05.13.2026 Board of Education Study Session

001Come on. >> Don't do anything. It looks like it's all taking care of itself. Well, it looks like I need to Okay, hold right there. I wonder what that will would tell me. So, they should all be on in just a few minutes. They were just wrapping up a meeting with the county commissioners on a different line. So, I think they should be starting here with us in just a minute. >> Okay. Okay. Thank you. >> So, you're Yeah, you're good. I'm Jessica North. It's nice to meet you. >> I'm We are Mike and Mar and Sandy Marian. Um, Jacob Wolf's parents. >> Yes. I Lisa and Jacob are amazing and and you've got amazing grandchildren. Let it be. >> I can't read it. >> She wants to sign up for public comment tonight. Her

002topic is more. >> Um, let's put on the sign, please. Okay. >> Um, I would like to call this meeting of the board of education study session to order. It is May 12th and it is 5:30 something. 534. Um here >> um as far as um moving to approve the agenda. Somebody please do that. But do we have everybody here for the upload? We don't need to do that. >> They're all here. >> Okay, great. So we don't need to make them. So somebody >> I move to approve the agenda. >> Second beers. >> Yes. Yes. >> Yes. Thank you. >> Yes. North. >> Yes. >> Couple of housekeeping things. If you're online, please make sure that you're muted until an opportunity where you want to raise your hand and participate in the discussion. With

003the study sessions, um we've come to figure out, you know, while the subject matter is at hand and we're discussing it, if you'd like to raise your hand and offer a comment or feedback, we welcome that. Please just raise your hand and we'll call on you and we'll keep the conversation going. We appreciate >> somebody online. Okay. Um let's see. So, we do have some public comment tonight and we'll we'll start off with that. >> All right. First up is John Dos. Well, I Yeah, I don't ask her. I know what I have to do. I just >> You can come up here. >> Whatever you're comfortable with. You can sit down. You can stand on the table. But she >> not voice. No, I got I'm going back in to get >> Okay, we

004really need you guys to mute if you could. >> She's trying. >> I think y'all know me by now. I've kind of been bugging you guys about teacher pay. Um, and one thing I'd like to point out is from what I've heard, it was it was kind of tedious board members that spearheaded this. And just because it was spearheaded by the previous board doesn't mean that y'all have to follow it. And I think you know that but a previous a new administration would not follow the previous administration. Um and I think I think the come to verify it. You just have to take the time. >> Damn it. >> We don't know all the pictures. Really depressing. Um, but if you think back in life, >> we're gonna miss it. >> I'm going to do

005it. It feels right. It'll work out. We took the plunge and it did work out. >> See, I should have >> Now is one of those times. I know there was a lot of scary stuff talked about even with the board of county commissioners, but I think you have to take the plunge on this. you have to support your teachers otherwise um it will the district will will be harmed for many years. That's all I have. Thank you. >> Thank you. >> Next. All right. Jill Stanford. >> Hi. Um good. Okay. Maybe not. >> No, we're good. The timer needs to be >> 13. >> No, you're getting the full three to go for it. >> Sorry, there's too many things. >> Too many timers. >> Thanks. Uh Jill Sandbury, teacher here, parent two kids.

006Um, regarding salaries, um, and hourly pay, as we look to next year, um, I know it's extremely difficult with Colorado funding, um, for pupil. Um, and I know you're talking and trying to do the best you can. I just want to reiterate that increases have to happen. Um, retention bonuses aren't ideal. Um, the tax rate is higher for that. So, that's not really ideal. Um, a step is really what's needed. Um, it it's earned as someone works through the year. Um, the steps that were not given last year, I think need to be given to those employees when they're made available. I hope that stays on your radar for as long as it has to to make it happen. I'm not one of those people um because I'm at the top of the salary scale

007right now as far as steps. Um but I want to speak on their behalf. Um cola is also needed. Um I know doing one or the other is in discussion. Um but I'll tell you that personally this month I found out that my mortgages went up $400 a month. And I think that's all due to insurance. Um, I got a 1% raise last year, which my paycheck actually went down, um, like $16, I think, when everything was figured out. So, I don't expect after 20 years in the district um, to have to contemplate a second job or selling my home in order to stay here. I have envisioned retiring in this district and I don't know if that's a possibility now and that really upsets me. Um I love this district. I love my students.

008I want to stay. Um it's really dire. Um I had other things to say. I didn't write them down. I don't remember them all. Um, please please do all that you can and also think into future years. What has been missed? How can we make that up? Um, and I also would love to hear what other ideas are out there besides a special is it a mill levy or a bar? >> Special mill levy. I would love to know what other ideas are out there because I feel like all our eggs are in that basket and it makes me really nervous. Okay, thank you. I stand whatever you want. That's fine. I'll make you comfortable. >> I feel good evening uh members of the board and public attendees. My name is Miss Debbie most in

009this community and I'm here tonight as both a parent and a teacher advocating for equitable access and opportunity for students accepted into war tech programs. I want to begin by emphasizing that student support should always be the top priority. These students applied, earned acceptance into competitive programs and made plans for their futures based on these acceptances. They should not now be denied access because of transportation logistics or funding decisions that were discussed internally for months without communication to families. According to discussions with principal Maria Andre Hus, the Warren Tech funding situation had reportedly been under discussion since January. Warren Tech enrollment also took place in January. However, families did not receive any communication from the CCSD board, principles, or counselors until April 23rd at approximately 4:30 p.m. That delay left families blindsided after students had

010already been accepted into programs and committed emotionally and academically to these opportunities. Additionally, parents of students accepted into the PM programs were informed in an April 28th meeting that PM students were never even considered due to transportation restrictions. This is completely unethical. All students should be considered equally regardless of whether they were accepted into AM or PM sessions. Transportation should not determine whether a student's educational opportunity is funded. Parents like myself have contacted War Tech directly and within 24 hours received communication that our students could switch to AM sessions if needed, showing that workable solutions do exist when communication and collaboration happen early. Our parent community is strong and willing to solve transportation challenges ourselves. Parents are prepared to coordinate cart pools, transportation, and support systems to ensure students can attend. We are asking the

011district not to deny opportunity based on a barrier that families are willing to address independently. I'm also asking the district to follow existing board policy by ensuring students are fairly evaluated through interviews and competitive acceptance criteria. If these programs are considered valuable enough for the students to apply and complete for admission, then competitiveness and student interest should remain central to acceptance and funding decisions. As a Jefferson County resident, I have a unique situation with choice enrollment to be addressed. I asked the board to consider allowing PPR funding to follow accepted tuition costs to students who reside in Jefferson County. During conversations with Warren Techch, I was informed that there are opportunities for CCSD and Warren Tech to collaborate by sharing PPR funding so students like my child can attend without creating a possible out-ofpocket cost

012for families, especially with hardships. I have personally worked very hard to promote CCSD as both a parent and a teacher. After being recognized as an outstanding environmental educator of the year at a local state conference, I continue to support district visibility enrollment efforts by presenting a webinar through the Clear Creek Library District. In addition, the enrollment task force featured the CCSC program. I want to say one more thing. The UPK funding for CCSD. I generated $170,000 in revenue the district would not have otherwise had because I brought 25 families in to the preschools because of the program that I created. And I just would like to give you guys some documents. >> Lori, do we have another in >> just calling? Oh, you I'm sorry. Hi. >> Please go ahead. >> Um, my name is

013Toss Graham. I'm a student at the district. I uh I've been looking forward to go to War Tech since I came here in middle school. Uh my dad worked there for a few years. I was so hyped to go. When I got to go to the open house, I really saw how competitive the aviation was to really get in. But once I got into that lottery, I was super stoked just to even go to that class. And then the way the school district handled it was just awful by not letting me go at all, not even considering me in any aspect. I went through all the application process. I went to the open house. I went to the uh other open house, which was where they greet you, show you exactly what you're going to

014do in the class. I went through the whole process just for the school district to tell me that they're not going to pay for me to go because I'm in a different time of the day. Thank you. >> And then we have Tony Gibson Gibbons online. >> Ty, are you ready? >> I'm here. Can you hear me? Okay, >> we can hear you. Thank you. Go for it. >> All right. So, I'm here with you today to share our family's experience with the recent changes to the war and tech process along with some related feedback and requests. Two weeks ago, we received a letter stating that not all of the students who were accepted to Warren Tech next school year would be funded by the district. We were informed that our student was not selected

015for funding. This was for obvious reasons devastating to our student Sage. To add insult to injury, Sage was asked by a counselor to withdraw his warrant enrollment before we even had a chance to determine if we could find a way for him to go. Luckily, he questioned the directive and did not withdraw. We have frustrations with this process that are multiaceted and were received by by Miss Injus at a meeting last week. Uh firstly, we feel that the student criteria listed for consideration uh that were shared in the letter were misleading. Given that our student has a GPA exceeding 4.0, he hasn't missed a single day of school this year. Is a member of the student leadership team and the National Honor Society. It didn't seem the criteria listed in the letter were applied in

016a consistent manner. We only learned later through direct inquiry that students in the afternoon programs were not considered at all for um program funding. Perhaps if there were any advanced notice, we could have moved him to a morning program so he could have been considered for part participation. This was easily accomplished by a phone call to Warren Tech on 425, but by that time it was too late. Additionally, we learned that the budget constraints regarding Warren Tech were first known at the beginning of the semester. While we understand that many specifics were unknown at that time, we are disappointed that no communication was provided prior to the students attending attending orientation for their programs on April 16th. The students met their instructors, saw their classrooms, and interacted with new classmates during orientation. Shortly after, students

017abruptly had the proverbial rug pulled out from under them. expectations could have been managed by providing a simple letter earlier this winter explaining that the process was being res revised with the possibility of a limited number of students funded. This is particularly true given that principal Marlet encouraged students like Sage to apply to Warren Tech programs this fall. Although this topic was discussed at public board meetings and I do acknowledge that I hope that we can all agree that a large change affecting dozens of students and families warranted early and direct communication with the families. It is clear that funding and unlimited number of students year-over-year is not sustainable for CCSD and we do appreciate your dedication to fiscal responsibility and budget management. However, for the reasons stated above, we strongly urge the board and

018superintendent Pathston to revisit the student selection process with consideration to all students accepted to Warrant Techch in accordance with existing policy and criteria and or consider funding all students who are accepted and attended orientation as a one-time expenditure for the upcoming school year. Thank you for listening, >> Tally. That was impeccable timing. Thank you. >> Um, okay. So, moving on to um reports and updates. Um we have recognitions. I'm guessing that's why a lot of you are here. Super exciting. >> So, go ahead. Do your thing. >> It's it's my honor to recognize several of our students here today. First, we'll start with the American Heart Association fundraiser. Uh, the American Heart Association requested the opportunity to join the school board in meeting to recognize Clare Creek County School District students Fable and Austin, whose

019philanthropy is supporting their life-saving mission. Across Colorado, 13,860 students signed up this year to participate in the Kids Heart Challenge and American Heart Challenge. Uh these students were in the top 30 students. Um through their involvement, students were not only able to raise funds, but they developed leadership, empathy, and civic responsibility while supporting CPR education and heart health initiatives that help create safer communities. And I want to do a huge shout out to Coach Michelle Roose Russen Russen for your leadership and getting these students involved and all the activities that you're doing. So I could have Fable and Austin up here to the front here so we get pictures and I give you your certificates. >> Make sure to turn around for the parents. >> Congratulations. Congratulations. If you guys will stand this way facing

020your parents, I get a picture of you. >> There we go. WELL DONE, GUYS. Super great. >> Thank you. >> Did you guys enjoy it? Yes. >> That's awesome. Good. All right. Well, thanks very much. >> I get a feeling I'll see them here as they uh get older and their experiences in Clear Creek School District. So, when they become high school students, I'll be seeing them up here again eventually, too. So now it's my chance to recognize our high school students. Uh we have actually before we do that, sorry we do that. I'm going to recognize King Murphy Elementary or Mountain School here. Uh Keem Murphy was presented the 2024 Governor's Distinguished Improvement Award recognizing Keem Murphy's exceptional growth on state accounting measures during the 2324 school year. It honors a remarkable schoolwide increase

021in test scores, more than doubling key Murphy's performance from 42.5 to 90 out of 100 possible points on the school performance framework. This achievement reflects the dedication key Murphy's outstanding teaching staff and the hardworking hard work of our students and we incredibly proud of the collective accomplishments of everybody involved including principal Bane who is here today tonight. Congratulations. I think you might have a right up in the school and thank you for all your work. >> Thanks for the teachers that make it happen. >> For sure. >> All right. Now, on to the high school students. Uh the first one is the Fetcher scholarship is a premier investment in Kado's future that keeps the state top talent local by supporting high achieving students who demonstrate a deep commitment to service and leadership by providing $80,000

022in merit-based funding to attend Colorado institutes institutions. The program cultivates homegrown leadership pipeline of diverse thinkers dedicated to uplifting their communities. This investment creates a lasting ripple effect as the Betcher Scholarship joins a powerful network of over 2,800 alumni who continue to drive innovation and civic engagement across the state long after graduation. So, our first award goes to Donovan Duke for the Vure Scholarship. >> Thank you. I'm so glad. >> Congratulations. >> Well done. And if you know of Donovan's work with the skate park and your service here at the school, thank you very much. And obviously academically you're going to school next year at Colorado State University. >> And you're going to pursue >> I'm pursuing fish, wildlife, and conservation biology. >> That is incredible. Well done. Yes. >> Scholarship was given to our

023district. I believe it's since 198 something I think was 847. So we haven't gotten this for one of our students since then. >> So it tells you how much you are way up there, sir. >> Thank you. >> Yes. Well done. >> Oh, sorry. Photo. >> You want to jump in there? >> Yeah, sure. >> He's one of my kiddos. >> Congrats. THANK YOU. NEXT, WE HAVE the Daniels Scholarship Program is a transformative investment in Rocky Mountain West that empowers high potential students from Colorado, New Mexico, Utah, and Wyoming to pursue their college dreams without burden of debt. By selecting recipients based on strength of character, grit, and heart of service, the program provides a full ride at regional partner schools for up to $100,000 at any UN uh accredited nonprofit university in the United

024States. This initiative carries the Bill Daniels legacy of fostering a new generation of ethical community-minded leaders who are equipped to strengthen the local communities and contribute to a meaningful uh meaningfully to the workforce across the four state region. So congratulations to Maggie Gothman for this accomplishment. Thank you. >> Congratulations. Well done. So now we asked Duke this question. We're gonna ask Donovan this question. We're gonna ask this question of you. Which college you going to next year? >> I'm going to Air Force Academy preparatory school. >> Oh my gosh. You really won't need this scholarship because you're going to the academy. >> Yeah. A few things they do. >> They do cover some expenses. Fantastic. And what do you want to pursue once you graduate from the Air Force Academy? >> Aviation. So someday you'll

025be flying the plane I'll be sitting in. That is so awesome. I can't wait to hear your voice on the loudspeaker saying, "Folks, we're going from here to here and please rejoin your flight as we fly about 35,000 feet or something like that." That's awesome. >> Well, congratulations. YES. >> All right. Well done. >> Thank you. >> All right. Well, we can just be done now with our work. >> Drop the microphone. Um okay, superintendent updates. It's still new. >> All right. So, um at the last board meeting, I was asked to develop an organization chart. So, I have that for you. Uh the purpose of this item is to provide a clear understanding of the roles and responsibilities of the leadership team that encompasses uh the district. And so that ranges from instructional and

026student services, finance, human resources, facilities, transportation, food service, school leadership, uh working with our schools including Georgetown charter school and uh working with you all the board of education. So I've provided to you a float flowchart for u organizational chart, excuse me, for the district. And I hope that helps uh just make sure we have everybody uh assigned to the roles that help make our district run and services the needs of our our students and staff. >> And so does the board have any questions about the organizational chart. I just see that you fix this long. >> Thank you for >> Right. Thank you. I don't think you were made aware of it but we fixed that. So I apologize. So, um, per policy, the board has to accept an organizational chart. So, let's put

027this on for the business meeting and do a vote if there's no other concerns. Looks good to me. Much better than any feedback, Jessica. >> It looks good. >> Okie dokie. >> All right. So, the next that we have on the agenda is the enrollment task force committee update. I'm guessing that's why you're here. >> Yeah. >> If you give me a second, I'll share your Do you want your the information shared? >> He does want the information shared. PowerPoint, right? >> Tom, you want your PowerPoint shared? >> Yes. >> Okay. >> I could wing it, but >> we know you can. We know. >> We do know. You want to show your stuff? No. Go one more click, please. There we are. The reason I took this job was so I could speak what's

028on my mind without having a threem minute time limit. >> Wait, let's start the timer. >> I'm going to take a little bit of this and going to since she does all the work, let her carry the ball. But I do want to start back reinforcing where we've been and what we're doing. So go to the next slide, please. I think it's important in any undertaking like this to go back to your mission statement. Make sure you hadn't had scope creep or chasing rabbits down holes you don't need to do. And boy, have we ever had to fight against that. Because when it comes to enrollment, tell me something that doesn't have to do with enrollment. Everything, good, bad, and otherwise. But ultimately, it's to manage enrollment hopefully to increase enrollment, minimize reductions in enrollment,

029to grow student enrollment by uniting families. We spent a lot of time on this mission statement. by uniting families and the community around accurate data and authentic engagement that showcases our unique strengths and attracts families from within and beyond Clear Creek. And we were instrumental in bringing the new mantra, the new tagline to the district that replaced empowered, blah blah blah, whatever it was, where academic excellence meets mountain adventure. Memorize that. That's what we live by. That's what we're trying to do. That's what we're trying to promote. Next, please. I think we've been true to our mission. >> We started off with the core team and data engagement and marketing. It is filled up. We still got a little room down here to squeeze something in if we need to. We had somebody wanted to

030put something in there, but we pushed it away. But I think our our v our vision we got lucky because when we first started the enrollment task force committee we said maybe there's three things that need to be looked at data. what's the data on enrollment and I made a presentation um deeply involved in enrollment the statistics that are involved in Heidi Ardurn Heidi is Heidi still here took that role on believe me don't ever test her brain you will lose but boy has she really done some great stuff in fact Heidi triggered The night that I got vol and told to be on this to lead this team met me in a hallway and said I'll help. In fact, I'll tried to get us hooked up with a university in them to work on

031marketing and that's what we did. We wound up going down to DU. Me, Wes, Jessica, Marcy went maybe one or two of Huh? and Stephanie went and saw some unbelievable presentations by these students. Heidi has done a fantastic job and she's dedicated to this district and is an unbelievably valuable resource. I'm sure she'll be called on a lot going forward. And our daughters play on the same soccer team and we are so dedicated we missed their game tonight >> to come here. The next group that we put together was engagement. That's kind of gone around a little bit, but Kristen has really grabbed that range by horse by the range. Engagement is everything. Engage. We thought it was this big. It's bigger than this room, right Kristen? It's everything. It's everything to do. We're trying

032to now mitigate some of the redundancy because there's so much. But you can see the things that are being done here. And then the third, this was Kristen. Kristen's a done a fantastic job. We go to rapid grass. We go to concerts. We go to all kind of school functions, community functions promoting the district and just have seen a lot of lot of return from that. Putting us on the map. It's amazing. I was at Pumpkin Smash and kids come to get volunteer hours from other schools. Conifer and Golden and places like that. They don't even know what Clear Creek is. They don't even know we have a school. They don't know we do. It's unbelievable. So, we have we have I think made great strides in putting us on the map. And are they

033who has a one pager? >> One of the things we put together was a high school and elementary school one pagers. What are the great things we're doing? And we these are being distributed all over. I encourage all of you to keep pushing and pull because they do make a difference. They do help put us on >> real estate office. >> And we had Carrie and I could go into so much detail. It's it's unbelievable. Marcy Marcy is sat on and Jessica's come. Wes has come to Wes has never missed a meeting and I really appreciate that. It means so much. Marcy got with Kerianne. We're working with realtors. I could list 50 things that we're doing of that caliber that hopefully will make a difference. The last one that was original was Stephanie. I

034don't even know how to say her last name exactly. Cosen or something. >> Huh? >> You keep the French far south Louisiana. >> Well, that's great, too. Quas got it. Stephanie is unbelievable. She is a powerhouse. She is a She's doing all kind of stuff, Wes. Right. Just just let go of those reigns and let her run because she can promote this district like nobody's business. She designs websites and does all kind of marketing material through the website. We've got social media which is needs to continue to be improved. We have a videographer who is now a teacher here. Gosh, I just knew it right. >> Trevor Nordine who has went from our got promoted from our team to become a teacher here and he is an unbelievable videographer. You you've seen and will continue

035to see his work on the website. student testimonials, alumni testimonials, etc., etc., etc. We've had challenges trying to get the PPTAs. They're all willing. It's just a little unwieldy to get them to work together. We depend heavily. I see a couple of principles here. We You Scott said you can't do it without the teachers. We can't do it without the principles and the teachers, but it it funnels through the principles. Everything goes out through the principles and they have been very supportive. Can I be candid now? This is where my consternation lies. I've been my what happened is we have an enrollment task force. Everything has to do with enrollment. Anything that people like and especially anything they don't like comes through us. I know it goes through other people through board members and so

036forth, but you would not believe the amount of attention that we get today. You know, we got John J. John gave a letter. Ted Pippy gave a letter. These are Tully. Tully calls me the day she gets the Warren text crying. Pippy, you shed tears. Dallas, you might have shed a tear while you were on the football field, didn't you? But but this is this is unreal. How we manage things and how we treat people, it matters so much. And I hear it from a from an unbiased standpoint. I I hope that what you hear tonight, what you've heard already know you know that is coming from good-hearted people who love this community and want it to succeed. But we how we handle things. And I just gave a couple examples here. Bear with me.

037CASS testing. We were in that room back there, B210, I think, talking about CAMASS testing. My son Merrill came in, just sat there, and we were talking about the importance of CMAS testing. He said, "Well, you know, that's really interesting. It would be great if I knew why it was important and why you wanted me to do it. We've never been told why." We said, "You'll hear." To my knowledge, he never heard a word. So, what's he supposed to think? And that day that it happened, wires were crossed, misinformation. We get a call, personally, get a call from a guidance counselor who thinks one thing. Maria, I love Maria. I love Maria. what she's trying to do here. We've got to we've got to keep our wires connected because I'm it's just it just harms

038things so much. A guy like Mel, granted he's an 11th year 11th grade airhead. Granted, I'm not going to hold it, you know, take everything because he didn't hear. He might have been warned dad, but that that was a that was a mess. Out of our 11th graders taking the science seance test, probably half took it. Is that success? No, that's not success. If we talk about it in our enrollment task force that we got to get better testing and all we get is 50%. We got a ways to go. The next one, and I'm being candy here, folks. I'm expos exposing myself. I call it the three burglars. We had three students. It went like wildfire. I heard it exploded. It was like a bomb going off in the room. Three great kids. Three

039good I don't want one of them I don't know very well went through and I don't and I my background is in investigations. They went in through an unlocked broken locked door and took a basketball out during the contrary. They were they were exposed to two days in school suspension and went for a week longer than a week being p almost accused of felony burglary. Am I right or am I wrong? >> We don't I didn't interview you, didn't I? >> I never even got a resolution. >> I know. I talked to him about it. >> We've got to do We can't treat people like this. It's just not right. It's egos that get involved. The last one I got is the Warren Tech thing. Enough's been said about Warren Tech. But that day, I

040got phone calls of people crying like you've heard here tonight on the verge of tears because of how this was handled. Could it have been handled differently? Of course it could have. And we have to do that. This is the kind of stuff where we have our best families saying, "If I didn't think I was trading a stomach ache for a headache, I would be going somewhere else." These are our best families. We've got to if we're going to get serious about enrollment, we've got to do better. That's my soap box. I'm gonna get off of it and I'm going to turn it over. I'm going to finish up right here. I think with the the success that we've had with the enrollment task force committee is that we've gone from a concept and AD

041is going to cover what we've got done. And I'm sorry to be taking up so much time, but I feel like this stuff is important to be the most some of the most important stuff we do. You guys have to work on academic. We got the letter from John talking about academic performance. That's sure that's top priority. That's something you got to work on. These things here that these three that just three examples I covered, you know what I call them? Unforced errors. It's like in tennis, you can get slammed with a ball, but when you get a ball served up and you hit it in the net, that's unforced. These are preventable. But we've taken our concept to action. We've helped put more of an identity to our school district and promoting it in

042a very positive way. And we've expanded community outreach. We got more people involved. So with that, I want to I gave the some of the negative side of things, the hard part of this. I did not anticipate when we set up those three teams, I did not anticipate all the negative stuff that we roll in that we want to try to do something about and we're committed to helping. I think the people in this room in times 10 are willing to help. It's how do we engage them? So with that, I'm gonna turn it over to the 80 and she's gonna tell you the good news of what we've done. >> We've done a lot. Want your notebook? >> Oh yeah. >> Sorry. >> Let me see if I'm missing your nose. >> So yeah,

043we we have a lot of next steps. I mean, it was a good first year, but there's a lot to still be done. Um scalability I think is one of the big things. So just being able to u take the work that we did this year lessons learned from it understand what is effective and what's not effective which we don't really know yet necessarily. um which of those things are wh what is really bearing fruit and what is really you know it's hard to measure a little bit but also just um trial and error a little bit about what what works to to uh attract and retain families. Um so we can move to the next one. We'll start with marketing. Um lot of great powerhouse on marketing with uh Stephanie Annette Trevor and others.

044There were 47 people that we that I consistently would keep on the enrollment task force committee and we had probably 10 that were really committed in the core group. But then, you know, maybe up to 20 or so that would come in, you know, help do certain things and, you know, just not be actively engaged in every single conversation. um marketing. You know, the web page was scary when we first got here at the beginning of the year because it had been refreshed. I know a lot of work was done to advise on how to help get that pulled back into shape after um the changes that have been made last summer. um the you saw the one-pagers, we had QRoded postcards, there was a half-page newspaper ad that went in to um went out

045with the current um we strengthened digital outreach, so tried to get arms around unified um socials, how how just kind of putting a process into place on how you can submit things to get out onto the social um pages from indiv individual schools or from the district. Uh still I think a lot of work we can do with digital. Um we did restore or supported the restoration of the district YouTube channel. There are Trevor is working on the alumni promotional videos. Um the DU partnership Tom mentioned so worked Heidi put us in touch with professors down in DU. um several team members went down there and there was actually a project that was put on by the students there that looked at our district and said, "Here's things that we think you could do." So,

046they were practicing um how we could market and and engage for better enrollment. So, it was super cool to get that feedback from the students at DU for it was part of their pres presenting was actually part of their class project. Um and some really good ideas like fantastic ideas where you know that's where kind of coming up with this you can be a destination school like one kid there said he had traveled over an hour and a half to go to a different school because it had what he needed. So you know we can we can market these things. I know we're working on it with some of our outdoor uh rack and tech items like we can market things that make us special. we can market our place where we are, you know,

047halfway up the ski slope so you can still go to school but also, you know, get your, you know, competitive skiing in, all of those types of things. So, um, again, we talked about the refresh brand direction, academics, excellence meets mountain, um, adventure, the new new or updated logo, um, direct mail targeting. So Wes Stephanie put together a postcard that went out during the open enrollment period with Jeffco targeted at certain zip codes with from census data we thought had um families and then we're trying to make sure that we could get our school out there. Um we we do need to talk. So part of all of this is we're creating a playbook of what we think we need to re you know repeat next year getting earlier starts on some things that were

048rush jobs and how that can by doing that we can save some money as well because it's um expensive when you are trying to like get these one pages done overnight so that they can be available for an event the next day. Um so a lot of lessons learned there. So yeah, core assets used for broader use. A lot of this is put on now on the website. Alumni testimonials, virtual tours of the schools, promotional materials, the one pages, the QR codes, like trying to just get our brand out. um working with um uh the marketing consultant to understand our you know search engine optimization, geo fencing, things like that just to pull more um traffic to the district basically. And then um yeah, just trying now to think about how we can we can

049take the next step of being that destin destination district. So, not just attracting and retaining families that are right here, but even thinking bigger like can we use online schooling things like that to have hybrid um types of uh course offerings so that we can attract whole different set of people. Um we can go to the next one. Data Heidi give her another shout out. Um Melanie, so uh working with the alumni group to understand we did alumni surveys to get fe feedback from recent alumni or any alumni on why they um love Clear Creek, what they think that um Clear Creek can bring and how that's helped them in their life and their career. Um, and you know, we had enrollment statistics from the past several years. The DAX survey results, we need to

050incorporate those in from this year's. Um, we looked at what our data footprint looks like for like if you go out onto niche or great schools, it doesn't look so good. So, and some of that was because there was even just old information on there. Things hadn't been updated properly. they didn't have the right contact information for the right principles. So, kind of tried to get that um cleaned up so that it it you know when people are looking for schools, they're finding this stuff or even it's just attached to the bottom of your um Zillow ad like what district you're in, that kind of stuff. Um we now have surveys that go out for if families will take them for if they offboard. Um, I know this week Heidi I think talked to Scott

051to just to try to get information for people if they're leaving the district, why are they leaving the district? Like what does you know what are what just more data points so that we understand um we have been working on the you know testing matters a lot. testing drives those scores that go onto the niche and the great schools and and you know it and some of sometimes it's not even that academically we are doing that poorly. It's that our test scores aren't reflecting what's really happening in the district because not enough kids are taking the test to you know even you know make the make it be accurate data that is reportable. Um, so looking at that kind of thing too and how we can improve that. Uh, we can go to the next

052one. The last one is our engagement committee. So Kristen's here. Jump in anytime. Anybody? Um, we had open houses during the open enrollment at all four schools. Really good feedback. Um I think that control again it's hard to have hard data but a lot Pippy mentioned a lot of preschool families coming in um tons of people attending these open houses. You know if we think we can get them here see our facilities see what we've got to offer that it can bring a lot of um excitement. uh event partnerships with the PTAs, with boosters, local businesses, trying to get our brand out. Um trying to get uh future digger activities. So getting younger kids excited about coming here for basketball games, football games, bringing um children from the from the elementary schools here for the

053to see the play Annie, you know, bust them over so that kids feel like they're part of a bigger community and they're not just like wondering what it might be like at middle school or high school so that they um feel like they're part of the district. We worked on some homeschool outreach because we know we have quite a few families in the district that are choosing to homeschool or choosing to um go to other districts to do uh online schooling. So, we're trying to figure out ways to not maybe just augment like come here to do your labs, come here to do your sports, come here to do which helps bring, you know, bring more money into the district, more um and and just have more um influence, I guess, across those families. Uh

054the Friday extension model, so trying to get the um calendars so that they're synced up. So, we've got community events, our Friday events, that kind of had started when we went to the four day school week, but then fizzled a little bit. So, bringing that back so that that's not a barrier that there are things for kids to do on Fridays that that's not something that other families are looking at and saying, gosh, I don't want to send my kid there because they um you know, what would they do on Friday? Um, we talked to realtors, made sure that we had a reach with a couple of different realtor groups so that they know about our school. They've got our one pagers. They can speak about us and and help explain our school. Um, yeah.

055Then there's a lot of the concerts, Rabid Grass, GTIS, Lakehouse concert series where we had booze in conjunction with the PTAs. So, um, lot of stuff going on this year. Uh, I think there's one more. Yeah. So, like I mentioned the we're we have a playbook now. We have things that we can repeat. We're trying to do lessons learned. We'll re-evaluate the data. See, it's you know, it takes this is a this is a long game, not a short a short game. So we have to see if this is which of these things are really working so that we can continue to bring in students which brings in revenue which helps us pay our faculty and staff which is great. So um these are all the types of things that we'll continue on next year

056and get better at. We thank you and I thank all the people that contributed on the task force this year. Does anybody have any questions? Even though they ran away. Okay. Moving on to the district accountability committee presentation of survey data. Is that you? I'm looking at you. >> Oh, there she is. Um, my name is Katie Aid. I'm the chairperson of the district kind of building your district. Do you think this shared I I don't I have the one page or I have some if anybody's interested in what is you can share there. You're welcome. I'll share it so that everybody can see it. Um, I think we're going to start with the panorama survey results and that Liz is going to drive that. >> That's cute. >> You're a Russell that computer because

057she should actually have it on her computer. There. There it is. >> Uh, so this is the um the report that's given out to Panorama. Panorama was a um a survey uh company that we uh signed on with this year. Um we use it for uh several surveys. Uh we use it for the students satisfaction survey. They did one in the fall. They're they're doing one right now for the spring. It's part of a grant we received uh from uh CI through the state. And so, um, this allows us to see how we're improving our student engagement, their satisfaction being in school. Um, so we're hoping to see a positive result from our student population based on our fall to u spring. We also use it for the parent survey, which I'm going to be

058presenting with you tonight. And then we will use it for a staff uh survey that will be administered next year uh in the fall or winter um to give us a sense of satisfaction. The reason, another reason why we want Panorama is that for the teacher survey, it's also aligned with the survey due from the TLCC, which is a state survey. And so it helps us align our questions the teacher will fill out or respond to with our report to also the one that the state does. So it gives us a chance to see how we're going benchmark from year to year. Um, in this data you see here the results, there were uh five areas of uh survey uh in the questions were asked for parents. Um the schools that participated in this was

059Carlson Elementary, King Murphy, the middle school, and the high school. Unfortunately, um there was not a survey sent out to the folks at Georgetown Community School. So that's one thing we will work on for next year that will help us increase our participation rate. We had about 86 participants in the survey, which is not a good number for us to have. So that I'll have Katie talk about the goal based on that uh here in a few bit minutes here. So the areas we were focused on was barriers to engagement which are factors that can create challenges for families to interact with or become involved with their child's school. Survey takers responded to these questions. How big of a problem are the following issues for becoming involved in your child's current school? Interesting thing about

060this, this is a nationwide survey. And so you look at that and you say, "Well, 73% of our parents uh respond to the results on this." The the the cut points for the survey indicated that they want to see a higher p percentage of parent participation in school. So for example, if you had three participation data points for being in school, back to school night, parent teach conferences, parent teacher conferences, those three that wasn't enough to get you to the next level to move you from being a low performing school district to a higher performing school district. So even with 73% saying that they had that 73% participation or sorry three data point participation at schools, that was enough to move them to a higher score as far as the national trend. So you'll see

061things like that like wait a minute I see us being not agreeing here for 73% what is wrong and that's why that's the case. Okay. Uh family engagement the degree of which families become involved with and interact with their child's school. Now you see this you say 35% yet it's green. So even though with five 35% we are high in that engagement of our families with their child's school. So um we can still continue to improve on that but we are on the higher end of the curve on the national trend. You see the confusion when you see the data points. Okay. Uh family school attendance. This was a survey just looking at how uh much families are attending their school events too and so and how attendance was important to them. So this is

062that result. school climate, perception of the overall social and learning climate of the school. And so here's an opportunity for us. The parents were saying that 59% were positive of the perception of overall social and learning climate of the school. And that is also on the lower end of the bell curve. So this is an opportunity for us as a district school safety safety perception of student physical and psychological safety at school. We got a 67%. So uh this could be an opportunity for us. However, it was in the middle of the bell curve, which is green for us. Um, we can go into the the data even further if you want to. You can see the breakdowns of the questions here. For example, how big of a problem is the following issue becoming involved

063in your child's current school child care uh needs? Not a problem, small problem, medium problem, large problem, very large problem. So, you can see how the results are on how the problem of being following issues, becoming involved in your child's current school. Child care is for some of parents not a big problem, medium problem for some of them. So child care may be something that could be worked on to help parents get more involved in school. >> Is this available on a website for people to review as well? >> We could put that on our website as a as a schoolwide data. Um I have asked the building leaders to present their individual which I've given you copies of >> okay >> to to review for individuals. So this is a a summary of alls

064the schools that were surveyed and I've asked the schools to look at their data and share it with their sac or in some cases sac ptsa depends on how they have them organized so that parents have an understanding of the data for the individual schools and that will be something they will share to them and release to um Katie's work here next too. So in addition to completing the survey there also some feedback. So you also have um narratives that were provided to you about some of these areas. So the questions were go to that page here and I've created a summary in your packet but you also have the actual comments retracting any individual members staff members or individual parent members names. The two questions that were asked in the survey, what can a

065school do to help ensure your child has a good attendance this year? And the other one is, what challenges, if any, make it difficult for your child to attend school? So, we really want to work on focus on attendance. And so, those two survey questions were in the report. And so, you have the narratives from folks who responded to that. >> I will not be putting those out there. I'll have a summary if you want me to put a summary of those responses. >> That's fair. Can a summary of those responses also be provided to the deck members since we don't have access? >> Right. I can give you a copy of that those reports too. >> So my turn. >> Yeah. >> Okay. So uh from the survey result the deck has agreed upon

066a couple of goals um based on results. So one of the goals is to increase uh parent survey participation. um I don't feel like 86 families out of 600 students um reflect a broader range of family voices. The deck's goal is to significantly increase participation next year. Ways that we want to participate is la um launch the parent survey during February parent teacher conferences. We were a little delayed in that so we didn't get to push it during those parent teacher conferences and that's seemed beneficial from the previous year. Uh create and distribute a QR code for quick and easy mobile access again at the teacher conferences. Send multiple email reminders throughout the survey window. I think one email went out then it was in the newsletter. So maybe a couple reminders. Promote the survey

067on district and school social media platforms. A couple times both you know pushing that encourage schools to share survey information through newsletters, websites, and other family communication channels. Um our desired outcome is a substantial increase in parent participation resulting in more representative representative feedback to guide district and school improvement efforts. Um, our next goal is for each school to identify one area of growth based on the parent survey results and incorporate that goal into its unified improvement plan. So, each school will have to make a choice, decide on that, and work to make it better. Um, each school reviews its parent survey data. Each school reflects one priority area for improvement. The selected goals is to incorporate into each school's UIP. Progress is monitored throughout the year. Results are shared publicly through the school's improvement

068plan. School Pacific improvement efforts that directly reflect parent voice while aligning with state accountability requirements. So that's our desired outcome. But schoolboard, how does that how do you help in this? How do we hold the school board accountable? So some of for goal one uh some of those is publicly promote the survey at regular board meetings and encourage community participation. Share survey information through board communication channels, district websites, and district social media platforms. Include survey reminders and superintendent updates and board newsletters. Attend parent events, conferences, and school functions to personally encourage participation. Support initiatives or recognition for schools that increase survey participation and help communicate why parent feedback directly impacts district decisions, budgeting, and school improvement planning. So on goal two, some board actions could be request that each school present its parent survey based

069improvement goal during the school improvement cycle. Review each school's unified improvement plan and ask how parent input shape the selected goal. Encourage principles to share progress updates throughout the year. Uh celebrate schools showing measurable growth in their identified focus area. Ask for quarterly updates on implementation and progress toward the school specific goals. Ensure transparency by highlighting UIP goals and progress during public board meetings. Um the handbook notes that local school boards are responsible for reviewing adopting district improvement plans while accountability committees submit recommendations concerning that. So I don't know if you have anything to add. I think you did. Okay. So it's a it's a lot but I don't any questions based on that. >> So back to your question um I will share this with the deck. I also would share this with the

070enrollment task force. So you have a copy of this information as a data point for you also for making sure that our students being more successful in our schools and helping increase parent enrollment. And we I met with the enrollment task force and sharing our survey results could help benefit them. >> Correct. >> And then meeting with them, we could help push their agenda also and hold the district accountable on that subject too. >> Did you guys talk about meeting together quarterly? >> Quarterly or twice a year. >> Yeah. a school yourself. Yes. >> If the board chooses to pursue picking a area of opportunity in the district data, we can include that in the district UIP. Also, >> Wes, can I say one quick thing? A kind of brushed over the playbook concept, but

071one of the many workhorse things that she did this playbook, what she means is something that builds in sustainability. All of our committees have sections where they just dump what their procedures are so that it can when we're gone two years from now, three years from now, it can be replicated over and over and over again. And that's something we want to encourage and we will work with you on that where we can >> I think that's in the deck also. >> Yeah. Exactly. And and his word is beautiful. You have repository for what you've done, how you do certain things on like open houses and whatever whatever segment it is. There's a segment in there and a calendar for when you want to do certain open houses, when you want to do certain things.

072So, I think Eddie kind of didn't want to brag on yourself too much, but uh the playbook is really something that's going to help us forward. >> I have two things, Lorine or Mrs. >> I answer to both things. >> You're so you're a school leader. What do you think about what goal number to do to? >> Uhhuh. What do you think? I I have no problem with it. I think it's important when we have a UIP. I think academics are incredibly important, but I think that if we want our school to improve holistically, we need to look at data that is not just academic because it's all of those things Tom was talking about earlier. It's all of those things that contribute to create something good. And so this gives us another data point

073that I think is important to use to measure success um to help us figure out what can we do to improve attainable people taking the survey. They want to see results. >> What's the point of taking a survey if we're not going to hold see the results of that survey or implement them? >> Um okay. My other thing is just a recommendation um for number one your desired outcome you have a substantial increase what's substantial so the year before we had 160 people double >> yeah so we want to double get more substantial I would say at least 100 more would be achievable goal and on top of what they so if we look at we have 600 students we had 86 people respond I think one of the things we need to do is

074look at how many students have how how many families out of those respondents how many have multiple students your family for example has three so if we're looking at not just number of students to be able to gauge the percentage of responses but the number of families am noise in the district. Then we could look at what what percentage response did we really get >> and then we could look at what percentage increase do we need and then I think to really gauge whether or not we're doing it well. Then we need to go back and say okay if we're looking at reliability measures for surveys at what percentage do we hit reliability? because you don't have to have a 100% to to make it a good valid survey, but we do have to have

075a certain so so at what point do we become valid >> and you know there there's no doubt that not sending the survey out to the west end affected our responses you know now they're at a huge disadvantage because they don't have the information >> and they're kind of lagging right so yeah looking at how we can improve that moving forward with the >> can we add a question how many students do you have in the district so we can gauge vic panorama thing. >> Yeah. So these are I would say someone can questions related to the topic that's being asked about. >> It just makes it hard to gauge participation because what if they have five kids but they only take it once. So, uh, >> and maybe that could be do you take

076it five times because you have a kid in each level and maybe that's want to do that. >> I mean, they're busy. One survey is like already factor that into like room for error plus minus. >> I just my only recommendation would be to like actually put a number on >> or is there the free the free spot where they can add it's wasn't their spot. Could you say please >> if you have more than one student please add the number here or something like that you have >> so I can >> and then we have two hands up and then we'll get to those after you speak. >> Right. So uh one of the things I think that was mentioned during the enrollment task force is that times came up and they quickly approached

077very quickly in far as getting the the work done and so I would recognize that the survey was a lot was pushed to the very limit of trying to get the window of opportunity. Now that we have this, as was mentioned in the Roma task force is now you have your playbook, you can be better prepared for the window for this. We realize that the window needs to start much earlier to to accomplish that was presented by Katie about the fact that we have back to school night, parent teacher conferences, things like that. that we would probably want to wrap around those parent teacher conferences to say, "Hey, when can we make it something that the principal, the staff can ask parents to complete while they're in attendance or waiting for meeting with their teachers

078or something like that and have some sort of incentive that we could give to parents through a drawing or something like that to encourage participation. So we have learned a lot from this process about the timing of the survey, the length of time parents had to fill out the survey and so forth that we will work on much better to increase the participation numbers that are being asked. I agree with you. >> You can be way more aggressive then it sounds like >> yes >> with what you want your we had a previous survey that we created that created and we switched this panorama. So it >> it's like we had to start over again, right? >> Questions and getting everybody on the same page. So by having the short window this year, you kind

079of created a a good thing to be able to have a really aggressive >> right? >> And so our goal is to that's why the first goal was to increase participation to get a better idea of the needs of our parents and our students and our school and making sure that information can drive the direction of the school district and of leaders of each of the schools to support how they can improve the data. So I think that is that's the ultimate thing is that we realized we there were some mistakes schools kept that was actually missed. We're not quite sure how that happened but the data wasn't sent to the leak wasn't sent to the school to share with the families. >> That's a missed opportunity. So we've learned a lot from this. >>

080So we can I'm sorry. Hold on a second. Jessica's had her hand up for a while. Jessica >> I think you've covered it. I I just wanted to ask if this year if families were able to answer it multiple times like they had in the ear years in the past because again we had families that answered it three times. Once as a teacher, once as an elementary parent, once as a middle school, high school parent. So I think you've kind of captured that. But yeah, we we we may not be comparing apples to apples this year. >> Okay, audience, you had your hand up. Um ju just to add in survey research if you get 25 to 30% response rate that's considered good and if we have 300 families in the district I'm just say

081600 600 students maybe with 300 families that's 90 responses which this is pretty close to 50% is considered excellent and I mean if you did all of these things maybe you could get up to 50% but let me just throw out that 30% is actually pretty solid for survey research. Thank you for that. Um, Sydney, you were next. >> Oh, I was just going to say I almost argue that if somebody's a parent, a teacher, and a community member filling it out three times, that's still data even though it's the same person, right? They could have different perspectives. >> Different different times during the year. So hopefully they don't get the fatigue out once. It's over the course of the year they fil as a teacher. I fill it out as or staff member. I

082feel as a parent. somebody else in the audience. >> Yeah, I have been. So, um, my name is Michelle Rustin. I'm the PE teacher at both K Murphy and Carlson. And actually, Lorine and I have a meeting about this tomorrow, so I hope I'm not jumping ahead, but I have had like incredible experience this year with parent engagement um as a new teacher in the district by using this platform called Class Dojo. I was required to use it for the last few years. So, it's kind of just like in my teaching now. Um, and so I use it student facing in my classroom, but even more powerful is the way that I've been able to connect with families. Um, so that might be something for not only enrollment and the DAC, but um, for maybe

083the board to consider, maybe we do some kind of um, like pilot year with a few teachers and have more teachers using it because I have just seen so many parents engaging on Class Dojo with only PE stuff. So imagine like all the other amazing things that happened just already this week at game birthday is only Tuesday. So um it's just something to throw out there that I've had incredible success with teachers and we're going to talk about it more tomorrow. But um I'm happy to help guide teachers with that too as somebody who's had to use it for five years. Um it has been a wonderful experience this year with with families. So just something to add. >> Any other board feedback questions? audience. >> The only thing I would say is the goal

084is to to get better. >> Yeah. >> And we want to get better just because it's, you know, it's a good amount of people. Our goal is still to get better. So that's why it's there. >> Just want to say that. >> Are we going to consider better 1%. >> If it's more than this, what are we going to do? I mean, we want to get better. That's all we can >> Keep moving. If I can engage parents to take the survey, maybe we can get more engagement here. It's all all the same to me. We're engaging people. If we can get them to do that, can we get them to do more? >> And that's I think a big topic. >> Yes. Increasingly is engagement. Getting people involved, >> right? >> Wanting to stay

085in this district, wanting to participate. So, >> well, since we know the benchmark is more than three, we've got to figure out how to get if we want to increase that participation rate. How do we what does that look like going be above that? So, so goal is a goal. Audience, two things. The survey number of students question is very simple. You just let them pick how many students do you have because then you can do it based on student population. That's an easy solution. Second comment, I want to echo what coach said. I've engaged more with her this year than any other year combined. as transparency. >> The panorama result summary >> this summary of the sort of of the narrative. Okay. >> And the >> Yeah. >> Jessica, are you okay with that

086as well? >> You actually cut out for like three minutes. Are you okay with somebody information out on the website asking Wes to do that? >> Absolutely. >> Okay. I figured that's what you would say. >> It's a great benchmark. >> All right. Thank you. Thank you very much. Super important information. Um, so next on our agenda is the staff turnover data update. And this is Wes and Kristen. So yes, it was asked uh for us to uh provide an update regarding overuse staff turnover data for 2024 2025 school year including employee retention trends resignation reasons and Colorado department of education staff turnover metrics. So I'm going to turn over Kristen to provide the board an update on that. >> Um so you have the numbers from last year in front of you and I

087think the biggest question was why does our data not match CDE's data? And there's a few reasons why. First one is when I report our data to CDE um it is as of December 1st. So that's they're looking at um the first half of the year basically. When I report data to you it's the end of the year numbers. So um there's a couple things that go into that. CDE reports some of their numbers are double counted. Just administrators and principles fall into two different categories for example. So their numbers are a little bit inflated. you would have to look at their chart to know how they break it out. Um, and I believe what um, Sydney shared gets into the chart. And then um, they also count I count who are our public school

088employees because that's who's on our books, that's who's on our payroll. So it's Carlson K. Murphy, the middle school, and the high school. Georgetown information is reported but it's CD reports that it's a charter situation. >> It's a charter situation. Um we they gather the data. We do report it but it's not reflected in my numbers. I don't know what their turnover is because I don't have them in our system. >> Um the other thing is they also CDE also counts all of the Boseies employees and again they're not on our payroll. They're not our employees. They're contracted employees. So all of those numbers go into CDE's numbers as well. And then the other discrepancy could be because they're taking as of December 1st and I'm taking as of like May 30th. If say we

089have a um custodian who starts the year with us and then in February decides to retire, they're going to be reflected in CDE's data, but they're not reflected in my data. And when I report to you, I don't report vacancies. I just report true FTE. Gotcha. Um, so are there any questions on that? I know that's a lot to like throw out at once. >> Well, I think it's important. Um, I think you, you know, just a the summary of the data that you provided. You know, we had and I'm just going to shout it out here. The resignation in l of termination, there were four employees. Terminated or non-renewed were three. Um, family reasons or moved was 10. retired was four, career change is one, and resigned is four. And one thing I do

090want to call out, um, because in the years that I've been with the district, the four years, the first year I was here, we had five staff members retire, and last year we had four retire. I think it's really important that we don't count retirements in turnover. Retirements are something we should be celebrating, right? that staff members have been with us 15 years, 20 years, and they've had a successful career and they've brought so much to us and they're retiring that we can't expect people to work forever. So, we should be celebrating retirements and not calling them turnover. >> And just to be clear, that was what Kianne just read was 2425. >> I'm sorry to say that again. >> What Kianne just read that was for year 242, >> correct? Yeah. Oh, no. Uh,

091>> that's what it says. >> Um, wait, this might be a typo on my part. Oh, so sorry. It was 2425 not returning for the 2526 school year. You don't have the 256. >> We don't have that. Correct. That's what I meant. >> Yeah. So, um, normally it's given for like the previous year. Well, I think this data is important for us to, you know, dispel some of the information out there in our community that we're losing all of our teachers. Um, you know, facts matter, >> right? I, um, met with two teachers today who have >> Oh, sorry. No, it's okay. I was gonna after >> um Well, wait a second, Joel. I just want her to finish. >> I met with two teachers today who are resigning or have submitted their resignation and

092both of them are leaving because their husbands are being transferred. >> Right. >> It's always do you keep the husband or not? >> Right. And as someone who cross country three times from my husband's job, I get it. >> Yeah. Right. That was brand. >> Yeah. >> Um, do we know if the retirements are actually retiring? Like I'm assuming that's probably the case for the majority, but I can like Jeff Miller, he retired from Clear Creek, but then he went out east and he kept working for several years in education. >> So, um, the information I have is that the retirees are truly retiring and not going somewhere else. >> Okay, that's good. Um, >> let me put it this way. We're filing them like with PAR and everything else as retirees. >> Okay. >>

093They're retired with us anyway. >> I just I I struggle with it feels like we're trying to justify our big numbers um and tell ourselves that everything's okay. And I have to say I don't think everything is okay. These are the exact same reasons that people leave any district in the nation. I don't know why we would consider them leaving here for those reasons different the same reasons. Um and shoot I had a third thing and I didn't write it down so I don't remember what it was. >> There was another audience that you want to >> um how how so is is there some kind of exit interview that teachers go through? So how would it be reported you know if a teacher for example this year as as I'm hearing rumblings may be

094the case that there are teachers who might be leaving because of um you know some distrust and some difficult situations here at the district um and they are leaving because they got another job somewhere else and then they're moving for that job. Say they got a job in Jeffco and then moved to Lakewood. Is that reported as they moved and so that's why they left or is that reported as like do we get more like qualitative data around that? >> Yes. So um I offer the opportunity for every employee that is leaving to meet with me for an exit interview. Um and then I do get the data. So when I'm reporting that they've moved, it's either because they're move they have young children and they're moving closer to family. And yes, they probably do

095get a job there, but but the reason is because of family or because of their spouse. It's if they're saying, "Well, I'm moving to Lakewood and I'm going to go work for Japo." I'm not counting that as a move. I'm counting that as a resation as a res. Okay. And so, are you then able to provide more detailed information about those resignations to the board to say this number of teachers resigned for these kinds of reasons? Are you able to give some data of that nature kind of at the end of this like for beginning next school year, for the end of this school year? >> Yes and no. Because we're so small, I don't give any data where they could identify exactly who the teacher is because I want them to be able to

096feel like they can give open and honest feedback. And then I give that's why I give generalizations because if we were a JCO or a DPS and we had large numbers, I could give more information. But it's too hard to get into that much of a weeds when everybody would know who that specific employee. >> So then how would the board get that information then? How how would how would the board understand if these were problems that were happening? >> Um I mean if it's a oneoff one person they're probably not going to get that information. If it's multiple people then they will get a generalization of three people are concerned about this. >> Okay. That's good to know that that >> that is why we ask for the data and the breakdown so that

097we as a board can have an understanding. This man is our only employee, >> right? So when we ask for that information, it's not like we can go out to the teacher pool and and start doing that thing, right? Um so we just we have to keep arms length and I think that the data that she has recently been providing us has has helped us build some traction around you know what what are our opportunities >> right in the past this data um which I'm hearing maybe hasn't been shared with all of you has been presented in negotiations and there are two board members who sat on the negotiation team and so they would hear the data and um the information. >> So Kristen, when the employees are doing the exit interview, are I'm assuming

098this is more a conversation or >> it's a conversation. >> So it's not just categories they're picking from. >> I have um three questions that I ask and I ask the same three questions about the employee and it's really like I try to make it more casual, relaxed, conversational and then I just get the information. >> So it can be very broad. Yes. provide a lot of background. >> Yep. And I tell them this is their opportunity to share the good, the bad, and the ugly like whatever they want me to hear. And then, you know, I tell them it's confidential in terms of it won't be identified who they are, but that there will be information categorized and brought back to all of you. >> Tom, >> um, further to this exact conversation, yours

099and Jill's, etc., etc., The enrollment task force through uh Heidi has asked the principles to do exit interviews with families, >> right? >> Which is written, it's a written certainly where people might be more forthcoming as opposed to meeting in person. I think that's what someone was alluding to. So why would we could we consider giving these teachers because there is a lot of speculation buzzing around the community about all the teachers that are getting wouldn't it be nice to have some transparency and some information and maybe do that through a written survey where they might be more candid and more honest about what they think so we can have more information. >> Thank you Kristen. Oh, I'm sorry. We've got more. Let's let's keep it two more questions here, guys. We need to move

100on. >> Two points. >> Okay. Thank you. My first thing was on the about the oneoffs like how we don't include them. I do think there probably is some relevance to include them because we are such a small district. So, if one person has a concern, it may be other people's concern also. So, I just that's a consideration there. But I also think if you want the data to be more consistent, maybe I know we can't change everything to make it perfect. But even if we just aligned the timing of like well doing them in December and then December 1 that might help to make the data more consistent because then it wouldn't include the person that left in May or as you suggested or that just trying to think if you if they were

101both done around the same time it'd be more likely that the data would be consistent than if they were not done at the same time. >> So um I do an exit interview when people are >> Oh no I'm sorry. This was about the overall like this goes back to the beginning like the very the overall the differences between the end of the year and I think you said CD I'm not sure exactly. >> Oh I mean I can share the CDE data as of December but it's still >> she's just saying that because we do our data pool in in December but they do theirs in May that maybe if we were to >> line those two but our numbers will never match CE. No, no. I know they won't match, but maybe they

102would be more aligned because it wouldn't would it would be a very similar point in time of what's going on. It was just a suggestion for that. Thank you. Okay, let's do one more there. I remembered my third point. I don't know what question to you asked Kristen, but I'm wondering if instead of saying why are you leaving, if the question why aren't you staying would be more revealing and maybe for the ETF as well with families >> and also a point around providing a mechanism for people to give feedback that isn't face to face as well. I mean, not everybody's going to want to do that, but they would be willing to um complete a survey, too. So, you know, just to add that. >> All right. So, I'm the one that called attention

103to this um because of this issue. What? >> Go ahead. Sorry. >> Um with what the public is seeing. The public is seeing these numbers. They're not getting the information that we're getting. And so if we are going to present numbers that are different from the CDE, which it sounds like is always going to happen, it needs to be explicit as to why the numbers don't match. Because if they don't match, I mean, I'm sitting here like, why don't they match? What's missing? Us as board members should be aware of exactly what's missing so that we can be consistent and speak to the community and the public numbers that are available because public is going to see other numbers than what we're being presented with and it is not consistent and it causes a lot

104of room for distrust. Is there a spot on our website that it makes sense to put this retention information or lack of I mean it's not it's like the on retention >> um without the names on it just so that people have the data I mean they're going to go to CDE if we don't >> I think that's a good idea and it needs to be updated every year and then these are and maybe an explanation like hey these numbers don't match because >> I'd argue it has to be an explanation because otherwise people are confused >> and I'm confused too. So if we're going to send out even emails with these numbers, it has to be very explicit as to why they're different. So that's why I requested a follow up on this. >>

105So have I answered your questions? >> Yeah, you did. Yes. Um, I think it I mean I think maybe it should have been included in the original email, but it's covered now. I like the idea of presenting it on the website with an explanation why they don't match. Maybe giving the information to the enrollment task force and DAC so that those people that are involved in that those things um are clear and can clear up any you know rumors or anything or you know they can um they can ask questions if it's not making sense and we can get to the bottom of it and that way everyone's on the same page. say is the website the best place if it doesn't have the context. I think anytime we put out the report having that

106information there with it is helpful but without the context a list of numbers would only cause confusion is my concern. >> Yeah, I think Marcy and and Sydney both maybe you weren't hearing but both of them have have stated that they want that explanation there with it the context. >> Right. I just want I'm I'm hearing what I'm hearing from Jessica and this I was thinking as we're having this conversation is should we have an annual report that goes out to list all these different things survey data tension report whatever is if we want to include it we could have report >> right so like school district some school districts uh put out an annual report someone like businesses do on what are the metrics that we measure our success as a district or as

107a business and So we could say that we have certain things like our goal is to reduce the the folks are leaving the district and we try to put measures in place of like goals to address that and so and then we say we want to improve our data. So we had the DAC say we want to pres uh improve the perception data and participation. So my wonder is that creating that context is an annual report that says here's the efforts we're doing the enrollment task force to the DAC is doing the long range planning committee is doing that are supporting this annual report and we have matrix to measure that determined by the board of education to do so then we have something to say we realize this is an area of opportunity this

108is what we're doing as a district to address it we see this is an opportunity here's here's a celebration we've accomplished this and we continue work on this to continue celebrations of student performance satisfaction retention so that we have this addressed. >> I think that's fantastic. Then to also put it on the website. So what is the date that you would propose to have the annual report done? >> I think it would be something we create the measurements of what we would look for for that report. So >> I don't have a problem putting it out there. I think that we need to maybe that's part of the strategic planning is that we have >> something that supports that and then we say okay what are the things we want to focus on as our

109strategic plan to share to our community that we are accomplishing these things >> because there are many data points but we need to have certain focus saying these are these three these four these five whatever they are focus it and then they have context of like these are our goals as a district >> I would say the school year like June Yeah. >> And then we work on it. Yeah. >> I mean, you know, Yeah. >> I think like you said during the strategic planning kind of outline what we want to include. >> Yeah. Use that as a tool for this. >> I think our first year might be a little weak going in and then we'll be able to reiterate. So June of 27 we have a report annual report that goes out saying

110here's our benchmark data. You may have two data points but it'll have current it'll have that saying this is something you want to work on and we share this with our communities to answer the questions and pre the transparency that I hear people asking for. >> In the meantime between now and June 2027 can we get our current report on the website somewhere that makes sense? >> Sure I can. When you say current report, do you just mean like what I just reported on >> but with the explanation? >> Yeah. Yeah. I don't want anything else right now is what I'm asking. >> Right. Yeah. Just so people can see it with their own eyes and digest it. >> Right. >> Did you have one more comment? >> I have one trick thing. I'm gonna

111label the elephant in the room. I don't know what you ask in the external exit interview, but it's important to know if people are leaving for more money, but and if that question is not being asked, it probably should be for the board's knowledge. Not necessarily that doesn't necessarily mean public knowledge, right? But I think that's important for the district. >> Is it something to consider where that would become a anonymous thing? >> Say that again. Is it something to consider where the exit interview can happen in anonymous? >> I mean, I can put together an exit interview survey, but I also, um, there were no exit interviews before I got here, so I implemented them. And for me, um, and for the staff members that I talked to, it's also about the personal connection.

112>> And I think we started asking for exit interviews. It's been over three years now. >> I've been doing them almost four years because I started them since I got Yeah, exactly. So, I mean, we've we've got some traction there. So, I appreciate that 10 points. >> Yeah. I mean, if we can give an option. >> Yeah. Yeah. >> Do you want to do in person or do you want to do >> Yeah. Yeah, that's fine. That's true. >> I mean, because you're so big and in Berlin, they don't want to talk to you. >> I know. >> Okay. So, moving on to finance. Jen, >> did you want to do the grant? >> Oh, I'm sorry. I was just skipping right past that. Thank you, Chris. Let's skip past it, but no, let's take

113it. It's going to be 30 seconds. So, there were some questions about um how we pay how we determine pay for staff working out of a grant. And so, the one thing that I've said since I joined this district is my job is to be fair and equitable to every employee. And we have salary schedules for every position. We have a collective bargaining agreement through June July 31st. And um we have board policies. And in all of those it says that we will pay people on a salary schedule. So if we are paying someone out of a grant, if you're a PAR and I'm paying you out of a grant and you're a PAR and I'm paying you out of the general fund, your job is the same job. So your duties are the same,

114your responsibilities are the same, so your pay scale should be the same. Just because we're paying someone out of a grant and a grant might have more money does not give us the privilege or right to pay somebody more because the grant can afford that. It's equal work for equal pay. >> It's not sustainable as well. >> It's also not sustainable. Um, and everybody we hire on a grant is informed that they are hiring on a grant and that their position is temporary. But I can't in good faith pay this pair $30 an hour and this pair $25 an hour to do the same work. We have to make pay scale. We have to stick with our pay scales. And if we um create a new position for something that we don't have, then there

115is a process for that as well. And it is not a quick and easy process and it is a thorough process. And we get comps and we pay staff comparable to that those positions in other districts. >> So are you asking for anything from the board? >> I'm just giving. So are you moving forward going to be doing just that? Making sure that people are paid according to the salary? >> Yes. and I have been doing it. Um there's people who >> um I can't just undo what was done before I joined the district. So as people are grandfathered into not being paid on the pay scale um because those were decisions pre- Christristen but as those positions become vacant we are right sizing them >> and it yeah it has been an issue. We're

116not scaling back somebody's pay if they were hired under different >> circumstances. When the position became vacant, we put it appropriately on the salary schedule. I put it appropriately on the salary schedule. >> I would never That's why there's people grandfathered in who were here long before me. I'm not going to lower someone's pay. We don't like to get sued. Um, is that all you wanted to say? That's all I wanted to say. Thank you so much for that update. Uh, so next, Jen, where are you hiding? >> It does give you a superpower that you didn't know you had. So what we have first is expenses Q&A and then purchases with the insurance renewal proposal and the multi-year Moroi Moroi Moroi Moro MX95 security and enterprise license renewal. So we'll start with that. Okay.

117Um just some highlights on April's monthly expenses. Um Funen general fund. Um there is a noticeable increase in school department level um supply purchases and that is as expected because um it's the end of the year and we're just doing budget spend down activities. Um student incentive costs you'll see um in the fund 10 um are supported by the youth connections grant and they're tied to the completion of the student campaign. That is the one grant that is um funneled through the general fund. So when you see that just know those um incentive costs are funded by the grant. Um sport mileage reimbursement expenses expenses have increased uh due to transportation shortages. So reimbursing um coaches for um some of that transportation. I believe it was wrestling. Um vehicle and facility repair costs uh remain

118in line with the budgeted expectations and the remaining expenditures continue to align with uh predictable monthly quarterly recurring charges. I put a lot of notes in there so I feel like it helps with kind of slowing down this question process. But if anything else stood out that I didn't note, please just let me know. >> So, when when we're talking about the expenses for the coaches to do the driving scenario, wouldn't it have cost more money for us to have the bus do it? >> Would it have cost more? >> Uhhuh. >> Yeah. They're just not normally expensed in here. You don't normally see them. I see. And then But you're seeing one now. >> I see. But we're not blowing the budget. >> No. >> Okay. That's what I was getting. Thank you. Okay.

119They're just more more on here than than normal months or normal months. >> Got it. >> Anybody else? >> I didn't have any questions. I did ask Jen to provide all more information about the Boseies spending just history for the last three years, which she did in a very detailed way, which I appreciate. Um, and yeah, there's I mean nothing to report. It's nothing that we can not do, but Wes is working on an alternative maybe in-house something or other that could maybe help. >> Yeah. right at >> and we've changed our billing structure with Boseies and Boseies has changed their billing structure. So, it's really hard to look at the past three comps as we've spent things um instead of districtwide by location for the last two years and then used to have us

120pay directly to vendors but now we pay directly to them and they pay all the vendors. So it may seem like we're paying more, but it's maybe >> it just shows up in different lines and different constant quarters. So fun 21 food services. Uh only outside of food service purchases that are um monthly recurring would be um $8 was purchased um by Steve, but it was for prek that was moved via journal entry to the prek fund, but it shows on this report since they caught it viewing these reports. Um and then there's professional development um a yearly uh training that student attends. So that's just a little different than all the other ones. Grant heavy spend down to ensure allocations are spent in full by year end. Capital reserve. Um there was a JBN

121JVA engineering firm doing design work, tank work. Um she stood the school fire suppression. Um many with Lookout Mountain Water District and investigating the district. Um that silences for what we could need and the cost associated with that that went to reserve and preschool supply end of year spendown. um a refund to a um individual who made early infinite campus uh payments but um moved to UPK funding. >> Are you in the um the second section of the report or are you still in the first part of the report because we're about seeing the documents returning too. >> Is this where you want me to put up your or not yet? >> No, these are just the highlights as it were. Yeah, the monthly um reports. So, you'll have the vendor listing and each transaction

122breakdown by spreadsheet and a monthly checklist to reference. >> Okay. Thank you. >> Does anyone have any questions about monthly expenses? >> I'm just going to continue to say your notes are extremely helpful. I would question a bunch of things if you make it very clear. So, thank you for giving us of course. >> Um, and for the audience, we do put this information on the website. If you have questions, reach out to any of us board members and we'll facilitate your questions. >> We've been doing that for about four years now. >> Three for sure. >> Three. Oh, yeah. When we Yeah. Thank you. >> Yeah. Um, then we're going to move on to >> security. Oh, insurance purchases. Yeah, the insurance and the heater. So, just in accordance with board policy BJA slja.

123Um, the following purchases and contract committance require advanced uh board approval prior to award or execution. Um, approval of the DAG multi-year security and license renewal purchase and approval of the Zip Insurance policy renewal and purchase. Um I think we have to wait till the next session perhaps to get formal approval but I wanted to get the information out there as these are time sensitive should be. >> Um >> so this one is our insurance renewal approval. um administration recommends approval of the district's insurance renewal which uh provides continued coverage in comprehensive risk management protection for district operations, facilities, vehicles, employees, students, and board members. Um I'm pleased to report that the insurance provider experienced a low claims year overall which contributed to a favorable renewal conditions for our participating members. Um, this re renewal

124also highlights the district's participation in an insurance pool. Although the district experienced higher claims year, higher claims um this year locally, we still realized an 11% reduction in annual premiums approximately $20,000 in savings while m maintaining the same coverage limit protections with no reduction in coverage amounts. Um, so basically we had a high claims year. you know, we had four different insurance claims and um the benefit of being in a in a pool is as a whole since it did not have a high claims year. Um so our renewal for this year was 153 as opposed to FY26 of 173,000. I think a $20,000 reduction on a high claims year is pretty great for our coverage without any changes to any of our of our choices. Um, this out upcoming demonstrates the financial stability and

125shared risk advantages of old insurance participation, helping the district maintain strong coverage while managing the cost responsibly. Any questions on Sidip? I don't know if this has been brought to you guys in years past. I I don't believe it has, but I well I've heard especially now it's a celebration in a wind. Um and then multi-year Moro um security and enterprise license renewal. We recommend the approval of this budgeted purchase and renewal of the district's multi-year Cisco Moroy security and enterprise licensing agreement including router security appliance and associated port licensing um to maintain uninterrupted network security, firewall protection, content filtering, VPN connectivity and centralized network management across district operations. Um, this renewal and equipment purchases are necessary to ensure continued operation, security, and compliance in our district's infrastructure, which supports instructional technology, administration, systems, student

126devices, and secure internet access throughout the district. The total cost of this purchase is 38,627 and has been included in the approved budget or technology budget. Uh, the district has applied for -ate funding reimburseable for eligible portions of these services and equipment. Upon approval and funding um through the federal rate program, the district expects to receive reimbursement consistent with its approved discount rate, reducing the net local cost accordingly. Um, approval of this item authorizes the administration to proceed to the purchase and execution of all necessary agreements related to Rockoy MX95 security systems and enterprise license associated with security. >> Can I add to that? >> Translate probably. Um, well, no, I was just going to confirm that um or just state that I did confirm that once the bill is paid and we have the

127cancelled check or whatever or the cash check back, then I can provide that to our e rate consultant and we will get a full reimbursement on this. >> Okay, are you ready for the big beast? >> Um, which do you want to do first? Let's start with general. >> Okay. >> Oh no. Whoops. Wrong presentation. Wait. I'm It's right. I'm going to try and make this bigger without Can you see that? >> Oh, yeah. I'm glad I have the How's that? And then we'll just kind of scroll through. I could do bigger. >> One more. Yeah. There you go. >> That works. Yeah. >> All right. The uh 2627 proposed budget assumptions are based on the January 14th school finance act funding released um funding run released by CDE. Since that release, an updated uh

128school finance act run has reflected a slight increase in our PPF f um per people funding and total program funding. I think it's $3 and $1,000. So, um, but I got an email today saying that a final run should be released this week, but, um, the changes that did negatively impact several schools and districts did not negatively impact us. We actually had a small positive impact. Nice. >> Um, therefore, minor budget adjustments are anticipated prior to the June 9th budget adoption. Um once the final funding run is issued, the budget assumes implementation of the proposed revised calculation or classified compensation schedule only and upon board direction, additional compensation changes will be made prior to the June 9th budget adoption. In addition, confirmation of the federal forest funds has been received from the county um with

129an estimated allocation of approximately 488,700 to the school district pending final agreement between the district and the board of county commissioners. um federal force funds have not been incorporated into the pro proposed budget um due to timing of the receipt of the information but um they do exceed the 144,000 or 144,000 that are um included in in this budget. So, looking at the general fund, um I guess for those of you who haven't seen this before, we have FY24 actuals, um just for three years of comparison, and then 2526, um the adopted budget. And then next to that's going to be the estimated actual for 2526 based on three months of actual data. and then um three month or nine months of action data and then three months of estimated based on prior year expenditures

130and um I really went 400 lines line by line comparing and thinking of that could show up that are expected charges. So we ended with an estimated uh actual for FY25 and then um the next column over is the proposed budget for the upcoming school year 2627. Um I'm going to just do some highlevel highlights of the general fund summary um because I don't know this is the meat and potatoes of the budget and um I wanted to just give some really good notes on this. So, um, the proposed general fund budget is structurally balanced and projected revenues of approximately 12.4 million and expenditures of 10.9 million with transfers out of 1.5. Um, that sounds big, but only a few of those transfers are to our other funds. The rest is um to our community,

131our charter school. Um, it results in a positive net change in fund balance of approximately $56,000. ending fund balance is projected to increase to approximately 6 um 69 million reflecting continued fiscal stability and prudent financial management despite the ongoing enrollment pressures. Um the revenue projections are based on the school finance assumptions and um included an estimated decline of 24.5 students due to the loss of averaging and continued enrollment decreases. Local local property taxes continue to represent the largest funding source at 65% of total revenues. Salary and benefit expenditures remain aligned with current staffing structures and incorporate the transition of the classified uh classified staff to the new pay schedule and personnel related costs continue to represent the largest expenditure category. Operational spending shifts um are going to reflect the the strategic reclassification of certain services

132including technology and custodial operations from in-house staffing to contracted service models increasing the service expenditures while reducing the salary related costs. So for years we kept holding it and salary benefits and then every quarterly report I have to note you know it's due to um the salaries are half are holding the money and I just think at this point for this year I I wanted to move it into actual purchase services so we don't have to justify it or we get speed numbers every time it's just going to be a little more factual if we move away from that model we can always um adjust the budget out of professional services and back in salary and benefits. So to to recap what you've just said, you've put it into professional services now as well as

133the custodial, >> right? Okay, that's great. That's the way it should be. Thank you. >> Agreed. I think it was just for years it was >> it was when there was and we didn't do it right finally like okay enough's enough we're going to do it. >> Um so the transfer out expenditures are going to be reduced in FY2627 and that is just response to um anticipated enrollment declines at the charter school. You can see um the budgeted amount in 2526 versus the actual budgeted was at a 68 student or 69 student count actuals um I think we had 61 students projected for this year's 58 enrollment. So um the transfer out decline is consistent with the changes in enrollment for the charter. Um overall the proposed budget maintains core operations, preserves reserve levels and

134positions the district to manage continued enrollment and funding changes responsibly. Um I did do a few highle yearly comparisons just so we can reflect on the changes that you see across the three years. Um revenue in 2627 is a slight decrease from 2526 adopted budget and the 2425 actuals revenue primarily driven by declining enrollment and uh reduced state funding. The local property tax revenue continues to strengthen increasing to 7.24 million and um from 7.24 and 2425 actuals to 8.6 6 and 26 27 proposed budget growing from 56 to 65% of total revenues and offsetting the reductions in the state funding. Um state revenue is projected to decline obviously since the local property tax is increasing just reducing the state share of revenue from 30 to 25%. So, let's stop on that just for a second

135because when people hear that um we get additional property tax money, they naturally assume that's getting compiled on top of what we already get on the state. But no, that's not how school financing works. The more we pull in at the local level, the less the state gives us. >> Just to clarify, >> 100%. It just we don't want to have the budget is the budget. It's how it's funded. >> Yes. increased taxes less from the state. >> But for clarification, that's the exception of mills. So whenever we vote for a mill or bond or anything like that, that we get to keep that does not get back filled for the state, >> right? That becomes not part of that inflation, right? >> Which is why it's so enticing for us to look at. >>

136Okay. Um totals expenditures in 2627 are projected at 10.86 86 million um remaining relatively flat compared to the 2526 estimated actual expenditures um while we're remaining below 2425 actual expenditures of 11.31 million. So you can see the work that we're doing to reduce um our expenses is showing from year to year. Um salary and benefit costs continue to decline as a percentage of expenditures um decreasing from uh 69 to 65. And that's just reflecting staffing adjustments and the transition of operational functions to contracted services. >> And that's that's another thing too. I don't think you know when I look at the other school districts and I want to see what percentage they pay out of salaries, right? Well, now we have to look at our salaries plus our professional services and that actually equals that

137number. Now >> it does. And a lot of our grant funding supports salary and benefits. Some just use grant funding for um purchase services, but we're able because of the different kind of grants that we go for to help offset some of that general fund salary and benefit cost. So even though it looks like it's 69% here, we haven't gotten to um the grant funding where having keys of grant funding is also salary and benefits. Um not to mention doesn't include your services or pre- salary benefits as well. Um professional and operational service expenditures increased um compared to prior year. Um the district's financial position improves with ending fund balance increasing from 6.4 and 2425 to a projected 6.69 in FY2627 despite ongoing um enrollment related revenue pressures. Can I just clarify? So the 6

138point um 6.689 um that does not include the core cents and the the balance the change in fund balance in 20627 also does not it incorporates 144,000. >> Okay. >> But um I think it's like a change difference of 300,000 that that are not in there. So um we are growing growing the fund balance and in most situations yay we want to grow our fund balance. We want to have a healthy reserve but when it comes to the topic of providing compensation for teachers that's a growth is not really what we want to see when we have an opportunity. Yes. So um that will segue into the final piece of my presentation. >> I have an accessory question. Yes. Do these projections include the potential savings that we could have with the Jeffco mental health?

139>> No, it does not. Okay. >> Oh, with the with the JCMH. Yes. Um >> I was going to say you presented that last time, so I would think that that's um it does not include if we make other changes within ASD programies because that information has come after I submitted this. But um I also feel like for our first year >> until we know what it's actually going to cost us to run this program and until we know what we're going to get from other schools, it is probably safe to continue with the budget um as is and if we need to revise it mid year because we actually see significant cost savings or um just incorporate it next year once we have factual data and um noticeable changes, then I think for now

140it is built that way and I feel comfortable and safe leaving that until until we know what it's really going to look like. Um, okay. That's it for general fun. Um, I have lots of notes on each of these tabs. Do you do you guys want to hear them? Do you want to ask questions? or do you want me to just blast through some of the highlights by location? >> Let's blast through some of the highlights. >> All right. Um high school uh you see a staffing increase in FTE um with the not noticeable additions to the teaching and clerical support. Um and this is aligned for student needs and uh operational efficiency. um the FTE increased as well as the salary and benefits increase um due to changing in positions and additional FTEES added

141to other um instructional teachers there. Um with admin um the cost increase are primarily due to the FY26 budget was actually set low um for the actual needs of the administrative support roles as it was based on prior salary levels that have since increased due to staffing changes and role adjustments. Um, a portion of it is, uh, the two secretaries were budgeted, um, weren't budgeted at the high school high enough, um, due to a miscalculated FTE. And you'll see the opposite um, in the middle school as I flipped those FTEEs. I think they were 66 at the middle school and 33 at the high school when the uh, budget was written last year. And for 26 27 um based on the differences in the middle school and high school, I flipped those. So you're just

142going to see uh reductions there and increases at the high school. Um per pupil cost increased. Um primarily driven by the declining enrollment rather than significant expansion in services. Um it's important context when reviewing year-to-year changes. Um instructional remains uh the district's top priority representing just over 40% of the expenditure showing continued alignment of resources directly to classroom learning. Um do you see a decrease in the study expenditures um and that's reflecting adjustments in staffing allocations and alignment with the Bosey's budget um rather than a reduction in required services. um several employees that were coded to 3130 moved to 4027 which moves them from uh general fund to grant fund um and that's just due to we had an increase in um IDA revenue from um carry forward from several years. So we were able

143to spend down a lot of that carry forward so we can just move the clean slate of our annual um amount that we receive every year. And I'm going to do an MO evaluation with Boseies and CDE to ensure we are in full compliance with these numbers. It may result in moving somebody off of just uh general fund salary onto this and that would help increase those numbers, but it's not going to change any of the bottom line here as it's all in the general fund salary piece. >> Just be >> I'm sorry. Go ahead. I didn't mean to interrupt >> from 3130 to 00. >> Okay. Um the per pupil cost increases. >> Yes. >> What what is that? What is the number that it has increased to? Uh 16529 where in it was

144uh 15 to 294. So it increased about $1,000. But that is the loss of four students and then as well as the changing of the salary and benefits for those two secretaries and other administially lower than the per people cost to any of the other districts around us. I just want to point that out >> and go on. I'm sorry. I just thought that was a good point. >> Yeah, I appreciate that. >> Can I just ask how is that calculated or determined like that we're lower than the other districts? >> Um, it would be a cost per FTE. So, the total expenditures divided by the number of students enrolled in that in that location. Um, okay. So, middle school admin decrease at the middle school, an increase at the high school due to an

145FTE calculation in the prior year's budget. Um, salary decrease even though FTE increase due to moving positions for middle school general fund codings and middle school grant funds. Um, cost per student decrease aligns with the overall budget decrease at Carlson. Um in 2526 we had um budgeted for three custodial positions um and had a vacancy throughout the year um because we didn't know what we would need once we had moved into that facility and um we are now just budgeting for two. So there's an elimination of that and a 0.55 position. Um though you don't see the 0.55 position reflected in the staff counts as those counts were head counts and did not include the vacant position. So it doesn't look like there's a reduction in FTE but there was because we don't count vacancies.

146Um so that's why salary and benefit looks lower here. um sped uh decrease again moving to 4027 to allow for Medicaid rate reimbursement and spend on the carry forward from prior years. Um maintenance and security. The reduction of maintenance and security is due to lower custod or lower custodial salary costs with two positions filled um compared to three in the prior year. Um on King Murphy um building maintenance and purch building maintenance and purchase services increase due to the reclassification of outsourced custodial from in-house to um in-house salary expenses to purchase services and per pupil cost increases driven primarily by declining enrollment rather than significant expansion to in services. Central um instructional program expenditures reduction is due to the decreased staffing linked to the very enrolled program. I think we had uh three maybe fall

147off this year. Um so there is 60,000 70,000 in cost savings there. um salary and benefits decrease to the elimination of um an admin position and reclassification of it to purchase services. Um sped expenditures increase is driven by higher uh tuition costs associated with the out of district placements balance in part um by decre balance in part by the balance in part decreased due to the um reduced use of everdriven services. So it went up because of uh tuition. Some of that increase was like offset though by the reduction of ever driven services. Um again I'm going to do a deep dive with uh thee and just make sure that we're meeting all of these demands. Um but otherwise there won't be changes and if so it'll just be within lines within the same uh

148general fund budget. um pupil support expenditures. The increases uh attributable to increased uh PT and OT services, instructional staff support budget, um decreases due to the elimination of an admin position, completion of the youth connections grant which has been previously run through the general fund, and the reallocation of IT and um custodial benefits to p contract for purchase services. transportation. Um you'll see a decrease in salary and benefits as a result of um a reduction of extra duty and overtime to closely to more closely align with the actuals from last year. I think it might have been just set a little higher than we ended up needing. And on transportation supplies and equipment changes due to decreased utility and increased credit for activity transportation fees. Um we get a credit for that in this particular

149um location. However, the expense is offset throughout the side location. Um maintenance I didn't have any notable changes. Did anyone have any questions or concerns? I I did mention that if as we move to this ASD program, um we may see a result in cost savings and and that could affect the sped budget, but until we fully implement the pro the program, I think it's safe to leave it as we had budgeted on these proposes for um proposed budget as well. So for the proposed budget 2627 are those incorporating the numbers that we discussed at the last meeting. >> Um this one is is only assuming the adoption of the classified salary schedule. >> Okay. So not the 2.5. >> No once once we have I have um concrete direction from the board. I will

150revise before the adopted budget. >> Is there any way to get these more current numbers with the options? Is that a big thing? with with the it is okay because the fund balance is different now because now we know for sure what we're getting forest funds the the these reports are spit out through IV but I don't know if I can do pretend scenarios in IV I feel like you have to kind of just if you load a change it's kind of locked I'd have to investigate if you can >> can you calculate and give us Yeah, like on the bottom line. Probably not line by line, but >> Right. Yeah, I would think bottom line is good for us. >> Yeah. And I I have a piece on that. Finish off the presentation. Okay.

151>> And see if that helps kind of maybe getting more clarity. >> Okay. Um go to the other one. >> Yeah. between now and the next form meeting and between that and the adoptive I'm happy to I'm more of a visual learner. Hearing all this wouldn't help me but I'm happy to make whatever kind of information presentation workbook that would help guide those decisions. Yes. So this is all other funds outside of the general fund. um building fund. Um it shows a planned draw down of the remaining resources transitioning a significant um prior fund balance to full allocation and plan depletion by the end of 2627. So this even though it's called building fund, it's really the bond expenditure fund whereas the bond fund is the banking side of it. So um these are just

152the expendit expenditures to spend other funds. Um the beginning fund balance um was uh 10 10.68 and 2425. Um and it's dropped down to 3.21 to one um by 2627 reflecting multi-year investment in our capital projects and reserves being intentionally spent down. Um the re the revenues are minimal and stable at 100K annually primarily um from investment earnings um meaning that the fund is largely supported by prior accumulated balances rather than ongoing revenue. So our transfers from the general fund andor the sale of a property. Um the revenues are minimal and stable at 100k annually. Oops, read that. Expenditures uh are decreasing significantly over time from 6.57 and actuals to 3.31 and 2627 um reflecting the completion or winding down of major major capital projects. Um the planned uses of this um include the arbitrage

153calculation of 2.4 4 million which is 73% of the expenditures. Um when recalculated in December if we are still there um the remaining funds will then move into this uh contingency districtwide contingency no yeah districtwide contingency bucket um to be reallocated but right now I think 2.4 is the safe amount to hold in there for arbitrage. um high school project is a fire alarm panel replacement. Um hopefully with the support of the best grant we have budgeted 400,000 for that. Um districtwide contingency is 345,000 which will be allocated to projects um as they are determined throughout the year. Carlson related work um could be uh radon testing and King Murphy projects are the playground and fencing. Um prior year spending was heavily concentrated on Carlson's projects. Um while this year it's going to shift towards

154the arbitrage requirements and then smaller remaining capital um allocations. Districtwide contingency funds and project um project balances indicate remain remaining flexibility of prior prioritization of smaller capital needs. Um and like I said that uh arbitrage calculation comes in lower. We're going to be able to increase that and support a few more projects throughout the year. Um the fund is fully going to be drawn down by FY2627 with a fund balance projected at $0. creating complete allocation of the remaining um building fund bond fund resources. It just reflects transitioning from active capital construction to spend uh final project close out questions on bond budget. Um, I don't know if you guys want to I won't dive too deep on this because it's really just banking. Um, we've got a fund balance. The balance always stays high

155enough to be able to cover uh the December payment. Um, and we get our property tax revenue and a little bit of uh earnings on investments, pay a very minimal agent fee, and then principal and interest payments. um small change in fund balance and then the remaining fund balance for the end of the year is what's going to be kept to cover FY28 December payments due to the timing of revenue receipt knocked that whole page up real fast. Okay, capital reserve. Um there's no projected revenue in the top revenue section because this is fully funded um through transfers from the general fund. Um so for FY27 the budgeted transfer remains consistent at $100,000 same as prior year. Um keeping it at $100,000 um it continues to be relatively low just due to the remaining TMF

156loan funds that um help us maintain a healthy fund balance while supporting the goal of um preserving the general general funds uh financial stability. So less transfer in as we have that um kind of safety net from the remaining TF loan. Um the expenditures are shown at higher levels compared to previous years. However, this increase is um majorly going to be offset by the additional revenue which is reported under the in um transfer ins. Um so we have an insurance claim reimbursement. So, as we charge these expenses, it's it will reimburse us and it's going to help offset the cost less $5,000 um for this year's uh deductible. Um I do not think we're going to get all of the insurance projects cleaned up by June 30th. So, I am budgeting a piece in here.

157I think it's uh roof repairs and possibly the high school track are going to be the two that go in here. If for any reason our fund balance seemed low or I didn't want to do it this way, I can also have sits directly uh reimburse the vendor and prevent that back and forth. But this is kind of my way of keeping solid track of every single expense we've claimed in reimbursement. Um we put 20,000 at each school for uh various projects. Um 40,000 for technology um Chromebook purchases for students. Um and then there's transportation related expense of um a bus replacement and a fleet vehicle um maintenance truck and snow plow. Um we uh both directors have come to me this year with um the need for uh new vehicles. I did see the

158previous bus was um the most recent bus purchase was in and I think it's been discussed to to replace them every two years. So we didn't do it obviously this year and then at 2027 that would put us at a four-year gap since the last bus replacement. Um I think we've bought something else besides the bus. >> Uh >> Broo has vehicle. >> Yeah. Remind us what we we bought. Well, I mean, we got the three originally with with that meal that we did, right? And we were supposed to >> it was supposed to continue. We were supposed to get a bus, a small vehicle, us and and continue to continue continue. We haven't done anything in four years, which I get. >> Um, >> no, I think we bought a small ve a van

159of some type. >> We got the bus. We got one more bus. What? Four years ago, >> we bought three buses and two >> and from the Essers in the 2020. We got the bus >> and then one. >> So that wasn't one of what I'm what I'll say is yes for a bus. I'm never going to turn bus turn a bus down, >> right? >> But the way that the district is quite honestly not good luck to buy $175,000 bus, >> right? >> And maybe it's good to >> So what I would like to do, which I've said every year, is let's put away start putting away. So in every you know every other year then we have you know we've done it and then we can start to do it. Bus is obviously

160a priority. Small vehicle not so much right now. We have three vans. We don't know what we're going to you know things are changing with warrant and all that kind of stuff. So just >> so are you saying we are in good shape bus like my need a bus this year? Will I shut it down? Nope. >> But realistically for the sake of the school district. >> So how much would you suggest we >> got to do in there? What 100? What's the proposal is don't you Jim was 175 >> plus is 175 but the way it works with budgeting you don't necessarily put it away if you just don't purchase it it's stay it stays in the reserve in the fund balance knowing that this is going to come and we have a healthy

161fund balance the year that it's time to do it you would then just pull from your fund balance so we don't do it indicate that it's sitting in the fund balance >> well they did that they did that for years when when I was first here that was going to the side every year for the vehicle purchases. >> Gotcha. >> So, we were good. And then we obviously ran into extra money with Esser, so we did end up getting the two vans, but um I mean, I'm not going to turn it down, but listening what you hear, listen tonight, >> that's a lot. >> Thank you for that. I I appreciate I think we appreciate the honesty. >> All right, Jen. Um, and then, um, if we were to do a maintenance truck, it's 48,000,

16212,000 for a snow plow. >> Didn't we just buy a maintenance truck like three years ago? >> Um, it was the last year Justin was here. >> It was a sander truck. >> No, it was a truck. >> It was a truck. Yeah. >> Yeah. And we have a 2001 with 160,000 miles, a 2004 with uh 60,000 miles. It needs repairs, but it could um make it a good candidate for a less used truck, 1999 with 300,000 miles, and a 2023 with 8,000 miles. >> Um Aaron might be hopping on to say something. >> He's on. Aaron, did you have a comment? I was going to add input if input was needed. Jen pretty much summed it up. Um, a truck was purchased in 2023. That's our newest vehicle. And then the other three are

16320 plus years old. >> Since it's used ma mainly for maintenance and building and oper building operations, can it not come out of bond? Well, I posed that question to Jen's former position and Tom and to me it falls in somewhat of a gray area in the bond language. I'm open to using bond funds for it. I think that it in the line item or the line that states um it's not facilities but uh basically maintenance for I don't even remember what it says but there's a line item in in the bond language that again is slightly gray but I think that a vehicle could be purchased out of bond funding. Amy Campfield um from Steamold said I don't interpret it that way um or I do interpret it that way that that it does

164qualify um under the remaining model. However, there's not a ton of remaining model funds either. So, um there is enough to support moving this um piece there, I believe, this year. And that's an easy easy change. Um and I was under the impression after several multiple many conversations this year that we did in need of vehicle but um our transportation vehicle. But that's an easy change and as a result if you take that out um our net change in fund balance is only going to be a 5,000 decrease and that's just due to the insurance deductible. So, um the 100,000 alone transfer would be enough to support this and then the other expenses that are being charged here are going to be reimbured. So, we would see um just a $5,000 decrease in this uh

165net fund if we make that change and remove the transportation >> and removing the bus. >> What? >> I'm asking Jim and removing the bus. >> Removing the bus and the maintenance. If we moved the maintenance truck to bond and just um took bus out of the picture for this year, then yeah, we would only have a change in fund balance of $5,000 into our capital reserves this year. >> Okay. One more thing. >> Okay. >> I'm not saying that we don't I mean because I think Jen is confused on what I'm saying. We need a bus. We're going to need a bus. We don't need a bus this year. >> Understood. >> You know, I mean the miles are going up and CD changes. I gave all that information. I don't know if she,

166you know, I've given it to everybody. Marcy got everybody's gotten it except for you two and I can get it on the years and CD changes after, you know, you can only bus for so many years and so many miles and vehicles. They haven't done it yet, but they may. >> So, we just kind of want to be prepared and more than happy to get that stuff to you. But as of right now, listening to what I >> mean, that's a that's a testament to the to the automotive staff, >> you know. I mean, would it be nice? Sure. But we don't have a whole lot of money. I mean, I've been yelled at for GMF, so I don't want to be yelled at for us. So, you know what I mean? I personally I

167just don't >> Aaron, does the truck that needs to be serviced, is it worthy of being serviced? >> Can you restate that question? >> So, Jen mentioned there's a a truck in your fleet that's a maintenance vehicle that needs some service work. Is it worthy being serviced? Is that what you're trying to Is that that recommendation? >> So, >> we did put some money into a vehicle this year that and just a little bit of background. So, our plow and sander truck that does most of the year just sitting around until a snowstorm event, it doesn't offer us much travelability other than just plowing and sanding. So, the truck doesn't see that many miles, but it is our 300,000 mi truck. I would like to move the truck that we put some money into this

168year that is still old, but it only has 60,000 miles on it. Believe that would be a good candidate to move the plow and sander onto or just the sander. It already has a plow. get rid of that 300,000 milei truck and replace it with a new vehicle. Um, that would make our we would have a fleet of three trucks that are in quotations newer or um or reliable so that we could manage the snowstorms. Right now with the fleet that we have, we have one one and a half reliable trucks to manage snowstorms. And I just puts us in a tight spot. >> Thank you for clarifying. >> So, can we I mean, I know we wouldn't get that much money for them, but the vehicles that we would be getting rid of, can

169we auction them or something? >> Yeah. My my plan and what I've done and has resulted pretty good results in years past is to take the vehicle um and auction it in a auction in Denver. The company takes 10% of the profit, but um it's a world audience and I've done pretty good on used vehicles, especially when they go with the plow. I you know when I when I'm thinking about our budget and our current situation, if if we could take that expense, which it does sound like it's needed with some, you know, wiggling and selling and that sort of thing, I would prefer to see that come out of bond instead of, you know, our staff money basically. >> No, I really would too, Kerianne. And that's why I really tried to push that

170last year. Um, but ultimately I just I didn't gain a lot of traction with that. >> Gotcha. Well, I I Does the board have any thoughts on that or are you guys >> kind to it? But is there a way to consolidate on the vehicles? We need >> especially if mostly just sits. Well, it it is very difficult to remove a sander and the plow, the truck, I mean, and to get it back on when you need it in a snow situation. So, I understand why they need to have one just armed with that. >> At the same time, um, you know, we have four buildings. >> Yeah. And five properties really um that require plowing. >> Um, >> and we're just not equipped to remove that sander. A plow. Sure, we can remove a

171plow within 10 15 minutes. Um, but the sander is a much larger job and we're we're really just not equipped to remove that sander >> board. I think you know it might be a good idea to give us some d give Jen some direction if we have a consensus on moving these numbers. I agree with moving that saving the bus for next year revisiting. >> Yeah, we should keep that in mind that that's something we need to address. But >> you have that in the projected budgets, right? >> This this is in the projected. Yes. So that line right there, that's 235,000. >> But um that would go to zero and then the net change in fund balance would change from 240 um decline to just 5,000. So the fund balance then would increase and

172be a little heavier too. Um and then obviously that's going to just have a little additional effect again to the um building fund, but not actually because um that districtwide contingency is 345,000. So uh it would only affect that those two lines of the um adopted. >> Okay. grants. Um when we upload this into the system, um and especially for the proposed budget and adopted, we we don't always have um confirmation from CDE or the federal whoever we applied for the grants for um on if we have received them. So the ones that we have gotten those to I've removed from here um prior to sending to you. But any of the lines towards the bottom where you don't see um comp numbers to 25 26 are new bonds that or new bonds um new

173grants that we have applied for this year. Um and so you do see an increase in the revenue and expenditures of about $500,000 um that we're hopeful we could get, but it could take until late June before we have a final answer on some of those. So, um gone ahead and budgeted for them. Um you don't have any beginning fund balance. You don't have any fund balance. It's just we expect to get this much in revenue and we expect to expense it. Um the only impact that this can have is if we get all of those, it often helps um alleviate some of the expenses on the general fund throughout the year. And >> so all of the ones that don't have prior year comparison are the ones we're waiting to hear. >> Yes. Um

174and and of course they can grow throughout the years. That's where that other grant fund comes in at 400,000 where we can accept and budget and um take the revenue in for additional grants that we may apply for in December or something like that. Um food services. Um the revenue budget remains closely aligned with our prior year expenditure levels. Um so you can see that um a slight increase in FY27 is primarily due to the inclusion of the Georgetown community service food service reimbursement in the budget um and increase lunch breakfast federal aid closer to align with 2526 um and project with closer to line with 2520 25 and uh projected 26 actuals. Um the salary increase result is of prior year vacancies that were not included in the budget. Um if we do not

175fill those positions, we will obviously see a reduction in those expenses. Um transfer in the budget at FY26's budget amount. Um we were we're projecting to reduce um from 150 to 100,000. Um but I think just to be safe for 2627 budget we have still budgeted $150,000 transfer in um as a result you see a very modest growth in uh the fund balance throughout the years 20 27,000 to 29,000 um the transfer in budget at FY26's budget amount I already said that FY26's transfer um in reduced to ensure I already said that too. Um the district is actively uh managing efficiency menu changes grant pursuit software reductions to control cost. Um they found that one of the softwares that they were using they weren't utilizing to its capacity and have decided to um reduce that

176cost this year. I think it was a few thousand. Um the fund is operating close to break even annually with small positive net changes resulting in a required transfer into maintain um staffing and food costs are the main budget drivers and the salary benefit expenses could decrease if uh vacancies remain. I already Okay, any questions on food service? Does that seem like an appropriate um transfer to you still? The reason we reduced uh I'm sorry I shouldn't say that. the uh transfer in for uh 2526 is because uh CDE requires that um you do not hold in your uh fund balance more than onethird of um your expenses. So um we weren't able to do $150,000 transfer. We would have exceeded that threshold. Um preschool tuition um revenue is conservatively budgeted um based on enrollment

177forecast provided by the schools. Um however, actual enrollment may exceed these projections which would result in higher uh than budgeted revenue. Um the UPK uh state revenue is becoming the dominant funding source growing to about 73% of the total revenue. Um you can see the in uh 2526 we budgeted more for tuition and less for uh UPK and the um UPK amount far exceeded the tuition from individuals. So I've changed that budget for 2627 to follow that trend. Um tuition for families is declining proportionately dropping about 27% revenue despite rate increases. Um overall the funding mix is shifting from uh parent paid tuition toward uh state supported UPK funding. I believe they are the intention is to increase part-time $50 and full-time $100 tuition uh for 2627. Uh major cost drivers salary and benefits remain

178the biggest expense. Um other categories um services, supplies, materials remain a small and stable um and minimal variation from year to year. The fund balance continues to receive a consistent $100,000 transfer in annually. This transfer combined with revenue growth supports a steady increase in fund balance. The fund is operating in a healthy and improving position. Um with the revenues generally keeping pace with the expenditures. Um enrollment growth and UPK expansion are the key drivers of the financial stability and surplus growth. Um the district anticipates that if enrollment um exceeds projections, the general fund transfer may be reduced in future years. >> And this is all reflected on the main general fund numbers that we already went over, the transfer. >> Um >> yeah, on the general fund summary, you'll see the transfers out. So 350,000

179>> um >> for those three funds. Yes. It's not in the revenue. It's like in its own little weird line below, but you do see that um it's combined with Georgetown, so it looks like 1.5 million, but it's uh 350,000 in transfers plus the Georgetown. >> Okay. Um people activity fund, high school activity, um accounts for the largest share of revenue, 68 to 71%. Middle school, Kim, and Carlson each contribute smaller but steady portions. Um the expenditures generally track close closely with the revenues and the student fees proposed um to increase at the high school level next year. Uh the funded is being intentionally managed to ensure proper spending of accumulated activity funds rather than growth. Um operational changes and management updates. All staff fundraising is managed at school levels. Um we are transitioning all

180four accounts to First Bank. Um, we have all the accounts open and small transfers of funds there, but pretty soon we will be fully operating out of that. First bank decided at this transition time to turn into PNC. So, we are kind of holding off until that's completely done. So, I don't have to confuse everyone and train everyone twice on something that's going to change in a month. That should um be happening in June. So, hopefully the implementation can be done um by start of uh the school year. um implementation of centralized oversight for reconciliations. Uh Stacy Bergville um took on the opportunity to help me reconcile these accounts. Um she already kind of helps Debbie uh at team Murphy often with it, but she's overseeing it with Jenny as well to ensure um the

181accounts are fully reconciled, especially before we do the transfers out of that account. So we don't have um bounce checks or anything like that. Um, next year I want to move towards a systembased check processing. Um, eliminating handwritten checks and improving account uh accounting controls. Often we write handwriting checks and if we don't go put it immediately into QuickBooks, then there's always a a discrepancy. And if your checks aren't carving copies and you find what you had done, um, it can cause issues. So we would move to just processing the checks out of QuickBooks onto just a printer with checks. So the only expense would be buying checks that way instead of paper checks. Um these efforts are going to improve uh the state audit results finally and the fund is stable. It's operating operationally

182balanced with revenues and expenditures closely aligned. No significant growth is expected. Um the focus on internal control, consistency, and proper stewardship of these student activity funds. Administration changes are improving transparency, reconciliation, and financial oversight. and the fund balances are being managed um down intentionally to ensure appropriate use of the student generated funds. Okay, that is all I have on the proposed budget. >> I have a quick question. I don't know if you're the appropriate person, if this is the appropriate time for the appropriate meeting, but this I would like to know and maybe we talk about this next on in 10 days, nine days. Um, is there any wiggle room in our budget to potentially assist some kids with war tech? >> Um, yes. I I uh increased it higher because for one, we may

183have to increase the FTE there, which would result in another $5,000 and I left that as we hadn't completely solidified if we were going to do that or not. So, uh, I think there's about a $20,000, which is what JCH suggested to me based on some of our data per they can see kind of the insurance uh perspective there. >> So, when do we talk about that? >> Huh? >> when do we talk about >> I don't know. I guess want to move it on the agenda for um the 21st maybe >> for our next meeting. >> Yeah. It's I I haven't something that we have to vote on or we just discuss it direct. >> Um as long as you've approved the budget then that's and it's incorporated in there. I think that would

184be an okay expense but I am not going to have that communication person with us on if that's something that we can publicly do. that I really that was probably the direction that >> Oh, am I running this meeting? Um, >> no. I was for the next meeting when you present your budget proposal or whatever for like pay >> should do that tonight. >> No, no. I um I had a a seed to plant, but that was it. I don't want to open up a can of worms or a huge conversation. I wanted to >> Yeah. Whatever final report you're planning on doing at our next meeting, >> will you also include um the cost of potentially adding more kids to warning tech? >> Okay. >> Oh, wait. I'm sorry. That's what we're talking about.

185>> Yeah. But I >> Guys, I'm sorry. JC and H in my head, not >> Yeah, that's why I was wondering what I'm trying to figure out the connections between JC and H. >> I'm just curious about tech and I'm also curious. I want to be sure that we we follow the policy on how the kids were chosen like we have to, >> right? >> But the kids weren't chosen for our policy and that's the problem. Straight to >> do we need to revisit our I mean I'm not trying to throw anybody under the bus. I know it was happened when people weren't even you know new people and everything and so I don't know what the um solution is but I do think we should talk about if we have any wiggle room in

186our budget to maybe not every single kid that applied but we we go back and and choose the kids based on our policy and if we have any wiggle room maybe we add a couple more this year only. So I hear what you're saying the process of selection after the fact we can look into that the prior process the students applied for the program needs to go through the school because of enrolled Jeepa which started around the time that we open the door up for more kids to participate allows students to circumvent the selection process for the school to send them to warrant and so that's causing part of the problem is they can just go in and register for warrant they go through that process they accept accepted through Jeta and they notify the

187school that these kids have been accepted and so um that's where the disconnect has happened and so the decision was made by the principal to say I need to notify folks now that there's been that we can't afford to send all these students. We've also in addition we've looked at we working with the um the foundation to and there they've given us two slots right now at this time. So we're trying and we've also reached out to other organizations in the community to see if they will fund programming too. So we're trying to but we can look back about just making corrections to that and if there's funds available we can add more slots accordingly. I'm not trying to speak out of term, but maybe some of the forest funds because we got more than

188we got last year. And I know we're in a tough spot financially. I I totally get it. I'm not trying to, you know, spend money that um we don't have, but >> it was it was essentially the district's mess up, right? If we could and honestly, yeah, that the students are being a little bit punished. But I also I also think that if we because we talked to some folks who who were privy to that list that if they were to whittle through the list with some that that there are some cherry picking to do there like that a student that has no intention of graduating for instance you know >> that's been eliminated from the list >> right so you know those kinds of things um you know and and so now we're down

189to what 30 30 >> 30 students total were accepted who did who chose their first choice and are accepted for their first choice. We write down to that I believe at this point there maybe 11 students have been selected nine from what was budgeted and was traditionally accepted into the program and two additional from the foundation. >> So that leaves 19ish >> 19 who are not and you heard from at least one of those >> two of those constructors. >> Yes. Now, can we potentially afford it for this year to honor what we've historically done with the expectation that next year we're going to have to start a new process. >> So, historically depends on when you start the history history just nine students history. >> Okay. I co we we got a bunch of

190money, >> right? And so we opened up this program which is wonderful but >> the money the money has gone away now but we haven't whittleled down the program um and doing it after the fact based on what we've done since co >> you're correct >> feels like we should make we should find a way to budget for this >> this year and then next year we can start >> so what is are you basing out the dollar amount available for the number of students who don't have or accepted or not. >> We've got 19 kiddos that have not been that are outstanding. What What is the dollar amount that we would need to come up with to honor >> what those kids >> 6,000 * 19 >> 20,000 >> 6,000* 19 >> 600 >>

191114 >> Yeah. Can you propose a budget >> and compensation too? >> Yeah. Well, at the compensation levels that we had discussed, I think um at the last meeting, are we still all very comfortable with the classified um I always want to say classified ad classified schedule as well as the 2.5 across the board. Is that what we're still looking at? Which is equivalent to a step. >> May I run something about you guys? >> Ah, why wouldn't you? >> Okay. Okay. So, I have confirmation from the county that they received the federal funds. Um, we're entitled to 25% 162,000. In addition, um, based on historical practices and the agreement between the school and the board of county commissioners, the school is to receive the remaining 50% of the fund. um which that amounts 325,000

192brings the total amount to 488,000. Um I budgeted 144 last year because this will go into this year's um budgeting. >> So it sounds like with that particular money when she mentions the forest funds that maybe we could accomplish 114 out of that. >> Um I have not received these but good faith leads me to believe that they will be um in part of the queries. We just we just had them here earlier. They told us it was coming. So, >> and it's one time funds like right >> going out. I think this is a one time >> a conversation that should be had anyway. >> Um it's very likely that we will receive these funds for uh spring of FY27. So then that'll be part of next year's budget. The other funds going to

193go into this year's fund balance. >> Um though it will likely be less than we received this year because a lot of it was some retroactive pay. Um so the fund balance will be growing in FY26 and like I said normally good thing but when it comes to we need to compensate then we don't want to um be ending with an increasing uh fund balance really um in the previous meetings a cola 2.5% was discussed um after reviewing the meet for safe survey results because I did make a suggestion and I went home you guys and could not sleep over it so I'm I'm coming back to it so I'm sorry about that but um after the meet and confer survey results. I do find it in the best interest of the district to shift

194from a 2.5% cola to offering a step to the certified and classified employees assuming that we move to the revised classified salary schedule. Um a step is equal to the 2.5% cola and in addition to offering those um who are ineligible to receive a step admin protek coaches sponsors and employees who are maxed out on the steps the 2.5% cola. Um, I believe going uh the route of a step versus cola benefits the employees by honoring predictability, reducing step turnover, and encouraging lane progression, resulting in um more professionally developed employees. The step the steps reward um rewards experience whereas colas simply adjusts for the pay of inflation. If we only give colas and skip steps, the newer employees can catch up to or surpass veteran employees on the pay schedule even though they have fewer

195years of service. And over time, that undermines the value of experience in our compensation system. For example, a teacher with 10 years of experience should generally earn more than a teacher with two years of experience. If we only apply percentage increases and don't move people through the steps, those pay differences shrink and eventually new employees can overtake the veteran staff. I believe this move benefits the district by allowing for structured budget forecast, perception of fairness, and transparency. The scenario I'm going to propose benefits every employee in the district while also protecting the district's long-term financial stability. Um requesting a step increase directly addresses the highest priority identified by the staff survey um feedback and ensures employees are recognized for their years of experience their experience in years of service. While we when we provide only

196a cola we increase the entire salary schedule permanently. This not only impacts our current employees, but it raises the cost of every future um hire and every future step movement because all salary levels are now based on the higher starting point. Over time, each additional COLA creates a compounding financial effect. For example, if we apply a 5% COLA to a $50,000 salary this year, the salary increases to 52,500. The following year, another 5% coal would be calculated on the new higher amount of 52500. In contrast, a step increase recognizes employee prog progression while allowing polas to continue being applied to the original base schedule, which helps manage long-term cost growth more effectively. >> Then they will follow. So yeah, you're saying >> we can do cola the whole salary schedule increases. >> But you're saying

197we can do both for the people that are not eligible for a step. We can do the I thought said last week. >> Yeah. Because that's why we decided to go with the colo because >> I mean that makes sense to me for everybody. >> So it's 2.5% for everybody. Those at the ceiling they get a 2.5% cola. But everybody else that's not at the ceiling gets a a step% which is what they asked for. >> Which is what they asked for. And long-term financial effect is it's less on the on the district because the whole salary schedule is not shifting higher. >> No, not because I think that we've just got you couldn't it was one or the other. You couldn't do both. >> Yeah, I think we said that but then I I

198skewed on it for the entire night and I I think otherwise um there are only four employees who are maxed out on the salary schedule. uh five, one classified who's scheduled to retire this June and then four certified. Um so I've calculated those and that are maxed and it would be 10,747 for them. Um >> going this route would uh do a total compensation increase of 218,526 >> ongoing. >> Can you say that number again? 218,526 for the >> cola four steps are are going to be the ongoing the um stipen was the only onetime expense. >> Yeah, we I don't think any of us were okay with the stipen that just seems really silly at this point. >> It doesn't seem like it was well received by the >> satin. I mean that's just

199>> I think we had one good comment on that. >> Yeah, >> yes, >> that was beautiful. Thank you for summing it up. That was very comprehensive. Everyone's done. >> Under this proposal, the reserves are projected to remain positive and continue growing um with fund balance increase. I see this as a win for everyone. The employees receive requested staff. All staff are treated equitably regardless of position. The salary schedule remains the same, sustainable for the future. and the district strengthens its fund balance to help offset these ongoing expenses until additional revenue sources are secured or the federal forest fund revenue is renewed for 27 and beyond. And I just want to see not open a whole can of worms because I know we're going to deep dive a little bit more next meeting but >>

200let's let other people talk for a second. So the board has asked us to look into additional $114,000 to >> one time expense >> onetime expense. In addition, would our fund balance be able to handle that onetime expense added to our >> Before I speak, I have to check myself. And I think if we were able to make a deal that we covered that if if if we can I think we asked the parents to help offset the transportation >> or PM you're talking about >> for whatever you know they came here and said hey you didn't even ask us we're willing to come together and help you guys >> on the war on tech that transportation is a thing right on that aspect of it. I think if we can come up with the

201money to help fund it, then hopefully they can help us transport. >> Okay. >> And and maybe we work it out at the same situation like a parent is willing to transport their kiddo. Maybe we give them reimbursement for that. >> But with it like they can't each >> Yeah. take their own kid and get reimbured. They have it has to be a carpool situation. >> People move pretty quick. We have to be cautious >> limited to >> I don't want to report. I just >> Yeah. >> Um and then it sounds like there could potentially be options that Warren Tech would work with us. So there could potentially be some savings. >> Um >> less expense. >> Actually what they wanted they want to take our per people funding. >> They want to take

202our money. So um I I want to avoid that conversation right now because we had that conversation with the outdoor lab program or for our outdoor recon tech program and it's interesting they were opposed immensely to that proposal from us. So I think it's interesting that they present that back to us which I do want to have a conversation at some point with that group because it's interesting how they feel oh it's okay for us to but it's not okay for you to do. Jessica, >> hey there. Um, so I I wasn't sure if I heard how the process worked for the staff members that were topped out. Is there a way for us like what is the process for us to add an additional step at the top? >> I don't think we would

203be adding a step. They would be private to the 2.5% cola. >> They would get the cola instead. >> Only those four. Is that what I'm hearing? Everybody else will get a step. Everyone gets the same apples. Just >> Okay, thank you. I was having trouble hearing that. And then I want to honor the work that the office did trying to to prioritize the students for Warren Techch. Um because I know that they were looking at are these kids still on track to graduate? And so I do want to be mindful of that as well. So yeah. >> Um okay. So with the cost of that um 218 for everything assuming for next year that we get 344,000 in federal forest funds. I feel like that's a safe assumption because I know it's going to

204be less than this year but I still feel like that's in the realm. We got 488 this year. assuming 344 next year. Um >> but also no. >> Yes, it would we would have a fund balance growth at that projection of 67 68,000. Is that the 114? No. If we did 114, would we likely find ourselves in a deficit unless we had reduced spending throughout the year? Um yes. >> That would just be for that one year. That's one year plus the 2526 projected gain is 236,000 and that does not include a lot of the federal forest funds. So there our fund balance will be growing as a result of what we did in 26 to save a good chunk of money assuming that projection is correct on Q3. Um and then we have the

205additional federal forest funds. So we are growing our our fund balance for 2526. We were growing our fund balance for 26 27. So maybe we take from 2526's gain to help offset the 26 27 loss, but also having because the federal forest funds currently are onetime dollars. Having some cushion is smart because we're doing an ongoing cost increase. So exactly we need to we need to be growing it if we're going to be able to support those things. But is there enough there? I don't think there is without the mill. >> It's just the war and tech one time cost. >> No, I'm I'm talking about the sal portion. Yeah, the mill, you know, it's a onetime thing. I I think that we have a majority support on that. We need to figure out how

206to make that work. It's less stress on our admin. um if they've whittleled down the the the numbers on the the list. Um it's a it's a sore spot for our community and the kiddos that are working through a different path and we've always encouraged that different path and this feels >> it is the one thing that I get bombarded with every time I go out in town. >> Oh, so we don't go grocery shopping. >> Yeah, I had to. >> That's why I think the the main piece of the debtree free schools act is CTE and compensation, right? the forefront >> focuses of that, >> right? >> Because of this conversation right now, I mean, and federal funds are only going to are only scheduled through next spring and it's going to be a

207reduced amount next spring and after that it's unknown and those have been kind of the driving force of all compensation coverage is knowing we have those. And if it doesn't get renewed or we're playing a let's be hopeful kind of game, it's kind of scary and you have to consider those like one time dollars where debtree schools is going to be a consistent revenue source that's reliable. So what I hear from the board is that I should meet with the staff next week for the confer meetings proposing a 2.5 step and a 2.5 cola for those at the top the ceiling and I should let >> 2.5 for those who aren't getting >> to the ceiling right >> yeah and that's because they're at the ceiling >> and then u I should let Maria know

208that she can offer based on meeting criteria that that supports them attending Morton Tech for up to 19 more students to enroll for next year >> as long as they pass semester. You know what I'm saying? They're not just ditching everything they want to enroll. >> Make a comment. >> I guess >> they as the high school's always limited the number of kids in school. >> Always. And >> except for the last few years. it till the last few years we had grant money that was helping fund it and so it's kind of like we gave a mouse a cookie and I would just caution I I see the I heard the outcry um but we don't want to have to find ourselves every year trying to >> No I don't support it every year

209I support it this year only because it was our mistake and we didn't get the messaging out and we didn't follow policy >> yeah so I just was just throwing that out there because I think that's a lot of why the angst is there this year because we have to go pull it in, >> right? >> Um, so just just an FYI, I would just give some feedback as a parent and I have morning kids so they got into more touch, but I know very easily I could have been on the other side of that line. Um, but I would say that I think we've all would understand that next year the process is going to be the correct process where we apply to Clear Creek. We show the kids show that their reasoning for

210going, you know, why they're credible to go and that we can only support nine students or 10 students or whatever that is. I would say that that would be understood by the parents that I have been talking to that understand this. If we could rectify it right now for what the problem that we're at with them being told that they could go and not, I don't think it would be. So, I mean, there will be people that say, "Well, why got to go last year?" But I think if we practice what you're going to do this year with that next year we're going to be back on track as a onetime deal >> like starting now that's even let anybody know I think if you make make that very clear as part of this we

211will ensure that we're back because I think Maria included that in one of her messages already that next year we're going to be back on the correct path before co Yeah. But I would say as a parent, like I said, I know I easily could have been on the other side of that line that I would welcome this opportunity and be grateful for it. And then next year understand that their performance this year will probably likely determine if they get to go again. You know, how did they do at Warren Tech? How was their attendance at both places? What scores did they get? Were they in trouble at either school? I think those are things we can look at more closely next year because we will need to be tightening the belt on how many

212kids we send. And I don't know, I know I'm speaking for myself, but probably a good handful of other parents that they would be okay with that as well and understanding to that feeling. >> There's something to be said for making it a competitive process, you know, the the stars start to shine because they know they're going to have to get there to do that, you know, >> and I think it would be beneficial for them all if they they understood why they were selected. Like right now the ones that got in are very excited and they're grateful but they really can't give any reason why they got in and they're nothing to be like I mean not to say that they're not proud but they can't say yeah I worked really hard on this

213and I got into war in tech. It's just like gosh I got into the AM session versus the PM session and that kind of guided my path. So I agree. I think if they realize that they have to put in more of themselves to be able to get this as a privilege, I think that I think that the students and the parents will understand that. >> I can build on the conversation is that clearly I can speak about this because the board has made a decision about ballot measure at this point, but it clearly shows that we have 30 students who were accepted to Warren Tech. 30 students from Clear Creek that were set to Warren Tech by Warren Tech. So it shows that they have the background to be accepted into the program. I

214think this shows shows to our voters that we clearly need the funds to support these students. We have students asking for career technical education programming which is unique to individual students. We have 30 students who probably not going to the same program. They're all going to different programs which may range from law enforcement to trades to medical or even teaching. And so if we can get those folks this experience, it means that they may come back, work in our district, our county, and support future generations with what they do because we've invested in them now. So I will say those people are watching this, I really encourage you to consider when you do the polling, we got a postcard in the mail that you get a chance to put in there that you support these

215students because it means a big difference to our kids and we see our budget. We're really limited what we can do and we hate to limit future kids because that means 19 kids in the future may not get this opportunity who would love to have this experience because of what we can provide. >> So it looks like Jen's packed up. >> I didn't know. >> No, you're fine. No, I was going to move on to the next agenda item. You're good. >> I'm just taking away the notes that we would like to increase warrant and and capital reserve. We're going to move the truck to the bond and remove the bus and that's it for now until a compensation increase package is totally >> We'd like to see those numbers. >> Like to see those

216numbers. >> Thank you, ma'am. >> All right. D3 director level staffing change. >> So, uh, based on the last board meeting, you asked for a proposal to give an update to the board of education on the reassignment responsibilities by the director of teaching and learning. And so the attachment which you have to your document uh gives you an outline of how those uh positions will be resigned. One uniqueness of this is that we do have 0.55 uh instructional coach P position for Jen. Is that for one year the instructional coach position or two years here at the middle school? >> At the middle school I believe it is one year. So, one year. So, 0.55 of those responsibilities will be shifted to the in the part-time instructional coach position that will be um here plus

217additional indirect expenses that were added to the grant making that a full-time position. In addition, we did just recently receive the full-time early literacy instructional coach position too. So, be sharing some of those responsibilities. So some of those responsibilities will be shared to principles and district level administrators and some of those responsibilities will shift to the two instructional coaches that we will have for the one for one year and then one for multiple years because it's a three-year grant for the early early literacy instructional coach. >> Good job. >> Any questions? So the so the early literacy would be in the elementary >> correct. So it would be for the three elementary schools to get three it be for Carlson and King sorry I apologize it would be for Carlson King Murphy to support her

218early literacy needs for students >> and we would have one person at school here. So you'd have one person here at the high school to help part of the grant of the funding of the position would be current indirect funding that comes from the grant plus the remaining the 0.55 instructional coach for the middle of the school. Okay, nice. Nice little five is granted. >> All of it is grant funed 555 instructional coach. The other point45 comes from indirect like monitoring the grants, submit the paperwork and CI professional development, all those things. >> Thank you. Jessica, did you have something? Thank you. >> Yeah, it does look like there's a lot going to the principles. How are they feeling uh capacity wise? >> Well, if you're not here, if you don't, just ask. >> I

219will say that there have been some concerns about the preschool aspect being added to their work. But I find that um in prior experiences that is happening across the state. uh that we're we're moving that because of the continuum of learning that students have going from preschool into kindergarten and so on that it's best to have an oversight by the principal so they have that support of the students that they're working with in the preschool working with the staff that are supporting those students educationally and that transfer into kindergarten. I just wanted to team on that because um and I'm gonna give a shout out to Sammy because Sammy met with our elementary preschools because she is running her own preschool right now and she did a phenomenal job of answering their questions, giving them

220resources. So I do feel like they're feeling a lot more comfortable right now. >> Yeah, it was a little scary at the go. >> Yeah, >> but they were. >> Okay, are we good there? >> Yes. >> Thank you. >> Family calendars. So, um I have uh Michelle here um and uh she's going to present to you again the proposal for the calendars. Uh it is the district's recommendation that we go with the proposed district original proposed calendar option for the family calendars for the 27 28 28 29 2930 school years. And the reason you're proposing that is because >> because one, it aligns ourself with our neighboring districts, uh, including, uh, students that go to Warren Tech. And I'm concerned the potential cost that would be incurred when we extend our year beyond other

221districts that we would have to pay for those staff members to work those additional days. >> And it also aligns with our Bose staff. >> Gotcha. >> That makes sense to me. I think we're never going to make everybody happy. Some people want it early, some people want it late, and we just keep it how it is for the reasons you just said. >> One of the um interesting things that Chris and I found was um they might like version one for the first calendar, version three for the second calendar, and version three for the third calendar. So, it wasn't even like they were con parents were consistent about which calendar they wanted. It wasn't like across the board that this is what we wanted. Um, the other thing is the Martin Luther King and

222President's Day late start. The original survey information we had wanted that. And now when we put it on there, people were like, why are we doing that? >> I think you're better off with a regular surve because the traffic picks up the later the day. It >> that was transportation's point was um it's harder in the afternoon for them than it is in the morning. And if the reality is it's it's not impacting our kids to come in at a regular time. They put we had parents saying that >> I would say anything you get out early >> and early release is terrible but >> if anything >> um and Jess Jessica had asked as well about potentially taking those two days off completely. Um the problem with that is the way our calendar is

223built. We um did I misunderstand you just Jess? >> Yes, it it was not to to remove them completely. I was hearing from families about the the arrival in the morning. >> There's going west. >> So I can go this way. >> You go that way. >> But what about us going west? >> Yeah. They get you walk in the bottom and around. >> What I was What I was hearing was why don't we start at the regular time and just have a space of observation in case people were late. So I apologize that that wasn't clear. >> Yeah. We only have six days built into our calendar for snow days and we've used six days this year. We haven't had any snow. >> I was saying we haven't had any snow. And that's what

224I was gonna say is we didn't have any snow this year, which is why parents did not see traffic this year. I live on C Hill. >> Uh >> typically those two days are awful. within with the combination of the traffic and the and the snow we and and but then the the thing is is that we have the ability to call for a delay start when that kind of thing happened. Just because we don't have it built into our calendar doesn't mean we can't somebody can call me at 5:' in the morning and say yeah. >> Um so that was a that was another kind of um background to it. Um, >> I mean, could we talk to our proceeds districts are do they have because I'm looking at the the survey results and

225it does seem like version two is leaned towards. >> So, I actually talked to both Plat Canyon and Gilman. Yeah. um ahead of all of this to see what they're >> who was it one district one calendar a year >> and Gilman does free and they both said we align our calendar with yours and they're not going to change their calendars because they've already said them. It's was the feedback I got from them >> because theirs are already board approved and posted. Um, >> it just seems like we went through the work of the survey and now we're not listening to the results. That's my concern. >> And then version two and version three were both late start. They were just different semester lengths. So, do we really consider them separately or should we combine

226them? Say that last part again. Uh should we really consider them as like a separate option or should we combine them because they're both like short for two and three? >> Yeah, >> versions two and three the impact was um the number of days um in the semester. Um, one has um the semester ending before break and the other one had semester ending after we came back from break >> but the start date was the same which was later. >> Correct. Correct. >> So >> I would point out the last two years the first semester has ended after we've returned because of snow. The last day of the first semester that caused quite a few complications as far as finals and we test like we roll into NWA testing when we get back. So yeah,

227it was a little bit it's a little bit more difficult. We try to end finals before we start testing NWA for 79 710 sorry 710. So those were the that was a consideration. >> I think ultimately what I'm hearing is that the the path of least resistance with what you're presenting is that we go with the family calendar that you have presented that that is the path of least resistance. Yes, we've had some comments back otherwise, but those comments would mean an equal and opposite reaction to some things over here, you know, that they are saying. But I think ultimately, you know, for the whole of the thing that the family calendar that they have presented is probably the best on the balance. It's probably nothing is ever going to be perfect for everybody kind

228of situation, but I just don't know how we can align with all the Boseies, the Warren Tech, you know, the the Jeff coat, all of those things and still react to the comment, the few comments we got. >> We're serving our people. We're not serving all the other districts. We are working with them, but we're hearing from our district. That's my concern is why why are we asking opinions if we're not listening? >> What is the what what's the prominent opinion that you're concerned about that we haven't listened to? >> I I mean if you look at the survey results saying people want version two or three. >> I mean my concern is just the is the money situation. >> Well my is what I was getting towards is you're saying they already have their

229calendars for the next few years. Can we discuss with them longterm looking at this adjustment so that we're not starting I think it was August 8th >> to speak to that specifically long term and three years from now >> or from for the 30 31 school district or school year >> the second Wednesday in August is like the 14th >> so then we're back exactly so we It just cycles through on the calendar. So, we just consistently started that second Wednesday >> and it's just because where the 1 of August lands is why it's so early for the next three years and then it's right back. So, we're right back in this boat of because if you do it now, if we're doing it, if we change it to the third week of August and

230people get used to that cycle of it being the third week of August, then now you have to change it again and push it up to the second week. You see what I mean? It's just >> I don't know. It depends, I guess, on what you want. If you want the consist consistency at the second Wednesday in August or do you want it to be >> right? I would also say because I agree like if we're putting a survey out, are we listening to the results? Um, but Michelle and I also received a ton of just staff members saying like giving their opinion, not necessarily filling out the survey. It seems like the people who filled out the survey are the people who want to change. What we heard is the people who didn't fill

231out the survey are having the status quo. But I also want to be mindful of um if we're aligning and this shouldn't be the only reason to do this, but if we're because I do think consistency is a huge thing um that families can plan on the second Wednesday or the third Wednesday of August is when we're starting. But we also want to be mindful of what's best for students. And if what's best for students is aligning our calendar with the Warren Tech and the Boseis educators. Um I think we need to take that into consideration as well. >> I surveyed the principles of the four principles that the consensus was key to calendars. >> Thank you. >> Okay. I will untig my heels. >> What did you say? I said I'll undig my heels.

232>> All right. Do we have any other discussion on this, Sydney? I just am gonna agree with Nicole's original argument. Overwhelmingly, it feels like the people who are the most people that are living these schedules are giving us feedback and we need to consider employing it. It kind of feels like the decision was made before we did these surveys. So, I'm not really sure why we did the surveys. >> Well, I think it was good even to do the survey just to get the feedback and understand the the wise that of what we are doing plus the the coordination with the Boseies and the Warren Tech. And I I've never been a big fan of let's do what's different. That's not been my thing. Um I get very annoyed by that actually. It's the you

233know for me I'm like why aren't we doing what Summit County is doing all the ski stuff together you know but um I think ultimately you know again I'll just come back to on the whole the balance without not without knowing everything about all of the things that this this is the one that works ultimately. Um maybe what we can do well that's what she was saying you know three years from now it's that's back right there. >> But so then can we talk about the possibility of just approving a calendar every year >> that makes it hard for parents to schedule life like you know I used to schedule vacations two or three years in a day. That was one of the things that was brought to my attention when I first joined the

234district is that we don't we weren't necessarily putting out several years of calendars. And so Michelle and I have made a concerted effort to have three years out at a time. >> We were getting a lot of grumble about that about four years ago. Like what do you what do we plan? You know that we we did get a lot of grump on that. It also affects your summer child care scenario with the rec district. When you change calendars versus when they offer as a summer camp parent that gets challenging and figuring out when is school going to start versus when is summer done. >> That's a good point. That's another entity to align with. >> And I'm just going to say this because it affects me the most. We have to when we qualify

235a family for free and reduced lunch, you their expiration date is 30 days into the next school year. So, I have to know when the first day of school is going to be for the next school year. And we I ran into a couple times where we because we did do just one year at a time and then start date changed >> um from what I had had it because the calendar did get approved and then it finally got approved and my start date changed. So, that's >> I think it should at least be two years at a time if not three. We have done we've been doing consistently two years. We just added a third year um in this rotation just to just to try it. >> Right. >> What if we balanced some

236years to start the second week and some years you start the third week? Because then if you approve those calendars three years out, that would still allow families time to plan or to be mindful of changes. >> I think that would be the board's decision on what they want to do. The only thing I would say is that um there's still the impact with our partnering districts and war tech doesn't change and my understanding is when you have a week longer at the other side of the schedule it makes students not want to come to school and parents want to pull their kids out of school because now you're having kids who are in multiple districts share families sometimes and when more tech is done kids are like now what do I do because that's

237done and I'm still >> Jessica, any other comments? >> No, I just thank you for the conversation. >> All right. Um, I guess let's bring this to the business meeting and if we have more than hush out, we'll hush out some more. But I think yeah this course is um I just want to remind you that I will not be able to assist you. We'll be thanking just that if you have questions and um Michelle will be here but everything and she can answer the questions. Sorry. And you'll have to be very patient with me because I'm doing it all including over there. >> That's what I mean. All of them. >> Yeah. You all we have faith in you. >> Yeah. It's all good. Um, so we have a a new member application for

238the back. Does this person fit a particular spot that is required on back? >> A parent. >> She's a parent. >> Is that a need on our deck? Well, we have a lot of parents. Our need as a business person, but at this point, the DAC membership or the DAC attendance is really down. So, I think we should take who wants to join. And I think she'll she's been active even though she's not yet a member. So I think she'll be great. >> Yeah, she's consistently attending. Yeah, since I have. >> Yeah, >> I just don't want to see us with like 30 members and then we just haven't done our our >> obligation. Yeah, I think we're reviewing what we need and um >> I was going to ask >> are we really heavy

239at the high school? That was all. Uh yes, there's more the middle school, high school, and King Murphy participation. >> Yes. >> So, one of the things that I presented the principal's work was to check with their parent community, but also we need to have one staff member from each of our schools member. Right now, we have one current staff member part of the DA. >> We we have Lorraine, but she's considered admin. >> Yeah. >> Right. >> She's admin. >> And so, yeah. and Jill on there. >> Okay. So, yeah, filling those spots is it's a it's a legal obligation that we have. >> We try at least try. >> Yeah. >> So, that's our need for sure as GCSN business owner >> and staff. >> Okay. Are you guys excited about policy work?

240Um, so we're going to be doing a first read of policy GBGP. Yes. Pay time off for new non-year round employees. Um, that'll be coming up at the business meeting. Did you guys get a chance to look at it? Do we have any feedback? Do you want to give an overview? >> So, we have two comments that came in super late in the day. >> Oh, yeah. I did see that. Actually, yeah, >> the funny funny not funny is um they are the exact same comments. Oh, like they one copied the other which I appreciate and um I did have a one came in after we had started so I haven't talked to that staff member. The other staff member I had a conversation with just to get some clarification but she raises some really

241valid points um >> about calling out PD days and um actual work days. And um what I said to her and she agreed with once we had a conversation was we purposely on the calendars don't call out PD days and work days because every building might do something different. So if a elementary principal wants to have a full day PD they trade like on a Friday they trade the following Friday and it's a full day workday. The way the schedule's built is every Friday is half day PD, half day workday. So >> Covers it. So and we've just said to the principles, do what makes sense for your building and PD. Um so what we would ask is that the principles if possible put out a full schedule like the year schedule of these are

242PD days, these are work days so that staff can plan ahead of time. And one of the things we do that happened this year, the middle school high school is making sure when someone is new to the district, they understand this when they're developing their professional development schedule for the staff. Because in this case, the principal took all the days at the beginning of the school year to make them professional availment, which then gave the teachers not the time they needed to do their work that they need to prepare for the students to come to school. So then there was a trade that all the rest of the days pretty much the school year were all work days because of that choice. >> Got it. Okay. Any other where where did she take >> restroom?

243>> Um and then I just want to say the red lines in the policy were actually um changes that were adopted in the collective bargaining agreement last year in um negotiations. So, the way the bargaining agreement reads is the CDA um overrules, I guess, the board policy, but these were um changes that I that they had asked for and I had asked for. And so, just with the changes in superintendent and everything else, these actually just never got updated in board policy. Um but they are already approved in the CDA. And so, um, Nicole, this kind of addresses what had come up earlier in the year with the PTO payouts. >> I recognized it immediately. >> I figured. >> Thank you. >> Yeah. >> Appreciate that. >> Um, but I'm happy to answer any questions.

244>> Anybody have any other questions on that one, Jessica? >> No, I'm good. I I thank you, Nicole, for bringing up the the CBA questions though, moving those policy pieces over. >> So, next is going to be the policy JH, student absences and excuses. We see this for the past three months. I've been doing the last three years. So um in reflection before I present this is that we've come we what we realize we're trying to do is two different things and so we want to propose two different solutions for this. We want to propose that the policy that's going to be proposed to you remains within the CASBY wording because of the legality. This is used by the judge to make decisions regarding attendance when they have attend attendance court. But we understand as

245presented by board members that we need to have clarity of what attendance means. What is the definition of attendance? What is the clarity of all those parts? So what we're proposing that we work and um Marine I think has volunteered to be part of this committee is that we have >> she has no >> she's not here. So that we have administrator, a teacher or two and a parent and a board member help us put together a one page or attendance explanation that talks about the process of attendance and clarity for parents because that's what they read when they read the handbook for school is that process that guides them on what to do and not to do kind of thing for parents to help them understand attendance and what their responsibilities are as a

246parents because I think we were trying to do that in the board policy >> and this is really something that the judge uses for determining and we feel that a a separate one pages that's included every school's handbook explaining attendance we would create that as a group and have that be required and part of the handbook >> that be same school to school >> it'd be universal across the district >> does that feel comfortable so we're asking so based on that I'm asking the board to approve the attendance polyh has been drafted and that we take the parts that are really well defined and well written and put those into a process one pager that's attended added to each of the school's handbooks >> I can appreciate that you know when I was doing the

247financial rework you know Jen had so many you can't put everything in the policy right >> um and so having a separate document to help guide some of that information. I I'm the wrong person to be asking about transc. I just wanted to make sure that we were we were giving latitude for kiddos that don't have everything that all the other kiddos have. >> Yeah. Like we we just I mean we care about the kids and we can't just check a box and say now you're going to court, right? That's what I didn't want to see. >> So I wasn't here last meeting. I was my family and Tom, my brother-in-law passed away due to celebration of life. Um, so I was not here, but I had did go back and listen to it to

248see what questions you guys had raised. Um, there's a couple of things I want to point out. Um, first I'll address your concern. I am our homeless liaison and I am the one who processes free and reduced lunch. So I know the needs of our kids and when it does if a student is homeless or experiencing housing insecurity I do not pursue truency. Um, and there's actually rules around that with the Mckin Vento Act, but that doesn't mean we can't support a kiddo, right? Um, and same with free reduced lunch. I know we had a family who qualified for FRL. Kid was um actually Truent um eventually Truent and we did so many things including an attendance plan and contract with him and Corey Cass actually went out and bought him my own property and

249so we really do try to take some steps especially when when we know it's not just because the kid is being stubborn. There's things he can't they can't control, right? Um, one of the things I did want to point out, um, is how attendance is taken is different from how attendance is calculated. So when we are calculating attendance, it's actually based specifically on the number of minutes in a period. So if you are abs if you come in at 10:00 to the elementary school, you have been absent for AM attendance, which is a half day from the time you walk in the door to the time you leave. Those are positive attendance minutes, if that makes sense. High school, middle school, we have eight periods, right? Seven classes and a connect. And if you miss

250a period, that's that's calculated. that 65 minutes is calculated as you were absent. The rest of the time you're actually counted as present. Um at the high school middle school, we do check kids in and out. Um so the computer actually calculates that automatically based on periods. So um it's a lot tighter at the high school middle school because of that. Um whereas at the elementary schools it's like two big chunks um kind of a thing. Um uh we are going to add to our uh student waiver for next year an actual box that says you understand what compulsory attendance means. Um to um because that is a state law and how that is and I did actually get that from that idea from uh Plaque Canyon High School. So would we include the the

251page that you're talking about like in the enrollment docs so that it's >> I think the my understanding is is that's going to actually become incorporated into the handbook and the handbook in the waiver we try to make it not as complicated. So in the waiver we say I've read the handbook. >> Yeah. Something that we're doing our due diligence to provide the information. >> Exactly. We're going to say that and we're going to actually add a question that says um I understand that we're compulsory and actually put the word in. >> Does that hold up in court? >> Yeah. >> Okay. >> I'm sorry I didn't mean to please ask your question. I thought you were done. >> Did you have a question? >> Well, yes and no. It's about it's still part of

252this policy which I'm glad that we're talking about it but it's part about it's the next section about work so I'm not trying to >> okay thank you um one I can't remember somebody asked like what the process is and how are the schools dealing with it and I can't I can tell you I've been part of conversations at the elementary schools it's not um I don't get usually brought into the elementary schools until it's a problem um but I do know I I did work extensively with the high school, middle school and um we do have we meet with kids, we have parent meetings, we send home letters, we do there's a whole step even for kids who aren't necessarily trip but are missing school. We also include a document and um I did

253share it with you guys called uh it's it came from CD. It's from 2018. And I realize it's old. Um, but the information that that first page we do give we do share with parents. Um, and this second page could be a starting point or springboard for creating a procedural document. Does have some good steps in there. Jessica. >> Jessica, >> I just want to say I appreciate codifying this because we're not going to have a Michelle forever and being able to to kind of recognize all of the steps and and the the soft things, right, that that Michelle just knows. If we can get that down in a a practice, it's going to allow us to take care of our kids better. So, thank you, Michelle, for all that you already do, but for

254helping us >> absolutely >> protect kids into the future. >> Um, and I think that's why we're all here is what's best for kids. Um, and I don't know why I wrote this down, but I wanted to I think it might have been something Wes up. I submit the attendance records when I file a trustee. So they the judge sees um the attendance and it usually has um and I I include the copy of it that has the comments about why they were in it out of um out of compliance with attendance and I never had Dr. Meyer in court with me. >> He I mean we there were so many things on his calendar court like where was he at? >> It wasn't with me. I didn't I actually didn't even have a drink

255last year. Um I had one at the beginning of the year that we were actually able to um dismissed because a student actually moved out of state. Um I did have my guest with me here before. >> Yeah, he went a couple of different times. >> He did. He did go a couple of different times. It was Wes has already told me he's not going. >> I did not say that. Do not say that publicly, please. I did not say that. >> You did not say that. >> I I always invite a principal the principal to go with me to Trinity court be out of courtesy. Um but I don't need them there. I I if I'm going to Trinity court, it's because I am cut and dry. Um I did have a principal come.

256it was divorced parents and there was contention and he wanted to be there to uh support um the one of the parents. Um we actually do Kasa's um truency prevention program is new. It's brand new. Um just started like in February maybe in March and we have submitted our counselors again are working with our families and our kiddos and have um referred um they refer students to this cost of trans program. So it is the information is coming from us. Jessica. >> Yes Jessica go ahead. I'm at the right angle. Oh, it was up from before. You already asked answered. Thank you. >> House. >> Yeah. Um, and I'm sorry it was kind of hard to hear um when I was listening to it, but a comment was made about Carlson having 50% of students

257having 10 absences or more. >> That did come up though. I can't remember who. >> I don't know. Oh, was it you? Okay. Um, so I went back and looked because I was like kind of curious about that because I don't remember attendance being quite that bad. And I can't talk to 10 days, but I'm sorry, 50% of 10 days. But what I can talk to is at the end of the year, I ran the federal chronic u uh absenteeism report and there at which would be 10% of the school year. So, not necessarily 10 days, but at least 10 days or or um at at least 10% or more. And that was at 34%. Of that 34%, five of those kiddos were preschool, which actually takes us down to 31%. And I know that

258when you're in the classroom, it feels bigger, right? You feel like half your class is gone all the time. Um but I just wanted to clarify for you that that number was actually not. um as slow or was not as high as we might have thought it was. Um and then I also included with you the truency steps. So I kind of came into the try um office because somebody retired and then they're like here take it and it was the first it was only the second year that we'd had a judge who would see trrenzy. So, um, Judge Jones is is our Trinity court, our, um, county court, um, judge. So, we've been working closely with her, um, and we worked closely with our, um, legal team on what what do I have to

259do before I can do churny? And it's interesting because those chips steps again could potentially be a springboard to coming up replica procedure because the first whole section is what the schools are doing and it's not till they get to this point and site five lines of what I do. The rest of it's what the school is going to do and you could tailor that not just for kids who are unexpected absent but for kids who are chronically absent. Um, so there's some good um pieces that we can springboard from that. And then there's also a um website that CDE recommends um that actually Judge Jones um recommended. It's um called attendance works and that um had some that's where we found our attendance policy or sorry our attendance plan for students and different things

260like that. Um I do have a current try case right now. Um, and I actually Judge Jones was like, "It is so great to see you and I'm so glad I haven't seen you in so long." So, we're trans should be our very very last recourse. That's the last thing I want to do. Um so anytime we can work with um families and I do go I have attended meetings at both elementary schools have multiple conversations even with Georgetown been a part of the process of what they're doing here. Um, I do feel like we need to, and I appreciate the conversation here, because we do need some concrete steps for every school. And I think we need to keep in mind that it's slightly different at the um the elementary school as opposed to

261the secondary. >> Um, the policy that we redlined is Casby's policy. RJH is currently Casby's policy. And we did um Sydney had some great ideas of like things I hadn't thought about changing things like I think it was from school administrator from principal to school administrator you know just some great clarification with words and the goal for me with this policy is we need to tighten up what we call excused because if it's everything's excused then nothing is unexcused and our recourse for saying to a parent your truent become we we lose our teeth in that. Um I do know I talked to one of the principles regarding um getting documentation that a kiddo has gone to the doctor right or visit to the dentist or what have you. Um just because it's in our

262policy doesn't mean we have to. But if it's not in our policy we can't we can't because they can push back. And I will tell you having taken three kids to the orthodontist and that it's as simple. We're not looking for why they're at the doctor's office. A date, a name, and where they were. And that's all. Angie keeps a whole folder of them every year. And we file them as part of our attendance records. So I think that that's important. And I also think we need to understand our staff knows our kids. We know that that kid has been out sick. It's been running through its f their family. They can't afford the doctors. We're not going to require them to bring in a doctor's note when we know what the circumstances are of

263like doing >> the policy says you have to ask. >> Yeah. >> It doesn't say we have to ask. It says we can ask. >> May require. >> Yeah. >> Right. >> So it's not saying we have to require. It's saying so what we have is a student who surprisingly enough has a doctor's appointment every day after schools every single time. And so then you and they're a junior in high school and they're missing out on important instruction. Those are the kind of things that we have to start tightening down on um on what we're allowing to be excused. Um, I want to add to what I just said to you, Karen. Yeah, it says may require, but then under the actual examples, it does say scheduled appointment will be required, >> right? >> Yeah.

264>> And we can change that. >> I I I like the May >> I do too. And then that gives that and what I what I wanted out of this is to make sure that those that know the kiddos have the latitude to do what they think is right and and I understand you know tightening up what's excused unexcused. Again I'm not the person to talk to about that. Um but also you know and I know you guys understand this too but that's an income disparity issue as well right? I just want to make sure that >> Yeah. Um, I don't think anybody disagrees with me, right? Yeah. I feel that. We can honestly just I feel like put a little caveat like building administrators >> discretionary. Discretionary. >> Um, but when it comes to

265this policy, I don't know if I should admit this out loud, but I'm going to. When I look at this, if I was in this position with my child, I would be looking at ways to get out of it. And so I look at under attendance and academic credit. Um, two basic requirements in order to earn full class credit. It says satisfy all academic requirements and exhibit good attendance habits. what how do we define good attendance habits and what if a student is doing really well despite attendance and I think that was part of one of the public comments you know I think it should just be removed and it should just only be satisfying all academic requirements yeah again like I said this is the board's policy if you don't want that in there

266that's I I I'm not married to that piece. I'm married to how how do I make sure that we're doing the right thing as far as what's excuse and what's unexcused. Um and then another area that I would be like, well, I could probably get around it this way is um the 10% it says or 16 days, but we have what 156 days. So that's arguably 15.6 days. And if our attendance is down to the hour, if I was going to try court, I'd be only on that try court would be only if they were unexcused. And it's four a month, 109 a year. So the 10% for chronic absenteeism would not be impacted necessarily by that. And I I thought I took I thought I redlined out this number of days and put in

267You did, but then you added it again. Oh, that is actually because I pulled that directly from the CASBY report and I just it was just in there. I just was like this is what CASB's policy needs. >> So recommendation is go to 10% then >> I I feel like just having rate at 10% would be enough. You >> okay with that? >> Yeah because then every year when our schools rate change it's still going to cover it. It says there on the chronic absences and 10%. So keep consistency. >> Absolutely. >> And then just to clarify, so um this is definitely anecdotal. It was a teacher who presented a list of students with tally marks next to it. Um I have reason to believe that I can put some faith in that. Um, but

268the numbers that I was presented with was 145 kids at Carlson last year. 84 of those kids had 10 or more absences, which is 58%. And then 40 uh students had 16 or more absences, which is 28%. And the argument isn't the 10 absences being something to like take to truency court. It's the this is clearly a problem and we need to start the conversation now. >> And so what type of followup are we having when we start to notice a pattern before we get to the point of chronic absenteeism or try? And that is a really good question and again I know what has been working here for the last couple years which is part of the reason we haven't had a trans case here last year. >> Um and it's you know um

269it's the meeting with the parents is the letters. It's because we call when a student doesn't go to the elementary school if they're absent and nobody calls them in the secretaries call home to find out why the kiddo is not there. here. Um, we have an automated system for phone calls and it calls every hour if they're marked unexcused, which is another reason that having a marked unexcused, they're unexcused because they're not here first period. Well, at 9:00 you're getting a phone call saying your kid's not at school and you know, and so that's a lot more um obviously at the secondary level and a lot more really honestly at preschool issue because kids are driving themselves to school. >> Yeah. Yeah. >> So I think there's two components if I can respond to it.

270One is we need to make sure proper attendance is taken so in the system it is correct on what is actually happening in the classroom. >> Well, it sounds like there's a secondary check as well. Yes. >> Right. What I'm saying is that >> the 15.6 versus 16. >> No, no, no. I'm saying is having been in the classroom, you get swamped with things happening, the transition and so forth. Elementary is a little different because you take it once in the morning and once in the afternoon it sounds like to to verify attendance. >> But as secondary level, middle school and high school, you're you're I mean you're trying to do all the things like kids are at your desk. You're trying to transition. So it's important that our teachers make attendance every period >>

271to help keep that record clean. And the other part of we need to educate our parents through my proposal is a document that goes in the handbook that says this is the importance of attendance not just besides the legal aspects of the law but also your student success in life depends on having good attendance and you have you know citizenship is part of being in school every day doing your best you can in the classroom. So I think I think that educating folks too the importance of that besides just the compulsory requirement. Does that help make sense? >> And that that document from CDE about why attendance matters even talks as early as why attendance in preschool matters. I mean it's you know it it's got it's got some really good information and we do

272share that with parents. So, the concern that was shared with me is that there was a lack of followup at 10 absences. And if I'm getting a call that my student is absent, I mean, I'm a parent of elementary students. I know they're absent. Um, so that doesn't, I think, help bridge that gap at the elementary level. Um, so I guess where am I going with that? So, it sounds like you want some kind of warning system that says your kids reaching the 10 days within a certain time period saying that you that we and I think maybe >> a formal follow-up like a letter in the mail. Your student has reached 10 absences for this school year. >> And honestly, we have that already built into Canvas and it's an easy button to push

273and generate the the letters and we that's what we do here at Middle School. >> Yeah. Yeah, because I I've been I was told by a teacher that that's not being done at >> I don't I can't speak to that. I do know that I've been involved in stuff with absence as a person, but I don't it's usually the ones that are >> but we can check that out. >> Um and then tardiness, if we're going to like calculate absences like basically to the hour, especially at the high school level, do we really need to consider having tardiness in here or can we just remove it completely? I would not just to remind students to be on clubhouse on time. >> Um we're not that large of a district that we have hallways that are

274so crowded they can't make it to class on time. So I think it's important to I mean my focus working with staff is that instruction should be bell to bell and so it should be important that starts with the bell rings and should end when the bell rings and so if to do that if we start getting um variance to that then all of a sudden kids walk in 15 minutes and they may have missed a crucial part of the lesson whether it was a sponge activity or an introduction to the learning for the day and I it causes the teacher more work to retach teach those kids that kind of miss that time >> as a distraction for everybody else. >> Right. >> So, does the tardiness factor into the absences for the 10%

275then? >> Okay. So, do we need to clarify what a tardiness like when a it transitions from a tardiness to an absence? >> It's in this. It is in this um really the only place that happens is here. Um and it is in the handbook and I'd have to go back and look because I know we're going to have to change it for next year. So, it's like if you're 10 minutes late, then you've missed X% of your whatever the class period is. Yeah. And that becomes an absent. Um and because next year our bill schedule is changing again, so it we'll have that fixed. Um >> Okay. >> Angie does a great job of calculating that. >> Yeah. And um >> no, >> I just my two oldest obviously to school at the exact

276same time and I have one with a considerable amount of tardies and one with no ties. And I don't know, it's interesting to me that they're both there at the same time. How does one have all these tardies and the other doesn't? That sounds like they're classroom or a building. But the teachers take the attendance and give it and give it to the secretary. >> Okay. Um, and going back to tardies, it's those dog bomb seniors and juniors who stop at Starbucks on their way to school in the morning that are first period party, which was an advantage of the rolling drop when we had the rolling drop because they weren't party every day. But it was also crazy. student shop teachers for that purpose too. >> Yeah. >> And do you have a question

277about makeup work? >> Excuse me. Um it's actually kind of it ties into yours as well is that I think there is a problem with the with the makeup work with teachers applying these board policies consistently. Um and it will go exactly to what you're saying with the attendance and um like with the discretionary part about maybe required. I based on what I'm seeing um I think some teachers might just say you need to have the note and other and that like even though the the district says it maybe and it's not required. I believe that there may be a teacher that says, "You've missed so much. I need your doctor's note." And they tell that that student that if they don't give a doctor's note, they're going to get zero or get whatever. Because

278I'm seeing this in makeup work that the policy is not consistent. I'm not trying to be negative to it, but I'm seeing it makeup work that consistently it's not being applied across the board. Um, even one teacher commented to me that she told the class that if they all didn't use their time wisely in class, they weren't going to get the two days that they needed when they were absent. Well, it's a district policy. It's not really a discretionary um call to make, especially this is tying back to athletics ski teams. But this is um I was going to bring this up tonight on our comments, but then when I saw it was on the agenda, I thought, let me just listen and hear what is going to be discussed anyway. But I think it's

279a significant problem because in um my child's case going through this now, so Maria actually went over the policy with me when I was in there for a different reason for 504 and clarified to me that it's two days of makeup work once this the child returns to school. So if they're out on a Thursday, they come back to school Monday and they actually the assignment is not due until Wednesday. Well, the teachers are marking them late if it's not turned in by Tuesday. Well, the policy says it's not due till Wednesday. So in certain classes those teachers have I know especially in high school they will give them a zero if they don't turn them in. We work in on time. So once Maria pointed that out to me I went back through some

280of my um child's grades and there are grades that they're changing from C to B to an A and it's significant. Um I haven't got responses on all the teachers. It's three three classes specifically that I'm um dealing with. But I think that that's a very something very important next year to teach or to talk to all the teachers about is the consistency of the board policy. If it's out there and that's the policy, they all need to follow it. They can't say as a punishment to the class, they're going to take days off the table or um there was one that was a complete like just in general, even within their classroom policies, I think they need to be held consistently consistently. There's one classroom that had a um all year long has been

281completion. Well up to this point that's been fine and now it's trying to they're trying to change it because the students have given up at this point because a completion grade is really easy for them to figure out. They don't have to do anything but just complete it. Um anyway, I just think in general you just have to keep in mind the discretionary part with all of this is that what do you do if a teacher tells that child they absolutely need a doctor's note and I'm going to give you a zero. And not every parent digs deep. Not every parent looks into it. Not every parent has the time for whatever reasons. And if that child gets a zero on that assignment because they didn't provide a doctor's note when that's not the district's

282intent, I think that that's something that should just be considered. >> Yeah. This is not being used for behavior management. So, it shouldn't be used that capacity. So, thank you for elevating that. And I will talk to Maria about um providing more consistency of practices in the building. Um, I think you're seeing a sense of a lot of turnover and people doing what they can do to either manage kids or to just work whatever works best for their their needs. And so we need to get better about that. So, thank you. Um, and then I just I also am a little bit fearful of having a policy and then having like a building specific um agreement because what if the building doesn't send it out or what if they change it and then across the

283entire district? >> But it was a building specific. I thought >> it was No, it's districtwide. >> Only only Georgetown has their own separate one. >> Okay. >> So that's the purpose. We'll make it districtwide that matches and and educates our parents and students on what the expectations are. And then of course they would sign it. Hopefully they would read it. They would sign sign off that they did read it. >> Will they take it as seriously if it's not policy? >> I don't think so. >> So it may be beneficial to have it as a policy. Do you have it as a procedure attached to the policy? >> You have separate page. >> That makes sense. You have a separate You could have a Yeah, >> part of the policy not >> JH >>

284R. >> Yes. >> Then that would prevent people from not signing it, not agreeing with it or if it potentially change or what. >> I'm okay with that. And then that would become the handbook, too. >> Have we ever had a senior student miss more days than they attended? Um, I can tell you I have a junior right now that that falls into that category. The problem is mom excuses him for every all the time and he's 17. So, I can't do anything. 17 >> and he's not going to pass his classes because he's not here. So, >> that's too bad, but that sounds like >> that. Exactly. >> He's not taking any of the interventions we talked about. No. Okay. >> Um I I do want to volunteer or procedure. Um it says scheduled

285by his or her parent or guardian. I mean HIPPA laws say that not every parent or guardian is privy to their child's medical records. So arguably the child could be making appointments for themselves. >> We already took that. Is that number eight? >> Yeah, >> it already I changed that one to scheduled by his Oh, does >> scheduled >> I agree with that. >> Yeah. And because we do have some kids that are >> Yeah. >> or maybe they need to go to the doctor for a reason that they don't want to share. >> Exactly. They should be allowed that privacy legal who they are. Is there anything else? I don't know. Do you want to consider the temporary absence due to illness or death of a family member? Doesn't have to say family member.

286can't say loved one, you know, what if it's a fellow student, the neighbor that was always the grandma? >> Yeah. >> Are we going to like >> that scene? >> Not give them an excuse for that absence because it's not their family. >> Um, >> how would we re that? Uh I would say or um >> yeah croak and didn't love them. That's what I said or for bereavement. >> There you go. That is so good. That is so politically correct. I do want to make sure I captured what you suggested before. Yeah. No, this one. That one I got. Oh, okay. >> Anybody be willing to be on the JH-P committee? >> What >> the followup policy for parents? >> Um, >> okay. Thank you. >> Okay. So to recap um attendance and academic

287uh credit will the last sentence will just to earn full class credit satisfy all academic requirements period. Um number two including but not limited to hospitalization document documentation may be required. Did you have maybe required there? Do you also need maybe required on the bottom? Uh yes. >> Maybe required. >> Um okay. So under so that was number two. Um, number eight, scheduled for counseling or dental. >> Yeah. Or you just I feel like counseling, dental or medical appointments >> would require documentation. I documentation may be required for that. Um and then >> uh number 10. >> Okay. >> Uh temporary illness or bere >> and as applicable blah blah blah may require may require suitable group regarding this act to account to do. Is that what you just said? That's what it says already.

288>> Okay. I'm just >> Oh, I was just saying, do we need it in the um like each bullet point? Do we need it to say maybe required if we also have it at the bottom? Just feels redundant. >> Um I think it just gives us another opportunity to ask Okay. Anything else? Are we going to define tardiness versus absence in the policy or in the I think it tardies are different. So they ties at the high school and middle school are look different than they do because you can have a tardy going to third period. >> So you don't but then the dash b then >> okay we'll take that out. Put in dash p >> take all tardy out. >> No no no you can leave that in there. Okay further define it.

289>> Yeah. put in the other heard and then for chronic absenteeism just ending it at 10%. Yep. Anything else? >> I don't know if there's a better way to kind of make up work. >> I I think it's just more um I think the policy is great. I'm not looking to change the policy. I think it's it's very clearly defined. I think the issue more comes with um with implementation and consistency um within each school and teachers understanding what the policy is. And I think that's the biggest issue. Like I said, I have no problem with the policy. The policy is fine. I just think we need to consist consistently follow our policies. >> You know, that's that that's in the same vein as when the students came to us and told us, hey, only

290some of the teachers are applying a cell phone thing. Some do, some don't. Do we do it? do we don't? >> So, it's just become significant now because we're now that I just learned about it, we're kind of following back through and I mean anybody was like teaching kids miss two days a week for five weeks. It's it's terrible. But we're finding that this is important and um what I'm finding is that there it's not I know we've had turnover. I know we've had changes, but I think finding this now in May is a great opportunity for the beginning of the school year when teachers come on board to discuss this to make sure everybody's on the same page. >> And students are confused. Some kids think it's due one day, some think it's due

291two days, some don't even know when it's due. So, I think it would be very helpful, but not to change policy. Policy is fine just to implement policy as written. >> I want to ask a question. This for the the folks, high school people, Michelle, you included. Um, do all the teachers provide students with the syllabus for their course? >> They do, but they're not consistently following their own syllabus either. >> Okay. So I one of the things I would do is do the work I asked said I would reach out to Maria about doing for next fall but also to make sure it's in the syllabus. So then that's the document that you follow which should be or policy but I would that's one of the things that I would that's how we verify

292that they're following the board policy and then two if they stray from that we can refer back to their syllabus. >> I'm sorry >> we if they if they stray away from board policy we go back to SOS saying you're supposed to follow what's in your >> that's your agreement with students and parents. >> Okay. >> Yeah. >> Thank you. I've just seen that they're >> No, I appreciate that and I appreciate that. Yeah, that's why I asked the question. >> Sydney, are we good? >> Yeah. >> Anybody else? >> Jessica? >> All right, moving on to the purchasing authority policies. I know you guys read all of these and you're just flooding me with questions right now. What you got? >> I have no questions. >> No, >> same. Jessica, you're good. All right.

293Um, that's the end of my agenda, guys. >> I was just going to make a note that our next meeting date says it's here and I think it's actually at Carlson. It >> is at Carlson. Yes. >> Correct. >> And it's on our agenda here. >> Yes. So, this gives you a chance if you wish to to observe the senior parade, you have a chance to see that. And then we'll we'll convene at the the high school. I just want to say one more thing before somebody motions to adjourn that I do believe that this is Lor's last meeting with us. >> That's why we're going so long. >> We wanted to we wanted to keep you here so much. >> We wish you all the best and thank you so much for every and

294and what you have done. I mean it templates for the next person coming in. You've set a standard that I think Wes is going to I keep telling her that she's not leaving. She leaves back. >> Right. >> Thank you for all of that. >> Thank you. >> All right. I'll take that motion. >> I move to ajourn. >> Second. >> Yes. And let's take a twom minute break and then come back and do our special session with the executive. >> Anyone has broken anything? I don't know.