He talked about life safety bonds and working cash bonds because these are sources that we may utilize to address facility needs going forward. We shared four ideas about how to move forward um to address facility needs. We got some great feedback from the everybody present to explore maybe some hybrid options for functioning uh for uh for funding uh explore location ideas um and some good uh
020debate and so we'll be back on February 24th for to continue the discussion. We encourage, as Leah said, anybody who has questions in the interim, please send those to Ron or to myself or to Joe and then we'll meet as a team between now and then and take the what we learned from the committee meeting and uh make some adjustments and do another quick presentation and discussion on the 24th >> comments. I appreciate the community, you know, but we need we need to hear and encourage more um if we can wherever we are, but ideas or um especially ideas like we it's easy to hear the problems which we'll talk about a lot but hearing um possible solutions and ideas are great. So >> yeah. Yeah. Please come out and have your voices heard. >>
021And uh are those documents are they still draft? Are they ready to be shared? >> We can definitely share the tiff one. Let me do one more draft look through with uh Elizabeth Hennessy from Chapman and Cutler for the bond piece and then we can definitely share that one. >> Okay. And can So then can we add it to the documents here? >> Yes. Cool. >> Thank you. Okay. District athletics. >> Yeah. So, um I didn't really prepare a way to introduce this topic very well, but I try to articulate what I'm what what this topic is really is really about because I feel like this is a long a very long-term thing. Um and I'm just trying to I'm just trying to give it some some visibility and some structure. Um and that is
022that there are two sort of main components to this. One is how do we support athletic directors, student athletes first, but student athletes, athletic directors, coaches within our school district a little bit more than what we have what I feel like we have done uh in the in the recent past. I mean, we've made a lot of progress as a school district academically. Um, and I don't think that we've made the same progress in athletics, at least at the same pace, right? Um, and I think the second pillar of it is is sort of what I'll refer to as the verticalization of our approach to athletics throughout the district. And the reason I say that is because it seems to be a big part. I don't know. looking at you Jack when I ask this
023when I say this and ask this question which is it seems like a big part of the success we've had academically has been a result of that verticalization of a vertical approach throughout all of the district in terms of how we proceed pursue academic excellence right what how a PLC is implemented from this building to that building and whatever and I and I feel like the athletics in this district could in the school district the stu the life of the student athlete could be improved by a vertical approach to athletics in the district as well. Could you explain that a little bit more? Because I mean by that is now I know as a I mean there there are sort of strategic and tactical elements of that but like something as simple as an is
024the offense you run on basketball in the in the junior high in in the senior excuse me in the high school is known by those that are running the same offense at the basketball team in the junior high. >> Right. And so that's something that's sort of tactical, right? It's it's just an an approach to athletics. Well, how do we play volleyball in this district? >> And I'm going to say something, not that this is done, but I why this is important and why we see um now that I hear you, but as an example of how why this is important and how it shows that it works. The simp it's not simple, but simple thing of in the summer there are camps, >> right? And now we have a list of camps that says
025from a lot of it from our high school coaches that says I'm going to take fifth graders from Manning and have a camp and then I'm going to have sixth through 8th but it's coming from the same person and then you get the interest and then you get the tiein from students that know now I get to play with the high school player. >> Mhm. because he's helping with the junior high, but a lot of that teaching is coming from one and now it's verticalized as a parent. I now I'm the last two years I'm looking for that um from my school leaders. it comes out like hey this is a camp you can get into for your but it's it's all this it's not just Manning camp and just um the junior high camp
026and just a high school but that's an important thing as an I as I hear you I see that as an example >> right and that that actually speaks back to the to the first point of like how do you give more support to student athletes coaches athletic directors and and and a structure through which anybody who wants to be in involved in in athletics in the district. Um, a structure through which they understand how it all it all kind of works. I mean, there's there are so many moving parts here we could we could talk about. Uh, and I don't know that tonight's the night we want to really get into all of those different moving parts. something different than than the um than the very tactical sort of what offense do you run
027on basketball for the junior high in the high school which is kind of a silly maybe maybe a silly little example but also um or what's the junior high version of that offense is a better way of saying it whatever um another another thing would when I think about verticalization is just like what what exposure do elementary students have institutionally not just randomly but But what what do they what exposure do they have to hey when you go to junior high there are this there's this thing called athletics. They learn about it organically but but who learns about it? The ones that are already a athletes in in in middle school or excuse me in elementary school because they already participate in baseball, soccer, whatever whatever it is they participate in. Not the ones that
028don't. that there is no there's no athletics as a component of like that that that step up right from elementary to middle and middle to to to high school. You know, I'm thinking about things like what's the night that the kids from and Manning know that all the kids from Manning are going to the junior high basketball game? What's the night that all the kids at the junior high that play basketball or don't play basketball know that the junior high kids are going to the high school basketball game? Cuz that sort of thing does happen in other districts, right? Um and so so that's another component of it. And then there are other things like communication you know um one of the thing that came to my attention uh this year was that and I
029don't know how common this is but I believe it's very common I believe it's very very common that the platform for communication is this applica in in sports is an application called it's a phone app called game changanger and everybody who's who who sports balls knows that that when they start a new sports ball, they they ask the coach, "Hey, what's the game changer? Can you send me the game changer?" I think Heather knows what I'm talking about because it's it's it's like it's like um it's the ABC of of of being a new member of on an athletic team of of sports a sports ball team. And so, um, but who if it's the high, if it's the school's if it's the junior high's baseball team or the junior high's wrestling team or the
030high school's football team and there's this app controlled by who, you know, and run by who and monitored by whom, the scheduling, it's all left up to the coaches to figure that out, >> right? And I think that's a pretty heavy burden. >> In my experience, it's been parents. >> Yeah. And a lot of times it's parents that pick up the ball and run with it whenever >> it it's not too hard >> to actually integrate that into >> the platform for for athletic for communication for parents and athletes and coaches and athletic directors and everyone. This is our platform. Whether it's game changer or not, I don't know that that's the point. The point is there should be one, right? And that's >> again another component. So, so I'm going to I'm going to
031try and bring this thing in for a landing a little bit and just and just say that um I I'm a big believer in the the the well-rounded um individual that we're trying to produce. I don't know. I'd have to go look at the portrait of the graduate and see if it makes any ninks and nods at all to student athletics, but if it doesn't, it should. Mhm. >> Um because I think that the the portrait of a graduate in this district should include the possibility, not not the requirement, but the possibility of student athletes. Cuz I think that um when I'm not talking about a good athlete, I'm talking about a student athlete. Just so we're clear. Um that um just being a good athlete is not being well-rounded. But the people I know
032and I've had experience in in my life from the time I was a student athlete to to even now and I have a couple generations of of kids for whatever reason. Um and that is that when you are a high performing student athlete, you have a half a foot in in adulthood from a very early age because you have to juggle these competing priorities in a way that that not everyone has to do. And if you're really performing on both of those stages well, um, you're well positioned for adult life. And I think it's I think it's important. I think it's it's not just about athletic performance and how many state champions we have. That's not what I'm really talking about. I'm talking about um an integrated institutionally supported and vehicles outside of the of
033the district itself. I know that we have athletic boosters. I understand that. and and that's a great place to start. In fact, I'm anxious to talk to the athletic boosters to understand better what how they see all this, right? But oh, and one last thing, the we had an example of the beginnings of something like this in our district not too long ago in the Junior Sentinels. >> It was a perfect seed for what I'm talking about. >> And it and it I believe it has died on the vine if I'm not mistaken. And the reason it has died is because it was it was it was um built upon individual contributors and not a system >> which is the constant issue, right? Which is the constant issue. >> We have we have wonderful dedicated
034parents who are willing to do to put so much time >> into efforts and it's like the PTO like burnout, right? Mhm. >> And we saw our elementary PTO's combine a couple years ago to to to try to like combat that. But I think it's about I think what Carlos is like talking it's intentionality, right? We've talked about strengthening athletics. We've talked about a desire to strengthen athletics. Well, let's put some intention behind it, right? like let's let's say that we're going to do what we've done already with the curriculum that is work across all of our different schools. And I think when Carlos and I talked about this a little bit like um you know I thought about like the 50th anniversary committee right the the foundation that came together to pull off the
03550th anniversary and like we are a we are a school district of 1,200 children and like 600 families maybe right like and we're pulling and many of those families have kids at all five schools or four schools and we're pulling parent time and all of these different ways and we're pulling educator time and support time in all of these different ways and like do we need to >> Couldn't it be more efficient? Right? >> Could it be could it be easier on our staff? Could it be easier on our kids? Could it be easier on our parents and more attainable? And as a relatively new sportsish mom, not ball, but >> sportsish mom >> with with a child who joined a team for the first time ever in seventh grade. Like I had I was
036like, "Are your coaches going to like are they going to send me something?" I mean, I was I was like flying blind, right? Like and I felt like I didn't know how to >> like support my new sports child, right? because I didn't have any I didn't have any kind of experience with it before and also like why isn't there a every single team can have the exact same welcome to the team like intro page right and if everything's if everybody uses the app I'm like oh great I use I download the app and that's how we comm and when practice is at high school at 6:47 in the morning cool it hits my phone right like I feel like I spent most of that first season like >> how does all that work >>
037like like did we miss something? Uh always waiting to miss something which is stressful for a parent too. So I think that like the the the I think a bit of the question is and something for the board to consider is like where does this fit right? Is this a is this a >> I is this a superintendence committee? Okay, which is something that's not under the board perview but part of the administration. Is it an ad hoc uh board committee? Who would we want on it? Like I think these are all things that if the board is going to support this. I don't want to say like drive it because it can't cuz we can't drive it. >> It's not for us to drive it. It's just >> like set a task. We're we're
038asking for something. What are we asking for even? >> But Carlos, to your point, we could add it to the portrait of a graduate, >> right? I mean that's something as a board >> that's something as a board we can we can >> we can do and that drives policy then >> well but that's comes from the administration so the picture of a the portrait of a graduate comes out of the administration and the strategic planning process it doesn't come out of us we approve it so we are certainly part of that process but I think that's part of like the conversation of of >> like this is really a community question it is >> it is cuz it's cuz cuz it's parents right It's frankly it's it's the PTO's, it's the boosters, it's the
039like it's all of it. >> It's I it's a community issue. And also I I do think when Carlos made the point of of how is our district supporting our coaches and our athletic directors, I'm very curious to to know how that's being done and reversely like how are our coaches >> and athletic directors supporting their student athletes because I just can't say that I've experienced that um as a parent of of student athletes. Um, and so I'm I'm just we could we could build on something and do something really great. We're a small community. It's athletics are very much community driven. It brings communities together >> and that's the one that's experienced that like probably as much as I can and then elementary and then junior high. I I feel like it has a
040theme from our district that we've I feel like it's better and just like academics or streamlining just what PTO's and things like that like I feel like going through it and ending is disjointed as far as like >> it's disjointed right now >> and it's like um they're doing great things at the high school and made you know and our ad there like um um Mr. done is done more than I honestly thought would be done and getting people and letting us know. But I'm there at the high school so I hear it. But I remember like >> why don't I hear about how well they're doing at the junior high what this is going on. >> Yeah. >> Football we kind of heard cuz people look out. That was like our Westmont thing. you
041know, we people go to the game, but it's just it was like when I had a kid at Manning and Miller and there were parties going on and people at parents at Manning was like, I didn't know they were having that, you know, like why can't we be all at the same party? So, it's just a little bit of that that same theme and I think it's part of your question and then as a board, how do we how do we um support that? How do we ask or what do we ask for? What exactly are we asking for? We need our community but like get it out of that land that disjointed like we're a small community. We should >> it shouldn't it shouldn't look how do we help the process of it right
042how do we help make >> just being involved and frankly I would include band in this as well >> cuz I think it's I think it's arguably like an activity conversation even right >> how how well they're doing does our district know like it's all of that >> yeah like and then we're kind of like is this like a PR thing right because is there does it does it fit into PR like helping to like get all of us just into the one place, right? You have to follow the boosters, you got to follow the this, you got to follow the that. And like we just how do we come together? And we can we have methods as the school board to support the coming together >> of of our community members, right? of our
043community, of our teachers, of um non family community members, right? Our coaches, >> what do they and how can we help? >> It's like we're doing great. Like you'll hear about it like the band is volunteering here and can't think of the place like they go and play at different places in Westmont. So they know they're doing great things. It's just can we get it all together? Yeah, that's kind of where like my tie with the foundation kind of came into play. It was like why are we It feels like the foundation is a very >> natural like prek to 12 alignment essentially and it just like we did this great amazing cool party. >> Mhm. and then like disbanded and he was like wait but we all came together and did a thing like
044and it led to some really cool stuff like you know it led to some very cool stuff but um >> like do we need a more formalized program less relying on volunteer coaches almost sounds like >> that's that's exactly the kind of thing that I think I'm talking about for sure right is like what is and understanding that also understanding that resources in the district are limited you know I mean like any district not just this district any district you can only do so much, right? But but I you know I think >> but when you support coaches consistently to do the same thing across all the levels, right? If all the coaches are it's architecture versus content. >> The way that this this role is also my full-time role is kind of crazy because
045I say this all the time. It is architecture versus specialized content. The architecture of your kid joining a team or band or choir or a club is all the same. They all join the same and all of the meetings and da are all on the same platform, right? So that parents have no a consistent architecture, but then also the coaches and the volunteers um and our paid coaches as well also know the exact same thing, right? So, like, boy, does helping out at the junior high as a coach become so much more attainable and approachable when I don't have to figure out >> how does the junior high schedule it, when are the meets, when when I don't have to figure out all of these architectural pieces, >> boy, that becomes way more approachable to
046like support things in in multiple ways. That's like the combination of the PTO's, right? If you step up and say, "I want to be the junior high baseball coach." You know, it's not like, "Here's your whistle. Go." >> Yeah. >> It's got to be It's got to be more. Anyway, um I think the ask that I have, I don't know if the board, if the rest of the board members feel the same way, the ask I have is like I think we do need some type not permanent, but some type of a sub some type of a committee, either superintendent committee or a special committee to to I would like to talk I would like the the boosters at the table. I would like I would like I would like to invite people to this
047conversation as a community as it as it pertains to the school district and see what comes of that. I don't think this is like this isn't a a short-term thing. This is this is a long-term thing. >> Yeah. >> But technically a ad hoc >> Yes. No, I don't mean the committee. I'm sorry. The committee is a short-term thing. I think I think getting some structure in place, understanding the use of per potentially the um the the foundation or or the maybe it's the boosters. Maybe the boosters are the right vehicle or whatever whatever it is. I don't I don't really know. Maybe the boosters is now not just the high school sports boosters, but rather athletic boosters, but rather the district athletic boosters. I don't I don't know what the right vehicle is exactly.
048I would that's what I I think that's what we're trying to figure out to start with. And once we figured that out, then that vehicle can run and report back to this to this board once a year. >> Yeah. So, Jack, do you think that you could um or not not you necessarily, but can the administration reach out to some of the leaders of these of boosters and whatnot and also some of our coaches and our athletic >> and whatever is left of the junior sentence. Please >> engage some interest for us. >> Absolutely. um in in what we're talking about if look if there's not interest from if there's not interest from the people like >> yeah I mean yeah there's got to be interest but I wouldn't be sitting here bring I wouldn't
049have asked for it on the agenda if there weren't but >> no I'm very excited about this >> and superintendent committee we'll make it happen and be inclusive the way that you've talked about >> okay >> and the thing I love about our district is we're about continuous improvement and doing whatever it takes for our kids so we put a focus on this, it'll get done. So, absolutely. Thank you. >> Can we explore the difference between doing a superintendent committee and a board ad hoc committee? >> Yeah, whatever. >> That >> I'm good. >> I don't know. I don't know the difference myself. So, >> there there are I know that. >> I'm sure there are, but I'm sure there are. >> So, and would you guys would the next meeting be appropriate for a
050followup on that or would you guys like two meetings? What >> two? Could you give us two meetings? Two meetings. Okay. >> We got that finance facility thing for the next one. >> No, no. I think I think two meetings is fine. >> Okay. So, can we add to the agenda? >> This isn't a time-sensitive issue. >> Yeah. It's more of a getting the conversation started. >> We hear you loud and clear and I think it's a very beautiful thing and um it great things will happen and we share the idea that it's there. The arts are great for our kids and so athletics are too and academics is such such a priority for us. But let's >> you know the people >> uh do continuous improvement and do something for our kids athletically. Absolutely.
051And build on there's a lot of good things that are happening. >> I'm sure of it. >> Build on them. Build them on continuous improvement. Absolutely. It's exciting. >> Cool. Anything else on that? Great. School fees. I think this is Ron. >> Let's talk school fees. So, uh, right now this is discussion. The district, we've looked at school fees compared to the local area. We're still actually within range of other districts that are comparable to us. Uh, there are only two things we were looking to change. Uh, the junior high registration fee was $154.76. uh propose 155. >> Wow. >> Um >> that's a lot. >> Or we can round down whichever one you want. >> Please round. >> Um and then the graduation gowns at the junior high did increase from $24 to $27
052per vendor. Food service prices, so you know, are not up just yet. That's more of an April May discussion because the National School Lunch Program determines that cost. It comes to us. We'll look at into that. Other fees will not change. Um, attached is at schedule and we would like to stay the same otherwise. >> Great questions. >> No. Okay. Superintendent's report. >> I'll try to be brief, but there are so many things that I'm excited about. I really appreciate Carlos bringing this to our attention and we will absolutely follow through. Our academics continue to be excellent and our teachers and kids are working so hard. I'm proud of that. I thought the finance and facilities meeting was outstanding tonight. And I really, if anybody's listening out there, come join us next time because it
053really is the future of our district and our community. And I feel like we're going to come together and make something great happen. I have so much optimism about that. And part of it is like listening to each other and doing what's right for our community. And I feel that that is going to happen for us. And it's very exciting. And it's good for Westmont and it's great for 2011. So part of that equation is our finances. We must be fiscally responsible. I feel like we have been, but we can do better there, too. And we're going to have some tough decisions to make, but we're pledged to a balanced budget, no question, but doing it surgically and doing it with an eye towards serving our kids and their interests and our whole community. But
054we will have to make some reductions, but we can make them wisely and um still support our kids, still honor the great work that our teachers and staff and admin have done. So, but it's going to require some belt tightening and that's just many districts. We were at the ISB dinner and the state superintendent was there and he talked about how literally the number of schools that were in deficit spending had more than doubled in the last year. >> Wow. >> Yes. But we are going to be able to continue to have excellence for our kids in all areas but be uh a balanced budget to go with that. So, we're pledged to that and we can do both and we will do both and we'll do it in a compassionate way. We'll do it
055in a thoughtful way and a fiscally responsible way that still honors our staff that has given so much to our kids, too. So, I'm really very optimistic about where we're headed. Um, I'm grateful to the school board and the community, but there's there's some really great things on the horizon for us. And as proud as we are of our current status, which we should be extremely proud of, we're going to continuously improve and make great things happen. >> Cool. Board reports. Just on the same thing with athletics and sports. Um I just wanted to say like I've been maybe to a few but a Hall of Fame night. Again, we speak about athletics and how is important just seeing um coaches and alum return and the joy they have when they see each other and
056learning what they did. And it's like I still learn about this district and and in awe. Um I think it was a one of the uh honores was the the girls basketball team that went to sectionals really the only one in our history but it's just and a teacher who was a part of that like it was amazing is great. So another reason why you know what year St. Carlos was important and just seeing that and we always one of the things we talk about is about our alum and how they return and their mentors and their teachers and how we you know that's part of our um I don't know if it's something written but I've taken from our portrait of a graduate that they become contributors to their community and that's why that's
057why this work is so important. So it's great to see them. Great job to the boosters. I went to the uh bowling PTO event on Saturday. Jack was there. Um just shout out to the PTO, especially Carrie and Sarah who put that on. It's their first time putting on that event and I know it was a lot of work, especially getting those baskets together. Um they had some really amazing baskets they put together and um it was a really great event. It was super well attended and um they're going to put it on I think again next year. So just >> it's great. >> Yeah. Hats off to them. >> Awesome. >> Our parents are amazing. >> Mhm. >> Great. Any other board reports? >> Band in. They were just at uh Constance, right? I
058know. >> They just played at uh the high school band select me students played at uh actually Ace Hardware four schools. So yeah, >> that's adorable. >> Yeah. Yeah, I heard it was a good time. It was good for Ace Corporation. It was good for the students. So >> that's really cute. Okay. Uh public comment. Do we have any public comment? Moving right along. Future meetings and a date and uh events. We have a SIP date tomorrow, February 11th. Uh no school on President's Day, February 16th, which is this upcoming Monday. Uh, Westmont High School incoming 9th grade night, February 19th, 6:30 p.m. at the high school. Uh, our Westmont High School spring musical is coming up February 20th, 21st, and 22nd. The 20th and the 21st are at 7:00 p.m. 22nd is a matinea
059at 2 at the auditorium. uh finance and facilities committee committee meeting is February 24th uh at 5:30 p.m. Our next regular meeting is February 24th at 6:30 p.m. Depending on the agenda, we may see about changing that start time the same way we did tonight to 7. Um parent teacher conferences start February 26th. Oh, when did those open? Didn't they just open in Skyward? Don't know. I think they just did. Okay. Pay it look look to your email about signups opening in Skyward. Um and we've got an institute day, no student attendance on February 27th. Um we are now going to the chair will entertain a motion to enter close session to discuss specific employees and student discipline. >> So moved. >> Second. >> Roll call. Dr. Hoover. >> Yes. >> Miss I guess Mr.
060Aia. >> Yes. >> Mr. Marin. >> Yes. >> Miss Conover. >> Yes. >> Miss Mill. >> Yes. >> And Mr. Marin. Sorry, Mrs. Mr. Horman. >> Yes. >> Or Miss Franklin. >> Yes. All right. Motion passes. And there will be no action after close session. So, the recording will stop and we'll just come back and close the meeting. >> Yeah. >> You know, I'm curious.