001All right, good evening everyone. Thank you for joining us. I call this meeting to order at 6:17 p.m. Directors present this evening, Director NMO, Director Ramirez, Director After, myself, Director Deferred, and for the record, I'd like to note that director Koulenberg will be joining us later on in the public meeting and I will note when she arrives. So, we do have a quorum. Thank you to our interpreter, Astrid. Would you please share the interpretation instructions with our participants and then we can turn on the interpretation function. Thanks. The first business in order is the approval of the agenda. Directors, are there any proposed changes to the agenda? Also check that your microphones are on that. Do I have a motion to approve the agenda as presented? A motion to approve it as presented and I
002have a second. >> A second. >> All in favor say I. >> I. >> Motion passes. Our next agenda item is our opening celebrations and updates from our superintendent, Dr. Anakle. >> Good evening. Um it is April which means there is a ton to talk about. Um it also means that spring weather and assessment season. So our right now in our schools this week annual assessments are happening. um CAMASS, PSAT, they're essential for helping us monitor student growth and achievement. They provide critical data points for assessing the strengths and needs of our schools as our board and community is aware of. Um student outcome data from these assessment rolls up into key components of our school and district accreditation ratings. They're they're tracked closely by our strategic plan. Um, so just want to celebrate our
003students who are for their persistence and perseverance and swagger to dig into those assessments and show us what they're capable of. And also want to thank the staff who are creating supportive and celebratory and positive testing atmospheres. To our parents for helping um make sure our kids are present and rested and wellfed um and ready to go every day. So um keep at it and hang in there students. Also want to celebrate the early childhood education staff. They hosted an allday staff training um last Friday, April 10th to work specifically on TS Gold. When we talk about assessment season, TS Gold is is a really essential critical online observationbased formative assessment system that is designed for teachers to track the development and learning of children from birth through kindergarten. This data does roll up into
004especially like our um our special education programs metrics and their accreditation. So, it's also a very important assessment even though it's for our tiniest students. Um, it evaluates children across various domains including social, emotional, physical, language, cognitive literacy, and even mathematics for our little four-year-olds. Um, the team of about 70 early childhood education professionals was incredibly engaged, focused, and enthusiastic about this training on TS Gold. And so much so that the professionals and consultants who were part of the training from the Colorado Department of Education and folks from the Rocky Mountain Early Childhood Council who came to observe shared feedback um that this was one of the strongest TS Gold professional developments and trainings they've observed and participated in specifically because of the professionalism and engagement of the Roaring Fork School District early childhood team.
005Um so just want to really send a kudos out to those educators uh staying in it and engaged. Additionally, um probably for a lot of us, uh students and staff and parents, spring break feels like a very long time ago. Um but I want to appreciate the Roaring Fork School District custodial team. This team actually works on a 260-day calendar and does not have spring break. So, while the rest of us were out, this team was working hard on deep cleaning and collaborative projects with our local fire departments to keep schools clean and safe. So, many thanks to the team for their dedication and hard work. Um, we are almost finished with, but we are hosting another round of community coffee talks. We'll wrap these up on Friday morning at CC's and Basalt at 9:00
006a.m. So, many thanks to the local small business owners, uh, Bluebird Cafe in Glenwood, Bonfire Coffee in Carbondale, and CC's and Basalt who are willing to host us. Um, and importantly, many thanks to the parents and community members who attend. We've had two really robust roundts the last two weeks. We discuss topics ranging from cell phones to school safety budgets to comprehensive human sexuality curriculum implementation. Um conversations are engaging, collaborative, and kind even when everyone around the table does not agree. Um folks are keeping students at the center and I'm really grateful for the time. Director Ramirez was at our Glenwood uh meeting as well and I want to just reassure the community because we're not always in that hour getting to everybody's questions and concerns, but if we continue to have such strong engagement,
007we'll just create more coffee talks and at different times a day because they've been really um engaging. And then finally, I want to pause and preempt what we're going to go to next, which is a superintendent report. And I want to thank uh I want to thank all our student leaders who are in attendance tonight. Their work is an incredible testament to the power of young people to create change in the spaces that matter to them. Our strategic plan leads with students first and through that priority we are grappling with challenges in representation and access around student engagement, participation and leadership. This particular group of students who has big old teams behind them um have dedicated their time, their energy, their expertise, their social capital and their passion to address these challenges that we've lifted
008up as a district directly in their school communities. And what you'll see tonight is that it is working. uh the metrics that we measure as a district on student belonging at the high school level are trending slowly in the right direction and we believe this is 100% due to the problem solving creativity and leadership that you're going to see tonight. Um, and of course, uh, supporting the students and many of whom are here tonight, their school administrators, their deans of culture, Garrett Peters at Glenwood Springs High School, Cora Karb at Roaring Fork High School, who's also will be shifting into a principal being principal at CMS next year, Dominic Roman at Balt High School, who will also be shifting into director of family resource center next year. Uh finally as most of what we do
009as a community as a governance team and administration in this room in these meetings is we address challenges and it can be really hard and heavy work. We don't always agree that things are moving in the right direction but today will remind us that every day the Roaring Fork schools are creating absolutely transformative spaces for students to grow and learn and lead and there is a lot that is working really really well in our schools. I know we have a packed agenda. We have a long night ahead of us. We have a robust public comment period and many topics to address tonight. But I really want to urge everybody in this room um to pause for a moment on your motivations and your interests and the issues and whatever you brought um whatever brought you
010here tonight, whatever you're bringing into this space to just set that aside and be super present for the privilege of learning from this group of leaders. All right, that means that the next business in order is a presentation from Dr. Cole, Joe Hathaway, along with members from our high school student leadership teams and deans of culture. So, thank you all so much for being here. And like I said, we have all the hard questions lined up to throw at you as soon as you're done. So, get ready. chairs. >> I'm gonna do just two at a time. >> Everybody who's on the board. Is that okay? >> Everybody have everybody. >> Yeah. >> Great. And then when the board's question, I am so very thrilled to introduce you to a few outstanding student leaders from
011our high schools this evening. We would like to give you updates on initiative 1.1, student leadership. Our hope for this initiative is to reimagine student leadership opportunities at all levels to amplify historically marginalized student voices, especially emerging bilingual and students of color. We want to strengthen representation of student leadership in school culture and decision-m. And when you think about the flower of our strategic plan, this one lives in the upper left. It's blue and it's called students first. Uh this measure that is the sense of belonging goal and we're looking to increase the percentage of students all students and particularly Hispanic students that report feeling a sense of belonging in our schools. And if you look closely at our data, um, high school student sense of belonging scores do show an increase on both Healthy
012Kids Colorado survey and the Panorama student survey, which is a huge celebration and largely the work of all these people that are surrounding me right now. The only I think push back to what I would say to Dr. Cole's awesome introduction is that it's actually a pretty substantial gain. It is small gains, yes, but we see in panorama surveys five point gains from one year to the next, which is actually amazing. And in healthy kids surveys, we see gains that are even more than that from two years ago. So, we're really proud of it. Just to take you quickly through the timeline of a couple keys that we made this year. So, back in September, the students, high school deans, several high school counselors, and uh and I, we attended a student leadership summit in
013Denver, and we received training on inclusive leadership and building consensus, amplifying student voice. We also met some really cool people from all across the state and beyond. And we were also treated to a super exciting slashcar bus ride thanks to Mr. Peters and Miss Carpet. in the fall. Um, these in fall, the kids, they took what they learned and they went back to their high schools and they developed strategies and started to form student groups to boost inclusive participation to meet our goals in March and April. So, just like actually currently and in the last couple weeks, we readministered a student survey that the students developed. The students wrote it. The students were curious about some things, they gave it and they're the ones that have analyzed it. We wanted to gather year 2 data
014on the existing state of student leadership. And one like cavi caveat that I would put in in your ears about this survey is that for now this survey is really studentled, studentrun, student analyzed, and it's at the school level. We do have future plans that I'll talk about at the very end to integrate some key questions into our panorama survey so that next year and beyond we can start to measure it on our dashboard and report to the board on what we're learning. But for now it's it's a little bit less formal than that. It's still completely studentrun. All year long the student leadership groups have executed our school-based initiatives. Okay. Now I'm going to turn it over to Sam. and Sam. I'll do the formal introduction after this slide because that's what's next. All
015right. Um, hi everybody. I'm Sam. Um, and this is mainly talking about the um, student voice survey which Jo was just talking about. And um, it was written last year by students at um, Roing Fork High School student equity council. And I thought it was really cool cuz it was mainly comprised of students and student leaders um, including me and I was one of the writers on the survey. And um we really wanted to try and get a better better understanding um of where SEC should have direct its efforts in action projects. Um and it was to make sure that our work was aligned with the needs of the students. How can we direct our sort of action projects to make sure it was mainly benefiting the students who we were serving? And um we
016were particularly interested in three main questions. How often do adults at your school ask your opinions about important matters and decisions? Have you participated in clubs or sports at your school? And if not, what kept you from participating? And three, do you feel represented by those student leaders at your school? So mainly those were through questions that we were looking at. And it was um really excellent to be a part of the writing committee alongside other students and with the help of Joel and Corbalera. So yeah, >> awesome. Thank you so much. Okay, so formal introduction. Cora um Carbala couldn't be with us tonight. She teaches the CMC class, but we're going to have a um presentation on what's been happening at Waring Fork High School. I would like to formally introduce Caroline Cole and
017Sam Stelford. Hi, I'm Caroline and I just wanted to give you a quick overview of the history of Student Equity Club at Roaring Fork and a little summary of what we do in our meetings and how we run. So this is the sixth year student equity's been at Roaring Fork and in the last two years the club has shifted to being almost entirely studentled. So we have two co-presidents whose sale and I this year and a number of other action project leaders and committee heads as well. Um we meet once a week and we have over 25 regular club members which is a big increase over the last few years. Um we always try to start our meetings with time to connect and build a community. So, we'll do fun ice breakers or get to
018know you games um to make sure we're all getting comfortable as a club. Um we also try to build in a lot of time to do learning as a group about skills or topics that we think is important for our action projects. So, for example, we started this year um with a couple lessons on how to have hard conversations as a group. Um, we also try to build in a lot of time for people to speak up and share their ideas on inequities or issues that they've witnessed in the school and make sure everyone is able to feel like their voice is heard and they have a space to take action on issues that are important to them. Um, we also build in a lot of time to work on our action projects as a
019group. So, time for committees to meet, to meet with teachers, um, to analyze survey data was a big one this year. Um and then in the fall we as Joel mentioned we attend the um a leadership training in the University of Denver. And then in January a lot of members from our club attend the youth celebrate diversity conference in Denver which is really cool. So one of our main projects this year was consolidating and analyzing the data from last year's student voice survey. And as a club we identified two main areas that we really tried to hone in on this year for action projects. The first one being that we noticed that Latino students showed a negative 9% difference and saying they felt like they belonged for all of the time at school. And then
020the second one being asked about participation in sports and clubs. There was a significantly higher percentage of Latino students reporting that they did not participate but they wanted to. >> So from there we kind of took some of the data from there and we sort of discussed as a team student equity council um what we wanted to do with that data. And so we started to form some action projects around it in the spring. And so the action projects have been that um the student equity council has interacted with Roaring Fork High School student body. Um and as said before, we try and look at the data and feedback from the students to know where we should be directing our efforts. So some past projects included the bilingual community lunch. We did that last year
021and this year. And some goals that we had were to try and connect with bilingual students and invite students who have recently immigrated to the United States um into our community to make sure that they had sort of a good way to connect with the rest of the student body. And we also wanted to understand from students what felt inclusive or not. And so we thought it was a cool way to sort of integrate a natural sort of lunch where everybody can have conversations and connect um while also discussing some equity disparities that students might be seeing. Another um one that is recent this year, another action project that is new is the sports and clubs fair. And some goals that we had were or we wanted to see whether or not students felt represented
022by their student leaders. So that would be in clubs like um student council and things like that. And we wanted to address gaps in involvement and access to extracurricular activities specifically among um we noticed some data and some disparities between you know whether it be across grade, across race and across gender. making sure that everybody felt like they could be included in clubs and sports. Um, and we also wanted to create personal connections to foster a more inviting, inclusive, and involved environment and extracurricular activities. So, another one that we did which was a couple of years ago, uh, I think we did it last year actually, and it was um an anti hate speech presentation to crews and also staff. And the goal was to educate students and teachers about hate speech and how it
023impacts a school culture and kind of to have an open forum for conversation and questions and a safe space for people to talk about it. So yeah, and then one thing that we've been doing pretty consistently since the club has started is um promoting AP class enrollment through info sessions at the middle school to increase representation in those classes. Um so some next steps that we have specifically at Roaring Fork and I'm sure some of them might be shared with um Glenwood and Bald as well but to create um for us specifically with our action projects some next steps we're creating a tip sheet for coaches and club sponsors to increase inclusivity not just from the student side but also from the coach um and any sort of like um faculty that are involved in
024the club and hosting more community activities and as an extension of the community lunches to encourage students to mix up and get to know each other a little bit better. Thank you so much. Okay, Mr. Giller Peters, the dean of culture from Glenwood Springs High School and we were hoping that we would have a Swallow Corona who is a student leader at Glenwood Springs High School. But it also happens to be scholarship night tonight at Glenwood Springs High School. So, some of the students are back there and Mr. Peters is in a hurry to get back there to celebrate that with them, but we're going to turn that over to Garrett. Yeah. So, a bit bittersweet as we have no student representatives here this evening, but that is because they're attending their scholarship night, which
025is a big deal for our students and I'm excited for them on that. So, I just want to talk about some highlights and challenges for the um what is called the student coalition board at Dwood Springs High School. Um like uh Sam, our students went down to the YCD conference in the um particular Oswaldo Corona and Star Hernandez um to get some leadership skills and they've kind of brought that back to our club at Glo Springs High School. Um, this has been a truly student-run organization. Uh, which I think almost to a fault and that I didn't give them much guidance. I wanted to these are two highly capable students and I kind of wanted to let them run with it. I think they had a lot of successes. They had a lot of really
026good conversations but at the end of the day they felt like the action behind their ideas was limited and that's where the intent is to pick up next year. Um, unfortunately, uh, a good portion of the coalition board is made up of seniors, so we will lose a large portion of our group in the fall. But I do have some pretty dedicated sophomores and juniors that are looking to step into some leadership roles. And we've actually just on Monday had a meeting uh, talking about their ideas and what they want to do moving forward in the fall. And I think one of the challenges for our program in particular at Don Springs High School was that they had a lot of really big ideas and I think we need to have small action steps put
027in place to get to those big ideas. One of their big ideas they wanted to avoid was a peer-to-peer counseling uh organization and they actually have it with a teacher rings high school who has done peer-to-peer counseling before um and he was on board with working with students on that but given budgetary like that for next year he was starting to pull away from that feeling that teachers going to have to do more with less and with that he felt like as a teacher that already has a lot on his plate um that felt like too much to take on. So they had an abandoned idea of the peer repair counseling that are looking for avenues to make that happen, but I think it might uh just be a road that we'd have to kind
028of walk down for a while before we get where we'd like to be with that. Um as far as the future, our board has some really great ideas on uh trying to get more people involved. do have a relatively diverse population within the club as it sits, but we want to reach out to all of the clubs in the building and try to get representatives from each club, get representatives from athletics programs. Uh they have some um ideas about getting the clubs to set up in the things like that to try to get some exposure. But one of the things that increase at GL Springs High School is student engagement. I think Len Springs is up against some unique challenges in that we have a population that is spread up from Carbondale all the way
029to Parachute in some instances and because our population is so spread out uh staying after school for events and things like that. Sometimes we see limited participation in after school activities at least compared to years past. And so they want to find ways to lure kids back into that engagement. We really feel that the more they feel connected to this community of Glenn Springs High School, the better they're going to perform when it comes to their academics and then the more they're going to get out of their experience as part of the rolling for school district. So the the club is really focused on trying to improve engagement and participation. And so they want to do a lot of outreach uh in the fall to try to get clubs involved, get people involved in clubs,
030and find a way for them to feel a part of the Burman Springs High School community and hopefully the larger community as well. So those are the goals and again want to keep in mind because we have this is about student voice and I'm a student but not in that sense that we are considering today. So um any questions I have I look forward to that. Yeah, >> you're a student of life. >> Yeah. from Lal High School. Thank you so much, G. From Lal High School, we have the dean of culture, Dominic Roman, and we have two more seniors. So, it's all seniors on this panel. We have Ruthie Lefara and Hector Kales. >> Hi, everybody. Thanks for having us today. Um, I just want to talk very briefly because I think it's really
031important that Ruth Hector sort of get here to talk. But um I think that one of the first key decisions that I was faced when we decided to tackle this initiative at Business School this year was like the student leaders that we would choose to step up to that will for me to see for yourself why. Um, there was really a no-brainer that these two students are really go-getters. And I knew that the students that we chose to lead this initiative at a high school had to be go-getters. They had to be able to hit the ground level and see kind of the amazing amount of things that they accomplished, especially when you consider that this was the first sort of leading council. So, we are first and we made slides. So, >> thank you.
032So, kind of to recount what's been said already, um the first step of our equity council initiative at Balt was to attend the celebrate diversity conference at the University of Denver in September. And some of the key bullet points that we at that conference were team building skills have created a brave space that equity can look very different for every multitude that come to side. Um after this conference we began holding bi-weekly meetings and 28 members from club and an average of 10 members per week at meetings which um we hope to grow future but for next year we think it's been um a very successful um outreach success to reach out to other students across grade levels at the because the is um topics to our table and we decide to choose one because
033you know um was uh the beginning of creating this group. So we choose um and the equity council organized a presentation by Alan Muse from the bosses um about immigration rights and understanding how um immigration laws works and federal in and state um and the difference between uh judicial and and nice world and the role of these organizations uh in defending uh our communities. And so second semester to start off in January, our equity council partnered with community groups and teachers to lead the staff at BHS through trainings on the best practices for supporting LGBTQI plus students. um updates on the safe haven protocol and immigration rights that students have in schools and the rights that students with disabilities have in schools. And this presentation led to a very important step towards greater feeling of
034equity across our school and included student stories from the equity council and other students um in our community. And since we had chosen focus primarily on immigration to this, it's um exciting to be able to talk about a couple of other topics that we can tackle in the future with our equity council as well. Um so we um did a student walk on January 30th. um members of the equity council uh met with students leaders in our school um to organize a local high school uh you know to anti-immigration settlement um as this uh was lead by leaders like and others uh school and ensure that the walk out was respectful of uh the community and make sure that the demonstration was safe for everyone and demonstrate uh civic engulfment. you know that we don't
035have um the voice to speak up against this uh issues that currently the communities are are passing through this time. >> Um >> do you want to go did you have more? Did you >> Yeah, I think sorry. Okay. Um so as Joe mentioned uh Hector and are both seniors um but confident that juniors are underassman um equity council in very good hands um we've gotten of increased membership. Uh we got the first freshman to uh start joining meetings um recently before the freshman week started. So our rising seniors are um very passionate about what we're doing. Um the equity council and we're very confident that um they're going to be able to further go and create equity at Salt High School and energy. Yeah, >> these guys are so super powerful. That was really
036cool. Um Ruthie just took this slide. It was originally supposed to be mine. She's never even seen it. Those jobs are awesome. Awesome. It was perfect. No, it was so perfect. Um next steps. I won't go through the first one because Ruthie just did an awesome job on that one. We know that we need to um sort of restock because we have some deans like Dr. Cole was mentioning that are um that are taking other leadership roles in the district and we have some amazing seniors that we know we need to find um some younger students that are going to rise up and we know that we will do that just like Ruthie said. Um we also want to start to begin some work in the middle schools next year. Not quite sure what that
037looks like yet but that is part of uh year three for this initiative. Um I mentioned earlier that we do want to integrate some of these key questions from the student leader survey into panorama next year so that we can get higher participation rates data standardization and accurate disagregation. So those things are important and I think most important of all we need to stay curious as adults. We need to keep listening because I think that one thing we know about student voice is that it's consistently changing and amplifying getting us to pay attention to different things. Um, I think the staying curious means that we continue to encourage our students to ask the questions and take the actions to help develop our schools and our world into a more, kind, and inclusive space. >> Thank
038you all so much for that time. We're going to move into some board discussion. So, I will call on the directors. They will each have two minutes to ask questions and discuss things and then we have five minutes after that to catch up on anything that we might have missed. So, we're going to start with director NMO. I get to ask anything I want. I mean, um, like I said, hard questions. >> Thank you guys for doing this. Um, I just want to know like what was the hardest part of doing this? Was there a hard part? Um, I think learning how to really make sure that everyone in the clubs feel like they can use the club to their best advantage and to the issues that really matter to them. Um, I think definitely
039that's gotten a lot better when the club has been student led over the last couple years. So, you know, students are feeling like they're really able to take control of our club and use it for what matters to them and the issues that they see because those aren't always the issues that, you know, faculty is seeing. Um, so that's something we're working on, but I think it's getting better. Just a quick note, don't hesitate to get close to the big I got a quick that folks online are having trouble hearing you all. So, we don't want to miss out. >> Oh, never mind. Listen, not >> it's fine line. >> Sorry. >> Any other >> anyone else? >> Um, as you know, our clothes is new. So um I think one hard thing for us
040was recruiting uh members for club because you know it's a new thing and no problem about this you know it's not like it's NHS or G club it's a new thing and I think uh we uh made a good job in doing this uh recruitment or people that show leadership and are a passion a passionate for doing these things. >> And were you surprised by any of the kids that showed up? You know, like when you looked at the people who came, were you like, "Oh yeah, I expected that person, but oh my goodness, I really had no idea that person would be interested." >> I was really impressed, and I think Caroline, too. Um, we were really impressed with the fact that a lot of freshman and sophomores were were joining especially Rorin Fork
041High School's club just because I think in past years it's been I mean it doesn't have to be this way but oftent times the presidents are seniors and so it was really cool to see you know not just juniors and seniors in the club but also you know brand new freshmen who were just coming in and exploring and had a lot of questions and initially they were kind of like a little bit quieter and we're you know but we're definitely still participating and then as um the following you as spring semester happened, they became really active and um just had a lot of ideas about our action projects and became really involved which was really exciting to see. Um, I wouldn't say I was necessarily surprised at the students who showed up to, but the
042students that have been in attendance. Um, students who I've interacted with in the past super close and there are students who have typically get to show. I think one true initiative this year at the start was to see some of these students who typically kind of hesitate to use their voice really step up and super passionate like Hector said about the issues that we're trying to tackle as a club and um yeah definitely it's just super andowering to see that uh these students aren't feeling as afraid or timid um is their voice. >> I'd say to add on to that uh what he just said there, some really I'm not surprised because it's part of the design of the program is to get some voices that maybe or some students that we don't necessarily find
043in traditional leadership roles into these roles as leaders. Um, and it is really nice to see these these students find a way to kind of step out of their shell and step into their own unique identity as a leader. And we have a lot of students that again you necessarily see in traditional leadership roles stepping up and and proving themselves to be highquality leaders when given the opportunity. >> I have one more question. Do you in general feel like the adults around you understand what you're going through at this phase in your life? >> That's a great question. >> That's for you, John. >> I know. I I get a so curious. >> Yeah. Um I would say yes and no. um second semester senior year of our lives. It's it's it's hard. Um it's
044interesting. It's hard to um continue to show up, but I feel that my teachers and the staff at Balt High School along with my family and parents um are very supportive and very motivational and um very on board with everything that I've chosen to do. especially with this equity council and so yeah I would say for the most part I think so as you know Ruth said sorry um I think uh personally you know it's my senior year and scholarship and uh application for for college all those things. But I think I had a great support from the school administration, my teachers, and motivating me uh to do these things, you know. And sometimes I just like, oh my god. But in my mind, it's like they know that I'm I'm doing this. Uh they
045know that I'm capable to do these things. That's why they are chosing me to do this thing. Um, I think that yes, in general, most of the adults, I think, especially in a school setting, know what it's like to be a senior and to have a lot going on. Um, and then, you know, it's also hard. Everyone's got different things going on in their life. But I think more importantly, all the adults are really willing to sort of meet you halfway or adjust to what you need if you're willing to kind of take that first step and let them know what you need help with or um what they could be doing a little differently. So >> yeah, I agree and second everything that everybody said so far. And I think that it's um definitely
046what Ruthie said, it's like a yes and no situation. Um, and I think that it's the curiosity and like genuine interest from Joel and I mean just the adults that I've interacted with specifically with like you know Miss Carb and Joel and other adults in the building. It's the curiosity and the the want and to even try and understand what we're going through is the part that really matters. And I think that that's the part that really I think like helps students feel the need and the the want to open up as opposed to the sort of like no we understand we get it. It's like no, I think when you ask questions and you become, you know, kind of what Joel was saying, staying curious is the most important part and I think that's
047really impactful for all of us. >> Awesome. Well, thank you so much for being Oh, is it more? Okay. Thank you so much for being here. I'm super excited for you guys. I just want to remind you that you've like the best part of your lives are still in front of you and it's, you know, getting this amazing base is is is going to be a good start for you. But this is just the start like the rest of your life is coming and it's going to be amazing. But thank you. >> Thanks director after. >> Um those are great questions and so first of all thank you for taking time. Thanks for being here um in L of the scholarship night from Glenwood. We'll get you out of here so we can get back
048to that. But thanks for all the work and the leadership that you all staff and students have put into this over many years. Um I I don't have many questions. since the presentations were really thorough. I did just wonder um since you have the mic if there's anything that we haven't asked yet or that you didn't cover in the presentation that you're really proud of that you would like to share or a challenge that um was really hard for you but you want to let us know about and you haven't yet. >> Um I would just say we briefly mentioned that we had the sports and clubs fair this year, but I would just say that that was really really successful. Um, a lot of clubs would have like double the participants the next week.
049Um, a lot of students felt like they had no idea these clubs even existed, but now they were able to get involved, you know. Um, so I think that was really cool and the club is hoping to do one in the fall next year to get even more participation. I would say what I'm most proud of um that we achieved this year was our student led walk out. Um it it brought me to tears like in the in the present when we were doing it. Um and it was just so empowering to see how many students truly like wanted to be there. I'm sure as a guest there were a couple students who were like, "Oh, I can just leave school." Um, it for the most part, I would say 99% of the students there,
050um, we're so excited to be there and we're so passionate about what we were doing as a club and as a student body. And just to see everyone come together in the way that we did on that day really just it gave me a lot of faith for us as a as a young generation. And um often times I view our generation as the last line of defense for various issues um across the board, but that it really it it meant a lot to me and I think I don't know if Hector agrees but I it was really um meaningful to me. Um, you know, that was that we can get in trouble. That was a good choice. >> Thank you. Thanks for being here, Director Ramirez. >> Thank you. And Madam Chair, I'm going
051to request an extra minute now because I have some questions and all of this is so exciting. Um, Felicia, congratulations. This is amazing, guys. like this is what we should be doing at all of our board meetings. Like we should be having you guys come and tell us all of the things and I feel very excited and it's the moment. So, thank you. Um I do have just some questions for the adults really quick because I think this is important. um in regards to the survey we presented which um but I did see that we had uh some of the student voice survey questions and some data. So, thank you for sharing with that sharing that. That was just at at Roing Fork High School. Was that a schoolwide? >> That was at all three
052high schools. >> Okay. Um and I just wanted to clarify too. So, um did we get a breakdown in demographics for that survey? We don't have that yet because the window for the survey just closed. >> Oh, good. >> So, we don't have a breakdown of that yet. But that's also why I really think it's important if we want to continue to use data to track the success of this initiative that we integrate it in some platforms that I trust more in terms of disagregation. I don't want to be there like making little check boxes. You see what I mean? >> Awesome. Well, great work on creating the survey in the first place. Um, are there student equity councils at every high school? >> Is that right now at the three high schools and there's
053not one at Bridges at Bridges yet, which is also another next step. >> Okay. And I would just encourage the team. I think this is a great I think this is great work. First of all, kudos to the deans of culture for making sure that this happened and all of this work happened. Um, and I think more than anything because we see the success even in this meeting, it would be great for us to bring this forwards as maybe even right now that we're talking about committees of the board. I mean, this is um one of those things that I just don't see why we shouldn't have these councils at all of our high schools and make a concerted effort to say this is a district initiative that the board is behind. Um, so just
054want to leave it there. happy happy to, you know, if anybody from any one of these high schools wants to bring this forth as a conversation for um district equity steering committee or equity council, I think it would be a great topic and something that I think this board has an appetite for. Um and I also just wanted to give you guys kudos for some of the um you guys mentioned you guys did a crew on hate speech. Thank you. I think that is so important. I think, you know, one of the things I really appreciate from this team is that you guys not only took student leaders to have experiences outside of the outside of classroom walls, the district, um, but that you guys gave them the opportunity to come back and make a
055difference in their schools. Um, and I did get to meet Oswaldo at L, so I'm really sad he wasn't here. I had the pleasure of being with some of the team from BHS and you know that motivation that sort of inspiration you guys bring to us as a board and doing this job is so important and thank you guys for like taking initiative for giving your time for volunteering for saying yes to your deans of culture and your teachers and your admin because it does make a difference for us as a board to hear this feedback and say what's working isn't working how can we do better um I also just had a question for our team. I did see that the um healthy kids Colorado survey and the panorama student survey um that there
056was a sort of a decline in the grades 3 to five. >> Is there something that you think that the high school teams were doing that could be implemented into the lower grades for student belonging? I think that that to nudge those numbers with younger kids that there needs to be different strategies than necessarily student leadership, but I think that you know that listening to students and listening to kids and finding out what they need is always the best strategy. So there's some similarities and some differences. Yeah. >> Yeah. Yeah. I would love to ask you guys since you guys went to our schools, is there something that the district could have done when you guys were in elementary and middle school to help you guys like be ready for starting clubs freshman year and
057being involved freshman year? There was one thing that I thought was like that something that I think was done that could be done more of. I know that I mentioned briefly that um student equity council did the promoting AP class enrollment through info sessions and I think do taking that sort of format and then putting it into like among more things. So maybe like a sportsing clubs fair exclusively for incoming freshmen and if it is does at some point kind of move into the middle school doing that for fourth graders even. just like making sure that there are young people and even for those people who you're talking about the demographic that you were just talking about making sure that there's like you know outreach and and know that there's something that when they show
058up to you know a bigger building and a whole new staff and a whole new group of faculty to know that there's options for them to get involved and they already know it right off the bat instead of trying to figure it out as they're kind of going through. But yeah, that's like one thing that I think could be amplified as opposed to something that could be changed. But yeah, >> I think just in general coming into high school as a freshman is it's intimidating. I I don't think that'll ever change. Hector saw as freshman student council was still just that. It was student council was a club. It was entirely for the most part student run. Um and then sophomore transition to student leadership which is now a class that we take for a
059letter grade. Um I think done a a good job utilizing that for in freshman and um I think representation across grade levels in the class. Um and it's given me relationships with students that I never would have really expected. Um but yeah, I think uh using that to its fullest potential for freshmen feeling included and welcome to the high school at the successful and I don't know if maybe that could be implemented at other schools, but I think um it's been really successful for us. >> Thanks. Um, okay. So, I just wanted to echo all of the enthusiasm and appreciation for the effort and the time that came in um to getting you all ready for this. I do have to apologize for Glenn Springs High School. I know we moved the date of this
060meeting and that didn't work out for you guys and I'm just so sorry that that excluded those students from being here tonight. So, I just want to add that on the record that that was a board decision that we made for a lot of different scheduling reasons and um we do miss them and I hope you express our appreciation and apologies for that. Um I also want to name that Katherine Koulenberg, who is not able to join us just yet, who will hopefully be coming soon, is going to be just so sad that she missed this because this is really her passion is involving student leadership in the board. Um and we'll be working on investigating whether actual student participation on the school board, what that could look like in our district in the future.
061and would just like to welcome all of your thoughts. Um especially having just gotten to the end of this work and being seniors if you have that kind of wrap-up debrief feedback of this process and leadership looking at what we do here um and thinking okay what would it be if it was one step more if we were joining in this work here in the governance work and the policy work. So just something to kind of um plug a little bit with all of your free time that you just told us about. Um, and then I also I just really appreciate that you all are um opening your discussions around what needs to be done based on data. That's incredible. Like what a leap. You guys are ahead of so many grown-up organizations. Adult governance
062issues abound because we make decisions based on a moment or a person or a story and not on the data. Um, was that a steep learning curve as you all and I know you all did some of this as well, so I don't want to limit it, but I just What was that like to try to shift your thinking and base it on on what you were seeing in the numbers or were you already like that cuz your brain already worked that way? I mean, I think it happened pretty naturally because we spent a lot of time sort of going through the data as a club and a lot of rounds of, you know, people picking up highlights or things they really noticed. So I think it was kind of a combination of both the
063data and both what people were noticing themselves because I remember we kind of when we were deciding what our action projects were going to be, we had all the the data up there and then people were adding to that their own ideas and their own things they were noticing around school and feelings. So I think we got sort of lucky that the data really aligned with how people in the club were feeling at that moment. So it felt pretty natural. >> Totally. And I also like just to even add on to that, I think it was really cool just because like we're both students and everybody in the student equity council is obviously students. I think it was like um and I remember a member of our team and obviously I I helped write some
064of the survey but like what somebody said to me recently was that we are kind of a voice for the rest of the student body which I thought was really like real because you know though we can kind of be like it kind of needs to get smaller and smaller and so it's like two of us sort of representing you know student equity council here in this meeting but also you know us and student equity council representing the rest of the school and so I think that was kind of like exactly what Caroline was saying we're trying to align our goals and realizing there's a lot of overlap in what we in our meetings are seeing like oh somebody has an idea and we're seeing that actually reflected in the data also bringing up new
065issues that maybe we hadn't even thought of before cuz I know we were making lists of things of lists of action projects and we realized that there were some there was some data that was saying oh we haven't looked into this issue because nobody in this you know 25 group studs with you know about 500 students at Roenfork High you know, were realizing. So, there's no way that 25 people could have known what everybody was thinking. So, I thought that was sort of the the main thing was kind of realizing that there are more action projects and things and initiatives that we could do as a club um and as a council to help benefit the rest of the school. >> Yeah. >> Um, excellent. Okay. Well, I also just appreciate the questions that we're
066going to be incorporating in our feedback. We don't know what we don't know. And so, thank you for helping us think about those questions that we need to be asking. Uh, and I'd open it up now to five minutes of board discussion. Director Mayers, if you had more. >> Yeah. So, I did want to and thank you for mentioning um the student voice survey and sort of how you guys have have grown that. I did want to ask if is this student voice survey data going to be presented to the board eventually or the vision for this is to incorporate it into panorama so that we can like effectively and confidently knowing that we have a great response rate that we have a great platform that we trust and that we have like disagregation by
067experts. So, you know, it's something that we can truly discuss, but at this point, my vision for it is to use this as kind of like the catalyst to get these questions into a more standardized format. >> And you know, and I would only add that I think what's really cool about the current format is, and am I right Sam, y'all are like using Google Forms. So, our students can very quickly and responsively design questions and get it out to their colleagues and their peers. Um, but if you've ever used Google Forms, it can be really hard to disagregate and it takes a long time to do analysis. And so I think there's a little bit of a a costbenefit analysis where this is their survey and we want to keep it as close to
068students as possible. And as we grab some of their really great questions and put them into Panorama and roll it up to the district level, it becomes something that we can manipulate better because it's a a more robust data analysis tool. But then it loses the closeness to what is a burning issue at Balt High School or what is coming up that is really feels important for the the students at at Fork or Glenwood to ask. And so I do think um I mean we could we can certainly talk more about it but I would name that like the data that in particular at the district level we're looking at are those things in the in the um strategic plan the healthy kids Colorado the panorama student survey those metrics on specifically on like do
069you feel like you belong at school which is asked a couple different ways in both of those surveys and um the question around are you participating in clubs and sports activities. So there's some tension there. Um, I think our bias is we want to keep it as close to the students as possible and let it be theirs. And you heard from Caroline and Sam, um, you know, the way that they were disagregating and looking at their own school's data. Um, we can absolutely kind of share with the board what they have and, um, you know, I think the altitude that we tend to look at is really that what's in our strategic plan. So maybe there's and >> I would absolutely love. So the last two surveys were done for all schools or Okay. So
070would love to see the last two surveys just as it is as you guys have you know you don't I'm not asking for like a complete like disagregated thing but I would love to see just what you guys gathered. It was a concerted effort from this team and I think it's worthy for the board to see your guys's work and see what you guys were able to accomplish. Um and then I did have a question about the student leadership at BHS. Is that something that we have across the district or is that just BHS? Do we know? >> Hi. Choose to talk about this cuz I'm one of the teachers at the student leadership class. There's two of us. Um and actually tomorrow there's going to be an opportunity where um Ector and our other
071head student at in our student leadership class are going to be visiting Ron Fork High School and giving having a little bit of a conversation with um the principal and some of the student leaders to talk about the idea of maybe converting their student council club into a student leadership class. So it's really serendipitous that you would ask that question now cuz tomorrow there's been planning for this. who met today to sort of talk about some of the things to focus on and why we think this functions better as a class in general and um they'll sort of take it and do with that information what they want, but it's pretty cool that we were invited to to do that. So, >> well, kudos to you guys, this team. I as a board member who
072has two years left on the board would like to just push all of you guys in this room, parents, students, everybody, our team, student equity council at all of our schools, I think is necessary. I think if that's a class, even better. Like I think if we can have student leadership group or a class where the kids get a grade and they feel empowered at the end of the semester and now they're going to go create more clubs and get kids motivated to do more sports. I think that's all worthy of the time and the energy and I as a board member would completely support that. And I I hope that you guys all know how amazing it is that you guys are not just succeeding in school, but succeeding as leaders in your communities
073and in your schools. It's really amazing. So, okay, one last thing to close us out. You mentioned Caroline, not to put you on the spot, uh you all worked on hard conversations and teaching people how to have them. And I'm sure you all did very similar work when figuring out how to engage. And I'm wondering if each of you could just share one top level thing that you took away from that training that you think we all as a society would benefit from hearing. How do you have hard conversations that calling someone out for saying something that might be harmful doesn't have to be personal to them and it can actually be really helpful because it might not be something they're aware of. So, it's always better just to to say it instead of letting
074it continue on because you're honestly doing both of you a favor and like the triple 100 times that. And also, I think that like um that emphasis on staying curious and keeping an open forum for there to be questions and curiosity as opposed to attacks. Um, I think that's like one of the main things and I know for me, especially when, you know, maybe for me I might not know a term that somebody's talking about or maybe I feel a little bit nervous to bring something up because I don't I'm afraid that I'm going to say the wrong thing. I think that that staying curious and knowing that there's a brave space as opposed to a safe space is super important. um this was exclusively a learn fork uh training but you know it's important
075for sure and I would say in my experience the most important and meaningful thing that you can do is to truly just actively listen and hear what the other person is saying and kind of just try to set aside all your personal biases for a second as hard as it may be and just truly hearing out what the other person has to say. Even if you don't understand, you don't agree or you can't find the way to get it at that point in time. Just listening is a lot of times the best thing you can do for someone. Thank you all so much. We look forward to seeing where you go next. Appreciate this. All right, we're going to keep moving on. We have quite a few more things on the agenda to get to
076tonight. Lots of work to do. And at this time, we're going to welcome members of the public who have signed up to address the board. There are eight speakers signed up tonight. and the board allotss 45 minutes total for public comment to respect the time of all who are present. Speakers are to limit their remarks to three minutes or less. Um and reminder to all speakers to uphold our procedures for public comment. And I just wanted to mention from our regulation that does talk about defamatory language and threatening remarks are out of order. And as far as one for the audience, let's hold the applause. Take that energy to our sports fields. We have so many kids doing amazing things just like these all did. Um, but as far as public comment, it's not an
077appropriate response in this forum. So, I'm going to ask that you hold that applause. Um, and we'll save it for energy on the field. So, our first speaker of the night is uh Moren Beerman. Hi. Um, thank you guys for time for us to share our thoughts with you. My name is Mory Berman. I'm a Glenwood Springs resident and I have two kids who are currently in the RFSD, a first grader and a fifth grader at GSES. Um, I wanted to talk to a couple points related to student mental health and well-being and belonging. And I specifically wanted to actually first reference the presentation that we just saw which was pretty incredible. Um the work that's being done by the students in the high schools and supported by faculty and staff and by you all
078is hugely important and um ties into what I want to talk about next in Bowman. Um but in particular it's it they're leaving a legacy which is really cool. Well, I'm grateful as a parent whose kids are going to be making it through the middle schools and the in the high school um within the next decade and a half and it's uh it's amazing to see this groundwork being laid now. So um thank you to the faculty who are involved in that and please pass on to the students that their presentation was amazing and the work they're doing is amazing and leaves a huge legacy. Um so related to that the this uh sense of belonging that's being created which I really like that concept rather than something like equity which is important but I
079think the end goal really should be belonging because that we know is one of the things that contributes best to student well-being and mental health over the long run. Um, also going to be talking about cell phone backgrounds later tonight, and I think that that's a really great step towards helping students continue to have a cohesive community sense of belonging. We know that there's a lot of data out there about how cell phone usage and social media usage can be a divisive factor that damages students mental health. And I encourage you all to be very thoughtful and hopefully pass some sort of policy around banning cell phones from school. I like this idea. I think it it just is a great way to move forward with a datadriven policy that we know is going to
080benefit all of our students. Um related to this also I want to talk a little bit about my experience and my children's experience with the 3 hours health curriculum. Both of my students have had lessons uh in this curriculum this year. and prior to each of them happening. So about a week before we received a few different messages, text message, um information sent home to us, so a couple different mediums in English and Spanish letting us know that these lessons were going to happen. Um we were notified when it was going to work. We were notified who was going to be giving them and what to do if we wanted to opt out. It was very clear. So thank you for your leadership ensuring that people uh in all the schools were following um call
081to make sure that this happens in a responsible way. I was a little concerned um I was a little concerned um but in the end it worked out great. I think it's really important especially the gender and sexuality aspects of these for the older students in terms of um fostering senses of belonging for everybody. So I'm really help with this and I just wanted to express that today. Thank you guys. Thank you. Up next we have our speaker is Ja. My name is Jamie Gosha. I'm the parent of two children who attended school in this district and am a home owner homeowner and educator formerly employed by this district. This is the third time I've spoken in opposition to the sex education curriculum implemented in elementary schools this semester along with several other concerned parents
082and stakeholders. Many others have reached out to me thanking me for standing up for the children who are exposed to this inappropriate and premature sexualization as they feel they cannot for fear of the discrimination their children would face in our current school environments. This coupled with the manner in which school administration and board members have responded to parent and community concerns explains the erosion of public trust and declining student enrollment this district is facing. I've spent my professional career studying child development and neuroscience and educating our youngest and most vulnerable students from birth to age eight who fall on varying points of the developmental continuum from severely delayed to too gifted. And for the past 10 years, I've also had the privilege of educating early childhood teachers at our local college. In studying the research
083and data that we have from a generation of neuroscience and child development, we know the damage that comes from introducing children to concepts and material that they are not developmentally able to process or understand. This is why all good early childhood programs implement what's called developmentally appropriate practices. In order for children to develop optimally in all areas, the curriculum must be appropriate for a child's age and stage in each developmental domain. When introducing new materials and concepts, we must make certain that they are developmentally appropriate and that they benefit the child's growth in one or more of the developmental domains. After careful review of the slides and lesson plans of the three Rs curriculum, I cannot see how any young child would will benefit from this too much too soon introduction of graphic sexual content
084and gender theory. The onus is on you, the board, to provide the data that proves that this specific curriculum provides cognitive, social, emotional, physical, and/or linguistic benefit to our youngest students. I'm sure you have metrics for collecting and disseminating that to your constituents, as I am requesting now, and I look forward to reviewing the results. I want to end with a story that illustrates simply why this curriculum should not be taught in our elementary schools. When Corey Tinboom was a young child, she was riding a train with her father when she had asked him a question about sex. Her father didn't answer, but instead pulled his heavy suitcase from the rack over their heads and set it on the floor. He then asked Corey to carry it off the train for him. She tried to
085lift it unsuccessfully and said, "It's too heavy." Her father replied, "Yes, and it would be a pretty poor father who would ask his little girl to carry such a load." It's the same with knowledge. Some knowledge is too heavy for children. When you are older and stronger, you can bear it. For now, you must trust me to carry it for you. Please stop asking our ch our children to carry a load they cannot yet bear. Protect their innocence and remove this developmentally inappropriate curriculum from our elementary schools. Thank you. Thank you. Up next we have Susan Tribble. Are you okay? So, I have to say this is the first time you guys look like you're engaged with us. You should have the 1% of the 30% come up more often. They were pretty good, huh?
086I was impressed with that. So, I wanted to talk a little bit about the budget. It's kind of hard to ignore the fact that the district is considering yet again another mill levy override, which you did in 2021, which again is only 5 years ago. But when you had a little bit of money left over in the budget, you decided to take 12% of that and put it towards housing. You can't save any money. I mean, like you should have taken that and put it away for a rainy day or for some other use, but you couldn't do that. You had it was like burning a hole in your pocket. The current MLO you are suggesting is also supposed to go to help fund teacher salaries. Teacher salaries. Our students are at a desperately low
087statewide academic score. The budget doesn't include the increase in property taxes you'll you will receive and that we have experienced this year. So, those funds aren't in that budget that I could tell. You didn't um it doesn't include the 7A funds you'll be receiving either. You do not need a a MLO. You need a new superintendent. If other companies were run the way the school's district is run, they would be filing bankruptcy, restructuring, and firing key personnel. The district has failed its teachers, students, and parents. There is no coming back from this. The board needs to act swiftly if it wants to regain any form of respect from the community. Firing the superintendent is the only outcome that appears to be part of the solution. Another solution is to turn course from the curriculum you
088are determined to use that isn't curriculum for learning the muchneeded skills of reading, writing, and arithmetic, civics, government, and home economics. The reason students need to attend six years of college, two of those being for basic general ed classes, is because the schools have failed our children. Take a hard look at yourselves and turn this mess around. You got us here. You can get us out. And I'd like to just say it might not be all of the board because some of you are new, but there were two that were here for a very long time and they have implemented a lot of things that now you guys have to make a decision on what you want to do with it and the community will support you but it ultimately falls on you guys doesn't
089fall on anyone else. So thank you for your time. Thank you. Our next speaker this evening is Michael Edmmer. Is she Thank you. Uh, next speaker is John Eaton. >> Also, please move all recording devices into the audience seating area. That's part of our regulation and policy. Thank you. >> First off, I'd like to congratulate Colonel Pri on his amazing coaching career at Bassalt High School football. Back 25 years ago when Basalt was the soccer powerhouse on the Western Slope, Carl asks me how we did it and I told him it was through a strong youth program which had strong parental support, good coaching and good athletes. He listened and it took some time but they did really well. The point is he listened to people who did really well and were very successful. So,
090what is your objectives academically speaking? Academically, it should be 100% grade level graduation. Right now, you're at 25% and this is a horrible failure. That's your grade, 25%. Any way you describe it, it's a very bad grade. When I was in school, if you got a grade that low, they would call your parents in and you would have a conference. Can we call your parents in, school board? What would your parents say at this dismal failure? The interesting thing is that you're letting 92% of the students walk in graduation as if they made grade level. That is 67% who didn't earn it but got it anyway. You guys act like used car salesmen. This car has a great stereo, great paint job, and great seats, but it only goes at 25 miles an hour, and
091we're not buying it. You have to go back to the drawing board, back to the basics, and what worked before. I heard some of the parents last few weeks say that when they were here in school 10, 15 years ago, they're winning academic awards. I said it before and I'll say it again. Call the old school board members who are the most successful and ask for their help. It is obvious that the three art curriculum isn't working. Get rid of it and get rid of anyone who supports it. This is your legacy. You guys are at 25%. By the way, we looked up on the internet the people who designed the three yard program and is a group of anti-American people who hate the USA and they are very successful at destroying our country through
092academics. You're asking for more money to keep this dismal failure afloat and this is a sinking ship. Your superintendent recently said the missing 7 million was a clerical error. That's is possibly the most irresponsible answer I've ever heard. With that comment, we call for an outside audit. Thanks. >> Thank you. Our next speaker is Mike Goa. My name is Mike Ocean and I'm the parent of two children who attended uh schools in this district and I own a home in Carbondale. I'm here tonight to formally voice my opposition of the proposed mil levy override. In a recent article in the Post Independent, Anakle stated, "Our entire strategic plan is focused on ensuring stronger academic outcomes for all kids. And yet, according to the superintendent's mid-year report, only 35% of our kids are proficient in reading
093and 15 are proficient in math." And that's and if that's not bad enough, they listed the targets for the end of the five-year strategic plan in 2029 are 56% proficiency in reading and 45% proficiency in math. I know it's been a while uh since I was in school, but I'm pretty sure those are still failing scores. The Roy School District is in the business education. You are supposed to be experts in providing our kids with the academic and critical thinking skills uh they need to become successful adults. The kids in school today are the ones who will one day live, work, and lead in our communities. I can't be the only one who is concerned about the uh prospect given the current state of our current district. Our kids and our communities deserve better. Hardworking
094and overt tax homeowners have proven over and over again we believe in our kids and their potential. What we are tired of is promises from this district that never materialize. Public schools belong to the public. We invest our hard-earned tax dollars year after year in our schools because we want bright futures for our kids and our communities. Your job as elected board is to make sure our investments uh our investment is managed appropriately and we get the results we are paying for. falling scores and metrics and all across uh all initiatives including uh school culture, academic proficiency and performance, family partnerships, financial excellence, rigorous curriculum and sta uh staff job satis uh satisfaction does not reflect the need for further investment in the district's long list of failures. And the worst part of that uh
095on its current trajectory is guaranteed to fail for at least five more years. We are not going to continue to fund failure. This board needs to look at the current state of this uh district objectively, not emotionally. And you make some big decisions to change course and get back on track for our students. It may be too late to change course at this point. It may require a complete demolition of the current system and a thoughtful rebuild. You were elected to hold our schools to account and ensure our students receive a highquality education for funding the taxpayers uh entrust the district with the school district and the superintendent are failing our kids and we are not going to continue to bail out a sinking ship. We will not support support a mill levy override to
096continue to fund failure. Thank you. >> Thank you. I would just like to note for the record that director Kenberg has joined us and we have five directors sitting now. Our next speaker is Tanner Getty. At the last board meeting on March 18th, I provided you all with my formal parental rights dispute foundation and cited the violations I've compiled in school district R1 pertaining to the 3R sexuality curriculum's roll out and a flawed parental notice process. These violations include, but are not limited to, the federal mandate ending radical indoctrination through K through2 schooling enacted January 25, constitute constitutional mandates and precedent set forth for parental rights with MMED vers June 25 and Mirabelli correspond to March 26. Carell state law CRS13-22-107 and the IND district policy IHAM-R. My foundation went on to advocate for the
097district to replace this radical curriculum with a nationally accredited evidence-based curriculum absent ideological indoctrination. I provided two superior K through2 curriculums health smart and positive action. I advocated for the district to reform the parental notification process from the current passive opt out to a mandatory opt-in policy to ensure parents are truly consenting for their children's participation. I called for full material access of the health curriculum at least 4 weeks prior to the disclosed lesson plan date. Slideshows and visual materials included with reminder to be sent out 10 days prior to the lesson. In closing, I explained I was not bringing this information forward out of a desire for conflict, but out of a deep-seated commitment to protecting our youth, preserving our liberty, and conserving our community's values. I requested a private session with the board
098to find a resolution to these violations, and have been given an answer. No. The superintendent has denied these violations allegedly per the district's legal counsel and has expressed the board has no desire to meet with me to discuss this further. Is this true? Is this truly how far we've fallen? How can you all be so blindly attached to this radical indoctrine that each of you can simply dismiss these parental right violations and administrative flaws? I implore you to reconsider. Everything I've brought to your attention is thoroughly backed with evidence and documentation. I've submitted my entire dispute foundation for the public as written comment as well. As I've exhausted all administrative written available to me, there's effectively nothing I can do to help the district. Please reconsider, pull politics out of education, and stand for our
099children and for parental rights. Thank you. Our next speaker is Jodie Bar. >> Hi, I'm Jodie Bar. I am a longtime resident. I'm a former school board candidate and I'm an advocate for children. For three years, the school board used the words health curriculum when referring to the three Rs program. This wording has created confusion and prevented many parents from fully understanding what was actually being adopted and what is currently being taught. On February 6, 2023, the school board announced in its newsletter that it was planning on adopting a new health curriculum for the 2023 2024 school year. A newsletter released 2 days prior to the adoption of the three arts curriculum stated there would be action on the proposed health curriculum at the May 24th, 2023 schoolboard meeting. The agenda itself read, "School health
100curriculum adoption with Chief Cole." Parents who actually found the three Rs link in their emails or newsletters buried in their students paperwork this year repeatedly saw the words health curriculum. That phrasing was so often used that the Post Independent titled its February 27, 2020 2026 article, Roy Fork School District parents expressed concerns about health curriculum. The director of the three Rs curriculum is adamant that this is not a health curriculum. It is a comprehensive sexuality education curriculum. She has repeatedly stressed that it should not be mislabeled as a health curric curriculum. There is a clear difference between the two. Health curriculum teaches personal hygiene such as washing hands, properly covering sneezes. A comprehensive sex ed ed curriculum, specifically the three arts, teaches kindergarteners, a person with a vulva has three holes between their legs and
101a very sensitive little area at the top called a clitoris. A health curriculum teaches about eating healthy and staying hydrated. A comprehensive sex ad curriculum teaches second graders that a vagina has great elasticity and can adjust to the size of a penis. A health curriculum teaches that physical activity and movement is important for your body. A comprehensive self sexed curriculum teaches 10 and 11 year olds about vaginal, anal, and oral sex. A health curriculum teaches about healthy habits such as importance of sleep. A comprehensive sex ed curriculum teaches not all boys have a penis and not all girls have a vulva per the Colorado state mandate. I guess if you teach the comprehensive sex ed curriculum, including the kindergarteners, the three Rs is not a health curriculum and referring to it as such only distorts
102the truth. If your newsletters and meeting agendas had clearly stated what the three Rs actually are, many more parents likely would have asked questions and considered opting their children out. Parents deserve clear and honest communication. That is what that what their children is being taught at school so they can make informed decisions about whether or not they want the school involved in teaching comprehensive sex ed to their children. This is very uncomfortable to read and I would hope that you would all take this to heart. I I really ask for transparency. It's part of the reason I ran for school board. So that's I really hope you consider that. Thank you. >> Thank you. Thank you all very much. Uh just a reminder in addition to the public comments, we did receive 47 written comments,
103all of those are available uh in the public agenda which is linked on our website. So we had a very engaged community this week which we really appreciate. The next business in order is the approval of the consent agenda which includes routine personnel minutes from our previous board meeting policies GCHC, GDBC, GDO, and GDQB and repeal of policies GDBB, GDN, and GDPC. Also included is approval of the 1.3 million CMS HVAC upgrade capital contract approval uh per the district's procurement policy. Directors, are there any items that you would like to pull off the consent agenda for a separate discussion? >> Madam Chair, I'd like to pull uh policy GDO. >> Policy GDO. Then do I have a motion to approve the agenda as amended? I make a motion to approve the agenda as amended. Do
104I have a second? >> I second. Please call a vote. >> I >> And now we will have a discussion on um policy GDO. Director Williams. >> Thanks. Um, so I did in reviewing all of the um, policies, one flag that I had for policy GDO is that it does mention that the evaluation system is going to be reviewed every 5 years. Um, and I felt like that should come at a faster rate if it's going to be a high quality evaluation system, especially grant with any changes in systems or districts strategic plans decisions that we want to shift. And so I felt like 5 years was too long for us to to um to review and I just wanted to make a suggestion that we shifted that to either two to three years but
105wanted to hear from the team if that was if there was a reason for their staff insight. Sorry, I'll I'll jump in and then chief progn if you got anything to add. I think it could probably be capacity. We're, you know, needing frankly to to build a tighter system on this right now and um this is part of some of the work we have that is aligned in the strategic plan is to have a more comprehensive system for um for support staff. And so I think it's really around capacity of you know while we're we're actually implementing and doing this to step back and rework and review I think was really a capacity component that two and three years moves really fast. So I think it was just kind of a a feeling around that
106especially knowing that um we still have a lot of work to do to get a comprehensive system in place. Um Chief Brmond what else? Anything else to add? Thanks for this comment and I'm certainly open to feedback about adjusting our current systems. We have been um Chief Bump and I have been working really hard with classified leaders to clean up the process of evaluating each of our classified staff members um on a regular cadence. The five years in policy does give us an opportunity to have some fine-tuning and tweaking of of um tools that we use and processes in between. It's not like we do nothing and then 5 years later there's a comprehensive review. I think there is just like in school how there's formative assessment and then the summitive assessment like these little
107checks and adjusts are happening throughout but um certainly open to feedback and a push about how we execute that. Yeah, thanks team. I mean I I hear your um uh you know capacity concern. Um, I think that since you guys are working on this and that the hope is that we'll have something better, that we're working towards something better that that sort of, you know, I didn't, at at least for me, it didn't read like it was like a comprehensive review where we're going to change it more so just review it and make sure that we're still happy with it and that, you know, if anything needs to I don't believe this is approved by the board, is it? IC plan that also lifts up classified coaching and evaluation paired with the expertise and leadership
108and capacity of Chief Brockman. Um when she started digging into what tools we used for classified I think they were 20 years 15 years old. >> Yeah. >> They were very old. many many chiefs of HR ago. Um, so I do think even this at least 5 years, hey, what are you using? What are we doing? How are we evaluating classified staff is big steps and a much better direction than where we've been. And I wonder if >> actually yeah, can I just do a quick check? We're we got a lot of things to cover still tonight. Um, Jonathan, is it for you to get that revision up on the screen? I can't see it. that every five years or can anyone else see the updated language because I'd prefer to see if we can
109come to agreement on it tonight since we have a very packed policy schedule all the way through the end of the year. >> Yeah, I mean I I agree. I don't think we need to send it back to policy committee. I think you know I understand that this was for support staff. I feel like being their IBB rep has made me sort of feel like, you know, they get the short of end of the stick a lot. And I wanted to make sure that we were sort of saying like, hey, we're going to keep this up to date. we're going to make sure that you guys are being evaluated, that you guys feel supported, that you know, and so I think in the spirit I was think and I don't need the feedback on grow
110because I understand now that it's separate, but that was what I was imagining was a system that we were using to evaluate and how often we were going to like consider considering the strategic plan, considering our updates, everything, you know, our district, the future. That's where I was. I felt like the push needed to be made to our team and the board. That five years feels like a long time. Again, that's two different boards. That's two elections on a board. And I think, you know, there's a lot of conversation around IBB. There's a lot of We're doing a lot more than we used to. And that was my push to the team. I just wanted to make sure that I elevated that cuz to me as a evaluator manager person I think that you know
111like your tool is really important and I just wanted to make sure which it sounds like you guys are doing it annually any that's what I'm hearing from you guys. We're doing professional development on the use of the tool annually with checks with managers and then some updates to the tools have been coming um I think in a really nice way in the form of like revisions that managers make themselves as they go through the cycle. They will notice some key components that are missing and then they'll submit um an updated tool and then all the classified leaders are able to review it. Um, and so it just is like more of a continual learning cycle for us as we work through this. >> So, um, Katherine, can you reread the language because it's not
112I think Jonathan's in the document now. To be reviewed at least every 5 years and what was your addition? >> The second clause was or more often if deemed necessary by staff or a majority of the board >> because I I don't have edit access right now. >> I can see the change in my >> Yeah, I do. Okay. I don't think we need to add or majority of the board because that's already technically it's policy if the board decides that that's but I'm fine more often if deemed necessary by staff. I feel like for me again would love to keep it shorter but I defer to the board's decision and the team if we want to maintain it to every 5 years. I feel good about the additional language from director Kulenberg at least
113every five years unless recommended by staff and I would entertain a motion to approve the policy as amended. >> I make a motion to approve policy GDO evaluation of support staff as amended. I second. >> Do we need to call a vote or just say I? Call a vote. >> I Hi. >> Hi. >> Thank you very much. Uh the next business is a budget 2627 update presentation from Chief Shicone that will include general fund revenue and expenses roll up revised revenues and a legislative update. Am I on the right thing? Yes. Okay. Thank you. Okay, >> sorry. I was just trying to get my lighting correct because it looked like I was like in some sort of a dark tunnel. So, uh, apologies. I ended up coming home. I just I'm not feeling really
114great. So, um, thanks for your, uh, flexibility there. But um I'm ready to go ahead and share my screen and we can just start into the presentation and then um take your questions. Oops, sharing is not turned on. It says so Jonathan I just uh sent a request to you to share so I could share. He said you should be good. >> Oh, okay. Let's try it again. Oh, perfect. There it is. Yay. >> Thanks. >> Yeah, you bet. Okay. Okay, there we go. And then let me see if this Okay. So, can you see that? Okay. >> Yep. Looks good. >> Okay, perfect. Okay. So, uh what we're going to be reviewing tonight is legislative updates, uh current budget assumptions, uh and the overall general fund for revenue and expenditures, including what's changed between
115the estimates and looking into a um an actual financial statement rollup that we're looking at this time. So, uh, and then I also have some voice over on these slides because the legislature, as you all know, continues to, uh, continues to work on, uh, all of the school finance act and the long bills. So, we've got some updates there as well. So, first I'll go ahead and um have Anna start with uh the budget themes. Well, this, you know, we had finance committee Monday and one of the pieces of feedback from director Ramirez um in that meeting was, hey, we really need to hear you all start talking about as this budget evolves, what are the priorities, what are the themes, what are the values? Um, and so this is an adjustment uh from what
116we shared with finance team. And really, uh, Chief Shaquin and I really really appreciated that push and so added this. And and as with everything with the the budget, we start with kind of vague estimates and um ideas and concepts and then over March and April and May, we sharpen and sharpen after feedback. So this is our first um first pancake of really trying to articulate the priorities and values and key themes with the board publicly. And so we're very interested to hear more from you and more on finance committee of are we in the right direction? Are these the right priorities? And so again, just really appreciate the push to to really be able to articulate this at this point or probably even earlier next year. Um, so I would say the big three
117things that we see as we're pulling this budget together, of course, is starting everything, ending everything begins with our kids. Um, and really wanting to make sure that our budget is intentional about sustaining and strengthening programs that are supporting our students. really making sure we're investing in their learning environments and that we're making sure that they have access to meaningful curriculum that is high quality um and and researchbased and is going to going to really drive the impacts we want. So there's a lot of components of that that you'll start to see lifted up in as we start bringing forward budget narratives and those kinds of pieces that get into the specifics of different department budgets. Um, the other really key component of our work is right next to students as we know our kids
118are only going to do as well as our staff is thriving. And so we have a lot of commitments throughout the budget as it's been developing to support and sustain our staff benefits to make sure that we're trying to preserve um the the best benefits that we can afford that we are um really being attentive to trying to honor the steps and lanes that exist in our salary schedule. And as you all know and conversations um exist that that where we feel that we have limits and really having competitive salaries and benefits packages that we're being proactive um and looking at other strategies to address those challenges and needs. And then third, I would say the other big theme and value and priority that's coming up in our budget is balancing change. As our board
119and community is aware of, we are trying to mitigate and frankly we're really trying to slow the impacts of student enrollment declines as we are not alone in declining enrollment. And if you're watching the news, you see a lot of other districts and different ways folks are responding to declining enrollment. I think what we don't want to have happen is to feel that the rug is being pulled out from under us in terms of staffing and programs and um schools and their ability to function at a high level. And so we know that um there are a lot of shifts we need to make to rightsize our teams and departments. hand. At the same time, we want to really mitigate and slow that change to make sure that we're not overburdening our schools and really
120tying their hands behind their back and their ability to mitigate change and the pace of change. Um, so you're going to see areas where we've taken steps to address staffing levels and we still have more steps to take, but we're not doing them all at once. Um, and so those are components in our budget as well. And then I would say a big piece of that that balancing change is we know we're responding to dynamic environments. We're always responding to the dynamic needs of students and we have got to make sure that we stay tightly aligned to our strategic plan discipline to the initiatives that we've laid kind of set forth um and that we've committed to that we think are going to really have an impact in the long run over um in our
121ability to really close that achievement gap, opportunity gap for our students. And so we're we're trying to make sure that we are at the same time we're navigating a very dynamic environment that we are staying steady and consistent with our implementation strategic plan. So those are some of the themes. They'll show up in the conversations and we'll keep tightening those up. Thanks Christie. >> Thank you. Uh so looking at the legislative update um and this actually uh was from April 8th. This was from a week um almost two weeks ago. Uh we just received uh some additional updates from the rural school alliance this morning actually. So I'll just voice over those updates on these slides but um the first one is is generally remained unchanged. The long bill and school finance act have been
122introduced as of that week and a half ago and that usually in indicates most of the work has been completed on the budget. Uh they're still working on deliberations. Uh they are waiting on additional economic forecasts. Uh but we just found out today that they are probably not looking at making any adjustments despite the potential of revenue declines uh from the state's budget uh in the future. There they have a fairly optimistic revenue estimate at the state and it looks like that's going to hold at this point in time. So that is a little bit of a change. Uh and the school finance act still does need some work but but it's getting closer as of now. So the good news is that the education uh was definitely spared from significant cuts beyond what the
123governor's proposal requested. So, that's really good news for us with the 30% phase in and the new funding for formula is anticipated and uh moving from a four-year to a three-year student averaging, which was included in the original governor's proposal. And um and taking off of the table the $ 1.7 million loss that the district would have incurred if they would have pulled the bond and mill levy override specific ownership taxes into the funding formula as a funding resource. and then taking it away from the district. They did not do that which was really super good news for us. Uh that helped us a lot. So uh the other good news is that the total program funding is similar to what we budgeted for. So it's not going to impact our budget where we need
124to look at additional cuts and that it is actually at this point going to provide an additional 375,000. Now there is some conversation around this last point on this slide. this 2.3% inflation retained for total program funding. The national is 4%. That it just really indicates that the 2.3% is probably not keeping up with inflation. Um they're still talking about this point at the legislature, but I don't have any other information than that at this point in time. So, another um bad news or some bad news that we have which is moving the student averaging from four to three years is a funding cut. So, that was in the original governor's proposal, but it's still bad news. And then all all new funding comes from state education fund savings. So, they're taking some risks on
125their own budget. And that that um state education fund is looking at being insolvent with within a few years. And um it is also utilized for mid-year state revenue losses and potential in well instead of recisions and uh so it's taking away some of that buffer that is increasing the potential for recisions uh in the future. So that is not necessarily good news. Uh so and I've already talked a little bit about this really optimistic optimistic high revenue number that the legislative council is using by about $400 million. Once again, this could yield additional mid-year recisions unless the economy improves. Uh and but the second bullet point about the whether or not the SFA and long bill will require additional reductions. They are going to hold at the current rates which is good news from
126today. So uh they have also additional onetime funding used in the state's budget elsewhere 270 million. So they're using they still have a structural deficit in their budget but they are balanced uh for this year but a lot using one-time monies is pretty much the summary there. No funding for new legislative priorities and the voucher federal credit tax credit program system is um they're looking at putting that into place also. Uh so that what that would do is go ahead and um and allow uh more schools of choice options for people at a lower cost. So okay. So, what we looked at doing um for this current budget estimate is we actually included 15% phase in of the total program funding because about two weeks ago when we were talking to uh Colorado School Finance
127Project and other people, they were anticipating that that they weren't going to be able to afford the 30% phase in. So, now um actually this is this news has actually changed. And then looking at uh a three-year enrollment averaging is what we have in our budget assumption which is the same as the state. And then looking at the 5,286 FTE students for FY27 that includes 4,799 um RFSD current and then 550 charters uh students. And so what that means is that there was 5,412 students in our October count for FY26. So that's a reduction of 126 students that were putting in into our budget. Uh for between FY25 and FY26, we had 220 student drop. So the question that is still out there is, is the 126 student loss enough for FY27? Now, the 126
128student loss is based upon the demographers's information. So, that is the best information we have, but we're still looking at that pretty carefully and we're we're in the middle of running some numbers on that. So, um, we'll give you an update on where that lands and our recommendation if we're looking at holding that at 126 students for now or if we're going to look at the potential depending upon whether or not we've seen some declines currently for this year since October count whether or not we should lower that number um and and make sure that we um capture the student loss uh for the next year. So additional budget assumptions uh we have the step in there for uh the staff and Medicare and parah at the same amounts and a 10 and a half%
129increase in the district contribution and keeping the plan design at PO9 which is the same um plan that the district paid for uh for 2025 2026. So looking at now we're actually at the first draft of the budget. So the first draft of revenues is 96.7 million and um the transfers those are transfers to other funds such as for the uh the internal charter schools for Two Rivers Community School and uh Carbondale Community School as well as for our grant fund and uh for our food service fund and for early childhood. That's all of those funds that are included in that $15.9 million number. So the net net revenue that we are looking at at this point in time is 80.8 million. Our draft expenditures are 82.4 million yearly a net deficit of approximately 1.6
130million. However, we have to take into consideration that we have 1.765 million of these one-time carryover expenditures uh in the budget. So that our recurring potential available is 181,000. So that is the amount that we have available on a recurring basis based upon these current estimates. Now looking at the um there's there's this note a about this 156,000 that may be needed um for early childhood fund steps and health insurance increase. We're waiting on um some also waiting on some legislature and student count update estimates. So, I'm still working on the early childhood education budget to see whether or not they can fund their own steps in health insurance. If they indeed can based upon the tuition increases, then we can hold this at the $181,000 savings. And if not, I may have to bump
131that up a little bit, just so you're aware. Okay. So, then I go into a conversation of what has changed in the first draft versus the previous estimate. Now looking at the revenue, I did increase by the 375,000 for no smoothing factor currently proposed by legislature. It it's looking a little bit different. They would if they would um put a smoothing factor into the budget, that would be when they go into a phase in of the funding formula at 45% instead of 30%. So um so we're not going to see that cut unless we see additional funding come through um through the phase in at this point in time. And I did reduce the um total program funding revenue by 729,000. I kept that aside just in case with the phase in going from 30%
132to 15% which it looks like now that is not going to happen which is really really good news. Uh but we're still looking at the current enrollment to determine whether or not adjustments are needed. So we'll provide an update on that piece and um to see whether or not that funding is available. Okay. So once again looking at what has changed um there was a savings of 250,000 in the cost of a step because in my original estimate I included all the other funds um for the costs of salaries and benefits for the step um for grant fund early childhood and food service but it looks like all those funds are going to be able to pay for their own step which usually doesn't happen because we're looking at tuition increases for early childhood which
133usually doesn't happen. Food service is seeing some additional revenue, which usually doesn't happen. That was um some additional um benefits they put into the system as far as um the increase in um lunch forms, student lunch forms, etc. That has um bumped up their revenue and the grant fund is looking like it's going to be able to hold also at this point. And it's the same story really for um health insurance. So, uh, so that's what that looks like right now. We found a savings of 44,000 due to a reduction in teacher positions because of subdays. Um, we can reduce the subdays budgeted because we don't have as many teachers in the budget for next year. And then there was 131,000 in other savings. Um, and then this is what that looks like just from
134a pro proformer when you're um when you're doing the full reconciliation. Okay. Um, I'm not going to go through the general fund revenues unless the board would like to do that. I know we've reviewed this before and I've gone through all of the um, adjustments since the last version, but if you have any questions, feel free to ask those. So when we're looking at increases for expenditures then we have the health insurance increase which $8.90 step increase of 150 and then the athletic increase um including the 2% for their step if you will of 60. We had um capital funding cliff cliff and tech mill fund funding cliff where we were expecting this to happen where our one-time monies ran out for our tech mill fund and now we're going to have to fund that
135through our general fund. We had additional five SSN paras due to students coming into the district um that are going to need those paras per the IEPs and um 200,000 for the cost of educational lanes which is uh yields 2,784 in increases. And then when we look at the the savings in the budget um were the other reductions we had an ASUS position reduction which is at the district level and nursing as well and then non-school other budget reductions uh that was 6.3% across the board reduction and non-sary. Then we're looking at the uh subbudget for 44,000 we just talked about. We are also um reducing the amount available um because um we have more and more people that are not choosing health insurance just because of the increase in cost and um and so
136that is what that number is related to and then there's other attrition of 38,000. Um and then looking at the school budget reductions mostly due to declining enrollment we did not change any of the student teacher ratios but we did yield because of those reductions in students uh 17.7 uh net FTE teacher reductions 2 and a half FTE for front office specialists um school non- salary savings of 62,000 because of the decline in enrollment and um a Boseis reduction because of the reduction in number of students there to yield uh 3,285 in draft budget savings. Okay. Now, this is going back to Anna to talk about strategic priorities. You bet. Thanks, Cha Coin. You know, I'm not going to say a ton about this, but we will continue as we bring budget components to you
137and start to develop budget narratives that go with a lot of the department budgets to lift up where initiatives um and investments that are directly tied to our strategic plan are showing up within the budget. So as you can see here is an initial breakdown of each of our priorities and some of the investments that you will start to see in individual budgets, department budgets, team budgets, um staffing plans um and salary plans. So just wanted to start, you know, as we started with that um priority and that theme around balancing change. We want to be responsive to the dynamic environment around revenues and make sure we're maintaining consistent alignment to be in investing with our general fund into the strategic plan. So these are some of the things um that when we get to
138the kind of updates at the end of the year on the strategic plan are uh connected to the budget. >> Okay, thank you Dr. Cole. So the next slide is looking at what would what to do with the potential available funding. Uh we do show that $181,000 surplus. Uh it it could be needed for early childhood education. So we we still have this need out there. And then also looking at that um 729,000 we have we're really reviewing closely all of our enrollment data just to make sure we've got that captured and um and it's dependent upon final budget verifications. This is all in flux and this is really ear the earliest we've really ever to my knowledge I mean I know definitely since I've been here provided this type of a rollup of the
139budget uh so for everybody to review to give a lot of time for people to review the budget and to um get their input into it. So it's definitely not fully baked. So but it's it's getting close. So anyway, so to be determined. So looking at 2728 future outlook, uh there's still a lot of things out on the horizon we have to watch. Uh the federal funding unknowns, uh student enrollment, the projection to continue declining. Uh F FRC is one-time savings that are we're going to need to um add that cost back for 2728. Uh increases um continuing for health insurance anticipated because inflation is not going away in that in that uh arena. in looking at other inflationary pressures on the budget for utilities, uh things like that, uh a lot of the commodities,
140you're going to see I bet you're going to see increased costs this year. Uh looking at all of the the things that I've seen on the market and um what the analysts are saying. Um so we are al also are losing funded student count due to averaging because we keep losing the number of years we can average first of all and secondly then we lose the students as we have gotten lower and lower um those average students go away. So not only do we lose the students that we're actually losing for that year but we also lose based upon the averaging as well. the structural funding deficit has not gone away and they definitely at the state level are kicking the can down the road. So that is something that is still to be determined
141and it underlines the importance of retaining an alternative funding source for recruitment and retention goals. So that's just something to note as well. Um I wish we could do more. Um, we've been trying to get tighter and tighter on the budget and the one thing that I really feel good about is that we have things everything captured number one and number two is that, you know, we're accurate and we're getting tighter and tighter each year, which is really good that um to be able to provide this level of transparenc uh transparency to our community. Uh timeline. Uh what's next? Uh so we're going to you're going to see me a lot maybe not in person today but uh but definitely through June 10th we're going to have a lot of discussions uh between the finance
142committee and definitely at each open uh board meeting as well. Uh but we're also for the next meeting we'll give a provide a legislative update again as I have noted and some additional updates on the general fund and then um I'll also add in the 2526 projection. We're starting to roll that up also. Um looking at uh board questions and information requests which are um also rolling in which is really great. We're trying to make sure to get all of that to everybody timely and um starting to include other fund information and budget narrative. So, uh so anyway, um that is pretty much it. The budget calendar is linked to this uh present presentation also for your reference uh if you wanted to see any additional detail there. Okay, >> thank you so much Tisha
143Coin. And yeah, jumping to the budget calendar helped relieve my anxiety as I have, you know, as we gather questions. This is not a final action night. So, the board is invited to ask clarifying questions, identify where we need more information and more detail. Um, knowing that we're going to see this quite a few more times. So, to open up discussion, um, Director Kenberg, welcome to the evening. Why don't you kick us off? >> Thank you. Um, and thanks for letting me come in late tonight. Wearing multiple hats is not always easy. So happy to see you. >> I'm here. Um, Chief Shaquin, thank you for this thorough update. Uh, I'm grateful to see where the legislature is currently. Um, and I feel like I always say this that every year we get to this
144point where we all sigh collectively after a lot of months of fretting. Um, so it's good to be here and see that some of this is holding. Um, I don't have a lot of specific questions on this. I think my questions really are around the things that are still in flux. I just went over the budget calendar, too. Um, and I think in light of even public comment tonight, the one question that I do have is are we going to build an opportunities for public discourse, I know the board has been invited to all finance committees at this point, and I feel like we have very good systems down now finally for the governance team and staff. Um, and I'm wondering, and this doesn't have to happen in this cycle, but I'm wondering if if
145there is any plan to engage the public in any way in these discussions, you know, more um intentionally than we have in the past. You know, I can I can tackle that. Chief Shaquin, if you have anything to add, please jump in. Um, you know, I would say to right now, no, no, we do not have anything formal beyond these meetings and public comment. I mean, I will say that in part of our MLO exploratory process, we are now planning like a May, you know, we did kind of a road show in March. We're planning a another community road show in May that would refine our um kind of would refine the committee's presentation and proposal based on a lot of what we're hearing in the community. I think there's a general lack of understanding
146of how property taxes relate to school finance and you know that the it's very confusing but the fact that increases in people's property taxes and increases in the dollars going to the roaring for schools does not mean we're getting more money that's a real fundamental misunderstanding that we need to correct so there is opportunity upcoming in continued MLO outreach and information and education um and you'll see because this has been a theme in the road shows we had in March that educating our community on school finance really matters, but we we right now don't have anything formal on this like specific budget and input on it. Um, Chief Shaquin, anything you want to add there? >> Uh, no, I I think that that's right. I mean, I think that having these conversations uh publicly a
147lot um whether whether it be in um additional meetings with the public specifically or here allows people to put their voice in the room during the public comment section. And um and I you know I certainly um appreciate if anybody um is wanting to you know reach out to us as well you know I mean that that's something that we can take on our advisement but but some sometimes we have um these cycles where we um survey the the community uh on different topics but this seems like it's a bit more broad than that at this point in time. I appreciate that and I was just thinking in light of the career letter and the postindependent just wondering if there was anything else kind of in that vein but I do think it's important we
148continue to educate the public so I'm grateful I'm really grateful that we're seeing this now again this timeline feels so much better than it has historically so thank you >> thank you director after >> yeah I just had Um, one detailed question and then a couple comments. Christy, thanks for this. Um, on slide 14, I think. Um, says 44, no 13. Sorry. It says 44K savings due to reduction in teacher positions from a reduction in subday budgeted. Can you just explain that a little bit more? Is it because or subdays budgeted based on FTE? Is that why? Correct. >> A direct reduction. Okay. >> Yep. That's exactly right. And that's one thing that I did not include in the original um budget estimates that I'll make sure that in the future that as we increase
149or decrease teacher positions that we incorporate those um increases or decreases accordingly as well. >> Does that assumption hold true when you have teachers who to me it seems counterintuitive that the fewer teachers the fewer sub days? because in fact it seems like you might have a situation where teachers uh I don't know what the right term is but like would be would be um needing more days off because of the load that's being put on them by the reduction in force and so that could increase the number of subdays you know um that's a that's a really great approach or question to that uh the reason why that assumption generally holds true in this case is because our student teacher ratio hasn't adjusted. >> Okay. Oh, right. >> So, so that's that's the reason
150why number one and number two. So, that means that you have fewer classrooms and so as you have fewer classrooms that it reduces that probability of a sub by that classroom, if that makes sense. >> Right. And I I think I've heard you say before, Dr. Cole, that class sizes are not increasing. >> Correct. because we're just declining across the board. All things, money, kids, everything. >> Correct. >> Okay, got it. >> We have not adjusted the student teacher ratio we use to staff our buildings. >> Right. Okay. Thanks for clarifying. Um and then I Yeah, thanks for the um like rapid response updates on the legis that of everything coming out of the legislature. It's great to see that and it's seems very dynamic. So, thanks for staying on top of it. And then
151thanks also for the slide um 18 which we've asked for in the past. So it's great to see how the budget's aligning to the strategic priorities. I don't have any other questions. Thanks Christie. Director um I got to do a finance committee amend. So thanks team. I already saw this. I just wanted to ask a clarifying question because I went into the board update um for the deans of culture and it I'm reading off of the the memo. It just says we have not adjusted staffing for principal, dean or counselors. So that means can you explain what that means? >> Sure. Right now the principles, deans and counselors are for the most part not allocated based on student numbers. Um we just staff them per building. The only the only changes I would say are
152Glennwood Springs High School which has additional admin because of the size of the school. So they have um two assistant principles, one principal and Bridges High School which because the size of school only has a principal. Um but those those positions are staffed per school and at least right now in our staffing models do not adjust with the number of students. And so as we roll into the next year, even though many of our schools are shrinking in size and the the the numbers of certified teachers has adjusted based on the number of students, our admin positions have not at this time. I will say there are working groups and admin uh probably certified IBB that are really looking at those positions as well as other positions that are staffed kind of per school and
153saying hey what's the point at which a school gets so small that those do need to be adjusted um and can we get to some agreements um much earlier next year that would impact how we staff our schools in 2728. >> Yeah. And but who who currently has de of culture and what will that look like next year per how we're staffing? >> Yep. So all of our secondary schools have deans of culture. So middle and high schools. Um some elementary schools have staffed a dean of culture, but they've done that out of the staffing that they have. They haven't gotten their number of certified teachers and a dean. They've gotten their numbers of certified teachers and allocated from that to a dean. Um, I think an exception being the Salt Middle School is really
154trying to manage the the programs that their students are getting access to and really trying to lean in on a Spanish language arts program. And so they've we've allowed um and supported their direction to for this year because of constraints and priorities to allocate their dean um FTE to a Spanish language arts FTE uh teacher because they're making that decision in their own local school about where their priorities and needs are. >> Awesome. So next for 2627 we're the assumption is everybody will have secondary will have Okay, >> you got it. Um I you know I shared some of my concerns with the with the finance committee. Um uh when we met I think at at the end of the day you know I I'm grateful I I've said this before one that we have
155finance committee um but two that um that we have worked so hard to have this budget um presented to the board with enough time for the board to really dig into it and for us to really ask the questions and not feel like we're being rushed. And so my push to our team, to the board, um is really for us to make sure that we're taking advantage of this this time that uh I as a board member have not seen u during my tenure. And I really want to make sure that um as much as possible that we're able to ask some of these really strategic questions on not only how we're investing in our strategic priorities through the general fund, but also what investment we're making into towards closing the achievement gap. And so
156that um is I think my only feedback. I appreciated the update uh Superintendent Cole on the strategic priorities and our investments in the schools. I think that's great. I think we should continue to have that conversation on what that looks like. Um and then you know my push again is just for us to make to as we continue to have that conversation um how also are we doing that towards closing the student achievement gap. Thanks team director. Yes, I actually have kind of a lot of questions, so answer me as briefly as you can and hopefully I can get it. Um, I guess I don't have tons, but um, okay, if I understand right, I'm still kind of stuck on this whole governor's proposal. From what I've looked it up, and basically the school part
157of it is we're going to get $413 more essentially per student, but we're going to have fewer students, so we'll have less money. Um, when I yeah, when I looked it up, I could couldn't quite get much more out of it than that. >> Okay. Now, are you looking at like I mean what is the governor's proposal? What does that really >> relate to or pertain? Okay. Yeah. So, so really what that is is it's a starting point for the legislature. So, the governor kicks off the legislative session early, if you will, and says, "This is what I think the budget is going to look like." And he puts a proposal out there before the legislative session. Okay. And so a part of that is the school finance act and all of the school funding.
158And so a big portion of that then is what's called uh the total program funding and as you indicated the per pupil revenue. And um and then I actually work with the state to make sure that we have the estimated number of students correct uh for the ensuing budget year so that the numbers that the state puts out there in their spreadsheet are uh congruent with what we're putting in our budget. So that's generally what the governor's request is. Does that help? >> I guess. So where's he getting it from or what's he motivated by or where are those numbers coming from? Is that a hard question? Yeah, that's a great question. If you could figure that out, you can make a million dollars lobbying right now. >> Oh. Oh, >> what is that guy?
159>> Is he basing it off of last year and then subtracting whatever he doesn't have? >> Well, he there's a lot of different laws and requirements uh for school. That's a really wonderful question and it's it's extremely involved but in trying and for the interest of trying to keep it as brief as I can and not getting too much into the weeds it is really first of all it is really based upon previous legislature uh decisions and amendments uh to the constitution that were passed by voters such as amendment 23 uh for the increase um in funding for school districts. So all of those kinds of laws and requirements are baked in to the governor's uh proposed request and then they're taking um the lobbyists input. They are taking uh feedback from uh a lot
160of different additional organizations as well as looking at their budget constraints and what else they have to fund to come up with what they where their priority is for education for this year and how much they think they can put towards education um at that point in time which is November 1st is usually when the governor's request comes out. >> Okay. So they do this every year and they base it on whatever new legislation is around and sometimes it's changes a lot and maybe sometimes it doesn't. >> Yeah. You know, I mean like because they are they're always going to have a lot of the components uh in the total program funding like the inflation factor is going to be in there. They have some shape of averaging of students. They have they have cost
161of living factor and they and then they also um they have another group working on what actually is adequate funding for education because we're still falling dismally short of where other um states are as far as per pupil funding. So, we're still despite some of the um you know the the attempts uh before to try to get us to funding that is adequate, we are still not there. So that there's a push to try to increase education funding while the state budget is in essence shrinking because of other requirements on the budget such as Medicare and um and things like that that also are really um pressuring the state's budget. >> Okay. Thank you. And this 30% phase in that you did 15 to be um conservative. What? Like what are these numbers? What are
162we talking about? 30%. What would 100% be? >> Yeah. I mean, yeah. I I don't have the actual 100% right with me right now because I would have to look that up. But I if you wanted that, I could just put it into a board tracker. I'm happy to to put that out. But what the what the phase in is is that they had as I had indicated earlier there's there's different factors in the funding formula and I I've only named a few of them. There's there's free and reduced lunch. There's the English language learners. There is um >> special ed. >> Yeah. There's all sorts of different factors and and so the they have a new funding formula that was really trying to um I guess improve the funding for those students that were
163um higher cost or really were lagging behind or needed some additional supports. And so the phase in of the funding formula is taking the old school finance act 1994 f formula and and um renovating it to a new formula. And they they um because the new formula has an increase in cost an additional funding that the district will be receiving, the state could not pay for it all at once. And so they were looking at originally I think phasing it in over five years I thought or six and then they then it was seven years and so they've been wrangling with how much they can afford. But generally they're trying to phase this new funding formula in over a series of perhaps six to seven years currently. >> Okay. Yeah. Maybe I'll put that in
164the board tracker and ask like, do we have any idea how much that money might be ballpark? >> All right, next one. Um, federal tax credit optin. I think I understand what it is, but I don't understand how it would really affect the schools. >> No, that's a really great question. Um so we are we're seeing a lot of additional I guess pressure from competition from other uh uh I guess schools whether they be private schools or online schools that is are really um all of those different options are competing for the same kids. So, as you have something like a voucher program that's put into place, it makes it even more affordable or more enticing for some parents to move their kids out of public education, which then as we all know could yield
165additional declining enrollment. So, that is the I guess the nexus. >> I'm not sure. It says it's like it's a tax credit that the individuals can then put towards scholarships. >> Yeah. I mean, I haven't looked at the 100% of the I mean, put that one in the board tracker. I'm happy to because I have the information around it, but I don't want to speak too much to it because I haven't done like too much of a deep dive on it. >> Okay. >> I'm happy to though because it's Yeah. >> Okay. >> All right. Yeah. If you guys that can be my last question. Um yeah, thank you. And if you guys have any info for me, give it to me. >> Great. >> All super good questions. I sent you a quick link
166that's a good summary of the funding formula that they're talking about with the 30% 15% phase in um that I found to be useful and uh yeah, so I will jump in a few comments. Again, just appreciation for the continuity here. It's so helpful to when you broke down the original proposal to what we changed in this draft version of the budget. So, thank you for taking the time to do that. Um, my question was, how are the how's the attendance at the virtual meetings with staff uh asking questions about the finance? How's that going? >> You know, we have pretty good attendance. I mean, we've had I mean, I think earlier we had more uh people, probably two dozen that would show up and now we have a handful. and and when um they
167do show up, we also have Christina uh Vargas had also put out a um a form that people could ask uh questions that way that we answer online during the Q&A and we've had a few of those questions. So, I'd say that it's actually pretty good participation and we've had great questions from our staff. >> Yeah, thank you all so much for taking the time to do that. I know that's a lot, but it's really valuable um to stay transparent with our staff especially. >> Um okay, so Tammy, it's funny you mentioned the optin option. I have it on my notes to express disappointment in our governor's decision to opt into the federal tax program. Um and you just did and I just did celebrate our questions for the staff. So my response, my comment
168for the record is that um in the state we need to strongly support House Bill 261292, which is at least trying to reign in the scope of the scholarship granting organizations that would have access to public money to make sure that they can be upheld to the same standards that we do in education, which is um non-discriminate non-discriminatory practices and making sure supporting students with disabilities. The idea is that we're taking public money into this voucher program that parents can send to other organizations that grant scholarships for tuition. Um, and we need to make sure that the public money has transparency and accountability attached to it. It's kind of the first baby step towards a voucher program. And you can look up um Arizona's education situation right now in their public schools if you want
169to see where that road leads. Uh, so yeah, there I expressed it. Thank you so much, Christie. Um 5 minutes of open discussion if anyone who didn't get a question in has more need for information. Um the Medicare line on insurance that's just for over 65 like no where does the Medicare come in? So um we actually are required it's part of social security or well it's social security Medicare in um other businesses but we have parah in Medicare and uh so the the Medicare line is a requirement that the employer pays 1.45% of everybody's salary towards Medicare and we pay that to the federal government of their >> salary. No, that's good. >> And I guess the smoothing factor, that was another question. They they is the smoothing factor and the um averaging the
170the three four year averaging the same thing? >> It's similar. They're similar um concepts, but what the what the legislature is has tried to do and and they've well they they've actually created a workg group to look at what's called a smoothing factor because when you get from three-year student averaging down to now the next reduction would be to two-year averaging, it gets to be so impactful on the revenues for a school district that it it can really take a school district south with its finances way too quickly. And so instead of doing that, now they're looking at a smoothing factor to take and to replace the um the averaging, but they haven't yet gotten there yet. >> Perfect. Thank you. >> Yeah, you're quite welcome. >> Excellent. Well, our next business in order. We're
171all done. Sorry, I didn't mean to. >> No. Okay, >> you're all good. Um, is a discussion of policies JIC, CJ, GCS, and GD? Nope, sorry, there's one up here. Next business in or sorry, I'm looking around here. We're going to look at all of those. I'll keep reading. Yeah, GDA and GDAA. I appreciate the centering there. Sorry, I'm getting a little crosseyed. And I just wanted to know if staff had anything to offer um on the cell phone policy before the open board discussion. Yeah, I think that'd be great. I think some folks would love to hear hear your thoughts. Uh the memo, I will just note for those listening in is very helpful. Um so please join us on the agenda live on the website, board of education. Follow the links and it's
172all in there for you to read. >> Yeah, glad you mentioned the memo director to Freddy. So we won't say much beyond there's a ton of work that happened in this policy. We've been working on this since October especially especially equity advisory council and I will name that like three of the four seniors that you worked with and both of the the seniors who were unable to make it from Glenwood sit on the district equity advisory committee. So they've been working on this policy all year. They did research um they looked at sample policies and they really were the craftures of the first version that then went out to other groups. Anything else we need to add? >> Okay. >> I'd also just like to note for the record before we open discussion, the vast
173majority of comments tonight um that were submitted were in relation to the cell phone policy. So, another great snapshot of the community perspective on this issue if directors or public wants to do some reading. Uh let's get started with director Ramirez. Thanks. Hello team. Um I was part of policy committee when we reviewed this. I feel like we've already shared or I've already shared some of my questions. I did add after um we had our meeting just a sort of a push nudge I don't know um that the only section that could be potentially missing is transportation. I did review some of policies from other districts in the state and that was one section that they had where you know are cell phones allowed on buses especially if we're picking them up. So I just
174wanted to flag that for the team. I think, you know, that would be a good thing for us to know if there is an expectation. We want to take that back to the council or if there was a conversation that already uh was already had. And I think I just wanted to flag it for this team. >> You know, I would I would say it'd be if the board has strong direction on that and then I would like to defer to um Director Hathaway and Dr. Park. I think right now a challenge with transportation is um monitoring and implementation would would be really the we did not um consult with bus drivers on this. It's a tricky thing what they're doing already. Um and so I think that was one of the hesitations. Other thoughts
175on that? I think the radical stakeholder groups that we talked about flagged enforcement as one of their primary concerns about the policy, not the policy itself. Like as a general consensus that this is good for our schools and good for our students, but enforcement is going to be tricky and I feel like we've done a really nice job of having a template for what that looks like. That's going to need to flex and check and adjust as we get into it. But I do think that enforcement on a bus is like a next level, next step when in general the only adult is busy hopefully uh paying attention to traffic. Everything goes on beyond them and uh really the the only recourse is to is to bring the bus back or to write it up
176and address it the next day. It I I think it's something that we could explore if there was a great will to do that. But that is what I see as the bigger hurdle in terms of transportation. I think I mean I I hear you guys on enforcement obviously. I think all around that's going to be tricky. Um my only push to the team again would just be the consideration and exploration of it only because I do think we have had conversations or you know situations have happened with kids on the bus and so um that's a nudge more so than anything. I obviously whatever you get I defer to you guys. I also feel like we got a lot of people in public comment that were very inspired by this and I feel like
177we could very quickly say, "Hey parents, do you want to ride the bus with your kids while we roll this out?" Not saying we should do that. I'm just saying it could happen. I could see parents, you know, wanting to be enforcement officers on the bus. Um, and hey, that's strategic priority, community engagement, parent engagement. So, just ma wanting to make sure I flag that. That's it. >> Uh, Director Kind, >> I am in full support of us implementing this policy. I think that as to transportation, I would agree with staff that that feels very tricky and difficult to me. And I feel like hopefully less and less children will have cell phones in hand once we pass this and it won't be as big of an issue on buses. Um but I don't think
178that it is a great idea to try to do that now. I feel like it's it just makes it too big. Um I think your question director about off-campus trips outdoor ed is an important one. I feel like that those are the times when parents want that connection point. Um, and so I'm curious if that's been considered and then how we're dealing with enforcement and discipline in those scenarios. Like if you're, you know, we've got a football team back on a 5 hour bus ride, what are we >> Yeah. In the in the way that the policy currently reads, my vision for it is that it's on campus, which can um there are times that that onampus definitions include like those other activities. And so I think that it's going to need to be something
179that's really clearly stated in parent permission slips before you go to have those communication plans um in place, you know, like like teach I I I imagine just with teacher communication for example on a field trip like here's the number that where you can reach your child, you can reach them through me. I have really high hopes for the parent square app that that's going to help a lot of this communication go on. Does that make sense? >> It does. Yeah. I would just encourage us to be proactive with communicating that to parents. I think that is where the worry comes in, right? Like >> my parents at or my kids at a play rehearsal during tech week and they're at school five extra hours a day every day the entire week and >> might
180get out at 7:00 and might get out at 9:00. So I think getting parents back into the habit and kids into the habit of relying on a trusted adult to use their device or using the app or the other forms that we have, it's going to be a major cultural shift. >> It is. I agree. And I think, you know, I think the communication overall is going to be a real key to this, like as we launch into next school year, that every school, you know, um, really launches into an actual campaign to make sure that parents and and students are really educated about what this is going to look like and what they can expect. I think it's an example of one of the sticky pieces, but the clarification I think an after hours
181sporting event, it sounds different and feels different than a school sponsored event like an overnight trip or a field trip. And so, um, because they're partaking in a school type of activity, that might be the distinction similarly to where we have behavior expectations that apply even if you are at on a field trip. Um, but that's definitely a detail that we would need to clarify. >> Will there be an associated regulation with this for staff? And >> yeah, >> we we drafted and there was linked some guidance and I wonder if director you want to speak about the like implementation guidance. I don't know that would be a board regulation, but we definitely already the team has started to draft. Yeah, it would be a board and just I was just curious if you guys
182have got gotten that far. Oh, yeah. Oh, yeah. >> Yeah. >> I've also we're just like going back and forth to me. >> I've also worked with um with school leaders, with deans of culture, with students um on starting a draft on on what response looks like to cell phone violations. And I believe that the policy refers to like this will be addressed in the matrix. And so this guidance will be linked into the matrix. And right now where it is is it goes and talks about um I think there was a concern that is a really important concern that we're not putting teachers in the position of being engaged in constant power struggles over cell phones. So, we tried to be clear about what a teacher's responsibility is and what a school leader's responsibility
183is with this and even give teachers some language to avoid power struggles to give them almost written permission to just to drop it before you get into an argument about it and to refer it pretty immediately to school leaders to take care of it. And um the remainder of that guidance kind of talks through like the uh what happens if there's one violation, what happens if there's two, what happens if there's three. And it it the general policies all start with bring that cell phone up to the office, students retrieving it at the end of the day, and then additional offenses would be bring the the cell phone up to the office and um families have to retrieve it at the end of the day. and then continued offenses turn into like parent discussions and
184contracts and agreements and things like that. The general core of that part of it came because all of our schools already have cell phone policies and all of our schools already have like these lists of um uh accumulating offenses and how it escalates. And so this was really just a um general like synthesis of lots of that different work that the schools have already done into one overriding document. >> Director After. >> Yeah, thanks. Um when I saw the belltobell description, I assumed that meant that anything after the bell but still on campus would be would allow cell phones to be present to do director Kenberg's question. So like club activity, sports activities, any of that you'd be allowed to. But maybe it's it sounds like maybe that's not fleshed out. It's okay if it's
185not. I >> think that's right. Actually, I do I think that it's bell to bell because what we're interested in is like preserving teaching and learning, right? So it's bell to bell, but the the original uh question that director Kenberg had was about field trips and school sponsored activities. So that's like still vision that bell time. Yeah. So, it's within the same time even though it's in a different space. Whereas like an an 8:30 at night basketball game at Roing Fork High School, that's different. That's that's beyond the bell and people are going to behave differently at a sporting event. >> Yeah, I find that for me to be really helpful >> because it means that kids can call their parents to pick them up and that's important to parents. I agree and I'm glad
186that you brought that up and made that distinction because I don't think anyone here has the vision of like a student could not go to a basketball game for example. I'll just keep using that one and and get a ride home at 9:30 at night. It's not what this is about. This is about during school hours which the field trip question I think that's the better answer to it is that's during school hours. >> Yeah, >> that's school sponsored activity. That's still teaching and learning, right? >> Yeah. Um, my other question is, um, since has the district considered putting more landlines on campus so that kids have access to like a phone in the hallway that they could call their parents during passing period and see, you know, I can >> Yeah, that's such a
187good question. God, I remember being a high schooler and I know where all the pay phones are. Yeah, the my kids use the phone at the library. >> Really interesting question about the landlines. I mean, I will say one one piece that is going to be interesting and we're going to have to figure out how to navigate this, but we are launching a new communication platform, new to us, but like all over the country, hundreds of thousands of school districts called Parent Square. And what's interesting is Parent Square will pull any way that we communicate with a student other than face tof face or old school phone call. Um anyway, students communicate with each other. Um parents communicate with their kids, coaches communicate with kids, all into one platform. Um and so there is a
188there is a very um there's a very clear pathway for a parent to be at home at 11:00 in the morning texting their child through Parent Square. A high school kid, maybe middle school, but high school students especially, texting their student through Parent Square saying, "Hey, your doctor's appointment doctor's appointment was changed. I'm picking you up at 2. go to the front office um or whatever they're communicating and for the student to be able to pick that up on their Chromebook email, not their cell phone, but their email. Um so there's going to there is going to be this ability and for a kid to be during a free period or with homework time to be able to send an email that would go to their parents' text to say, you know, I got your
189message totally. So, there is going to be this um opportunity for that kind of communication throughout the day, but not on a kid's phone, on their Chromebook. Um we're going to have to see how that works. Uh it'll be really interesting, but it will be a component of this. >> That sounds pretty cool. >> It's a good push on the landlines, too. >> Yeah. Landlines still work. >> They do remember their parents' number, right? >> Yeah. It's not about It's just nine. How many digits? >> 10 lines still work. digital. Um, >> yeah. I mean, I think I can just because it said in in one of the documents that the kids can go to the office, they can use the office phone. I'm just thinking like or are our our very busy office staff
190really going to want to be triaging all these calls. I don't know. Um, yeah, what you just described sounds fancy and cool. So, great. I think this is awesome. I'm I'm really impressed by the thoughtful stakeholder engagement here. I mean, it was coming our way because of uh the state legislature anyway. So, but I'm sure um I imagine it wasn't required to do all this thoughtful and important student centered stakeholder engagement. So, kudos for that. >> Director Nemo. Uh yeah, so I read in here the the sen juniors and seniors were concerned about Chromebooks being able to do coursework and integrate with college applicate or CMC. It was like where did that come from? Where's the idea that Okay, so I'm so glad you flagged this because I wrote this down that this should have
191been something I frontloaded or that should have been in the memo. This is why we do three reads. You will notice in the policy that it defines this is a bell-to-bell ban on personal technology devices as defined by smartwatches, cell phones, tablets, individual laptops, it bans all of that. Um, of course, earbuds, watches, we're all thinking, "Yeah, of course." Um, a lot of our high school students, especially our upper classmen, end up bringing their own laptops to school. they um think they're a little zippier than our Chromebooks. They have more access. I think some of the students who are taking uh concurrent enrollment courses and using other information platforms report to us that they can't always access videos or you know there's some technical components with the district authorized Chromebooks. Um the way this policy
192is written and so this is really important for the board to note with a belltobell digital shutdown of all personal devices means that we would say you can't bring your personal laptop to school. You have to use a Chromebook. Um I will name that if the board passes this as written we will be we won't be able to do that. And so one of the things that I do want to bring to you by the second read and it'll look for it in the memo is a more of a timeline towards compliance for that. So what we've seen Aspen School District for example do they did a bell-to-bell ban of just like this all devices requiring students to use the Chromebook issued they upgraded their Chromebooks to be faster you know what I mean because
193of some of these these challenges some of the kids that are talking about uh college applications where you're working on all these different things and I mean you heard Hector talk a little bit about the overwhelm of that and sometimes our Chromebooks can feel clunky so in order to I think really do this one. We need to get more curious with the students like show me what's not working and sit down with Brandon Boddet who's in charge of tech and let him see it. Um yeah, keep going Dr. But we we need to provide more about what it would take money, time, resources to nail this. >> Yeah. And some of the a lot of the there are some challenges that are it's slower versus it doesn't work. And then there's some challenges where for
194college applications and things like that, our pre-cl team for example and counselors recommend you build those applications with a personal email address because after you leave school, you're not going to have your school email and um personal email addresses or Gmail are blocked. So that's an example of a technical thing where how can we then um respond to that and so um or like authentication codes come in through your phone. And so those are some of the technical things where um a student is like I I can't access it on my Chromebook because I need to log into my personal thing which I can't on the Chromebook. Um but we think that there are technical solutions. Um there's some cost as well. So, I do think the path because right now we have almost almost
195one to one. Um, but you know, we've moved some devices from uh high schools to replace some broken devices in middle or elementary or whatnot. Um, but we need to have time to plan that out and switch that. >> We'll bring you more for second read on that. >> Well, just so you guys know where I stand, I I'm fine with 100% banan all the way across. I mean, not to sound too old, but we survived it. And I guess, you know, for me, I'm just keep thinking about like the a big goal of this is to have kids interact, to have humans interact, the adults, the kids, and if you have to go to the office to call your mom or if the office needs to come to tell you your mom called, like,
196I'm just I'm all for that. So, I I don't have any concerns about um yeah, like the kids needing to be able to email their families during the day, but maybe I'm not of out of touch. Um I was thinking we could put desktop computers next to the landlines on the wall for the kids who need to fill out their college applications during school and their computer doesn't work. But no, again, I mean, I I think it's great for go-getters to want to go and um you know, do that stuff while they're at school. Um and you know, during the recesses, during the lunch breaks, like that's all when we want kids to be connecting with each other. So, I really fully support um as much none of it as possible. And yeah, and I
197just want to say like the whole thing where if you know, well, he did it, you know, this person gets away with it and then why did I get caught? I mean, that's going to just be so important that it is 100% across the board. Nobody gets away with it. Just to well, for obvious reasons. Okay. Yeah, just following up on that. Um, I think making sure that we just have really locked in clarity about what is in and out. So, field trips within bell-to-bell, you know, like um after school play practices or, you know, there needs to be a document that's searchable and enforceable um for the whole community cuz everyone's going to have exactly those same questions and we want to try to take the weight off the teachers one with the power
198struggle which I think has already been done really well. I appreciate putting that weight on the administration. Um and it's just God I don't envy you guys the first couple weeks of this though. Like it's going to be a lot and I just want to recognize that. But the other thing too is just not answering a million of these questions individually in each building. So making sure that our resources are transparent and accessible and really ready. I mean I'm sure you guys are already there, but the communication roll out districtwide at the beginning of next year. Whatever we can do to get ahead of that um is going to be so important for sustainability here. Um I'm really excited. This this came from the state statute, sure, but our community stands behind it. We had
199a lot of um interest in this last year from a very bipartisan group of individuals in the Roaring Fork Valley who all signed a petition asking for this and really appreciate the effort that went into that and the understanding of why it's so important. And then something that I heard from I believe one of you all who is much smarter than me in these things. Another thing I want to elevate is the retraining of this community um of all of us to prioritize students learning in their classroom during the day above all of the interruptions and the checks and the double checks and the rechecks or the schedule changes or the this. Like if we believe education and achievement are the most important things for our students, then our entire community and all the parents
200who express concern about these things have to understand that this is supporting that and that it will feel uncomfortable because tech has been designed to make everything so damn convenient. Um and so as we take that away, it will feel inconvenient and we just kind of have to remind folks that the the goal and the outcome are higher than that convenience. Um, so with the communication push there, just really walking through what that's going to look like is all I had for this. Um, any other thoughts, comments, questions on any of the other policies that we had on this? Let's not forget there were a few more. >> I didn't even want to ask those because it's so late. >> Okay, never mind. Let's >> They're all on first read, so they're coming. >> Yeah,
201they're coming back. >> Okay, I'm gonna Don't ask. >> I don't want to. >> Wait, which ones are second? Oh, the other ones are in second page. >> Okay. >> I just want to know GDA number four, bus drivers. Why did we take that out? >> My gosh. >> Isn't that network computing? That's the repeal policy. >> No, then you win. >> Sorry. took up the language about bus drivers because said they weren't able to participate in our insurance and they are >> oh >> they do they're all eligible >> insurance that I look like okay got it thank you >> great question >> anything else >> that's it okay fantastic um next business in is a real simple one that will cause No, just kidding. Um, we're opening for questions and comments around the
202ECE tuition. Um, before we have I mean staff discussion though, do I have a motion to approve the ECE tuition proposal as presented? >> Madam Chair, sorry. Point of >> please. >> It's 911. So I just want to just because of time we have so much to go through. So I'm just wondering if 10.1 or 10.2 can be moved to a future agenda. I don't know if that that's a great question. Um I know we pushed 10.1 off a lot and we really probably should not push that one off again. >> And 10.2 is timely as well for registrations for health insurance. >> Correct. I mean we're we're doing open enrollment. >> Yeah. Um >> Okay. >> Thought I would ask, >> but we all read the memos. >> I know which one we can
203push off the agenda. >> Betsy. I can seed my questions on everything to save two minutes. >> Well, let's let's move into both of those. We do have to get through them, but just staff be or uh board members being mindful of like are we asking for actual changes or is anyway let's try to keep it as as focused and prioritized as possible. Dr. Cole, did you have anything you wanted to offer on EC before we open? I would just say lots of thanks to Director Kulenberg who helped us in response to board comments lower the tuition increases redistribute them more broadly across all components look carefully at comps and bring back which was something we heard a lot from staff and her general support from the board the staff sliding scale. So those are
204the key changes in response to your feedback staff and community feedback and director Kulenberg's um support and consultation through this. Is there anything else, Director Clberg? >> Yeah, Director Clberg, do you want to jump in with comments? >> Um, no. I mean, you'll see in the the tuition rates that have been brought back forward. One of the things that we want to do is recognize the true cost of care. It's very expensive to provide infant and toddler care and to reflect that in rates to help educate the community. um also felt it was important to bring back a sliding scale so that families were able to plan. We know that we provide assistance from a number of avenues, but not having concrete numbers is difficult for people and it it makes it hard um for
205people to engage in the systems. It's 9:15. I'm getting real tired, guys. Sorry. Um those were the those were the big things. I think that where we've arrived is is a good place to be. >> Dr. Nemo, >> I I trust you guys. I trust the experts. I mean, I'll pay attention to this and yeah, but great job. Thank you. >> I did I have one question. Can I ask one question? >> I'm I'm curious if we know we might not um in a typical year how many of our staff fall into these various categories? And if we don't, that's that's okay. I'm just um I'm trying to remember the exact numbers. I feel like there um could be a board tracker. I know that what we contributed to this was about $160,000 this year.
206I want to say it's 16 families. >> That's the memo or the >> I thought it was in a memo. I thought it was in something. >> Um and I we're anticipating it's going to be about the same. >> Okay. >> Does that help? >> Yep. >> Okay. uh director after um like director Nemo I trust the experts on this and I also think it's really nice that a negotiated agreement was arrived at so thank you for the hard work on it I don't have any questions director Ramirez >> thank you director Kenberg and team on this I appreciate bringing back the sliding scale um just to clarify the sliding scale is the same for BAL and all the schools okay great >> correct Um, and I think just because um, you know, we've had
207so much feedback on this and there's just it's it's been um, I think just an investment from all communities to make sure we had this conversation. We took our time with it. I really appreciate that. I appreciate that we took it back and I think just moving forward it would be great to have it come earlier because I was thinking of like the timeline for us. Um, so that way we don't all feel crunched for time to get this passed. Thanks. I appreciate all the engagement, especially from Director Kenberg taking um the time to do the research and help support these numbers. Just if you are interested too, this is noted in um the slide in the budget update when it's 2026 27 general fund first draft. Note, 156,000 of this may be needed. Nope,
208that's different. Sorry, never mind. But it what I'm trying to bring forward again it's late is that we are going to have a whole slew of of difficult choices. This is one we are making one right now that will impact others and we just I know staff has really worked hard to try to find a way to thread the needle of the board's direction and the reality we're all facing. So I just appreciate that. Did we get a motion to approve this before we open discussion? I can't remember. I can I can make a motion to approve it as presented. Do I have a second? I'll second. Are there any further comments or amendments? >> No. Just why are there why is the salt separate? The salt offers year round care and the other programs
209offer school year. >> I can't tell. Okay. Thank you. >> Uh then we call the vote, please. I >> I >> motion passes. Thank you very much. The next business in order is the approval of health insurance collaborative solutions team benefits recommendation. Before we open discussion, do I have a motion to approve the health insurance collaborative solutions team benefits recommendation? >> I make a motion to approve the health insurance collaborative team benefits recommendation. >> Do I have a second? >> I second. We'll now have two minutes of discussion for each board member and five minutes of open discussion if needed. Director After, do you have questions or comments? >> Um, just no questions. I mean, my comments are just that as everyone knows that prices are just so hard to swallow and they've gone up
210so much and that's that's not a comment on this memo or these this district's numbers. It's a universal comment. And just um on the way here tonight on the radio driving from Aspen, I was there was a story about the cost of insurance going up because of GLP1s and other expensive healthcare. So, um I'm just so sorry that we find ourselves in this situation, but I appreciate all the hard work that went into keeping costs as low as possible, which I know feels brutal to to staff. I don't have any questions. Director Ramirez. Um, I just want to encourage the team's community to read the memo. I think it's important. I think we've we're continuing to have conversations. I feel like I've shared my comments and concerns with our team just in regards to our
211budget money, what this looks like, health insurance, the valley. Um I you know I think even from our update today um I think it's really important for us to maintain our conversations on the healthc care committee to what the future is going to look like for us. And you know, I would just encourage the team to be strong and brave and have the hard conversations like our kiddos mentioned, our students mentioned today earlier rather than later because I think we are all aware as adults in this valley that things are not looking like they're all going to get better. So, just wanted to make sure I flag that for our team again. But I support this. Director NL Um, I totally understand Dr. Ramirez's concerns and I trust that Christy and Anna and everybody involved
212are are really keeping that in mind. Um, and I just want to I can't remember if it was during one of the Q&As's or what, but I remember one of our staff said to asked Christie, you know, basically she was saying, "Are you willing to take any risks for us, you know, for the sake of the staff?" And it was interesting, you know, and Christy, I mean, she is. And I I can see like this is a risk that she is taking because she really values the staff very very much and is hearing them and listening to them. And so I think everybody's eyes are really wide open about this and it's scary. That's all. >> Director Glenberg. >> Yeah. I sat on this committee um again this year and I think that yes, we're
213taking we're taking a risk risk to fund this again. And I also think at some point point we're going to have to face the reality and we are going to have to make tough decisions around health insurance if we continue on the financial trajectory that we think we are on. Um, and so it's hard and it's not just our district having these conversations and I'm happy we got there again this year. Um, but I also think that as board members we need to remember that there are potential legislative things that could be done that could help correct this and we need to think in advance and leverage our positions to push those as well because that's the only thing that I see as an off-ramp to this problem. Um, so just wanted to to flag
214that I don't think that this is sustainable much longer and also we need to be looking at how to impact it from a way that is outside of our control. >> So agreed. >> Thank you. And finally, just a recognition that this committee um commits a significant amount of time across all of our different staff groups to bargain and find a way forward. Um, Chief Buffman has worked very hard to try to bring forward the best options available and keep those conversations moving in light of reality. Uh, this is part of our bargaining process with all of these groups. And, uh, we just appreciate the amount of time that's put into it. Um, because it's not easy to look at what's on the table when it's that difficult and decide what you're going to pick
215up. Um, and our district has just committed to working through that process collaboratively. And I I just I'm really glad we got here. So I don't have any other questions. Uh it was a it's encouraging to sit in the room and hear people having difficult conversations in a respectful way to get to this point most of the time. We have a motion on the table to approve um this title health insurance collaborative solutions. Are there any further comments or amendments? Will you call the vote? I >> I >> motion passes. Thank you. >> All right. And that's it, folks. We're all going home. Our next business in order is to approve Director After's resignation, which would become effective at the end of this public meeting. Before we open discussion, do I have a motion to
216approve Director After's resignation effective at the end of the public meeting? >> I make a motion. >> Do you move that the board approve Director After's resignation effective at the end of the public meeting as presented? >> I second. >> Thank you. >> Um I would ask board members maybe hold comment. We have a couple of approvals to do. Let's discuss um on the resolution of appreciation if we have comments about director after. Uh so would you call the vote please Jonathan >> I >> motion passes. Uh the next business in order is to now approve um a vac a resolution to declare a vacancy for district B which will again become effective at the end of this meeting. Um, for those who are listening, before I ask for a motion, please note that the
217resolution includes um, information about how to apply for this vacancy. And there is further information linked in the board memo and will become available on the website after tonight's meeting. And we want to encourage our community to engage broadly with this opportunity to influence the future of our district and contribute meaningfully to our students well-being and learning and achievement every day. It's not an easy lift. It's not an easy job. Um, but we have a lot of information out there and we are going to try to get it out as broadly as possible. Um, and we'd very much like to hear from anyone who's interested. The timeline that's described in there is that applications and written interest are due on May 20th and that the board will have a discussion around that um 20 on
218the May 27th meeting and interviews with selected c with select candidates and we'll make our final decision on the appointment on June 10th. As a matter of procedure, this is appointed by the board. Um it is not an election but all of the discussions and decisions do need to be held in public meeting and so we will adhere to the highest level of transparency and accountability in this process and welcome any comments um from the community to that effect. So do I have a motion to approve the board of education resolution to declare a vacancy for district B? I make a motion to approve, sorry, I got lost in the document. Uh, approve the board of education resolution to declare a vacancy for district B. Do I have a second? I'll second. Are there any
219intervening motions to amend? Hearing none, call the vote, please. I >> I >> And next business in order is an approval of the board of education's resolution honoring Betsy after. Do I have a motion to approve the board of education resolution honoring Betsy after? I move that the board approve the board of education resolution honoring Betsy after as presented. Do I have a second? >> A second. >> Jinx. >> We'll now have two minutes of discussion for each board member and five minutes of open discussion. Um, >> can I start? >> I was going to send it right to you. Thank you, director. >> Thank you. >> Appreciate it. >> Um, I'll try to keep it alive, Jonathan. Um, thank you. Uh I thank you all for the opportunity to have spent the last two
220and a half years in the trenches with you. Um including Dr. B, Jonathan, Amy, and the rest of the team. Um it's been a real privilege to have been entrusted with this role and I regret not being able to see it through. Um I was telling Anna when we spoke last week that I feel like being able to have this position is a real privilege and What I mean by that is that you have to like there has to be something in your life that allows you to give extraordinary amounts of time to a voluntary cause. Um, and I think for me that privilege was having a real supportive family and flexible employer that would allow me to just like disappear in the middle of the day for committee meetings or um or school visits
221or quick check-ins plus lots of time in the evening. Um, and I lost that privilege. Just in my sense. Yeah, I'm good at I do this all the time. So um you know it's a it's a privilege and I I think we all have experienced that and we all have something in our lives that gives us the ability to give time to something that you know it just takes a lot and we're not compensated for it and we are but um Oh thanks and I'm sorry I can't keep it going. But um but I'm glad to have had the experience with you guys and I'm grateful that you're for the orchid and the chocolate and the the sandal. Um and I think most importantly the the schools just you know you it it's a lot
222and you guys need a fifth member who can function and I can't right now. Thanks. >> Thank you. >> Your resignation letter was really well written and it just made it very clear what your family is facing. >> Yeah. Thank you, >> Director Nemo. >> Also, we don't have to do like a round rob. >> Okay. >> Who has who would like to offer thoughts? I expect you to show up at board meetings when there's something intent intense, you know, come and be speak and support us. I expect to see you out in the world. I expect to see you around the school. So, you know, you're not leaving the community. >> Yeah. >> And um I'm going to call you for um advice. >> Okay. >> Are we are we really doing Oh, okay.
223It's late. you guys can go home. No, I I think you know it it is uh so such big work to be in this role and I have appreciated so much your willingness to have integrity to be honest to say the things when we've needed to um and to just be willing to share your thoughts and be okay with discomfort and I've really appreciated that opportunity to share with you as a board member to be your colleague on this board to see you when we've been out at events together. I think it's been really important for us to feel that we are a collective and that we are five and that all of us are different and have different opinions, have different lived experience, but I've always appreciated that you've been so willing to um
224be like all of yourself, a mom, all the hats you wear, you know, advocate, environmentalist, all of the things that you do and still be uh willing to come here and work and uh work with the board and you know, commit to the things that that you the committees that you had to do and all of the things and wear all the hats and I have so much respect for you just and you know, being able and like I said to you on the phone like you're a mom. We're all moms. We all understand you and my my um heart is with you guys. My prayers are with you and your kiddo. Um, I think it's just so incredibly important that you as a mom have the opportunity to, you know, feel that where you
225need to be is with your family and that we value that and respect that and I hope that we would do that with any anyone on the board. But, um, I so appreciate your ability to recognize that and also, you know, we're going to miss you. It's going to be a a big uh lift and um you know so happy that we got to experience this together. >> I don't think I could say it better than that. But the one thing I will promise you Betsy is that I will continue to fight for having kids in school more days, not less. about death. >> I don't um and just, you know, echoing everything that Jasmine has shared and what's in the resolution. It's been an honor to get to serve with you and I likewise
226support you making the decision that's best for you and your family at the end of the day. That's where we're needed most and um this work is important and it is big and also it's not the most important thing in the world. So um we're going to miss you. It's going to be difficult to fill that and I'm going to miss the levity that you bring to situations and and I will bite from being >> um I'll I'll use my time to read the resolution after we pass it. Um motions on the floor for a resolution and support of Betsy after there any intervening motions to amend hearing none. Can I call the vote? Hi. >> Hi. >> Whereas Betsy After has served on the Roaring Fork School's Board of Education for two years and
227four months representing RBS, CRES, CCS, BRHS, and CMS with distinction. And during her tenure has contributed meaningfully on numerous committees while dedicating extraordinary time, energy, and care to the student, staff, and broader community. and her community- centered approach, thoughtful leadership, exceptional networking abilities, and rare capacity to distill complex issues to their core have earned the deep respect of colleagues and stakeholders alike. Whereas Betsy has made a lasting and positive impact on our schools by consistently placing students at the center of every decision. And through her work with the Colorado Verbosi, she championed efforts to ensure that every student is prepared for success in school, career, and life. and her leadership during challenging times was marked by compassion, steadiness, and an unwavering focus on student safety and well-being and more days in school, helping the district
228remain resilient, unified, and forward-looking. Whereas Betsy provided steadfast, insightful leadership during periods of significant financial and organizational challenge, including complex health insurance matters and leadership transitions. Board President Lindsey Drady said her questions, experience, and keen insights have played a key role in many of the challenging and complex decisions we make. The time she and her family have dedicated to the work of being a public servant for our schools and communities has made a tremendous positive difference for students and families throughout the Roaring Fork Valley. Whereas Betsy was instrumental in the development of the Roaring Fork School District's new 5-year strategic plan, bringing clarity, focus, and alignment to the governance team. Dr. Anna Cole Dr. Anna Cole, superintendent, added, "Her unwavering commitment to strengthening schools that meet the needs of all students was instrumental in the
229development of our new strategic plan and helped focus and align our governance team. We will miss her grounded, practical, and community-minded leadership and her depth of experience in governance, communication, and problem solving. Now therefore, be it proclaimed that on April 15th, 2026, the Roaring Fork School's Board of Education publicly affirms our appreciation and our gratitude for Betsy after. >> Do you have to quit to get something like this? >> Yes. >> Does it happen if we serve your whole term? >> Oh my god. Thanks. Thanks, guys. Okay, >> thank you. >> That was We should just have one of these for >> I would that was a good idea. Just put it in the >> I would entertain a motion for a journey now having the directors submit appreciations and committee reports via email over
230the next few days if they feel relevant to this discussion tonight. Is there such a motion? >> I'm sorry >> to adjourn. I make a motion to amend the agenda and adjourn now. If directors have significant updates or appreciations that need to be shared, they can share those via email over the next couple of days. I heard the one you want to share. We can connect on that. >> Yeah. >> Yep. >> Well, you told me to do it. That's what >> I know. I know. It's me. It's all me. Do I have a second? >> I'm second motion. Do we need to call on that? >> Yes. Yeah. Do we? >> Yeah. >> Okay. >> You can do it all in favor. >> You're going to enjoy this. >> Oh, hi. >> I The
231time is 9:37. We are now adjourned.