001All right. So, um I will call this meeting to order. Do we have a motion to approve the agenda? >> So moved. >> Second. >> All in favor? >> I I >> I. >> All right. Um our next item is pledgence. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> Thank you. Our next item was do we have anyone's time this evening? do not. >> Thank you. >> Okay, moving right along. We have board members, superintendent correspondences, comments. So, I'll start with my fellow board members. Comments. >> Well, we have something to say. [laughter] We are orchestrated today. So, uh Nissa and I will be departing these quarters in an official way
002in moments. So, we wanted to give you a joint statement. Uh, thank you, President Melo, Superintendent G, fellow board members, staff, families, and community members. Together, we want to express our deep gratitude for the privilege of serving on this board. Shymount School District is exceptional not only because of its academic reputation, but because of the people who make up this community, the teachers, the staff, the families, and most importantly, the students, of whom are here today, which is fun. >> Over our time on the board, we have seen firsthand the dedication and professionalism that define this district. We've watched teachers pour themselves into their classrooms, administrators lead with clarity and compassion, and families show unwavering support for their children's learning and growth. >> To our colleagues on the board, thank you for the collaboration, thoughtful
003discussions, and shared commitment to what matters most, doing what is best for students. Even when perspectives differed, focus remained the same, strengthening the district we all love. to our superintendent and leadership. Your steadiness and care are evident in every decision you make. Thank you for your partnership, your transparency, and your relentless pursuit of excellence. >> To the families and our community members, your engagement is the foundation of this district's success. Thank you for trusting us, challenging us, and joining us in this work. Both of us leave tonight with enormous respect for the educators who shape lives every day, for the students whose energy and potential inspire everything we do, and for the colleagues who continue to carry this important mission forward. >> We step away with gratitude and confidence knowing the district is in strong
004hands, guided by people who care deeply about kids, learning, and community. It has been an honor to serve. As we step away tonight, we want to leave a charge to the new board. Lead with courage, humility, and unity. Protect the long-standing strengths of this district while welcoming innovation. Listen deeply to teachers, honor the trust of families, and keep students at the center of every decision. May your service strengthen the foundation we have been privileged to help uphold. And may you guide Cheyenne Mountain Schools with wisdom, steadiness, and integrity. Thank you. >> That's all for our [laughter] part. >> I will say that um and Randy, I'm so grateful to you both. Randy, I think uh starting when I was in kindergarten, we're in second grade. We were in the same carpool together. I've learned been
005in your shadow for a long time. [laughter] When I was a 10th grader, I think you were the student body president. Um [clears throat] I've just admired your leadership for a long long time. So, thank you for a decade of leadership and in this district and to miss for you as well. our paths crossed later. Of course, longtime connection with your family, your extended family, and we are so indebted to you for again a decade of service on this board. Thank you. >> Just thank you very much for your mentorship. uh it's uh awkward coming into this and trying to figure out what your role is. And so I'm very appreciative for both of you on your mentorship guidance and uh also just helping us to keep even kill um of just making sure we
006do the right thing for kids and community. >> So thank you. >> All right. So um I am going to um first have comments um from Musa and I will be um There might be something baked in there, but this is the other thing. This is, for those of you who can't see, this is the ABC Pasta. And um it's been such a pleasure to serve with you. We were both first selected to this board together eight years ago, and um we've been through a lot of mascot change, a pandemic, hiring superintendent. Um and um you [clears throat] were always the kind person who would step up when we had policy changes, even if it was a dozen policies at once. And you read off that alphabet soup [laughter] of motion almost at every meeting.
007So that's that's just something that may not. [laughter] And Randy, you were here before me and um you gave a lot to this board. You got to in addition to the things I mentioned with Nissa, you got to participate in that whole dress code thing. And I think um everybody was largely happy with that outcome. Um and I thank you for that. And this is sunscreen for you because I think you might spend even more time in Mexico now that you are rolling off the board. [laughter] You're always sweet. Thank you. >> All right, Dr. P. >> Yes. Of course, uh on behalf of the of the district, I want to just recognize and celebrate Nessa uh for her eight years of exceptional service to the board of education. Um since November of 2017 through
008the reelection of 2021, so grateful for that. You have been this a steadfast voice for students, staff, families, and a trusted leader whose thoughtful approach and unwavering integrity have left a lasting imprint on this district. Uh Nissa has approached every decision and discussion with a clear purpose to do what is right for kids. You just heard her sharing that. Her deep understanding of policy combined with her strong sense of community has guided our board through moments of opportunity and challenge alike. Whether reviewing policy, supporting new initiatives, or advocating for the needs of all learners, Niss's voice has consistently reflected both courage and compassion. Her leadership extended well beyond this DAS. As a parent of three children, it goes without saying, a frequent volunteer at Gold Camp Elementary, founding force behind Canyon Preschool PTO, she modeled
009what it means to be fully invested in the life of our schools. Her professional background has brought a valuable perspective on stewardship, collaboration, and community partnership. Nissa, your advocacy, insight, and optimism have strengthen the very fabric of our district. And on behalf of the entire district, and even on from our board, our staff, families we serve. I want to thank you for your years of dedicated service and always leading with both intellect and heart. You will be greatly missed, but your impact will continue to shape the district for years to come. Thank you. >> We have something coming al Christmas. >> It is. [laughter] There's a little gift coming from. >> I think on my first swearing in, it was actually my twins birthday. Um because their birthday is on the 27th and the way
010that it falls and whatever. so they don't have to share everything with this. Thank you. >> And also um we want to honor and extend our deepest gratitude to Randy Casease for his remarkable decade of service to District 12 Board of Education. Since joining the board in 2015, Randy has been a steadfast steward of our district's mission, a tireless advocate for our students and staff, and a deeply rooted member of the Shy Mountain community, whose leadership has literally spanned generations. A proud graduate of Shy Mountain High School, Ry's lifelong connection to this district has shaped his commitment to ensuring that future generations enjoy the same opportunities that defined his own educational journey. With his children now graduates themselves, he has lived the full circle of the Shining Mountain experience as a student, a parent, a
011volunteer, and trustee. Has always approached his role with a clear students first perspective. As treasurer, Randy has also provided exceptional fiscal oversight and a steady hand in guiding the district through complex financial decisions. His acu, integrity, and diligence have ensured that the board's work remains grounded in transparency, responsibility, and long-term sustainability. Randy, your legacy in D12 is one of wisdom, dedication, and enduring commitment to this community. You've modeled what it means to lead with both also intellect and heart. On behalf of our board and staff and families, thank you for your years of service, your sound judgment, and your unwavering devotion to our school district and our students. Thank you. >> We just finished with all this silliness. [laughter] >> Well, D's not done just yet. We told we totally have to do with the
012consent agenda. [laughter] >> The next item is approval of consent agenda. >> Do we have a motion? >> Second. >> All in favor? >> I I >> I. >> All right. Consent agenda is approved. All right. And our next item, um, first item of new business is oath of office for our newly elected board members. Okay, this time I'd like to invite Dr. Jessica Leman to come forward. >> Leman, would you please raise your right hand? Uh, please repeat after me. I, Jessica Leman, >> I, Jessica Leman, >> do solemnly swear >> that I will faithfully perform the duties >> that I will faithfully perform the duties >> of the office of school director >> for Cheyenne Mountain School District 12 >> for Shy Mountain School District 12 >> as required by law >> and
013will support the Constitution of the United States >> and will support the Constitution of the United States >> the Constitution of the State of Colorado, >> constitution of the state of Colorado, >> and the laws made pursuant thereto. >> Congratulations. Okay. And now, Miss Cara Mihal, would you please come forward? Let's raise your right hand. Repeat after me. I, Ka Mihal, >> I, Kara Mihal, >> do solemnly swear >> that I will faithfully perform the duties >> that I will faithfully perform the duties >> of the office of school director >> for Cheyenne Mountain School District 12 >> as required by law >> and will support the Constitution of the United States. support the Constitution of the United States >> the Constitution of the State of Colorado >> the Constitution of the State of Colorado
014>> and the laws made pursuant thereto. >> Congratulations. Right. >> Okay. At this time, we will >> bring our newly appointed uh members up to the front. >> All right, we're gonna dance. >> Dinner is in our future. >> Yes, it is. >> You never know. I might come back or something. I'll answer [laughter] And then I'll have you not listen to me. Well, congratulations again. And I just wanted to uh take a moment. Uh you should have the signed the affidavit for confidentiality. We'll give that back to Miss Cruz. And then um I just wanted to take a moment before we hand back to uh Miss Melo to move forward with the uh officers and just share my deep appreciation to this school district and serving as a superintendent. I've watched so many of
015my colleagues in the region and across the state face many many challenges for what I would describe as most appropriate bumpiness from one board to the next and I am just so grateful that Cheyenne Mountain continues to have such a deep commitment for a strong continuity of governance and I just feel very fortunate to be here and I'm excited to work with all of you in the new board in the coming year. So, uh, congratulations again to, uh, Miss Mihal and Dr. Leman, and thank you so much for your time. >> All right, so our second item of new business is election of board of education officers. Um, nominations are now in order for the office of president. Iate [clears throat] Susan president. >> All right. And um are there any other nominations? All right.
016In that case um we will take a vote from which I will abstain. >> All in favor? >> I I >> I. >> All right. We go in this kind of order alphabet. Took me a while to [laughter] change. >> Great. Congratulations. Thank you. >> All right. Um, nominations are now in order for the office of vice president. And um, I nominate Betsy Kleiner to serve as board of education vice president. Are there any other nominations? All right, then. Let's take a vote. I >> I'm abstaining to you. >> I'm last alphabetically. Sorry. >> I [clears throat] Congratulations. >> All right. Um the next item is um nominations are now in order for the office of treasurer. I nominate Michael Grage to serve the board of education as treasurer. >> All right. Do we have
017any other nominations? All in favor? I >> I. Congratulations, Michael. Nominations are now in order for the office of secretary. I'd like to um nominate Karen Hall for the office of secretary. Any other nominations? All in favor? >> I I Congratulations. All right, we have our officers. Thank you, everyone. Our next item of business is um action to appoint a board representative to the district accreditation and accountability committee. And um we have a recommended motion. Um and um do we have anyone who will make that motion? So move. >> Oh, I do I need to say this. I move that the board of education appoint Betsy >> Dr. Betsy Kleiner [laughter] as the board of education representative districts accreditation and accountability committee. >> Thank you. Do you have a second? >> We second. >> Second.
018Okay. All in favor? >> I am allowed to vote. Um >> go ahead. You're allowed to vote. Okay. Hi. [laughter] >> Hi. Hi. >> All right. Um and then before we move to the next item, um I just want to point out we don't have to vote on who will be our district's delegate to the Colorado Association of School Boards. I followed our former colleague Monica as our um district delegate and I've been in that role for for seven years now. and it is time to hand it off to someone who is probably far more qualified than me having taught government to my kids. [laughter] So, I've asked Michael if he would serve as our district's delegate past week. So, >> that sounds wonderful. >> Y awesome. >> Thank you, Michael, for accepting that. >>
019You're welcome. Thank you. >> That's great. >> Yep. [clears throat] >> All right. Our next item is action regarding new course proposals submitted by Shine Mountain High School. And we all have that in our packet since the season. >> I move ahead. [clears throat] >> I'd be good to hear. So on page nine, you'll find two the summary page of two courses that the high school >> [snorts] >> um took through the academic senate which are included on pages 10 through oh something like 22. Uh this is two of three. one didn't make it out of academic senate. So we may have one come in the spring and that was only because the course was very similar to one that was already in in existence and they didn't want to have competing interests of almost
020the same course. So [clears throat] these two courses are uh let's see unlike typical courses that I have brought before this group uh and you may understand why um by the time I'm finished the first time so we'll take off the first one found or start with the first one foundations of foundations of education, the Hawk teaching academy. >> Some of you are familiar with the teacher cadet course. That's an elective as a principal of Skyway. I had kids come through. They would um when I first started there, they would show up with their form. I need you to sign this form. And I'd say, well, let's have an appointment about the form. Tell me why you want to do this. So, it was more formal than just correcting papers or standing at the copy
021machine. Uh, and so over time there's kind of a balance between what the students really are looking for when they sign up for that elective. Some of them just really need an elective. Some of them are really interested in teaching. Over time with the career fair uh being I was I've been on the teacher panel for a couple times now. there seems to be a healthy interest in high school students that want to become teachers. So, short story long, um Carrie has been very passionate about our district supporting uh and we have to start small a CTE track towards professional education careers. Uh and so the easiest place for us to start is with students. So this would be one of two classes that will in cooperation with UCCCs that would get them started on
022that path. Now just like all other CTE courses or electives, it doesn't mean that they're what it could be. >> So I met with UCCCs, uh Tyler Seini and Dr. Burner met with another employee of UCCCS who is just as if not more excited than Dr. Brener to get this started. Some of the details behind the scenes that students need don't need to worry about still need to be ironed out. But as you may some of you know course cataloges get published in January. Thus why we're here today. We have an offer on the table that through the proper vetting uh a UCCCs professor will teach this class to get it off the ground even if UCCCs objects. We have two staff members that are interested in doing it that meet the requirements of CTE
023to get it started. Uh we also have some interest from Manitou Springs. they they don't have the critical mass like we might if we can partner in that offering, but really it's students engaging in a college class um to get credit in the education department to potentially become teachers. That does mean we would probably have a bridge year. So again, students who just like to make copies or correct papers or walk kindergarteners to lunch and open ketchup packets, we could do that another year. But the transition would be, you know, we really want to be this to be meaningful for students, not just our high school ones, but our elementary students as well. So that's this course. Um, any questions? So, is this going to be a a see you succeed course or >> it
024would be more CTE? It that's we just have to define it based on what they're allowing us to define it. Okay. >> Um so that's we're still in the works of that part. >> And some of our CTE end with like certificates and things like that. Will there be a certificate at the end of this saying you've done X number of hours or anything towards >> It would be more like transcripted credit. Okay. Um, so just a start to get their feet wet. >> What department would it transfer through? >> Education department, teacher prep >> in at the high school. >> Oh, any department? >> It would be an elective. Um, that's a good question. Um, uh, I can get back to you on that, Michael. >> That's right. I just wondered where the elected
025part would come from. >> Right. The teachers are the ones that are offering to teach it. They are English, but I don't I don't think English would be the best match. comments. >> Hey, the second one, uh, and I'll lean on Greg here in a minute to pro fill in some blanks. Again, this is not the typical course that we would see come through this process. Um, this is an elective course. Um, Andrew Ginser is not on the Shine Mountain High School staff. He's actually one of Greg's uh teammates. >> He's a certified teacher, >> but he helps with teaching a class at the high school. Um, and they have gotten to experience the repair academy that Greg has talked about in the past. Um, but the course itself didn't necessarily go anywhere. um kids
026loved it and they wanted to continue. So this would be kind of a part two with the to your question. Um Etsy I think asked the question there would be a certificate at the end. So it's kind of what's the endgame? Um there would be one offered when students were finished. [clears throat] >> Nothing missing. >> Yeah. So it's the the purpose of doing it this way is this allows us to offer it as an online course they can take at the school. Any of the other options that we had they would have had to either drive themselves or bus to uh you know either Ice Peak or UCCCs in order to take this. All it is is really that they're studying for the course material and then they have the opportunity to take the
027certification at the end of um the the class. This is uh for us this is, you know, industry recognized. It's something that they should be able to easily get a job for the summer as soon as they have that in hand. So that's really where the goal was for us is we started getting into that with the repair academy where kids could start taking those skills, but they still couldn't do any of the technical support or any of the, you know, phone related stuff um because they hadn't really shown that unless somebody was well off from the job. So we're just trying to figure out how to give them a little further path to where they can become successful at getting some sort of a job with >> again. Is this one elective credit? It
028is >> and it would be through science or what department again. [clears throat] >> Yeah. >> You know my reason for asking is just find out like if if that department is given an elective credit that moves that credit out or that elective from another course. Correct. >> Right. Right. And I think that's a good question. I can't remember where the other one is. [clears throat] >> Um because it doesn't fall within the computer science track and we did that on purpose. >> Uh because it computer [clears throat] science had a track. >> So I don't know if it's just a general elective or if there's an actual like technology piece to it. Um we were building it with Tyler Mr. CD said that it had an actual CT pathway, but I don't know that
029it was under anything specific related to science or something like that. I didn't get that answer. Quick question budget and this is probably this after this question. So, is that 2000 annually? Is that 2000 the first year? like the first time you put it in what's that? >> I believe it's 2015. So that's something we have to start figuring out how we're going to budget for but course from the um is it Rocky Mountain >> Front Range Front Range that's what their cost is to take that course. >> When I talked to Dr. burner. She felt like it wouldn't be nearly as close to that as it was projected originally. She didn't have an exact amount at the time. I I love that we are still looking at adding to CTE opportunities for our students
030and it sounds like both of these courses are really answering some demand from our students and I think it's important that we pivot to what their needs are and their desires. So I appreciate that uh we have these two courses to consider. Anything from one Good motion. I move that the board of education approve the new course proposals from Shy Mountain High School as presented. >> All in favor? >> I I sorry. [laughter] [clears throat] >> Sorry. The job. [laughter] That's a good Okay. So, [clears throat] we're gonna skip back to um Oh, no. That's only considered. >> Um All right. Our next item is board of education policy review and vision. Um starting with the first readings. >> Yes. >> Start. >> Yes. Uh we just have two this evening and then a short
031list for second reading. no substantive changes. I'm going to invite in just a moment for Mr. Miller to talk about EHCA social media and websites and then again uh Dr. Alders talk about IKF graduation requirements. But I just wanted to foreshadow with the board that as um cabinet we've been kind of re putting some energy back around and Dr. F has been a a a big helper in this is just reooking at uh all of our different policies. We have many and um uh just wanted to share with you that we will be bringing some as early as December or into January. some policies that have not changed substantively by law or by CASBY recommendation but that I um in just in some consultation with CASBY and also with Miss Melo and a few others
032to bring forward as a first read even if there's not changes substantively but for a first read just to affirm that these policies still are in fact what we want to support and should support um to have a representation that the policy has been at least looked at formally. Um as we currently have some policies that date back into the late 80s or mid 80s and just need an outward expression that um while there may be no substantive changes, want to be able to show that we're in a a formal process with that. what that may look like and we'll talk more at a future board meeting is bringing that forward for a first read and if there are no substantive changes it would not progress to anything further with second or third read but
033it would be noted as a part of a read in front of you and that we all agree that it continues to stay intact as was most recently written even if that's going back 10 20 plus years prior but it would show a date stamp forward facing that we've taken a look at it if that makes sense to folks. >> So at the end it would say adopted 1986 >> reviewed >> March of 2026 for example just so that we can what I what I desire to do is to get to a place where we have all of our policies at least within five or maybe even less than but at least within a fiveyear span or newer. So we outward facing if someone is reaching out to us whether they are a part of
034our community or outside of our community they would be able to point to I see you keep up with your policies even though maybe nothing has changed or were not prompted to change. So >> we have a cycle. Yep. And we endeavored to do this a few years ago and um other demands have kind of put that in front, but we're hopeful to start pushing on that a little bit in the in the coming months as we start to unpack some of these older policies. Some of them I think we're also discovering like in the bundle with the second reads and as some previous that I've shared with you and this is maybe more for Dr. and Miss um Mihal is that we're realizing some of these just simply need to be retired as well
035that they've they have fulfilled their usefulness and that again there's no longer a legal constraint or tied to any current law and that CASBY is not even recommending said change but um just to help us with our accountability that we're periodically reviewing each and every policy. So more to come with that but that's just kind of a infomercial on that uh EHCA uh social media and websites. Um this is a particular policy that would be a new policy and as some of the second reads that we brought to you last month for pending retirement. This fills back fills some of that. But I'm going to invite Mr. Miller to give a little more detail. those first four that were retiring on second reads, this basically replaces [clears throat] them. So condenses get the pieces that
036are relevant and then add some of the pieces around social media. We really didn't have anything that ever structured and the use of social media whether we had it as a personal staff member and their use and interaction with students. We never had it. It's use of our social media accounts that we have and I mean high school now has probably five to seven different accounts for different um groups. So it was time that we had we had some sort of structure around um just so that there was something to point to you know it chose to use it in a way that they shouldn't. Um, the other piece that we added in there was just some of the stuff around website copyright, publishing of stuff that isn't, you know, like advertisements. You're not allowed
037to be linked on websites, those type of things. So, that was just from those retired policies. We pulled some of that over. Um, and then we did get rid of some together stuff around hosting and re just stuff that doesn't happen in this world anymore. you know, this 20 years ago would have made sense, but it's just not something that was done, you know, by practice anymore. I think the only other piece on there was we had one part of a policy that was discussing how to post images on on our website, but it contradicted our image policy that we have that parents can opt in and out of. So that's the other reason for getting rid of some of those other things and why you don't see it in this new policy. This is
038not CASBY model policy. Um from what I can find, CASM really doesn't have a model policy around websites and social media use. Um but most school districts have a policy that they built for that. So we did look at a few other uh school districts along the front range to help put this together. My only recommendation is that you specify Tik Tok and that you rather than Twitter you use X rather than formerly known that Twitter X formerly Twitter just like those Snapchat, Tik Tok and Twitter are very specific and probably the most popular um [clears throat] I would guess >> currently currently. [laughter] [clears throat] That's just a suggestion. >> I didn't specify in there, right? It was just at the top. We listed some of them and >> and honestly in my head,
039>> so remember this is related to our district. We currently don't support Snapchat even in our district. >> Okay. >> Um but X would make sense, you know, Twitter. I think we could put X next to it. Um, and I honestly I think just to keep it clean, we should probably remove Snapchat because it's not something that we're utilizing because of other privacy concerns that come up with Snapchat um as a district account. Anyways, and the rest would all fall in line with the accounts that we use districtwide. And for longevity we have in similar programs at the end. [clears throat] >> And the next people can revise >> Facebook XN formerly Twitter friends Instagram and similar programs. [clears throat] And I would tend to agree with Mr. Miller too. Those are the three that
040we've we support as a district. Those are our three social media sites besides our own app and web presence. >> Anything else on EH? >> All right, moving on to IPF to talk through these changes. >> Five reasons why this policy is here today. I'll start with the easy ones. One, legal references. Two, the justified old or lack thereof formatting from previous policy was driving everyone nuts. So, I put it in a table. So, now it's linear. Um, the first three paragraphs are CAS CASBY language uh that I massage just a little bit, but I kind of bolstered the policy on the bottom of page 26. The last sentence is a little bit more general. Um, it used to say, uh, students coming from homebased education program must meet all the credit requirements and attend
041full-time, um, at least five credits per semester for the spring semester. Those of you who were here two springs ago remember why that was important for the high school. Um, and while we would expect that to be the same, we also have surprises along the way. Um, there's in the college world, there's high value in having a diploma from our high school, which we are really honored to be in that in that circle. Uh, we just want it to be honored for what it the integrity that's behind it. Um, so if a student has been online for quite some time and then shows up in April, there's a chance that they may have to to continue online. If a student moved from out of state, however, we would they would do the transcript um review
042just like they always do, and that's different. So, it's not penalizing students for the for their parents' choice, especially when it comes to military moves and the compact. [clears throat] We're well versed in that. So, this one sentence is more general to try to attempt all scenarios instead of just naming homeschool. Um, and when I get calls here, I always refer them to the high school and the counseling team so they can make sure that their transcripts are accurate. Um, so it's not that we're pushing anyone away. It's just saying when you have a diploma here, you need to be in person your spring semester for at least five courses. And that's been in place for a long time. Um, so that's that. Any questions so far? Number five on the required semester credits. Um,
043similar to when I was sharing about new course proposals, the request from the high school is that we uh add on the fine arts line and or CTE to allow students flexibility in what their elective courses look like. Um, I am very sensitive to uh the value that fine arts plays in our district. Obviously, it's one of our pillars and in print. I don't want the message to be inferred that there's devaluing um for I don't know who maybe just you Susan if you recall when PE was changed to just one credit instead of two >> I had one kid who's salty about that. [laughter] Oh, sorry to break up. So, so I'm gonna make a an assumption that at the same time perhaps that could have been changed for the same reason. Um, so
044I said, you know, my first question when things like this, and it may seem, you know, it's just two words and three letters, but it it does have a lot of meaning for some people. It does not reduce any value added. Um, so I started asking questions. What's the impact on this? Well, what's happening now that would trigger that response? Um so I get a variety of response or answers to that question. Um but for a small number of students who have minimal from their perspect from the student perspective who who just are not interested in fine arts. if there's something that they would be more interested in and perhaps thrive or be engaged, that could be an opportunity. Um, I asked for like numbers, hard hard numbers, and it's it's a question that maybe
045doesn't feel good. You know, how many kids are sitting in courses right now that just want out? And um it was a very small number like a dozen or maybe two dozen. So uh out of what 1300? >> Yeah. >> Um if there's a way to make their learning experience better, that's the intent. I did. Um, so I know this I I didn't print this on purpose, but this column, if you can visually see the whole length of it, don't put your glasses on. [laughter] These are all the fine arts classes. These are all the CTE courses that fall within fine arts. And I'll give a couple examples. These are the CTE classes. Um, now these these are what are offered here. Now, if you really want to know what's happening in CTE, I got
046this bill today. These are the courses. I mean, there's like four pages of courses that kids are taking at Pikes Peak. So, this is a little bit different than that. Um, some courses already count for both. For instance, some graphic design that Julie Mlan teaches. Um some [clears throat] broadcasting the Jeff O'Brien those are fine arts and CTE tech theater those are both stage production aerospace engineering in to your question Michael and I'll make sure to reply to all of you when I get the answer engineering courses fall under fine arts which when that happened to your point it was a conversation but it's got to go somewhere [clears throat] um advanced video, digital photography, animation, all of those are CTE and fi count as fine arts credits. So, and then you have almost twice
047as many that are just fine arts. So, there are some students who really crave that CTE track that would like some flexibility to use those elective credits to support their greater interests. Um, this is this conversation has only been in two rooms, Carrie's office and this room. So [clears throat] she they the whole team knows that they um will be supporting their fine arts teachers with what this could lead to um in terms of students in their classes that they have now who may have preferences to do something else but they can't because of the requirement >> and it can't be moved into just a general elective. Um, no. Based on what I'm told, >> so forgive me, I don't remember the name of the program, but I think it's great that we have it
048where our students, they're what would be in their fourth year of high school, they're essentially attending Pikes Peak Community College and then >> ascent. Thank you. and then the fifth year they continue at PPCC and then they get a diploma and an associates degree at the end of the fifth year. Is this in part because it's a particular challenge for those kids? >> Unfortunately, that program was cut. However, we do have uh just a small handful of kids who were already in it and they are being allowed to finish um because they you know they didn't [clears throat] want to be victims of the process. So that's kind of not part of that conversation. I guess my just concern and I don't know whether it's misplaced or not. It's just that with the addition of
049engineering courses already into the fine arts, now we're doing it again. And I think that from my perspective that we just keep that that we be cognizant of the fact that we're whittling away at that fine arts piece. And and I think there's real value in that fine arts piece. And I see it it diminished across the country. And I think in terms of public speaking and some of the the the skills that are acquired in those fine arts courses that uh just I guess I just want to say I I really value the arts and want to make sure that we're not >> sending an incorrect message. My two cents. >> Copy that up. And that was that was part of how I started the response and it was a request that I come
050here today. >> Yeah. >> Great. >> Is that can that somehow also be related to our attributes of a graduate >> that we're working on? I mean is that valued in this you know in this I mean is that what kind of feedback are we getting from that that that might be something we should consider as well? eager to receive that feedback over time. Um that certainly may come out and we've had well over 400 responses to the community survey and several um forums have already been underway. So I uh we have yet to receive kind of that data called just yet. Um but we will um there will be a committee form for second semester of kind of some random folks from various stakeholder groups and in fact um that will be something I
051will be approaching you all with um similar to with um Dr. Kle and Mr. Gra last year as being a part of the refresh of our mission vision core values. So I will be looking for a couple of you to participate in that this spring. So I uh I have yet to hear anything from anyone at least anecdotally that would say that there is no more there's no longer a value for fine arts. I do not hear that at all. If anything the contrary. But simultaneous to that certainly hear about CTE and offerings and pathways for students that you know there's there's >> high interest and it's growing and um I think part of you know one of the things that I that I think we are >> I think we're trying to endeavor in
052the school district is to ensure that we we create access and opportunity for students as much as we can. And and it might be that it's um too lofty to say we're going to get to a point of individualized learning for every single kiddo, but I would say this is just another step toward trying to have as many different options. Even back to like the teacher cadet options of let's expose students, let's give them the ability to see what's possible and what might have interests. And I and I could not agree more with what Stacy was sharing and she and I had have already had several conversations of this needs to not be an eitheror proposition between CTE and fine arts. This needs to be an and proposition. >> This is not an eitheror and
053anything that's messaged on behalf of the district. Um I I strongly and at the high school I strongly would advocate this needs to be an and conversation. what's really um and I had not put a lot of attention toward it but Stacy sharing with me a handful of different courses some of which she just mentioned were actually both exist simultaneously and part of it is how can we get that CTE component built into something that already exists when I think about Miss Papro's um stage tech they're immersed in the arts but they are also doing uh things that are directly could be directly tied to getting a CTE credit simultaneously with that, right? And so um looking through that lens of an and versus an eitheror, I think will be important literally and then what
054how do we talk about what we do? I mean we have an exceptional arts, right? you have art around this room, the instrumental, the vocal, the theater. I mean, we we we I just was at a band concert a week or so back and it just blew my doors away. Just, you know, the level of performance and 2D and 3D art that we have. Um, no one is suggesting here that that's going away. Um, but are there ways that we can continue to expand access and opportunity to to what we're hearing our kids asking about in warming to see more of. So, trying to be responsive where we can make sense. >> So, we this is the first read, right? Dr. Aldridge can get back with you all on some of the questions between the
055course proposal and just if you have lingering questions about what does this look like and sound like in action in anticipation and we can bring some of that back to you uh in time for like a second read and certainly before anything is a final approval. And of course um final approval would mean that we're triggering this forward future not currently what is underway, right? So we don't change rules in the middle of the game, >> right? >> Students would have to finish what just when you take it back >> and currently it's how many credits? It's [clears throat] two currently. So I have one wording change the page and I I back >> right before the legal references um course work completed in middle school/junior high that parenthetical I'd like to add um I'd
056like it to say including but not limited to any online private charter international and summer school course work [clears throat] >> um that would include homeschool or any other kind of creative other [clears throat] >> good point >> questions on the first train. >> That's it for me. Anyone else? >> Okay. >> Second reads uh Mr. Miller summed up numbers 1 2 3 4. um they all are all slated to be retired and that's why they're struck through. So obviously no changes there and we also um already had conversation from first read no changes on second read second read for service animals. So that's tidy as well no changes there. Any questions on service animals or comments? Okay, that's it for second read. Um, we're down to setting announce meeting. >> Great. So, we uh
057will have an early board meeting again uh on December 8th. we will have um Canyon as a spotlight and then u of course December 11th through 13 is the Casby convention and Miss Cruz is already I think situated for our two new board members ready to go there. Um, I do have a lunch date by the way for is it >> on Saturday? >> Saturday breakfast in the morning with the students. >> Breakfast with the students in the morning. I'll confirm that and text you or send you an email to that when we get closer to Gazby. Saturday morning there is a breakfast with our yearly we do this. We have a breakfast Saturday morning with our student leaders who are our students from Shine Mountain High School who were in the leadership strand for
058the CASBY conference because there is a leadership strand. They have breakfast with us Saturday morning and I think that's usually around 7:30. I think they got it 8 to 9:15. The thing I just received that unless they've changed but we will. Yeah, we'll send I'll send we between Liz and I we'll make sure that you get that information and then also [clears throat] I have uh we have lunch reserved at we'll send you that information about that too an opportunity. So um we do so regular meeting on December 8th the following week then the the convention right here at the Broadmore and then uh Monday December 15 is uh a work session and uh Natalie and I will be accompanied with Dusty Black from Weber our owners representative along with um I believe Dulo will
059be joining us and then namely from CRP the architectural firm that we ended up hiring for a full master plan, i.e. an audit of our facility with some prioritization around needs at each facility and that will uh begin a pretty detailed conversation. So, um also for Dr. Layman and Miss Mihall, we do bring in dinner for work sessions because they uh ironically sometimes go a little bit longer. So just FYI on that then typical board meeting. And then um we do also if you turn the page or I guess uh Susan and I have been working on a retreat with Casby helping to facilitate on the afternoon of Monday, January 5. And we're hopeful that you'd all be able to block off that time um uh with enough advanced notice u between 1:30 and 4:30
060and we would take a short recess and then we would have a work session that same evening starting at 5:30 with our bond council. So, [clears throat] I know that's a little um bundled together, but part of that is so that we can have some time together as a new board and and um regground ourselves. But then we will have our our bond council Dan McCall who will be coming on January 5 to just talk about where we are fiscally in capacity and just talk about uh what steps if we're going to take some steps forward what might look like for next for us. Uh and then we enter into um other meetings through the course of the the school year. We you see also our first of our visits with our staff already start
061on January 21 at Baltimore Elementary. So and again Dr. Leman and Miss Mihal we've the board has a long-standing tradition of visiting schools each spring. It used to be that we had these all clustered together within like a twoe window and we decided it would be much better a [clears throat] couple of years ago to spread those out a little bit. But it's an opportunity for you all to hear directly from staff and principles about um what's working well, what celebrations, what are some challenges you're faced by. So there's usually three or four kind of guiding questions and we invite them to think about those things in advance and usually they give us kind of a one sheet or summary and then engage in some conversation. So stay tuned. More more more coming >> and
062you might have an opportunity to visit a school you haven't been to before. >> Yeah. Lots of good information. It helps inform us too as leadership. We get to hear some things that maybe we don't receive in other channels of communication. Um so it helps to inform just like Dak parent survey all the other channels of feedback and input. So >> I think I'll pause there. That's quite a bit over the next couple of weeks. >> You said yes. [laughter] >> Remember, you both said yes. We just got that on video. >> All right. And that was our last item on the agenda. Unless there's anything else, then we'll adjourn this meeting. Great. Um heads up to Sure.