Salida Schools- Board Meeting - February 10, 2026

001Okay, unmute us and >> we're going to call this meeting to order at 6:04 p.m. Please join us for the public reading to the flag and to the republic for one indivisible with liberty and justice for all. >> All right, Miss Laterno, can you please call attendance? >> Absolutely. Dr. Dr. Beckbridge Pettit is not with us tonight. Dr. Hill >> here, >> Mrs. Lumber >> here, >> Mrs. Basel >> here, >> Dr. Rhodess >> here, >> and Miss Shiffen >> here. >> All right. Now, we have board member comments. Does anyone have anything to say? >> I just want to reiterate what I said to these gentlemen before everybody was here. We had three candidates tonight fill the board position, and I think that's just says so much about our community and people willing to

002step up and shows what a great district we have. and hopefully what a great board we have. But um I just want to reiterate that I think that shows a lot for all of you and our our full school district. >> I agree when I think each of you are incredible candidates, much better than I was. >> Um I just wanted to touch on one thing tonight. Um because we view David's evaluation every year in January. So, we just did that at our retreat which was an eighth hour board meeting in reality um a couple of weeks ago and I think the community it's often you know what does David really do I think it so I just kind of wanted to highlight a little bit we made this evaluation form four years ago when

003I first got on the board um and so he's graded on multiple different standards so leadership which is his advocacy and engagement even at the state level and within the community board relations instruction staff development and support. The second standard is academics obviously. Um so we look at instruction and student achievement, student supports and services. So how well we're doing helping each individual student in our district. Um operations. So that includes facilities, personnel, community engagement. Um so all of those moving pieces of nutrition and transportation and the maintenance department and all of those things ultimately David is responsible for. And then another huge part is finances. So just the budget. Um and so we all go through and David scored essentially distinguished in most every category. And in the couple of categories where there was

004proficient, it's it's where as a district we're already doing great um student achievements. We have great scores. But I think that says a lot about David, this board, this community is that we all still graded that as proficient because everybody wants to keep moving forward. So, I just wanted to highlight um I think sometimes David doesn't get as much credit as he deserves. Um he kind of has a role where he has to take heat from all different directions and he has to stabilize the ship and he has to give vision and he has to listen to the board and he has to do what we say and I just wanted to highlight and thank you for your many many years of service to the board and let the community know that as a board

005we wholeheartedly support you and we do thoroughly evaluate you for you. I think it should. >> Yeah, I'll cover all this. >> All right. Now, we have written messages to the board, which do I just say what we got? >> Yeah, you can just >> Okay. So, we we were kind of saying earlier in our work session, we got a ton of emails from destination imagination advocates. So, I was kind of joking that whoever is in charge of that campaign should be in charge of a lot more things in this county because I don't think we've gotten that many emails on one specific topic or subject in a really long time. So, thanks for all of those. And now we have public comment. So, Aaron, are you still up for >> No, we have another

006one. Are you >> love to go last? >> You would love to go last. >> She could be. >> Okay. So, then we have Kaiser. So you get three minutes >> really have anything specific for parents but I I just wanted to say I started um DI NDI when I was 11 and I'm 18 now and no other um extracurricular has impacted my life in the same way. Um, TI taught me fundamental skills like how to be a leader, how to think for myself, um, how to be resilient, how to fail, and really filled in a lot of gaps in my life that I was missing from a traditional school system. Um, yeah, and I think just GI is a really awesome activity. I've helped coach teams. I helped manage tournaments. Um, I've run events

007and I see the difference that it makes in kids' lives and the difference that it makes that it has made in my own life and continues to and I just think it's so cool. So, um, yeah, that's all I have to say. >> Thank you. >> I'm gonna marry for a second. Um, she's a finalist for the prestigious ventures. is how do we scholarship? >> All right, Erin, now it's you. All right. I think all of you guys know, but tonight I wanted to speak on so I I'm a counselor and I wanted to speak on behalf of staff that um I wanted to share with the board that we start over with my names. I'm speaking on behalf of staff in our district who are interested in the potential for a MEL levy override

008to appear on our ballot in Salida. We are encouraged by BB's decision to move forward with theirs and we're encouraged to see their success with that measure. We are very grateful to district leadership and our board for the thoughtful consideration you guys have put into all the available funding opportunities and options to support recruitment and retention of highly effective staff in our community. It's reassuring to see us moving beyond the notion that living here should be a substitute for having competitive compensation for the work that we do. We're not asking for special treatment, but we are asking to be fairly compensated for our work and we believe that a me levy override would be an important step in being able to move that direction. That's my word on everybody. My word for myself. So like

009I hear pieces about our test scores and our success and all the marketing that the district is doing to try to ensure that district of distinction work that we do. Um, I said I've been around here forever. You guys know I was lucky. I got in 19 years ago and have a house and have been able to do that. And that's not the world that new incoming staff have. Um, I'm on healthcare insurance committee. I've told Aaron I can budget as well as him and I want his job, but my budget is tight people and there's not a lot of room. So, we are a public funded education system and I want to put a plea in that you please put it out to the voters to have a voice and if they will support

010us. Having candidates who are qualified and can come into the spots that we have is really hard right now. And asking people to take a 20 to $30,000 pay cut to be able to come into those spots is just not sustainable, I don't think, or the success that we have. And long-term vision, if we want to keep that success, we've got to be able to convince our staff to make that possibility a reality. All right. Um, I need a motion to approve the agenda with the following changes. We're going to add consent agenda item 3s, accept the 2025 energy audit, remove 3R, update strategic financial plan, and remove 3DI higher activity signature. >> So moved. >> Second. >> Um, so now we is there any discussion? All right. >> All right. Uh, Dr. Hill. >>

011Hi, >> Mrs. Pascal. >> Hi, >> Dr. Rhodess. >> Hi. >> Uh, somewhere I missed uh Mrs. Lumbberg. >> Hi. >> All right. Copy this from the meeting you weren't here. And Miss Shipman. >> Thank you. >> All right. Now, we move on to the report section. So, we have a guest report from CMC. So, we will give you the floor, Rob. Yeah. Is that okay if I just sit and >> uh for those of you who don't know my name uh Simpson on the campus team campus here >> down the street. Um, when I started into this position six years ago, one of the topics of conversation that came up almost every single day, conversation with students and parents was what happens when a student takes concurrent enrollment credits and how do those transfer

012to institutions around the state of Colorado and outside the state of Colorado. Um, I was sort of feeling that personally at the time and and part of that was this sort of uh debate between the efficacy of AP versus concurrent enrollment. And so I found myself deep down in that rabbit hole uh with Jim Samson and looking at really big data sets from the school district over the course of a couple of years. But then I was also sort of right in the middle of it because at the time my daughter was graduating from high school. We had just moved here from Oregon. She took five AP courses in high school, got threes and above on all of those, and went to an out ofstate institution that took one of those. And it has significant

013financial implications for our family because it was the difference between her graduating in two and a half years and her graduating in four years. So it felt personal as well. Again, that was a conversation we had mainly with a part of those conversations. Jod, David, all of us were part of that conversation. Fast forward a couple of years and over the past few years, I've sort of gotten in the habit of if there's a student that I know that's headed to an out ofstate institution, I'll typically reach out to them, you know, at the end of their first semester and just say, "Hey, I'm curious what happened." Um, and oftentimes they'll text me back and sort of let me know. And I remember specifically when Lane Baker went to University of Virginia a couple of

014years ago. She was one of the first students at Saletta High School to finish her associates degree while she was in high school. So, I was very curious to see what happened with her. And I remember texting her in mid January or February. She said they accepted every single credit. I started my freshman year as a junior standing high school. That's a big win. Um, so I started sending a few of those texts a few weeks ago. Sent one to Z Wilcox who's up at Gonzagi University in Washington. And then I got a list of a few names from Mary and Don over at the high school. And as those sort of texts and emails have been coming back, I've been struck by the fact that we are definitely in a new position. And a

015I don't really have that conversation with people anymore. It's just sort of it's kind of moved on. And B, I think we're at a moment where we need to sort of celebrate um what's happening with young people. So, um, with that in mind, the seven students that I've heard directly back from, just so you all know, if you look at Saletta High School's data, typically plus or minus 15% of your graduating students that head off to colleges or universities are going to outofstate institutions, both public and private, have been hovering around that 15% mark for a couple of years. So, here's here's the the report back from the seven students that I've talked to, and I did not cherrypick. I didn't I didn't specifically reach out to students that I know were going to have

016positive stories and leave others off. I just got the names and I reached out to them directly. Brienne, University of Utah. Yes. Exclamation point. All of my credits transferred for equivalent courses for gen and required courses. Carolyn Point Llama University down in California. All 42 credits transferred. Trinity Liberty University in Virginia. All 36 credits transferred. Dalia Montana State. 31 credits transferred. mostly as electives, some as general ed requirements. Kendra at Palm Beach Atlantic in Florida, 36 credits transferred. Stuart Young, I hear I picked him from a couple years ago because I just found his trans transcripts today that he sent me. All 35 credits transferred. Um 50/50 electives are to general ed. And then the last one is from Zeke Will Fox at Gonzaga. And I'll just read you what his text said to me.

017Nearly all of my 58 credits were accepted. Second, as a freshman, I have junior standing, which allows me to register early for classes, which is a huge help for building a schedule that fits my needs compared to my freshman year's freshman peers who have to scramble for several alternative courses. Um, so again, I just wanted to share that with you because I think that's a moment for us to celebrate. Um, I'll continue to kind of compile that data as it comes in from students, certainly students that are heading to elite Ivy League institutions, that's not going to be the case for them. those institutions are really really strict both about AP and concurrent enrollment. All right. Um, by and large, the message that I'm continuing to hear over and over and over again is students

018that are taking concurrent enrollment in high school, the bulk, if not all of those credits are transferring to both instate and out of state institutions. And I mean, I sat down and did the math for the Willox family the other day and it is not insignificant. and Point Lama University and Liberty University and this these young people are going to institution especially the ones that are heading to private out of state institutions that are very expensive and so that's a huge win for our community. Uh last thing I'll mention which has nothing to do with this shout out to Evelyn right as I was getting ready to leave my office today young man named Ben Hilligus some of you know Ben walked into my office to chat with me and Fred. Ben did an internship

019with Fred a year ago at a local welders. Told Fred when he first started, I really want to get my commercial driver's license. Um, Ben has been on that journey for the last year. Has worked really closely with Evan and Ben just finished his CDL in the last couple of days here. He's working for AC a BB. >> Class A CDL. >> What's that? >> A class A. >> Class A CDL. >> Yes. And um I think his plan is to go to work full-time with ACA as soon as he graduates from high school in May. So that's was that because I had Ben last night in my house tonight and he's like, "David, you got to come. You got to check this out." And he pulled out a piece of paper and never seen

020a 19-year-old glow. So excited to see. >> Um and can you just real quickly because most not everyone understands guaranteed transferable credit. you were talking about out of state because that was the hot one of the hot questions >> back in 2019. >> So you were highlighting those. Why didn't you highlight all the ones inside? Not everybody will know that fact. >> Yeah. I mean, if you if you look at the lion share of the courses that students at high school and are taking that are concurrent enrollment, those courses have what's called a guaranteed transfer designation. That means that they will are guaranteed to transfer to any public and state institution in the state of Colorado. There's a couple of institutions on your top 25 list. Colorado College being the one that comes to top

021of mind that are not public instate institutions and I haven't actually talked to any students that have gone to college to see how that plays out. Um, by and large the bulk of your students that are heading to colleges and universities in the state. Is that what your report? >> Yep. >> Any other questions about the transfer piece? >> Awesome. Have a lovely evening. >> It's good to have you background. >> Yeah. >> Um, okay. Now we have service with all of her lovely students over there for her campus report. >> Um, >> yeah. Sorry. Maybe maybe maybe >> maybe >> so servants for those of you who don't know is the principle of crest and horizons. So, our alternative middle school. >> Yay. Um, yeah. Hi, Christy Service, principal at HA. And um, the

022four humans to my left are way more important than I am. So, I'm going to have them introduce themselves and tell us how long they've been at Hi. >> Hi, I'm Miami Horn. I've been at HA for three years. This is my senior year. >> My name is Adalie Greo and this is my fourth year at H. >> I'm Little Schultz. This is my second year at >> I'm Harley. This is my first year and I'm a junior. >> Okay. >> Um, a lot of humans work at Hi. Um, we clearly like to bring some joy into the hard work that we do. Um, I am there essentially part-time. Um, Alicia, our counselor, is awesome and amazing. Herman Lap, we stole from LE. Sorry, not sorry. Um, he's got our math teacher and an adviser.

023Um, Emily Lamont is our English teacher and adviser. Pam Holsho, we discovered she is she was diamond in the rough. We're so glad we have her. She's our social studies teacher teacher and adviser. Um Jake Shawan is our science teacher and adviser. And then we have um Sophie and Megan do the back and forth as I do across the building. Um so they are half and half at HA and Crest. And then of course we have our amazing psychologist Jessica. Um just so folks are aware, what does enrollment look like at AA? Um pretty much all are welcome. Um we are continuing and I appreciate um especially Aaron uh we are really pushing our relationship with SMS um to bring in students in 9th grade. Um we haven't always historically done that but we've been

024doing that a lot more. Um and honestly I think it's worked out really well. We're coming to SMS. Um we also um work well with um HS right like they're like hey this kiddo might be good for HA. They know our program really well. And so it's a very collaborative approach because sometimes we have to be like, "Hey, have you thought about BA um because sometimes students don't think about BA um and then once they're there, they know it, right?" >> Um we've we've created a few documents over the years. Um we've created just like what is HA? Um it essentially just outlines like here's who we are and what we do. Um, and then SA the SHS and HA document we created I think is really good because it's like just like a here's

025what SHs offers and here's what HA offers. They're just two different schools and so we just want to make sure that parents, guardians, and students are making a decision that feels good for them. Uh, we currently have 40 students enrolled at HA which is amazing. Uh, we currently have 16 students who are aiming for a spring 2026 graduation. Um, a few are graduating early as juniors. Essentially, if you want to graduate early in the district now, you come to HA. Um, and quite a few juniors have decided like they're ready to for the bigger better life that's out there. Um, send us all your positive vibes. 16 are aiming for it. February is a tough month. Um, thank you. We cannot thank you enough for the new building. Um, I actually took those pictures like

026probably in December. So they may not be the nice color and we have since gotten like more signs put up. Um but it it has been truly a game changer and has really impacted our culture. Um so I'm actually going to have our students here tell us why HA works for you and then what you appreciate most about building. >> Um so for me um I did a year at the high school and I didn't struggle with that academically at all. I was having a fine time. Um, but then I had a friend who died and I had a really hard time like overcoming that loss um in the high school's environment. It just it wasn't a community that I felt supported in. I felt lost in the shuffle. And uh once I started at

027HA, it really helped me um work um through my grief and also um uh just get out of my shell more. um do a lot more um stuff in the community and just activities in general. Um it kind of opened my eyes to alternative education as well. Um for mentioned you know not only with the students but with the teachers you have staff there that cares so deeply and they seek to understand and I think I can speak for all the students when I say that that's so impactful of me towards all 100% I want to because the teachers are so attentive with the students like they don't just pick one oh you you they like so attentive with every single one of them and it's like so appreciative and about in the building and

028it's it is so amazing to have space and to be able to actually all the teachers have their own classrooms is so beautiful that um ha works for me because they just build up your confidence with like public speaking on third um but yeah I can like speak up in class and like say whatever I'm feeling um there's like no judgment from anybody so it's really nice And I did not go to the old building, but the new one is like it's a lot smaller than high school, which is where I was for the first two years. Um, so it's just nice to see everybody around all day. >> Yeah. >> Um, so what I appreciate most about the new building, I guess, um, if anybody had been to the old building, it wasn't like

029it wasn't anything bad, but it was just very compact. sugar toilet. >> Um and it was um it was hard to feel like you were going to school when you went to school. It it I don't know. Um but like walking into the new building um even from just when we were as leadership walking into tour the new building and seeing how construction was going it immediately felt a lot more like a school and uh the the space is super beneficial. Um when we have our big whole school meetings it was really hard to pack 40 kids in a small room. It still is but it's it's better now. Um, but we were also with the new building, we were able to get a lot of other stuff and um I I haven't used all

030the stuff, but I definitely know a lot of kids have been really appreciated all of the new stuff we've gotten and it's helped like kids um find new opportunities and stuff for um what they want to do. >> Yes. Yeah. We have a lot more um material now such as like ebikes and scooters and 3D printers and just more like art art supplies because we have a lot of like artists in the school. So, I just think the new school um opened up a lot more opportunity for our students, which is really important to all of us. And um yeah, we can only like smell people sometimes. >> Just to be clear, like those extra materials would be applied for a grant. And so, um it's been great. And that way too like kids can

031go to SHS for classes or CMC for classes and um because we're so far away now so I can get there quickly. Um HA like why do we need it? We it works right. It truly it gets students to graduation. Um we start with the kid. Um we you know they have individualized advisors. Um they each have their own path. And I think a lot of the attention that the students were talking about like we're able to do that because we're smaller and right again SHS is just different from HA. And so some students need that smaller space. They you know they need that one-on-one check-in every day and we can provide that. Um it's a pretty unique experience. And the number of times I'm like man I wish I had had school like this

032when I was in high school. Like I'm so grateful that we have this. I mean obviously because I'm principal there but that we have this school like available for students here in Salida like in such a small town students have options and that's that's amazing. Um various pathways to graduation right not all students follow the same path. Um we do online classes with some students. Um we do work study we do travel credit options. Um they all have to you know follow certain guidelines but we just have more flexibility. Um, and I think a lot of, you know, students really appreciate that flexibility that we class of 2025. It was such a great picture. I was like, I got to put it in there. Um, yeah, it was a great graduating class. It was a

033little bit smaller of a group last year. Um, again, anticipating a bigger group this year. It kind of es and flows and, you know, varies every year. Um overall like we're doing really well. Um we have a little bit different of a performance framework. We're on the AEC performance framework. Um so our um expectations are a little bit different. Um we are however exceeding in our academic achievement, our student engagement and our postsecary and workforce readiness. Um clearly we need to work on academic growth. Um and that has that is a priority of ours. Um did a school review. I'll get into that in a minute, but um that's also a theme across the whole district. Um the growth isn't where we want it to be. So we're also working on that at rest as

034well. Um last year we had the highest average credit earns earned, excuse me, since we started tracking in 2016. Um that's awesome. Essentially, right, credits earned is like kids getting work done and taking care of business. Um so it's really exciting to see. I appreciate Jim Samson. he helps us with all our data. Um, and just seeing that data, it's like, yeah, like kids are doing awesome. Like we're working really hard. Um, we had a little bit of a dip last year um, in terms of yearly credits earned by students, right? So overall, the total number of credits that they earned was a little bit lower than it was the previous year. Um, but that could be for a variety of reasons, right? Sometimes our seniors, right, don't need as many credits by the time

035they're seniors, right? So, they have a kind of a a cushy senior year, right? Um but still important data to look at. And again, thank you to Jim. Um our acade our academic data diving a little more uh deeply. Um our reading data, the um lowest and middle percentiles essentially are growing the most. Still the 51 at the 51st percentile, but still growing, which is great. Um again, our achievement is showing higher than our growth. um math. So last year we did not have an in-house math teacher, so I wouldn't expect to see much growth. Um we did we found many different options. We were able to work with CMC. Some of our students took math at CMC. Um but simply put, super grateful again to the board for that extra.5. So now we have

036full-time. Perman is amazing and the kids are doing really great in his class. So, thank you and thanks Shuffle for letting me steal them. >> Um, so as I mentioned, we essentially had a school review that was done in the spring and our results, I synthesized them up there. Um, essentially strengths, flexible personalized instruction, strong and community building, high relational learning environments, students take ownership of their learning, uh, recruitment efforts focusing on hiring teachers who align with the mission. that is like super important to myself and my staff. Um, and leadership is accessible, supportive, and responsive. Thank you. Um, areas of growth though, cohesive vision and mission. We are all super bought in HA, but it's like, well, what is like what are we doing kind of a thing? We needed to stamp that. Um,

037more career connected learning and instructional rigor and that's where that growth piece comes in. So, what are we doing? So, we've done a ton of this here already. We've created a cohesive mission and vision. What was really cool is we brought Crest and Ha together to have this unified vision for the two non-traditional or alternative schools. Um, so that is the vision statement that is named up there. So, that applies to both breast and ha. It was an amazing conversation. Our team worked flawlessly together. It was awesome. Um, so that was really exciting that we landed on that. Then HA broke out and stamped like what do we do? Like what are we doing here at HA and we landed on that mission statement. Super important. Sorry reading through my head. Give me a second

038to read. Sorry for the feedback of we needed to focus more on career connected learning. Um, one, we started a workbased learning class in the fall. Um, it was, um, essentially a mini that Emily was running, but we've now shipped it to advisory because we want more students to get in there. Um, huge shout out to Fred Maxwell for the contacts and working with us a bit on that. We're trying to get just more humans in the building so that students know like, oh, that's a job. Whoa, I had no idea because a lot of times like you don't know what's out there, let alone like here in Salida, there's a ton of options. Um, we are also, um, doing some research and better understanding the career exploration passage that the Jefferson County Open School

039does. Um, we're trying to better understand that project and see if that would work for us. A lot of HA was founded off of a lot of the ideas that HA was founded off of that open school. Um, if you don't know about it, I have a book recommendation for you. Um, it's amazing and we're going to go see it. >> That book? No. because I'm reading and highlighting it multiple times. Um, in terms of instructional rigor, like it's that's a bigger we're still gathering data um brainstorming ways that maybe we can bring concurrent enrollment like more into our building. HA is a very safe bubble for our students and a lot of them have a lot of anxiety or it's really stressful for them to go into these bigger environments and so finding ways

040like huh can we like I don't know have our teachers be certified so that they're running classes in HA in a way that students can access the concurrent enrollment in a in a way that just feels better for them. Um we're being way more intentional about student schedules. Um, we used to be like, "Yeah, pick your classes." And then make sure they're on track. And now we're like, "You got to start here." Um, so they have a little more guidance and a little more handholding, especially as like freshman and sophomores. Um, we're doing lots of school observations, just gathering more more ideas and data. Uh, and we've applied for the EARES grant, um, which potentially could provide us more funding for professional development to really increase rigor and, um, instructional coherence. We have enjoyed all

041of our school visits. It's awesome. We have a few upcoming. Um, again, just learning a lot about what is out there and figuring out like what should we bring to HA to just continue to improve it. Um, I want to say like what we are doing is already amazing and awesome and we're being very intentional. We're not going to just throw something new at our kids and hope it works. Like we definitely are thinking things all the way through before we little sampling of classes that we've had so far this year. Um, these can be anything from um, some of these were minis. We like to bring in as many electives and minis as possible. Um, we try to have a student driven. Like we ask the students like, "What do you want?" Um, we

042also were generously gifted an outwardbounds two-day trip. Um, that was amazing and life-changing for a lot of students and put a lot of us out of our comfort zone. And some of us make weird noises when we're really scared up really high. Um, by that I mean me. Um, but it was fun. It was a really good team building experience and um we are super grateful to our bound for that experience leadership. I'm going to let you guys since you are a lot of our leadership students, what is leadership? What do you do? >> Um so I just I've been in leadership for two years. Um you cannot join leadership your first semester at the school because you're doing a disorientation class but after that you can join leadership and um it's our version of

043student government in a way. It allows students to um have direction in like what where some things in the school are going. We've been talked to about the new mission statement and about um where we would like to see the school going. We've been um we plan trips, we do the prom, we >> um we um we we fund raise. We do a bingo night fundraiser, which is super fun. Everybody should go. Um we plan community service events to try to get out into our community more and uh let the community know that HA is here and we're amazing. Um and yeah, we we're um planning a trip right now, the Gathering of Nations, which is the biggest pow-wow in the nation. And this is the last year the pow-wow is happening. So, we're really

044trying to push for students to go because it's a really great um cultural cultural thing. Like last time we went two years ago, we had a class on it and people got to study a tribe and it was just amazing in like all the lengths. >> Definitely. Um what uh leadership does for you like personally for the students that are in leadership is pushes them out of their comfort zone like some of us are right now. Um yeah really expands your social skills um and communication skills which I think is really important when you are developing as a person in high school. Um, and yeah, so I know like I've been in leadership for as long as I can, for as long as I could. And um, I know that like it has helped me

045grow so much and I really hope that when I graduate this year, I can let other students know how impactful leadership can be and to encourage them to succeed. >> Um, I agree though. It really shows you how to be a leader and how to like show what you others should be like and how to do things like be social and actually ask people for money and stuff like that. Definitely challenging if you that's not your first. >> And with being a leader too, we have the family meetings once a week and we're like leading the school. So, we're up in front and explaining the trips or yeah, whatever's going on. >> Thank you. >> Uh, looking ahead, testing is coming up. Um, prom. Um, we've got u May 7th, we're doing we're calling it

046a showcase. It's our new walkabout. Um, details to come, but essentially instead of all kids doing a trifold board, like it's a showcase. So, some kids might do a PowerPoint and some kids might play their guitar and some kids. So, um we're being intentional about making some shifts. Um but we still want to have that opportunity for the community to come to our school and really better understand what we do. Um graduation is May 15th at the steam plant. Mark your calendars, be there. It's going to be amazing. There's going to be a lot of tears. Um and then we always do an end of year rafting trip which is awesome. which is another event that really just students. Um we cannot thank the board enough, David enough. Um we are so grateful that we

047are here um and that um we have so much support. Um thank you parents and community volunteers. Um HA staff and the best for last students. Thank you. Any questions? questions. >> I have a question. So, you guys have gotten really awesome experience, it sounds like, and real world experience. Couple of you guys are graduating. What What are your plans? >> Um, I'm planning to go to college. I I've applied to a couple and gotten in. I have not accepted a couple. >> How many have you gotten? >> 16 or 15. Yeah. So, I've gotten into a a good amount. Um, and uh I'm I've decided to go into sociology. I really like that. Um, I actually learned about sociology because of a CNC CMC dual enrollment class with Amy. Uh, she was great. Um

048she I don't know she was she made sociology um a really um I don't know it was just a very not fun and like a I really enjoyed it but it was just a very good subject and it really opened my eyes to what I could be doing in like the world and in my life. Um, I've gotten into two colleges, hoping to get into three and um, but I plan to take a gap year uh to work more and really enjoy my job that I have right now and uh, get some money and spend more time with friends and family and go off into that world. >> Um, I plan to as well take a gap year definitely make some money stuff that. But I think I want to go for business appliance. I

049want to try >> You've got a minute. >> Yeah. >> So, we asked the Salida High School students when they came if there was something the like board could do to help their school or they wished for. Do you guys have anything like that. >> I mean, you can throw it out there. It's >> Yeah, >> I know. Me and Miami are trying to plan your trips. Um, >> yeah, >> we're trying to give better opportunities for the seeds. >> Yeah. There's like a Yeah, there is an the school year um senior trip, but we just wanted to make it more special and plan our own trip and fund raise for it um to give the graduating class one last chance. >> Yeah. >> What kind of senior trip? >> That was like where are

050we going? Um yeah, we haven't been displayed because of right now where we are with there's a lot going on um uh with classes. We have a month-long spirit week basically going on right now and um we have IAP which is the class for seniors and those graduating to get prepared and do their um it's capstone basically. Um, so that's happening as well. So we're trying to find a good time to do a class where we will talk to the graduating class and gauge for interest about what they would like to see for a trip because we want to make sure every person's um, opinions are taken into account and valued. >> And then answer me where do you think you want to go? >> Where would you want to go? My >> I I

051don't know. Um, one >> I've not gone anywhere, so I'd be down for everywhere. >> Yeah, because like China and some people have said trampoline. Ben, >> do you have any mail questions? >> Nope. >> Sweet. Thanks. >> All right. Now, >> now we have district reports. So, I'll just turn it over to David. >> All right. I'll jump in then I'll let Aaron do a little bit. I don't know that Eron has too much because he's working hard right now to get good answers around insurance. Um but for me um I just want to name we have these graduates stepping out or three of the four. Um your slight high school because we have both options and everything else. You have one of the best if sometimes the best graduation rate in the state

052of Colorado right because we provide options where every person can find a place and that allows us to get every kid where they need to be. Um and that's a big deal. When I came back to America quite a few years ago now, I came to this valley not because of the mountains, came because of alternative ed. That's why I came um because there's choices where kids could find their own path and that's the kind of community we live in. I think that's important. So, I just want to kind of name that and I'm going to come back to it at the end. I did want to have a couple things. I just want to give a compliment to our librarians. It is not common that we do our do basic policy changes whenever the

053laws changes and um the staff like the librarians are great examples where they step in and go we reading constitutional law they're checking everything out and it was just a wonderful conversation. So, I did pull two of those third reading policies, put one through um because the librarians, we all were in agreement, but there's two. They'd like to see some tweaks and I think they've got some good ideas. So, I got to take it back to our lawyers. Um but just a compliment to staff um who take care of all kinds of details. I did want to say a big thanks to Jen. I noticed you reached out to um Speaker of the House Mcccluskkey. I thought she wrote some beautiful advocacy as we keep on fighting for that money. Um and I know Jen

054is really helping me try and figure out where else we need to put our attention. I just wanted to name that and I really appreciate it. Good to hear from Aaron because I know this middle school is putting on their dream summit tomorrow. Um I know you guys have all been invited as a board. Go find time make a space for it. I know Aaron's coming on point is wonderful. I know lots of people have lifted it but I've heard pretty clearly that Aaron's been doing some amazing stuff. So thank you everyone. I'm excited to go see that and see what they do as a second space. And also just a name they're starting to figure out the sustainability right. For the district, we are putting in half the money and then the PTO is

055raising the other half and figuring out how to keep that a sustainable option inside of our budget as grants decrease. I did want to name the um capital wish list and all of our capital projects that bidding procedure that we worked on through the winter or early maybe that was just the spring now we call that. I don't know if it's winter anymore. Um, but we have, I think, five different big project openings tomorrow, kind of formal bidding processes tomorrow. And so that's a big big lift right now trying to think through all those big capital projects. So expect that next month. Um, it is good to see you here because we have four big finalists. You have two Ber and two Daniels. And I think it's worth mentioning that three of the four all

056did DI. Just saying. I think it's worth mentioning. >> Um, I did want to name for you the we were thinking the ales principal interviews. we could be done here in the next week or two, but we're going to hold off. We don't think we've got the right candidate pool yet. So, we're going to keep on leaving that position open a little longer. So, wanted to update you guys on that one. Um, and before I jump into some vision stuff, I just want to name what it month is it, Evelyn. >> It's love the bus. >> It is love the bus month. >> My driver, the best spoils. >> So, I know that she's feeding and I make sure you do an RSVP. She has a lunch to celebrate her bus drivers, but Evelyn, um,

057thank you. You personally do a great job of managing that department and your bus drivers do an awesome job of loving our kids. >> Isn't that a great team? >> You do. You do an awesome job. >> We took all we took all of these from the CASBY conference for you. >> We waited till they cleared out of their table and then we >> all those down on 25th and you can try to find a spot in my office. >> So, thank you very much, Evelyn. To your drivers, please pass on. Really enjoyed this slideshow in the board packet. >> Did you like the slideshow? Yeah, >> I liked the music with the heart. >> You did a good job. >> So, there was some great stuff. So, thank you very much to your team.

058Um, and we'll keep on working on that. And then I just I know this is a little corny, but we were doing a pledge in a packed room and I was and I just wanted to name there was some every once in a while I get like moments where my brain kicks on the maybe the more you know nonlinear side, but I started to listen to what we were pledging. Um, and it the first word was like indivisible. And I don't know about you guys if you've been watching anything on the news um to pledge ourselves to ensure that our town isn't divided that our kids that we're not going to let our kids be polarized. We're not doing it. Um and that gives me meaning and purpose and to say justice like that's a

059big word. Um and I'm glad that we are a place that I've come from South America to come be part of this community because it is that passion and it's for all. Um, and I I am proud of the board and the community um that we built just got finished building the building for HA. It was an inappropriate space they were in. It'd be the nice way to say it. Um, and we sent the money and we took care of all our kids. And I think that that makes a difference in why we have a great community, why we have a good school district. So, I just wanted to not skip over that. Sometimes we do things like say pledges and we miss why it's in the middle. Um because it takes constant reminders to

060do this because that's we asked one of the questions of the uh candidates earlier at the work session. What is your thing for public ed? And I thought that might be my answer. It's for all to have a community where all our kids are loved on is an amazing place to work um and to do our work. So from a district that's what I just wanted to bring to the table. Um does anyone have any questions for me? I'd sent a lot of stuff over the last few weeks. You got a lot more coming. Aaron, was there anything big that you needed to cover? Savannah, you got a lot to talk about later. I'm excited for no um no, it's been definitely a busy couple weeks trying to chase down insurance, trying to chase down

061the specific ownership tax. very thankful for coming and meeting what you did the other day with us Tiffany and also Jen I agree that letter you sent to Busky was very well worded and we need to keep pushing that fight I'm highly critical of what they're doing with the potentially with the specific ownership tax so for the community I know most of the board members have covered this but um part of uh the formula that they are funding our school districts at they are changing the funding formula but one of the things they're looking at doing is actually taking our local meio overrides that are attached to our specific ownership tax and putting that into their formula, which is locally approved dollars that they're saying we might raid that because we can't fill our budget,

062which I think is a gross misstep of our state government. Um, and their promises that they're doing tests. So, um, so I'm fighting that pretty harshly and trying to track down the right avenues to fight that. And I think many many organizations are I know CDA has made a push against it. Um, I know Chase has made a push against it. So, I think there's a lot of advocacy going on, but happy to say in a public meeting because I'm sure all of our local legislators are watching tonight. >> So, um, but that's a big one. Insurance has been, uh, yeah, a lot these past two weeks. Um, so, but we are, I think we're going to have a solution in the next couple weeks. The first insurance committee met last week and got the

063first renewal from CBT, which I've already kind of shared the numbers. It's not doable. So, we're looking at other options right now um and pushing harder on that to try to solve that. The only other thing I would say is in your board packet I talked about um I know we we had a discussion at the grind about crying to the retreat. Um >> thank you. >> It was very >> um but I uh yeah we we had a conversation about the free food uh and it is more complicated because of the CP. I know I shared that report. Um, but I'm trying to just figure out what that means for us. Um, because we join the CBP programming, so we get more funding from the federal government than we do from the state. So,

064I'm trying to break that out and give you a cohesive understanding of what the revenue might look like if we were to what our different options would be for. So, hopefully I'll have that next couple weeks, but it's taking a little longer than I anticipated because of that. So, I think that's it. I was going to talk about the RFPs because that's part of the capital project, but David did. It'll be interesting to see the numbers tomorrow because then we will be able to actually tell you if anything's doable or if we're just going to throw those envelopes in the trash and move on to the next project. >> How many RFPs did you say? >> Uh, I think we're working on five different contracts tomorrow. So, lots landed. So, >> those for the same

065project or for five different >> No, different stuff. your lighting. Uh you already got the BAS that's in your packet, but the lighting retrofit, that's the biggest one that we just don't have an idea of what the number is going to be. Uh the stadium with the track resurface would be one. Another one would be the um stadium bathrooms. We're trying to figure out how to get that done. Uh we need to get a project we started last year, but the prices got too big and it's a lot of middle school special education redesign. So, we're working on that space. And then also, we've got a climbing wall project. We're trying to see if we can even if there's even numbers in our ballpark so we can afford to do a retrofit of the activity

066room. What we call that the weird room off the music room. >> Um so those are I think five of those and we're also working on um what our landscaping contract will be this summer trying to make sure our grounds are addressing some of those. So those are the I guess there's six big ones we're trying to figure out tomorrow. >> Yeah. So, lots on the table. Expect a great vibrant discussion about budgets next month. One of you three get to be involved with them. Expect lots of fun documentation. >> All right. Um I think yeah, so at this point we can take a break. You guys are all welcome to stay. For people who want to leave, you're welcome to leave and we'll come back at 7:05 on Okay. Andy is >> a motion

067to approve the consent agenda. >> Second. >> All right. Any discussion about the consent agenda? >> Nothing else. No discussion. Right. All right. Uh, Dr. Hill, >> hi. >> Mrs. Lumbberg, >> hi. >> Mrs. Pascal, >> hi. >> Dr. Rhodess, >> hi. >> And Miss Shippen, >> hi. >> Um, okay. So, now discussion items. Savannah, it's up. >> Um, this April holding house, I put her in all of my board reports and I don't think can talk her into coming to another one of these. So she is um waiting. Hold on. This is turned off. >> We've got board waiting for us. Okay. >> All right. So, April going to help me click. Um, and just for reference, I asked um, Emily Henderson, who is a middle school interventionist, to come and just answer questions

068as they come up. I think Mike stuck around, too. And then Jana's here for elementary, which >> I think would be offer she would offer answer questions if needed. Um but just wow. >> Okay. Uh we pass those that stack of papers just this way. Just everyone take one of those and we'll start there. >> Um so what's coming around is the teaching and learning cycle that has lived up here on the wall since I started here. So, I'm sure you've seen it before. This one is fancy and new branding with Salida uh brandings on it. And I did bring one for you as well. So, as soon as it comes around, you can take a look at that. Um, so we're going to start there just to kind of explain my scope of work.

069Um, this is a teaching and learning cycle. So this is like it can be called a million different things and depending on where teachers have come from or taught uh from you're going to see it in a different name probably but it's just a teaching and learning cycle. So um you can cover next slide. Um as you look at this you'll see the top two. So the top one is the W and the H. Um and then we have a W and H in the bottom. The top half of that is kind of what I'm doing right now. So that's April and I running around taking care of the the what that we're teaching. Um and then as you move down you'll see the W and the H at the bottom are more of the

070how. And so that gets into MTSS and then like gauging how we're teaching kids that how kids are not learning or how kids are learning and then repeating that entire cycle. Um there's a lot of things on each of these slides and I'm not going to read all of them. So if you have a question just please interrupt me. Um so our implementation path you can see on the right we're establishing a G GBC so that's a guaranteed curriculum for you um guys that are newer here um and so that is being which I'm going to talk about in a minute in a minute um we have god that's hard to read from here I'm not switching um we are aligning the best that we can so that means um in our vertical team meetings

071we're looking at best practices We're looking at funding targets. We're looking at unit plans and we're housing them all on this platform called Atlas. Um, next year our hope is to dive into not only the assessments but the data. It's really exciting to my spaghetti. Sorry. Like we're not Yeah, we're not. >> Um, so we'll be talking about data cycles and moving into the assessment piece which will kind of complete that. Um, and so we'll talk about that more in a minute. Okay. arium. Um, some vocabulary for our work today. Um, just I think there's a lot of different language that's thrown around in education. Um, and so I just want to make sure we're on the same page so that you have enough information to ask questions if needed. Um, we have guaranteed. That

072one has been thrown around a lot. Uh, scope and sequence. So the scope and sequence is the breadth um of what we're teaching and it's the order. Whereas like a pacing guide is going to be when that thing is being taught. So you'll see both of those things in a list. Um standards versus curriculum. I was gonna put like a picture of a chicken, but I didn't. But it was kind of taught to me this way. So if you go into a restaurant, you order an omelette and they bring out a chicken. Like what do you have to do to that chicken to make it an omelette? That's a lot of work. We're talking about like a chicken coop and watering and waiting and an oven and a house and all the things. So, when

073we talk about standards versus curriculum, those are kind of our omelette and our chicken. Um, assessments and benchmarks, um, we've talked about this a lot. Assessments, when I'm speaking about assessments, I'm more talking about like unit assessments or any type of, um, summitive assessment. And if I'm talking about a formative assessment, I will call that out. Um, a benchmark is more like the benchmarks we have right now are NWA. So you can kind of refer to that um when you think of it. Uh data cycles, data cycles aren't like a data die. They are something that happens authentically and regularly in a building. And so um I will be referencing that a little bit as we talk about plans for next year. Um MTSS, multi-tered systems of support. Are we good on that one too?

074I think we've talked about that one quite a bit. Jody's not here, so she can help me with that one. um because she likes to ask me about that. Professional improvement plans are something that we would have in place eventually to support teachers. Um that would be kind of part of our our leaning into coaching, leaning into like I need help with this one thing. Can you help me? Um looking at data to inform those kinds of plans. Um this is a hope for my work. So, I've said this probably a million times, um, so bear with me. And there's a lot of information up there, but those are kind of the four buckets that I'm thinking about when I think about the next this year and the next two years. Um I'm afraid that

075click on question so far from anyone. Okay. Um, Atlas Atlas um is just a platform that will eventually become our tool for how we access all of curriculum. It is not anything um I mean it's just a what's the word I'm looking for? >> Warehouse. >> Yeah, it's a warehouse. So before the warehouse was Google Docs. Now the warehouse is Atlas and in the future it might move to something else and that's fine, but right now that's our warehouse. Um, we have lots of work in there right now. We've got standards alignment and reporting. We've got centralized materials. Um, the centralized materials, April was pointing out to me this morning like Savannah, you need to emphasize that because it's huge for our teachers. So, our sped teachers right now are going to every single content

076where they're supporting a student or like which is all of the contents and saying, "Hey, where are you? What are you doing right now? How come you're doing this and what are you doing next? And what did you do last?" And now they'll be able to see that for the most part in Atlas with like a click of a button. Um, which will be super helpful for those teams. Um, >> so Savannah, every school, even early childhood, every teacher, everyone in the district is using this. >> Everyone will be eventually using it. Yes. Um, we don't have ECC then and that is that will be um what what did we say our date was? hopefully by July 1st, >> but I know it's part of the >> ultimately stuff organized. I'm not really It's always

077weird to know how to figure out how to >> include that. >> We might have some ideas, but we don't have it in there. >> Um, let's see. Teacher access. I think all teachers have access to it as of right now. Um, and I think like the biggest thing for me is moving this from like a catch-all warehouse into a tool. Um, so can we just start? Let's click into that gaps analysis one first at the bottom. So, this is gaps analysis. Um, this is one of the many reports you can do. So, you can kind of see that that says Colorado uh standards for third grade. Um, and so if April, can you click on that? Yeah, there you go. So, if you click on that piece right there, it's going to pull up

078a little screen that says, "Hey, those are the standards." So, it's very like direct and straightforward. eventually if you go out of that. Sorry, I had you zoom in on PowerPoint or do you want this part? >> Um, I want to just show that. So, on the right hand side, it's okay. You can go back to the on the right hand side there's like a unit um and lessons and everything. And so, you can click and see like, okay, where is this standard showing up in, you know, all of these units in third grade? And it should show you all of those units. How how often does the state change their standards? >> Uh that's a good question. It usually doesn't go past seven years >> and then will this automatically update and pull in

079the standards when they change them? >> Yes and no. So right now it is up like I can just email them and say, "Hey, like there's some new math ones and there's some new science ones that are that are going to come out. Well, they're out already, but they will be officially adopted by next school year." And I'm like, "Hey, can you guys get on uploading these into our system?" And once they're uploaded, then we would just go in and change them to the correct one. So that's work that I'm doing right now and April's doing, but we're hoping that we'll have position that. >> So you essentially have to keep track every time standards change. That's your job to change and update. >> Yeah. I mean, and it's a teacher's job to know those

080standards and how they're changing and they ask for feedback and all the things at the state level. Um, so I'm hoping to just have more of those conversations and engage people in that to to leverage, you know, a quick transfer. >> And inside our world, when they change standards, like they're changing the math, particularly the secondary now, it's pretty noisy. So, >> okay, >> you have to slip through and then you guys are all like, "Oh, shoot." >> No. sometimes in like the performing arts or some of the really um those are going to have to take more of a district level office to make sure you're looking at some of those spaces, but particularly your core areas, >> reading, writing, math, those are it's pretty noisy when those change and everyone's fairly aware of

081it. >> So, this is a purchase program. >> Yes. >> And what did we pay for it? >> Good question. >> We pay 10,500 >> annually. annually. >> Okay. >> Um, so I don't even like it's so much more affordable than anything else we've been able to find. >> Support for you and >> all the support. You're doing fabulous. We're one of the only districts in the state using it. It's used very heavily in international schools. Uh Dr. Brockman actually brought it to our attention. Um, do you want to talk about that public? >> Yep. That's worth mentioning because this is a nice feature like a board that attracted us. >> Yeah, go ahead and click it. Maybe I should have put the last site on. >> Um, so the public site went right into

082it. Can we go? Can you push back and see? >> I mean, we can go back to like Do you want to go? >> Okay. Yeah. >> Do slide. Okay. So, Kim and I will be developing this. It says it's under construction. So, this would be the public site that all parents and um kids or people wherever whoever's on the website can access this. Um and then up at the top it says all courses. So, you can click there. This has all of the courses that April and I have completed. And there's I think six pages of these. Um you can uh search them by subject. You can look through them. I mean pretty much to that you want to. We were going to show you first rate science. Um you will notice in there

083that um there are areas where we have strong curriculum and we've adopted curriculum and there are plenty of resources in there and it is very dense and um then there are areas that we don't and those are areas that are on our radar for um finding resource for. Um so first grade science uh this is what you can expect it to look like um >> for a teacher or even the public. >> For the public. Yep. learn teachers. >> Yeah. Yeah. The teacher does see this part too. Um and so a teacher can drag those around. Um right now we're working on like okay well state testing is usually going to be a week in April. So let's put a gap in there. Um when are you going to be doing review and things like

084that. So there's some things we need to touch up still. But in context in this like in the elementary school you're either doing science or social studies. So when you see gaps that doesn't mean that they're not teaching things. say they're teaching social distance. >> Yeah. >> Yes. Um can you click on unit once or whatever the first thing >> weeks? >> Oh, so within here you can see all the standards that align. Um there's a lot of levels that you can take this to. Like for instance, the social studies team at the high school, they're like, "No, we're ready to identify focus standards and supporting standards." So theirs are all lined up in there that way. um many of them just have standards as a whole listed. Um there's essential questions, learning objectives, and

085then any content. So a lot of times that section is different depending on where you pulled it from, right? So for this one is mystery science. They have a curriculum. They have all of the links and things in there and we can put that in the unit plan. Questions on that piece? That's just public sites and then I'll kind of go into more. Makes sense. >> Does it keep track of how many people visit it? >> It does. >> Yes. Yeah, it does. >> Which is great because I Yeah, I was trying to imagine how we were going to show all of this curriculum to everyone and this is actually really nice. So, >> um Okay, back to the slides, shall we? Is that where I was? Um, >> were there any other questions around

086Atlas? If you're an old older teacher, maybe like Karen and I, we think of like the big three ring binder. It's a much fancier three- ring binder that does gap analysis to tell us where the oh wait a minute, we haven't actually been covering this or the depth and complexity that we need to cover a certain topic. >> And the opportunity to to align that throughout like even K12 is pretty. So >> it also lets us know when we are hitting a standard like 20 times >> back and we make some space. Um, right. That's another use of that. >> And this is visible to the parents. Mom. >> Um, yeah, it will be just on our website. So, anyone will be able to access that level that you just saw. >> Go ahead. >>

087Yeah. Any other questions for >> Well, I like it a lot. I played around on it. I believe >> you did. Good. Yeah. The parent site was what you sent us, right? >> Uhhuh. >> Yeah. Yep. That plays. Good. >> Go ahead. Um, so that leads us into how that work is going to be system like like Mandy was mentioning like every time me and April probably aren't going to have time to go in there and change all of this curriculum we put in there. Um, so that is where we come into team leads. So team leads are are something that the board approved already um last year and so it was a really great opportunity. You can see this work on both of these boards. Um the admin team and our academic council which

088is all teacher leaders came in and put together this whole entire team lead job. Um, so we talked about responsibilities, we talked about the culture that we wanted to build, um, and then the goals as far as data and assessment um, in the coming years. So we're hoping to have those um, those members hired by May 1st. Um, and they will essentially be maintaining that curriculum and bringing new information or or new systems like data cycles um, to that team to help us build even bigger systems for instruction. Can you just remind us again how many of those like is it one fourth grade, one fifth grade and then is it science, math or >> I think we decided was our final >> 44 right yeah we said 444 >> that was the final so

089originally the budget was about 35,000 trying to just we had about 10 but when they all the teams got together they really settled into it has to be at that building level because of the structures around a schedule right All good ideas die on the schedule, we say. >> Um because you can have all these great ideas, but then it's the way the elementary school schedule flows will never work with somebody trying to come from the elementary school and somehow push in to support the fifth grade teachers. Right? We have a really odd or atypical break there between fourth and fifth grade, which makes it interesting for curriculum development. Um because really you think about that stage of a development a little more fourth through fifth keeps on going. It's not really break but it's

090just not helpful. So they settle with four four and four and they think they can cover all the core content areas um for all those buildings. Your ECC already has a built-in and required um coach and kind of team leader that does this work. It's part of the Head Start um best practice grant. And so this would take care of the other five buildings um in that way. The alternative schools of course we'll try and pick up you know we got to get the main schools going in a certain direction then you can figure out the options and we fit in but they'll be included in that sense and then the specials think like music or art they're going to stay districtled. That's what I was just curious. >> Yeah, we just it just didn't

091fit the same thing because like you take music, you know, you got three music teachers kind of all in their own world. There's no way to them to meet up and make a team. Although Andre um and Noble Speed, they get together and do their very best to do that. Um they're not able to really get down to the elementary school. So that'll still be controlled kind of by the central office. Say that right. >> Yeah. Okay. >> I'm getting better. >> Any questions? Um, so this brings in a big piece of that middle section before the culture. Um, right now like April and I have been doing all of this and so there's not much ownership in it. Um, I think that's a really important piece when we talk about buyin. Um, so what

092I'm hoping to give them is a 100% uh complete curriculum when everyone comes back. Um and that will be maintained and run and um driven by our team lead. And so with which is basically their colleagues, right? So they like in a vertical team of science, there's going to be one team lead and that team lead is going to be facilitating those meetings, um checking in on data cycles and kind of doing that professional development piece of the vertical team meeting. >> Any questions on that? One of the things that got me excited was it's another place in this small town for teachers to start to explore leadership pathways. Otherwise, you got to leave this town. There's no other bus to jump on. Um even if you love the bus and so it's exciting to

093find opportunities a good example where people can explore like I've been doing the same thing forever. I need something new and let them flex their wings and realize I really hate adults. I'm going back to just the children or like I kind of enjoy adults too. So, it's a nice it's from a leadership perspective in this room. I think it's helpful to realize just like the dean program has been successful and helping people discover their careers and that they need so they don't have to leave us to go through that discovery and it's really important. >> Yeah. Go ahead. Um, so if you look in the yellow box at the bottom, I said this before, but this is really, um, what is going to move us from the what to the how in our learning

094cycle. So, um, talking about that foundation on the left hand side, the sustainable foundation, we've got clear curriculum and expectations, we know best practices. Um, we've got purposeful assessments and data cycles. All of that is going to be supporting um many other systems in a school district and in a support system for teachers because I think a lot of times a teacher evaluation is like not necessarily a support system in in teachers eyes and it really is meant to be that. Um but it's hard to hold an expectation of an evaluation or MTSS or professional development when we don't have like the the foundation of a curriculum. Um, so that's kind of what that's supposed to be there. Like I said, 100% by July 1st. Um, that will be our next deadline that we're trying

095to get to. Um, we've had many accomplishments like I've mentioned before in other board meetings. Um, and in my reports, we've got, um, the Atlas for platform is live now, which was like a big thing for April and I. We're a little nervous about that. And we have spaces where we're like, that's not good enough. And so we're obviously adding things in. Um, and that continues to build with our teachers, too. And some teachers are getting really involved in like adding all kinds of things and lesson plans and things. I'm like, "Oh my gosh." And they love it to be like a school or a platform. Um, one thing Paul uh Brassman was talking about was that when you are in an international school, you have a lot of teachers leave after two or three

096years. Um, but when you have a platform that houses all of this stuff, I mean, you can see all of the assessments that were given in the last five years. Every teacher has uploaded all of their materials. So, you're never coming in um as a new teacher and saying, "What do I teach?" You can honestly focus on the how. Um, which we know makes a better teacher. >> Anything else you have to say? >> Okay, we're almost done, right? >> Um, not a curriculum. So, we had a lot of folks. Um, math curriculum. We had the be I mean, I'm biased, but Emily is in it, too. I It was the best process and I got to know everybody really, really well. Um, and I love math because that's my background. Um, so it was

097honestly a match made in heaven for this year because I got to do math and my new job. So, in August, I took teacher feedback around like, what do you guys want? What do you need? where you at? Um, and then we developed a rubric together. I took like I stole some stuff from my old job. Um, and things have done like this before and then included their four non-negotiables which you'll see on the right. Um, and then we did a publisher review. We took eight different curriculums. Um, we pulled their CDE reviews, we pulled their um, ed report reviews and we compiled them all and kind of put them into the rubric. Um, and then we had them look into lessons from each of those curriculums and they were like, "Yes, no, yes, no."

098And then we would come back at vertical teams and they'd be like, "I tried this one and it was crazy and I tried this one and I loved it." Um, and meanwhile, I was trying to we did middle school and high school, so I was trying to like be in both places at once, but I think we figured it out. >> Order everyone's samples, every math classroom have like yay amount of books. >> Yeah. There was just earlier together. >> Yeah. We did. Every time I turned around, the middle school teachers were like, "Seriously, understandable." I'm like, "All right." >> Um, so then on the 23rd of January, I scheduled vendor meetings for them. So, basically that was each vendor calling in on a Zoom call and all of the math teachers sitting there and

099listening to their spiel. kind of salesy and outside of what most teachers are used to, but it was good for them to hear like from the curriculum developers, this is why we did this and this is where we're at and this is our intent for this curriculum. Um the 26th we all sat in here upstairs um and went through all of it, went through a rubric, went through um part of a protocol that Scott McFarland made for us um to kind of narrow it down um and we came to the agreement that we all would like to adopt. Illustrative math is what I call it because it's actually called illustrative which we decided we don't like that word. Um, so can you click into the Atlas teacher view? Um, so this is what the teachers

100will see in here. This is not complete yet because this was like last week and I'll just try to put it in here. Um, unit one, you're just going to see the difference between a a curriculum that's adopted and a curriculum that is makeshifted together that a teacher is trying to just get by with what they have. So right here, I mean, there's endless possibilities for how this can look. And that's something the team and I have to sit down and say, "Hey, so on our unit plan, what do we want this to be? Do we want to include all the attachments that I've put in there? Do we want to include all of the learning targets per lesson? What's most important in your eyes if you're a new teacher coming in here and looking

101at this? Or if you're trying to remind yourself after a long summer what you're supposed to teach, what does it look like?" So, you can see there's just endless amounts of information. This um company is really great. They even have like this block schedule. um guidance. And so our teachers really liked that at the high school because it can give them a pacing guide that is like 150 days and that doesn't happen because we have a short school year here and so that was exciting. Um anything else you want to share about the the curriculum itself or >> I don't think so. I mean everybody was excited. It was awesome to have >> a unanimous decision and the curriculum the curriculum that's been used has been around for a long time and so we missed

102our pass it out to May. So it was due >> due if you put that curriculum in atlas there were definitely some gaps with the curriculum that we were using previous >> Oh yeah. Yep. Uhhuh. there was quite a few gaps because it was a curriculum that was that came out six years before the last standards and so talking about that cycle of when things need to be updated. Um this curriculum that we just adopted actually predicted what the new standards would be. So it is all aligned to the new standards >> and that was where there were the biggest growth gaps, right? Was middle school math across the board. >> And uh in math has I almost said that word that we agreed not to say. Um it has really really good data from

103seventh and eighth grade math. Like that is their big proud um point there. >> It's an open source that will continue to update. >> Yes. So it's not like verifying you know such thing that it will not ever be updated. >> Yeah. It'll default if they change standards. We'll be able to access things online that have been updated. >> Yeah. So now it's this open res. Have you guys heard of this open resource curriculum? It's great. And also like most of them are consumables meaning the kids will have a workbook. So that's where the money piece comes in. Um, but it is constantly updated and so anytime something changes or anytime there's a mistake or anything, you're not stuck with these books that you bought for 10 years, you actually they update every single year.

104So the standards and things will all be updated as well um within Okay. Yeah. Click. Um, so this is the online platform of the of our dream curriculum. Um, it has all of the units. This would be like for um math one. And so you would have all of your units within here. It comes with like family videos that you can post to your Canvas or whatever it might be um for parents because they found that the big thing with parents in math these days, as people know, is that they're like, I wasn't taught math like this, so I don't know what I'm doing. Um and so there's actual videos for that. Um this is the platform online that shares um it's like has a progress monitoring piece to it so that teachers can assign

105things and it might be like a two second exit ticket. And so when I'm thinking data cycles moving forward and being informed on what my kids know, this is something where a teacher can quickly give them a two question check-in and then have the data on that for the very next day that they're instructing and be able to adjust their instruction and form group like specific groups or whatever it may be that that class needs. Um so that is really nice and I think that's something our teachers were looking for too. Um I mean it has endless types of resources. Um, it also has an online learning platform so that if a kid is doing their homework at home or whatever, they can get feedback. It's like an interactive homework. It's not just like, hey,

106do your homework at home, but when you type in answers or things like that, it gives you feedback on what you're doing wrong. Um, which I think is also really nice. >> But in the classroom, it's it's not online. >> Uh, no, I wouldn't no h we didn't take it that way that that was even suggested by the curriculum writers. It was more as like a homework piece or a data piece for instruction to inform instruction, not for instruction. >> And then this is where we're switching now to math one and three instead of >> algebra 1. Yes. I mean, I asked my girls about that and they were like, "Oh, that'd be so much better because it gets so boring to be in geometry for a whole year." Um, and I think what looking

107at their scores on PSATs and stuff, you see those gaps of like, oh, you took geometry two years ago and that was where you scored the lowest. But are all of our because I know right now our math teachers teach algebra 1 or geometry or algebra 2. Is there going to be a lot of needed professional development for those high school teachers to be because now essentially they're all teaching like some components. >> Yeah, I don't think we have right now one geometry teacher. I think both the teachers that teach geometry also teach algebra algebra which is good. >> Um but I we definitely do need professional development. That's something that we looked into when we are like it's in the quotes that we have. Um the thing about this too is that I mean

108I think our teachers are all capable of doing the geometry algebra switch but I also think it doesn't require it to be someone's strong suit because it has both. Um so I think that is really good. Um, this is a student- centered curriculum. Um, which can feel a little different than how most of us probably took math. Um, and that's where professional development is going to be needed. >> Okay. >> So, how what how high of a level does this go? >> Math one, math 2, math three. So, that's like the equivalent of >> Algebra 2 and then pre-cal or then they would kind of transition to a different curriculum. >> Well, then they transition to CC. Yeah. Yeah. And that is a guaranteed transferable credit. So the syllabus is preset across the state. >>

109Okay. >> At those tiers. >> Should mention that we're going to be offering math one and middle school. >> Yes. >> Be offering math one at the middle school at both Crest and SMS. Um, and we have some work to do there, too, where we can look at, okay, here's the eighth grade standards, here's the math one standards, and where are kids not aligning, and where if a kid wants to move into math 2 as a freshman from eighth grade math, we need to be able to tell them where what they're missing so that they can, you know, move ahead. Um but ultimately the high school team had decided that with the integrated math um it's going to provide kids more opportunities uh because it's cyclical and it goes all the way through um their

110foundations of algebra and geometry become stronger and so you can look at taking the top kids in math 2 and taking them and putting them right into pre-calp instead of going to math 3. Um, and there's some other movement options that just provide a little more freedom because as I understand right now the high school has a hard time um, when kids want to like if they start in algebra one, there's no way for them to get to calculus and so right now they're doubling up and doing some funky things that we know aren't always best for learning um, to help them get to where they want to be. So provide that. >> Savannah, do we have solutions? Because what I found with kids who did algebra 1 in 8th grade, which is great that

111we can offer that to more kids because it was limiting for a lot of students, especially with our new schedule, >> right? They can't like my kid got like two in one year, >> right? But then they hit something at the end of their junior year when they've just finished calc BC that it's like we don't will we then have more options because we're pushing more kids into that earlier, which obviously I support. I'm seeing on the other end and I heard from Cookie that we don't really have >> more later. Is that >> I think that's I think that's true and I think that's something that we need to talk about as far as like the high school's mission of where they want to get kids in math. Um, sometimes I feel like kids

112think it's a race or parents think it's a race and it's really more about a very strong foundation. And so I think this curriculum is going to support that um vision. But I also like I also think there's a lot of ways that the math standards that are new are going in. Um, for instance, it's like math has always been kind of tracked like one, two, three, pre-calc calculus. um some kids take statistics, some kids take, you know, financial algebra or whatever it might be, but in in the new standards, it's really creating more avenues for kids. And that's hard in a small district when we don't have 17 math teachers. And so that's something that we're talking about like it instead of going from math one to math two or math two and math

113three going from math one to math two to quantitative math reasoning >> and then having an option for data science and then going into statistics and having different avenues as possibilities in mathematics. >> Um and that's something we're not there yet. I don't know how to staff that or how to encourage that yet but it is a conversation. >> Yeah. Well that would just be my concern if kids >> Mhm. if more kids have the opportunity to get there that then they get to the end of their junior year and they're like >> if they are on a calc track then that's kind of where they end. But right now that's the that's kind of the only track we have if they're going to move bad. So providing more avenues I think would be helpful

114but >> but yes >> I would just say it's one more reasons why I am in support of adding another half FTE in the math side >> until you well one you can stabilize that position there's the first thing but secondly until you have that little bit of extra room >> I don't know they're able to flesh out some of the more options then you know like my kid's taking stats right now in that space thanks Awesome. So, this is like an example of an interactive slide um show that is editable and kids can get feedback and look at things um >> I mean that's nice for like sports and stuff, right? Because we know we have a huge issue with kids missing class for sports. So, if there is a more interactive way for

115them to make that up, I think that's really helpful, too. >> Yeah. Yeah, the feedback thing is always a lot with math because you're like, I could do 20 problems and I do it all wrong, right? >> And I learned nothing. But if you have something that gives you feedback, it's >> pretty. >> No, just go away from that. Okay. Any questions about the math curriculum? >> I'll add one more thing. In my 15 years, this will be the first time I've seen the middle school and the high school truly aligned curriculum all the way through. So, it's something that's exciting. Um, and then if we find in six years we want to change, it's easier to change the whole 16 to have pockets. Um, and we've had a lot of pockets. So, I think

116I'm really proud of the team for coming together and figuring out how to do this. It's a big deal. >> And they have a K12 curriculum. Many of them are changing to that K12 model, which is cool. >> Okay. Go ahead. Um, board policy suggestions. I will have a board policy written up for you next month. um is the plan and there was some things in the current policy that I would update. So I kind of put that in my board report as well that you guys saw. Um but these were the areas that I saw need um and based on what we went through and I can gather feedback too if that's helpful from the team around what went well and what was improved or may need some more work. >> Is there any

117questions around that? those. She kind of gave you three columns just cuz if you didn't like that, that would be important to tell us now before we spend time doing >> I was super impressed. >> Yeah, that was really great. >> Good. >> Thank you. Um here's the timeline. Last slide, right? It is. >> Uh so here's the timeline for March, April, May, June, July. There's obviously other things that will um come in there eventually, but um next month is the is soonest, I guess, so I can talk about that. We'll have MLL, which is multil- language learner, or as some may know it as English language learner. The state has shifted acronyms. Anyways, it's called MLL now in the state. Um and so I will have uh the audit, which you guys saw, and

118then I will have the new system put together. um with the curriculum acknowledgement for that which April has done. So, thank you April. Um and then public comment for the middle school health curriculum. I did have the one, fifth grade in there, but I didn't have sixth and seventh and eighth. Um I will get that finished up and then a policy update like we just talked about. >> Any questions about that? Just if we need to adjust timelines or anything about process that we've laid out those policies. Okay. April's really April and Savannah are really excited about the state testing window, right? >> Uh we did finish access testing as of today. So that is very exciting. Um we have 100% completion there. So now we're on to the next thing. >> Done. Go ahead

119and plug here. >> Thank you. Wow. >> Thanks. >> Very good. Yeah. Hey, Dustin and I were just talking. I've never been to a board meeting here where you guys clap. >> I was waiting to see if it was gonna fly with me. >> Stopped three times prior to me and I was like, "This is weird. One class. >> Always count. >> Everyone's in a half." >> When Savannah started in July, I said this meeting right here and that presentation was what she's been working towards. So, thank you, Savannah. Thank you. >> Back to it, boss. >> Okay, now we're on to action items. So, approve on second reading policies. We don't have any. So, I need a motion to approve the addition of the destination imagination as a new activity option for fiscal year

1202627. >> So, moved. >> And then discussion. Is this when Karen her big moment? >> I expect applause. >> Oh, I did too. >> Do you want me to plug in or do you want to plug in on Do you have an HD? >> You can do it. >> If you got someone to hand me the HDMI cord, >> please. And thank you >> just because you're so good. So, first I want to introduce Amy Golden here. If you've been in the district much, you know what a powerhouse she is. She's been kind of managing and running Destination Imagination DI, which this may be overkill, but I really want you to understand what we're going to get from this hopefully. Um, but she helped me with this. We talked to the state um Louie Wilson.

121No, it's Louie. She's the state level. We spoke with her. We spoke to many students, lots of parents. So, we kind of collaborated to pull a bunch together. The idea with the um emails, we didn't want a room full of people because that could take hours and hours. So, the emails was Yeah. And everybody I'm sure there was more that didn't even get around to writing it. Some being my children. I was a parent of both. Sorry. Uh my son and my daughter were in DIA. They loved it. They ran it for years. My son only made state a few times. And I say that lightly. He was a was a group of goofy boys who three out of four went on to be very successful engineers. And I swear it's because of DI. It

122really opened that world for them. Wait, >> sorry. I'm going to pull it open in a different way. Will make my life easier. That thing. So anyway, my other >> went to glow with my wife's team. >> Oh yeah. >> Well, not you. You wouldn't. >> I would you would have made it to but your son with me. >> I got to go bubbles with my kid. It was amazing. >> Yes. And Globals is like this whole experience networking for kids with people all around the nation and you should get up there. >> This is your adorable grand. My new grandbaby. Okay. Okay, moving on. >> I I just have I didn't have any DI pictures, so I thought you would enjoy seeing some adorable three-month-old baby. >> She is really adorable. >> Yeah. Well,

123that is true because it is her future and she's not here. Hopefully, she will be or in a place where there is destination. Okay, >> I think I think I'm just listening. >> I'm going to do this kind of quick and simple because most of you do know about >> Wait, there we go. Sorry, I haven't played with this yet. >> So, the benefits, it is student driven. adults are there with them, team managers, but they're not they kind of let them fail, which is my favorite part about DI. Failure in my opinion is super good. You learn from it, you grow from it. So the the adults are trained hopefully to let them fail, let them make mistakes, improve, and that's why if you can do it more than one year, it's super beneficial.

124It's that the students work together. I think one of the hardest things we tell David is for these kids to come up with a name. They have to come up with a name for their team. You wouldn't believe how hard that is. But that's like the first lesson because then they have to work together to solve instant challenges. Um and yeah, so that's that's the first thing. There's a ton of creativity. There's divine design and innovation, creative problem solving, storytelling and theater performance, improv and innovation. The SEAL part's huge. the resilience piece, empathy and respect, leadership, growth and challenge, and of course losing and learning from that because you don't always win. And I think a lot of that entitlement and everything that a lot of our culture is going through now is because they

125got the participation ribbon all those years. So two cents, but there is so much critical thinking when they analyze and evaluate. They're testing and they're evaluating. This is a two semester um program, right? So it takes a long time. They do every week they're doing an instant challenge where they're trying something, they're improving on it, the next week they get another one. Hopefully they learn from the last one. They have to be able to communicate not just with themselves, but when they go to um competition, they have to get in front and speak and be articulate. Hope they are enough to get through their their challenges. Oh, >> hold on. I don't know what happened. >> Hopefully you have the rest memorized. I got to tell one thing. It's kind of important communication because there's

126a group of senior boys who still tell the story because they had an instant challenge. You have a couple minutes to do this thing and you're supposed to bring a pencil. So, somebody had a team duty to bring a pencil and they didn't get to go to globals because the kid forgot a pencil and he got too embarrassed to say anything and so they didn't write anything down. They knew each other and so they they bomb their instant challenge of all of them still talk about >> what duty the team rolls do you have out there but the communication of the courage to ask say hey I don't I need a pencil >> yeah that's a great story there is so much team building and teamwork for the conflict of resolution team management is such

127a real life skill that everybody needs especially children they they just need to learn that public speaking work with diverse personalities. Sometimes you're with your friends and but a lot of times you get in with other people and they're a quirky bird and you're a left, you know, I mean it it you have to learn to get along with people and you learn to respect them because you're working towards the common goal of succeeding and it it we'll go back to that. Okay. Um compromising and coming to group consensus, team roles and responsibility and divergent thinking. So much divergent thinking. It is fun. You get to interact with real people and friends. It's pathetic. It's challenging. It's rewarding and eventually if you do make it to globals it's global. If you don't make it to

128globals it's still all of these things. If you make it to state it's the next. So first you start in your own community then you go to regionals then you go to state and then possibly to right. Thank you. This is numbers from Jeremy um who is our interimm activity director. this year if this fall we have what's the other number oh uh this is what is enrolled now or in the fall if BBB basketball >> boys basketball so those are the numbers this year this is what the numbers I think it gave this to me maybe before they started so predicted >> so a total of 648 when I sat down with David and Aaron and we tried to come up with a number. What I'm here for is to get a re um

129a district kind of g uh what what are we calling it actually coach a manager activity a DI manager is what we'll call them. We were trying to think what do we pay this person? It's not a teacher. It's not an FTE. It's just a a coach so to speak. So we looked at the other sports and I didn't bring that information but we looked at sports how much time these other quoters were putting in this particular position that we're looking for is working two semesters right we don't have any data necessarily which we do have some and I'll show you that but this is what the numbers we kind of looked at I have a feeling as did Amy we're like this is going to start and it's going to explode there are so

130many kids already interested and I think once they see it and hear about it and I think it's going to it's going to get bigger. So this first year it's kind of a unknown but we do have a starting point that I want to show you. Ready? Yes. So I kept going back to we need this position because it it's a lot it's a lot of work. Amy was doing it. How many years did you volunteer training people? really just last year mostly. But that's why we had six district teams last year because I basically acted as a coordinator, trained them, gave them email templates, helped them source materials. Um really just last year and this year I hadn't stepped back because it's a lot. >> It's a lot. Yeah. >> Yeah. And she runs

131she's a manager of a team also. So we thought that is necessary and we do have some music activities. We do have theater. Um, we have a lot of sports. And we've heard from recent who who was that I guess in the fall they were saying our volleyball teams they're overloaded. We don't have enough space or time to have these activities. So we're like we could add another sport lacrosse or but what we're thinking is something that doesn't take a field that still is engaging is open to those students who aren't necessarily sports kids. Even though my kids were sports because they were also DIS, right? You can do both. So, that just I don't know. I just thought it's like sports and music. It brings awareness to our successful and awesome school district because

132we're out there showing off or failing, which is okay. It provides another opportunity for students to find enrichment in their lives. It may help older students find a career path. Like I said, those three boys, I swore they wouldn't be engineers today if they hadn't been to the island. And it builds real life skills such as problem solving and working with others, which is what sports so does. This I got from the state level. I I didn't make it legible, but if you want I can send you a copy. It's just all legible in our >> This um this is the technical all the standards that are met technically. This is scientific, fine arts, improv, engineering, service learning, and early learning. So all of these standards are met through and more. I'm sure that's those

133are the state standards that they gave us. So if you want that, I can send it to you guys. Um, so there's these are the challenges for those of you who don't know which I don't I shouldn't have asked who wants to even hear this. Well, I was supposed to do it. Okay. There's the two semester project which is your team challenge. You have teams of like five to seven kids or however many I think seven is the maximum. and they select one of seven open-ended challenges and spend months creating comprehensive solution to present at tournaments in an 8-minute performance which combines technical skills with artistic impression. They get to choose that and then they create however they want to but you know so it's their choice to begin with. Then each week you have

134and at the they do instant challenges. Yes. At the competitions too. You do your rapid problem solving teams are given us a prize challenge and they have to solve it within 5 to 8 minutes. And this is the one they kind of that we did I don't know that we practice a lot like here's your problem solve it. um quick thinking on their feet, team dynamics, collaborative roles, communication, and then they have to be secret at the competition because which is I I never had anybody leak. Did you guys kind of fun secret because if you let the other teams know what's coming up, then they would succeed, right? If you want to just click on that, I don't know if we want to watch it. It's just like a twominute video of what DI

135is if you don't know. TI is all about expanding what we already know and then taking it and moving to and creating. Our program empowers kids to be lifelong learners, conventors, sorters. You give them the confidence to take on challenges >> and you can tell it's it's good like that is not something and at the same time learning >> I also talking about all the supplies that are being used it's not something big but no adult in yoga being able to explore themselves and explor aspect. So their own talent understand children need to be able to learn how to organ they need to be globally aware. We have to operate across culture from China. So that'sation you gain confidence in your own ideas and your ability to think and then along with that you get

136a chance to work collaboratively with others your own needs and with that sense of unity and teamwork that arises is extraordinary. >> They're the ones who learn skills that they can apply every single aspect of their life. And I think what super awesome that's global science and they're showing a lot of global is that it's okay to be smart and think outside the box. We don't have to think like everybody else who brought up this new solution. Next slide. So what we're looking for, this is what we're asking or I'm not asking, we the DI community is asking is it's an after school activity with a second for a head coach or manager. We need more activities as some current ones are fuller overflowing something to offer other than sports, theater, and music. Although it

137includes many aspects of those other activities currently being offered. Um there is comp competition recognition and awards. It can be large or small groups two to seven and teams can have gender diversity and few to zero and I could be corrected on this. I didn't know if Corey was going to be here. Are there any >> Spanish? Well, Spanish, right? >> Spanish talks about how you mentioned. >> Okay. And is you add anything? >> No, there used to be choir but we're doing all in school. >> Yeah. >> Right. So I think Longfellow especially this is great for younger students and it starts as early as kindergarten Amy. >> So and then they can grow into it. At this point I don't know if there'll be any high school teams but if they grow into

138it they could do that. >> Karen, could there be an opportunity or would there be an opportunity for like the mentors to come from the high school? Uh like when my kid did it there were two including Omaly was one of his mentors and because that could >> I think that'd be awesome. And I even asked my son, would you want to be a manager? Like how much time would it take? So I think anybody, any kids who are still in town, did you do DI at all when you were here? >> That could be a nice >> kids who grew up here. >> Okay. >> Just to get more kids. >> Oh, I think it'd be great. >> So here's what we're asking. And this is um Amy threw in most of her ideas

139and I've heard a few but and there's I'm sure there's more but the manager would get all the parent information or meet with parents in sessions and she just do everything with parents want to add and you just jump in anytime. >> Great. >> They overse all school levels. They provide uh team manager sessions to discuss any problems, cover details, answer questions, just kind of be a a person to go to planning weekly instant challenges. They give you some, but it'd be really nice if the manager said, "Here's your instant challenge. Here's the materials if you have any questions and then go." I think any new manager would appreciate that. Finding an appraiser, volunteers for regionals in PBLO, which we'll talk about next. Planning weekly instant challenges, helping source materials um and challenges. sending template

140emails to parents so they can edit and then send onto their teams, help find and train uh team managers, help find members to form teams. So, say you have a team of four and there's this one little girl who wants to be on a team, she doesn't know anybody, maybe that that this person would help find the best match or just help help with the little members too. Act as a resource when questions arise, find money. So that would include fundraising, maybe run adult background checks, establish safety guidelines, and help find meeting locations. Next, and I'm just ripping through this, so you have I hate Let me just read it, but this was the numbers last year in Longfellow. This was when Amy was helping. It was It was pretty big. And then this year

141we only have one team at Longfellow and a team of six at SL Middle School Crest. So for next year we're hoping there will be a lot of interest. You saw from the letters there is a lot of interest out there especially elementary and middle school levels. >> So how does this work with Monasuri then? Is it just as if all of our other sports where they just can participate or >> extracurriculars? So anyone who lives in our community in the taxpaying district could access it. >> And then would there be some ability to ensure that monastery families contribute team managers maybe? >> Yes. I think that's kind of if if we run out of managers and your child wants to be in destination Imagination you say great can you be a manager or can

142you find us a manager? I mean, >> so with their four teams, was it currently managed by parents from Mona? >> Historically, they have two coaches that pretty consistently from that year to year. Last year, I think they had I don't think they have four teams this year. I think maybe they not exactly sure. Last year they did have four. >> Um, but I Yeah, I'm sure the one that's very consistent would be someone who could help. And to Mandy's point, the problem comes this is her the manager, the head manager, head coach. That would be a paid position. Everybody else is volunteer. So that's where it gets kind of hard and tricky. But so many I think there's a lot of interest in parents participating. >> Is this going to be like any other

143clubsport and fall under fall under the rules of the school like like football, like soccer, like like >> I mean so they're going to have to >> go background checks and >> follow that new coaches handbook >> communication standards upgrading those we've been working on yes yes yes and yes >> eligibility >> um kind of questions there's not it's not chassa >> right >> those things would still apply um just like they do to drama students at a high school um so the answer would be you'd have to be a She's in good standing >> and how we can derail something in the last moments. >> Yeah, be interesting. >> I know. >> They I mean they >> I mean question there's always there's at least one team right now. Is there two this year?

144>> I just know there's one. >> Are they technically? >> Yeah. Yep. So, but the answer is yeah. which creates those bridges to our community. >> Yeah. And they they come to competitions and we can connect that way. So this is what we're looking at past year. Uh and corre correct me if I'm wrong. I was trying to make it more entry fees. They they raised 346 to the 350th team. They had no supply budget even though they spent money. Each team spent about 100, but they weren't getting any money in. and the team managers are volunteer and that there wasn't necessarily two at that time but we would require two male if they if this is a deal the regional state and global entry fees our 32J donated 5500 that went to maybe some

145of these entry fees and some of global what we're proposing is give them a lump sum of maybe 5,000 4,000 would go towards the team manager, the head team manager, head manager, and then the other thousand might be distributed among the teams for supplies and then a one-time seed money because what happens in my understanding is if you win at state, it's pretty soon right after that that you have to turn in your monies to go to globals. So this money in addition to supplies or however the manager saw it fit to be used would pay for globals and then they would have to fund raise to you fill that pot again. But this is a onetime deal. It's not like the district's going to give them $4,000 every year. The only thing that we

146would give them every year is 5,000 which really is less than we were paying him before which was the loan which should be fine. However, after this year, say, you know, we're going to have more more data. Like, we spent this much, we're going to need a little bit more. But for this is the starting spot. >> Reason at 4,000. Looking at the amount of students there is, the amount of competitions there is, there amount of practices there are, but over two semesters, it fell within about $2,000 a season. Um, it's a hard to make >> like our coaching schedule. >> It's hard to put it on that coaching schedule thing. And so we tried to find as much equivalency of two seasons right with those um because there's max is three competitions unless you

147get a couple more which is less than say basketball which I don't like competitions they have right so there's all these different factors of trying to make equal so that's where we came up to that and felt like we had been spending now for three years um giving money to support this activity um they've been raising all the rest of the money so it does match all of our policy around the padding activities in that sense. >> Another like equivalency that we compared to was mountain biking which is not technically on our coaching scale. They're not saying they ch I don't know the exact details because it's become more chass >> but they start they're non jazz but they start as a club they're paid as through the district but at the club coach kind

148of and it's about 2 season properly and so that's how we kind of use this equivalency sporting the same type of thing. >> I hate doing the equivalency in any of our activities. It's a horrible way to talk about it >> because it is do you want to add this activity? how much would it cost? That's the best way I would recommend the board always think about these things and small town equivalency. Um people going well I did this how come I didn't get that or you you know all those questions so this was our best guess and we believe it has done three years we believe it's ticks all the boxes inside the policy about annual activity. I mean I would expect 30 to 40 kids um this upcoming year. That would be where

149I would think the participation rate would be at. It's K12. >> It would be K12 technically. >> So you would expect that many kids K12 or mostly in the elementary school? >> Um I mean Amy, you could correct me. I think you four teams at the elementary and two at the middle would be a pretty reasonable expectation. >> Last year there were six one K. So K2 is not competitive, but they can still go to regional and present. they get that opportunity to create and speak competitive I think well beyond that first competition. So they had one of those teams five competitive teams at middle and elementary. So that was yeah about 40 kids last year and there were more kids last year than one swing because we just didn't have the coaches um >>

150because of the calendar which was an issue too right >> that was better. >> Oh that was this year which you'll come to. Any other questions about submit? >> So, we're not they wouldn't get charged like the participation fee that the athletes get charged. >> Uh, no one's asked that question. I'd have to go I'd have to go think through that. No one's asked that question. >> Currently, as a non district, like when you have a team of six or seven, that 340 to 360 has just been split from the six or seven works out to like $60 a kid. And we offered like if the zillion we'll find a way to like scholarship it for you. I mean that has worked. >> So it would actually be cheaper if we did charge them on

151our elementary middle school scale than what they've been paying. >> I think in this first year those are the kind of questions we'd be looking for this coach to resolve those with the new activities manager because that's a good one I haven't thought about. I mean you can solve it both ways. Well, and the other the other piece is like is timing wise, we're trying to completely overhaul how we do activity in general. And so I think in the next year we'll have a lot more to figure out actually. >> But that's a good question. Any other kind of questions like that? >> Do you mean do you think it's going to be hard to find all these volunteer coaches if we have more structure and can expand the program? Do you think you'll be

152able to get >> I think there's enough interest and if parents want their students in it. I mean that's why all of our other person in the room doesn't have to be another right. It can be a mentor a high school. >> Yeah. >> I think that can be a great aspect of the program. >> I think the hardest struggle will be by joining the district you pick up the biggest burden it's going to be is to pick up that two adult policy. Right. >> Right. There's not an adult frequently in a DI like I know when my family's coach there's frequent times when there's one adult with the kids and we have to be a non-negotiable two adults with kids at all times that's going to be a burden on the programming >> because

153that's yeah non-negotiable >> right yeah it's a yeah no I mean they have to follow our policies that we've worked really hard to get in place over the last couple of years so >> yep Okay. So, with that all being said, we also were approached by this Louisie by the state um destination imagination and she said, "You know what? You guys are a hot spot right now and we would love for you to become a separate district. On one side, you'll see the current boundaries and on the other side you'll see where it says central Colorado or what's it what's it called? West Central. This little red section, that would be us. and Salida would be the hosts or the right. So that opens up so many opportunities. It opens up fundraising for our VI

154team. We can instead of paying to go to PBLO and do it at PBLO University, we collect some funds. If we have it at our school building, these are all unknowns at this point. If we have it in our school buildings, we collect, you know, money from the communities coming in. Right now, it's really hard for Gunnison, Alamosa. Where else did you say? Um, >> currently goes to PBLO, which is currently where Salina goes to. >> Yeah. So, there aren't a lot of teams in those areas because it's such a hassle to get, you know, PBLO's a long way and they have to stay overnight and it it's costly. So, if we were to become this district here, I think it would open up a lot of opportunities for other communities to increase their destination

155imagination themes. It would be lower costs for us. it would create um a lot of uh exposure to our community and our school districts. So, this is something else we're talking about. You would need a district a volunteer district manager. We do have people interested in that. No problem. I got you know like four right now and so they could be co-managers or whatever. So, that's kind of on the table. Also, I don't know if it's part it's not part of the consent agenda, but this is something that we need to start con considering. Um, what else? That's what Louis said in the hot spot and would make a great central Colorado region. I'm just like, huh, that's interesting. >> So, is that I think that's the last slide. >> That's it. Our pictures of

156Indie. >> I mean, I could go back to the start anyway. Oh, thank you. Thank you. Did you have any other questions? I mean, it's pretty >> I know I don't know how we would have opened it up. Well, let's just move forward to the consent. >> So, now we can I just get clarification on what exactly we're voting on. >> Yeah. >> So, you'd be adding a new activity officially. >> Um that means I could then post a head coach position on the call. >> Okay. Um, and it would allow then Aaron to put into the budget. This would be for next fiscal year or for next academic calendar year, not for this year. Uh, what's happening right now is what's happening and that's how it would go. Um, but it would allow the

157community to start to go for it, right? You would take $5,000. A,000 goes into the supply and then two seasons of 2,000 or $4,000 for the coach. So, $5,000 um which is about equivalent to what we've been investing. So, if you said vote yes, that would do that. And you'd be also saying yes to giving another $4,000 on top of that of one-time dollars to start their fundraising account because almost all of our activities have a coaching cost. We'll call it supplies cost whether buying soccer balls or pipe cleaners. And then you have a fundraising account which is part of the things we need to clean up districtwide. But this will be clear that fundraising account is really for at this time globals to try and make sure that they can keep that system rolling.

158>> So $5,000 annual budget, $4,000 one-time fundraising seed money. >> Yep. >> Okay. Got it. Thank you. >> There's something wrong. Aaron, you got the look like maybe I'm not saying well. >> No. Yeah. So we're doing like 5,500 is what we've been doing the past two years, right? So this would be basically next year a $3,500 increase >> and then it would probably be reevaluated, but the idea being a $500 decrease at that point in following years obviously reevaluation. >> Yeah. >> Okay. I'm just making sure I know what you're getting ready for. >> Thank you. >> You ready for a vote? >> All right. All right. >> Dr. Hill. >> Hi. Mrs. Lumbberg, >> hi. >> Ms. Pascal. >> Hi, >> Dr. Rhodess. >> Hi. >> And Miss Shen, >> hi. >> All

159right. >> I'm excited you guys voted that cuz now I can go home. My wife won't beat me up. >> All right. Now, we are to our last thing, right? >> Y. So, I need a motion to appoint a new atlarge director of school boards. Thanks everybody. >> I would like to make a motion to appoint uh Derek Bong to be the new school board member in our at largec. >> Is there a second? >> I'll second it. >> Discussion. >> We will have any discussion. >> It was hard. All right, ready for a vote. Dr. Hill, >> hi. >> Mrs. Lumber, >> I. >> Mrs. Pascal, >> I. >> Dr. Rhodess, >> I. >> And Miss Shiff, >> no. >> Motion carries. >> All right. Welcome, Eric. >> And then so that means I

160will take over your Okay. What works for you. So, we get to jump right in. We'll swear you in right now because that's how this works. Um, if you It's always a surprise should you choose to accept the nomination. Like, this is your moment. >> All right. I'm going to have you stand. We'll get real fancy here. Um, and acting as my role as a notary for the state of Colorado. Um, I'll have you raise your right hand. Uh, repeat after me. I, Derek Fong >> I, Derek Fong >> do solemnly swear >> that I will faithfully perform the duties of the office >> that I will faithfully perform the duties of the office >> of school director >> school director >> as required by law >> and will support the constitution of the United

161States >> and will support the constitution of the United States >> the constitution of the state of Colorado >> the constitution of the state of Colorado >> and the laws made pursuant thereto >> and the laws may pursue there too. >> Awesome. Okay, I'm going to put everything on pause here with quick paperwork to do and we'll get back to our final committee. Makes >> sense. categories. So, I got down to the final piece, board communications and committee reports. Um, which we just restructured this at our last retreat meeting. Um, sort of looking for a way to redistribute responsibilities a little bit. Um, so currently with the policy book, um, just for you to know, Derek, we spent the whole last year the last two years going through our entire policy manual which is hundreds

162of policies and updating all of them. So getting rid of ones that were not necessary, changing ones that needed changing. So right now we're not really doing a lot of policy work. There's a few hanging over that we need to fix and then our activities program, we're in the process of hiring a new activities director and then there's going to be some policies going along with that, the curriculum policies. So it's always every meeting there's some amount of policy work but we're not doing a big deep dive like we just finished. >> Got it. Am I at the right time? >> You did executive team. There's probably nothing here for Jody. >> No, I think now that we've kind of gotten these communication committee reports kind of in a different angle then I think it'll

163be up to Jod and I. We'll go see who else maybe in the community is a good fit for that. I'm thinking there's two gentlemen tonight who I'd love to see join us on that team. So >> I think potentially Jose Smith, >> we could also bring someone like that in. Yeah. >> Okay. Um so finance is there big budget next month. There's probably not a lot to discuss right now. >> I wait. >> Yeah, there's nothing to discuss, but I do want to say I then I sent you the financial like the last year's monitoring doc from the strategic financial plan. Mhm. >> I don't know how since we just did this new thing, I didn't know how to do it. So, I kind of sent it to you and since you're on the

164finance committee, we can meet, talk about it, then send it to everybody. I didn't know how you wanted to do that. So, that's how I opted to do it this >> Did you get this email? You look confused. >> I did. I even printed it. >> Okay. >> So, we can discuss. Yeah, you can. You we'll have to continue to figure out how to do it all, but that's the way data would be best probably do it this way. >> Okay. I'll just um jump to Derek. I think that might be committee with your obviously it's your daytime job with dollars and send some you join through to them or something else that might be as they're kind of going over what these subcommittees might be. It might be like just tonight I think just

165listening and thinking and talking to Jody about where you think you could best fit in. She might take a month or two just to get start reading stuff. Um, and but I just, you know, that might be another group that you join and try and figure out a little smart community we need to make sure we get vetted our plans with. >> All right. Facilities. Karen, you have a big update for us? No, >> I mean, we're >> No, I can tell you where we're sitting. Um, I did the same thing. I sent something to Karen. She's reviewing. So, next month, you should have that monitoring report. We'll call it for the finance plan. That's what you're talking about. I just made one for the facility plan. >> Strategic plan. >> Yeah, the strategic plan

166review. That's kind of on our monitoring dock now. So, we need to meet um I can't update you. We are trying to finalize closing for Spartan rights. Um >> uh trying to finalize that. Uh that team is >> not responding at the moment. And so we are reaching out trying to get some some engagement. Um but I think we'll get that done by the end of February. It is set to be done before the next board meeting. Um and so that might be that Aaron has to put in there. Where do you put that money? You might have to do a resolution or something. I think it may already be done. >> Yeah. I mean you all I have to figure out what the augur wants us to do because you did a resolution last

167year to do all of those assets into fund 43. Um, but since the new fiscal year, you might just want another one of why we did it that round. So, we might have to do a second. >> That's it. Um, there is we are have one person kind of left in Spartan Heights right now and that person is going to be moving on. So, Spartan Heights is empty and ready to to move on to the new owner. All the people who were renting from us have found other locations to stay and so there's um so it's ready, everything's set, everything's ready to go. And then the next thing will be to turn over the HOA to the um homeowners there. And so then we'll be 100%. So there's kind of we're taking care of the

168renters right now. We're almost almost 100% there. Trying to get that closing 100% done, get the finances, um making sure we cross all our tees and do authorized and then we'll be able to step out of the HOA and be free. And the last piece I just want to name is then we'll probably need to reach out and tell a story. Um, this is the time where you go get a video crew. What you guys have done and I know it's been other people ahead of you is what everyone else is dreaming of doing. Like this is where everyone else in the state is trying to get to and we're did it and walking away and have been successful. It's a really important story of how our school district board has been insightful, thoughtful, and

169dealt with affordable housing in a good manner that's taking tax dollars and being good on tax dollars. Um, I think you guys are the model. I wish a lot more people in the state and the community would look at you and model what you did because it's pretty awesome. Other than facilities where we um are finalizing an MLOU with the city in terms of South Park and land dedication with their piece that is um at its final mark of lawyers. >> So does that include getting the land and buying the land? >> No. And then the buying the land we move on to that and um and then with the county we are waiting for them to engage. So they are struggling with that right now. >> And do we want to put an update

170on that? I know Jody felt pretty strongly about >> I think we need to >> Yeah, >> I think so. Karen and I will meet hopefully in the next week or two and we'll nail that down and then um I think Karen and Jody will probably um encourage people to get going. >> It's worked so well in the past. This is with the county commissioners. >> Yeah. >> Well, PT announced his reelection campaign. >> That's what I said. >> Yeah. >> Okay. >> Um, what about the bubble? >> Oh, yes. Tell us about that. >> Okay. So, we had our random connection that I have. Someone reached out to say, "Hey, we have a Sports Stone bubble and would you like it?" And my response was, "Okay." So, I met with this person uh this

171donor. Uh it's actually a nonprofit. So, it was given by um an affluent person who gave it to a nonprofit. The nonprofit can't use it. So, they're looking to do that. So, they are looking to get enough operating dollars out of that space. The downside is it's about 330 ft long, which is long, right? That's a football field, right? 100 yards effectively. >> Then, um it is only 60 feet wide. It was a pickle ball facility. It was only up for two years. It's comes with at least 15, we're trying to figure out whether it's 18 years or 15ear warranty. It is already taken down in store. Um, so there is installation costs um in those spaces. So, I think it I was hopeful when I first looked at it and I'll I'll grab a

172piece of paper and I'll send it around uh that maybe it could work in Homeman and some of those other fields, but it would work for uh pickle ball. It would work for basketball courts, could work for indoor soccer. >> That's great. >> Um, and maybe it's something where we can help our county realize this is a good facility that maybe it's not on one of our pieces of land, maybe it's one of our partners' pieces of land, town of Poncha, and it meets that community need. >> Even that would be amazing to take the pressure. >> Um, our custodial is struggling right now to keep up with everyone's expectations, and one of the main reasons is our facility use. um it's kind of overwhelming our system. So even if we can push some of

173our winter stuff off and help our community grow in that recreational way, then um that would be great. So we are looking into it. Um and I'll go get the piece of paper she was showing you and pass it around. Um but that's kind of where that facility piece is at. >> Are we are we close enough and getting to the point where we should be re-engaging CCU? >> Yes. So, I'm hoping by next month once Karen does some amazing work >> on the grants. Um, >> what am I doing? Amazing work on the commissioner >> helping everyone. >> Oh, board meetings tomorrow night. >> Maybe one of them will hear if they can reach back out. >> Maybe one of them will hear. >> Maybe reach back out. >> Yes, I think they should

174reach back out. >> It is the right time. So, because of what um I think the city's doing a great job reaching out. I reached out to them also around uh the dog park at Holman Royal Duke Dog Park. Um just starting conversation. >> Uh we're just starting it. So I just said, "Hey, theou is not active. It's out of date. So I need to get that signed." And and >> can we back up the dome real quick? >> Yep. >> You said you are researching uh infrastructure uh install all that. >> Yep. Okay. >> Yep. Just I'm trying so that there's a real number. >> Yeah. Um, so about $200,000 would be what we could purchase it for. I would call it >> I thought it was a gift. >> Not so much anymore.

175Huh. >> Not so much. >> So I'll say 200, but it might be 150. You know, we'll see. But I'm >> They said they would donate it. >> I thought $2,000. >> That'd be a good way to say it. >> But I think that's for them, >> right? That's why I try. I'm just chasing it down. I don't want to put too much out in the airwaves. >> I know. Um, but a facility for that amount of money in our community because it changes seems like a pretty great >> every taxpayer would call you blessed if you spent those tax dollars and could get that facility up for indoor stuff. That's on an expectation. >> Start with us and the city then the pickle ball club would be all over, >> right? I think that

176we have some chances. So even if it just is the just like I think the ice rink was a good example where we can say yes and that frees up other people to say yes. I think that the kind of community leadership that we can help everyone start to say yes even though they're anxious to not make the they want to make the right perfect decision sometimes need to make a decision. So maybe we can help. >> So what are the dimensions again? I'm talking 330 by 60. >> So that's not that picture we just saw. >> Nope. >> Sorry. in case you're >> so looking at this fac, right? >> But it can it's made for a pickle ball facility and you could do a basketball court would fit in there. Standard basketball court.

177Um so the dimensions are like super >> they could put the ice ring in there. >> Yeah. Well, but but shade like they we >> ice rink. So, you know, at home the ice rink is um I know they're finalizing. I don't think it's operational. Um but they're working hard on that. We've cleared all the electrical problems and um so still has cost you nothing. You are getting it's also saving you money because they have gone in and done the grading necessary work on the fences um to extend that parking lot which needed to happen. So that's good. They are not ready to take the next step for like the bigger rank. They need a year or two to get through this process and then they'll be ready to re-engage that. So a lot of

178facility stuff there. >> So um I know you're looking into the details but like ongoing operating costs be helpful >> too. And also >> like how does it do in the win? Ah, good question. >> So, I'll let you look through that. Some of the installation running costs are in there. >> Got it. >> Um, as my first thing and so I'm the individuals getting me connected to kind of the installer will say it's my next ball. >> So, starting to do our due diligence and see. But again, if nothing else, we just facilitate another facility. Can you do that? >> All right. So, that's that's a big stuff. So, there's a lot going on, but I'm hoping by next month I have even more >> exciting news. >> Foundations. >> All right. Communications. >>

179Oh, should I go? I think we need to have a little meeting and re-evaluate what capacity is and what the best and most effective options are >> with the team we have >> and the time we have. >> I appreciate that. Like do you need more people on the team? I would love to sit down and have a chat and figure that >> discussion. Okay. What's the team? I missed that. >> The team and the people who do the work and so that's something we need to discuss the difference between you and you and Kim. >> Some of us have a lot of time, some of us have less time that >> best for a lot of things. >> And Derek, originally when I set this up, I kind of had a line here. This

180might be a committee working in communications just if you get to learn a lot of the district. >> Um, and you can also work with Jen who knows she's been doing it for a while. So, it might be a a committee to join and we might need more more man hours >> maybe from some of us take some things off some people's plates if appropriate >> like tracking down legislation. >> All right. Technology. We haven't started that yet. That's this just came up. I was like, that's a committee. >> I didn't think you'd have a big update. >> No, but I will say I was able to get a little bit further into it. I think I'm ambitious. I'm hoping next month I have a draft that I can get to Jen and then in

181April there's a draft that all of us could kind of look at and start to vet with staff and tear it apart and say, "That was a really dumb idea. Who wrote that down? That's a great idea. Who wrote that down? And this is more the philosophy of tech as opposed to now we've gotten through all the infrastructure like now >> all of the above and how it wraps together >> and maybe Derek I don't know which committee you'll end up being on but that might be a good one for you as well with that area of interest >> just join all the committees >> wait did you catch that that we just kind of signed you up all >> I've heard three so far >> just throwing it out there that's good for >>

182um wellness and I mean I actually the health curriculum was linked in your report, right? >> Okay. I pulled it up >> grade that's in there. >> Okay. I pulled it up on my phone and then I was like I can't read this on my phone and then I went back to my computer and couldn't find it in the board packet and I just realized like a little while ago that it was >> I can show it to you if you want. >> I can find it again. Did you read Did you read it? >> I did read it. >> What did you think, Doc? >> Did Uhuh. I thought it was great. Good. I I mean looking through Dan's materials, he did a he did a really good job. >> Nice. >> Yeah. >>

183So, next month Dan should come and we'll have him present. >> Yeah, that'd be good. >> And then it will be posted just so you know for public comment, right? Those kind of spicier curriculums so that if parents want to survey is already built, the data collection um so that'll be ready for you guys um over the next month. I'm sure Spain won't get it to you, but we'll have it out there for community input. So then it could be improved in April unless the community blows up and >> says >> there's something there. Then we'll have to slow down and go, "What was it that got everyone so riled up?" >> I mean, there was not even fifth grade. I feel like the community is going to get upset. >> But it was fifth

184grade. >> But the units kind of just progressed. So like you have nutrition and then bullying and it's the same thing all the way through. >> Well, and the high school curriculum got zero feedback. It sat there zero feedback. discussed it. Nobody. >> Yeah. I expect similar just like always as a good board. If you ask for input, you normally get silence, right? If you don't let people talk, then you can get a noise. Um, so I I think I would expect silence or very low low feedback, not a lot, but we got to check and make sure and do our do our check of the community, make sure we're in touch with them. >> Yep. the >> savers. >> Um, >> okay. And then activities >> and then just I didn't start the wellness

185committee. That'll wrap up that um and we are meeting Friday, this Friday for two more hours. But your nurses, your cooks, your health teachers, PE teachers, those are your key people there. Um, so we'll be digging into that Friday morning. activities. So, we didn't get an update. Um, >> the activities, there was an interview, the team met. Um, I know that they extended the job to somebody and I know that they're in that conversation. So, they're trying to figure that out. It's just it wasn't ready for tonight. Um, but as soon as we know, then we'll put a press release together and um, but Jesse's there. The committee was in um unanimous recommendation and so >> the committee being like Jesse and >> yeah Aaron was on it I was there 12 people. >> Oh

186wow. >> Did a lot of head coaches show up? >> You interviewed 12 or >> no there was >> 12 of us on the team. >> Six head coaches. >> Yeah. As well as Jesse David. >> Yeah. Evelyn was there. >> Yep. Mandy Jackson was there. So, it was a good committee. Um, so everyone got a chance to have a voice in that selection and everyone was on the same page. It was very unanimous. >> 12 people on the same page. >> Mhm. >> Wow. >> I think it was a good process. I think Jesse put a good process together where people had a chance to think and and we had good applicants. We had the fine the two major finalists were were good. Either one of them would have been great for us. So,

187okay. We'll let you know as soon as I can say something about that. >> And then that person will then hire the football coach. >> Yep. Any coaches? Yep. That person would go through all this process of any coaches from DI to football. >> Although our interm technically Jeremy is through May. >> Yep. That's how it is right now. >> Interm position is >> Yeah. >> So would there be any chance of hiring coaches? Like so if if coaches were hired now, it would be done by >> Yeah. Coach, whoever's sitting there now will make all the decisions. We're >> not like stalling stuff out. >> No, we were stalling to get this done just to um not want to push too many things or have anybody Yeah, now we're good. >> Just have clarification

188on Yeah, >> give me another week and then we can just start to stick through activities policies and start to look at some stuff deeper. Okay. um topics for future meetings pretty much covered meaning I don't usually it's there but we're not going to talk about >> unless someone has something yeah does anyone have anything they haven't covered in the future >> I'm still curious and this might be a discussion between Jody and I and I think we chatted with you a little bit about but but about the whole instructional time being counted for passing >> okay on the on the IC curriculum. So what I would recommend to you on that one um that's a big conversation because that's moving >> I mean that's >> removing changing the whole direction of the river and

189I move boulders. >> I mean isn't that adding days to the school year? >> Yes. Adding days to the school year. It is a big one. >> That's the only option. >> Yeah. Um >> what was the pointing >> that time is considered educational time. >> Yeah. >> And I have a problem with that. Well, just have your teachers move classrooms and teach >> just have your teachers walk the kids down the hallway >> and teach as they walk >> just casual conversation. >> Maybe you should have a problem with the staying >> anyway. Okay. So, let's >> what it means that on that big of a change is I would I would put it on the list kind of when we look in August at setting priorities for next year >> and then if

190you'd kind of caucus and everyone was like, "Oh my gosh, yes, Karen's so right." >> Who's right, David? >> Right. Others are always right too. >> Then you know if it really rose up and all the whole board was like no let's do this because that's a community >> a huge deal. >> I mean there's that theoretical only question around the fiveday school week. >> What's the five day four week four days >> right? Like that is >> that's like shut down everything and just have that conversation. >> And if that's where the board wants to go then we would just develop a process to do that. >> Never mind. All right. So, next meeting. Are we not having like a budget work session next meeting? >> Um, we will figure that out when we

191do agenda review. >> Okay. So, who would like to do a gender review? I could do a gender review. >> Okay. Done. >> So, what that is, Derek, is every month the board president and another board member meet with David and Kim to finalize the agenda for the meeting. >> Okay. So we take So Jody has to do it every month and then all of the rest of us take turns going. >> Okay. >> So you can have a turn. >> The thing when Jyn or um I'm sorry when Jyn or Jody Jimmy J's next month say, "Hey guys, if you have any topics," they're asking because then they're going to come in and sit with me and I'm going to say, "Okay, here's how I think we do this." Well, I heard from Karen

192that we got to rearrange the whole calendar. Look, >> had five days of school. >> So, and I put my poker face on and say, "That's a really interesting idea. Let me think about how we could do that." >> All right. Yeah. Is that it? That's it. All right. >> So, what do I say? I need a I need a motion to adjourn. I do. All right. I'm gonna give that to Tiffany at 8:53. >> Good job. See how Yeah. Make it