ESD Board Meeting: Business Meeting for Tuesday, August 26th 2025

001It is 6 o'clock, so we'll go ahead and get it started. So, it is Tuesday, August 26, 2025, and I call this business meeting of the Elizabeth School District Board of Education to order at 6 pm. Can I get a roll call, please? Director Callahan >> here. >> Director Fletcher >> here. >> Director Hunt >> here. >> Director Olsen >> here. >> Director Pal >> here. >> All right, let's stand for the flag. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. I move that the board approve the amended business meeting agenda for August 26, 2025. >> Second. >> Any discussion? Okay. Can I get a roll call? Director Callahan. >>

002I. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. Okay. I move that the board approve the board meeting minutes from August 12th, 2025 as presented. >> Can I get a second? >> Second. >> Any discussion? >> Okay. Can I get a roll call? >> Director Callahan. >> I. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. First up, we have our communications and we have Jonathan Glassurn from the Lowe's store in Parker. Is it Parker? >> Yes. >> Yeah. >> So, we are we have been very fortunate. Um Jonathan is also a parent in the district. Um and we have an amazing culinary arts program. However, our appliances are as

003old as the building. And so, >> uh, Jonathan's daughter last year had the class and went home and said, "Dad, we got to help." So, while all of the appliances were working, needless to say, they were 25 years old in some cases. And so, um, Jonathan and his store, uh, Parker Lowe's Parker Store 1755 came to our rescue. And over the summer, uh, Jonathan's store provided five microwaves, two dishwashers, three ovens, and a refrigerator. to our culinary arts program. >> So, we have a recognition to present that hopefully the store can display with some pride. Um, in recognition of your generous donation to the Elizabeth School District, your support helps enrich the educational experiences of our students and strengthens our school community. With sincere gratitude, we thank you for your commitment to the success and

004growth of our students. So, Jonathan, if you come on up, [Laughter] That's pretty cool. >> It is. That's very awesome. [Music] >> That's crazy. >> No power. There we go. >> Jonathan, would you like to say anything? >> All that I'll say is uh I'm apparently in district. My daughter absolutely loves Elizabeth High School. Uh she's in volleyball right now or else she'd be here with me. But um it great school, great people, right? It's just fantastic. I'm so happy that that I could do this uh and help out. Like that's just tremendous. That that's what Lowe's is honestly all about is is helping out the community. So there's my little Lowe's plug. But but uh personally no greater reward than to be able to do something to help future students, my own daughter, you

005know, this district. So really fantastic. And thank you very much for coming. Thank you. And we'll just leave you guys to it. Okay. >> You have a nice evening. >> Appreciate it. >> Thank you. >> Okay. Do you want to take the next one? >> Sure. Next one is for Amber Sorgan. She is unable to be here tonight. Uh Amber is um uh principal at Singing Hills. Amber, unfortunately, um, has had an amazing job opportunity. Um, and while we stand in the way of our employees, it's, you know, she's leaving with my arms wrapped around her knee. Um, but >> all of our arms. >> Amber has just been an amazing, she's only been with us about 17 months. Um, but Amber has just really set a clear vision and and mission for that building

006and her staff loves her. Um, and and really the success of has a lot to do with the work even albe it short um of Amber at Singing Hills. So we do have a presentation which we will make to her in front of her staff on behalf of the board. But it's uh also a certificate of recognition in recognition of your outstanding leadership and unwavering dedication to the student, staff, and community of the Elizabeth School District. as principal of Singing Hills Elementary, your vision, compassion, and commitment to excellence have left an enduring mark that will continue to inspire future leadership. And so with gratitude and best wishes as you embark on the next chapter of your journey. So um Amber's uh letter of resignation just I want to read it just so people understand the

007opportunity she had. I'm writing to let you know that I've accepted a job offer in the business sector. This was not something I was seeking, but is financially but is a financial offer that I cannot turn down. The position will allow me to use all of the skills I have acquired over the last 25 years, including building and district leadership as well as marketing and sales in the edtech sector. I will continue to support Singing Hills through the next three weeks and officially uh complete my role on September 9th. I will also offer consulting time through the end of September to support Patricia Kaiser and district leadership in the transition. I have worked very hard over the summer and into August to ensure the school year is off to a great start and have confidence

008that the staff at Singing Hills will not miss a beat during this transition. I've also enjoyed the time with the Elizabeth School District and I will continue to support any way that I can. Singing Hills is an amazing community and I will miss the staff, students, and parents very much. So again, um just hard hard to see her go, but we are very confident um that we have a great team uh that we'll continue to keep Sing Hills moving forward. This is a tough time of the year to find a principal. Um and so we are looking at appointing an interim principal um and then looking at the spring to open that process. And so um I'll share a little more um as we as we move forward. But again, just appreciate your support of

009Dan fix your >> should I say that all over again. >> No, let's not. >> All right. Next up, we have board member reports. So, who wants to kick it off? >> Well, uh, this is Nicole Hunt, and I had a great time attending the class training this past weekend. I think we hit that battery. >> Oh, there. >> Okay. I was just saying I had a great time attending the class training this past weekend. I feel like there was a lot of material offered there for schoolboard members across Colorado um on how to how to really manage districts well and with excellence. And so I was very inspired to participate in that. Well done. Thank you, Dan, for your leadership in organizing and planning and having so many different unique speakers with different backgrounds

010who can offer advice and take a lot of questions. Um, I'm looking forward to attending some back to school nights in the district um here in the next few weeks and also visiting classrooms. I'm very excited to see some of this training in action. Dan has offered to take us around and to be able to sit in on classes and see the teachers who got training this summer on, you know, what all the tools that we have in the classroom in order to engage our students in a direct way and how that can make a difference for the students. We're getting good feedback from the teachers and the administration that it seems to be working well in the classroom. And so I'm excited to get a chance to see it with my own two eyes.

011So I'm looking forward to that as well. Thank you. >> Um just kind of a quick thing on the back to school nights. Uh we had gotten a list of those and >> the Singing Hills one was supposed to be on Thursday night and I understand it's been it's going to be rescheduled because of weather. Yes. >> So just >> September 2nd. So it'll be Tuesday, September 2nd will be Singing Hills back to school night. >> Good. >> Okay. So good good to know because I didn't know the date. So that's great. Um, the other thing I wanted to bring up is that on September 11th, um, the a group called We the People has asked if they could use our facilities um, for their kind of once a month um, meetings. I believe they're

012once a month. >> And, um, so we are going to do that. And the the first one that will be at the middle school is going to be on September 11th from 6:00 to 8:30 p.m. >> September 11th. >> Pardon me. >> September 11th. >> September. What did I say? >> I think you said December December. >> No, we don't plan that. Well, we probably do plan that far ahead, but probably not that we would talk about tonight. Uh anyway, so uh that's an exciting u thing and so we um would just like for people to be aware of that and um they're going to have a speaker there that night that is going to be quite interesting. I can't remember the young lady's name, but she um she I think Turning Point USA, I

013think, is where she's from. And she she is kind of um involved in trying to get um local chapters in into the schools for civics and constitutional uh knowledge. So, um that will be very exciting. And I think Dan, didn't you say on September September 17th, which is Constitution Day? We will uh be hosting at the high school >> um a contest that we the people um is going to be running I guess so to speak for students to present constitutional um presentations and then there will be judges and so there will be some some prizes awarded to that for some other classes that they can go to. So those are kind of exciting things coming up. We have talked about that this year that we are in is we are celebrating all year long

014but this is the 250th anniversary of our country and so we need to uh we need to celebrate that all year long. So, I'm I'm excited about those about the Constitution Day event and uh about the celebrations all year long. >> And uh with me, I'm I'm still very encouraged and very excited to hear all the positive feedback from the teachers regarding um the training that they received and our new initiatives. and you talking going into the schools and just seeing how engaged the students are and you know it's it's it's quiet and paying attention and >> um engaged which is huge. Um I also attended the class event and it was wonderful. So if you know I would say if there's any other board members out there if you have the opportunity to attend

015one of these events or sign up get some information I would encourage it. There again are a lot of great resources. um some really good speakers. So, thank you for having us. >> Sure. >> You're up. >> Okay. So, a couple things. Um covered Singing Hills. I was going to announce that Singing Hills back to school night from the list that the board was provided. That's okay. Um it is it is a the forecast for Thursday night is not looking good. And so they have food trucks that come to their back to school night. And so the concern was >> I wonder that's going to be a little hard for families to actually enjoy that. So, uh, food trucks were available to move to Tuesday, September 2nd. And the weather looks a little better off

016in the distance. So, um, fingers crossed that Tuesday will be a better evening and a chance for parents to come and meet student or meet teachers and, uh, get to hear some of the great things that are going on in that building. Um, I will say, um, again, just visiting schools, the quietness. We had a preschool parent come to Running Creek for assessment of their preschooler and it was so quiet that the the parent said to to Pauline Elaande, you know, is there's no school today. >> She said, "No, there's school kids are in the classrooms." And and it was that quiet. Um that students were that engaged in in the learning activities that were going on. Um visiting middle school classrooms, visiting um our high school and and Singing Hills. I was in every

017singing hills classroom today that just to see kids actively engaged. It almost feels like they were never gone. I mean this is second week of school and kids are actively engaged already. Um so we're we're excited and again looking forward to the results uh from that. Um my first superintendent forum is September 17th. Um and so that is here in this boardroom from 6:00 to 7:30. It's a Wednesday evening. So do want to invite um parents who are interested. It is again, it's not a dog and pony show. It's not me presenting, it's me listening. So, um, we've had so many amazing initiatives start as a result of our superintendent forums. Our dyslexia initiative is probably our crowning jewel that we've talked about often. We had a parent come to really talk about her journey

018with her child and dyslexia and certainly something I'm passionate about as well. So, we were able to link resources that she had and and get them into our schools. And here we are today with um uh take flight therapy in all three of our uh middle and elementary schools. So it's exciting uh to see that auto building. Um we are we are buttoning up the inside of the the garage. We did get final approval on the alarm which was our last thing that we had to get approval before we could cover everything up. Um drywall will be going up um very shortly. Um, so we are looking forward to a grand opening and that's something I'll keep the board up to date on sometime in September. We're hoping to hold a grand opening, all of

019the donors who have been so generous in this project to get them back out to see uh the fruits of their labor. Um, and so that's exciting to be there. Um, I know there are people in the community have said, "What's taking so long?" We don't go through the county or the town. We have to go through the state. And we are one of 700 178 school districts in the state of Colorado who have to go through the state for any building permitting. And so we get into the queue during the summer as we were really getting busy. Needless to say, the queue was busy for everyone. And so we had periods of time where we couldn't do the next step until the state came out and signed off and said, "Okay, you're clear to

020go." And so I know people are frustrated. Um we are too. We would have liked it done two years ago. Um, but it is a governmental bureaucracy at its best and so we have to deal with it and uh I have to thank Justin Henry, our CFO, um, who is really kind of taken by the horns and and agitated a little when he needed to to get things moving and and so I do think that this is going to wrap up sooner than it would have had it not been for Justin's work. So, um, >> when did you say the grand opening might be? >> Uh, sometime in September. >> September. >> Yeah. Yeah. We want to make sure drywall is up and and bathroom fixtures are are in. Um that's the process that's the

021work that's happening right now. So as soon as we know that there's a clear date when that's going to be done, we want to get people in. We we don't want them to see it half finished. We want to see let them see it >> as close to done as we can. >> Um we are in the midst of beginning of the year assessments and so um you know assessments are one piece of data. Um so it's really important for parents to understand that um their children are taking an IRA assessment in math and language arts. That is one piece of data that coupled with CAMS coupled with how students are performing in the classroom coupled with other data really gives us a picture of their reading. So um parents in the the coming weeks

022will receive those scores home will receive a letter if a student is functioning below grade level just to alert them. um our I Ready reports does give parents some coaching tips of here's some things you can do, here's some things that we need to be doing. Um and so please watch for those because that's really important that we all are kind of on top of where our students are and what we can do to to support them. And then finally, Frontier. Um we are continuing to work with our roofer. Of course, the rain while we needed it um has not been a blessing on that process. Um we do have um a local roofer that has been working to patch and seal um the the protrusions that had existed. Um that's a three-year um guarantee

023that this roofer is providing us. We are in the process right now of applying with History Colorado. We actually um received uh an okay from them to proceed with a full application. Um, so that's a huge amount of money that will contribute towards a full re-roofing of of the west portion of the building, which is where most of the protrusions are are currently happening. Um, we are working with uh our partners at Legacy and obviously a um to look at some other funding sources so that we can couple that with History Colorado so that hopefully um be before three years is up we can actually completely replace um the the roof portion that that has failed. Um so we're excited about that. Again, um it's just it's hard. You can't you can't take a roof

024deck off when it's raining. So that's been uh that's been a challenge for us. So um again uh it's been a great start of the year. Our teachers are just working their tails off. I um uh was at Singing Hills today and and and heard of of some amazing things that some of our pair professionals have done with students who whose behaviors have started. You know, honeymoon is over. we're in the second week of school and and just some of their skill and redirecting students and getting them back on track and making sure there's no disruptions for other students, but making sure that they're getting what they need. Um it's just it's exciting. So, I'm excited to have board members join me when you can, but to get out and see some of the work

025that that certainly is your hard work paying off. So, thank you for all that you >> principals are doing well as well. >> I'm sorry. >> I heard our new principles are doing well. >> New principles are doing extremely well. Yes. So, anyways, I think that's it. a lot on our agenda. So, >> yeah. Um, next up we have public comment. >> Okay, first up we have Chrissy Howell. >> Just got to push that button down. I think you know the drill. >> Push the button. It looks like it looks like it's on, but >> yeah, the numbers are on. The numbers are on. >> Hi, I'm Chrissy Howell. >> Um, I've been approached by a couple of people. Um, but I am here tonight to express a serious concern about uh the trend of

026outsourcing critical school services, especially when it comes to our drivers. Um, building maintenance staff and essential programs like art, music, and specials possibly. Let's start with our drivers. The people who ensure our students to get to and from school safe safely every single day. There's growing discussion about outsourcing transportation. And I want to be clear, this comes at a cost far greater than the bottom line. When we outsource bus driving, we lose accountability. These are no longer local employees. They're people who may not know our neighborhoods, our kids, our community's unique needs. Lower wages and minimum benefits drive higher turnover and service quality suffers. But perhaps most troubling is the safety risk. There have been documented cases where outsourcation companies have hired drivers with questionable or even dangerous records. Is that a risk we truly

027are willing to take? It's even more alarming when we hear suggestions to use ride share services for special needs students. Rid share might seem flexible on paper, but it is not a substitute for specialized, properly trained drivers in safe, appropriate vehicles. Students with unique needs deserve consistency, security, and professionals trained to support them, not a rotating cast of drivers in private cars. In the long run, smaller specialized transportation providers offer better service and often more savings for districts committed to high standards. It does not stop with drivers. Could building maintenance become outsourced, replacing dedicated staff who take pride in our facilities with third-party contractors who may never see the same building twice. These are the people who keep our schools clean, safe, and running. Their work matters. The people who serve our students from the

028classroom to the cafeteria to the curb are essential. They are the backbone of our district. Outsourcing and cutting these roles might balance a spreadsheet temporarily, but the long-term cost to our students, our staff, and our community is far too high. >> Let's invest in people who invest in our kids every day. Thank you. >> May I address that? >> Yes. >> Um, none of that is is even under consideration, so I'm not sure where that came from. I'm certainly happy to follow up with you, Chrissy, but there is no conversation >> outsourcing um special needs. >> We've actually always used outsource for certain students based upon where they're going and and their needs. So, that's been a practice in this district for a long time. We have had some students transported by our drivers. We've

029had others who have been transported by things like a a ride share service, and those are specifically trained people to to work with students. So, it's not like an Uber. It's stu it's it's individuals who have trained so >> we'll have to >> yeah happy to follow up and chat but just >> well please never hesitate to call I can certainly provide you >> okay >> happy to happy to always provide facts >> and next up we have Michelle Bazinski >> before I start I want to say Amber is an amazing principal I got two kids at Sydney Hills and they love her and they literally my daughter about started crying when heard that Miss Sword wasn't going to be there anymore. So, >> Miss Patricia should be an amazing replacement, at least interim. Yeah.

030>> And um she'll jump right in with >> So, um I do want to talk to you about some discussions you're going to have tonight about policies. Um specifically, KEC section two, the board shall uh will not permit any individual or group to exercise censorship. And it keeps talking about should an individual or group asked to have any books or other material withdrawn from school use. I'm super questioning the terms individual or group in that um specifically that should say parents um and that should just be parents. Um this would also mean that KEC-e should not have community members added to those who can object to materials. It should just be parents, students and staff. Um and also these policies rely wholly on the curriculum review committee which is appointed by this board and this

031opens the door to biased ideology fully entering the process and I think there should be a discussion between the teachers, librarians, admins and uh the chief academic officer first and that is left out of this equation and I don't I hope that wasn't intentional um because they should be the first people that are discussed with that they're trained professionals. and they're responsible for that material. These policies are completely removing parents and expert staff from the equation. And I ask you to keep parents rights first. Respect the professionalism of the teachers and the admins that you've hired because of their experience and their capabilities. And in fact, the state law that is probably the inspiration for this discussion tonight is explicitly says only parents can question materials in the use. And I did send you guys

032an email with the link to that just to make sure that we're all on the same page about what I'm talking about. And then to save a ton of time, district money, and confusion, the KEC-R2 just delete the protocol one and two. We don't need to rely on un on outside sources to filter any content that we have. Let the staff do their job and keep the parents access to their own child's material. That just that's all we need to do. Um, if you're trying to open the door for people outside our community to create real issues for us, then this is how you do it. And that's not okay. These are public schools and you're sworn to uphold the local public school education, not invite outside influences through these doors. And at a time

033when we're losing some super talented employees, maybe your focus could remain in district and support the kids. One year ago today, you guys tried to remove kids books from my kids book nook in the classroom. the classroom libraries that you wanted to take out and now I feel like you're trying to undermine parents and it is very disrespectful to the teachers that I'm hearing from. Um so please don't do that. Um we hire well. The people that work in our district really want to work here. They're intentional about wanting to work here. Um so please respect them and keep parents. Let them keep the choice. That's what we need to do. Um, and I know that's a big staple of what this board says, but this is your opportunity to show that. So, thank you.

034All right. Next up, we have consent items. So, I move that the board approve consent items 8.1 through 8.6 as presented. Second. >> Who was that? >> Can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. First action item is our interestf free loan resolution. And this is something we do every year because the funding doesn't come in until springtime when taxes are paid. So, um, >> you want me to come on? >> Yeah, please. You do want to do a motion first. >> Yeah. So, I move that the board approve the interest free loan resolution that authorizes the participation by the district in the Colorado State Treasures interest free loan program

035for the district fiscal year 2526. Can I get a second? >> Sec. >> All right. >> So, if I can say something, then Justin will jump in. Um, again, more than half of our money comes from local property taxes. Um, And so those, as everyone in the audience knows, we don't pay those until typically March is our first payment on taxes. And so half of our money comes in the last three months of the of the year. And so the state has been gracious and uh doing a number of things. First, they frontloaded their um their state aid payments for districts like ours and at the beginning, which has limited, many of you will recall last year that took us a little longer to have to tap the the loan interest. and and that'll be

036about the same time we we're doing this year. Um but it is it it it does allow us then to ultimately pay that back um before the end of June and and uh square that up. So it is no interest and and um it isn't a program that that many districts across the state participate in. So Justin has another item three items down to talk a little about projections. Um but he may touch on some of that now too. Um, so kind of jumping into one, two, and three. So the budget that I inherited, the financials, the actuals, um, while I will not rely on their immediate accuracy because I know there's some things that weren't entered in the system that I just haven't had time to to fix and correct and the the juice

037worth the squeeze kind of effort of moving forward. Um we're ending the year on better ratios than anticipated. So we actually show a a slight uptick on the ratios um from where we anticipated uh before my tenure in here. Um what is driving the majority of this is um analyzing every expense. I've kind of been a broken record on expense management and and I've rubbed a handful of people wrong because we have to change the way that we're doing things. The the amount of expenses that that we're not micromanaging. We have to rethink that. Um so the financials that we've seen um reflect a about a$1.1.2 $2 million um fund balance at the end of the year for 10. Um but then that goes into this new sheet that I've talked since I've been here

038about forecasting where we're actually at. What's cash in bank? Um keeping the lights on, where are we ending the months at and what's the true financial health of the district versus the financials that the state requires us to put out our percentage of budget used. Well, that doesn't tell us where we're going to be at in November. Um, it doesn't tell us where we're going to be at in December, etc. It says where we're at now and how much have we used um in a linear fashion. Um, the forecast that I've built, this is the summary of the summary of the summary that I work in. Um, I can't mechanically print it to show you guys, but I I can always send you files of the Excel. What this does is it goes through um

039this is a working document. When I mean working document, if I get an email that says this expenses or revenue is going to be higher or lower um two hours before I leave or an hour before I leave work, um I plug this into the spreadsheet and it will forecast its impacts throughout the end of the year um on fund balance ratios, everything alive. Um so this is a true working document. I have the updated one from the time we we put these in your package. It's changed three or four times because I've got better newer information that I can run through. Um the end of the story is last year we um received our loan in December. This year I'm going to be asking for it in October. We are at the bottom of

040the barrel right now and I do not have enough money to keep the lights on through November. So we have to borrow money from the state at the ear at the latest early November. So um that's why that resolution for the interest free loan was was so important was to get that hammered out now. Um, the good news is it'll take me about two years to probably not need that interest free loan, but to build up the balance and cost savings, expense management, um, I I do see the light at the end of the tunnel in about 24 months. So, um, you'll be getting this forecast on a monthly basis in your packets that will show the line items in extreme detail. I can drill down to this to stamps if we need to, but

041I roll it up just mainly for the the punishment of our eyes and on the size of the file that I work in. Um, at the end of next year, if all goes as predicted, we'll have a great ratios and things will show on an upward tick. But I want to caution everybody, we are in the title wave at the end of the year. We are still not in a good area. Um but at the end of the year it'll show that hey we've done great but in the middle of it through the the winter season we're going to struggle. So >> even with 10% fund balance which is our target right now which again when this board took took um authority of the district we were at a a 2% fund balance um plus

0423% tab. Um 10% is still not going to help with the cash flow with the district that is funded so heavily through local property taxes. And so um so we may we may want to look at a larger fund balance at some point if we want to ultimately not have to rely on an interest free loan. Again the interest fee loan is not a bad thing. It's thank god the state does that for districts like ours that are more locally funded than than others. there there are districts that are 70% funded at the state level and therefore they don't have so when you look at the the the list of districts who borrow in the interest free loan program it isn't 178 because there are probably more districts who get funded at a greater ratio

043at the state level than they do with local property taxes so so we're one of those districts that that are always on that list uh because of the fact that so much of our money hits March April May June so >> I'm just So, pardon me, but y'all keep apologizing for interest free loan trying to What's the downside? >> There's no downside. It's just we we want to get to the part where we don't need to. Um and and again, I think building the fund balance and I think Justin's approach um since he's joined the district has really been to look at every expenditure to make sure that every expenditure is necessary. Um and that's that's hard for some who are used to, you know, ordering what they always have ordered. Um We're doing a

044little more scrutiny because we'd like to we'd like to hit our 10% fund balance sooner than the board I think has given us two more years. Um we were I think close to eight um last year. So we went from two to or or five to to eight um in the last two years which I think is great progress. Um, I think our goal is to get there faster. >> And another by relying on that interest free loan and managing expenses to that, let's call it break even zero zero net every year is the deteriorating capital of capital that we have. The schools that need a million dollar roof, the parking lots that, you know, are half million dollars each, um, HVAC equipment that is rusting, um, you know, a well at a elementary school

045that's now costing me $300,000 >> that just never quits. >> That never quits. So, it's one of these where having that low fund balance and maintaining that that zero net game um you know, my heart palpitates every time I get an email going, "What happened? I don't have enough cushion to to take another year of a well going down or a roof or a I don't have that cushion of oh no um we're in trouble. So we need that fund balance higher. Um one is is to give us that safety um that that net of emergency and then also to start reinvesting that money into teachers, into students, into specialists, into growth and technology. Um we have to start saving money. We can't be a zero net. >> Um >> I'm not saying live outside

046our means. I'm just like I'm just trying to like what's the downside of >> there's no downside. >> We know we're going to be paying it back with money that we're going to receive in the future. I cover a family of farmers, >> right? >> You can't plant if you don't loan, right? >> And and the goal is to grow out of that, but then also to once to have that cushion and to have that safety net to where we can go, okay, we can hire more specialists. We can invest in our teachers. We have that breath which we won't have for 24 24 months we can take a breath 36 months we can take a big breath so okay >> um so and I apologize if this was said somewhere and all of that

047but >> so this is I mean I know that we did this last year >> prior to that I I mean we've done this no interest loan thing >> every year for a long time right >> this is not nothing new >> it is not new and also when talking to state representatives about the needs that our district has. We were Okay, that's nothing. Excuse me. There you go. We have districts that have tens and tens of tens of millions of dollars of loans. >> What we're asking for is is chump change. Yeah. >> To to the state. >> So, better than others. >> So, we are and and we're, you know, we can balance it out. We can we can take a lot of the hit compared to other districts. So, we're not as

048bad. places, but in our scale, in our safety net, it's a concern. It is a huge concern. >> We have to get back to where we can invest a million dollars a year in infrastructure. If we're ever going to catch up with the aging aging boilers and and and that's that's really where we need to be. And I think we did better this year than we have in a while, but we have to do better. Again, right now, Justin's is it is it the well or is it the boiler that could go out and to be in that situation is not is not where we would want to be as a district. So, I'm I'm confident. I appreciate Justin's leadership and and getting us on track and and uh like I said, uh it's growing

049pains for folks because the district has been very generous. Again, Brier superintendent used to take off the top what they needed for the district and gave it all to schools and schools spend every dime. Um and that's what they do. That's obviously you give them the money, they're going to spend it and I'm sure great things were done with that, but the reality is is it wasn't investing in the long-term future of of the district and and that's where we have to shift back to. So >> So are there any opportunities for like capital construction grants for infrastructure? >> We we actually were reach we were contacted by our best grant contact in our region. Um best grant right now because of because of our our district standing we get very little money on the

050best grant match. So, um, to do a best grant, I I believe last time I looked it was a 7030 split. 70 on our part, 30 on their part, which is not a whole lot of contribution if you don't have the 70%. There are waiverss you can apply. And it because they're reaching out to us, I think we want to continue to explore, you know, can can we get some of the best grant money building better at educational schools today, I think, is what that stands for. Um but anyways um so those are things we're going to continue to explore. But we also I mean most districts like ours in this situation would go off for a bond to get infrastructure up to date. I think we all know right now that that's probably not

051something that would likely pass in in in our district. And so we're having to do it the hard way, but I think it's the right way to I think it's the right way for our taxpayers to to get these things funded. And also in the grant that let's say there's a list of 20 things that that keep me awake at night. That best grant would cross off two of them. >> We still have 18 ticking time bombs that we have to be concerned about and address. and by cost cutting and analyzing every expenses and living truly by a must have only uh expense kind of philosophy. Not a hey we really want well don't come with me with what we really want because because I'm going to say no. >> Um but if we have

052to have it we can do it but boilers, roofs, parking lots. Um, you know, we did some amazing things this summer, but but those are are very small items on, you know, a million dollar roof or a half million dollar boiler. And I go, we got to make some real hard decisions because I got to get hot water in that building. How? And I I got to figure out how. >> So, that will be a very painful conversation if that ever comes. >> I guess my my take on this this thing keeps going out might need batteries. um is you know our so many maintenance things were deferred so for so many years before this board before this administration so many things generally were deferred and the delving in that you're doing now has been

053really good to find out what's truly going on and that hasn't been done for um you know we made some as you came in there were a lot of good changes made a lot of more transparency but that's happening even more And so I I think we all just have to realize that this isn't something that all of a sudden, you know, the roof went bad or all of a sudden, you know, the boiler went bad or whatever. This has been over a long period of time and we get to be the lucky ones who get to take care of. So it's, you know, it's it's a long-term deferral that has created these issues now. But um by your really del and making the difference. Thank you. I think that is going to truly that

054is I just want people to realize that it's not something oh gosh all of a sudden the roof went out or all of a sudden the well went out. It's >> those things don't happen you know in five minutes. They happen over a lot of years and if if it hasn't been paid attention to then >> this is where we are. >> Correct. >> The first item is the well and we've got a motion or not the well. We're going to vote on the well again. >> It is a no interest loan. >> Okay. >> so is there any more discussion? >> All right. Can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> I. >> Director Olsen. >> I. >> Director Pal. >> Hi.

055>> Okay. Next up, we have fourth quarter financials. Um, we're not going to have a motion. You're just going to fill us in. >> Right. Um, as we just kind of touched on, you know, we're ending the the quarter unodudited, unadjusted. So, there's year end audit adjustments and those kind of things. So, this is a prelim preliminary before final year in audit which will be completed in December. We're already engaged in that uh with the auditors providing them all the information. But a preliminary as I said 2.1 59 2.16 million cash in bank on the quarters. Um the budget to actuals and variances are are all over the board. Um and that's just honestly because of the accuracy of the budget that we had last year. >> Okay. >> so that's one question I had

056when I was when I was looking at this. I look at the numbers from uh you know the actuals for 23 24 and I'm like wow >> quite a difference >> and and unfortunately I don't have an answer because there's >> it's not a I can't draw a line between one or two I'm I'm balancing all that and for me to reconcile all this will take me months and I don't know how much benefit it will actually going oh that number should have been here and this should have been here we calculated this wrong moving forward that will never happen But I cannot there's just too much for me to be right. So the variances are all over the board. Um so I'm looking at the bottom line ratios. So >> okay, >> we set

057out the year thinking we'd be somewhere in the 1.6 to 1.8 million fund balance range is actually pretty tight. So get like I said I think that's near eight% balance which again we were thinking seven hope was >> yeah last year and again I would say a lot of that had to do at the end of the year tightening up the belt as Justin came in and really started analying expenses things again just common practice have to change >> and I know it's not easy >> you're basically coming in and you know trying to organize things in a way that you can understand and and finding discrepancies >> moving forward you know and as as the state that the true validity validity of a budget is its variance. How far am I off? >> And

058this budget here while >> um for the 2526 year will be off up and down. But for the 2728, now we have a template. Now we have actuals. Now we can see and that that should be dialed in to the tens of thousands a month. um you know where if there's a material outlier of 3 4%. >> We should be able to dial down into exactly what that root cause is of why is this budget off 2 to 3%. Um because we have a true template of what happened and when it happened and how and the variances and grant if you want me to put you to sleep I can show you what drives this sheet and it's next but Yes, that is the correct answer. Um, but we can go into the variance analysis

059on why it doesn't put that in budget and you'll see um, you know, things that are off between budget and actuals. Well, next year that'll be adjusted to to align correctly. You know, we didn't get it right, but I'd rather have it off on a line item basis this year so we can correct it next year. So, >> questions. It's a lot to digest. I promise. But >> we can sit down and go and drill into things. >> But there's a tight leash on there now, but we did not have that before. >> Okay. Any more questions on the fourth quarter? All right. So, we'll move on to the working budget forecast. when you've already had a chance to kind of hear a little Justin for that um his cost forecast that shows you know

060that ultimately by November is when we're going to need the borrowing to begin and then should be able to rectify that certainly majest >> um No. And for the interest free loan by law, it has to be paid off by the end of the school year. So, you know, there is no um carryover like it is by law. It has to be paid over. So, um I'll be requesting $3 million. That'll give us enough cushion to take a breath. Um it is interest free. So, you know, it's it's there for a reason. Um but with this forecast, um the more information I have and the more you know, time that goes by, we can dial it in pretty good. So, we can say, "How much are we going to have at the end of February?"

061And they'll probably get pretty good guess. So, FYI, >> you'll be on easy. >> What day does that sound? >> I'd like that on the record, please. So, but that's really all I got, guys. >> Okay. Well, thank you. >> Thank you, >> Dan. What's the first fact meeting? >> Uh first back meeting is a third I just sent it out um today um with all of the committees and the dates. It's a third Tuesday of September. I haven't I haven't done invite yet. You've got a list in the email that's got the dates and I'll get invites on your calendar here shortly. >> Anything else from you guys? >> No. Thank you. >> Thank you. [Music] >> Thank you. Oh, I think tomorrow >> there's a chance it'll be Tuesday. >> One other quick

062thing. Did you What did the parking lot situation at the middle school get resolved? the hole. They started it >> Yeah. He walked away from a good check for four holes, which was foolish. >> But that's all taken care of now. >> 100% put the bed. His lawyer called me and I kind of laid out the groundwork of what happened and why and where and he didn't like my answer. So then we had our legal counsel call him and they really did not like our legal counsel's answer. >> Good. Right. >> Okay. >> And the parking lot is passable. >> It's passable. Yeah. It's not where we want it to be by >> the best we can do under half million. >> Okay. You ready for 94? >> Yes. >> All right. Um, next up

063we have our second reading of new exhibit JICDE-2 the bullying investigation form first. You want to make a final. So this this form we have made the adjustments uh to um if you remember the the uh template uh form that we began with did have a intervention section. Um, and this form is really designed for to hold me accountable and documenting that bullying uh uh incidents of bullying that are reported are are are investigated thoroughly, that we track them, that we make sure we understand who's involved, what's involved, why it occurred. Um, and so we have removed that intervention section because that's beyond the investigation. The after the investigation, then we deal with what are we going to do about it. And this is truly the investigation form. So, um I believe at this point

064it is probably ready unless anyone found anything um that you felt still needed to be changed. I do believe it's ready for second and final unless you saw something that concerned you. So, >> I'm just excited. This feels like closure because this was like one of the very first policies I worked on when I came on board. And now we get the the coin. I'm so happy. I'm telling you, it's the little things, right? >> Okay. With that, I move that the board approve the second and final reading of the new exhibit JICDE-2 Bullying Investigation Board. >> Second. >> Any further discussion on this one? All right. Mary's gonna celebrate later. Can I get a roll call? >> And you said second and final. >> Um, second and final. Okay. Yeah. >> Sorry, my hearing

065is not great, but um Director Callahan, >> hi. >> Director Fletcher, >> hi. >> Director Hunt, >> hi. >> Director Olsen, >> hi. >> Director Pal, >> hi. >> Okay, so next up we have the second reading of revised policy JLDAC, the screening and testing of students. >> So, this policy um really mixed more than just screening and testing of students. And so there's been this entrance into and treatment of mental disorders. Well, we as a school district don't treat mental disorders. Um we're not therapists. We don't have therapists. Um we support families and and finding the appropriate um therapeutic intervention that they need. Um so we have tried to really um streamline this policy into screening and testing of students when parents need to know um parents need to get permission almost everything it's

066parents need to get permission um there were several loopholes that I know we discussed that we have removed um just to make it very clear um and we have also there was a statement in here that said um teachers may share and we say teachers will share um because we want to make sure that if if there are concerns with a child's um behavior that it's not a may or encouraged, but it's you're directed to share. Um and so I really feel like this policy is is streamlined. Uh it it clearly outlines the parental rights. We'll want to look at our parental right policy. That's one of the things we recognized at our class conference this weekend is that while our our parents rights um parents rights and responsibilities policy KBB is great, we need

067to go back and update it when policies like this are updated. So that'll be something we'll be working on for our next meeting. But um happy to address anything else maybe that we missed um and point out. Um we tried to clarify medical professional as being a registered nurse um not a health technician who who's not trained in in medical um things and really indicate that any any counseling any um work like that would be done with a parents permission. >> Okay. >> Just out of curiosity is that so I mean it's one thing to have this polic It's another thing to for that to be >> taught to our teachers, >> administrators. >> We have we have outlined policies or outlined um practices for our counselors that indicate contacting parents is always the first

068step. The only exception is if a child is reporting abuse um then by law that becomes something that we don't investigate, the authorities investigate. So that's the only exception in our practice document that that a parent that a a counselor may gather information from a student who's reporting a potential abuse situation where maybe a parent might be involved. We don't have a right to disclose that um to the parent. That's something that the authorities would would investigate determine. So that's the only exception in our in our practice document. >> Okay. So, I move that the board approve the second and final reading of revised policy JLDAC, screening and testing of students. >> Second. >> Any further discussion? >> Okay. I I like it. I think this policy reaffirms our commitment to parents and that we

069respect their role and we know ours. >> All right. Can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. Director Olsen. >> Hi, >> Dr. Pal. >> Hi. >> Okay, so next up we have our second reading of revised policy J, instructional resources and materials. So you're going to see some themes in our policies and our chief academic officer Moore is here for any discussions that you might have uh questions for her as well. Um, we've worked to really ensure that our instructional materials and resources, which does include our library, um, are very consistent throughout all of the policies that we're about to review, both J KEEC and the subsequent supporting documents for KEC. Um, instructional materials and resources are in the classroom. They're

070used by teachers in instruction and they happen to be in the library where we're where that really supports our curriculum. Our our policy has always indicated as does almost every every school district's policy from the model policy we're offered to districts says that libraries are part of their curriculum. Um they support the curriculum and so we wanted to be very clear in all of these policies defining what instructional materials and resources are and they do include things that are in the library. Um and so with policy J in particular um you know that the same definition will appear in the top of every one of the next four policies that we're going to look at um because it's so critical that we're very clear um that instructional re materials and resources um is am I

071saying that right? >> No >> resources and materials. >> Okay. So even even in the okay even in the agenda I've so Jamie has gone through to make sure that all of them are IRM >> instructional resources and materials um and I think she caught a couple spots um in in the body of a couple of these where she realized that they were different. So um consistency is really what we're working on. We have three uh standard tests for materials. um are they um is there educational value? Are they age appropriate? And are they aligned with the board approved curriculum? Those are the three standards that we are upholding on all curriculum including library books. That those are the three basis by which decisions are made um in not only purchase of materials but also

072in the review of materials if they are challenged. So the J policy um also charges your chief acade academic officer with the role of consulting with administration, teachers and students. So despite the comment that was made in public comment know those folks are an important part of the consultation uh with our chief academic officer um and ultimately bringing recommendations to you and then obviously the board always and always has held the final recommendation or final decision on instructional materials and resources. So, um, we believe very strongly that the policies you're about to see in J, which is the one we're looking at, really does outline clearly, um, that all materials used by students are for the purpose of instruction resource materials and, um, that we have outlined very clear processes and procedures that comply with

073all statutes that are in in existence. >> Okay. So if there's anything we missed, >> well, it'll come up in discussion. >> Okay. So I move that the board approve the second and final reading of revised policy J instructional materials and resources. >> Second. >> All right. Discussion. I like it. I like it. Um >> and I I think with folks that think that we're just up here books or whatever, like that's just the case. I mean, we have parents that are on the these curriculum committees. I mean, this is not just >> teachers. We have community members. Yeah. >> Exactly. So, >> well, >> and we don't just have community members from anywhere in the state of Colorado. We have community members from our voters >> from our area. So, it's the community values,

074the people who >> And one thing you have to take into consideration too, the community members are And so they >> it's their money paying for this stuff. >> Well, it's the parents. The parents are invested with their students. The parents also pay taxes. Community members that don't have kids in the school, they also pay taxes. That's right. >> And there are repercussions if our schools are failing. If our schools are doing bad, that affects property values. >> Um, you know, there's there's so many repercussions. So, I think it's important to have well-rounded input um >> and and transparency. So, and I think really help with that. >> Absolutely. You're so right. >> All right. Any further discussion on this one? All right. So, can I get a roll call? >> Director Callahan, >> I.

075>> Director Fletcher, >> hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. Next up, we have our second reading of revised policy KEC. concerns, complaints about instructional resources and materials. >> So, this particular policy outlines when a concern exists um and how those concerns will be handled. Um this board has put into place a curriculum review committee as has several boards. We heard actually on at our last conference other districts who have had a curriculum review committee for some time and um so certainly our board is in alignment with with many districts in the state. Um, this particular one does again take into account that it's all instructional resources and materials, not just library books. Um, and so it could be a website used in the

076classroom. It could be a could be a a handout um that's that's commonly used in in a subject area that's being instructed. It could be could be a supplemental uh book that's used to enhance the curriculum that's adopted by the board. whatever it may be an instructional re uh resource and material is what's at stake here in this particular policy. Um so it does outline how um those would surface. Again it does reiterate those three standards by which we will always um evaluate materials um age appropriateness, educational value um and aligned with the curriculum. So those are the three standards. Um this particular policy also um appropriately outlines that a book will not be excluded because of the writer's race, sexual orientation, gender identity, gender expression, nationality, political or religious views. Um and that again

077the value of the whole book will always be judged. We talked about there are books that that might have things that we'd rather not have children access, but they also have a historical value. And so we have to always weigh that is, you know, is is a depiction of what really happened in our society something we want to take away from our children if it's if it's if it's that historical value versus a just obscene obscinity that might be in a book. So, so this particular um uh this particular policy does outline the process by which um parents or other individuals because again it's not only library resources um that are being considered in this policy. It's all um however um Nicole will jump in in a moment. She actually um brought up some things

078today and and we worked with our attorney and we have a few minor suggestions that are in the front pocket of your folder. So um I don't know if Nicole you want to take it from there. >> I will. Yes. Thank you. Um yes, I brought up something that came up during public comment wanting to make sure we are in compliance with state law specifically um a bill that was passed this past legislative session. And you'll see it's highlighted in green here. CRS22-1-1484C. Um, and so under state law, uh, only a parent can make a formal request for consideration of a library book. However, um, there are other pathways that concerned community members, staff, even students themselves can go ahead and submit uh, concerns about books that are in the library. So to make sure

079we are in compliance, I suggested that we do add language that says following state law, the only individuals who can officially make a request for consideration are parents. Um, however, the community can uh can participate in a parallel path that is not prohibited under state law. >> Our community mentioned students and staff, but that's not what the law says. The law says parents only parents with children where that material exists in their library. So um just to correct our our our public speaker earlier um if we only follow the law teacher can't bring something to the attention of the district. A student can't bring something to the attention of the district which is deeply concerning. So that's why I think thank you Nicole for catching that. I think it's critical to recognize they do need

080to alert us if there's concern. It won't be through the formal um review process that's outlined in the policy, but it doesn't mean that we as a district should ignore it. >> Which I think is just a good reminder again that of course we're very parents rights focused, but we also want to give a voice to others in our community, whether they're taxpayers, whether they're staff who care about the kids and the stuff the exposure that they're getting to material or the students themselves who are mature enough to see this isn't something that I want my siblings exposed to or I myself want to be exposed to. We want to have a pathway for them to be able to come and share that with us. And so they can do that through this process. They

081can do it by showing up to our meetings or by emailing uh anyone in the district to be able to share those concerns. So I I have a a quick question regarding in to so the person who requests who objects to the book or other material will be asked to complete a request for reconsideration form which is a form that we've got that we'll be dealing with later. Um according to CRS22 blah blah um only a parent of the student library resource may request a reconsideration other members of the community >> for that for that material for for library material. So, >> and I do, yes, I updated this on one of the other forms we're going to look at, but I do think we should probably clarify library resources because um you know through

082our through our reconsideration process because we list that of course as instructional resources and materials which includes things in the classroom and things in the library. So, where we're being specific here is that according to state law only the parents can request it formally. So, let's go ahead and say that with regard to library resources. Um, but anyone else in the community can go ahead and submit those concerns to us through the same process. These this request for consideration, but we're calling it for instructional material that's not a library book. So, so a parent is the only one who can do it for officially and formally for a library resource. But what we're saying is other community members can do >> kind of just let let Kim know, you know, I saw this. I heard

083about this. Is this true? Or something on a, >> you know, on either a library item, a library item particularly, I guess. >> Um, but and and that will be taken that would be handled in a different CRC. >> Yeah, probably CRC would still be involved because that's your direction. But yeah, it it would not follow the letter. ABCD like it's outlined here because that's a formal request for reconsideration. If it's a library book and it's not a parent, that would be handled through a different process. >> Okay. >> But the input would still be received. >> Input would definitely be received and we want to be clear that we're open to that. So >> Oh, yeah. And there's nothing in state law that prohibits um staff or uh students or community members from using

084a request for consideration on any material that's outside of the school library. So that is still open to folks to use that process. Do you think we should clarify that as as separated from the library resources that >> I think I mean it does say here additionally other instructional resources or materials >> may be suggested for reconsideration >> by student staff or community members. >> Okay. Yeah, it's on the >> backed classroom threat. >> Okay. Well, I I like I like what you added and just like you said clarify a little bit. May formally request did you say something about adding >> request a consideration of library resources? >> Just kind of those two lines. I think that's great. for other members of the community. >> Yes. >> Yeah. I think that's good. >> I

085think it's a it's a very clear policy. Obviously, the track changes makes it very difficult. We'll we'll clean that up and get you a clean copy. Um but um like I said, I think I think it's done well. Our attorneys um are very pleased. Feel like it it addresses all of the issues in the law. It ensures that we're in full compliance. Um and it and it respects this board's desire to make sure that things in the classroom are used for instruction teachers concern students concern members of our community 600 students. So we have a lot of nonparent taxpayers who contribute to run this district and they certainly have a voice. And I'll add that there might be parents out there who would not know but for community members who or teachers or students themselves

086who bring these things to light. So I think it actually supports parents rights and ultimately I think this is about transparency and accountability. >> This is why we make this available and we are willing to review if there are concerns and take those into an account for future decision making. >> Y so it's not too vague. Are we going to How are we going to let people know what is their means? >> I think I think we could after these are formally adopted, we could put out guidance to the community on based upon some recent policy changes. We want to clarify pathways by which I do want to say for the record um and for those who are watching our library review began because of parents expressing concerns about materials in the library. It wasn't

087outside community members. It was parents of children in our district who expressed concerns about library books that led this board to charge the curriculum review committee to do a thorough review of our 50,000 books. So, um I that seems to be lost somewhere in the in the facts out there. >> Um it was not the community, it was not a special interest group. It was parents in our community who brought books to this board and said, "Look at what you have in your library that led you to say, "Let's do a thorough review of the library." Yes. >> And I the the comment earlier about the language of and the board will not permit any individual or group to exercise censorship and then should an individual or group want to have it done. This is

088kind of the process. Yeah. >> So that individual or group thing is I mean it is the protection against any one person coming and saying you got to get rid of XYZ book. I mean, this process protects >> protects us, protects our students, protects our school from >> special interest groups coming in and saying, "No, this you can't have this." It there's a process and >> there has to be a named complaint. It can't be a group of people who showed up. It has to be a named complainant who's going to sign their name, fill out the form, give the details of concern. And I think that's what protects from just a group lobbying you to say, "We don't think this material should be in your library." >> Right? Somebody needs to come forward and

089complete the form so that the curriculum review committee has adequate understanding of the concern. >> Exactly. Exactly. >> That was one place. >> Yeah. >> So, you know, we could have a group lobbying to take stuff out, but then we can also have group lobbying stuff. >> Well, that's true. Exactly. This isn't just one, right? >> Thank you. >> That's a good point. >> I believe this most democratic republic process possibly So with that, do we want this? >> And I would say with the amendments >> brought forward by um board member >> H. Okay. >> So I move that the board approve the second and final reading of revised policy KC public concerns complaints about instructional resources and materials with the amendments made by director. >> Second. Any further discussion on this one? Okay,

090>> Callahan. >> Hi, >> Director Fletcher. >> Hi, >> Dr. Hunt. >> Hi, >> Director Olsen. >> Hi, >> Director Pal. >> Hi. >> Okay, so next up, we have our second reading of exhibit K-3, concerns, complaints about instructional resources and materials. So, we did we did have um meeting with our legal councils um and there were some adjustments to number six that I want to draw your attention to um because a an individual doesn't have to read the entire book um to express a concern. If they've read a first chapter and they they're struggling with what they're seeing, we're not forcing them to read the rest of it if there's already legitimate concerns. So, um, the way it was worded almost sounded like we were we were speaking down to someone who didn't read

091the whole thing, and that's not our intent. And so, we wanted to clarify. So, she recommended, um, some some modifications um, you know, did you read enough to to to to ultimately have sufficient um, informed opinion? And then what parts or pages um, concerned you? So, really allowing them to just talk about the part that that concerned them. Um and I think we have another change also that should be recognized. >> Yes. Yeah. Just following with the past form to be considered state law um make it clear that only a parent can challenge uh reconsideration of library resources. And so I do I did have a recommendation at the end of that highlighted sentence there. They request uh a reconsideration of library resources. Make sure that that's on. >> So just There's an afterpresource [Music]

092again. This isn't just libraries. This is overall >> on number six. I think there's I think it needs just one word adjusted in that. If not, describe which parts you reviewed and it and then it says and what that review was sufficient. I think it's maybe how that review was sufficient to develop. And Dan, I wanted to point out just for consistency purposes because I do agree with uh legal counsel that I like adding more meaningful parts. Um, but I wanted to flip to the front and if you'll see right underneath our green highlighted area, it says that the following questions are to be answered after the complainant has read, viewed, or listened to the material in its entirety. >> So, I think maybe take out in its entirety because we're saying here that it's

093sufficient. >> Yes, >> good point. >> Library resources >> reconsideration. >> So just the two changes >> three three Okay, I walked away. So, with that, I'm going to make a motion. I move that the board approve the second and final reading of revised amendments by >> a bunch of people. >> There we go. >> Second. >> All right. >> Callahan. >> Hi. >> Treasure Fletcher. >> Hi. >> Treasure Hunt. Hi, >> Dr. Olsson. >> Hi, >> and I have our second reading of regul. >> So again, just trying to capture all of these specification continued. So I think that's primarily the change. Um again I think council also recommended this operation action. If something is challenged, go makes a recommendation to you. That is just a recommendation. And then my job to number five,

094we kind of had gotten rid of of education, so we can just strike >> the board. >> Yeah. Just say the board. >> You want that taken off just for consistency. Yeah. >> I'll say on the board of education. >> Yeah. I think you got rid of some of them. So, >> I think I left it after our conversation with Laura. >> I think the way she said it, I left it. But that doesn't mean it has to be. >> But I think that's why I left that one. >> Well, there's actually ERC is making she really wanted. >> Okay. Okay. Well, that's fine. >> So, leave that in on both of those places. Okay. And if I could just clarify on 4 D it says that they'll prepare a report and then 4 E

095it says that they'll forward their recommendation. Is that the report and the recommendation or are we using the words interchangeably? >> Report to me would be the recommendation. So maybe >> just report that outines. Sure. Yeah, that sounds good. And this is a really small thing, but the CRC that's used at the very beginning, I don't know if you want to go ahead and say the curriculum review committee before we start calling it by its acronym so it's clear. >> Yes, I believe it is. So write that and then put CRC in parenthesis. >> Yeah. It does. If the curriculum review has a number of people who may disagree with you just because the board is not interested in hearing the finity report that allows you to receive all >> rightcluding >> I agree even

096if it's one in minority they can still prepare a report >> that's body. So I move that the board approve the second and final read-sources and materials with changes proposed. >> Second. >> All right. Roll call. >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. So, next up we have our first reading of new regulation library protocols. The first reading of revised regulation K-R this is capturing the library protocols that you put into place a little over a year ago and making sure that it's memorialized policy. Um those library protocols have been maintained by our chief officer. This allows them to have um and again it's also a chance for you a year later. So there are three protocols

097selection process since the content catalog that we and then ensuring that parents have access to the library catalog and student history. So those are the three parts of the library. I made a note on protocol and this is probably what um in protocol one it says um the CRC will evaluate existing library materials for potential age sensitive content using the following resources and then it lists resources which you know some of these might not even exist anymore. So my were maybe change the verbage to resources such as or you know including not limited to you know these so we don't have to keep coming >> I noted that as well >> you want it to be an evergreen policy or at least as evergreen as it can be >> yeah I definitely agree with that

098and then if we u potentially you know, any other new ones have come to light, we could list them in there, too, so that people with the the CRC and you and you know, anybody reviewing these materials could have a list in front of them whether that's I do like your resources such as but I think at this point if we know of any others because we do know the one doesn't exist anymore in this list. So, um >> we just don't want to have to keep going. >> No, we don't want that. But I mean if we say such as we don't have to but we might as well make it as current as we can right now. Is there any reason we can't just point them to the chief academic officer and say

099as a list approved by her >> that person? I mean, but I mean the chief academic officer can just be the holder of all resources that are used to be good to have it in public record though in case people want to resourc >> and I did have a question on that same protocol in the same paragraph. It starts with library and or district staff as well as members of the CRC. Um just wanted to clarify do we know like who in the district staff or is that something that we want to clarify or is that just assigned as people are we may want to align this with no at this point we're no longer reviewing the entire library that's once that's completed complete it really that's not something that would happen again should any

100material be challenge go through that process so I wonder to make this to align this with with this >> is it just the CRC >> and I will point out that you in your policy last year did say also evaluate any guardian identified books of concern actually policy actually did. So I think the state stole from you parents. Um so that that so my thought would be that we actually readjust protocol one kind of capture. >> I need to think about it. >> Yeah. And that's why I don't think Yeah. >> Yeah. >> Well, and the reason why I brought it up too is as we've been reviewing all of these other KEC documents, we really haven't been talking about library or district staff. Mostly we've been talking about the CRC. So, I would just

101understand what is the process by which these other folks are coming in or being selected to participate in this. >> I have a question actually for Kim regarding that if that's okay. So, I know that you have gotten requests from our library staff saying, "I'd like to order this. Is this okay?" And you have the you have kind of the the first level, of course, you know, >> and really on in most cases, you're going to have the final say on yes, they can or no, they can't based on these these protocols. But do you have um So when you get I'm sorry I've lost exactly how I want to say this but um the process when you get that request you you are getting requests from the library staff. >> Yes I am. >>

102And so um we definitely and from the teachers as well that they want something for their classroom library or something. >> Yes. >> Um and we have said really basically we've said no more no more stuff going into the classroom library. That's true. Unless it is one of the greatest on the greatest book list. >> Great books. Okay, good. So, um, so I guess our process is, you know, the people who are dealing with it who are kind of looking at, you know, I'd like to buy this for the library, but they know there's the process to go to you first. Yes. >> And so, maybe we just need to to clarify that that um the the request goes to you first. And if and and then you make the decision based on these protocols

103basically >> and then you know when it comes down to um and and you do you do I know you use these resources. I know you've used some of them. >> I look at because you were the ones who alerted us to the one that's gone. Yes. Like what? >> Yes. Exactly. >> Yes. So um I guess That was really badly worded and I'm trying to work this through in my head and then say it out loud too and it's not working out very well. But I think we need to recognize the your part in that process and that you do get the request to to still buy whatever >> and but you make the the call based on this protocol >> for new purchases purchases. And what I hear what I hear there being

104the difference here is that we're talking about when we're requesting versus when we're evaluating because here it says the library and district staff as well as the CRC will evaluate not necessarily the request of it. So maybe if we make this a little bit more clear. K review and analysis of material which I believe is included in this process as well as a selection >> analysis of current material >> versus buying new stuff. I think that's a good idea to separate it. Maybe that's maybe that's where I was getting myself all goobered up because it separating those two because of existing materials >> and it makes sense to even identify a chief academic officer as being the place to send that request and maybe not even CRC need to be involved that at that point.

105Um I did have a clarifying question up in the first uh paragraph. If we go to the last sentence, it says to that end the curriculum review committee has developed the following guiding protocols. Are we actually talking about is this a board document? Like did the board review committee develop this? >> Okay. >> This this was designed by the curriculum committee that was charged with you need to 50,000 books in our library because we had complaints from parents and then ultimately process that we created that process prior to looking at the books. >> Okay. So I wonder then if we might want to add in because it makes it sound like the review curriculum committee has um or I guess is the authoritative body for this document. So I wonder too if if you want

106to keep it in there if that's important to say that it was developed by the CRC maybe then we just say and adopted by this board. That way it's still clear that they're they're not the necessarily the authoritative committee when it comes to whether or not the policy >> was it well and to the point that we actually might be changing this a bit. it might be worth it to say, you know, initially drafted by um but revised by the board because at the end of the day, this isn't going to look exactly like it did when it was initially um developed. >> We might even be able to put a date that it was developed >> that I was thinking about that at the top, you know. >> Yeah, because I didn't see any

107history, so I was like, >> maybe there would have approved as policy but als confusing because my concern is I want to be proactive versus reactive. I don't want stuff making shipments. >> It's not >> okay. >> It's not. >> But does it say that? >> Right. So, we need to probably >> I saw I saw the I want everything but On page two, it says materials library. >> So historical best example history Yeah, that's I would say right now >> I have previous versions of that protocol if We want to look at those and we just want to make sure everything follows process and there's no gaps. >> So just to be clear one will be split into a selection and then reviewcess >> this u just a comment about this this whole thing

108that we're doing right now with this. I mean, this these library protocols were kind of an emergency response to the realization that people were parents were saying, I'm not quite sure about some of these books. And we realized there had to be a process. So, that was kind of where our brain was at at that time. And now because of you know the broader scope of both what the CRC did and actual the reviewing and choosing curriculum as well as concern about the library materials. Um it just shows that this is a fluid process and we are we are improving it and amending it as we go and um we're not stuck in something archaic that isn't working now. But this was where we were at to start and now you know it has moved

109forward. So, um I just I you know the whole the whole review process itself was a start from scratch, what do we do kind of a thing and we came up with I think a very good and transparent process when we reviewed those books. Um and our sensitive content list and the whole the whole nine yards with all of that. Um and this is just more of the same. So I just want to say that this is this is what we do. We are just trying to you know we start have to start somewhere >> and then you improve it as you go. I guess >> some of these documents haven't been released since 2005. >> I know. >> Yeah. >> Exactly. >> Yeah. Yeah. >> Would it be wonderful? >> Yeah. >> And if

110I could add um if I could add because as I was looking into CRS 221 1484A um it talked about the fact that um a lot of the provisions of how they are asking that parents uh be the only individuals to pull books from libraries or to ask for reconsideration. It actually does have a provision that says that um that these sections do not apply to routine collection maintenance um in accordance with the public school libraries established collection development and maintenance policy to so to the degree we can as part of this you know be clear about what that policy is the maintenance policy right over time we're just going to continue to maintain as we bring new books in we don't have unlimited shelves for all the books >> maintenance >> yes so I

111think it would be Great idea to add it into the section to this policy. >> I think we knew bringing this at least a good continuous improvement. So I guess we've discussed sock. >> Well, this was first reading, right? >> Yeah, we did approve first reading. >> Um, Director Callahan, >> hi. >> Director Fletcher, >> hi. >> Director Hunt. >> Hi, >> Director Olsen. >> Hi, >> Dr. Pal. >> Hi. policies. Start off with our first reading of revised policy KG relations with federal, state, and local agencies. So this policy originally was relations with state reference federal agencies and so this policy does need to be amended. We actually have something in this policy that relates to local agencies. So we're recommending that's not a state recommendation. That's our recommendation because we do believe number

112four in the list is an important So we're recommending that change it relations with federal state and local agencies. We've adopted most of the recommendations. There are some specific languages that we not believe that the general state of civil rights of all individuals I will just say this person keepic federal agencies that Well, I I definitely agree. Adding in federal and I think local agencies is very important because two of our two of our uh security are directly employed by uh the police department. So, thank you. >> So, yes, I I think that's very important. So I move that board the first policy relations with state and local agencies. >> Second. Now can I just say this was required to be adopted by September 1st. >> You know what? Let me first >> second. Sorry.

113>> All right. Roll. >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Sorry. This one is a repeal of regulations with local agencies. Now, this one is old because it was in 2009, but I looked up I looked up that refers to it 324. >> We thought we had a lot of policies before. Okay. So, with that, I move that the board approve the repeal of regulation KG-R with local county and state agencies. >> I second. >> Okay. Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Olson. >> Hi. >> Director Bell. >> Hi. >> Well, and this one sort of was just weird that it was under that one anyway because

114it's really just kind of >> All right. Don't call the planning commission weird. [Laughter] really fit under the other thing. Exactly. >> Sorry. My bad. >> She's joking. I'm too funny. I know. >> Okay. Next up, we have our first reading policy JRC student records of information on students. >> They're saying this also has a little confused. So, I'm gonna But I and I can say Dan that I had written it in the detailed agenda that it's because of the consent part. Sorry. >> October 1st. >> It it protects personal identifying information of parents, relatives, guardians, and students, which I think was already in there. >> But I think that's what why it has to do with the whole >> Yeah. If that's helpful. I don't know. I was too busy reading. Sorry. >> Let's

115just start over. I don't think >> you approve the first and final policy records of information on students Second >> sharing words question One question is what are the reasons for that information and that's why I think it says So sometimes for instance they want the students names for activities to promote athletes. So these are the things that are allowed to be released. It doesn't mean we have to I I just I think it's interesting and I just wondered I think it's odd but the comment here in Page two in the second paragraph, the comment here has what CASBY's wording is, and it seems to be kind of opposite of our language because we're saying staff members who share uh personally identifiable information based on their own personal knowledge uh will be responsible for violation

116of confidential or may will be personally liable and may face discipline. And then the CASBY apparently says nothing in this policy will prevent that from happening. So those are totally opposite. >> I like ours better too. >> Yeah. If you special education there have personal knowledge of students issues occurring as a result of that >> because you personally knowledge of that and you didn't read the record >> right >> yeah I know I agree completely I just wondered why and I mean ours is more protective of the student this way so I like ours much better but I just wondered if anybody body knew any background to that because that's >> but it was done in April of 2023. You guys did it. >> So at some point >> this board chose that >> or

117part of this board. >> Yeah. >> Could be colored by their own personal bias on them and stuff. So you don't want that going into an official record. No, I like ours much more protective and like ours better. I just I just thought that was odd and wonder discussion. >> Question about the disclosure to military recruiting officers. It's on Well, it starts on six, but it's mostly on I get maybe those you know, males that have to register for selective service or whatever. But why female students if they requested everybody's weary so that they can students. That is something test. One of the ways students >> treasure Callahan. Hi, >> Fletcher. >> Hi, >> Director Hunt. >> Hi, >> Olen. >> Hi, >> Director Pal. >> Hi. >> With that, that wraps up our action

118items. Our next meeting is Tuesday, September 23rd, 202 treasur >> I mean I'm willing to switch an evening meeting for somebody. >> Well, I have I may be late, but I will be at the CAC meeting on Tuesday. I probably will be late because I had another appointment, but I think it should be wrapped up soon. >> Yeah. when I >> was just thinking for purposes of our newer board members, maybe it would be good to describe what these committees are and who they are made up from a little bit. And so I did that but is our teacher advisory council representatives from every building for those in advance. issues are brought forward on the shared make sure the District Advisor Council is a statuto that must have involves every school teacher representing 8. committee.

119Kim is working on some dates. Those are probably an open. >> We were Kim and I talked earlier probably four o'clock because it does include some teachers and and staff otherwise. So, we don't want them to have to run back and forth. >> Yeah. And students are working. >> Yeah. Exactly. Right. >> Yeah, that's good. >> Education foundation just Foundation. >> Yeah. >> Except for the >> CRC. CAC is no >> tac next week. >> That's they're all very important. They are all very important. But I just want to point out that it was from TAC that we received the request for the cell phone policy. And so that's the kind of, you know, one of the kinds of things that comes through that and just concerns of the teachers. And Adam Payeyton runs that

120and he does an excellent job that and and uh and he really tries to get representation from everybody. So it's good. Also morning share with your thoughts were very And what's the ideal engagement for board involvement on these committees? >> The same one or >> we actually split between John and Heather because obviously both had commitments. So there's always that option partner. Think about it. Someone's interested in coming to the first >> which one provided dinner. [Laughter] That's funny. >> Pizza. >> I'm allergic >> to healthy active options. Use the H word. >> All right. >> Does Dak meet in here, too? >> I meeting at 8:01 p.m. >> There we go. >> Cool.