001First quarter financials and the disposition of district public. >> Yes. >> All right. Is your mic on? If you see numbers, it's on. >> Have to hold it down a bit. >> Yeah. Got to go. >> I got numbers. >> Welcome everybody. Um, so included in your packets are our first quarter of 20 uh 2526 school year. I am happy and honored to report that at your guys's direction and oversight, we are on track to dig out um and build fund balance. So, um you'll see that we do have to borrow from the state loan interest free that we've done for the past decade or so. Um but the overall impact will be smaller than I originally projected as I ran numbers this morning on expenses. Um through the uh first quarter expenses have been
002cut approximately 350,000 below budget. Um and revenue is trending slightly below but overall we're in a very very good position. So I'm very grateful and happy for that. Um I was also able to update um expenses through October um as all check runs have been done. of those should be pretty much solidified. You guys do not have that pack. I'm just looking at it. But it does look like from September to October, we were able to cut another $150,000 month over month in expenses. So things are are definitely looking much much stronger than that. Um so I'm very very pleased and and honored to report that uh projected fund balance with um October expenses included is in excess of $4 million. So, we'll be well over that 10% threshold that was set for the 2728
003school year um as well. So, um I'm very very happy to report um where we're at and the cost cutting measures are working. Uh morale and staff expenses are all being met and uh we're in a good position. >> Disposition of property. So, we have identified roughly a half dozen uh vehicles and buses uh in our transportation department that are obsolete or no longer in use andor will not pass CVE inspection. Um buses are rusted out 200,000 miles. um some vehicles uh coming close to 300,000 miles um that the district needs to uh no longer maintain and we would like to sell those and uh hopefully replace use those funds to uh get some small vehicles to help in our special education, transportation and athletics in general use. So um I would like to sell
004those vehicles as listed in front of you. Okay. >> So, those will come on your um consent agenda um in the business meeting next, but we just want to make sure if you have any questions on those, you have the opportunity of asking Justin. And then we >> some old vehicles. >> Yeah. Yeah. Yeah. And these are vehicles that that have been backup vehicles. Um they haven't been in use. They won't impact our transportation routes. Um so, these are just vehicles uh we we disposed of many last year. Um, these are a vehicle that at that point in time we did not dispose of, but at this point we feel like we can dispose of them as well. So, and then we have another exciting opportunity that's come forward on potential use of the kitchen.
005So, I'd love Justin to kind of share that with you just to keep you in the loop and keep our community in the loop. Justin in August talked about um our kitchen um at Frontier becoming available. Um it's a kitchen that uh um really is a great space um available and and want put that word out and we've been approached by someone. So So to to follow up on the detail on that, as I said, in August we put out for anyone in the community uh that had a caterer or a position or food trucks that we would like to bring life into Frontier and start using that space. And we were approached by a popcorn company that the space is actually a perfect fit for. They will invest in complete rehab of the facility,
006all inspections, all maintenance, and uh we will also be able to push some taxes, utility expense to the renter as well. in addition to about $2,000 a month in income off that property as well having no impact to the students or facilities or ability to maintain it. So, >> this is a this is kind of a home run. >> So, we'll uh we're still working out a couple details on the lease and all that. Um but we are not far apart at all. So, >> that will be an ongoing business in there. Yeah, we're actually looking at a five and 10 year term for him to rent out of that consistent very low employee count and we've also talked about uh you know he needs some part-time help in his facility or for his operations.
007Um so reaching out to the community and going hey we have some great part-time jobs that are local that work around flexible schedules and uh he was super excited to hear that that we're excited about it. So it it's kind of a good fit. He needs minimal refrigeration. Um he needs the hood. So the the infrastructure is a really really good match. So >> and just to be clear, we have checked with our food service department obviously with ICA looking at opening in there. Our food service um staff really feels that they can better serve uh satelliting food into that building from other kitchens. Um so they don't feel like it's in their best interest to try to rehab that kitchen anyways. So we did we just to be clear this would not impact our
008ability to continue to to to provide >> it's a twofold and granted area with our food service as I um addressed it with the potential vendor potential uh VC um her her desire and need trumps everything else. So once we get her final approval on what she needs, if she gives it the green light, then I will enter in final discussions with that that tenant. >> But you know, having our students, our community being firsthand in the veto power for any use of that. So >> Okay. And this might be a great opportunity for some of the students [clears throat] culinary program or maybe internship. >> Exactly. Yeah, we're thinking potential for our transition program students to potentially work um within packaging and things like that. >> Summertime. >> Yeah, >> full time all around
009because they're busy season kids maybe. >> Yeah. But yeah, it is full time and very very flexible schedules. So >> yeah, >> it's kind of all win for everybody. >> So our desire to bring this to you tonight was obviously let the community know this conversation is happening. Obviously, if there's anyone else out there interested in in in bringing a proposal forward, we we're still open to that, um, we would bring you uh, we have a initial letter of interest that we're still negotiating with them. Um, that would come to you. Um, once we we have a firm offer that we feel comfortable with. Um, but again, we felt like we wanted to be transparent and make sure the community knew in case there's anyone else out there that might have interest as well. Okay.
010>> Okay. >> That's exciting. Very cool. >> Yeah. Thank you. >> Thanks, Justin. Appreciate it. >> Thank you, sir. >> Okay. Next up, we have our revised policy, JIH, student interviews, interrogations, searches, and arrest. And I'd like to welcome Tyler, our director of safety, and our chief of police, Chief Engle. talk a little bit about they had um they had a lot of work that they did in the revisions of this. So, thank you. >> We appreciate it. >> So, in this particular policy they they worked directly with uh Mary Powell um uh who was really taking a lead on this particular policy and I know last meeting we had a couple of questions and both Tyler was out uh at that meeting and obviously we wanted to get chief's voice and so thank you
011for being here. We know you have another meeting you're going to have to get to. So, we'll we'll try to be quick on this so we can get you out. So, um I don't know if if if I know Mary, you had some specific questions. I don't know if you want to start with those um >> um that were related to law enforcement and >> Right. So, the point of this when we started to go through it was original policy seemed very mixed up as to what was the school's responsibility and what was law enforcement's responsibility. And so, thank you for going through that and for you also. And so, we We had some good discussion going through it and I we saw your suggestions and we saw your suggestions through a couple other things.
012So you you obviously both have right. So [clears throat] in this I guess my question to each of you is um [clears throat] I think I think this now reflects kind of what Tyler you and I talked about with Jamie that one day when we when we met and that included the the comments from you. But now that you've kind of seen how it's come together. >> Sure. >> Do you guys have any any other thoughts, any other concerns? Um, >> and and if you can maybe sort of, um, give us I guess one thing I guess I would like to hear is when do we do stuff and just sort of in your own words aside from the policy and when does it turn over to law enforcement a situation? So if you can
013maybe kind of just address [clears throat] that generally and then that'll help us to kind of understand where this was split out a little bit. Does that make sense? >> Yeah. Yeah. I mean um the the first half of the policy is is more specific to school responsibilities. The second half is where it's broken down more so for uh when law enforcement becomes uh much more involved. Um, uh, beyond that, I mean, we it's going to go into interviews, then your, uh, interviews and interrogations. I think we actually changed, um, some of the verbiage in there from question to interview. Um, the notifications, uh, just so that way we're better aligned and we collaborate a little bit more with with law enforcement as it pertains to notifications to parents, uh, legal guardians, things things of
014that nature. Um, was there anything on your end outside of any of that that you saw that was that was pressing? >> No, I just want to say one, thanks for bringing us forward and having the opportunity to take a look at this document. So, I I appreciate that. >> Well, that was my Australian accent that I just [laughter] >> [snorts] [laughter] >> about that later. Um, but there are there are some things, you know, to say specifically when law enforcement is involved and and when they're not is really kind of a I don't necessarily call it a sliding scale, but it kind of is. >> Yeah. Um, you know, for for example, if we have a case that involves a a vape, for example, which is a status offense, uh, law enforcement involvement is
015is very fairly minimal. Um when we get to, you know, a fight between two students, that's where the collaboration between law enforcement and um just school comes together to kind of sort through a little bit of uh you know, the circumstances who needs to be interviewed. Um is this something that is going to go to is this going to be at you know potentially a municipal level or is this going to be something that is much more involved such as a high level assault? Um at which point if it does become that would likely get transferred to to the state court. Then we would have a much more >> involvement. Yeah. And then when that kicks in, then we have specific guidelines that are outlined by the state of Colorado when it comes to interviewing
016students specifically if it comes to custodial interrogation. That's really custodial interview and there is very specific outlines that are established by >> and one that I wanted to like when we've got in this first section here, we've got interviews by school administrators. Um, and we've got in here in the second paragraph a request to have parent guardian representation will be honored. Um, if a student is suspected of violating board policies or school rules, um, it says that we may interview the student if the school official has recent grounds to suspect that a violation has occurred. But then we've kind of got another paragraph that we pulled out specifically because um it's after the added language about a request to have a parent or guardian representation will be honored. If a school however [snorts] if a
017school official is made aware or notified of a report of child abuse and or neglect and the suspected perpetrator is a member of the student's family, no contact with the student's family will be made. So that is an exception to the parent notification situation and I just kind of wanted to clarify that because you know you can wonder well why wouldn't you want to notify the parents but that is that is an important exception to that. So um and I'm sure that that unfortunately comes up >> it it does and just to kind of add to that is that if there is a sexual related crime and the victim opts not to involve the parents they do have that right in the state of Colorado. We don't have to notify the parents, it is the
018uh ultimately the request of the victim. >> Okay. So even if it is the sexual situation was other than family >> usually is there familial um but uh for example I can say that there was a it wasn't in this state but in another state there was reported sexual assault. She did not want to have that reported to her legal guardian, the her father and we had obliged that and that is the case in the state of Colorado. Now, you know, we certainly tried to make notification, but I just wanted to let you know that because that is out there. So, >> so that's kind of what you have to deal with from your law. >> That's that would be on the legal side and we would certainly collaborate with school authorities. process. >> I
019think that's a that's a challenge and I think that's where the conversation I was going to jump in. think that's where the conversation got got sticky and we wanted to make sure the chief had the opportunity because there are situations where legally police can't notify and I think when when it becomes a police matter um as much as we want to um if it becomes a police matter and and police are in charge of that investigation we we must >> defer to law enforcement and law enforcement must follow the law >> and I think that's really important for us to be very public about that that um you know one of the things Chief and and and Tyler and I have had lots of conversation about is is we we don't want our disciplinary matters
020to become law enforcement all the time and we've worked very hard to make sure that that doesn't occur. Um you know schoolhouse schoolhouse issues should be handled with discipline. If somebody wants to press charges, that's different. If if if two students get in a fight and and and somebody gets injured and a parent wants to press charges, that's a parent's right. And at that point, it it becomes a police matter. Um if there's not that situation, then we work very closely with the SRO and and we determine is is this something that's going to be disciplined or is this something that must go to police? if there's serious bodily harm, then we certainly make that decision. Like this is something where somebody was seriously injured and and and maybe it is something that we shouldn't
021involve law enforcement. So, we try very hard and it's something that we've worked very hard together to make sure that everything that happens at school doesn't doesn't become a police charge. Um because that's not our intent. Um and and and Chief Engle has been very supportive of that that that's not that's not our intent. Our our SRO's are great in really helping us discern is this serious enough to be a charge? Is this serious enough to take beyond to get support for that student and that family or is this truly a disciplinary matter that needs to be handled at the school level? And so I do want this board to understand that that's a conversation we've worked really hard on in our relationship and I'm I'm really um appreciate that because our SRO's are phenomenal.
022um we can talk with our SRO and we can discern that together. Um and that's something I can say that we've not always I've not always had with departments that I've worked with and I'm I'm really blessed to to be working with Elizabeth PD in this situation. >> And then we kind of talked about the search searches property and search of students personal effects and that was all in the policy before we kind of refined that a little bit. Um and uh just knowing that you know what what our parameters are Tyler as far as what we can do, what we will do and then if anything has to go further then then law enforcement is involved right searches that >> you know the only searches that would be done would be take asking students
023to take off their coat or if they had like a layered sweatshirt over >> that would be the most shoes I guess that would be the most if they had to go that then for whatever reason then it's gone well well into need law enforcement to be involved. >> Is that correct? >> That's correct. Yeah. I mean we don't work I mean within the same realm as as law enforcement. We we work within reasonable suspicion whereas law enforcement is going to work um with probable cause, right? Um and so with that, we've got a little bit more flexibility to work within that. But regardless, we're we're not just going to be going for anything and every I mean, we we'll go for the things that are necessary, but we're going to have reasonable suspicion that
024something is violating school rules, board policy, state law, things of that nature, right? Um and and we're going to work with within that scope. We're not just going to be going out of our way and and and violating the these kids' rights. So, so I think I think this policy at least I feel that it got sorted out pretty well. I I'm hoping and assuming you both do that it sorted out pretty well as far as everybody's responsibilities and Tyler Tyler you had showed us that you already were doing some form but now we have created a a specific form that can be either paper or electronic for any time that you need to do any kind of interview or search of a student on campus so that you have a record of what happened
025why witnesses to it etc >> and so the results Yeah. So, we we've had >> we've had JIH, which is an exhibit to JIH, and so that's an official document which is supposed to be filled out after the completion of of every uh search that is conducted on a student. Um that is our documentation showing that we have reasonable suspicion that we follow basically our own guidelines that we've set forth along with school school and state laws. Um which which provide those limitations on what what we're able to do. Um, and we entertain the idea of making an e for an e document of that so that way we can house that within our our Google domain and it's not just a paper copy that you just don't know what what could happen with it.
026I mean things happen. >> I don't want to say that you know to my I mean from my experience I haven't had any anybody lose a document or anything like that or or anything get destroyed but we're humans and those things can happen. And so um in order to prevent that, we could house that within the Google domain that we managed very very carefully. And then as far as law enforcement involvement, um, we've made it it's it's plain on here that if you need to interview a student somehow or the other that it will try to be done, not during class times, but if it needs to be, then you will make arrangements and you will tell us why and who will make the appropriate vetting, I guess, so to speak, you know, I mean,
027we know you, so we probably wouldn't bet you, >> [laughter] >> But >> I appreciate that. >> But, you know, who knows? You know, at some point it may be an officer that we don't know. And so, need to be sure that it's, you know, who they say they are and all of those things. So, we've got all that kind of built into here. And then in that case, once it reaches law enforcement level, um, we've got in here that the principal or his designate will be made available if you know if you want them to be, but that often it is probably a good thing for them to be involved. So, it just depends on what the situation is and whether you feel it's a good thing to have or not involved. Does that
028>> sound right? >> Yeah. >> Okay. >> It it does. >> Okay. So, um that's all I kind of I mean I just wanted to to vet through make sure that you you both feel comfortable with it now that it makes sense that it's clear who does what when and then of course you know every situation doesn't into packages. So, we always have to remember that. [laughter] >> So, any any other thoughts or concerns or other tweaks that you think need to be done on here? >> I I don't think so. Um I think it's a it's a it's a good document. I think that it it certainly outlines a level of collaboration between school and and law enforcement. It makes a line of when law enforcement needs to kind of take over. And in
029those circumstances, it's probably necessary. >> Um, you know, you have another officer from another jurisdiction, they typically just don't come out to say hello. >> Uh, usually there's there's some level of involvement and I know that we'll be involved because usually the law enforcement agency reach out to us >> because they know that there's a relationship between the school and the SRO. >> So, it's not something they're just going to come out blindly in those circumstances. So, I'm appreciative of the document. I think it's I think it covers it's a good umbrella and as you said not every circumstance will be covered but it does it provides us a good guideline from >> Yes. >> I would agree. Yeah. Okay. >> No, I mean we discussed this at our last meeting and I think some
030of the concerns we had initially about making sure that there's a emphasis on on reaching out to parents or letting parents know if a search is happening. Um, we address those and I'm I'm appreciative of your guys's engagement on helping to make sure that the guidelines we have in place is doable. Yeah, I think it looks great. My concerns are addressed in here. So, same concerns I always had, which was the parental notification. So, >> looks great. Thanks for your hard work. >> Thank you. Appreciate it. >> Thank you very much. >> Okay. So next up um we have our revised policy be DB which is agenda. So this particular policy has just some minor changes from our last meeting. Um uh we we modified we've added that second public comment section which would be
031any relevant um or or public comment that wouldn't relate to items on the agenda. Um, and also reference that if we have meetings like we do tonight where they're stacked, um, the public comment would occur in the, um, actual business meeting versus the working session. So, I think we've made those necessary corrections. So, if there's any other questions, >> thank you for Mary today as well. >> Just the minor things you asked for, I did it's not in this document, but it is. >> I've corrected them. Right. So that that would be in the first page of the EDB working section of the paragraph comment. But then in order to match kind of the other piece of it on that I just asked to say so long as no business session immediately just to tie
032it all together on the same board. It still keeps our commitment that we made back in 2022 >> about having public comment at every meeting. I know it was very contentious back then, but we stuck to our guns and here we are. We still have public comment at every meeting. >> So So I I don't have any I don't have any issues with it. I think it looks good. Anybody else? Okay. All right. Next up, we have our revised policy BEDH, which is public participation at school board meetings. So, this also um again um did some cleanup from the last meeting um where um we we clarified again that that the signup sheet will emphasize um the uh on topic or off topic. Um whether it's a topic on the agenda or off topic of
033the agenda. Um uh and then the prioritization. So parents um uh students uh and then um district taxpayers will have priority over any non um connected to the district. So I think we've gotten all of those. Were there any changes to that particular >> had just a small one touch on that? >> I did and I was actually >> Oh, that's okay. we can change it and then approve it with changes at the next meeting if you guys decide it's time. So um in both paragraphs one and two it's got um schedule time for some board meetings for brief comments and questions from the public and that's questions part is also in um in the second paragraph >> and um I do know that we do have in the third paragraph questions asked by the
034public that require further investigation may be referred to the superintendent uh for consideration. a response, but because during public comment, we don't interact. We we listen, we don't immediately reply, um I don't know if we want to either take that questions thing out and then enhance that one thing in the third paragraph a little bit more to say uh something like on the form if you want to reply and I think we've already got that. If you want to reply, please check the box or something. >> So, um that was kind of one thing. And then the other thing that I um the thing that I forgot to mention earlier was um in the second paragraph the board encourages the discussion of all personnel matters to be exe conducted in an executive session. I think
035that needs to be rewarded or something because we don't personel personnel matters should not be discussed in a public comment situation. No names for sure, but personnel matters is not a public comment situation. So I I'm I'm a little concerned about that language there. And it's definitely in in an executive session that any personnel matters would be dealt with, but I'm not sure that that sentence is appropriate for this particular >> right because you wouldn't bring that to a public comment and then expect an executive session to happen. That would need to be done in advance. >> Yeah. Right. So, um, >> so do you think remove that line? >> I I don't know. I mean, what do what do you all think? I'm not sure what exactly what to do about that, but I
036just I don't like that sentence in there because it feels out of place a little bit and and then especially encourages discussion of all personal matters. I mean, it's like not just encourage it, but personal matters should not be discussed, you know, like that. So, I I guess I'm I wonder if how you're reading it. I guess what I'm how I read that is that um we we ourselves are encouraging ourselves to only discuss this during personnel matters or during executive sessions. >> Like there should be no discussion of personnel matters. >> Yeah, I like the more definitive like that. >> Sure. >> Yeah. >> Personnel matters should not be discussed in public comment or in any form other than executive session or something executive session. Brad might have arrived at just the right time.
037>> Yes. [laughter] >> He's like, "Oh, boy. I'm on I'm on already." >> So, somewhere, right? >> I agree. >> I mean, I think it goes along with, you know, not intentionally naming people in a derogatory way during a public comment. These are just things that >> are not permitted. There would be things you could say, >> well, people aren't here themselves, >> right? >> And it's really not a place for personal conversation, >> right? because someone has a complaint with the teacher, this isn't the time to come to the school board again, right, and hear that grievance out loud in public. >> So, I'm sorry. I walked away to get Brad a book. What are you saying? To not change it or >> So, I think we're going to change it to something like
038um discussion of personnel matters is not permitted in public comment or in any form other than a planned executive session. But I don't know if that it almost seems like that should be a whole pulled out little statement because it sort of blends in with other stuff that's about public comment and I don't know it just seems it still seems out of place but I do think we need to say >> yes >> sure >> hi um Brad Miller here >> it's on >> okay um so believe it or not I have lots of opportunities to engage on this policy in other places Yeah. >> And so I've got some learning from that first. Um and I'm coming in real cold, but uh with respect to what you just said, I think that's appropriate with
039the exception of I I don't think that u commentary about the superintendent can be excluded and that that tends to be a matter of public concern. So I would say personnel matters except regarding the superintendent >> oddly. So you get to be criticized in public Dan. And then I would I would augment this with either a a a president statement or something contained in here that pertains to the idea that personnel matters should be addressed through policy whatever it is that is our stakeholder grievance policy and make that be the direction rather than an executive session. It would be you go to the source you go to the principal you go through that process. >> That's true because we need a lot more information for other ones who have an executive session situation. >> Correct.
040And then you and and and one of the main sort of philosophical reasons you don't want to accept criticism of employees is that you might at some point be the arbiter of an appeal or some sort of employment decision. >> So this this one may require some additional work. >> So just bring it back. >> So this one may require >> one more. There's one thing I thought about adding in here and that is I know in the past we have other people that have come to read statements from others who aren't here and if someone wants to give public comment I would like to I would like to hear from that person because technically I don't know if what is re being read is legit. >> You know someone could be saying I'm here
041speaking on behalf of John Doe. >> Yeah. >> But we don't know that it's from John Doe. speech was written by AI. >> Might as well just [laughter] >> if you don't mind. Um this issue actually um from time to time gets litigated. >> Um how can you constrain comment in a limited public forum? >> And something like that if they reflect that they're reading somebody else's notes, I don't think that we have a good solid basis to preclude that. >> Okay. Um, but I would just want it to be clear on the record, you know, that they're reading somebody else's thing that they're not speaking for themselves. >> But ultimately, you know, we can constrain the amount of time that they're here, the who comes. Like I I saw that you prioritizing students and
042families, you know, and that all makes sense, >> but at the end of the day, if somebody goes a little off script, >> as long as it's not profane, threatening, disruptive, um, we're going to give a little bit of latitude. >> Okay? And you know, with me, I'm, you know, I'm just going to have to take it with a grain of salt because unless the person is sitting there in front of me or I'm talking with them directly or if I'm hearing from them directly, I don't know if what is being said truly reflects. >> And Brett, that individual wouldn't get three minutes for their statements and three minutes to read someone else's. They get three minutes. >> No. So, yeah. Anyone any individual here gets three minutes. You don't get to somebody else's three
043minutes because they're not here. No, absolutely not. >> Okay. >> And when I think about uh testifying at cap on Capitol Hill in Denver, that's often the case, too, that someone can come in and say, "I'm reading remarks on behalf of so and so." >> Um, so that's something that we see happen. >> How you how you respond to that, how you take it, whether you take it with a grain of salt is up to you as >> you go. >> Yeah. >> Okay. But it sounds like BDH will want to do some work and work with Brad and maybe try to edit that further. So that may be one we'll table at the next next meeting. So >> okay next time a little little massaging. >> Okay. Fifth fifth reading is good. >> Yeah.
044[laughter] He's only in his fourth. >> All right. So next up we have our revised policy acronym ECAF use of video and audio monitoring. So this is our first reading and this is being reviewed to align with ECR um and the changes on that. So, >> and this one I don't believe has any >> just [laughter] >> and I think we have some we talked about a little bit before you got here too that he might be able to explain some additional things. >> Okay. >> So, you want me to say my original? >> Yeah, go ahead and >> bring that up a bit. >> Well, I'm going to kind of look at the regulation and the policy kind of together. There's exclusions paragraph in the CAF um that says that recording of teacher instruction
045for purposes of completing all licensed personnel performance evaluation and recording of students for purposes of their educational program neither of those situations are covered under this ECAF video and audio monitoring policy. Then when we go over to and that's fine but then when we go over to the regulation Those kind of situations seem to be blended into this regulation. Though in like viewing requests, for example, has um requests for review of video recordings that are considered a student education record as follow. So all of the viewing request information is related to what it says ECAF doesn't cover. >> Yeah. But but I think those also fall under um I'm sorry. >> Furpa. >> Yeah, they fall under Furpa. Um, so I think it I think I think I think we're we're mixing apples and oranges
046in the two the two different policies. So I think I think the the the ECAF policy the exclusion um the exclusion is a general exclusion and then when you go to the ECAFR it's really breaking it down into the different categories um storage viewing requests um and then it's taking into account fura um as well. So I think that's the difference is where it comes in. >> So I don't know if that needs to be a little bit clarified or something. And are those two are those two instances of educational recording for a student and teacher personnel reporting for purpose handled under other policies? Those are I see. >> So JR what is the one that is student educational records? J R >> J R A >> A and J RC >> it was something
047I know it's a J. >> Yeah. So, I didn't know if those talked about and maybe we just need to refer to those generally in some of this discussion, but then maybe those two don't. I don't know if they um I don't know if they reference what to do if somebody asked for videos. And so maybe that's why this policy. Well, isn't this one more meant for like say there was a issue on a bus or a issue in a a behavior issue possibly? >> Then that might be a reporting you request, >> but that wouldn't necessarily be a and Brad or Dan Furpa. I'm I'm gonna talk about urban a little bit here tonight at the regular meeting or the later meeting. But uh >> the question of what is a a student record
048is really sort of central to this and >> um I'll discuss that later. But I think for purposes of this we're in an okay place if you change and spell available correctly in section four of these lawyer >> available. [laughter] So, okay. Well, you know, as long as there's a reason and maybe we could just clarify a little bit and this is the first reason. >> Um, so little tweaks. I mean, I don't think >> I don't know where you're not related to that policy. >> All right. All right. So, next up we have revised policy GCBC, staff supplementary pay plans and stipens. >> So, this particular one I'm trying to remember. Um, did Mary, did you have any changes on >> No, but last time's changes. >> Do you remember Dan? Last time we
049just changed the only change. Yeah. So we did so we did add the title stipens to the classified extra duty pay and stipens because there there are some minor instances where stipens are appropriate for classified extra duty and and so we I think that's the only modification we made to this particular one. So I think everything else we had clarified in our last meeting. So that was the last change we needed to make >> when we added monetary >> oh monetary compensation. >> Oh yeah, >> I think those are the only couple changes. >> Yeah. >> Okay. Next up, new policy JLF, service animals, animals and schools. >> So, this we had had clarified because it they it wasn't very clear. So, we separated animals and schools from service animals. Um we talked about moving
050one section um to animals and schools and it really is important to leave in service animals and that's that we don't allow other service animals other than dogs. We don't allow service pigs. We don't allow um service horses or service parrots. >> Um we we really are limiting to dogs. Um so um that we did leave there. So service animals section um are are remaining um uh as we had discussed it. We did add the animals in schools um where we have discussed that um animals are permitted in classrooms. Um preschool classrooms are required to have some animal. We do have fish in most of our preschool classrooms. Every now and then there might be a hamster. Um but we do require that parents are notified of the presence of an animal where the animal
051supports curriculum. Parents have to be notified when that animal is going to be in the room. uh the animal should be under the care of the uh individual teacher who brings it into the room meaning it's not the custodian's job to take care of that animal and that animal should be there for the particular unit and it should be taken home. So when our when our classrooms are doing the observing the chicks hatching the chicks are there until they're hatched and then they're taken home. They're they're not left in our classrooms. and and this is to address some of the issues we've had in the past where sometimes the animals have become the the challenge of our custodians to take care of um and are left over the summer where where they have to be
052cared for. So um and then the issue of allergies where we have parents who and children who are terrified of animals that are in the classroom and and and then we're kind of violating the child's right to be feel safe in the classroom. And so um you know if there's an animal in the classroom, parents need to be notified. if for some reason that child feels unsafe in that classroom, we must provide some alternative option for them. Um, and again, so this outlines all of that. Um, and I think just makes it very clear. So I I think I think we captured all of that now on this policy. I hope it's what we discussed and that it's ready for adoption tonight. >> And I know there's some people that, [snorts] you know, they're going
053to be unhappy with it. And I understand, you know, um, we all love our animals, but there are in addition to concerns about children and you know um allergies and you know the possibility of an accident but you're also looking at insurance implications as well. You're looking at risks of you know maybe depending on the animal you've got salmonella you've got so there's a lot more that goes into this that isn't on the piece of paper as well. >> We're not anti-an animal. We just want to make sure parents and children know um and that when those animals are in the room that it's not a surprise and that if a child has a real fear of an animal, we've had snakes and we have children who are terrified of snakes and if if that's
054causing them not to be able to access what we're what we're providing educationally, um that's a problem and we need to make sure that we're that we're acknowledging that. So, um, I feel like this is a great I know that the couple of teachers who have had a concern feel like this is a great compromise and provides them the ability of still bringing in the animal to enhance the curriculum. Um, but also recognizes that maybe maybe caring for that animal long term in the classroom isn't the right thing to do. Um, that that animal can come in, be a part of the classroom, and then go go home. >> That's great. >> Yep. I think this is a win for folks who would also like to see animals in the classroom because it's not a
055complete prohibition. We can still have them in there. We see the chicks hatch. >> Yeah, >> we can have the tarantulas come visit for a short time. [laughter] [clears throat] >> Awesome. >> All right. And the last one we have here is our new regulation KEC-R2, which is our board library guiding protocols. And this is our fourth reading. I'm going to direct you to the new copy that was placed on top of your folder because we did catch some significant errors um in protocol three um which is the sensitive content cataloges um we're referring to protocol one which was the old protocol one and so thank you Mary for catching those um and so I believe we've caught that um we've outlined what sensitive topics are that's u materials that include graphic violence sexual content
056profanity obscinity, ideiations of self harm or mental illness, religious viewpoints, drug or excessive alcohol use or racism, discrimination, and these are just these are materials that do have educational value, age appropriate, and aligned to the approved curriculum. So, yes, it's hard to believe that some of those do, but they do. We do have historical u materials that that might have um uh graphic violence in them. uh we don't want to take those out of our u curriculum but we do want parents to know and be able to have the ability of saying I really rather my child not experience that without my knowledge um so we mark those sensitives so parents have that ability to um either op their child out or at least be aware of when their child is is reading such content
057so I think we've clarified that certainly open to accepting any further feedback >> I think this I think this is good and it's you know captured the things and then it talks about with the sensitive content held parents can you know what happens with that that parents automatically receive an email if they don't want the child [clears throat] to check out any of those books then they can opt them out of those particular books so they can't check them out but then they can I don't know if it says it in here but just so you can know if there's a particular reason a particular book is needed then parents can get permission for that one. [snorts] >> I did have a person who was offended to tears >> uh about being forced to monitor
058their children's the emails that they get. But uh that's called being a citizen. >> Yeah. You could be a citizen for 10 seconds to view the email. >> You can always set rules on your inbox as well. Not to see them. You can just route them to >> Well, I appreciate this airs on the side of securing parental rights. >> They have a right to know what's happening, what their kids are reading, >> and if they don't care to know, then they can opt out. >> And I mean, all the email really says is just so you know, your child just checked out this book. It's on the sensitive list if you have any questions about the library. That's all. >> Yeah. She was moved to about that. So, >> what advice? >> All right.
059Looks like we got there. Great. Thank you. So with that um we are at the point we've got any planning any new business? >> No, we um we do board we do have the Thanksgiving feast on November 20th. Um the board has traditionally supported with paper goods. So um just to let you know that is something that unless you tell me otherwise we're going to do again. will support um the alternative ed Thanksgiving banquet and I'll share that during my update um at the next section of the meeting. But um do know that that's happening on Thursday, November 20th. Doors open at 5, dinner served at 5:30 and that's a community uh Thanksgiving feast. So >> it's a wonderful event, a lot of fun. You get a great meal. >> Yes. >> All right. So
060with that, I am going to adjourn this meeting at 6:51 p.m. >> Okay. >> We assemble at 7. >> Yeah. Unless you want to take a Well, yeah, it says on the It says on the agenda seven, so we'll have to stick with seven. your gavvel. >> Okay, good. So, it is 700 pm and I call this business session of the Elizabeth School District Board of Education to order. >> Can I get a roll call? >> Director Callahans absent. Director Fletcher >> present. >> Director Hunt >> here. >> Director [snorts] Olsen >> here. >> Director Pal >> here. >> I move that the board approve the amended business meeting agenda for this meeting on October 28, 2025 as presented. I'll second that. >> Any discussion? >> Okay. Can I get a roll call? >> Director
061Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> I move that the board approve the board of education working and business session minutes from the September 23rd, 2025 meeting and the special meeting minutes from October 2nd, 2025. >> I'll second that. Any discussion on those? Okay. Can I get a roll call? >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. So, next up we have communications. And I'd like to welcome Brad Miller. He's our attorney and he is going to talk a little bit about Furpa and Kora and just help with some clarification. >> Yeah. Thank you. Appreciate [clears throat] getting to be with you guys. Um, so my name is Brad
062Miller. I'm a lawyer for the district. Sometimes it feels like you have a lot of lawyers for the district. I apologize [laughter] for that, but uh here I am. Um so in many places uh there has been a for a variety of reasons there's been a sort of an explosion um in school districts and charter schools and places of requests for information. They sometimes emanate out of a a concern about maybe a student disciplinary matter or a student um incident of some sort and folks like to use two different sorts of frameworks for obtaining information around these things. Uh, one is FURPA, the Family Educational Rights Protection Act, you know, federal and one is Kora, the Colorado Open Records Act. And because there has been here and and in many places some confusion and some
063genuine overlap, felt like it would be a good time for me to come in and sort of walk through those two frameworks just at a broad level. And we can we can talk more deeply if if we have particular issues. we can do executive sessions and all of that, but I just want to lay out the frameworks as best I can here so that we have a common understanding and maybe our community would have an understanding and so I hope this will be helpful. So, um, Furpa is a is a tool that folks can use whether it be families or family counsel for in a case of like a custody dispute. Uh, if if there's an authorization by a parent the parent, the family or the representatives can obtain the the student records that are
064maintained by the district and and and we're the custodian in the in the parliament of the law of of student records and those records um in some cases advocates uh lawyers that are are representing parents will will >> Can you hold for just a minute? Can we shut that door? >> That's very distracting. Thank you. I appreciate it. [clears throat] >> We'll suggest that advocates or parents will suggest that any record within the district that is held by the district um is de facto a student record. And in fact um there are some times in which records that are not exactly in the student information system or in the uh the IEP maintenance system can be construed as student records. But generally speaking, if that's not the case, so let's say emails between staff members
065that happen to mention a student or that even pertain directly to a student are not are not FURPA records or FURPA um conducive records unless they're maintained as a student record. And the definition of that's a little bit arcane and a little bit odd, but uh it would be that we purposefully are maintaining that record for purposes of student discipline or student educational outcomes. And so that that might be certain counseling records. Um but it would not be just any other dialogue just [snorts] happens to be out there. And if we don't intentionally maintain it as a student record, it's not. And so sometimes someone will say, "Well, there was video surveillance. My kid got pushed in the hallway and we know you have video surveillance of it because you you might have even, you
066know, your principal might have said, well, I saw it in I saw the video and um he didn't get pushed." And then the parent says, "Well, I want to see the video." If we didn't use that to consider discipline of one or the other students and we didn't maintain it in some students file then it is not a student record subject to furpa and this creates a lot of confusion because people assume that it does but there's actually federal guidance published federal guidance um to the contrary and I just very very coincidentally happened to be um in conference with the US DOE the US department of education lawyers last week um in which they're actually advocating that we might create some federal law or CFRs um to clarify this because there to because frankly the
067conservatives in the federal government would like to see more exposure of records more access for parents but currently that's not the case so that's furpa kora the Colorado open records act is a vehicle that we're familiar with in in um Elizabeth certainly because people use Kora requests to try to get all of your emails about you know things that you're doing and and engagements that you have and and broadly speaking Kora reaches every record in the district. Every record can be Kora responsive to some degree depending on the way that request is framed and then there are exceptions and reasons for withholding or redacting those records. And that's the gist of some of the things that we've experienced more recently where uh a a parent will say I want to core request everything having to
068do with my student. Well, that sounds really plausible except the problem is Kora is a vehicle available to anybody. So if the local newspaper wanted to make that same Kora request, would we give records pertaining to a particular student? No, we would not because it's protected under FURPA and it's protected student confidential. Any directory information around a student cannot be provided under Kora. We have to give to the parent requester only the things that we would give to the newspaper. And so this creates a frustration and I get the frustration as a parent. I probably would have experienced similar frustrations if I was trying to get to the gist of something. But those two frameworks are not all-encompassing. They don't provide access to every single record in the district and this is like highly litigated
069and highly explored territory um that is difficult on the outside to to figure out how to access and I so I do understand the frustrations that sort of grow from this but we cannot give we have to be very very explicitly on point with what we provide in response core request, an open records act request. And so the other feature of this is when a request comes, if it is broad in nature, we have to initially say we're going to provide all of we're going to consider all of the responsive records. Let's say I I want every record in the district with the name Fletcher on it. That could be 100,000 records. And then we have to say this is what it's going to take. We have to look at all of these at what's
070our charge $41.37 or whatever it is per hour. It's statutoily based >> and then we only give you 10 records because we only give you the David Fletcher records that you really wanted to and everything else was excluded for reasons. We still had to do the work. We still had to charge the price and um and that's an unfortunate aspect of course. So we often will counsel people, hey, do you want to narrow the time frame? Do you want to narrow the number of custodians? you want to narrow the, you know, the the terms that you're searching for, and that will help people to better access the things that they're looking for. But by law, we can't just say, "No, we'll look for only the David Fletcher things because you asked for all the Fletcher
071things." And so, we we have to do the other. That's our legal obligation. And that creates frustrations as well. So that is that is the sort of expose I wanted to provide for you because I know that we commonly run into questions and that could be like from Kyle Clark in News9. He might say I want X records and and Jeff and I get together and we go that's 10,000 records and Kyle goes well you know I was just looking for you know where Rhonda buys her glasses. That's all I wanted. I just said Rhonda and glasses and you came up with 10,000 things. Well, that's how we have to respond. >> And then redaction. What has to be redacted? What? Like, >> so we will withhold things that are attorney client privileged. We will
072withhold things that are um if contextually you could identify a student through the context of the you know sort of the the whole narrative within and you're just redacting the name but you know it's that third grade boy that rides this bus that's too close and so we c we would withhold that redaction would be um you know we uh we're going to redact the seven student names and Um and and if it was not something that pertained to a disciplinary matter or something else like it might have been might have popped up as a an attachment to an email between teachers about logistics of going to a on a field trip and there has to be an there's an attachment that has the list of the student names. we might just redact all the
073student names and provide the rest because it's sort of you know non-controversial other stuff but uh redactions with with respect to legal invoices we will redact a lot of the narrative elements because a legal invoice from me might say gave u you know top secret advice to Dan about um how his tools for how to discipline you know Mary Powell when she speaks out of turn and so we would probably redact a lot of the the the the content of that and just get the time involved in the in the amount build. Um I hope that helps. >> Yeah. You guys have >> any questions on any of this? [laughter] >> I had to do it. [clears throat] >> Yeah. No, you did. No, just to say it's interesting to hear that um at the
074federal level there are discussions about getting regulations out there to clarify what school districts ought to um consider a school record for the purposes of disclosure to parents. And I think that something streamlined is better because it sounds like it's up to each district to kind of identify what material is helpful or necessary for purposes of, you know, either educating that student or giving discipline to that student. But it would be nice for parents and and everyone in the community to know that there's a standardized rule that's being applied um not just here in Elizabeth but in Boulder and all over. Right. >> Listen, I completely appreciate that. That a would make my life easier and and what's happened now is just to be clear in terms of the agency. The district makes a threshold
075decision about whether it's going to consider a document to be a student record. You know, are we going to put it in the file? are we going to kind of mark it as, you know, an exhibit to a disciplinary matter or something like that? And that's where it becomes a student record or doesn't. It's not at the point when someone asks us later. We've already predetermined that. And so it's not like we're we have some sort of latitude at the back end to go, "Yeah, let's make that a student record." If if we haven't made that sort of choice in the way we catalog it, >> handle the situation initially. >> Yeah. Then then it it it may or may not be FURPA um accessible. And again, the federal government, again, I I I talked
076to >> probably pivotal attorney within DOE just on Friday and and they're very anxious to to sort of streamline this and I feel like that's a broad good. >> Yeah. I I'm glad to hear that. >> Yeah. Um, but it also sounds like it's a very good thing that like if there's video footage that is part of why the school is disciplining a student or potentially, you know, taking them out of of class or um out of the class, out of the school in general for a certain period of time, suspending them, that that evidence would also be available and presented to parents. >> If if your student is subjected to discipline on the basis of a video almost universally, we're going to provide that and and it's going to be an in camera view.
077We're going to bring them into Dan's office or to the principal's office or to Jeff's office somewhere and view it together. We're not going to put something out t generally and and give you know like uh a zip file or something because oftentimes a surveillance video is going to contain other students and their reactions and you know and and that's directory information that we can't share with the public. So um and then sometimes we'll blur the faces like on a bus incident or something and blur the faces of everyone so you only can identify the one student actor who's um you know sort of the subject of the review. >> That's a whole [clears throat] lot of work >> and that's a lot of work to >> but we're obligated to do that in in
078the case of it being a student record. >> Right. Exactly. >> So you kind of look it up, you find the video, you find out there was an incident, then it becomes from that point it becomes a student a student record. >> If we make a if we make a judgment about a student discipline or about a employee um issue, you know, like maybe a bus driver turned around and yelled at the students. Um that becomes a student record of those students because we made a judgment. We're going to make some take some action or or explore further based on that. Um, it's when we don't when we say, "Well, no, that's just surveillance video and we're going to move on. We're not using that to investigate or further the disciplinary process." Then it doesn't
079become a student record. >> That's helpful. Thank you. >> Okay. >> Thank you. >> Any other questions? >> Thank you, >> All right. >> That was helpful. Thank you. >> Thanks all. I'm going stay around for a little bit, but I do have to run. I If I can, I'll be here citizen commenter. Yep. No problem. Thank you, Brad. >> It is interesting though, some of the people that complain about the budget are some of the people who also core up incessantly. >> Yeah. >> So, >> yeah. [snorts] >> And the $41.37 an hour doesn't cover the costs of that core. That's the challenge is >> Yeah. >> Exactly. >> Okay. >> Thank you. >> No problem. >> Do you need a spot here? Okay, thanks. >> All right, [clears throat] next up we have
080board member reports. Who wants to kick it off? >> Ladies first. [laughter] >> Um well, this this week we've got coming up u on Thursday morning, we've got our Q&A with teachers at Hills. So that'll be good. Um next week I get to read a story in one of the school classes. So, I'm excited about that. And seems like there was something else I was going to say forget. So, but lots of things always happening and it's it's cool because we like to be involved and see what's going on. >> Um, I'll be also joining Singing Hills for story book time sometime in the coming months. >> But, uh, nothing else to report, just technology. >> Okay. the uh um I did want to this this has been an interesting few months, but uh some
081of the things that have uh come out about a lot of people like to tear down the district and it's really blatant and it's obvious what they're doing. Um but a lot of things that are being done here in this district are pretty awesome. Um the I don't know if anybody saw this article from the New York Post uh it's called um talks about Mississippi and what they have been doing since 2013 and uh I'll read you just some excerpts from this. Mississippi went from 49th in fourth grade reading results on the National Assessment of Educational Progress about a decade ago to ninth in 2024. Its lowincome children are ranked first in the nation. Its black kids are number three in the nation and its Hispanic kids number one. Overall, when adjusted for socioeconomics and
082demographics, Mississippi has the best fourth grade results in the nation. I'm from Mississippi. We've we uh we always talked about how Mississippi uh is great for the nation because it lets everybody else off the hook as since we were always last. Um but so in 2011 only one in five fourth graders in Mississippi was proficient in reading. In 2013, so this is what they did. State passed a reform to require teachers to understand the science of reading. basically phonics. Deploy literacy coaches to schools, identify students struggling to read early, and hold back students in third grade who weren't ready to advance. The uh more than >> Yeah, it sure does. >> Yeah. More than half of black fourth graders in Mississippi now read at at or above basic level, while only 28% of black fourth
083graders in California do. The uh there also must be high expectations rigorously forced. This is what the Mississippi third grade retention policy is about. If a teacher and a parent know that a child is going to be held back, they will do all that they can to get that child to basic proficiency. Research in Florida, which is where all this originated, the uh shows that getting held back not only helps the academic performance of the students who [clears throat] are retained, but their younger siblings as well. It's fully within our power so long as we insist on the basics to give kids a skill absolutely essential to their development and their futures. So with that in mind, why is that important to us? Um we have a new literacy coordinator. I met her. Cindy Kenu,
084I think is that >> Kanye Ku >> the uh we have metrics based curriculum called I Ready in the elementary schools to help us identify children that cannot read early and develop a plan with their parents to get these kids back on track. This year we'll start holding kids back in the third or fifth grade that cannot read at grade level. This year we started training our teachers in direct and explicit instruction. We just started the proven takeflight dyslexia program that is really a reading reading therapy for any child struggling to read especially those with dyslexia. We're also teaching our training our teachers in classroom management. If our children cannot read they fail a life but I fully believe that our reading scores are g we we now have in place all these things. This
085this article is the data to prove that those things will work. If we consistently do them, we will we will succeed. The uh so I whatever people want to think I I don't I don't my facts don't care about your feelings and we we're doing this board before I even got here was doing the things that need to be done. Yeah. >> Well, I've I've said several times, this is the year of our fruit. >> It takes it takes time to get these things into place. This is the year that they're there, and this is the year of our fruit, and I'm very excited. >> I can't wait to see what our results are going to be because I know they're going to be great. >> If anybody wants to read this article, it came
086out on the 30th September, just a few weeks ago. >> Well, and you know, I can kind of tie into that a little bit. Um, you know, it's been said, we've been criticized in person and on social media that we should stay out of curriculum decisions and just leave it to the experts. Let the parents and teachers decide and not the community members. And we've seen what happens when that approach is taken. So, in the past, we've had a lack of curriculum and we've had teachers deciding what they're going to teach. So, we had each first grade grade class in one school teaching something different. Each second grade class, each third grade class, there wasn't aligned between classes, grades, or between schools. And there wasn't a good handoff between, you know, from the elementary to
087the middle to the high school. And so a lot of what we're putting in place, what we have been putting in place with the evidencebacked curriculum, teaching methodologies, um, you know, there's that lack of stability, I think really hurt teachers and our students. And one thing that we all need to keep in mind is that our community, parents and taxpayers [clears throat] alike, they elected us. They elected us to make these decisions. in the state constitution grants us local control over the curriculum which includes instructional materials and teaching methodologies and maintaining that local control helps ensure transparency, accountability and a balance of perspectives. And we've also been criticized for leaving out the parent voice. But one thing that's been left out in that criticism is we have a curriculum review committee. That committee consists of
088parents. It consists of teachers. It consists of administrators. And it consists of our taxpaying community members. And many of those community members are teachers or former teachers. So the claims that parents are not involved in these decisions are just simply untrue. And additionally, I would like to emphasize that our taxpaying community should be involved. >> They should be involved in these decisions. They help fund our schools. And you know, again, our goal is just straightforward and it's to provide that highquality education that consists of accurate, unbiased, evidence-based instruction. >> And everything that we're putting in place this year, we're going to see the fruit. We're going to see the fruit of it at the end of the year. took from two 2013 to now for the city to realize but yes we are gonna I
089I truly believe the scores are just >> yeah and that's testament to you and the staff and Kim everybody for getting all that in place >> and I think scores are the icing on the Because the most important thing is that kids are going to be learning and they're not going to just be passed along even though they haven't mastered the material. >> Well, and another thing too is a part of this is putting putting curriculum in the teacher's hands so they don't have to go out and figure this stuff out on their own. >> Everybody is aligned. So if you have to go in and cover for somebody who is is out sick, well, you know where they're at. You know, everybody is aligned. But, you know, not only that, it's, you know, it
090speaks to morale. It's helping them professionally develop. And there's something to be said for seeing the fruits of your labor. Um, and that kind of ties into the the cell phone policy that we put in place. That was a tough one. That was a very tough one because we had, you know, we had people that liked it, people that didn't like it, and that included supporters and non-suporters. But ultimately, we had to make the tough decisions. And we also had to respect and honor our teachers desire to have a distractionfree classroom because again that feeds into morale, the working environment and helps reduce the turnovers. >> You're up. >> My turn. >> Okay. >> Soap box down. >> Got quite a lot to share uh tonight. First of all, I would like to talk about
091the accident that occurred at the intersection of uh our high school and and middle school. Um yesterday, we did have a student who was struck by a car. Um very unfortunate situation. I've been in touch with the family. I'm happy to report the student is recovering. He is home. Um he was released from the hospital yesterday. They they still are monitoring. uh there was a lot of swelling um in his uh leg and so they are um assessing again tomorrow with another x-ray to determine um exactly what the injuries are. They they um are still not sure if there are fractures um or not. Um so he will be going back tomorrow, but um uh happy to report that injuries were not more serious than they they certainly could have been. So, um, but, um,
092I have to I have to just praise, uh, Chief Engel and the town of Elizabeth because needless to say, um, we don't want another child to to go through that. Um, it is it is an indicator of a problem in that intersection. Um, this time of the year, that sun is is blaring in the eyes of people. Um, obviously we need people to be cautious. We need people to be careful. Um, so we do need people to be extra cautious, but at the same time we need to do some more at that intersection. So, um, right now the town is working on repainting the striping at that intersection, adding some cross crosswalk lights, um, to warn people when there are people in that crosswalk. Um, right now we have uh, our school resource officer, Daisy
093Tucker, who's um, at that intersection um, every morning. uh was here this morning. We'll be there every day um until we get some of the improvements uh in place. Um we currently are considering a crossing guard at that location as well. Um um and considering some other improvements that will make that crosswalk a little more visible um including some additional in inlane uh uh structures. If you've ever been in some of the uh areas where crosswalks are in in more prominent locations, they actually have some standins in the middle of the road that that probably would be moved when school's uh not uh starting or ending where where it would be a little more noticeable for drivers that hey, there could be kids in the area. Um so um we are um meeting on Thursday
094to to discuss a little more and put some final details on these improvements but um I just again um fire rescue police were there within I would say within 30 seconds. Um by the time that I got there um we got the radio call I was I left here immediately. Um our director of transportation was there ran out of his office and was there immediately. um fire rescue was there, police were there on the spot and and I'm just again um just so proud of our system for re for [clears throat] responding the way that it did and taking care of that student. And again, parents have have um also just praised the response that they received uh uh in support of their student. So, just know that we're we're not sitting by saying, "Well,
095you know, gosh, hopefully it won't happen again." We we we've got to do something to make sure that that intersection is improved. um to make sure that that nothing like that happens again. A board do have a class-size report which we do have policy that requires that we provide that to you twice a year. Um so I do want to draw that draw your attention to that. It it's not something you have to act on. Um but the class size report does give you numbers for each of our schools and each of our programs. Shows you the uh size of our classrooms uh high in our electives and and middle and high school. shows you the average class size in our uh elementary classrooms. Um our elementary schools are actually looking pretty good. I will
096tell you um as expected, Singing Hills is continuing to grow. Um they are in that area of the community where we do have some high class sizes. Um what normally happens at Singing Hills is they grow throughout the year. Um so we staff them according to the size of their school at start of the year and then as homes are built um we continue to see growth. We're seeing uh fifth grade in particular right now starting to hit 25 and 26. So um that's always challenging because obviously adding a teacher um midy year um is is is somewhat challenging. So we're keeping our lines of communication open um to try to to to make sure we don't get class sizes that get too out of control. Generally though at the elementary school level our class
097sizes are pretty good. Um uh middle school right now we have some pretty high class sizes. We've added an extra language arts teacher at 8th grade to try to lower some class sizes there. We've had a posting for a math teacher um to try to lower class sizes there. We're hoping to find a math science and a language arts social studies teacher um and unfortunately we've not been able to identify. So, we're continuing to try to work to lower class sizes um at eighth grade. Eighth grade's been a large group that's moved through our system the last three years um when they were sixth, seventh, and now eighth graders. Um so that just gives you that data that's required by your board policy that we provide that. So just so that you know that is
098um being provided to you. Do want to draw the community's attention to uh some events coming up. High school play begins next week on November 6th uh through the 8th uh 7 p.m. uh uh performances each night at the high school. It is at Robin Hood. Um so um it should be a great performance. And then Saturday is a 2 pm matinea. So do want to encourage Jennifer Barkley was um the thespians Colorado thespians teacher of the year this year. She's uh Elizabeth's um high school theater director. So really proud of her and her accomplishments. But um her group always does a phenomenal job. So I'm excited to uh remind the community about that play. Um my forum is November 18th at six o'clock here in the boardroom. So do want to invite the community
099uh to come and just open dialogue [clears throat] and then as I mentioned earlier Thanksgiving feast our alternative ed program has their Thanksgiving feast on November 20th. Do want to also deal with some misinformation that's been out there. Our budget information um we have been flagged for the last six years um by the legislative audit committee um as having flags for overspending. Um, interesting. That's just being brought to the community's attention. Um, the last report was a two-year report, the 22 through 24 school year. Yes, one year was a budget that I had some input in, 2324, and some of our board members here did. Um, we chose that year to uh do some small deficit spending because we had to raise teacher salaries. We recognized that we were um at that point $10,000 under
100paying our teachers compared to our neighboring district where we were forcing our teachers to live since we don't have teacher housing. Um so that year we did agree that we would do some deficit spending but we invested it in our teachers. Um but we had a plan. Um and since that time we have have pulled ourselves out of deficit spending and now we are as you heard tonight putting money back into the bank. Um, so for six years we've been flagged by the legislative audit committee. Um, and for some reason now we want to flag that to the community as, "Oh my gosh, look at this." Um, but for six years we have been um and um yes, we were again and I spoke at the legislative audit committee. I was invited by CDE as
101one of two districts to speak. Um, and one of the things that we're really pleased with is progress that we've made. And that's why Jennifer Oaks um, asked me to come and speak because she was really proud of the work that we've done to try to to to dig out of the position that we were in. Again, in 2021, we spent 2.1 million. In 2021-22, we spent 2.4 million in the whole. Um, Bill Dallas, I will give him credit, really tried as a brand new superintendent to try to cut spending his first year. Um and then you know we cut it down to $313,000 in deficit spending because we wanted to give teachers a significant raise. And then um last year um giving teachers another $3,000 raise. We put money in the bank. So I
102think again um it's unfortunate that um people out there are trying to spread false information. I'm really proud of the work we've done to cut spending and to get our budget under control. Um we did put out a video. Um, I shared that again yesterday in a superintendent update and encourage people to look at that video because I think it's important for people to understand um, how our districts funded. We are funded about $2,000 less than our neighboring districts because we don't have millenn. But I think we use our money very well and we use it very wisely. Um, and we will give a cost of living raise to our teachers this year um, because we are spending our money wisely and I think that's important. Um, and that's something to celebrate, not criticize over.
103So, um, I also am a little troubled by some public statements that have been made and some accusations about some staff about an alleged incident that has occurred. So, I'm going to read a public statement. I'm going to read it to make sure that I'm factual. Um, over the past couple of weeks, we've had some parents who previously had their child enrolled in one of our preschool programs who have made public accusations regarding the care of their child by the Elizabeth School District. While we have tried to work with this family and this matter, it is unfortunate that this family has chosen to continue to make public allegations despite the fact that the incident in question allegedly occurred over a year ago. The family kept their child enrolled in the program for nine months after
104the incident. The incident was not brought to the district or law enforcement's attention until 11 months later and was only brought up when the family was denied other requests made of the district. The district takes the care of f of students very seriously when the allegation was received by the district in August of 2025 involving an incident that occurred nearly a year prior in September of 2024. The allegation was also made to the Colorado Department of Education, the Elbert County Sheriff's Office, as well as the local district attorneys. The Elbert County Sheriff's Office conducted an investigation and closed the case. The other two agencies found no basis to investigate. The district conducted an investigation of the 11th monthmon-old allegation and after interviewing available staff and reviewing available data and evidence also found the incident to
105be undetermined. Parents indicated an injury occurred and provided a photo taken when the child was at home on the afternoon evening in question 11 months earlier. Staff recalled no such injury at school on that day and had no documentation of an injury. While the family has made repeated records request and the dis uh of the district under Colorado open records act [clears throat] and the family educational rights and privacy act, the district has compi complied with the release of all appropriate information available has consulted with its legal counsel in doing so. While it is unusual for the district to make a public statement about such accusations, our staff deserve to be defended when public and demonstrabably untrue statements are made toward them that put their professional conduct in question. We will continue to defend our
106staff [clears throat] and will always investigate matters brought to the attention of the district in a thorough and complete manner. When complaints involve law enforcement or the district attorney, the district will always coordinate their investigation with these outside agencies to ensure that they are done in a way to ensure we protect the legal process. Of course, we will always ask that such matters should be brought to the attention of the district and outside authorities in a timely manner so that tools like video surveillance, student witness statements, and other timely tools may support the investigator findings. The district considers this matter to be closed at this time and will refer any further public comments made to our legal counsel for action and defense of our hardworking staff who work diligently each and every day to serve
107our students in their care. >> I'd like to respond right now. >> Okay. So, next up we have public comments. So, who do we have? Okay, first up we have Chrissy Howell. Well, good evening. Um, thank you for having me up here. Um I appreciate that you had um Chief Engel in um kind of clarifying some of the um the search. I would like to discuss some of that policy. I do have a couple of questions regarding that. Um the policy says that the parent or guardian of any student searched will be notified as soon as reasonably possible. Um so why would that be after the fact? Um, shouldn't parents be notified prior to any search unless it's a life or death death emergency or um a case of suspected abuse or neglect. Parents are
108the primary guardians of their children's well-being. Why would our presence ever be considered optional? If a parent chooses to allow a search or interrogation without being present, that should be their decision, just like opting into which materials their child can access. This policy also allows a visual visual search or pat down, but a pat down means touching. If a school official is touching a student's pants pockets, that's a sensitive area. As a parent, I'd absolutely want to be notified of that. Um, this isn't about Sus's gum gone missing. It's about serious matters that can affect a child's record, reputation, and future. Why doesn't the student search form include a notation showing that parents were contacted or if they weren't contacted, and what their response was? Um, it's just a simple step for transparency and accountability.
109We've also seen an unprecedented number of students being arrested or cited for things that could be handled within the school. Shouldn't those decisions involve both the principal and the superintendent before bringing [clears throat] law enforcement into a student's life? As someone who has conducted searches professionally, I know proper procedure typically includes a parent or guardian and a witness if requested. Unless there's an immediate threat, why would schools be held to a lower standard when minors are involved? So, my question is, how can we claim to support parental rights if parents are left out of the most serious moments involving their own children? Um, lastly, this is regarding public comment. We all pay taxes and every voice deserves to be heard, not just a select few. Prioritizing who gets to speak or be heard should never
110happen. Our schools receive federal, state, and local funding, which means everyone has a stake in this conversation. Public input should be treated equally and heard on a first come, first- serve basis. That's fairness, not favoritism. And that is all I've got. I would like um some input perhaps um regarding um searches and how can address that situation. I'd appreciate it. Thank you. >> Next up, we have Mark Pera. Glad is allowing me to criticize. Good evening. I'm Mark Ferna, father to an autistic child who suffered an unreported head injury at Singing Hills last year. Friday morning at 6:56 a.m., Dan Snowberger threatened that any future comment would be considered slanderous and dealt with accordingly. Then he said that any public comment I make would now be followed by a public statement by him despite the
111board's unanimous agreement that this is not an opportunity to open a dialogue. I want to be clear tonight. What I'm saying is constitutionally protected speech. I will not be intimidated by threats of a lawsuit. In fact, Dan, I welcome your lawsuit. Let's put the records out into the open. I site records. I cite emails. And I stand behind every word. Dan will tell you, "I just didn't get what I wanted." He'll tell you we waited too long to report the injury that multiple agencies have investigated without bringing the receipts. He'll tell you I attacked the district by advocating for my disabled son. and he'll paint my advocacy as emotional. But let's deal with facts. My son suffered a head injury with symptoms consistent with concussion. I have not alleged staff abuse. My concern is that
112the district did not document or review what happened that day. If it had been dealt with properly, there would be a record. And Dan admitted Dan committed to finally reviewing staff emails by October 31st, which contradicts his own statement from the September 23rd board meeting that there was no evidence. That conclusion preceded review of staff communication. I have emails from the district's attorney, Brad Miller, confirming that out of 144 emails, 106 of them were withheld as confidential student information. The 30 that were released weren't related to my son's education whatsoever, and there's a two-e gap surrounding the incident date. So now we have the district withholding 100% of staff communications regarding the handling or mishandling of my son's injury. And during the course of my investigation, the district released to me unredacted the personal identifiable
113information and IEP notes of 32 other students. Have you informed those families of this breach? While I, the parent in interest, was denied access to my son's own records, the district simultaneously mishandled the private information of 32 other families. That's Furpa and Kora in reverse. What happened to my son and what's still happening in [clears throat] the way this district hides records and mishandles student data should never happen to another family. The law is clear. Parents have the right to access their child's records and schools have the duty to protect every student's privacy. The district has failed on both counts. I urge the board to intervene before this district's legal exposure and moral failure grow any deeper. I will continue pursuing the truth with or without your support. And to the other families who have
114been stonewalled or silenced, I will stand beside you every step of the way. Thank you. I yield the rest of my time to Mr. Snowber. >> Actually, I'll take it. >> So, Mr. Pera, you've been selectively sharing information both on social media and in these meetings, and I understand and I empathize with your situation, with your circumstances, but it's important that everybody have a full picture before forming opinions. So there are critical facts missing from what you have put out on social media and what you have presented here to us in person in the previous meeting and the allegation of a cover up that was the allegation of this incident was investigated. You requested that it be investigated. It was investigated by law enforcement. It was investigated by the district and they found no evidence
115to substantiate your claims. You waited 11 months. >> The records will show the truth. >> Okay. And and I will take a look at those. But it's 11 months before this was brought to our attention before it was brought and mushroomed. >> That's how long it takes. >> 11 months. >> Look at the other cases against this district. >> And you're asking the other cases. You're asking us to accept Responsibility for an incident that there's no evidence to substantiate. So, you know, at this point, I feel like there is nothing more that we can do for you in this matter. You want us to you want us to affirm your accusations, but there's no evidence. There's just no evidence. So, um, and again, I empathize and I'm I'm sorry, but we can't give you what
116you're looking for because it is not there. And that is why it has been referred to the attorney because you're looking for something from us that is just not there. [cough] [clears throat] And that's why we have legal representation and we ask that you go through them. >> So, that's not how the first amendment works. >> Okay. Next up, we have Michelle Bazinski. This board has been the executive branch, the and the legislative branch, and this family desperately needs you to be the judiciary branch. Okay. Um I I think it is appropriate that you guys call an executive session and let everybody sit down and talk about this. Um because I think things are being missed. Um and I think this family desperately needs to be heard and I think you guys need to hear
117their story. Um I think things are trying to be whitewashed. Um and I think they deserve that respect and I think it sets a precedent that you will listen to families and that's an important precedent. Um what I want to talk about tonight is KECR-2. Uh it looks like the protocol 2 was just added and I didn't hear you guys discuss anything about that and I I want to understand how the logistics of this one is going to work. So this is regarding new material that is introduced to the curricul not to curriculum but say a teacher music teacher um wants a CD to compare and contrast percussive instruments from around the world. Would they have to submit the CD to the chief academic officer, then the curriculum review committee, and finally the school board
118for approval before using it it in the classroom? And how long will that take? I I feel like this is really overstepping the boundary of um teachers being able to use tools at their disposable at their disposal. Um, if a student needs extra material to grasp the concept or maybe there's a student that is deeply excelling at a particular topic and the rest of the class is going to take three more days to finish this this section. A teacher needs to be able to grab some more books, borrow it from another teacher in another school, maybe things like that that they need access to at their own hands. So that falls under these this curriculum and this materials. And so I don't think that teachers need to be restricted quite that much. So I'm asking
119you guys to re-evaluate that and look into that specific protocol 2 section. Um and and also I ask that you discuss it with the teachers. Throw out a survey and say what does this look like to you? What would what makes sense to you? What do you need at your disposal? Um but still being able to understand uh what you have and what you need. We sat and we inventoried everything down all the books all us parents did down to this bedroom and how many toys are in it and dolls um and we know what we have and so letting te and and there wasn't any issues that maybe like one thing right out of all the things that were looked at um and that wasn't even a real problem so I think this is
120very restrictive um I think we need to let teachers keep their tools in their tool bag to keep providing this high quality learning experience uh the last thing I want to talk about is the BDH lift the frequency uh from once a month. If we're going to have two meetings um and I have two kids and each kid needs I need to talk about policies regarding each of my kids um I don't think parents should be restricted on only being able to talk once a month. Thank you. Okay, next up we have Tom Peterson. >> Well, thank you board members and good evening. Um Tom Peterson, my wife Lynn and I have uh lived in the community 28 years, raised our five kids in a community, three that graduated from Elizabeth High School. And uh
121I want to commend you on your focus on uh curriculum and reading and knowing firsthand the importance of reading uh first, second, third grade. So I too look forward to the reports and the the fruit of your labor. I also agree 100% in your library guiding protocols, having been one of the parents to read a couple of the books, five of the books back here. Um, and the materials include graphic violence, sexual content, profanity, obscenity, ideiations of self harm, mental illness, religious viewpoint, drug excessive alcohol, racism, discrimination. That's what I read. That's why I support that policy and appreciate all that uh you're doing. Uh just a couple other things. I have several neighbors, friends that we live near. Uh they're very excited on the football team. Uh the middle school, the high school sense
122of excitement as a school year and uh it it's exciting to see the legacy of success of Elizabeth sports. And so we appreciate that. Another comment, Adam Payton, government teacher, uh, spoke at a community event in September associated with Constitution Day. Did an excellent job of reinforcing uh, developing critical thinking skills in our students and it was a it was a a biased uh, audience and he he towed the line of we develop critical thinkers and that's exactly what we want to hear, what we want to see. And so kudos to the high school and and Mr. Payton. Uh one final comment that I want to make and this is the culture of the community, a conservative community. Uh but yet often the contrarians, the naysayers, the adversary. I would characterize their viewpoints as liberal
123progressive. And one data point in that we have 681 pre-registered 15, 16, and 17 year olds in Elbert County that are pre-registered to vote. 681. Six of them have pre-registered as Democrats. That's less than 1% that would I would characterize as being liberal progressive as compared to a culture of of faith, family, and freedom. So I I appreciate what you're doing. I appreciate your engagement in the community and your involvement and I look forward to the Thanksgiving feast on on on November 20th. And with that, I I'll yield my time. But appreciate all that you do and thank you for it. >> Thank you. >> Next up, we have Heather Booth. I'm just gonna let it feel more comfortable sitting. >> It's interesting being on this side. >> Well, my name is Heather Booth. I
124have lived here for 25 years and for 20 of those years, I have had four kids in the district. I want to express how proud I am to have worked alongside this school board and our superintendent. Over the past few years, you've led with integrity and have always kept our kids at the heart of every decision. You've ensured our classrooms stay focused on learning and free from political agendas. You've taken steps to protect students from removing inappropriate materials from libraries to placing armed security at every school to ensuring that parents' voices are heard. I keep hearing claims that this board isn't being fiscally responsible. Yet, many of those same critics are the ones constantly filing lawsuits and court requests that cost the district money. They also accuse you of ignoring parents. But when the majority
125of parents spoke up about wanting inappropriate books removed, those same people were the ones shouting the loudest in opposition. I'm sorry you have to deal with people who try to twist facts and spread misinformation just to serve a political narrative or influence this upcoming election. Please remember that the majority of this community is conservative families who value traditional education focused on academics, accountability, and respect. We stand firmly behind you and your commitment to keeping our school strong, safe, and grounded in common sense. Thank you. >> Okay. Um, next up we have consent. So I move that the board approve consent items 7.1 through >> seven >> because we amended that I removed the original 7.7. >> Okay, it's back. >> [laughter] >> was easier, but apparently it wasn't easier the way I make my own
126and tweak my own. Um, >> okay. So, I move that the board approved consent items 7.1 through 7.7 as presented. >> Second. >> Okay. Can I get a roll call? >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. [laughter] And next up we have our third reading of revised policy BED um which is the agenda. So this is the one. >> I think we're good. >> Okay. So I move that the board approve the third and final reading of revised policy EDB agenda. >> Second. >> Any further discussion on this one? Okay. All right. Roll call. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. Next up, we have our third
127reading of revised policy BEDH, public participation at schoolboard meetings. So, I move that the board approve the third and final reading of revised policy BEDH. Is this the one? when we're pulling down. >> Bring back one more time because of the >> Okay. >> I think >> you need to move the table. >> Yeah. I don't think the first motion >> was the thing we were trying to get to. >> Yeah. >> You could just drop it. >> Okay. [laughter] >> We're going to drop that today. >> You want to make a motion? >> Yeah. I'm going to move and then if you Nobody seconds then it just >> it just Yeah. Yeah. So, I move that the board approve the third and final reading of revised policy BEDH, public participation at schoolboard meetings. Can
128I get a second? No. Okay. So, we're going to table that one. Next up, we have our first reading of revised policy ECAF, use of video and audio monitoring. I move that the board approve the first reading of revised policy ECAF use of video and audio monitoring. >> Second. >> So this again just to emphasize this is really about the this is about the security monitoring video. So, this really is what this this policy is meant to. We'll get some clarification, Mary, and make sure that we cross our tees and dot our eyes on this before we bring it back for second and final hopefully second and final reading this in the the regulation. >> Sounds good. >> Okay. So, Mary, you second it. >> Um, yes. >> Okay. >> Oh, she hasn't. Yes, she
129does. >> Yes, she does. >> Any further discussion on this one? >> All right. Can I get a roll call? >> Director Fletcher. >> Hi. Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> And following we have our first reading of revised regulation ECAF-R use of video and audio monitoring. So I move that the board approve the first reading of revised regulation ECAF-R use of video and audio monitoring. >> Second. Again, we'll we'll make sure we look at FERPA and make sure that we cross our tees and do our eyes on that one for you as well. >> Okay. Can I get a roll call on this one? >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >>
130Okay. The next one I'm very happy to make a motion on. This is our third reading of revised policy GCBC staff supplementary pay plans and stipens. in the final. [laughter] >> You have to say it though. >> Put it in stone. So, I move that the board approve the third and final reading of revised policy GCBC BC, staff supplementary pay plans and stipens. >> I'll second. >> Any further discussion on this one? Okay. Can I get a roll call? >> Director Fletcher. Hi. >> Director Hunt. Hi. >> Director Olsen. Hi. Hi. Director Powell, >> I sorry [laughter] got so excited there. >> Jump the gun. She said I do. >> Yeah, [laughter] >> I got it right. >> Oh, okay. >> I don't know what happened there, but I messed up. Sorry. >> Okay. Next
131up, we have our third and revised reading of revised policy JIH, which is student interviews, interrogations, searches, and arrests. So, um I think we discussed this one pretty well. So, I'm going to move that the board approve the third and final reading of revised policy JIH, student interviews, interrogations, searches, and arrests. >> Second. >> Any further discussion on this one? Okay. Can I get a roll call? >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. Never out of turn. Yes. >> Okay. And next up, we have the policy Dan works so hard on. This is our third reading of new policy JL if service animals, animals, and schools. >> Third and final. [laughter] >> Hopeful, huh? >> Take the ones we can
132get. >> Okay. I move that the board approve the third and final reading of new policy JLF, service animals, animals in schools. >> I'll second. Any further discussion on this one? Okay. Can I get a roll call? >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> And one near and dear to our heart. >> This is our fourth reading of our new regulation KEC-R2 board library guiding protocols. I move that the board approve the fourth and final reading of new regulation KEC-R2, board library guiding protocols. >> Second. >> Any further discussion on this one? >> Yeah. I I think this is >> good. >> This is pretty good. >> Okay. All right. Can I get a roll call? >> Director Fletcher. >> I.
133>> Director Hunt. >> Hi. >> Director Olsen. >> I. Director Pal. >> Hi. Okay. And last, but certainly not least, we have our appointments of our district advisory council and our board curriculum review committee. They're in the packet. Do you want me to read off? >> Was just updated. >> Okay. You want to make a motion and then Yep. >> So I move that the board approve the updated membership of the district advisory council. >> Second. >> On that particular one, we're just adding one more community member. Bobby Wolf um has been added. She stepped forwards last time. >> So all the others were approved. So excited to meet her. >> We are a full full deck. Um and we meet this Thursday. So, we've had uh our calendar survey out um and excited uh
134actually some really interesting feedback on calendar. So, we'll be having some interesting conversations this Thursday. >> Cool. Good. >> All right. So, any further discussion on that? Okay. Can I get a roll call? >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> And we have also finalized the membership of our curriculum review committee. So, I move that the board approve the membership of the board curriculum review committee. >> Second. >> And any further discussion on this one? >> I think we've got a good a good list of people. >> I'm excited what they're going to bring to the table. >> Okay. So, with that, can I get a roll call? >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen.
135>> I. >> Director Pal. Hi. >> Okay. And with that, our next board of education meeting is scheduled for 6 PM on November 11th, 2025. I call this meeting adjourned at 8:06 p.m.