001slow down. Okay. Would you please stand if you're able and say the pledge of allegiance with me? >> I pledge algiance to the flag of the United States for us. One nation under God, indivisible with liberty and justice for all. Materno, would you please take attendance? >> Absolutely. Dr. >> Here, >> Dr. Hill here. >> Mrs. L, >> Mrs. Bel here, >> Dr. Rhodess >> here. Miss Shiffman >> here, >> and Mr. Bond >> here. >> Excellent. Do any board members have comments? >> Go ahead, Karen. >> Okay, I've got a lot. Not a lot. No, I love it. I love it. Um, that's this river. Um, Corey, we're going to miss you, but I just absolutely in my heart believe that a lot of the accomplishments at So Elementary School are because of you.
002And especially, not especially, I know it takes a team. Absolutely. But your staff this year, until I saw it in writing, I was didn't realize. If you didn't know, he had nine new teachers, a new secretary, four new pair of professionals, and three new aids. That's And I mean, I I knew that was a lot, but I just kind of needed the numbers in front of me. So, that's amazing. And I really truly believe that it's Yes, it's all of you, but it takes a leader. And I saw this little thing. Can I read it? It's kind of dorky, but I believe it. It says um a good leader knows the way which obviously you have the experience you know the way goes the way which I know you lead by example because I've worked
003with him before and that's the way he works and shows the way and that is you know you're guiding rather than being the authoritarian telling everybody what to do. You're guiding them. So I definitely think you know the way you go the way and you show the way. So lucky salida middle school. >> Amen. >> Um ha Turn right there. >> Um, is graduating 16 or 17? Is it still 16 or 17? >> If it's 16 or 17, so that's pretty exciting. If actually 17 do graduate, that's the high or that equals the highest amount that was back in 2023 24. So, congratulates. That's so awesome. Their graduation is Friday 15th, 6 pm at the steam plant. And just again, good job to you and your staff. That's amazing. Um, and you also got to
004go to the gathering of nations. I was so jealous. Was it amazing? >> So that and I think it was the last time that so don't know Albuquerque was a group of indigenous people and how lucky that they got to go see that. Um, and I want to hear one person in the future. >> And I think a lot of that, not a lot of it, but I know how much you appreciate the new building. And when you have a safe, good space, it helps with learning. And you've shown young people told us how much you guys appreciate that. So, I'm sure that's why 17 graduate. Um, Salida High School. Where's Jesse? You your report was amazing, too. But I And you're gonna do you want to say it first? He was showing me some
005of his numbers. I uh I looked at all the local scholarship winners. It was a lot to try to, you know, loop together, but just there were a lot of kids that uh were awarded over $5,000. Uh quite a few over 10 and then at least one over 20,000. And so, uh these guys did really well. Um so, good good job. Well, for one, good job for our local people. putting value on high school kids. Maybe it's easier to put value in something that you're super passionate about like sports or arts or something like that to put it in general on our local graduates. That's a that's a lot of faith in our district and students and just a lot of love our students. So, thanks to everybody who did that. the uh I wanted
006to just mention the uh four bigger scholarships, the Betcher and the Daniels of the Greenhouse and the National Merit. Just to put it a little bit into perspective, some people know a lot about this, but I uh the winners of the Veter were Finn Blackburn and Amal Kaiser. >> So they the the veter is a a full academic scholarship in Colorado. uh 50 awards were given or or usually I'm given this year out of 2,000 applicants, but that's out of 61,000 Colorado high school graduates. So 50 of those 61,000 graduates uh got this award and two of those 50 were at our high school, our high school out of 1760 districts. And I didn't look up how many high schools we have because there's a lot more than 176. So most the Daniels scholarship was
007awarded to Creed Phillips. The Daniels is uh given awarded to students from Colorado, Utah, Wyoming, and New Mexico combine. It too is a full academic scholarship. Uh 205 awards given 20,000 applicants. Um and I I don't know about how many there were states. the greenhouse scholarship, the Lebec. This is for applicants from Colorado, Illinois, Georgia, and North Carolina. I'm not where they came up with those, but obviously connections. This is for $5,000 per year. Um 39 awards given out of those four states. Uh there are over a thousand applicants, but obviously there were a lot of people that would have could have applied for those things. So, excellent, by Lily. And then of course the national merit uh scholars for Hawkins sader. So overall 3.9 million high school graduates in the country 1.3 million applicants
008for the national merit scholarship. 7,500 are awarded this scholarship. Each road University of Alabama and I looked up they generally offer a full ride a complete ride of Alabama. So of course we like so good job to these guys. Well, all these guys heard of these applications and just I'd heard France like the greenhouse. I have never heard of this. Have you heard of the greenhouse? Were you familiar with it? >> No, I was not. >> So, I'm betting there's a couple more out there that we're not very familiar with. So, digging into these uh opportunities would be a valuable thing for young people to look at. >> Anyone back it was tracking Karen. >> Okay. >> Um but yeah, I have five. Wow. and then you so good job. And last, Savannah, I'm super
009excited about the leaders, your um team leaders. It sounds like we have a lot of applicants and you got some great team leaders and that is super exciting. I can't wait to see how that all works out. >> Okay, I'm done. Thank you. >> Um, okay. I just wanted to I mean, I was going to kind of piggyback tell you again, thank you, Corey. This is your last last board meeting that you have to come to. So, congratulations on that. And then um we just wanted to welcome Ann. So Ann sites brand. >> Okay. >> So Ann is coming in as the principal for Longfellow next year and we're super lucky to have her. So there was a thorough search and interview process led by the Longfellow leadership team. Um, she's worked for 25 years
010in education as an educational coach, directed program supporting students with neurodiversity, taught and directed within college ed departments, and taught special ed. And Ann's primary experience is in elementary and early childhood education. Um, where she's focused on social emotional learning and kindergarten transitions. And then for the past four years, she's been serving as the preschool director for Busybees, is that it's called in Buenov Vista. So, welcome. We just are excited you're here and want to do a formal welcome. >> Thank you very much. >> No. >> Yay. >> Okay, I can go. >> You were you more than >> I'm just going to read so I don't ramble. Um I really appreciate it. It was exciting to see the results of our recent staff and teacher perception surveys recentish. Uh the data shows that the
011vast majority of district employees intend to stay here. uh 95% of people who respond to the survey feel treated with respect by their supervisors and over 90% showed that their work contributes to the goals of the district. Um many people also shared that they have meaningful opportunities to lead and contribute within their um schools. We'll hear some more from David on the results, a little more specifics. Um there's always room for growth, especially around compensation. I'm pretty grateful for the ongoing work happening through collaborative bargaining. Thanks guys. And our business office. U most importantly, I really want to thank the staff who took the time to share their honest feedback. Um helping us recognize both where we are succeeding and where we can continue improving. Um on another note, I did want to acknowledge the
012tragic loss of a former student last month. Um, Kadum was a beloved member of this community and his impact reached far beyond any one group or circle. Um, so while we didn't receive the outcome we were all hoping for last month was a reminder of how fortunate we are to live in a community that shows up with care, compassion, and support for one another in difficult moments. So just a little moment for that. That's all I have. Thank you, Jim. Thanks, J. How about Tiffany? Um yes um for congratulations on finishing your term and moving to your next stage. We appreciate you. And um I also want to show appreciation to you in light of all the successes that the high school graduating class is having with scholarships and stuff. acknowledge that um the elementary
013and middle schools built that foundation and all of you guys are doing such a fabulous job getting these kids ready to transition into high school and then college. So, thank you all for that. Um, and I also want to say thank you to Aaron and his staff because today they rolled out the new um, insurance plan and I met with the new insurance broker and he has done such a great job um, getting that ready to go because we were in a tough position and he's worked tirelessly behind the scenes to make that happen. Um, and so I just want to acknowledge all of his hard work and his staff's hard work um to make that happen um today. So I know it's going to be even better next year. >> Yes. And it was
014only mild and rocky. >> Uh give Aaron grace with any rockiness that you have because it has been quite the project. >> Yes. >> Right. And a short timeline and if we didn't do anything we'd be an HMO with a study hall. So, thank you for doing that. So, >> Mr. Bond, did you would you like any comments? Make any comments? >> Yeah, I was actually to thank Aaron, too, because I know this is already budget season for you, which is a ton of work, and the insurance thing has been going on topic. So, a lot of us behind the scenes, but I know it requires a lot of time. So, thank you for your work there. Thank you. >> Yes. And that's why you didn't get your full board report from me, which I
015promise, but it will be coming soon. We'd rather have our staff have insurance. >> Fair. >> I'm going to stand up to speak. Um, at the last city council board meeting, there's maybe some misunderstanding about our relationship with the city and the police and our SRO. And so I have a few things to defend. I'm going to try to frame it in the affirmative and you can follow along with my outline. Um, Mayor Cortelli is my friend. He is my neighbor and we have talked twice about this and we are in a great place of understanding and he's actually invited me to say the same things at the work session for city council. So this isn't anything that I'm not going to say to them and we are moving in the right direction. We have
016a very healthy relationship with our epic and awesome city. Firstly, I'd like to defend the stucco for Salida High School. It was a flippant off um you know off-the- cuff comment that I would regret saying um when he said all they do is prom. But like the extraordinary team council, student council is a leadership development program and it goes far beyond prom or spirit week though those are important. Student Council along with National Honor Society is one of the two important foundations of volunteer service in our community and they help so many different organizations. In the last 5 months alone, they helped with what what is what used to be called Baba's Christmas. So extraordinary gifts and food for our most needy families. And those needy families are our families. They did that. They just
017adopted a Makea-Wish child. probably the most difficult thing to do and they jumped in there. They just had a blood drive for example and then they pulled off prom was beautiful, safe and it was excellent. So Stuco is a leader development program just like the extraordinary teen council and I support that kind of growth. Next, I want to clarify why we as a district said no to having the FYI, Extraordinary Teen Council, um, survey our high school students regarding that um, SRO. Um, Bri is epic SRO. This doesn't have anything to do with her, but I wanted to say why we're saying no. First of all, there's an avenue to change her evaluation, and it's through the um,ou we have with our police department. While we're not comfortable with students assessing adults, we would at
018least entertain the idea. We prefer our executives to help assess how Officer Bri is doing. Secondly, we also kind of have to protect and prioritize our surveys. Personally, I'm so happy that we do the um Healthy Kids Colorado survey because it helps not only our school district with grants, but also some very important partners such as the Alliance, Elevate Her, all kinds of other ones. So, that's the data that we really prioritize. And then we also want to prioritize what um Jesse thinks is really important. For example, how is advisory going? Can you name your career or your future once you graduate from high school? So, we do have to find a liberties, but we also have an opportunity for change and we'll be open to it. There was a comment um an adjective lopsided
019that kind of struck a nerve with me saying that we have a lopsided relationship with the with the city of Salida, the police, and then with our SRO. I contend that maybe the lopsidedness is not what they think it is. I contend that we give so much and we support the community in a really positive way. For example, in the city, oh, let's see, I have my notes here. For in the city, I don't know if you know that the dog park, Royal Dukes, is on school property. We do not charge for renting that land. That's for the city. Also in the at in the recck department, we do not charge the city of Salida for youth sports when they use our facilities. Why don't we do that? Because we believe recreation supports our social
020emotional learning and our physical fitness. Secondly, we do have a nominal charge for our adults, but we lose money on that. Why do we do that? We feel that we are an anchor for our community. We have the resources. Our citizens are also our funders, our taxpayers, and we feel that we have an obligation to do that. Now, let's go from the overarching city to the police. It's usually it's always a delicate relationship with school districts and law enforcement and both organizations re recognize that. But there are interactions every day with all these principles and staff members having conversations with our law enforcement most of the time with our city police department and it works out. Also we give access to our buildings for training most of the time at Isela High School and that's
021an inter agency training that we offer to them. We open up our buildings to them. We do not charge and that's not just sheriff state trooper and salida police. That's the law enforcement that you see with our federal um public land agencies and our state public land agencies as well. And then it's delicate, but we work it out with having access to our camera footage in case there was a crime. There is attention, but I appreciate the professionalism of our executives, our administration of doing that, and I hope the city council will, too. Now, let's go to the SRO. Bri Tucker is awesome. We are so thankful for her, and we keep asking her back. Now, it's important to remember that when Jesse's team remodeled the fishbowl or the town houses, however you call it,
022I know there's different housing names for it, the condominiums, we took Bri out of under the stairs and we gave her her own office in Cleta High School. It matters. We knew that that wasn't appropriate and we grew. Also, we f we helped fund her salary the to the point amount of $30,000. that would go a long way to funding a teacher or having a bonus, but the the city asked us to do that and we have done that. Also, more significantly and generously, she has had access to our staff raids over at the early childhood center and I think was this most epic early childhood center and she has access to that even though she's a city employee. Recently, she was very sick and she was down and out. Was it the city who
023created that meal train where she is an employee member? No, it wasn't. It was the Salida High team that did that and the Salida High team and the district greater district community that fed those meals. Elected officials supported that effort from the Salita school district and I'll be asking the city council if they contributed to that meal train as well because we're concerned about this lopsided relationship. In conclusion, we are generous and maybe too generous to a fault. It's important that we speak our successes and it is important for our partners to know that we support you and we want to be a part of it. It's not lopsided in the way they think it is. And to have the great town and community that we have, we need to be a little bit more
024respectful of our partners. Okay. We had um we didn't have any written comments to the board, but we do have a public comment. Jen Lang, would you still would you stand up? Since there's just one, I'm not going to let you limit you, but don't get crazy. >> You're hard to follow, Jody, but I >> Well, well, yours is a little more fun. >> I'm going to wear two hats tonight. I'm going to be a parent, and then I'm going to be I'll start as a parent of a hopefully graduating senior here in less than two weeks. Um, I didn't see why she would, but um, she is one of 30. Um, Abigail has a list of who went kindergarten through um, 12th grade. So, she is one of 30 who went um, kindergarten through
025um, 12th grade. Um, and the act the saying, the days are long and the years are fast really is true. I'm probably wearing that saying out. U, but it's true. She was um in kindergarten at the old building. And if you ask her her memory at the old building, she probably thinks that or thought that moaning my in the bathroom with the weird round snake if you remember that. Um so she was the first first grade class in the new building. Um and the new buildings are important. You know, they build legitimacy, safety, but it's that balance too. It's who's in the building, right? Um so we need to have both of those. So, lots of great teachers at Longfellow, but one that rises the top for her and for us as parents is Mrs.
026Wilcox, who is still there today. Um, the thing that we I took away as a parent um and we know like child development 10-year-olds um are more aware of like fairness and the greater world. So, the readalouds that Sarah still does and did for Melissa's class um she reread them all in middle school. So just like getting out of your own little world and realizing that there's like other people and building compassion. So when I go on her room now and I see that she's reading those same books. Great. Um she went to Crest um at St. Joe's in the old building. Again, it's not really the building. It was safe. They got to tag it and do all that, but it was the people in the building. Um Deb Bass O'Brien rises the top
027for us. um just all of the great experiences I have and she still calls my husband back to do mountain bike trips. Um and the best part is he did one last month. He gets handwritten handmade thank you notes which I think is just so important that what they're teaching. So that's just a snippet of that. Um then she went on to high school. Um it's the roller coaster. I tell my husband don't get on the roller coaster. Um, but you know how your kids, most of your parents, you they come home, what did you learn today? Nothing. That was not true when she had Miss Galt me for um, psychology. I mean, she could barely get to the dinner table and she's like, did you know and there's this book called the DSM5 and
028I and it just really sparked this interest in psychology and sociology and she murmured under her breath the other day, education. Um, and that's continued with Fred Maxwell with CMC. So, thank you and for continuing that um relationship with CMC. Um she's really um and then the through and through I think high school has been Miss Casey Berto. She has been Melissa's academic support teacher and her advisor. Um just that great balance of academics and social emotional support has been amazing. Casey can tell her the same thing I tell her and she will do what takes Casey sometimes. Okay. I had her son in kindergarten so a week. Good advice. All right, I'm going to put on my um bean hat. Um like at home, there's going to be a lot of change at Longfellow.
029Um I think I went through my stages of grief when Corey told us. I think all of January I was in denial. Um but I can tell you that I am at full acceptance and I'm in excitement mode. Um you did a great job of introducing Ann. Um I'm excited for um what she can bring to us. Um, one of we asked in the interview, um, what are you proud of? And it was teams. And so, Longfellow is known for their great, um, grade level teams. >> And so, how do we build on that? And then, how do we start to build vertical teams, which is challenging, um, in an elementary schedule. So, I'm really excited for that experience, her special ed experience. Um, so at the end, Karen touched on how many new people
030we had last year. Um, and when I started as dean, I started writing limmeranks follow people that, you know, retired or moved on. Well, I had to I found a ghostriter last year. I just couldn't do it. So, I called my ghostriter to write one for Mr. Shuffle. So, this is the de of he Okay. There once was a principal so smart in car hearts and bow ties there art. He loved the students and good laughs and stories and raphs, but most of all he >> um would you give a cop that can turn just if you don't push the board back. Just put the board back. >> Yeah, but there we go. Okay, she's got it. There you go. I have it on my Thank you for that. >> Are those public chocolate chip
031cookies that you have there? >> Sure. >> Okay. Chocolate chip cookies are right there. >> They're great. >> Jen tested them. If anybody needs a cookie, if anybody needs a cookie, I apologize to the wellness. >> Sorry. I'm going to get the cookies over to Jeffy before I announce myself. >> Okay. >> Um, elected officials, I need a motion to approve the agenda with the following changes. >> Okay. Pause. >> Oh, it's on. Oh, well. Okay. Okay. So, um, table item 3R, approve the district liability insurance, and we're going to move it to June. table I item through 3N activities department structure to June and that and I just need a motion for those two things. >> So moved. >> Thank you, Jen. Anybody want to second? >> Pause. >> Thank you, Tiffany. Okay. Is
032there any discussion? >> Well, I do I just have one question. So, we can we can approve the county landou. We're going to >> table it tonight, >> but we're going to do it in the wheel. >> Oh, that's right. We're going to table it. We're going to do it differently so we can discuss that. Okay, we're getting closer. All right, I think we're ready for a vote. >> Absolutely. Dr. Bett. >> Hi, >> Dr. Hill. >> Hi, >> Mrs. Lumber. >> Hi, >> Mrs. Pascal. >> Hi, >> Dr. Rhodess. >> I miss. >> Hi. >> And Mr. Bond. >> In terms of reports, we have some great celebrations. And the first one is an update from the collective bargaining team. You want to start or you want to jump in? >> Why don't you
033get started? I'll call you. >> We don't have much new. I think Gh Simon piece is legit. And as I look around the room thinking about like a culture piece as I'm starting with basketball, like the culture of this room and the cult of this district right now is in a pretty special place and one that I haven't seen too often in 27 years of education. And I think you saw in the vote with them 99% yay votes. um the excitement and the work that Aaron's been doing over the last 10 months for this process. Um I feel like we're in just a great position moving into this vote, moving into the summer and moving into this next school year and there are a lot of people in this district excited about being in this
034district. I think that's exactly what we want to hear on May 12th. This is something that again is pretty special. So we have nothing really new, just more of we really appreciate it and we're excited about what's in the future. >> Okay. Excellent. David, do you want to make any comments? >> Yeah, I just want to say thanks. I It's um we're extremely atypical district that does this, right, that has this process and it's hard sometimes. And I just want to say thanks to the staff for being willing to trust the board when they said let's let's see if we can't take our original idea and make it better. Um, and I think we did that and I think everybody's input and we had a great process and so I really deeply appreciate that and
035um, I just don't want to breeze past it. It's an atypical way to manage things um, but ensures that everyone has a voice as best that we possibly can and finds the best possible uh, solution to our problems versus one team against another. And it's really allowed us to find a win-win scenario. Um and and I just also want to say thanks to some of the people I think as classified were able to look at a databased decision and say who's the farthest behind when we look at our market um and to defer we'll use that term um their needs um not because they don't have a need but because they saw others in need. We've seen that same thing in the past from other groups. Um, but in this year, I just don't want
036to bypass those who said, "Hey, you know what? Let's help the people who appear to be furthest behind." And then we can trust that others will take care of us when our turn comes. And I think that's a really powerful move when people say no to money for themselves, trusting that others who might have more power than them uh will take care of them in their tiny homes. That's powerful and I think it's exciting. >> I agree. And then I wanted to thank CBT specifically for your patience with me over the last seven years. Um I have um been um asking Sheila Moore and then Erin Dobson to scrub the budget. we had really enormous um any fund balances because our budget wasn't realistic and we scrubbed every we and I didn't they did every
037line and we've asked we asked um some executives to make some um some decisions and tighten their belts a little bit and um it did take seven years to have this confidence that all that um un all those unspent quarters and 100,000 lines of of budget we can put directly to humans and we have confidence now and we have a strategic plan. Thank you, Erin Dobson. And and we we're going to take a little risk. I have some big goals. So, okay. Um we're going to celebrate some retiring employees. David, >> yeah. >> Like to comment on that? >> I would. So, I'm just going to name them by name. And it's really hard when you take somebody who gave their whole life to an organization in town to just say their name. Um, and
038so you got to kind of pause and figure out how can you just say someone's name and say thank you for a lifetime of work because that's what makes the community when our kids have gone to school their whole life here. Um, so Allison Manth is retiring uh from Slott Middle School. She's an art teacher. She was in Buista before that and she's given her whole life to us and she's done amazing uh work and we're just super thankful her kids graduated from here and they're doing awesome um as we go through that. Stacy Filet is another person who's given us a lifetime of work. Um it's listed Longfellow, but she's worked in every single building as one of our speech language pathologists. Um more than that, I can still remember my first SPED meeting.
039Um and Stacy Filet was there to help me understand the culture of um Salida and SPED. And I learned and ever since then, every single person I brought in around sped, I said, "Now listen, they expect competence and they respect competence." Um, I learned that from Stacy because when it came to her kiddos, uh, she would not tolerate anything else but the very best and always a champion for ensuring that all kids have the same rights. And we are excited because she's going to retire, but coming back under critical shortage to is a pair professional or what's the right term? >> Yeah, teaching assistant. >> Teaching assistant at ECC. But what a place when you see people retire and say, I want to keep working um with our kids. And so she um is still
040there. Maggie Falcone is also retiring. Another person who's given her entire life um to our community and our Latino families particularly. She is there when um they're on the side of the road, they're in court, they're at the hospital, she does interpretation. She has loved them and connected us to that community. And for me and my family, she has been amazing. She like my oldest kid more than once, she had him set up in South America when he was wandering around South America and finding him places to live. Um, and so just a huge friend. We're just so great. She'll come around next year, help us with some more connections with the Latino community. Um, so she will not be going away. She wants to be working with our kids. You'll see this theme. Uh,
041Virginia Jones, uh, ECC, another person who has given their life to us, Terry Buck. Um, she'll be coming back to continue to work with our kids. So, you see people retiring and say, "May I have another, please? I'm not done." Um I remember graduating Terry's daughter many many many years ago. Uh and Marcia Veltry, she was the first paraprofessional uh I met when I came to uh the district here almost 15 years ago and she gave me a talking to because I said something I shouldn't have said and she sat me down and corrected me. I've never forgotten uh that gift she gave me. Uh and then Corey Sheffle would also be our last retiree. Um, and not to go too fast, but I think also another person saying, "Yeah, we're not here. Do you
042want a name for my principles? Anybody willing to take a 70% pay cut?" Um, says it's a hard job. So, thank you so much um for that. And I want to just say we were in the middle of our ATM. It's our last uh administrative meeting today. And Corey was doing something and call came in. He said, "I got to go." And it was a kid. And I loved Ory's heart and working for a district where whatever you got going on, if there was a kid in need, you just drop and run. I think that's what makes these people have left a legacy for us. And so it's the gratitude um as a dad and the gratitude as as a superintendent to all these people. We give a round of applause or >> let's do
043it. We did give them some gifts and stuff, but um I think the most important thing is our gratitude and thanks for a lifetime. >> I see any of them, I'll buy a beer. >> There you go. >> Okay. And next is the vid curious. >> I just want to name there was a um a press release that kind of went out just it's a new world we live in. We don't have a lot of control and yet we have to we are responsible. So there has been two security breaches. one in Navvian uh which is a software system used at the high school that helps manage kids as they are going through their career explorations we might say or we might use that term pathways it's required by law we have to go through
044these things and yet there's those databases and the minute you create a database then it has a risk uh there was a much larger one um and that was uh canvas which is the largest learning management system in the country almost every single college um and and majority of high schools would have that, use that, have that. Um, they have settled with the criminals. So, they paid them off today. Um, to give you a sense for how big this is. Um, and it is it's international crime. So, what I want to make sure the community knows is we do not maintain those records on site. We have no pretense that we are going to somehow um beat that game. Um, and so we do everything we possibly can to reduce that. We do not maintain
045social security numbers in that sense. Infinite campus is where our student management system is. The other big one is called power school. It's kind of 50/50 in school districts who you use. Um and again, you need that big school because they have the means to justify all the security measures. Um our school was hacked and so they went through a larger thing. Infinite campus has not been hacked. So we're grateful. And I also not going to tell everybody it's not going to happen. It's one of those things that's also a matter of time. Um I would just say particularly to elected officials, I think we need to continue to push on legislators, one of their favorite tactics is they particularly in Colorado where they have no control over the money, right? They can make a
046law, but it's they can't fund the law. Um and so one of their favorite tactics is to do research and create a database. Um so we just got another new database pool that they required next last year. And so they add one or two or five every single year >> and extend or create new databases. And I just want to name we will never have the capacity as public ed to protect those pieces of data. And I think we need to really push on our legislators to say that is you're not helping and we have no evidence of all these data that we've collected has improved our ability to develop human beings and grow them. And I think as a local school board, we need to consider pushing back on legislators in that areas. That
047would be my recommendation. Um, in my almost 30 years, I haven't seen any benefit come from it. Um, that doesn't mean there's not some, but it's a very limited amount. And so, I just want to name those things and also apologize to our community. >> Um, what they will most likely do is get access to information, take that information, flip it around, and turn it into a fishing type scam. Yes. >> Um, and we are seeing it increase exponentially. Just this week, somebody went out and like they love to take my email as an example as the uh superintendent and they cut and paste and they make it look so perfect um and ask for personal information or click that link. And so we are seeing that on a regular basis. They've opted into payroll
048um through back doors. And so we continue, we will spend even more money on um protections in terms of firewalls, but also just don't want to promise something that's not real. Um that this is something which is why that press releases we've got to teach our children. Um all of us remind ourselves and also generations above us. Um it might be older to remind them not to not to give out personal information um because it's not going anywhere. We've become a digital place. So that might be also something that informs board members as we look deeper next year into our technology plan that says, "Huh, maybe we want to reduce our digital footprint and go the other direction." That might be something I know would speak to some board members. So it's the little things,
049but sometimes they grow to be big things. So I don't know if board members want to ask more. I tried to make sure we're transparent with the community on that piece. The only question I was going to ask is to Jesse for Naviance individuals can't be a part of that lawsuit and you communicated that to parents, right? >> I believe so. >> That was that press release is 30. >> Okay. Yeah. Yeah. Okay. Excellent. Don't share personal information. >> Um uh CMC was also not on that power whatever >> the power school. know, but they are part of Canvas, which is one of the reasons we chose Canvas um to work seamlessly with that. And so they no information that we know of was gained in terms of um information be fullon identity theft information
050like email addresses that they were able to gain. Um and we don't know of any of the Rs in that sense, but they're still trying to look through it. And what it came through was they had a teacher like sandbox they call it where they let people go in and try and play to learn and pl program. It's a safe space you don't mess up your system but you can click around and somehow they were able to leverage that into a security backdoor that then got them into some place other than had some of the information that was demographic in nature. >> Okay. And then okay, Savannah, could you give us any a little bit of a curriculum leadership and evaluation update? >> Yeah, I'll I'll do a curriculum and leadership and I'll give evaluation
051to that guy. >> Fair, >> but curriculum is going to be up 100% in just over a month, which is really exciting. I don't think I mean to to give you an idea of what I got when I got here, it's like 7,000 Google Docs and now it's like we have organization and we're like on our way to getting to data and making instructional moves. So, um I'm really excited about that. Um I just wanted to piggyback on CBT a little bit. They've heard me say this like hundred times, but if you ever need some appreciation for where you are, you just get on to DVS's fitting team live thing and you will like immediately be like so glad I'm here. So, um it was a really good experience for me and I had not
052um I I mean I kind of walked in as a newbie and it was wonderful like I I did not have any hesitation or dread about that meeting like I have in other cities. So, um that was really good. I'm excited about team leads. Um we have our first training on Friday. Uh we are doing d uh driven by data 2.0 know which is it's more about I put this in my board report too but it's more about making instructional moves on a daily basis to like to look at data and have it inform how you're going to change your next day um and then to give pedagogical insight to your colleagues and or to brainstorm and reflect around like oh yeah they did miss this like to get my mediums to hide I really
053needed to teach this one thing and that was just missing and so you can pick that apart and kind of um make some instructional moves that apply in other areas for sisters that day like it can apply for throughout the year. Um we have so many people on this team that are excited like when we sent out the email, April sent out this email and everyone's like I'm so excited. Oh great team. So, um I think the and partly that TLCC um survey that we did too was talking about the 20% increase in teachers feeling like they had agency and a voice in leadership and I think that is only projected to go up with this with the team leads. Um so that is good. I also put in perspective from my Denver um lens
054that we have small teams here and it's so authentic to have people that have insight like this for equity thing that um Mike is spearheading. We have we have these small teams that gain interest and they learn and they become experts and then they share it with everybody and because everybody isn't you know 50,000 teachers it just it it gains so much more momentum and it's really fun to watch like just being here in the year that I've been here I've gotten to see so many um so much momentum and and excitement about an initiative that impacts children directly. So that's um been really exciting. Um I don't think I have anything else. I think so. Evaluation. >> Just one moment. I have two comments for SP. One, when I was reading about those daily
055adjustments and you know um assessments and then adjusting to make sure your mediums are high. I got so excited because that is at such a granular level and in framed in such a positive way. And then secondly, I'm just a little worried about you being the team lead for math and science. Don't overwork. Mhm. >> Okay. >> Yeah, we have we have a plan and I So, >> okay. Yep. >> Thank you for watching. >> Um, I'll just go over evaluation. It's a big deal. I want you to know if you go to more of a city district, we use that as a generic thing. The normal load for evaluations would be 1 to 10 range. So, give or take two. Most of our principles are doing 1 to 30 or 1 to 40 evaluations.
056Um, so that's a very difficult bending to do. this team leads is so essential because it allows our teachers to self support each other on pedagogical choices which we see the biggest gains when um you can do that at the collegial level versus a vertical um kind of accountability level and so I'm excited about that because then it also frees up our principles to spend more time getting feedback uh to those people right so I just want to make sure community knows I don't think we are rich enough that we can afford a different system and I think the board's been really clear the money's got to get to staff pay, teacher pay, things like that. So, I don't see this changing, but just know that that evaluation system um it's not the right design
057for the very best um evaluation feedback cycles for every single staff member. Um just want to make sure that's a capacity thing and I think I like the values you guys have given of let's make sure the money is getting to our staff who are doing great things for kids. So, I appreciate that, but just don't be aware of it. And then I'm really excited from CVT to principles and board members. Um, everyone's like, let's look at our evaluation system and say, is the best we can do? Um, is it the most informative? Is it helpful? And so, I'm very excited about that. That's the big work. Um, I know Savannah and Michelle will be spending time over the summer working on that side. And then next year, you would see me recommended as a
058high priority for the board and the community to do a review of that and say, "How do we go through this?" And there'll be policies that have to be looked at at the CBT level just because when we touch those things, those are part of those negotiated policy decks. So, we'll be looking at those pieces and parts. But I'm just really glad to be in a district because 5 years ago, we were not in place where anyone had capacity to say, I want a better feedback system. Um, and now we are. And so, that's really exciting to me. And I don't know if people want to ask more questions about that, but that's kind of where it's at. I mean, I just have a question because I know the state requires like specific evaluation things,
059right? >> So, we're just looking to do obviously we still have to do that >> and then we would just be looking to do more of our own process that works better and offers better feedback or >> I think there's two ways to the teams will have to look at it. Um the first is now with the guarantee and viable curriculum they're able to dial in and and make a more important professional growth plan that might be dial on specific stuff. Um looking at data driven decisions or adjusting my curriculum. We can get into those pieces and make more meaningful professional growth plans that then connect to more specific professional development versus generic um professional developments. Keep things moving. I think that'll be the one of the big gains. And then the teams will have
060to decide do you want to use the generic state system which we call Rhonda. Um or do we want to use we can develop our own and try and meet state standards. We could steal something from somebody else. A little of this a little of that. I think that'll be the interesting part. And then the other piece is kind of the HR side of how do we have clear communications? Do we have clear parts there? So maybe there's three buckets we'll be looking at over the next year. The hardest one will people say, "Oh, we could do it better if we did it ourselves." And I'll go, "Do we really have capacity for that? And are we going to have to steal from kids?" Um, how much gain are we going to get um by
061developing our own better system? And sometimes the answer is it's worth it. And sometimes the answer is the generic system does what it needs to do if we can make sure people are getting the professional development that it's attached to their learning needs. Um, that's fair. I'm looking Savannah and some principles on that. Right. >> You add to that, >> Ron. It's really popular right now. >> We've talked about crosswalks in our building because So, you have a rubric that you do as part of your evaluation and that rubric is the same for a kindergarten teacher as it is for a high school teacher. >> Okay. >> And so, I mean, even the states is a very generic blanket. And so it's hard for a kindergartener to recognize the cultural differences of their classmates. I
062mean, so some of those sorts of things, it's definitely got room for improvement. >> Any other questions about that? Hey, we're going to talk about district awards, David. >> Okay, we'll do that. And I have some as well. District awards though, they were there when you came in if you signed in. If you didn't, you should sign in. Um, so the first one, it goes to Crest Academy. It's the orange one. Hold it up there. The John Irwin School of Excellence. This is a little I don't want to be flippant. It's so hard. I go to these award ceremonies every single year. And this year there was a third of the districts of what we're used to seeing there of like last year meaning only a third of the districts got any awards as compared
063to how many I see there. Um the governors or the John Irwin one is has gone to the Crest Academy because their achievement is so high the 90th percentile and they do it year end year out and year in and year out. Um and I have actually lost track of how many times they've won the award. um at this point and this is the hard part is I um go some but the one person who was like three rows in front of me in this award ceremony she was crying right because they were getting this award and it was like this lifetime achievement of this individual in their career in education and I was like I've lost track of how many awards we've won. Um same thing the governor award goes to Corey's team and
064Longfellow and they just get that year in and year out. that is for growth. That is showing growth on scores. Um and when you have great elementary particularly at the literacy level, both math and reading that's what is allows us to have all these scholarships and all these other things. It happens because those students make it happen. Um and it also is how we structured it. We spend third, first, second, third grade. We develop more times around the basics which allows us in fourth grade to really accelerate and the team continues. Thank you Jana to be there. And the last one is the district level which gets into all of those pieces and then it also gets into other things. For instance, it is highly unusual and our one of the things that pushed us
065over the edge this year to win that award again um was our special education teams and the other minorities. If the special education department had not shown growth with their kids and achievement with their kids, which is the most atypical thing, you can see so we had excellence, excellence, and then those others, right? The kids who might not be taken care of, and that's what I love about this district. And also like we talk about HA going 17 kids and building them a building because we take care of kids at the individual level. Um, and that's what gets it. To give you a sense, there's only seven other districts. I've been doing this for 13 years. There's or 14, I forget what the number one. There's only seven other districts that have had that award
066given that many time in the state of Colorado. Um, so that puts you with like Cheyenne Mountain and some of the richest places in that sense. Um, and so those are just the certificates. So, so the accreditive distinction, it's not a small thing. Um, and again, we're in the top 10 school districts in the state. So, I got two things I want to say is what an amazing staff, but it's a system when you do it year in and year out. Um, and we have done it for over a decade. And because you win the test stands, we are able to look at kids. If you have ever been in a district where you are on the other side of that, I can see London because he had been you don't get to talk about
067individual kids. All you get to do is talk about that. You actually have to win that game. And you win that game by taking care of individual kids. So it's an interesting cycle once you take care of individual kids from every category right whatever their skin color is whatever their needs are and you take care of all then year after year you win those allows you then to just focus on kids um and so it is hard for staff sometimes right particularly if you're in English or language arts I just want to name those teachers who are in those spaces or math or language arts there we go ELA because they get a lot more attention than say an art teacher or a PE teacher. That's just how the game is. We can't change the
068game. Um, but I just want to say thanks to those teachers because they their professional reputation gets more of a spotlight than some others and that can be pressure and sometimes staff will celebrate this and they'll hear all we care about is test scores. When that's the funny thing you guys who are on the board know who cares, right? If you're taking care of individual kids, they're growing the test scores will come. But you only get to say that in a district where you do that year in and year out. >> Yeah. >> Um and so it is um there is no superintendent, for example, has ever won that many districts of distinction in the state >> and we just don't even like it just blows by. Our community sometimes doesn't even want to hear
069about that because they're like, "Oh, you're just talking about test scores." It's not. Our teams are just crushing it year in and year out. So deeply proud of everybody on that. >> Okay. Any other anybody have any questions on district reports for David? >> Few more things to add if I can. >> Of course. >> Okay, let's go. >> Uh, one was on participation because it goes back to that you mentioned that um we had last year we started and this year we repeated checking in with our staff and saying what do you perceive? How are we doing? Right. It's it's something I think as a healthy organization we check in and we listen and I want to make sure the community and our staff know it changed our habits like we've changed things and
070this year we again had all the bargaining team we also had the academic council which will turn into the kind of team leads and all the admin team to sit down and go let's look at our perception survey we had two points we had the engagement survey the new measures a third party did um that really looks at engagement measures and then the TLCC survey which is controlled um from the state and required happens every other year and we sat down chin on the communications so she was there as well Sharon mentioned that but um it wasn't just there's like 80% are positive about working there and engaged and you're only looking at like 6% of our workforce aren't feeling aren't feeling the love and I would love to focus on those 6% but I
071also know there's no way to make every single person happy and that's not the goal Um and yet I want to also just talk about here are the most important questions um that impact that 80% um effectiveness right I have confidence in the leadership in the direction provided by district leaders in central office it's up 13 points percentage points district leadership and central office thankful motivating aspiring vision for the future it's up 10 percentage points communication from district leadership and central office is consistent in transparency it's up 16 points I just want to name those because that was something you guys heard as a board and tried to change your habits. When you looked at the perception data, we said, "Okay, that's an area to work on and you said, "Okay, let's work on that."
072Appreciate Kim's work as your board secretary. I think she's done a lot of things that the staff has said thank you to that space. I think Savannah and Aaron's work this year has made a massive difference for people's ability. And one other thing um that is a massive change coming out of still COVID kind of talk which I know is a little old but my current workload is manageable. It's up 13 percentage points that people perceive their their ability to manage it. As a teacher it gets a really overwhelming um to do the work and so I'm very excited about that space. There is a lot of other things I'll mention one other thing just because from the board perspective I know you guys have to focus on leadership. Um, it says there's an atmosphere
073of trust and mutual respect between district and school administrators. This is on the TLCC. It's up 11 percentage points to 100% responded favorably. Um, wow, that's pretty impressive. Um, you can't really uh improve on that. And I don't know uh what else we do. The only space where people have said, "Hey, we need to work better is there's a strong perception of we got to keep working on paying benefits." Um, that perception is right there. And so, I just want to say CBT and all the work, that's what your vote is tonight. Between, I'm going to read it again. There's an atmosphere of trust and mutual respect between districts and school administrators. 100%. Um I think and I can keep going through all of these spaces. Support for own well-being is 94% favorable. Um the
074data it doesn't mean everything's great. Um but I think things are in a good spot. So I think the thing you need to work on is keep on doing what you have done. Just keep on investing in staff. Hey, that's where their thoughts would be from perception. Couple other things I want to mention. Scholarships. didn't mention was over $156,000 was given by our local people. What an amazing community to get. $156,000 given to our kids. That's our business owners, um, retirees, our organizations. They love our kids. That's amazing. Um, and I lost track of how many extra full rides we saw. You mentioned some of the big scholars, but I know there's other people who got full rides to Pepperdine um, and other spaces and places. I don't know how many other scholars. was looking
075at other people who are graduating. Um, when if you went to go to the IAP night was my wife and I kind of given a lifetime to this was one of our proudest moments because we got to talk to all the kids and all the seniors and they were able to articulate what they wanted to do, where they were going, how they were going about it. I've never experienced that in my career and I was so so thankful for that. It's been a huge lift. the board kind of threw down the gauntlet many years ago and feel like it's been answered and every one of the kids mentioned CMC as a game changer for him. Um, so I just want to that's from the kids perspective. And then >> can I just say one? Yeah,
076just with like the career day and everything that you guys have developed over the last few years because for some of the scholarships the kids actually had to do interviews. Um, and then last night they had to go around and they each had a piece of paper with their donors and they had to go like find them, talk to them, thank them, and it was definitely, you could tell that, I mean, they were nervous about it, but I think the fact that they've had the career day and they've had some experience and we've actually trained them to do that was really helpful. So, >> really good. Yeah. >> Um, we've already mentioned insurance. I appreciate that. It's going to be a hard lift. you're going to it's going to be hard for our staff to
077take that on but because they're willing to take on learning about that. In many places it's going to be a better product for less money for many of them. Some of them it won't be true for all. It is going to be a hard thing. Um so I just want to say thanks to our staff as they follow Aaron and his team. Um but they have to do some work and it's going to be stressful for people and so I just want to honor that. But because they're doing that we're able to give these raises hopefully tonight. And then um two other things I'll just mention and we mention all this big stuff but we lose sight of every one of our kids gets swim lessons like we just throw that in there and then
078we move on because we hit success and success and success. Every one of our kids gets a bike helmet. Every one of our kid now gets a PFD. Right? I mean like it's the little things that stack up and we take them for granted. I don't know of another school district that puts on their fourth graders who stay in kayak, right? Why does that matter? Because my kid learned to kayak at our school and he's been all around the world. As a parent, >> um I just want to say thanks to all of them. I'll get a motion. >> My kids, all four of them are very thankful. Um, we're an unusual sometimes family I feel like with my kids been all around the world. Yeah, he's a veter scholar. Um, but he got it
079from here. I didn't know what track. >> Um, and what he says is there is no place like here. Been to Africa. He's been to everywhere. And this is as good as it gets. So, thank you. is your talk. >> Okay. Does anybody have any questions or any comments about um the district report, district level reports? >> Um sure. >> Yeah, Tiffany. Okay, let's do Tiffany first and then Evelyn. >> Um I got some feedback from the donors um on last night's scholarship night and they really liked the the feed the concept of the kids going out and meeting them and thanking them for the scholarships. um they appreciated that they got to meet the kids that they were donating to. So I just wanted to give you that feedback. Um so good job on
080that that format. >> Um and and I second what David said. Henry won one scholarship last night. It was the my salida home scholarship >> which was based on an essay on why they love Salida as their home. And um so he obviously very much feels like Salida has been a great place to grow up. >> Awesome. Excellent. Evelyn >> just want to add to my report. I didn't change it until August 3rd or July the new electric buses will be here. I found out in the meeting yesterday morning they will not be here until September. Some process. I I'm not sure exactly what I'll find to talk to on Thursday, Friday. >> That's a big change. >> But um yeah, the electric um pilot was there today marking out where they're going to put
081all the stuff. We had to readjust the yard or because now um XL has changed >> where they're going to put the box. The box is actually going to be in the yard. >> So, it's actually taking up more space than I anticipated. Um, so I had to realign everything and put everything back. I have to move the buses back. So there may be a chance. I'm hoping not, but we may have to move the fence. >> Right. I was That's what I was saying. Yeah. The fence may be moved. Okay. >> We have to move fence like five or six feet. Um, and other than that, yeah, the electric bus won't be here. And I'll have all the electricity in. I'll have the boxes in. I'll have everything ready to go probably by August
0821st. But no buses until September 15th. right now is the product date. >> Okay. Um >> August 3rd start amount at the beginning of the year. So with that with that being said, I think it was already put in with the financial part of it. >> August August was like a really quick date that was going to be okay. >> Let's do this. But by September, I think I don't think it's going to be any more money or any less money. I think it's actually I think it'll even itself out. >> Okay. Hey, thanks for that update. And as I wrote in my email to you based on your report, I recognized that there's going to be some ups and downs and there's nobody else I'd rather have you deleting that. And here we are
083one day later and it's still >> that contract. So I had a lot of questions for them yesterday. I was I was kind of I was not into it. >> I was I'm rereading that contract. I had a lot of questions. So like I said, when I go to Thursday, Friday, I have that training down there. I I will be coronary Tim in his office. >> And would you be willing to give the board an update after that? >> Oh, yeah. I know anything on um I will not be here tomorrow. I have to go to the frames for >> um hopefully some good news. But >> okay, >> um James Jere Jamie will be here and Jeremy will be here, but Excel will be out there hopefully boring um >> hopefully they don't have
084to dig a trench. Hopefully they can make bore and electric rocks where they want to put it, but they don't know how well or how stable. It's a rocky island. >> Right. Right. Right. So, we might have a trench. >> Yeah. But that's so that's happening quicker. I didn't think they were going until next week, but they're actually they're actually pushing forward for the day for tomorrow, Thursday, and then continuing Monday, Tuesday, Wednesday. >> Okay. Travel safely to Springs. And um thanks also for leading other student transportation organizations in a region, not just in our district or state. >> Thank you. >> Yeah. Okay. Anything else from anybody else? This is normally when we take a little break. >> Can I just pick one? >> Of course. Yeah. >> You're going to hear from me
085on all the stuff coming up this year. But I do want to say really fast before the CBT vote and stuff. Um I appreciate that you all are thanking me so much and that's great. I want to swallow my face and talk about something. Um, but I don't think David gets nearly enough credit because your job sucks, David. When he hired me, he was like, "We are going to find ways to pay people more. We're going to find ways to put a lot more insurance out there." So, um, I appreciate it, but at the same time, like that is the amount of hours I spend in David's office being like, "We are exploitative." And he's like, "We're going to figure it out and supporting me and car that." So, I just Amen. That's why I
086said >> Yeah, I know. Okay. >> So, important because we're gonna start. >> Okay. Thanks for that. Actually, we should have thought of that as bored, but we didn't. Um um this is normally when we break and then we get into some wonky policy stuff. Um you can stay as long as you want. We're going to um team, we're going to take a seven minute break. And these cookies are really good. If you want to take one pass. >> Okay. You guys had enough. Okay. We're already unmuted. >> We're unmuted. >> All right. >> We are now on um three consent. >> Excuse me. Thank you. We're on number three consent. I need a motion to approve the following consent agenda items. Anybody want to make a motion? >> Ben >> second. >> Mandy second.
087Is there any discussion? I'm just I did have a couple of minute things, but they're not. >> But that minute things >> No, it's nothing. I should have me I should have never said a thing >> then then to clarify. So you're talking about your edits to the minutes. >> Yes, >> I did submit them. So it >> Oh, it's already in. >> They're in. Yes. >> Okay. >> All right. Then I think we can >> I wanted to ask a question. >> Yeah. Thank you. >> On H >> on the uh student accident insurance. >> How many of our students use utilize that program? >> Zero in my knowledge. So you have to have it, but we haven't actually had a follow through. Okay. >> So it's an option there and it's available to
088you. >> Okay, that was a good question. >> I think we legally have to offer it, right? >> Yes, we did. >> Did people know that we have? >> It's part of their notification from the activities office >> packets. >> So you're saying I should have received these notifications? >> Well, when you registered? Yeah, >> we see that when we were on the when we signed them up for a support. I don't >> Yeah, that's when you see it. Okay, thanks. Totally saw that. Totally saw that. >> Your daughter's been signing. >> It doesn't seem like it's going to be >> No, it's not. >> Any other questions or concerns about the consent agenda? Miss Lur, I think we're ready to vote. >> Ready for vote. Dr. Becker Pettit. Hi. >> Dr. Hill. >> Hi.
089>> Mrs. Lunberg. Hi, >> Mrs. Pascal. >> Hi. >> Dr. Ropes. Hi, >> Miss Shookman. >> Hi. >> And Mr. Von, >> hi. Okay, let's move to number four, discussion items. The first one is handwriting and typing curriculum. And I'm turning to Savannah and David jointly. >> April. Okay. Miss April. Curtosa. >> Are you doing slides? >> I have to think about it. >> Curtosa. But I tried really hard to have that catch on demonstration for an English high school teacher who didn't understand what manuscript >> I had to name it. >> It happens. >> It's all good. Sometimes it's normal. They learn that higher levels of English not >> precise precision. Precision in her language. >> I remember different to them and the teacher probably >> student. >> Yep. >> Just then I'll end
090up skipping here. give away. >> I can I can show you example. >> I was excited when I did a million. Um um so I'm talking about again typing specifically through fellow. So at our January PD um I was in charge of introducing the Atlas to all of our elementary teachers and kind of explaining that. Um during that time I also asked them for any volunteers of people who felt really strongly about handwriting. So that could be I don't want to add handwriting instruction to our curriculum that's not important or like I feel really strongly that it needs to be part of our our daily instruction and then also typing. So from that kind request I had um Valerie Cavler volunteer who's one of our third grade teachers Tori Lingrich who everyone knows um and
091then CC Ble Schmeckle and then Cindy Hicks. Um and so that's kind of what created our handwriting and typing committee. So we're going to start with handwriting. The priority for that when we kind of popped things over was to really focus on handwriting to begin with. Um and then if we had time and move into what we wanted to do for type of instruction. So the kind of why behind this um these are all going to be different um pieces of research. So first is explicit handwriting instruction aids in recall for reading and spelling. So Stacy and I for years have always talked about when we are introducing and practicing um our letters like when I'm working with kindergarteners, we are either skyriting and saying like a apple a or we are erasing on the
092board with dry erase and making the sound while we're forming the letter and how important that is to make that stick in their heads and also have muscle memory when they go to do spelling. Um, next one is the intentional practice of handwriting boosts executive functioning. Um, inhibilatory control and school readiness. Um, better handwriting equals more automatic and efficient brain activation when you're reading. Um, early handwriting instruction establishes those um, connections in your neurons really early, which helps later when you're learning to read. So even before you are a reader. Um the next one is uh when reading um was controlled handwriting accounted for 53% of the variance in writing written text. So that study kind of explained that more once you're kind of on an even playing field for your ability to read when
093you were allowed to kind of remove the cognitive load of thinking about how you're forming letters. the ability and the quality of the writing went up significantly um because they didn't have to worry about that because it was just so automatic. >> Um and then the last one is um kind of between handwriting and typing. So when handwriting is involved, you have better motor, sensory and cognitive processing than in comparison um to typing. kind of the research behind why in the world we should consider this. Um this is kind of the timeline for our committee. So the first time we met was February 25th and one of the big things we wanted to talk about is do we feel this is a need and what is the reality to ask of teachers because every teacher
094knows that people really like to say all the things that you should be doing and they forget to ever take anything away. Um, so that was a really big part that we wanted to start with. So, everyone in the group felt that it was important that we added handwriting instruction. Um, that was a good comparison of coming from preschool and feeling like she had her third graders, but she couldn't read really what all of them were writing. I've had conversations with middle school teachers who are like, I don't know what what is written on this page. And so that I feel like is collectively coming up more and more in our district. Um at Longfellow there is a kind of flood of intervention at the end of the day and we also seen a big
095increase in bi motor skills requests for that intervention because kids were getting that instruction enough just in their tier one instruction. So those were kind of all needs that we were seeing. Um, and basically we talk about is it doable and sorry I mean because I I cannot get past this until when you say handwriting do you mean print and cursive anything manually? >> Um, can you clarify? >> Are you talking about the research pieces or what I'm going to be suggesting? >> You say handwriting hand. >> So um, when we started the handwriting committee we were talking about kind of being open to all of it. Um and then as we talked more as a committee we are are recommending instruction in manuscript not vanelian um print >> for our younger grades and then
096moving into cursive >> can I ask you because I mean yes like I did this as a kid these were >> so when I mean when did this go away and is has it gone away like in all traditional schools? Um, so I would say that that's mixed. A lot of it was like common kind of when common core was coming when we started to use more computers when there was a feeling of we are going digital. We don't really need handwriting instruction particularly for cursive that's when cursive really got pulled out um is no one's going to need to do that. Um, I will say, um, this is gonna show how long I've been doing report cards, but when I was a handbre report cards, >> right, >> in Colorado Springs, um, I write
097in person, um, and I had parents who could not read my comments because they could not read. And did you get also you've said middle school teachers are seeing that they can't I don't know how many people here read the writing of high schoolers but um >> yes >> I got some lovely Mother's Day notes from my children and it was really hard to read them and I don't know what to do about that. Can this also apply in the high school? It seems to carry us. >> Um, but yeah, I it's interesting because I was having a conversation with one of our fourth grade teachers who is in her early 20s and she talks about not really being able to read a lot of cursive and and definitely being in the space where she
098gets a note from an older family member not really knowing what it says. And she also, I think, has a little like, am I going to need to teach this cuz maybe you might need to teach me. >> I was about to say that because um my son is dyslexic and he learned cursive because of his dyslexia from a school and when we moved here um they asked him to quit writing in cursive because some of the teachers couldn't read it. >> Can I get that? So, um, we might need to do some some remediation. >> Um, >> for people if we're going to start teaching her. So, >> okay. >> Maybe some PD there, Savannah. >> Yeah, there you go. >> Because some young people have it, younger teachers. It's not their fault. They
099just never got caught. >> Right. Right. >> There's definitely a gap happening. >> Yes. So, is there any handwriting done now? >> Um, that's an excellent question. So, in kindergarten, there is handwriting that is part of the super kids curriculum. Um, and that is our most robust handwriting that's happening. Even our kindergarten teachers will say that they don't feel like it's quite enough. Um there one of the things this is going to sound a little weird if you're not at elementary school or haven't been there but like one of the things for the needs um that handwriting curriculum has ice cream paper and what I mean by that is I don't even think I'll get the flavors in the correct word but they have like an ice cream um by the lines and they have
100like a vanilla chocolate strawberry I don't think that's the right order and so they are taught in this handwriting curriculum which is actually from the same publishers, but they'll say like start at the vanilla and pull down to the strawberry. >> Okay. >> That is not helpful. >> No, that's >> I thought so. My son's in first grade and I remember the ice cream paper and I thought that's an interesting way to do it. >> Yes. >> Um but you know I handwriting just feels like naturally a component of learning to write. So it it uh do you have more I don't want a lot more fun right >> I just >> wait we will let you >> yeah keep please keep going but >> in first grade it is still part of the curriculum
101but it is significantly less um not really anything in second grade now sometimes we will have like a targeted intervention for kids that that really struggle in handwriting and then in third grade and a little bit in fourth some classes do a little cursive when we can fit it in. >> Yeah. I just want to >> where we are >> throw a plug that as much as we're struggling with AI and maybe the misuse of uh AI and writing I know on the college level and in uh K through 12, you know, some kids aren't allowed to they want them to handwrite obviously so make sure that they're valid. But obviously that would be easier for the kids their performance and for the teachers to read it if it's quick and and done well. So
102I think just on a bigger picture, >> you know, considering this idea might be a good way uh for the teacher to get away a little bit >> and when you and when you get into those older grades too. Um that's why the especially before second grade and Cindy Hayes will say this a lot. It's so important to make sure their pencil grip is correct and they have correct letter formation because I would always tell my first graders when I'm nagging them about their pencil grip. If we don't fix this now, when you're taking notes in seventh grade, your hand is going to hurt. This isn't about holding your pencil in a pretty way. It's to make it so you don't have muscle fatigue when you're having to write full pages of notes. >> Okay.
103>> Um, so we kind of talked about needs. Um, some of the things that the committee said, we do not want ice cream paper as in like we are going to tell Gabby who makes copies, you may not copy this even if people ask for it. >> Okay. >> And then I mean we would have admin on that but and then consistent language. And when I say that knowing like oh do we start from the from the top and we pull straight down or you know like handwriting without tears kind of thing where I'll say like bump or magic C. So that we're using consistent language all through instruction. Um that there's explicit instruction in letter formation and guided practice. So one of the difficulties and I know that Savannah and Aaron and David were
104enthralled during my um board example, but I'm going to give it to you as well. So sometimes we teach kids how to form a letter correctly and then they go and do independent practice. Yeah. So, if you're supposed to formula A like this, then they go into independent practice and they practice like this or they practice their B's like this >> when they that's actually kind of too close to correct but not very good. Um, and then so their independent practice, they're practicing it with poor information over and over and over again. So, that guided practice was a really important component as well. um and that we wanted to put priority on handwriting and if we were able to get into typing recommendations, great. But that handwriting was the first priority. Um so then we
105met again on March 10th. U did a really great job of creating a doc that um basically goes into Oh, it's probably um where she analyzed different handwriting programs. So, she has the program, whether it's phonics or handwriting, the philosophy, and the letter sequence. I'm not going to read through all of this. I'm happy to like you can click on that and I can share this with you. But, um, handwriting without tears is a very popular program. Um, size matters handwriting program is what Cindy uses for her interventions. Sydney Hayes is our occupational therapist who really is a passion for seeing this um from a human development more standpoint as much as a cog stand. >> Um super kids is our reading program um and then Zer Moser is what is in front of you.
106So this was kind of earlier on um just kind of analyzing those. Um and then we uh went over some kind of um basic videos that handwriting bacteria had. Um then we had a discussion. One of the difficulties with handwriting is what is best from a fine motor development and occupational therapy is a different scope and sequence than Fox. And that is one of the biggest problems we've had with looking at any of the curriculums. And that's because like from an OT perspective, things that are really simple like an L are not the the most common letters to learn. So when you're learning to read, you want to be learning letters like T and S and A and M first. But M, which is superkid's first letter, is very complicated to write. Um, and so
107that's something we're still working on. Um, but that was something we had a lot of conversations about how those they don't align. And that's spark instructions. >> Very hard. >> Nice. >> And then on March 3rd, we had a rep come and talk to us about this handwriting curriculum that's in Brian View. Um she kind of went through everything with samples and then um we asked for one rep from every grade level to come together on April 21st. So every grade level rep was there and Stacy um and reviewed our process, kind of what I'm explaining here, and the curriculum. And then we ask them go off here again to go back to their teams PLC and answer these questions. So what do you think of the curriculum? If you don't like it, what's missing
108or what would you cut? And then explicitly plan for 10 minutes of daily instruction because I have found and I think probably a lot of you also have that if there's a new initiative, people either are saying there's no time or we could definitely fit it in. But we wanted to make sure that we explicitly had a time named where um teachers could do 10 minutes of explicit instruction and they knew exactly when um so everybody came back and um liked the curriculum and kind of the other feedback no one wanted the digital component because then we would have had to buy stylists and all of this like whole extra thing. So no one was really interested in that. Um, and then kindergarten wanted to know if we had to buy the workbooks or if
109we could just make cards. >> So, those were kind of the the feedback from different grade levels. And then now I'm here talking. >> So, with this workbook, is this like the whole year? >> Mhm. >> Or so the 10 minutes a day seems reasonable. >> Yeah. And how what grade does this go up to? It goes up to 7:30. >> Does that 10 minutes a day every grade for seventh grade? >> No. I mean, un unless you guys want to start. Oh, well, maybe. >> I mean, we'll do a lot of handwriting. I mean, Anna's in eighth grade and she's handwriting all of her essays before she can type them. >> Oh, amazing. >> So, I mean, I don't I guess we can have that for the right now. We've just had a conversation
110about that. >> Okay. So, we've got a couple. >> So, I don't want to. >> So, when do they start? >> Right. Right. >> When are they starting first? tomorrow. Mike >> script for the second you can start person in second grade. So this is we are working on deciding what to do that that team is a little bit divided in what they want to do. Um so I am currently working with the rep to kind of talk about some options in terms of second grade. Um but second grade has the option of either a cursive or a manuscript. Um if you happen to have the second grade cursive um book, you'll see that the first unit is um manuscript and then it moves into cursive. >> They want to see it. >> I'd love
111to see that. >> Um there is a research study that they have on this this exact curriculum which if you guys are interested I can have Kim send out to you guys that's available if you want the specifics. >> Um and then I'm just going to show you a couple examples that you can see in the book. um for the books that are rich. So, one is really clear modeling like these are the different papers and I know you can't see that super well, but you can see that the primary is quite large and then it's getting smaller and eventually is just lines. So, it's kind of that gradual release of the support. Um a really clear baseline. The terms headline, midline, baseline. Don't really love descender space. That doesn't feel friendly to me, but
112we found it can't be perfect for um And then this is basically talking about simple um language where there's just kind of four categories of letters and and language for that instruction. Um so like pull down, push up, slide right, things like that. Um and you can see that in cursive as well. So under curve, over curve, down curve, dag is awesome. Um, and then that's when you put it together. They do recommend 15 minutes a day. We talked to like when we were talking to the rep, we're like, "Can we do it in 10?" Because >> that's what we already like. >> And she said, "Yes, it can do seven rig levels and then four basic strokes for um manuscript and cursive. Um, and then it really talks about the keys to legibility." So,
113this was one of the things that especially Cindy in particular really wanted to talk about. So, the shape of letters, the size of letters that they're consistent, the size is actually size and spacing is one of the biggest reasons that you can't read people's writing. Um, and then slant. Um, and then it talks about instruction and self- assessment. Um, there's a three-step lesson. So, there's modeling, practicing, and evaluating. Um, and then that last part is just when you can switch to cursive. >> Okay. >> Question. >> And is there kind of any support for parents who won't kind of like behind. >> Yes, there is um little videos and things like that. Um that's the piece that we were a little mixed on because there are digital videos where you can play and it'll like
114show the modeling of how to form the letter. But then a lot of that home practice, I mean, I'm sure we can make copies from from this and stuff, but is digital. And then I feel like you need >> you need a stylus because you don't want to be practicing with your finger. So that part is >> because for those parents who are unfamiliar with this, they're not it's going to be like math, you know. >> I mean, but are the kids math? >> That's okay. >> And are they really going to be bringing this? >> Yeah, I would say that I mean I this is my own personal feeling. I would say the less homework the better. So yeah, I would lean for class time. >> So it really maybe doesn't matter so much
115if the parents can't read it if it's being done in class. >> And then that could be a motivator. Learn to write in a way that your parents can't read. And then you can write whatever. It's >> your secret code. >> That's a small getting older. I'm just showing you. >> So this is a big one. Um I don't think too many people actually know my husband, but if you did, you would he would be rolling his eyes because I can talk about Kirst for a really really long time. And the big reason of why cursive that is not even just like the um kind of facts our historical documents are all written in cursive. You should be able to go to the Declaration of Independence and read it. And when your grandma writes you
116a card or your mom, you should be able to read it. When you look at an old historical photo and you flip it over and it says who's there, you should be able to read it. You should be able to sign your name in cursive and not print it. >> Um, well, a lot of like murder mysteries, they'll have a note that's in cursive and you need to be able to read it. >> But that's that's what I was saying to Tiffany. where my son was getting his license and they asked for his signature. He was kind of like um like I just print my name or >> signing their passports and >> they just don't necessarily knowing. >> Now this is a little more specific as to why cursive matters. So it helps with
117directionality. Um so sometimes you will see kids write backwards. You will see them struggle with where where it goes on the line. Um it goes left to right and that also helps instill right directionality when we read. We also go left to right. All letter formations are unique. So in print, a lot of our letters can be flipped around and that's called mirror invariance and that's hard for especially our kids with dyslexia and disgraphia. But in cursive all those letters are unique. Um so letters are connected and words are not. So that's also tricky in print because if you don't have that spacing down right, you don't connect letters in print, but you do connect them in cursive. Um, this is a little bit of a complaint. My next one in this curriculum, so in
118the purest form of cursive, all letters start at the baseline. This cursive doesn't have that, but not all programs can be perfect. And then um there is a it's particularly beneficial if you have dyslexia or disgraphia. >> I didn't go too too long in that craziness. >> Questions before I move into typing. >> Would you explain disgraphia? >> Yes. So disgraphia is really like if you think of dyslexia as struggling to learn to read, it's struggling to learn to write. So when you have disgraphia, there's some similarities with dyslexia in the fact that spelling is difficult. Um but when you have disgraphia, it is physically challenging for you to write. the actual physical motion of ready it is very hard to transfer. So let's say you have notes on the board and you have to
119you know put them in your notebook that transfer is really difficult. So I had a student who's in high school now um who was really impacted by their disgraphia and I had to have a separate set of things I wanted him to write right next to him because the transfer was too difficult. Now, some of our kids, um, we have a great example at the Crest right now, are so impacted by their disgraphia, um, that they really just need to be able to do speech to text because they're so impacted. That particular student worked really hard for me on learning how to write in cursive. And it was so labor intensive um that just for um, Sydney worked with him and just they got to a point where I was like, we need to be
120practical about how you can get your work done. >> Okay. Thank you. I want to go on just before you jump on typing because I think this is passionate. I do think it does deals with this technology question that we're going to see ourselves more and more deal with. Um when you get to the higher levels of teaching writing it is I always teach that writing is just visible thinking. >> Um and so you can't see your thinking and you cannot get your ideas out and everything else. So when I was working um more with students who had dropped out or anything else, the number one thing that stopped them from getting a diploma was algebra and writing English. Those are the two things basically. It'd be somewhere around their 10th grade English and math
121class. The number one reason they could not do math, they could not line up the columns, >> right? It was a handwriting, >> not handwriting, >> right? was it's a linear way of thinking and if you cannot line that up that was their number one problem they couldn't see what needed to be se seen visually and they couldn't process it because the connection between thinking um and that visible writing and the other piece was writing um it was the number one space and everyone hated English and when you got down to it it was a handwriting issue um because if it takes you I mean I'm no different if I have to work I'm in CDE report and it takes me more than an hour I send it off and say well it's good Oh,
122unless they tell me they're going to take my job away. Seventh grade boy doesn't do it any different. After an hour, they're going to shut down. And if it if it takes an hour of effort to form the letters, they can't get their thoughts out. It is about fluency. And the fluency allows them to focus on their thinking. And that's where the higher levels of instruction need to be. That's before you even talk about things like AI. Um, if you cannot write with fluency and efficiency, you cannot get your own ideas out and you cannot be a citizen in a country that depends upon that mission that it's about you reading and writing your ideas um and speech to text cannot replace that um in that space. So, you've got the OT kind of side
123and you've got the learning your phonics um space, but when you get to the other end of the spectrum and these two teachers are in the middle, um it's the number one reason that we can't get better writing because you can't get better thinking because they run out of energy because it takes they use up so much automaticity on >> and for what it's worth, the state doesn't allow speech to text on any of the assessments. So I applied for I think 21 kids for speech attacks that were on that was on the IEP or 504 and the state approved zero of >> they no longer feel that dyslexia or distra is a good reason. >> They they Yeah. Are there not state standards around handwriting right now or are they in Colorado? They are
124kind of implied. >> Okay. >> The them without explicit instruction. >> Let's keep it that way. And for this curriculum to kind of hit on the fluency piece, four through 7th grade are all about fluency. So, for example, the recommendation we're moving forward with for fourth grade is that if this were to approved next year, fourth grade will teach the third grade curriculum. >> Oh, that makes sense. >> And then the following year they would teach the fourth grade curriculum because the fourth grade curriculum is really about practicing that and becoming automatic and fluent in all of that. Um, as is through seventh grade. Um, and so that's why we're kind of proposing that for next year to start with third grade and fifth grade. >> How does there's any research that's out there that
125uh helps define how handwriting is related to English as a second language learners? >> Um, excellent question. I do not know the answer to that. >> Check into it. >> Yeah, I don't know. >> That's a really good question. and maybe some >> Yeah, that's a good one. Ben, you're on fire tonight. >> Nice work. >> Um, any other handwriting questions before we move forward. >> Is it the same curriculum package for the handwriting and the typing? >> Um, I I'm really right now just going off of Chris Mackle, our tech teachers recommendation because we haven't as a committee taken a lot of time into that. So, we want to keep moving into that in the fall. So, you'll see I don't have I'll show you some studies that we like did experimental stuff in
126in at Longfellow, but we didn't spend tons of time in typing. So, I don't have a a specific curriculum to show you. I am going to tell you that right now we're just recommending using typing club, which is a free program that that she uses to teach like home keys and practice and things like that. And it has wrapping and an ability to see how they're growing for words per minute, but it wouldn't be an additional cost to the district. And like I said, I kind of like to dive into that a little bit more next year, but first things first. >> Yeah. April, um, you were you were addressing my concern, which is what do you need to take away for that 10 minutes every day? That's 40 minutes a week. What is it
127that um will be decreased? Is that is that a um grade level decision or because we we can't get at >> um Yes. I when we asked for that exact time it would go into your schedule that was a team discussion um spare well is Jana allowed to talk speak to us please >> yeah so I mean we're adding it to the beginning of our writing block just to get that writing practice prior to writing um and I think that will just pay dividends into they will be able to produce more writing during the 30 minutes that's left if they have that 10 minutes of practice >> okay so almost cost time saving cost saving And I do know like kindergarten had we wanted them to have a little bit of a deeper conversation because
128of that OT's scope and sequence recommendation and it doesn't match the introduction of letters. >> So if if anybody has the kindergarten book, it's starting with like just strokes and like shapes and things like that in the beginning. Um, and they are planning on having it not at the same time as their phonics so that they can talk about this letter will come later cuz because we also do we go through the whole letter deck right at the beginning of kindergarten all through kindergarten. That same thing happens in intervention where they're starting to hear and see all the letters, right? >> Um, and but they are going to Yeah, they are going to keep it at maybe kind of beginning. >> Can I hopefully this isn't too far off and we're going to typing. Uh,
129how much time do students spend in tech class each week? And is part of that time in tech typing instruction? >> Yes. >> Uh, >> 55. Yeah. >> 55 minutes a week. >> Yes. They go to tech once a week. >> And they get explicit explicit introduction in typing. Um, I do not know off though how much >> of that class time is being used for that for typing. Yeah. Because she because I know that also hitting the other standards. So it's not like they're >> what typing like I guess >> is a standard. >> Okay. And then is that middle school also their typing in tech class or do we know >> they know >> I would say their typing skills are not what I would expect from kids who've been doing typing since
130the beginning of elementary school through middle school for my own children. >> Great. And what we have seen so far, what what Shah will say is it that just that one day a week is not isn't going to do anything if you don't practice. Right. And so, um, that's kind of where we started the conversation. Um, and like I said, we're not super far in this because we really put our put our time into handwriting more. Yes. >> Um, but there's kind of I'm going to say a third grade story. Um, >> nice. At the beginning of the year, um, third grade CASS scores for writing weren't great. So, um, we sat down, kind of looked at that data and and had some conversations. What What might be going on here? Okay. This is the
131first time they're taking CMS. Absolutely correct. It's also the first time for everybody else, though, and we're below the state average there. So, that's something that's that's the same across the state. Um, we can't get too much into how much our curriculum might be changing things because we got a brand new curriculum this year. So, like even if it was poor curriculum last year, well, we have new curriculum this year. Um, so the thing we talked about a lot is that they feel like the kids aren't partic that they're like pecking and that it's labor intensive for them to. And so what they decided was that they would focus on trying to do 10 minutes a day of just typing club, which is the um program that Shackle teaches them through um just to practice
132those skills and see if that might help. We'll see you in the fall if it did. Um to kind of help with um their ability to to take that test and if that is fuming. Um so the goal was kind of 10 minutes a day. Um so this is uh third grade growth. this this teacher was practicing 30 minutes a day. Okay. Um with explicit explicit instruction intent. So you can see here they started at 11 words per minute and the end of the year with 19 words per minute. Um over here this is a class that had explicit instruction and practice time in tech alone. They started at 11 words per minute and then ended typing at 13 words per minute. Um so that was kind of just from this year. And these are
133graphs that are pulled off of that typing glove. So we do have that ability to kind of compare things with 30 minutes a day >> in the classroom, not in the tech. >> So no, in in the actual like in the third grade classroom two hours a week >> tech and >> so like on a Chromebook in the classroom with their teacher, they're doing typing. um this some of the kids were in intervention but I would say that's why we have kind of re recommended 10 minutes a day because I would agree that 30 is a little high um but also they came to um but yeah so that's why um the recommendation just 10 minutes >> but you can still see the impact of just having practice >> is this 10 minutes of bing
134in addition to the 10 minutes in handwriting >> well so That is one of the things that I think we need to look more into in the fall because of exactly that issue. Right? Again, same problem. You keep adding, right? What do you take away? Now, right now, um I know the third grade team was doing it during a time where um some of their students are receiving different interventions, which the negative of that, right, is those students who are going to intervention are not receiving typing time. Um, and during that time they were kind of having them work on typing for a certain amount of time and then I think some of them were doing lexia and different things on their Chromebook. Um, but it was during a time where some students were out
135of the room receiving extra services. >> 30 seems like a lot. >> I get real. >> Does that out of eight? But, you know, in defense of the teacher, if if there's a third grade that has 12 kids out for some intervention, it might be not that bad so that the students that were pulled out can come back in and then, >> right, because you don't want lesson with half your class down. >> Well, and I mean, so we have an hour intervention block that's built into our schedule where we have kids that are being pulled for different interventions. So we cannot teach like new curriculum, new lessons during that time. So that is probably that's that's >> a great use of the time. >> Yeah. >> But also I was going to say what
136I did which for the kids, you know, art intervention, they're done. They're good at it. They are we did calligraphy and that's a whole another art aspect. And I had multiple of those children say that they as adults are doing calligraphy still because it's such a form of art. And so it's just an extension with of that, you know, further to our board for 30 minutes or whatever. >> Are there studies, any studies that show that teaching kids typing helps with reading or phonics or anything like that or is this mostly just functioning on in a computer? >> Mostly just functioning. um at the kind of same piece in terms of that cognitive load when you're having to think about where is that letter versus right if I'm typing someone something I'm not thinking about
137anything which is actually also the negative of typing because when you're writing and you are listening to lectures like one of the studies I was reading was talking about how important it is to be physically taking notes right because you're having to to you're like saying that while you're while you're writing right but the faster and more fluent you are the better notes you take. Um, but it's the flip side. If you if you take those night notes through typing, you remember less. >> But this is more just like a functionality of >> our society. >> And right now the team is really saying and writing strong recommendation the board would vote on next month >> and typing needs some more time to be thought of before someone would say please vote on this and
138take an action. Yes, I think that we would like much. >> And I feel too typing, they're doing it at age two, you know, they're typing on phones, they're typing on so it's by the time they're in their math isn't quite there. Yeah. >> What else do you have? We'll make >> Yeah. Sorry. Sorry. Will >> for this, like I said, we really didn't spend as much time on this, but explicit typing instruction during tech time. The recommendation is 10 minutes a day for intermediate um to do. Can we make this happen? And what gives? Um this is a weird thing, but like this everyone on the committee really felt like we need to buy mice for Chromebooks. They were like, "It's so difficult for the kids to like use the touch pad." So, I
139know that's like oddly specific, but they were like, "Can we please just get some mice for the Chromebook so it's easier for kids?" >> Yeah. So, I know that's like wildly specific, but and then I have to give Schne a lot of props because what I'm about to show you, she actually already had. So, this is not committee work. She just already had everything. >> What I think is a pretty impressive document. >> So, this is um ideal keyboarding expectations. The other thing that I love that she did is she already had um reached out to Cindy, had Cindy put her OT perspective, reached out to special education, had special education put their perspective. I can't speak to who was >> Yeah. Now that it says particular those with autism, I'm going to say that
140Liz probably did this, but like you know, reached out to all of these people to get more specifics, but she has on here. So these are this is expectations for kindergarten developmental considerations. what what should be happening. I'm not going to go through and read this whole thing to you, but um and then again, she has all of these key players giving their insight. So, she has her tech knowledge and expertise, but she's also checking those other developmental areas. Um so, she has this already done for first grade, um second grade. You can kind of see that, um now we start looking at words per minute for typing once we get into second grade. Um and then you can see that it continued. >> Yeah. Wow. >> And um fourth grade. And like I said,
141this was not a new document for this committee. This is just what she already had or what she had already done. >> That's a pro right there. >> And so this is just kind of final recommendations. So we're recommending the Xavier handwriting curriculum. Um, like I said, we're still discussing that specific second grade recommendation, whether it would be manuscript or cursive. Um, and then no student digital licenses. Um, there's a little bit of a packaging quote stuff that's slightly bundly complicated with that request, but um, and then um, 10 minutes of daily instruction and practice. And then the times have been scheduled. And then for typing um feasibility of grade level recommendations to be assessed in the fall. >> What is the cost of the curriculum? >> See I told you should I have it
142printed out? >> It seems up. >> Well actually looking at it earlier it's around I want to say like 15 grand but I can pull up the quote from her. I just got it. >> Would you like me to pull spec? >> Okay. >> It gives you the magnitude. >> I want to vote was 12 to 15. So >> anything elementary? Oh yes yes >> do you think that >> because so I guess the way I'm thinking about this is you've identified a problem >> right handwriting is a problem you've heard that from different teachers across a lot of different grade levels about right how do we address the problem >> and one way to do it would be curriculum specifically targeted at the root cause which sounds like this >> is the other way
143to do it to take the existing curriculum we have that has a handwriting sub component to it and spend more time on that. Is that something you guys talk about or >> Yeah. >> Well, I think that's a good question. Only kindergarten and first grade really have a handwriting component um in it. um the the wording like you know how they were showing um I I can go back to it if if you're not sure but like different approaches strokes in the language and how they focus on just having four kind of basic strokes. The the stuff in super kids is they actually say it's simple. I think it's complicated. So it's like diagonal line right, diagonal line left, but like all of the words is really close. And so I think when I think
144of a six-year-old, >> it's not um it's not different enough. >> And so the wording is a little complicated. Um I do think that would be an option in kindergarten um because that is a is a little more meaty. I mean I think in that we would just need to make sure we get rid of ice cream paper. Um and there's a chance we could push that in first grade. I think that it would be hard for those other grades because that's not >> okay >> because so it's not just we're not spending enough time on it. It's also hey we could probably do better from how we are spending. >> Yeah. I mean there could be a discussion right to maybe push that for kindergarten first and just do second through fourth and just
145make the decision to make that cursive um just in terms of like it's starting at that grade level. So, that's like a definitely a possibility. Um, >> I think first grade in particular would have a little bit of a hard time with that because they are frustrated by how um few resources in the curriculum there are for handwriting and they feel like it's still a big need for them and their students. >> Is this a one-time cost or a recurring annual? >> I mean, it would be it would be a one-time cost for the teacher manuals, but there's student workbooks. I mean we can also do other things >> and order. >> Yeah. >> If we want to. >> And where are we in language or reading language arts at the elementary level budget wise?
146Isn't that like every >> in terms of like curriculum adoption? >> Yeah. >> I think that's one of the big strategies we're trying to do because so much of our curriculum has gotten digital and digital subscriptions >> and so it's all changed. A school's budget was trying to cover it. this year in this budget that B um Aaron will go over, it's all coming in and we kind of need to have it all in one place before we can sus out. Um do we need to invest more in our curriculum adoption funding? >> We're not really following. >> We've got Right. >> We're close, but we find >> you spent all your money and then some on math this year. >> Yeah, the math the math is a big one. That's basically taking yeah that
147it's actually taking the 26 27 like normal budget line but we're pulling all of the different budget lines from all the different principles that have all the subscriptions and trying to really isolate like what's actual curriculum and what's supplemental curriculum and so therefore what type of budget do we need for the district curriculum level and what type of budget do we need building curriculums. Um so it's yeah it's a big project because there's a bunch of things >> and professional development gets separated too and that's a big part of like huge adoption. I was saying another struggle we have in front of us is as we continue to look in this technology concept if we step away or step into technology um our curriculum relationship is deeply impacted by this what's available to us how
148we fund things is >> how students act >> how we how we engage technology and its relationship to our curriculum options why having the guaranteed bible curriculum as the first step was essential Now it's clear and easy to access. Now the next question will be I think around technology. Um which again handwriting is a sidebar to that or the central piece of code. >> So it's a complicated answer. But also um expect in our August retreat grind that's one of the when we talk about where our transfers and how how should we plan successfully curriculum has to be ch you know our our curriculum has to be increased frankly I'm just Derek I'm just thinking about okay say say a kid um is starts in kindergarten with handwriting the benefits kind of get exponential by
149the time they're a fourth grader and they're taking a CAMASS exam know >> they will be able to dump those ideas much more efficiently and quickly just it you seem to just gain momentum so I mean I'm looking at you >> it feel I mean my and I'm not an expert on the research but my intuition is the time is better invested when they're young and when they're learning these letters for the first time they learn right >> to do it the right way the first time that way you're not having to try to go back later on and do remediation to get people where they need to be in fourth or fifth Um, and you know, we are where we are now, but I think it makes a lot of sense to invest early
150on. >> Um, and maybe there's a way we can kind of catch people up who need that. But ideally, if you invest the way we should and kindergarten and first grade and second grade, then shouldn't have to deal with >> have momentum as you go. >> Yeah. And in terms of that fine motor development, it relates that kindergen like I said pencil group wise. It's also another another positive of curs of when you have a kid who is struggling with handwriting and they that has been a big conversation for with them and then they get to do cursive. Um, >> yes, >> they think cursive and multiplication are really big big things to them and they are very excited >> to learn how to multiply and they are very excited to learn how to write.
151>> And so it it does help our students who are still struggling with those fine motor components because it kind of gets a little more buyin from them when they're like this is hard right I'm going to do a speech. And it also is something that I would want to see continue and grow because what you learn in kindergarten and first, you can't just, in my opinion, stop there and not keep that curriculum going because we know the research of taking notes as they're in high school and college. If they want to really maintain, they need to be able to write those notes. >> It's fascinating. >> It seems like a growing moment. Yeah. >> Yeah. Well, some more motivation in just a few years that fourth graders will be able to write recursive when
152they're seniors. >> Yeah, exactly. >> For a little >> Yeah, I I I like the recommendation. >> Any other parents? >> They can teach their parents. Yeah. >> So, just to wrap up, >> say thank you to all the team you worked with who's getting this ready was one of our to-doses here. It's important in big picture and small picture. I just want to ask, do you feel like elementary teachers would really are like is it kind of they support this recommendation? Strongly resport. >> I would love to know like your sense of >> um I think definitely the younger grades. I am going to make an assumption and you can correct me or >> another data point. Yeah. >> Yeah. I think I would imagine it is hardest uh for fourth grade just because
153I feel like the the load in terms of the number of things that fourth grade has to teach and also >> um just to to name something right like >> fourth grade has been crushing it for how many years >> and although that's very exciting there's a little weight on some shoulders right and so um you you know, like when you're good for that long, there's like just an assumption that you'll just keep being awesome. Like there's no there's no more you can't grow any higher. >> And so I could be wrong, but I think it's probably the hardest push for maybe fourth grade. Um because you guys might see like we need this, but also I don't know. >> Yeah. >> Do you want me to speak? >> Yeah, we're at a different place
154than we can right now. Um I would say like when it was first brought up they're like handwriting and I was like when are we going to do that? It's like she said like our I mean your minutes a minute we are we are working and I was like when are we going to fit that in? Um my initial thing was like okay maybe we could do it during our win time hour block for the kids that are left there. But then it's not okay for those kids that miss out on it and >> missing out on something regardless. >> Yeah. Um, but just knowing like the research behind it and that it's going to benefit these kids, like we're going to be able to get more writing out of them in the 30 minutes
155we have left if we invest this 10 minutes at the beginning. >> And if we start seeing like when kids are getting this more robust stuff >> from K through three, you know, it may be something that we can taper off later or spend a little less time doing. But I think it's I mean at first like I said I was like what >> that's what I would ask. >> Um but then as we've learned more about it and Sarah came Sarah was our committee member and when she came back and kind of explained the research behind it and whatnot we were all on board. So >> and I think the primary grades are are very much on board. >> Okay. >> So we'll bring back some recommendations see next month to vote on in
156that sense. We'll check into some uh language acquisition needs and just to see if we can find an answer to that. Was there if there's anything else get them to Savannah or um and we'll try and run those down so you feel like you can make a strong choice. It may be here's the phase one elementary school recommendation while we look into have time to talk to other people about middle school, what that might look like there. Um and then typing of course isn't being recommended to be voted on next month. So, it's not like that's coming at you, but we're people are digging in and looking into it. >> Thank you, April, very much. >> As the sun was setting, >> yeah, that's what we keep looking at. Really appreciate >> it. Gorgeous sunsets.
157>> Um, okay. Okay. Now, um, on 4B, this is Aaron and this is the proposed 2627 budget and the appropriations resolution. um because we have our strategic plan and because we've been talking about budgeting all this time and because we have the whale shark um monthly timeline, it's not that hard. >> This is this is not an arm wrestling thing that we're going to do this evening. I'm not saying that we're rubber stamping or anything, Erin, but you've held our hands for months and months and months and we're in a good place. >> We are. And I think I mean I'm gonna sit briefly just so I can try this. Well, that sounds good. Um, and level setting. Um, launched a new insurance platform today. We'll talk about that in a bit. But, uh, yeah,
158it's been a big day the last two days. So, you're not getting the best errands we've ever received at a board meetings, but you are getting errands. So, >> I'm happy you still have all your limbs. I'm >> ready to roll. Um, but I'm I'm a bit tired today. So, we're gonna we're going to roll through as best as we can. Uh, I mean all the next three four items kind of go together. So I don't know how to do this the best way possible. You >> should probably all >> um so but I guess the first thing to do is just kind of walk you through the process again. Um so this is the uniform budget summary. This is the sheet that we use that we post. This is our entire budget. Um it
159goes through our revenues on the top. And for everyone that's here that want that like I I also sent a video to the board and I think that's always you should have made in the board packet as well. Chad, but >> we did. >> Um, so but this the revenue is up top for each of our funds. Each column was a fun like last name. >> Oh, what's up? >> What's that? >> It was just the video from last month, right? You didn't send a new video. >> No, there's no >> There's no None this month, >> right? He was giving all that information to us early. >> You video Thursday. >> I didn't. >> You did? >> I didn't see a video this year. >> This week? Huh? me >> last Thursday. >> Well,
160maybe you sent it to a different >> spend it in your dreams. >> I know. >> I felt like I sent it last >> text and said really nice videos. So, I definitely sent something. >> I'll figure it out. Keep talking. >> Okay. Anyway, >> last month's where you went through the whole salary >> the salary. That was the salary schedule, but I went through the budget, but that's okay. We're going to rego. >> Okay, we have Okay, >> but now I'm pulling the song and everything. So, let me get mute. >> Skip the song list. >> It's okay. Um, so, okay. Well, you're going to get a video really soon. Um, >> um, then I'll go through this again, but we'll go through it together. So, this is our uniform budget summary. Um, you
161get this every year for the original budget as well as the amended budget. This is what we use to compare ourselves to every other district. This is kind of the standardized sheet that we do for all budgeting in all districts. So, we can go in and actually figure out how it works. Um, now I have I'm going to give more information because I thought I went over most of this. So, each column up top, this is a different fund. The fund that you're most often looking at as a board is fund 10. That's your general fund. So, this is the biggest one that we're going to be discussing most of the time. >> Fund 21 is food service. So the lunch funds, this is where all of our um food and cooks are paid out
162of as well as benefits there. Fund 22 is your grants fund. The only thing that's interesting that you know about grants fund is it's it will always equal zero because your expenses match your revenues. So it's a it doesn't impact necessarily the the fund balance, but it does um as grants come and go, they sometimes pull things out of the general fund or add things to the general fund. So that's how that impacts things. Uh the pupil fund, this is our activity fund. So this is a rolling fund that every year grows and decreases based upon fundraiser accounts, how much different teams are bringing in. Um and fund 29 is ECC. So this is a private pay tuition fund basically. So um ECC collects tuition for some of their things and it goes into this
163fund because it's dedicated to ECC. And we actually pay a full staff member out of this which takes some of the pressure off of the general fund. Fund 31 you pretty much have no access to, but you need to know what's going on in it. It's the bond redemption fund. This is voted on. It's the money that we collect and pay for our bonds for both the high school and the elementary school. Uh bond 43. This is where you see your capital projects. So all the capital project requests that we go through for the past few months um are in this fund and shows your fund balances there. And then I hate fund 72. Um, but what this is, if this is anyone who sets up a, and if you're listening as a public person
164who wants to set up a scholarship, there are better ways to do it than giving it to us than saying put it in a CD and give the interest out to students all the time because that generates very little interest, it turns out. Um, so it's we have to monitor those funds and we do try to give them out scholarships, but then oftentimes we end up with these scholarships that are 30, 40 years old that have like a $5,000 base that generate very little money and We're trying to figure out how to distribute those funds through the scholarship rules that they want us to do. So, um it's a very small amount of money, but it's something that we we try to do for scholarships and so we're trying to get tighter on that. But,
165um so those are columns. Yes, sir. Are the nomenclature for the funds the same for every district in the state? Yeah. But not other states. >> Um I states, yeah, good question. >> There's there is some overlap at least from the 80s. the 90s with Kansas. >> Yeah. >> But yeah, with every this if you compare yourself with any other district, like fund 10 is always going to be your general fund. 43 is going to always be big projects and then there's other funds in there that we don't use that some of the bigger districts use. But yeah, that no one culture. Um the first set of rows here is going to be all of your revenues in each of these funds. And then what you see is so, okay, I'm giving a broader view
166than I thought I was today. our volumes, but um all of these codes are pieces of the budget codes that we use in our system. So, if you come in and look at budget codes with me, um these numbers all mean something, but the it's basically where we get our revenue from. And so, local sources, this is our property taxes that we collect in each of these funds for the most part. And then also some u miscellaneous local revenue. Um our intermediate sources, the pretty low source of income, but the state sources, this is where you see your state share. And then federal sources are things like Medicaid, things like that that we collect. Sorry, this is a it's not bigger. >> And you did get this document, right? >> Yeah, we got the document.
167Yeah, >> I love this. >> Found it. I just resent it on to him. I'm not sure. >> Pretty sure I sent this with the video, but that's okay. >> Okay. >> So, all of those you got it now. You got it now. That's fine. >> The video or the docu? Um so >> Not at all. No. Okay. Um the next piece that you come into is your transfers. So this will always match out. You can see that anything here in a negative in the general fund is going to be a positive in your other funds. So this is we talk about how we subsidize like the lunch fund. And so that's that $300,000 number. And we also put 215 into the activities each year. Um and then this is all the transfers that we
168do for capital projects from the general fund into the capital fund. Um, this also includes the money that is transferred from CMC based upon the >> the rents that we collect from CMC right now and it's then transferred in to pay for the the coops. So, um, and then you get your expenditures. I'm going to open it up a little bit and I can make it smaller or bigger. Again, all of your expenditures are broken down in different codes. Um, and again, you have your objects. So, all of these numbers, this is how we classify um, every single expenditure. So first we have a program code and anything from 0 to 2100 is your instruction. So this is think inclass instruction like direct to students. This is primarily teachers um directly with students things like
169that. This is their salaries, benefits um and that's why you'll see in our grant fund we have some of these as well. And then um purchase services, supplies so on they're all classified and that's done in every single category. So um this for example is classroom facing for the most part. We have support services. Um so think in this case like SLPs and some some of our paras and sped. Um instructional staff is again going to be some of our student direct in um SLPs and things like that that are >> one-on-one with students at times. >> SSP Eron SLPs or SSPs >> special service providers. >> Yes. >> Okay. Special S. >> Yeah. It's not speech language >> pathologists, right? >> Although they are SSPs. >> They are. So yes, >> some SLPs are
170SSPs, but not all SS. >> So special service providers. >> Thank you. Thank you. That's what I needed. >> Got it. Um and then we have general administration. So think um think this office and all of the purchase services. So legal fees, things like that that come from this office. School administration. So here you're thinking secretaries, principles at the building level. Uh business services, this is basically my office and the audit and things like that. And then operations, this is all custodial um maintenance uh and all the purchase services that go along with that to maintain the properties etc. Transportation, this is Evelyn and her team. Um and then some of these other are just miscellaneous pieces I can dive into if you ever need to, but they're smaller amounts, so I don't want to
171spend a ton of time. And then of course the 3100, this is where you'll see the food service. So most of our food service is in fund 21 but some of our stuff is UPK funded food service. So that comes out of fund 10. So that's why we got kind of mixed and then a little bit is done in grants as well. So it's broad picture overview of what you're seeing. And if you would like to hear that again there's a lovely video that you just received. You can go check that. >> We're so prepped for it right now. >> Yeah. Yeah. Exactly. So um you can go back to that and then ask questions if you need to. But um at the bottom it's going to show your fund balances where they actually are
172projected to end in each of these funds here. And so that takes your revenues, your trans subtracts your transfers or adds them depending on the account and then takes your expenditures and this number is where you're projected to end in each of those funds. And the top number is where we're projected to begin based upon our current budget. So and with this you'll see at the bottom there's two funds that have this yellow yes sign. That means that we those two funds we are projected to go into a negative balance. That's pretty common in fund 10 because we are overbudgeted pretty regularly. We're always going to be slightly overbudgeted. Um and so to push that margin, we're always kind of projecting that we're going to see a decrease in our fund balance. We're getting tighter
173on that all the time as we'll talk about in a moment. And then fund 43 in the capital projects request, if you remember, we're spending more out of that capital fund this year and taking less out of the general fund transfer to pay for this. So, we're paying more out of reserves. So, this is a big document. That's a very quick run through that I thought you already had. So, what questions do you have before we go on with this? >> I apologize. >> No, no, no. We're not both of your fine time this weekend, >> right? Does anybody Is anybody lost question? >> We're gonna watch it. We're going to watch it to be clear. >> Okay. But that was super that was well done, dude. >> Thank you. Um, and so I think
174the biggest piece of this is this encapsulates all the conversations that we've had. You can dive into this if you have questions about specific lines, call me. But I think the biggest thing that matters to you all is where did we actually come into on our financial plan. So >> yes, >> so this is the thing that I think is something I try to give you with each of our budgets. It shows you where the previous year was at and where next year's at. This I'm going to expand a little bit see that show up in pretty well. >> Yes, Jason dec. Um, so I think what you a couple of things that we've been targeting is trying to get closer to 100% total budget of expenditures revenues and not being overbudgeted. If you remember
175two years ago we were budgeted 111% which is not sustainable. It either means you're incorrectly overbudgeting or it means that you are going to go bankrupt in a short period of time if that's completely accurate. So scrubbed pretty much every expenditure line last year and then have worked to scrub all the revenue lines this year and get even tighter and we're making more and more progress all the time. So a couple things I want to highlight from last year. We started the budget initially last year at 105%. And this year we're starting at 102.6. So we're closer to that target of being 100%. I actually think it's okay. Our financial planning allows for us to be a couple percentage points above because we're intentionally budgeting that way >> because we're budgeting for the max of
176everything, right? Like everybody will take health insurance is an example of >> especially in the initial budget and as we get to tighten it up. >> Yeah. >> But especially initial budget, especially in this case with the health insurance which we've talked about in a bit. >> Um it's we're kind of figuring it out this year. So we're budgeting that everyone's going to take it. Um but we're going to see some people aren't. So that'll be a ch there'll be some adjustments. >> Yeah. >> I just need a point of personal privilege um to speak to the CBT folks. You'll see that this year we're we're um at the amended budget we're at 80.77. That's not that's yet we we've got fit our goal of between 80 and 85%. But if we can do that
177if then bonuses, remember the if if then bonuses, um that's going to go way up. So I just want to let Yes, we're compliant but I'm not satisfied. >> Yeah. And I think this is a this is a big point. So last year you kind of tasked me really scrubbing expenditures and we were able to do that and find that like I said by amended budget once we trimmed out positions that hadn't been taken some of the insurance pieces that's where we saw okay we've seen a decrease in some of that um 83.7% down to 80.7 and so the target was again we got to push that up closer to the 85 because we're trying to get closer to that 85%. Um, so this year we went through the budget. I added every single person
178and I'm pretty excited about this budget. Um, and I'll explain why now. Um, the so the staffing expenditures I think are tighter than they've ever been. We are more closely staffed. Like I I have a better idea of who's going to be here next year than we've ever had at this time. >> Um, >> because we've done our hiring. >> We've done our hiring earlier for the most part. We only have, I believe, two certified positions available right now. Um, everyone else has at least been hired and sent offer letters. So, we I know where they're going to be placed. >> So, I'm able to put that in correctly, which often times in the past we've put in like >> maybe a master's step seven is what we think we might hire, but then a
179person comes in at a lower rate than that. So, this year I've actually been able to put everybody that I know of minus those two people were were in that. And this year I kind of take it to more of a masters two or three because that's where they've been averaging coming in at. So um so I think we're really tight on this. I think we're >> maybe most people coming in have their masters >> this year. We've had way more people coming in than Masters. I would say I would Yeah, I would say at least I mean we've done what 10ish hires of certified at the most but I would say like if we've done 10 about eight of them have had >> you guys transfers up to 15 years and some of the
180other changes has made really good difference and recruiting people in the second half. >> I mean that really helps with offering CDC classes at the high school too. Correct. Close. >> Yeah. It makes it within reach of them to get their credentials. They may not be there but they can get pretty close. But yeah, we have had a higher level of master's educated people coming for sure that I had last year. >> Isn't that great? >> And they're in the budget already. So, which is an exciting piece as well. We also have more people coming with more experience. Um, and there's still I mean there's still a couple people that are newer teachers or whatever, but that's that's bound to happen. But yeah, but this is a it's a exciting pattern which just speaks to
181CBTs and increasing the like you said 15 years. >> And also, you know, we haven't approved the salary schedule. I know you're doing that tonight, but as people have been asking about what does salaries look like next year, we've been able to say, look, this has not been approved, but this is what's being discussed right now. Um, which would mean these things potentially are on the table for you next year if they get approved. Um, and so it's been encouraging to to see that a lot of people are pretty excited about that as they get transferring. So, um, this does include the insurance piece of it, but I think this is way more accurate than we had it last year and it's higher closer to that 85%. This does not include the bonus and so
182I think that's a piece that actually when you do include that, we are at the 85%. which that was a real clear directive from um from me and David's perspective, but we got to make sure we're close to 85% of the initial budget and make sure that we're investing that whole amount because we know there's going to be a little bit of wiggle room and we don't want that to fall too much >> here. Can you speak to bonus in relation to parah? >> Yeah. So, yeah. So, two things make a bonus. Um you can have it's either called retention payment which is par um includable salary or just a bonus which is not parlable. And there's a few rules that make it that way. One if everybody receives it and it's uniform across the
183board. So say everybody receives a 3% bonus and it's in the initial budget then that makes it parable. It's that's a retention payment basically. If it is a bonus so it's not in the initial budget or it's not evenly distributed. So, for example, next year we're looking at just classifying an SLP or SP. Yeah. >> Um, then that makes it where you can't make that parable salary. Um, so the the positives and the negatives for that positives for staffing is if it's PAR includable as part of their retirement uh their HAS, their highest average salary. If it's not, then obviously that's a bummer for PAR. But from the perspective of getting a bonus, um if it's parentutable, we automatically have to take 11% out for the employee and we also have to pay 22% of
184that um to pair it. So anytime we give a bonus of $100 and it's parent foodable, we pay $122. So it just decreases the actual amount you can give um and also decreases how much the employee receives at that moment because Okay. >> But it doesn't allow it to go in the HS. So there's arguments for and against both. Yeah, >> basically. >> Thanks. >> Yeah. >> And when you speak to bonus, you mean the if then. >> Mhm. >> Right. We're we're in the bonus territory right now. >> And we're gonna Yeah. And we'll talk more about that here. >> And potentially like we don't have as much of this in your Well, we always will because >> you always will because your reserves are now it's your defined limits. >> Yeah. >> Um
185so you're going to always see that now. So there's going to be some wiggle room. it's you're going to be able to take risks. >> Yeah. The other thing is this year, you'll see when I get the full board report to you the next week, like we are trending tighter on our budget this year um than we had last year. And so I think that we're going to see we're going to be much closer to what our projection was. >> Yeah. >> There's still always going to be because there's just >> Yeah. And you also you have to have things built in for legal fees or some something that comes up that you just aren't expecting during the course of the year. So right um because that's the one area you can get trouble with
186CDE is if you're budgeting if you're budgeting expenditures and you're overexpending that's the issue where they they do come in and say this is the problem. >> Um so we we to have a little wiggle room but be as tight as we can. >> Yeah. Which is which speaks to why of the financial plan. That way you're not just intentionally overbudgeting all the time and importing money. It's it's >> it's putting that money back into play basically for everybody. Um, so, um, and then the other pieces that you might just notice is our yearly overhead. This is not, it doesn't actually look like it's changed much, um, but we rearranged quite a bit of funds to different areas in here. So, for example, we've added some more money to the maintenance line for um, tur
187for wood chips because we're trying to increase our um, capacity there, I guess, is the word. I don't know. But, um, and we've taken out a couple lines. We've looked at like heat and electric and tried to get really tight on some of those lines. So, we've we've move shuffled some budget lines around, but that comes in at 15, which is right within the realm. We said that we were going to be underneath on the capital one-time projects. Um, we said we were going to be below 1% slightly because we were intentionally spending less out of the general fund to buy the salary schedule. Um, so you should have seen that last month when we were talking about the wish list, but that's still very close to 1%. And then our savings for future needs,
188um, this is our transfers and that's right within the window, 2 to 4%. So, we're really right within our financial plan, which is exciting. Yeah. Go ahead. You have a question. I can >> No, I'm impressed. >> Learning and growing. >> We're we're getting better all the time. Um, a couple notes that I wanted to put within the budget because this is again just the initial budget. Um, and we will see changes throughout the year. Um, first of all, we are budgeting note growing. So, this revenue that I've projected is actually below the state run. Um, but this ties into the budget that we're discussing and how that looks. Uh the state run has been going back and forth quite a bit recently. Um but they just put out they they've sent me three new
189runs in the past week and a half and the new they have decreased some of our funding and then they um case and a bunch of people met and they basically they passed they're going to go back to the original run. So they're projecting that what they projected in January is what we're now projecting again. So like I said >> a lot of arm wrestling up there. >> There's lots of arm wrestling and Iron >> through all of the stress that we're going to be uh that there's going to be a crisis. It appears that we aren't in crisis yet, but that who knows if that'll ever change. But so I did not build that into the budget and that's partly intentionally because we don't know what the growth is going to look like and
190also that money is going to kind of tie into the bonus as we look at the kind of the agreement that we're looking at for next year. Um we're still unsure on a couple grants. We we did find out we're not getting the school health professional grant >> and we also found out we did not get the counselor core but we are on school health professional grant um in line I believe. How would you how would you say the >> Said we're in the priority line for next year because they they they unfunded all those revenue lines. >> So they cut so they cut new cohorts in order to continue funding all the cohorts that are currently existing. But they did take all of us that have applied for a new cohort and said basically
191you're in a priority line for next year. >> So we have to fund how many counselor positions now next year. >> So right now we have one counselor that's in the budget that's from the counselor CP. The EARS grant that we got is basically funding one of the other counselors. Um school home professional would be your psychologist at the middle school um which is built into the the budget. So all right. So yeah, >> it is hard to get the fruit done. >> Yes, we are adding and I do think we're going to get that again at some point if they continue to fund it, but it's just we just probably won't get it for this next year. >> Um, so again, I put a little unsure there and that also ties to expenditures because
192if the grants do change again and we move something out of the grants line, it'll go to general fund. So that may be adjusted. That's some of the things you can watch at the minute budget. I know we overbudgeted insurance um only because we budgeted the max amount for everybody. That just won't happen. Um I think it's a good program, but at the same time, there are people I already know of that are saying, "Well, I think I have better insurance than a spouse or other options." So, >> hopefully it last. >> Yeah. So, we're gonna And because it's a brand new program, like I felt like I had a pretty good handle on what we were going to do under CBT and kind of the averages that we've seen. When you roll out a
193new program, I I just don't know. And also there might be a hiccup somewhere in there that we're not anticipating. So I'm trying to be very cautious on that one, but I do believe we're overbudgeted on that line intentionally. So I think we'll see that drop. And then the bonus is just within that 300,000 we've talked about. Um that was the overage from last year. So, we're the the reason that matters is because um part of the revenue slash um buying power to get the new salary schedule for CPT, if you don't remember, is using some of that money if we have to um to buy the salary schedule. But beyond that, if we get the revenue that we're expecting and how that shakes out the state after October count, then we'd have the excess
194reserves and that money would go back into the bonus. So then people have an idea of how much that money is after our table account which I believe is in the CBT in Google. >> It is. >> Cool. >> Um and the other piece of this is I So this is fund balance. I put you're expected to grow um from this year as we're getting close to the end of the year. We're slowly wrapping things up. I think we're going to see our current fund balance grow this year by about 500,000. I actually think that's slightly high. Um, but at the same time, we've been above 500,000 678,000 and upwards for May 1st. We're tighter on it. So, I think we're going to see it grow a little bit, but um, so I'm trying to
195project like we're at that point. >> That's your best gamblers's guess. >> Yeah, I don't know that after the audit. The audit gives you that number. >> The audit is when we figure that out. That's correct. I mean, we're I can project it out pretty well at this point because most of our expenditures are are wrapping up. Um, but we also, this is a weird time of year where everybody's now looking at their budget and saying, "What do I need? What's available in my budget? What can I spend?" And so, we have some weird last minute things that were not weird, but bigger expenditures that we're trying to make sure we take care of. So, um, the only thing I wanted to note on this really fast is I did make an adjustment this year
196because your CMC rent revenue comes into fund 10 because one of our coops is paid out of fund 10 and um, the other COP is paid paid out of fund 43 which is very goofy. So, the money comes into fund 10, we pay one cop out of fund 10, we transfer everything else to fund 43. So, because of that, that's really not a good picture of revenues and expenditures. And so I just pulled it both out of revenues and expenditures to try to make sure we're um that that's matching correctly. Percentages are not inflated because of it. So um this I think is the budget piece of things. What questions do we have? I mean this shouldn't be this includes everything that we've talked about for the last four months. So like it's now fully
197built. Um what the next pro part of the process is um for those of you who haven't gone through it before is we post um publicly and we say hey this will be available for public comment at 5:00 at the work session of the next board meeting. And so the and it'll be posted at the office. So any community member who wants to come look at it is more than welcome to. If we go off the law of averages from the past 10 years I will see no community members here but I would love to. If you're listening please come in and talk to me. It'd be great. >> Let's go. Um and then we have to basically hold a meeting to think committee members want to come and discuss the budget and then you'll
198approve the budget. >> Any other questions? >> This is a discussion time and all I've done is present. >> Well, I So I'm going to ask our two newest members. So Derek and Tiffany, do you feel like that was it fire hose? Um did you know did you have an a pretty good understanding and you're and you're you're getting more comfortable? You're more comfortable than you were last month. >> Oh, definitely. >> Thanks, >> I appreciate the time, Aaron, that you spent Yeah. I think one-on-one with me to help me get there. Um, did any as you went through the process putting this together, did I know insurance has been a big topic and you covered that in your notes below and but did anything else stand out to you or is there anything else
199on your personal radar? Yeah. that you're watching in particular that you think be good for us to know about? >> Yeah. So, the two the two biggest question marks in my mind >> were staffing. Um I'm pretty happy that we're we've gotten more staff than we have in the past at this time. So, um that's not really like something I'm watching. It's just something that I feel more strongly about the budget than I ever because usually you're putting in >> certainty >> vacant lines where the position is just vacant and you're trying to guess where that person is going to be. And in the past, we've actually had many more people coming in with a BA. Um, like like this year, I think we had six people in the scatogram or five that were BA
200step one. But when you're budgeting those people, you're budgeting them at MA step seven. And so like that's a an inflation thing that I don't like having. But then you also have some people come in at MA step 48. So how do you budget it correctly? Um, so that's kind of been a practice, but this year I feel like we are really tight on that. So that's I guess it's not something I'm watching, but it's an observation. The other thing we're watching is definitely a curriculum piece. Um I think by the time we get to a minute budget and after the grind, we're going to have to make a change on that. Um the benefit right now and huge thanks to Okay, I can't see people. Um on once we have now we're getting getting
201an idea of okay what is the actual curriculum in each building that the district should be picking up and then we can go into each building and say um like what what's a supplemental thing that would help. So and I I'm going to need help here probably Jana you might be able to help me but a good example would be like I believe amplify is math or reading or science or some type of curriculum. which reading science and >> we're gonna add math >> and math. That's right. Thank you. I knew this is why it's a problem. Um >> science. >> So So that's like one of your curriculum that's specifically district covered reading curriculum. Um but there's also pieces that go with that like scholastic readers where teachers use that as supplements. And so
202those are things where we don't want to take that away. We want to give the principal autonomy on that. We want the district to say this is what we're paying for your curriculum. So that's a code that we are going to have to look at and I would say that we're probably underbudgeted on curriculums going forward because >> with the digital platforms it's just it's inflated the pricing dramatically over the years and and also we've put a pause on curriculum for a while because we're trying to figure out what how to do curriculum and so because of that we're time to say okay how much do we actually need to invest in that going forward. So that's my biggest stress point right now when it comes to I don't think it's fully accurate and I
203don't know what the number is because I don't know how we want to structure for that but I think that's a board level conversation that's helpful. >> That was a great question answer. Yeah. >> Is there wiggle room in the this budget for that inflation in cost for curriculum? >> See that's a good question like is there wiggle room in the budget? That's how important to ask me because >> the answer is you're always budgeting at the top. So, so yes. And also if you put too much like I'm intentionally trying not to put too much. >> I think we've we've put all of our wiggle room to this staff salary vote you have in a second. Mhm. >> Um and then if it comes out we more wiggle room appears that would go to
204bonus and then a third level of wiggle room then that would be in that amended budget or we'd say okay there's no there's not a third wave we need to wait until the next fiscal year and figure out how inflation is going to backfill some of those things we did. So, it would either be an amended budget, the curriculum adjustment, um once we've taken care of all those staff salary commitments, or um the next fiscal year, then we would come in with a really clear solutions. We have a clear understanding of um what we want to do and where our expenditures are at. >> I I guess one of my questions is um if we decided we wanted to adopt this handwriting curriculum, do we have space for something like that? >> Yeah. So I
205I think I think that's an answer that we're going to have for sure. I I mean you had a quote for me again 12. >> Thank you. >> In the middle of email >> we have looked at a lot of curriculum poetry recently. So is this the 15 but the 2500? >> No that is >> that's amplified. Okay. when we bring it to you, we'll have an answer to that question whether we can put it in or not. Because if we can't, then we're gonna have to say we're gonna have to wait until a minute budget and hold off on that. Or we're gonna have to say if you guys really want to push it because it's really important, it's got good support. Then we got to go, okay, where are we? >> What are
206other savings account kind of concepts we want to dig into? >> One of the things you can do too is you could make you can make a copy of this spreadsheet that got sent to you. And so, for example, if you were to say, "Hey, do we have what would happen if we approve this $15,000?" And just on a fraud scale, what does it do to a financial plan? You could plug it into the total expenditure line, just add 15K there. And you could find put it into the 15k overhead because it's not a staffing piece. And you could see what it does for the percentages to give you an idea of like, are we well overspending at that point? Is that within your comfort range or not? So, you can at least see what
207it would do within the budget. Um, it's just a hard question. Is there wiggle room? like I'm intentionally trying to not put extra, but also there is some places where I think, like I said, there's going to be spaces where even this year is a great example. Um, the heat bill this year is is one that's not going to be the same every year, >> but we had we're massively overbudgeted compared to last year that was significantly colder. >> And so, >> there's probably some of those places in there that we're going to see that. Um, I don't know what the water bill is going to look like or are we going to get put on a situation where we are watering less throughout the course of the year, things like that. I just don't
208know. Um, so we're kind of going off of a bit of previous estimates over years. So, so yeah, there's probably something. I just don't know exactly where it's at currently. Um, but you could play with it and see what it would look like in one's budget. >> And Tiffany, at the strategic level, one of the biggest uncertainties is student count, >> right? We have across my time here, well, probably the last five years, we said zero growth. And that was this conservative thing to do. Now we're less conservative because so many there's so many fewer students in general in the state of Colorado. So we budgeted for zero. But if you know now the the moratorium on now that the water problem is worked out between Poncha and Salida the moratorium for building has been
209opened up. So will they have will they have children in there? And so, and we do our best to read those tea leaves, but we could be up 20 and then we would have room for the bonus and the curriculum. We could lose 20 like we did this year and and things are a whole lot different, >> right? So, it's just, you know, that's that's a we have those three budget cycles and we just don't know till we know. >> And this is something too. I guess this is a screen that you all received. >> I love this. Yeah, I think this goes with the So, this >> the percentages actually. >> Yeah, this probably goes with the budget. It also probably goes with the CBT recommendation discussion. Um >> I would say go ahead
210and cover it now. >> Okay. Yeah, I just I don't want to >> because the budget has the assumption of you will vote yes. Yes. >> Tonight is built into those numbers. >> Yeah, the budget's already built on the fact that I'm I'm guessing you're going to say yes based upon >> the discussion that I've heard. Um, so met with financial committee chair Dr. Hill here and trying to get a better picture of how we um how we can get you closer on your projections, the whatifs scenarios and we have a really really exciting tool coming out. It's not fully built out yet. It's pretty complex. Um David says if we can do it, we're going to be selling it to every district in the state. And so it's a big project that I think
211we can do. Um, but I might I'm also holding us to a pretty high level of what I want to see out of it. Um, so what what we've done is we've gone back we've pulled all the historical data. Um, I think I've shared this at least in pieces with most of you. Um, where I took our fun 10 actuals and our fun 10 budget, figured out what our fund balance changes and I' I've tried to really dive into what are we actually doing, what's our revenues doing over over a bigger time frame. Um, so we sat down not that long ago and I basically, this is our gain in revenues and you'll see, so this is going back to 1617 up to 2425. I'll add 2526 to this once we're fully completed. Um, but
212our actual revenues have increased by an average of 8% year-over-year ever since 1617. Some of that is student growth, no doubt. Um, some of it is the fact that there's inflation factors. So, for example, the government the the budget that came out put a 2.4% inflation factor into um school finance as well. So, we're seeing that on top of growth with the formula, but so we've seen an 8% increase. Now, there's one year in here that's um an anomaly. It's this is you'll happen to notice I don't know what was going on this year in 2021. It was a weird year. I don't know if something was happening in the >> We don't know. Yeah. >> Um but we saw a lot more federal money coming in that year than we have. So, So, this
213is a year where I felt like we need to take this out, that's not of our of our average. Um, but if we take that out, we still see that we have an average of 5.1% or 5.2% growth in revenues every year from 1617 on. And so, um, and you can dive into this. It's also shows you the difference in our fund balance changes between projected and actuals over those years. And then I pulled this. I think that it was >> Yeah. Yeah. I'll come back to that a second for that. >> No. Yeah, I'll come back to it because we had a question. Um, so and then the next piece I did is I took um what would our if this was our revenues during those years, what would 80% of those revenues look
214like and what would 85% so what is that band that your staffing percentages would look like over those years that you're trying to hit in actual dollar amounts. Um, and then I took our um student count over all those years. And one of the pieces that we have here is you'll see like our student count has averaged a growth of 1.4%. Um, again, we've got one year in here that's actually inflating that number pretty drastically. And so on average, we have been at pretty level growth. Um, I would say over the past, let's see, we we had,42 students. This does not include ECC by the way, just so you understand why that number is low. Um, but in 1920 we had,42 students and last year we had, this year we have, 1258. So, we have
215not seen significant growth over that span, but over those 10 years, we've seen a 1.4%. Yeah, definitely. I'm lopsided. I'm >> although I mean it's a night just a nice study and >> yeah, which I mean this 1.4% like if you look at the demographers report, this matches what we saw in the demographic report previously and so it does help us give confidence that the demographers report that we have is staying true. Um, so what we're doing next, and this is where it's going to get super fun or nerdy, and I haven't, >> oh, I'm in. >> So, um, we're taking a couple different things. So, I basically said, okay, what if we project our revenue increases at 8% over the next, um, over the next decade? Um, and so we took all the way
216out to 32, 33 and did an 8% revenue increase, and we're creating these 80 to 85% bands. So, what amount of money would that look like if we continue to see an 8% revenue increase? Realistically, we saw that we have a 28% that's probably not accurate. So, okay, what if we see the 5% increase? What are those numbers going to look like? And these are the bands that we're going to see. And then I tried to take student growth over that time and show what that might look like. Um, but then I also took one, okay, well, what if we took out if we've been increasing by roughly 5% on our revenues, but we've only been increasing by one and a half% on our student account, what if we just stay flat? You're still going
217to see inflation happening from the governor's office every year because that's part of what they build up in their budget. So, you're still going to see some growth in revenue. You're also going to see some growth if they continue to roll out the new formula. Um, so I just said, what if we weren't really conservative and say it's only going to be a 3% revenue? What bands are we getting here? The next piece that I want to take from this, this was just to help you make these decisions and I think you're in a good spot. You should do the Yeah, I think you the CBT recommendation makes a lot of sense. This is kind of my projections moving forward. The next piece of this tool, um, it's going to be pretty exciting. Jim's gonna
218be working with me. So Jim Samson and he's got a big project ahead of it because he's awesome at Excel. Um, so what I want to do is I want to build this tool where you as a board member can pull it up and you can say, well, what if we project a 3% decrease for the next five years? And it's going to basically pull these bands and compare them and say, okay, you're going to have to find, you know, in each of them, not just in the 80 to 85%, but in all these categories, you're going to have to find literally $200,000 to cut out of that window. if you see a 3% decrease to stay within that 80 to 85%. And then it'll populate a decision matrix. It'll say, okay, what are all
219the things that could contribute to $200,000? Um, and you'll be able to say like, oh, okay, this transfer could decrease by X amount. That could be part of the 200,000. So, kind of a long-term if this happens, what are my decisions that I'm going to be? And that's something Derek and you've talked about as well. >> This doesn't sound like you could sell it right away. can just keep that really. >> That's true. So, that's the plan and I think it's going to be really beneficial for you where you'll be able to see your fans and say, "What are my decisions next five years from now if things change?" Um, what if they stay the same? What if they go up? And you can really sit down and get nerdy with it. >> Cool. >>
220Yeah. So, that's nerdy, >> but it's a bit I mean, >> and when when's that estimate of the slide away program? >> When's that when do you think that can be up and running? >> I mean, insurance first. >> Yeah. >> Right. Right. No, I'm not pressuring. >> No, no, no. Yeah. I mean, realistically, the next the rest of this month is insurance and getting staff out the door, I would say, through May. Um, >> at least. And then I would say June, the tricky part about June is it's a big month in my office because we're entering all of the the new deductions >> changes. We're also entering new employees, taking employees out. Um, payroll is managing comp time payouts, the PTO payouts, and then July is the start of the new year, and
221payroll also runs. >> We have a weird >> Yeah, you have that weird >> Yeah. where they run two payrolls at once kind of. >> Um, >> realistically, we're talking like August, I think. >> I was thinking September. >> Yeah. Christmas. >> Okay. Christmas. Okay, that's fair because you've given us I can't explain how confident I am with an I vote. Yeah, I voted yes last year, but I'm like super yes this year because this this worked right here. >> Yeah, I mean I think this is the type of thing that's going to get you to a point where you could say, okay, we're let's say we do it just at the inflationary rate, you're going to see that we're still going to see an increase in these bands by close to $500,000. So even
222if like we talked about this year, we're underbudgeted slightly. Um, and so say say we get to next year, we still have this 500,000 that can cover all the positions that we have potentially as well as that. >> Yeah, you could put 200,000 back into your capital projects. That leaves you 300,000 that you can still tie into pieces. So, just it's going to open up the door for you to make wiser decisions, I think, moving forward and really tie into the financial plan. So, >> um, but yeah, I mean I yeah, I have high goals, but I also have three projects that have been on my uh notebook since last August that have not gotten done. So, um, but I think >> let's say let's do >> I do think the key is Jim's going
223to be able to build a large part of the database and then it's going to be me and him sitting side by side like I can give him all the numbers. He can take what I've already got and build the tool and then it's going to be me sitting with him and saying, "Okay, these are the decision matrixes that we need to populate and the amounts of money that each each number needs to pull." So, it's going to be a bit of a that's where the work's going to be more in depth. I think this took quite a while, but um now that we have all the data, it's a matter of Jim taking that data and working with it um while I'm doing this. But he's also quite busy, so I can't say he's
224going to do a lot of things, but um >> he's fast. >> Yeah. But then he is very, very good. And so then it's going to be the two of us sitting down and trying to figure out every decision. So I'm anticipating like maybe a rough draft and then a final and >> crisper all the time. Exactly. Yes. just go for it. >> Um, so the other thing that um, just since we're on this, this is the last piece of this and then I will stop talking so you can all talk. >> Do not for the other question and I think this ties into what you were asking. So we had a couple of questions come up over the past few months. So okay, if we if we do this salary schedule, there's the initial
225purchase price of that salary schedule, but then there's also the cost over five years. And so you can see the cost of the step or the cost of the new salary schedule next year is $736,000. Um, and that's an 8.85%. So close to 9% increase. Um, and this would be your total cost for that staffing for just this is just the certified on that scale. >> Um, if you didn't do that, but this was the question. I'm not saying this was on the table ever, but the question was how does this compare if we just went to 50k and so um, and we stayed with the current salary schedule we had. And I I thought it was interesting because if you pull that, it's a $718,000 increase, which is very very close to what the
226new salary schedule is overall. Um, and then the question is there's this thought that since it's a percentage based salary schedule, long term, it's going to just be this exponential cost. Um but because of the way the seller schedule is built and huge credit to the CBT team and just what you all have done with it like it is still a contained managed cost where if we take everybody so what I did here is I took our um I took our scatteragramgrams and I applied it to I just basically gave everyone a step every year and then I took the total cost based upon that and you'll see that so a step on this scale is 1.2% then 1.03 03 and 0.96 and 08. The reason for that is because people freeze over time. So
227if everybody stayed every single year, by the end of 3031, the cost of this salary schedule would be 9.4 million per year. If you took if you just had done the 50k and you did the exact same thing and you just moved everyone a step, by the time you get to year 3031, you're at 9.337. So it's a comparable increase which I know was a value set by um especially as BB went to 50k is how are we comparing to that and so I think you see that you're actually doing slightly better with the percentage base um and it's not this exponential thing that we think is going to keep >> I don't have to over worry. >> No. Yeah. I think it's something that's very manageable and and I think the CBT team now
228can sit down and say how much do we put into the base and how does that affect everything and we can still be really intelligent about this going forward. So um so yeah so your question that you would ask we're not looking at this this was something we actually I think presented last month slightly was not a um we're trying to do both right now. I think the answer is everybody would like to do both, but the question is like if if you did one over the other, is it really exponential growth um to the budget or is it something we need to be really scared about long term? And I think it's this just kind of shows that it's a really manageable salary schedule. It gets more money in people's pockets. Um and at
229the same time is one of the things that I've heard from CBT, correct me if I'm wrong, CBT team. Um but it values teachers getting education, which to me we're educators, right? you want to put that as something that you value. Um, so the salary schedule starts to speak to that and we're seeing that happen with more people that are coming in at those higher level educations. So yeah, I mean it's a to me it's an >> and it encourages retention. >> It encourages retention. Absolutely. Uh, and I mean we have some people getting some tremendous I would say I mean I I would say we have people getting pretty significant life-changing money over the next year compared to what they're going to I mean I don't want to like I don't want to >>
230Do you think it's as significant as in when we went from 7 to 15 bringing in your experience? >> Oh good question. Um it impacts a much greater population. Yeah, because that only took there was there was less people that that impacted that received a a significant jump at that point. >> And so this is we're we're bringing more people into that. >> Definitely. >> That life changing. >> Yeah. Yeah. >> Yeah. There and there's some people that were able to take advantage of both those over the past couple years that have really I mean seen a significant change there >> and they're staying. They are okay as far as >> Yeah. But we're not voting on increasing the base salary to 50k. We're just voting on the percentage. >> That's correct. >> We've been
231told people want >> but the base salary is increasing by 500. Right. >> The base salary is increasing 500. >> What is the exact percent? Is it 2.5%. >> 2% per step and 3% per lane. >> And the lanes have been condensed, right? >> Half as many lanes effectively. And the lane basically 3% gets you above slightly above what the current lane changes if that makes sense. >> Did I say that? >> But okay, I got it. >> Okay, >> um I guess is there anything else that I No, we'll get some insurance stuff in a minute. >> Yeah, we have some. >> But that's a lot of budget, a lot of stuff. I know you love listening to me talk that long. >> So, >> nobody has fallen asleep. >> No, this is important.
232>> It is. >> It's the most stressful part. Yeah, >> it is. And I think so, um, Tiffany and Derek, like I think having not gone through this before, this is why we start the process with the capital wish list in February is so that when you get here, it's not like what the heck have you added to my budget. It's a you've been a part of every step along the way >> and you've been part of that process. So when we get to here and you're really looking at the actual budget, you should have a pretty good idea of what's in there based upon last year versus the things that we're adding. So just giving you when you get to this vote see the current average salary would be about 57,900 and averages of
233course that's way too much aggregate but it's worth knowing. If you say yes, the next year your average salary would be $63,000. >> Um, so >> almost there. >> Close. >> Still I mean always Yeah. >> Yeah. We're moving at least been here seven years. You put a lot of work in. >> Yeah. And I haven't been This is the best year for CDT ever, I have to say. >> Okay. Thank you for that. Truly, thank you for that. and don't apologize for teaching it. >> Okay, don't apologize. Okay, we're moving on to action items and we're starting. We don't have any second readings and I need to let Ros know as our librarian um you will see movement on our libraries in June. We just had some tension with the attorneys. >> That's exciting.
234>> I know it's it, you know. >> Yeah, we're working on it and and it's big stuff. It's first amendment stuff. It's fascinating to to um be a part of that effort. Um, so 5B is I need a motion to approve the CBT recommendation to include two things. Approve changes to certified salary schedule for the 2627 budget year and and number two approve the negotiated policy updates. We are not chair. >> So moved. Second. >> Thank you. I got >> Karen. Thank you, Jen. >> Okay. Discussion items. >> I mean, not discussion items. question I have is so it says changes to certified salary schedule but is that also then like those bus driver >> so that >> is all of that included because it doesn't seem like it with that wording >> sure >>
235but that was the whole package right is it included the nutrition statements and the bus driver >> was that it just >> if you didn't feel like it was there someone could amend their motion and say include bus drivers >> negotiated policy updates >> seem like it doesn't include it >> um >> I would agree with you to include I think the top covers it. >> Yes. >> I mean I don't want >> so let So should >> a motion make a motion to include all of the transf >> include bonus if to >> the if statement if I say that >> we know. Should we just pull up this >> and >> or classify itself if >> the and then the transportation increase and the nutrition training? >> Yes, that's how I would like
236it. Okay. >> Okay. And then we need to ask Jen, are you comfortable with that? >> Yes, I am. >> And you will second it. >> I will second. >> Okay. That was I agree with Mandy. Okay, anybody want to discuss now that more updated and and accurate >> any schedule? This is again just to keep shouting out the process this year and the team. It's a big deal and much appreciated >> 100%. >> Anything over there? >> Look at that. >> I'll just say thanks to the team. You didn't need all the time in the four days we need. It's one of the metrics of success. >> Yeah, it is. >> So, >> look at that sess discussion session. Okay, Miss Lerno, I believe we are ready to >> vote. Dr. Breenidge Pettit, >>
237Super eye. Is that sound like a candle? >> Uh, Dr. Hill, >> hi. >> Mrs. Bunberg, >> I >> Mrs. Pascal, >> hi. >> Dr. Rhodess, >> hi. >> Miss Strickman, hi. >> And Mr. Bond, >> hi. >> Thank you. >> Okay. >> All right. And now 5C. I need a motion to approve the recommendation by the insurance comm community including revision to GBBDR >> so moved. >> Thank you Jen Tiffany. Thank you for that second. Is there any discussion? >> Thanks. >> I went I went to the Monday afternoon presentation. There was great engagement by staff. It was very outlined about what the staff have to do. There are great options and if we didn't do this, we couldn't offer what we just voted on and we would have had to cut other things
238to be candid. Um I thought I you guys did hard work. I wish we had a different health care system in our nation. Um but this is where we are and we are an innovator on this. So kudos, kudos, kudos. Specifically, I want to shout out Tiffany, new member. you arm wrestled and helped out and worked and were creative and you gave the insight that none of us could give but so thank you. Any other discussion? >> Yeah, I would just quick update because today it doesn't have to be discussion but I was just uh today was it was crazy of an update. Um we did have tech issues so that was exciting. U but we got it all out and everybody got what they needed and I think now everybody can go in and
239elect all of their plans and look at all their options. And one of the things that I was most um unsure about was some of the I wasn't sure how much some of our so you're it's based upon your age range like your premiums are based upon your age range. And so I was a little bit concerned what would be the additional cost for some of the people in the older age brackets that needed to buy up. Um and I sat with somebody today who was at almost the very top. Um, and they actually had a plan that was better than the current plan that they're paying $45 a month for CBT and it was an extra it was $83 a month extra. So, it's better than the plan they had for CBT. Um, CBT
240the EBT, not CBT. Thank you. Yeah. Um, and in some ways like there there's trade-offs like the deductibles and out of pockets are higher but some of the a lot of the co-pays and things like that were lower than what they were receiving. Um, and then when you top that up with the DPC option, I mean, they felt like they, this individual at least felt like they were receiving a significantly better benefits package. That won't be the case for everybody and we're working on it and I'm trying to meet with as many people as I can to talk to them individually, but um, but it's, you know, we do have a plan for every single person in the district, um, which I think is is great. And then we also offering some other things to
241mitigate some of the the stress >> right with the and with the local care. What do you call that? >> Can you explain I >> Yeah. >> What is that? We have just a local doctor who's >> Yeah. So direct primary care is a um >> So Dr. Grant is who we're partnering with. Um and I I'm super excited about that. Uh she delivered both my children. So I said that last time. She delivered my children but I did not have the children. um just to be our children. Yeah. Shout out to Amy who's in bed right now. Um but she uh so um was our family doctor for a long time. She switched direct primary care where basically it's a subscription model. The way she described it at the meeting last night was it's
242a Netflix model where you pay a subscription and then you can go to her. She offers teleaalth. Um she offers all of your lab your basic labs, your basic healthcare. Um, and then if there's she can offer discounts on some things, like if you need a big lab that's not covered in hers, you can do that at a discounted rate. Um, so it eliminates things like co-pays, like you can you you pay the subscription, but then you don't pay when you go to see her. There's more same day access. Um, and she actually paused all of her new patients until she got through our open enrollment to ensure that she had enough space to take on even if all of our staff and families elected to do a plan with her. So, um, which I
243don't think will happen, but I but we are just she's making sure that she has enough to >> mitigate access for her. >> Mandy, how she explained it to us is that you may have a great relationship with your current doctor, but if you're one of the people that don't or if you're new to our community, it's a great way to have that really intense healthy relationship with your physician if you but we have options for folks who already have their great relationship. >> Yeah, thank you. She did. She made that very clear. I think that was >> Yeah, that was that was super helpful because we do get new folks that move in because of that. >> You said two rivers. >> I assume you said it's called Two Rivers. >> Oh, yeah. I
244>> I had to ask actually. So, now and she's next to Silver Whisker. >> You just want to name one other thing in this policy you're adjusting. It sets how much benefit dollars. So, and compensation. So, on top of the salary schedule you just put this gives $60 approximately. He'll give you the pennies more into their compensation every month. Um, so you know, it's more money that you just put as well into their compensation package, not just salary. >> It's also a slightly better dental plan, slightly better vision plan, although we're covering a little bit less of it than we have in the past, but it's a better plan for people who >> and dental has orthodontics. >> Really? >> That's what I said. >> Some some it's not totally posh or anything, but it's
245not bad. It's it's there. >> Yep. >> Yeah. It's it's an option for those who have lots of mouths. >> And I do just want to it's going to be a stressful two weeks for a lot of our staff. A lot of people don't understand how insurance works and this is a hard >> thing to individually land and >> well and I mean HRMC and all the other doctors in town take this. Right. >> So the plans that are the plans are available through the you can so you can type in your doctor specifically or any of the specialists you see anywhere and it'll tell you if the plan if those doctors accept it. But the plans that are there are all accepted by ARMS. Like it'll only show you that the plans that it
246shows are all accepted. So yeah. >> And if there is a doctor that you don't see, um the thrush batch >> will call and will personally call and ask if you they would consider it. >> So it's it's you know that's not bad. >> HRMC is pretty inclusive of plans. Like if they don't take it, it's usually because >> the plan has chosen to exclude them like a Kaiser or a Triare, but they >> Yeah, I was going to say that's my >> They're even included on Kaiser and Tri >> have access to Anthem and Rocky Mountain. >> Wait, so we can get you and go to HR? >> Yeah, Kaiser um HRMC is a Kaiser provider now. >> Since when? >> This year. >> Oh, for sure. >> I know. Everything's coming up roses,
247man. That actually is good to know because that can change things model as well. >> Yeah, it also changed things for me. >> We are in Kaiser. >> Fascinating. You better I heard there was a snoo on like their thing. We weren't being listed but we are Kaiser shopping. So just a little tech. >> Okay. Well, that may be a thing going down the road as we figure this out. >> Yep. Me thinking you guys I want to make sure. >> Okay. Let's go ahead and make this a vote. >> All right. Dr. Bman Pettit. >> Hi, >> Dr. Hill. >> Hi, >> Mrs. Lumbberg. Hi, >> Mrs. Pascal. >> Hi, >> Dr. Rose. >> Hi, >> Miss Shiff. >> Hello. >> And Mr. Bomb. >> Hi. >> Okay. Thanks for sticking with us. This
248was a meeting. It's getting a little late. I don't want to rush. Okay, we're moving to six board and committee reports. >> Oh, no. Oh, no. >> Where's D? >> Oh, I Yours is different. Sorry. We're so close. Um, >> we are. >> Oh, okay. >> Okay. >> So, we put this in discussion. >> Uh, just action. You had this on here. We had this listed. We were expecting anou from the county and >> right >> um >> you don't have on the table. I'll let Karen maybe his facilities talk about that, but it is on here and didn't want to just cross it off. I felt like you guys might want to table this. Hopefully we'll have something in June is our understanding, but I'll let Karen maybe speak to it. But you do
249you got to table it or not make a motion for it or something still on the agenda. >> I I think we need to just table it. >> And they are meeting on the in public on the 21st. I mean, they've had how many two executive meetings about this. Um the last thing we heard is it's in their lawyer's hands. Okay. So that's where it is. >> Okay, that's what we know, right? So we need to just table it until we have more information. >> So we need a motion. We >> need a motion to table it. >> June 9th meeting. >> I'll move to table it. >> Thank you, Mandy. >> I'll second. >> Thank you, Jen. >> So we can't like table it until forever. >> I think the idea of this, correct
250me if I'm wrong, >> definitely. I think we just want to keep it at the surface. >> I think we just table it to June and then >> and then it's a different category >> as long as we need to. Okay. >> But we may just pay down pay out but let's hope springs eternal. Let's go for June. Motion to table to June for Mandy from Chin. >> Then I need a vote to timble. Correct. Mandy. >> Yep. >> Uh Dr. Beck Pettit. >> Hi >> Dr. Hill. Hi >> Mrs. Lumbberg. Hi >> Mrs. Pascal. Hi >> Dr. Rhodess. >> Hi >> Miss Shookman. Hi. >> And Mr. V. >> Hi. >> And now >> Okay. And now we can come to six board communication and committee reports. A policy book. Chile and Mandy. >>
251You want to talk? >> Sure. I mean, we uh talked about having the handbooks all ready by this meeting and we didn't have time to read any of them. So, we're going to be working on that after school gets out. >> Right. Right. We had to give some we had to give a little bit of pressure relief for David because we feel he has to read them first because of institutional knowledge. So, we have an approach. We were just shared all the handbooks and we actually, you know, it doesn't look like we did anything but we did. >> Thanks for giving us a lot of credit. >> Emails about process. We have >> right we had to work out our process and our timeline and we had to give him a little bit of a
252break and the framing is we're going to have the main student handbook and then the subsets for each of the buildings took a long time to get >> and then it will be easier for district to update district school to update school and if we try to keep district stuff out of school then hopefully we will not have conflicting >> policies in a school book and a district book. Okay. Excited about that. Any questions? Okay. B DAC executive team. I wanted to update you that I kind of get the process of David's vision now. Some things are going to percolate up like finance is kind of ready to have a committee. For example, communications is ready to have a committee and the leaders volunteer leaders of those committees become part of the DAP. So that's
253kind of how our vision is. And then secondly, maybe utilizing a DAC utilizing a DAC to help us with how to how to better evaluate staff. >> Is there still a DAC? >> Yes. >> The law requires us to have >> But do you is there a meeting? >> There's no meetings. and >> we haven't scheduled >> because we're changing our approaches, >> but but but we have a little bit we have a little bit of cover on this with the law in that we we're reorganizing it and it's going to take a little bit of time. >> Got it. >> Hey, any questions on the executive d? >> No. Ben, would you like to give us an update on I mean I know at this point the finance stack is h you but you
254you guys are getting some momentum going and with these two fellas over there and >> yeah well I guess the work toward uh making or helping other people want to make a really good Excel thread that's interactive that can give predictions uh through the future at least 10 with multiple variables so you can easily that's that's the goal right now. >> Yes. And you guys have been working on that. And then additionally Derek's been kind of coming in No, not kind of coming in seriously coming in and learning and and getting his feet in the room to help that. Um okay, facilities Karen. >> Okay. Yeah. Capital projects are on target. Uh the bath system is currently being worked on that the automated HVAC and the other projects will start when school is out. The
255sped room is I guess on target for the allotted funding and the same design. >> The original allotted funding design >> cheaper funding. >> Wow. Well, not the OG funding because we were definitely under on that, but then the reality funding came in. So, the OG reality >> 207. >> That is a big deal. >> Yeah. So, that's exciting. And I guess that'll start this summer, too. >> Do you think it'll be ready by fall or >> as I told staff in seven weeks to do a remodel? >> Yes. That's what the schedule says should happen. Something will not be correct. >> It's fair. There's just no way that probabilities will win there. Something that was supposed to be on order will be out of stock and something. I don't know what it is. >>
256No one else will get lucky, >> right? We're going to give it our best shot anyway. >> Spartans Heights still um they're they're in the due diligence phase, so that's planned to close before end of June. Um county land, we just talked about that, waiting on that. and Holman again those uh the soccer club was anou so that was kind of exciting to see a 20-year deal and the hockey team and the farm >> what what are they called thank you >> farmers >> they uh yeah we're all still I mean everybody's on >> nice part is there they're just they're starting to stay here's what I'll commit to and >> theoretically but people trying to figure out how to invest with real dollars and real commitments. >> That's incredible. Yeah. So, it truly is
257incredible >> cuz theou like >> it's not science. This is the first draft. >> So, are we just like reviewing it with lawyers or >> Yeah, we're starting there. >> Right. Right. Okay. >> Okay. All right. D communications. Jen, >> I would like to review some policies and make some changes so that we have clear guard rails surrounding our communications both within and outside of district. David and I have been talking about that. Kim and I have been talking about that. So, we'll just keep on talking and >> and maybe with that policy review, do you think you can bring in some communic community communications experts or is that too soon? >> I think in this fall. >> Yeah. >> Well, sounds good. But I think we need to be firm on what our policies
258are first so everyone knows what they're working with >> and then how to better communicate. Thank you. Any questions to Jenna? Kim's doing a great job of communications as we've seen in our surveys perception data. Thanks, Kim. Good job. >> Y technology chin and direct. >> We met. >> We did. >> We have a lot of ideas and questions. In fact, I gained about 55 more questions tonight when we talk about what we're doing in tech and with handwriting. So, we'll find a way to get those questions. >> Yeah. >> To Savannah and David. >> Yeah. The the biggest thing that'd be helpful is just and maybe this because I'm new, but getting grounded in how at least roughly speaking at a high level, how do we use technology at each of the >> lenses?
259Because understanding that I feel like is the starting point for us to be able to then >> move in any sort of direction. So open to however we want to do that whether it's working through you all or the principles to give a brief overview and it doesn't have to be totally in the weeds but just a rough sense of how the technology is used and >> um something that kind of caught my attention tonight was hearing about curriculum and how so much the curriculum is digital now and >> um you know there's I think all kinds of discussion taking place culturally. Just because you can do something digitally doesn't mean you necessarily should do something digitally. So once we kind of get grounded on where we are today, we talked about moving forward, let's
260think about how we ask ourselves that question. What should we be doing digitally versus maybe more analog or the oldfashioned way? So that's that that's the vision and >> it's going to be a fun process. >> Yeah. And we're obviously seeing a societal shift and we want to, you know, we don't have to be the trends setters, but just like with the cell phones, we're learning >> and adapting. >> Yeah. And adapting. And maybe we've moved in the wrong direction. But it would also be helpful to start to learn what some of those curriculums are even specifically in tech. I was thinking the the exact same thing when we were talking about curriculum purchases is that maybe there could be an emphasis on the analog. >> Sometimes we don't even know that we can't answer
261that yet, but >> we don't know yet. >> Yeah. But that's >> intuitively it feels like there's got to be a way to save money on curriculum if you have something that they they don't have you handcuffed with digital licenses that you have to renip. So, I can tell you the the two of the newest curriculums that we've gotten. The reason that they're expensive is because the digital piece is actually the cheaper side of things. It we are they're coupling the digital piece >> with student consumables is is that the right word? >> Yeah. >> Or say >> something else. It doesn't make sense. >> Um consumables. So, basically like those handwriting books right there. It's a big so all the students in math every year will have their conceivable book because data is showing
262the handwriting piece of writing things down and doing it in your own book and having like a guided note there where you're filling in and showing your own work for looks >> is really beneficial. So that's actually the most expensive piece is like the >> you know having to order >> sounds amazing. >> Yeah. I mean and it is great. I know. I'm excited about that >> defensive piece. >> And so while it is digital and there are a lot of cool digital components and like AI data analysis pieces for teachers, >> the the consumer >> understand we we even looked at what it would cost to plan some of our so like we Savannah dove deep into this. I should not say we Savannah dove deep into that >> human what are what are
263our printing options and stuff like that and yeah I mean we explored everything including what does our go contract look if we built a printer that was specifically around printing our own consumables which gets dicey because then you're you're work yeah you're deal with copyright issues as well >> right we we looked at everything just to see what all the options were that doesn't mean but but it is a there are so many things that are subscription and consumable based now that used to either be subscription ription or consumable >> is really nasty because you you buy a 5year plan and then you're with it which is fine but a lot of times there's an upfront cost to get it and then there's no cost for a while where there's just a specific cost for
264just the technology part >> that's right additionally we have had in the last seven years multiple online curriculum resources that have been discontinued >> and so has that happened this academic year that anybody knows. >> It's my knowledge. >> Okay. I haven't heard it. I usually hear from us from teachers. Yeah. >> I mean, hearing you mention the AI piece for teachers, I mean, I think that's kind of a huge part of this technology plan that we should be looking at. And I would say that we should be looking at how we can use AI for teachers to decrease workload. Um, so maybe we're taking it the technology piece a little off the kids, but >> I think having resources for teachers to support them and decrease workload is a huge benefit. Yeah, I talked
265about that a little bit um when we met with the survey results is I everybody reaches out to me and to tell me everything and I have one there's one program that a lot of our teachers are using right now and it can be free but you can also get a subscription and basically for your district that is your district's AI and so students have everything else undownloaded from their computer and all they have that Gemini and everything is gone they just have magic tool on there and you have it programmed to so it can't answer questions. It can't write paragraphs. It can give feedback. You can use it to grade because they're finding that it's more equitable in grading to have AI grade it according to your rubric. >> Um and so taking away
266teacher bias then of like >> Yeah. And so there's a lot of good benefits into having like your AI and then you can upload your district vision and all its curriculum and everything to it. So when a teacher needs something, it just spits out exactly what they need. If they can't, you know, find it. So I mean, I think there's things to look like that in technology. If you guys want information like that, I can have >> Well, that's what I was just thinking. Derek and Jen are, you know, are you concentrating on student technology, district, admin? >> All of it. All of it. Winging for the fences. Okay. But no, >> but you're starting with students. >> Yes. >> Correct. Okay. Great. Okay, excellent. Any more any more points on tech? I don't want
267to stifle dialogue. >> We'll reach out to the two of you and get something set up here in June. This week out of school. >> Okay. >> First week of June, we'll try and find something. >> Yeah. >> You'll be gooseing. Second week. >> Don't we think Don't we think there might be an avenue for uh grants for teaching um cursive? There has got to be a subset of the population that regrets our uh move away. >> Don't we think there might be some kind of >> I'm sure there's a family foundation that cares about that a lot. >> So, is that something we could Yeah. I mean, if you guys have capacity, look for it. If you find something, send it to us. We'll do the same thing. The staff side. >> Okay. I
268Okay, I'll do that in a second. some dyslexia foundation because person is um >> Thank you. >> Good for dyslexics. >> Okay. Do >> you do the next one? >> Okay. Thank you. Thank you, Ben. I'll do it. I'm going to look. Okay. Uh let's see. G is wellness and social emotional learning. Tiffany. >> Yes. So, um, David and I actually met and, um, he met with the staff members on social and emotional learning and wellness. Um, and they're going to be working on um, nutrition policy, which is going to be really popular. Um, >> Right. Right. >> I was kidding. >> Right. Right. That's >> mom's cookies for >> Yes. And so um we we did discuss that and um then also about the data that's going to be coming out um with the
269healthy kids um in the Colorado um report and how all that's going to kind of roll together and getting some community buy in and how it's going to be distributed um and shooting for having um our first committee meeting in around August and who what members of the community we might invite to be on that committee. Um so that's in the works. >> Tiffany, if I understand this corre correctly, the state has mandated these wellness things and so um we got to keep our chin up and it's a it's a compliance issue. >> Yes. Um, and we are going to >> So, just a a little preview, there won't be any um outside food allowed at all, like as far as snacks, birthday parties, um, >> Halloween candy. >> Oh, you can bring your lunch.
270>> Yes. But you can't bring things for other students. And teachers can't use candy as like a reward for good behavior or whatever a contest. And even only certain vendors can provide like a pizza party or something like that. It has to be approved um healthy kids vendors, >> right? It has to have it has to be compliant. Okay. >> And that will be a a state law. Is that what you're >> It's a state policy that we have not been necessarily following >> federal and state following. >> We have those policies in place. We just don't follow them. >> Right. >> I agree. It's my entire substitute teaching. >> It's already in place. We let it slip. >> Right. Right. we've got to start following them >> and enforcing them which >> so sometimes
271we're the tip of the spear. Sometimes we're drafting off of other school districts and sometimes we're lagging behind and we're like >> so for example like at the edge of school little party carnival like the ice cream truck with the cute guy and the outfit that's over >> unless it's approve an approved healthy >> approved like that little local veteran would have gone through a policy with the state. Oh, you do it at four other times. >> We'll get those to you. >> Gotcha. >> Out of cricket during the regular hour and has to come through and we'll just curious. >> Yeah. But but yeah. Yeah. All of that >> draw some it will withdraw some joy in the world. >> And this also um in includes you know social and emotional learning the committee
272and so you know we're also talking about like our education like sex education and stuff like that. Um so including people on both sides of the aisle to help you know keep the peace with that as well is important. >> Okay. >> Comprehensive >> but since we haven't approved >> middle school and high school curriculum >> why are we looking >> your wellness policy team has to look at all that >> be would oversight. So you wouldn't change it, but that'd be where it would be discussed. >> Okay. I'm just questioning why we're bringing those. >> We're not going to bring it up for discussion when we just approved them both within the last two years. >> Just where it fits inside your organization. >> That might not that might >> But we're not planning
273to bring this up and have a big discussion in regular health curriculums that we just approved. >> Correct. >> Okay. >> But it's part of the wellness plan. So we think having people on both sides of the aisle is important. >> If at some point someone would like to review something, >> we're we're not changing >> and and with the healthy kids survey, >> which you know can be controversial, >> but we still get plenty of responses. Correct. Mhm. People can opt out if they would like, but a majority >> fast >> of students >> like when things like drugs and alcohol in the schools become an issue when the healthy kids survey comes out and how we're going to frame that. Having people, >> you know, >> give their input and their help support
274the schools is important, >> right? Have it be part of their conversation. That being said, social emotional learning has to do with decision- making and restraint. And so if we're making their food choices for them, where's the decision-m? Where's the restraint and the I >> think you should bring that with the federal state outside of our group. >> I think some of it has to do with allergies, food allergies. >> I was going to say that that's very helpful. I mean, one thing that I've brought up as a big concern in regards to this is with our athletes, it is not healthy for them to not be able to eat pre-practice snacks, to go the whole school day without eating, >> right? Pre-practice. Yeah. >> And I know the issue at the high school was
275hygiene more, right? Like lots of messes, crumbs, >> tons. >> So, didn't want them eating in classrooms. But I do think it is an important consideration, especially with endurance athletes, that to expect them to eat lunch at 11 and perform well at practice at 4 is very unreasonable. >> Yeah. >> So, I don't know where that fits into the conversation. There'll be discussions about >> but that's been >> that is what your wellness plan >> that's what your but I think the wellness plan needs to discuss that like the snack >> how we address snacks for athletes >> and and the yeah therapy too rehearsals are eternal >> I care at the school or not students >> yes >> who need to eat >> that's fine I don't care what you're doing at your school
276if you're hungry I would like you to eat >> plus I think it's also more the instit institutional food, not the individual food. Is that fair? >> Um, I would say that lunch box is not supposed to be open during class where the snacks are, >> right? During class in class. >> Okay. Anyway, >> yeah, >> that is what your wellness plan has to say is all those things. >> Okay. Any other discussion on wellness and social emotional learning? >> I don't want to I No, no, no. page back activities. Mandy, >> when does our new activities director start? David, >> I don't have an exact date in June. I don't know. June the answer. >> Okay. So, maybe we'll have an update at the June. >> Well, but you also have a draft athlete
277um sports handbook. >> We do. >> Yes. Here you're not quite reporting everything that you guys are working on. I mean, I think to be fair, David and I put in a tremendous amount of work about a year ago >> and then felt like due to timing and situations that it was not necessarily the best use of our time >> to continue to move forward with David and I writing policies and plans and coaching guidelines >> without an athletic director, >> the permanent, right? So to be fair, we really have not done much over the last few months because we need a leader with a vision for that department. And then trust me, I have a whole lot of ideas for him. >> Right. Right. >> But >> right, we're Nobody's judging me here. We
278get it. We all >> I just feel like every month I'm like I don't have anything. >> Right. Right. Right. That the interim was not the permanent was. >> Okay. We we're all we're all so thankful that you are thinking about those things. >> Any other questions about that for >> I Bose Tiffany >> um we have Bosey's Thursday but um Boseies is doing well. Um yeah they they have similar insurance issue >> right and again we're kind of getting it tricky for him. Is our Bosey's rep going to stay our Bosey's rep for next year? >> As far as I know, yes. >> But you guys haven't heard anything about the coordinator. >> Coordinator. >> Okay. >> Any spot? This spot is good. >> Yeah. And they're moving buildings. >> Oh, you guys aren't
279moving buildings. Where are they moving? They're moving to >> the old um person's early >> Oh, behind trailer >> and is it going to save money? >> Oh, that's good. >> They save money >> and is that the goal was selling? Yeah. >> Would that help that? >> Uh that wouldn't be connected with that, but it does free up CMC to then >> sell that. >> Sell out that building. Yeah. Okay. Right. Right. Incrementally. Okay. Thanks. Thanks a lot. Um any okay topics for future meetings if you have those please email those to Mandy and me copy Kim David and then if it's related to say finance or related to curriculum you can copy um the other professionals on that. Um we did do a lot of work on our June meeting but do you
280want to have a secondary agenda review for June? >> Do we need to Okay. Okay. Right. Never mind. Um, is anybody interested in doing the June agenda review? >> Jen, you're excused. >> I will be gone, too. >> Okay. >> I'll be here. >> Okay. Karen. >> So, you'll both be gone for the June meeting? >> I will be here for June, but I will the meeting, but I will just be back in town. >> Yeah. Okay. But for the review, you can't. >> Okay. So, thanks, Karen. >> Okay. But we did decide that June is a work session starting at 5:30 5:30 with our public >> right we have to have a work session >> because the public budget review >> slash we can get >> but we can do it we can solve
281a lot of problems during the half hour >> you'll let me know when that is right >> yes I will >> no Kim will because she has to manage all of it yeah she hurts cats >> perfect thank you >> okay >> and if it's like it was this month it will change 16 times Hopefully that's >> that's an abnormal. >> That was five tr. >> May I have a motion to adjourn? >> Thanks, man. >> We don't need a second. Oh, 9:43. Three.