001um that taxes people are making large sums of money more than small sums of money and their attempt is to get the state to increase revenue to collect more tax. Um which is great. That's that's awesome. They they want to do that. They want to direct it towards education. You also know that we have Taber which effectively holds the ceiling on how much that they can use of those collected funds towards the actual budget. So without changing Taber they collect all the money they want and it just you know the state would turn around and give it back. Now they haven't had to do that in a few years because they keep they haven't hit the ceiling because they're just not collecting enough things. uh CA, which is the uh Colorado Teachers Association and Education
002Association, they're proposing uh that they expand Taber limits specifically for education. So rather than, which hasn't gone well in the past, saying let's eliminate TABER, that just doesn't do well. People like Taber in the state of Colorado. And so what they're proposing is could we raise the limit just for K12 education? um they both have their merit together. They're a good combination because one is going to bring in the funds and the other is going to up the limit that they could be using on on education. The we've been discussing uh most recently on the rural superintendent just there'll be two of them on the ballot. they aren't packaged together because they uh are addressing a problem for two ways and could be confusing to folks like which one do I vote for like I'm
003willing to vote for some of this but not both of them like god I have to pick so we're working right now with our lobbyists to try to increase clarity and maybe ask those two groups to think about sequencing like is there a right order to do this in that people might be more more interested in that. So, we're keeping an eye on those. Uh, very lucky because we are part of the rural school alliance and we have a very active lobbyist and Rachel is excellent and she is um working with legislators all the time to help get clarity and understand how to move forward. So, there are two ballot measures where we might get a say. Um, but they haven't made a ballot yet. So, they're just proposals right now. Um, I don't know
004of any others that are coming up that are looking to increase funding for K12 education. But in in theory, year before last, the big change is they said ESAC is going away. We're going to graduate our way back to the full funding form. So, we made it through one year of that. Now, now they're trying to make it through two years of that without the new formula. They made changes, >> right? Obviously they're trying to some would say stay with what we agreed to or there's some effort to try to make a workaround to hold on to some of that money just different means where where we've always been kind of wait and see how it's going to turn out if future ballot measures you know really encouraging if we could figure out how to
005tease apart taper from the general budget maybe get a whole state to go for that. So meantime, thanks for the clarity on where where we stand now. >> Yes. The next big thing coming is March 19th council present their updated revenue forecast to JBC where's our shortfall that look like so next month. This is what we know at that point. I'm sure now some of those changes as we begin to work the school individual school budget files were sent to build yesterday. We're working on building next year assuming a flat revenue program. We might have that. Anything else for Eric? Any question? >> All right. Thank you, Eric. Thank you, Eric. >> All right. We have the item here. we calling an elementary land discussion. This this is the same item that came out a
006couple of months ago, three months ago. Um there's a gentleman he's interested in purchasing a small piece of the current elementary property and u uh he had reached out also and I I went ahead and met with the guy Scott and he less nice guy for coffee to talk. I think in December, January, something like that. And I told him until we got further down the road, um this was something we probably didn't want to talk to you more about. Um he reached out recently and and said, "Well, since you decided where the new school's going, what do you think now?" So, I just decided that instead of me being the one telling him what we think, that really we should all tell him what we think. Um and what what he's what he's asking
007is u this is the whole elementary property that is 15 point something ac everything in green is the elementary school you know on that end field on this end that's 15 plus or minus 8 the road the original plaque for 10th street is this here right so it goes all the way up to that for 10th street comes off 160 and starts moving down this way. Except original plat account for the fact that there's a giant hill there. So instead of following the original plat to build a road over a giant hill, they built the road around the corner around the edge of the hill. What it in effect did was kind of strand this piece of land pretty sharply sloped hillside. the top of the hillside or over here >> right to the other
008side the top of that hill sloping side back over there. Um so I just thought I'd let you guys say because it's not time at all to talk about that. We're not talking about selling any of this property or anything like that. This one guy happens to own a lot on top of this this lot on top of this field wants to be able to build a road. So he's asking about buying that. So um but I didn't want us to spend any money on appraisal do anything like that. I want you to tell me we tell him to hold on hold on we don't know anything till bond passes or because of the I don't give today pretty not very usableish piece of land except that if you put the road back in the
009ements take enormous amount or what might be if I'm guessing man I tell three acres. >> I had this tool let you measure it and I measured it at 1.9 >> so that's so we can tell Mr. Scott to wait or we can say you go ahead and spend the money and do an appraisal and do a survey and make a bid and we'll decide if we want to sell that little slice of 1.9 acres. What are your thoughts? And I'm not advocating the price. >> Yeah. Yeah. Yeah. There is a number that we're making. >> But all joking aside, if we were to sell it, those dollars have to be applied towards our our B has to go towards that project or future building project. So that's what those dollars would go to. We're
010sensibly talking about two acres. I don't know how much two heavily sloped downtown acres are worth, but you could find something. I mean, >> it's not nothing. >> Yeah. Right. >> I mean, we live in Pagosa. >> Yeah. It's real land that you build house on access in an area. Does anybody have I mean, I have comments, but I always have comments, so to speak. and and and really the only question now is should we go ahead and let this guy take the next step and get an appraisal and the survey or should we say our mind just isn't there yet? >> I mean directly I would just say it's premature at this time and it's not a no by any means. It's just uh we still have a lot to conceptualize and understand about
011options. So for me it would be again not at this time. You're left he wants to spend the money. I don't not that that would hurt anything either. Might have to sit on whatever he comes up with for a while. So I wouldn't actually want to pull the trigger probably figure out where was but it isn't very usable for us. I don't think I've looked at it before building a little bit. So all the earth he wants to do a little leg work. I agree it's a little premature but I understand he probably don't want to wait forever either. So He wants to do a little leg work come to us with some numbers. I think we should at least don't like the numbers. We won't do it. >> Oh, I I agree with Bush
012in principle. I don't know what the cost of a survey would be. I don't want to leave this person down the road and have spend whatever that would cost. I really don't know. um knowing that personally I'd like to see the bond uh come through in November. So I have my month watch on but it's about nine months from now to really make a decision. But I do agree if if it was without a survey and didn't want to spend that money and want us to uh give us something then certainly we could look at it wouldn't do any far as I can pull all that into my sense that we're there's no u strong appetite for doing any transactions. We we wouldn't say it's if you like to and you want to come make
013a pitch that it's kind of on but there's not a real strong appetite for entertaining other things with school property while we're in the middle of this. >> We're not putting it for sale sign on it. >> Yeah. >> I just I do worry about the messaging that it sends. It's it's chopping up a complete parcel at this time. I just worry about where our focus and intention is. I don't disagree that somebody could spend their own money. It just I think it's allowing opportunities and further conversations that we are just March forth not ready for. And I I would hate to burn bridges by saying I'm sorry that you spent all this money. It's a hard pass. We're not interested at this time. So, I mean it's that's just >> I recently spoke uh
014to a friend of mine who works in Jeepco. They're having to close quite a few schools and repurpose them. And I thought, well, that's interesting because we don't have to close schools, but we're going to be in a position of repurposing them. And so, what is your process? How do you do that? and he had said one thing that we'll want to think about carefully is we're going to get a lot of interest fractions of the property, the whole property and that's happening already. it's in our best brand. And so we will want to be careful to lay out our process by which someone could approach um because if it's first come first serve, people will say to us like, "Oh, we we didn't know you were ready to, you know, sell." And so we
015we will need to think like we thought of criteria like what are the criteria under which we'll pick a site. We want to think like what's the criteria we're selecting? who gets to acquire, purchase or use that space. Um, and so it's something that we have not done yet. And so in that in that regard, it does it could feel a little premature if someone feels like that someone got an advantage over someone else because they happen to be knowledgeable and interested. So I think that goes to what Amanda what you're saying is just kind of like >> let's slow down. If you said hey I'm willing to do the work and take the risk and he comes back to us and says hey I just learned it's this much and we just have that
016knowledge of I don't have a problem with that as long as he's not hearing any promise from us. Those are two things to think about. What what I'm hearing, tell me if you think I'm getting it, is there's no strong appetite from the board. We're willing to listen to him if he if he'd like, but really it feels like it's premature in the process to think about how we're using assets and and really we wouldn't want to kind of create some ill will by setting up an expectation that we're not going to deliver on. He'd be better off to sit. I think guys convey that. >> Yeah. And if he decides to come and say, "Hey, I really want to buy that from you guys for a million dollars," then we'll send it. But that's
017interesting. But okay, that's all I want. I want to hear from you before I relay some sent by Rick. So, just for clarification, too, that we're talking about the whole piece. He wants the whole piece. the >> all of that. All of that one point. He wants all of it. >> He wants all of that >> to build the road in, but he wants the whole chunk, not just >> He wants the whole >> Yeah. under the pretense like >> it's on the other side of the road. What are your What are you and your kids going to do with it? >> It's a logical ask. >> Yeah. He's not just asking for an easement up there or something, but it's it's one continuous piece of property. And if I recall, I think there's benefit
018not only for the easement, but for its proximity to the waterline and getting a waterline extension. So he has other interest because it owning that land gets him closer to the to the waterline, I think, is part of it. Yeah. And it may just feels a little like it might just convey the wrong message to the community here about where our mind is. >> Okay, let's move along. We'll get a master plan update. I'll try to keep it brief. We uh successfully submitted our best grant on Monday. Um I got confirmation on Monday from Meg uh Donaldson who's our CD consultant I guess is her actual title. And uh she confirmed they were in we the four o'clock Monday was a deadline. So, we were in there early early Monday morning thanks to the help
019of Eric, Kelsey, and uh and RTA. Meg reached out again just this morning just with her first piece of feedback and she requested a couple of addition additional documents. So, I reached out to RTA and they're going to supply those before Friday and then she'll begin the initial assessment of our application the following week. We won't hear anything. We might get some more of this feedback like, hey, what about this? We have a question. But we won't hear anything definitive until May. So, two more board meetings before we're either before making any decisions about that best grant. >> They if they had um points of clarification, you would be able to respond to that. It would not just argue that a possible. So if they were like can you clarify or we're unsure of this
020would we have the point to add or reframe something >> yeah my understanding at this time is there's this couple of weeks at the beginning when beg me does her initial assessment where she might ask us for a document or okay >> or something like that and then there is an interview the best board will interview myself I'm suggesting taking Eric and Jason along and they'll interview us and we get time in front of that board. It's not very much. I think it might only be five minutes and that's when they uh kindly ask you for clarifications. So that's our other point of interview for $50 million. >> Yeah. Yeah. That's my understanding. >> Well, they have 90. >> We're working on brevity which is a problem for me. So, but um and I think
021I told you that the original document I saw there were 93 people that districts or charters who said we're interested in applying for the last year they had $200 million of awards or 206 million. And so there's a number of folks out there. Not all of them are are reconstruction or new construction. A lot of them are like new new roof, you know, or we need $3 million for this or that. So, >> we get to wait. I can tell you what, I am not very patient. I'm going to drive Tiffany crazy between now and May, but we'll wait. >> Yes. Back in the river. >> Yeah. Very good. >> Anything questions for Rick on any of that? >> No. Thank you everybody for that. Thank you guys so much. >> Yeah. Yeah. A big
022thanks. And Rick, I don't know what is it legal for this board to be given that best grant and I don't know what the size of the PDF would be, but can we um can you send us an electronic file of this? >> Let me double check. I don't see why I couldn't because on it but let me check before I >> jeopardize it but I like >> yeah and all the supporting documentation which RTA did the heavy lift on that they are it's not I don't see how it's possible to make a best grant application without support from builders architects engineers and so RTA is a exceptionally valuable partner for that process I will check >> all All right. Very good. Okay. Then we're on to a couple of action items where we could
023hear from Sean about some new courses high school. >> Take it away. >> All right. So, we've got um three new courses we want to add to the repertoire for next year. Um I'll talk first about AP environmental science. Mr. Kur couldn't be here tonight. So, I'm going to kind of talk about that one for him and then Mr. Fog, I'll let him talk about the two new AD classes that we're we're hoping to offer next year. So, um AP environmental science. Um we'll obviously add another AP class for for kids to to take. And I realized sitting over there I should have brought some AP numbers to share with you, but um AP courses are definitely gaining a lot of popularity at the high school. Those numbers are growing. the number of kids that
024are choosing to take those, which I think is is excellent news. Um, one of the things that we appreciate that I appreciate especially about the AP environmental science is it's one that can be accessed for freshman and sophomores. A lot of the AP classes you're looking at junior seniors. Um, this is one um that our underassman will be able to to take as a as an option. um you know the scope and sequence on the um there it's it's not all the way spelled out but it has the the various units if you're if you're curious about those the cost um you know there's some upstart you know we've got to buy the textbooks obviously um and then there'll be some ongoing equipment and you know obviously lab materials and things like that would be
025kind of an annual thing and then obviously the the for the first year we want to send Mr. Kurs to the AP training this summer so he's prepared to teach that for next year. So um I guess I'll stop there and if you guys have any questions about >> so who does the training on that? Um there's um some various institutes um I know um >> college board >> yeah well yeah college board Thank you right the college board does the training um I know Cherry Creek school um they usually host AP trainings there um last year for AP European history it worked out really nice for us because they actually offered online So, um, that brings the cost down as far as having to travel and stay three three, four nights in Denver to
026get the training. So, it's actual virtual online training, but yes, College Board does the training. >> SAT folks. >> Yep. Same organization. >> Um, and I'm just going to point out AP on there. I know that uh Mr. Kur did say it's a it's for college credit. It's not a guaranteed college credit in an AP course. Um the there's an AP test you take in May and we've got I mean the AP schedule testing schedule in May is is crazy but um the kids essentially sit for a test and then you get a score of one to five. So um and then you take that score to your college that you're going to attend and it it varies like some colleges will say if you get a three or higher we'll offer you credit for
027this or some might say you have to have a four before we'll offer you credit. So, it's not a guaranteed um but it could translate to college credit if you score high enough on your AP test. >> And so, it would be Josh teaching this class in person. >> Yes. Yeah. Yep. >> And how does a ninth grader get to take this? >> Um well, we're going to be doing our elective fair next week. Uh Miss Gibson's going to come over here the week before spring break and share the choices for kids. Um give them kind of the same spiel. there's some things you can take as a freshman and this would be something they could choose if they want to take this as a freshman level class. >> So, no prerequisite of uh just
028general biology. >> Yeah. Well, we ask our all of our freshmen take integrated science one, but they can take this as an additional course if they'd like to. Well, and this may not be a a valid question given that you're it's for all four grades potentially, right? >> But why AP versus concurrent enrollment? >> Um, concurrent enrollment is a um that's that's monitored by the Higher Learning Commission. And for a teacher to be able to teach this for concurrent enrollment, they have to have a master's um in that content area or they have to have a master's plus 18 post-graduate credits in this content area. And in science you get, you know, you can get into some specific sciences. So um then it's a matter of becoming an adjunct professor at a college. and that
029is um we have science teachers with master's degrees but none of them have masters in the right content to be able to teach concurrent enrollment. So um that's that's the limiting factor there. Now for AP we get to control that. You don't have to have a masters to do it. you you go through some AP training um you know submit your syllabus and we can teach you know it isn't it'll be more rigorous than a regular course um but you don't they don't have the uh certification requirements to be able to teach an AP course >> well just just as an adjunct question then the concurrent enrollment that's offered now at the high school I'm not sure how many courses that is are those mostly then taught remotely through professor professors at PBLO Community College,
030for example. >> The concurrent enrollment, most of the concurrent enrollment that we're teaching right now are taught by our own staff that have the appropriate master's degrees or have gotten gone back to get the 18 hours of post-graduate credit. Um, and then we we've got a couple organizations that um, you know, Western has worked with us to be able to offer math 140, but that it's not it's not kind of your traditional concurrent enrollment. Um, but there our kids are still able to get the college algebra um, with our teachers. >> Okay. So, at this time for this type of course, this would be the the best way forward is AP, the most logical way. >> Yes, sir. Thanks. >> I would just like to add that I I'm in favor of as many AP
031classes as we can muster. I have found that the rigor of an AP class is much higher. The consistency of the final assessment is the same regardless of where you take that class. In current enrollment, the assessment, the end of unit assessment varies wildly and sometimes can depend entirely on who taught the class. And what's really great about AP assessments is that is the same test that every student who took AP environmental science is going to take across the country. And it's a real good way for us to measure our own success. Um, so, you know, if we teach an AP class and get just ones, we know we need to get our teachers some more training for that. Or, you know, we teach an AP class, we're getting, you know, three, fours, and fives
032and like, oh, we've hit the sweet spot. So it's really good the way and it also merits students uh commitment to the coursework where they can take their score and essentially shop shop for a credit for it. So if I had the choice personally if someone asked me what would you rather do have concurrent enrollment I would pick AP simply because it it promises a a much more rigorous delivery of of curriculum. Michan, if I understand correctly that the course that's uh given through whatever college board this this is not impact the students grade in the class students grade in the class is completely separate >> from the the AP test score that's correct >> and the AP test score has nothing to do with does not impact okay >> no >> I just sort
033of want to clarify that for everybody who might be listening >> yes and that and the AP test is act is optional you're not required to take the AP test because it does cost money. >> Yeah, it's $90 to take the test and we have ways to help kids that that can't come up with the $90, but you do make a financial commitment and then take the test. >> That's one. I'll let Garrett. >> Okay. Yeah. >> Senior, you need your things. Are you good? >> Okay. There you go. >> Okay. And I'm introducing two courses. um they were kind of one combined and I decided to submit them as two separate ones with the new schedule change. Um but it would be adding uh two additional courses into uh the agriculture program, food science
034A and B and then food products and processing. Um and so this is delving more into the food science aspect of agriculture. Um, I think we do a really good job at teaching students how we raise their food, but then they're not walking out of City Market with a cow. How does that cow become the steak that they get at City Market? Um, so that is the little bit of that aspect that it's different than culinary. Culinary is we want to make a pretty cake and we want to make it taste taste good. uh food science is going to be a little bit more what can we do to make this cake deflate or blow up or not intentionally blow up, but what are the scientific aspects of it that we can make when we
035add a little bit more egg or what does baking soda actually do when you're baking or how does high altitude affect what you're baking and so uh food science is a little bit more we'll talk safety that one uh students will get serve safe uh certified within the first semester if they take that So, and if we still have CIP, I know there it's up in the air if that's sticking around, but uh Serafe is one of those CEP certifications. So, I know that's part of the budget, but that would be uh reimbured if the students pass the SERS safe test and then they can actually take that into industry um into and that goes outside of food science itself. Uh we break down the different macronutrients, the different food groups and actually the science
036of them. Um we do grow a whole bunch of stuff on food and actually talk about how do we do uh when we process foods, how do we make them safe for the consumer to eat. Um and then food products development is the advanced uh course after that. So it does require both A and B to take but students are actually learning how do we take that food that we're growing and developing the raw commodity and turning it into a product that they can sell. So they are learning about food labeling um hassup and the whole food chain and then the whole second quarter of the sec of that semester the students are actually developing a food product. Uh they have to do the testing themselves with peers amongst the shelves in the high school.
037Um and by the end they will present a food product. Um and actually since I've submitted this we did also receive a grant from Arnick Mills and the National FFA organization. Um, so we'll be receiving some ice cream makers and a whole beet chips freezer. And so that food product development, I'm tasking them with designing a flavor of ice cream and they have to um develop that into a product that they could actually sell. >> Questions for Garrett. Two courses, they aren't AP, they're added to the general curriculum. >> So they would be CTE within the a sphere um in addition. And those would also help. I think I mentioned last year how FFA membership is also tied to AD courses. So again, giving our students who might not want to go down the animal
038science, animal production, vet science path a way to continue to do FFA. And since last year, um I've about doubled my participation in FFA um from active members. Um and talking about interest, we are starting our competition season and I have interest or have active participation in all three of the food related um FFA competitive events. So that's our milk quality products, our food science, and the the meat evaluation contests. >> Impressive. Questions for Derek? start scheduled to begin for the next school year. >> Correct. >> 256. >> Yeah, it should be for the next 26. >> And then do you have adequate space to do this? So most of it can the way that the curriculum's developed, it can be done in the classroom with um because we'll be using hot plates and we
039can use small things. With hopefully the new kitchen or the kitchen being remodeled by the start of next school year, uh we should have adequate space to do that. >> Mr. Therm interested in like we talked about the other groups, what what levels are these? These are probably not the freshman courses. >> Yeah. So, food science A and B can be taken by sophomores, junior, senior um once they've taken my intro to a course because we break down the fundamentals in the intro to a um and then the advanced one would be a junior senior course. Obviously, they should have taken the first two. So, >> and are these these are the semester based like is that how it's going to work? >> Yeah, >> that these would be >> food products is a semester
040one. Uh, food science A and B is a year's worth of courses, but the students don't have to take them. If they take A their sophomore year, they could take B their junior year. Um, >> so clear's clearly separate units, but yeah, so you could do a partial on that. So kids could do a partial on that, but then they would have to take both of those to go on to the food products process. Correct. For that >> and then of course just a matter of Mr. Odell, Mr. affordability, you know, low cost here. I assume that's what we could do. Maybe we should ask Mr. Burke about that. >> Just say yes, sir. >> I was just going to say this is exactly the kind of stuff we want to be spending sure spending
041money on. We want to build out our CT program. And G, I super appreciate you bringing these course. I think it's brilliant addition to what we've been doing in the past. So, we will find the funds, too. And part of it is startup cost. It'll be food from there on out. So, and I think I had mentioned that. Um, and then part of it would be budgeting. Uh, the curriculum that I use does do Yeah. Uh, training um to make sure that I'm certified and teaching what I'm supposed to be teaching. Um, but it acts instead of textbooks in that aspect. So, it's a oneandone, but I have it budgeted for uh a future year. And that can also be something that can be tackled at Perkins in a future year too. >> I just
042want to say that um I'm going to thank you. The presentation here was very thorough and uh and I appreciate your talents. Thank you. >> How many students have you served so far in this particular area? In this particular area, I I think I have interest with about between 15 and 20 students who have taken either intro or an upper level course who have wanted to continue down this pathway. Um, and then there's a whole bunch of students who are who have taken culinary who were like, we want more classes that deal with food that even aren't I don't care if it's not in culinary, but stuff along those lines. Hey, are you working with the CSU extension? >> Yes, Cindy. Yeah. Yeah, that's awesome. >> Any other questions or clarifications? >> I just had
043a question for uh Sean related to the budget for the science class. Thank you so much. It was very thorough and very much appreciated. Thanks. >> Are you expecting 25 students? Is that your best guess? >> Um actually, I I am expecting 25 students. Do you feel like you'll at least be able to hit that um threshold for students? >> Yep. >> Okay. I didn't get to We just moved on very quickly. I think >> Yeah. And and that's based on the popularity of our AP classes right now. >> Sure. >> Yeah. I mean, AP US History started this year, we had over I mean, for this semester, we had over 30 kids wanting to and that used to be one that was only like 10 to 15 kids and it's grown by 30. So,
044um, they're they're they're growing in popularity. And then I was just going to point out on the equipment part on Garrett's food science, there's going to be I think there's a bunch of those things that will probably get replaced in the kitchen through the insurance when that gets rebuilt out. You know, the oven, the refrigerator, the freezer, all those kinds of things. So, >> and part of it was already request. >> Yeah. So, >> yep. Thank you very much. Thank you. >> Yeah. Thank you. Thank you. >> Anything else for the board to understand? >> If not, then we we would need a motion since this is an action to approve one or all of these courses. Thank you. >> Mr. President, I move to approve the three Purdue high school courses AP environmental studies,
045food science A and B and food products and processing as presented. Have a motion to have a second. I would second it. Anything else? Anyone? All right. Take a s I >> Mr. Lynch. >> I >> Mr. Mackey. >> Hi. >> Mrs. Shook. >> Hi. >> And Mr. Taylor. >> Hi. >> Motion carries. Thank you both. Well done. >> Thank you. Thanks John. Appreciate it. All right. One more action item that is pretty brief. It's a slight change. Do you want to go over? >> Um the policy with the recommended changes in the section is CBI evaluation of superintendent. The changes made are on page one. In the paragraph, the superintendent's performance shall be reviewed at least annually and at least four instead of five months prior to the contract time in accordance with the
046specified goals. Additionally, objectives shall be established at intervals agreed upon with the superintendent and we're adding preferably in the spring prior to the start of a new academic year. >> So, minor tweaks just to get closer to reality. That's what that's it said five months and that just feels like you know you're going to be doing something. The year just barely got underway. So, four puts you in March or early March like we are. And then for future boards, just this suggestion, which someone can change later, but goals set in September don't make a lot of sense because you're already underway and you say, well, we'll get to that, you know, next year. So, kind of institutionalizing a little bit the strategic planning, long range planning in spring before the start of two minor changes,
047but to be true to what we're doing. Those are the thoughts. Any questions? Anything weird? We need a motion. Then >> I move to approve the revised policy CDI evaluation of the superintendent as presented. >> We have a motion. Do we have a second? >> I'll second. Anything else? >> Mr. Iverson. >> I. >> Mr. Lynch. >> Hi. >> Mr. Mackey. >> Hi. >> Mrs. Shik. Hi. >> And Mr. T. Hi. >> All right. We have on our agenda and we stated at the beginning that we were going to go into executive session. So, we'll read the motion to go into executive session and then we'll take a break meet up in the room in there. So uh um President Lynch will make the following. Oh wait. Yeah. I move that board of education convene
048into executive sessions pursuant to CRS 24-6-424F for discussion of personnel matters involving the evaluation of superintendent Rick Hold who was previously informed of the meeting. That's the motion. We need a second. Motion second. Any further discussion? All in favor? We'll take the vote. >> Mr. Iverson, >> hi. >> Mr. L. >> Hi. >> Mr. Mackey. >> Hi. >> Mrs. Sh. Hi. >> And Mr. Taylor. >> Hi. >> Motion carries. So, we'll take a five minute break and then we'll reconvene in there. We'll meet together as a board first and then we'll have Mr. Hol later. We may have Mr. Eric later too to talk about money. So, let's take a five minute break. Here's this. You don't have a chair. There's a street. >> All right. So we are back from executive session back in
049normal section and we have a action item space here for possible renewal of the superintendent contract. We're looking for a motion. >> So Mr. President, I would like to make the motion that we would renew the ongoing three-year contract of Superintendent Rick Holt with a 3% increase to the salary. >> Okay. >> That is included in the current contract. Do I need to move that to be in any way? Okay. Thanks. >> We have a motion. Do we have a second? Second. >> Any discussion? All right. >> Mr. Hi, >> Mr. L. >> Hi, >> Mr. Mackey. >> Hi, Mr. Taylor. >> Hi. >> Motion carries. Rene contract. >> Sign the contract. >> Thank you. Thank you. Appreciate that. >> Thank you for all you do. Thank you, Heather. >> Yes. Thank you, Heather. >>
050Thank you. We just ended the meeting.