001Hold it. Okay. Well, that says six. So, it is Tuesday, August 12th, 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? >> Director Callahan >> here. >> Director Fletcher >> here. >> Director Hunt >> present. >> Director Olsen >> here. >> And Director Pal >> here. >> All right, let's stand for the pledge. >> No seats. Throws me off. Yeah, I know. I almost answered. >> I pledge algiance 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 business meeting agenda for August 12, 2025 as presented. Can I get a second?
002>> Second. >> All right. Any discussion? Okay. Can I get a roll call? >> Director Callahan. >> I. >> Director Fletcher. >> I. >> Director Hunt. >> I. >> Director Olsen. >> I. >> Director Pal. >> I. >> Okay. I move the board approve the board minute board meeting minutes from got a few. June 23rd, 2025, June 30th, 2025, and July 18th, 2025. as presented. >> Second. >> Any discussion on the minutes? Okay. All right. Can I get a roll call? >> Director Callahan. >> I. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> I. >> And Director Pal. >> Hi. >> Okay. Next up, we have communications. Uh, first up, board member reports. I'll kick it off. I would like to extend a warm welcome to our newest board
003member, Nicole Hunt. We are excited to have her on our team. Um, yesterday was our district convocation at the high school and I must say it was so nice seeing everybody. Um, the teachers were excited, staff was excited, everybody was excited and singing hills one spirit stick. >> It did. >> But Dan will Dan will cover more about um some of the stuff we talked about our academic academic initiatives. So >> I would second what you say. We haven't done much summer break, so convocation was good and welcome. Cool. >> Thank you. >> I have nothing nothing to add. Sounds good. >> Well, I wanted to say thank you to the board for your vote of confidence and allowing me to fill this vacancy position. And just to say it's been a pleasure getting to
004know all of you and I'm really looking forward to working with you in the months ahead. Um I wanted to also say that it's really been a fun time to come in to the board. Uh I think the first within the first week I was attending a leadership training that was led by the superintendent with all of the leaders in the school district. And then last week we had two backto-back trainings with the teachers on classroom management as well as direct instruction. and it just made me very hopeful for the year ahead. I think that the teachers are going to have a lot of tools that they can look to as they look at trying to help the kids advance to grow academically, which is the primary goal >> of our board that we would
005pursue academic excellence to set the kids up for success. And so, I just want to say thank you for welcoming me in and letting me just jump, you know, head first into all of our training and be able to get to know the folks here in the district. So, thanks for having me and I'm looking forward to serving the families of the district and most importantly helping the students be academically successful. >> Well, again, welcome. I'm so glad that you're with us. So, thank you very much. Um, I went to the trainings also. Um, the one by Zack Rochelle, which was our direct instruction, direct and explicit instruction. H, and that was a great uh thing. Zach Rochelle is such an amazing trainer. And then I also went to the to the CHAMPS one which
006is the um classroom management one. And um the the premise the kind of in a nutshell the premise of our direct and explicit instruction is um having the instructional time be focused be on target and kind of go through a series of I do meaning the teacher teaches we do meaning the teacher works with the kids to understand it together. And then once they have achieved mastery, they try it on their own. So it's kind of uh I do, you do, we do. I do. I do, we do, you do. I knew it was going to be >> what you said. >> And so that was kind of the the gist of that. And and uh he did an amazing job and it was it was very good. And and he's been working with our
007principles. So the principles are all on board with this. And then he which I and then I learned for both of these trainers, they're going to be coming back in the fall and they're going to be going into classrooms directly with our teachers and you know just kind of seeing the implementation of it giving suggestions for tweaks and I'm very excited to see that and then the CHAMPS one was the CHAPS stands for the C is conversation, H is help, A is activity, M is movement, P is participation and S is success. And it's kind of the conversation is kind of what voice level does this activity require? Is this a you have to be silent so zero voice or is this a you know a group discussion? So it's uh three or four um
008and then help. How do I get help? Do I raise my hand? Do I get up and run up to the teacher? What am I allowed to do? And then activity is what what are we doing? Movement is do I have to sit still in my desk or can I get up and move around the room? Participation is um individual or single. Is it is it with a group or is it by myself? And success is, you know, u celebrating the success afterwards. This is a really good tool um because it really gives the kids the expectations for each thing that you do in the classroom. And so, um she did a great job in describing that to everybody. And so, I'm very excited and again, both of these um consultants are going to be
009coming in. And so, I'm very excited about that. And I think that we are off to a really great start for the year. >> I would like to add one thing if I may. Um, I've heard I've talked to a number of teachers and administrators over at the Ring Creek this week and they have nothing but good things to say about our new principal over there. >> I I hear nothing but good things. They are super excited. They feel that she's going to support them uh classroom manage help them understand, you know, classroom management and things. I I just really I'm super excited. >> That's great to hear. >> Me, too. >> Good. You are up. >> Okay. Well, a lot of uh start of the school information just for parents who are watching. Um
010Thursday is a first day for sixth and ninth graders. So, they come for a portion of the day. It's a chance for them to kind of run through their schedule, get to know their building before the other students arrive. So, really a great chance for students, and I I really applaud this district for doing that. um it it's really overwhelming for a sixth grader or ninth grader to walk into that large building and be overwhelmed with um students who know where they're going when they don't. So um anyways uh so that's Thursday. Friday is the first day for secondary students. So middle and high school students uh start all students start on Friday. Um so it's kind of a soft start on a Friday. Uh they'll do a runthrough of their entire schedule. Monday a
011runthrough of their entire schedule. good setup. As you mentioned, some of the training that our teachers have had, a great opportunity for them to have their students consistently uh for a couple of days before they go into their block schedule. Um, and then elementary uh students begin full-time on Monday. Uh there is assessment activities happening at the elementary schools. Each school has a little different twist, but all focused on let's get to know our students, assess where they are, really make our make a plan for the year. Um, make sure that we get student groups and things like that put together and really get to know students on a on a smaller u basis. So, um, again, for elementary parents who who hopefully have already received multiple communications on that, if not, reach out to
012your um, elementary school and they can give you the rest of the details. Convocation is something we have started to do every year. Um it's kind of a pep rally if you will for our staff just to focus them on um what it is our focus is for the year. What what are the challenges that we're facing? What are the things we are expecting? Um really setting clear expectations and spirit stick competition has been something that's been fun now for three years. Um Singing Hills has been in the running each year for that spirit stick and I know each year they feel like they've been edged out. So, it was nice to see them uh get that recognition this time, but I will say I think just gauging all of the enthusiasm on our on
013on our school's parts. Um it was a tough competition. So, I mean definitely um I think Singing Hills including reading in their chant probably was the edge anyway over the line. um teacher training. Uh you've already heard u both um Mary and Nicole were able to attend our safe and civil schools training and our direct instruction training. Appreciate you being there. It means a lot to our staff to see board members and so to have as many of you able to be a convocation as well that that means a lot to our staff. So the fact that you were there and our teachers knew you were there, that meant a lot to them. Um and we've heard some really great feedback from from our teachers about the training. Um, actually I had some teachers on
014Friday say it was probably the best training they've ever been to. So, so our safe and civil schools. So, um, you know, it's hard to take two days from teachers when they're trying to get their their their minds on my room. I got to get it ready. Kids are coming. Um, and to have two days, but um uh that that I think has worked out pretty well based on the feedback we've received so far. We have not done a survey yet. Um, and it's something I've encouraged Kim Moore to do so we can get broad feedback uh from teachers. Um, summer work. Um, I've shared in my newsletter to community. We've had a lot of things going on this summer. Um, some continued work on the Singing Hills well um just to make sure that
015it's functioning uh completely. Um, continuing on some parking lots. We were a little disappointed that our repairs were not as far as we had hoped at the middle school. Um we have patched um the the potholes um and have done the section that was causing some bus challenges um where we had some rippled asphalt going across and entering the school. Um so that is still to be done. Um all of our our parking lots have been restriped. So I don't know if you've been by the schools. I know convocation you got to see the high school was restriped. So all of our parking lots are restriped. Um which always helps with where do I park? So, >> well, it also was pretty cool all the painting. They do all the different spots. That was pretty
016cool. Have they always done that? >> Yeah. Seniors get to paint their parking spots. So, once they get their assigned spot, they can they can uh they come in. Cool. >> Yeah. And they come in with some creativity there. >> Uh so, anyways, um just really compliment our custodial teams and our maintenance teams on the work that got done this summer. It it was a lot of work and painting the entire middle school and all of those challenges certainly uh were not easy. Um do want to talk a little about Frontier. So Frontier, we have the roof repair underway, we are we are looking for some dry weather. Um as much as we need this rain, it has made it very difficult. They don't want to obviously open up the roof any further. And so
017so they are they are ready to go. They they have been monitoring the weather and looking for a for a dry streak. Um but right now the the building is still safe and and and we continue to to to check to assess its condition. do want to let the community know we are looking for a vendor for a cafeteria or kitchen in in Frontier. So, one of the things Justin has been working really hard is to make sure that building is use is maximized. And so, we've had a few vendors that have reached out to us about it. Um, but I do want to publicly announce if there's anyone in the community looking for kitchen space, whether they're a food truck or a caterer. Um, we have a kitchen that obviously needs some work. So,
018that would be part of the agreement is they could use it, but they'll need to bring it back up to speed. But really trying to continue to get Frontier used um, a little more. That vendor would would be a great asset to our charter school next year um, a opens as well as to the homeschool program. So, if the vendor wanted to provide food service to those programs, it would be um, it would be an opportune place for them to be. So anyways, just uh anyone interested um in the community uh who might have folks who are in the food service business that are looking for a kitchen space, uh reach out to Justin Henry, our chief financial officer here. Um if they call the main number, we can get them transferred to him so
019they can explore that further. Um and then I do want to just emphasize, I know there's been a lot of chatter about um our legal case and you know what's costing the district. you know, we've really been fortunate with a lot of the outside fundraising to really have the impact on the district limited. We've we've had um tremendous outpouring of of support from people across Colorado and across the nation, uh organizations who have contributed uh to that. And so I want to continue to emphasize that that's been an important part of our work as a board and as as a superintendent is to make sure that we are reaching out to limit any and all possible impact on the district um because obviously um we want to make sure that we defend ourselves um in
020this case um and limit the impact on our on our budget. So um wanted to set the record straight. Um I know there's there's people out there are saying we have you know five firms, four firms, whatever. Um we have a great team of attorneys. Uh some of them are volunteering their time but they have a particular expertise in our case which is why they are uh registered on the case. Um but we we do not have five different firms trying to defend us. We actually have a an amazing powerhouse team who are working to defend that lawsuit and and we're very fortunate to have them. So, um, I think with that, I think that's it. Unless there's any questions the board has, >> things that maybe I forgot to mention. >> What's the status
021of middle school gym? >> Middle school gym is actually the floor is should be done in the next uh couple of weeks. Um, we did find after they stripped the floor, we found some rotten boards. We found some uh wet that had gotten under. So they actually had to replace some boards uh which slowed down that process. But um we should we should have it there's a date between the 20th which would be 3 days into the start of school um to the end of that week right now is when we we expect target completion. So >> okay. >> All right. >> Okay. Well with that public comment. Do we have anybody? >> Okay. All right. Uh, first up we have Lindsay Cutter. >> Just hold down the mic for a second. >> Mic comes
022on. >> Yep. There you go. >> Hi and welcome. Uh, my name is Lindseay Cutter and this is my 23rd year in education in Colorado. I've taught science in the middle school setting all of these years except when I was at two elementaryaries. This is my fourth year teaching at EMS and I have come tonight to share my expertise and experience with utilizing classroom animals to be an effective science teacher in the middle school. When I began my teaching career in Brighton, I was fortunate enough to have retiring teachers gift me all of their classroom artifacts to include four snakes, a tarantula, and Madagascar hissing cockroaches. I didn't realize at the time how much of an impact these pets would have on my educational philosophy. Teaching science should not only include direct instruction, hands-on activities
023and labs and teamwork, but also classroom animals. To aid in this wide variety of instruction, my expectations for students in the science classroom include respect, responsibility, problem solving, and communication, teamwork and collaboration, and resilience and grit. My reptiles, which I have one snake right now, uh, Colombian red tail boa named Rocky, and Rango, a bearded dragon. They aid me in holding students accountable and to a high standard for their learning. First, my reptiles get students to actually come to school and are most and most are extremely excited to have these animals in the class. I'm able to build strong rapport with my students. For this reason, they see me excited as an educator, which in turn entices their curiosity and wonder for all science curriculum. I use holding the reptiles as a reward and incentive
024to work hard on final tests, projects, and even taking notes in class. Students don't know which day I'll feed the snake or get them out to hold, so they are more apt to come to school regularly. I love this community and since it's a small town, younger students know that in 8th grade, Miss Cutter has reptiles in her classroom and look forward to being in this class. Previous students recall that they loved holding, feeding, and just being around the reptiles. This last year, students and myself were sad to hear of my two snakes um that passed. Shorty is a snake that I've had for 23 years, longer than any animal in my life. And although they may be just a reptile, they're still pets. They wrote cards, checked in on me, and I know this
025is because of the relationships I've built with them. Safety. Safety is of major concern for me and I don't take that responsibility lightly. For over 10 years, I've also volunteered as an instructor and an equin leadership camp during the summer. Just as I take safety seriously at horse camp, I also do this for my classroom. Starting the first day, I set the tone for my class to be a positive environment where we all respect each other and take care of each other. My reptiles, which I pay for out of my own pocket, help me create this positive learning environment. I specifically chose reptiles since they're not a concern for students allergic to fur or feathers. My snakes are constrictors, not venomous. >> Thank you. I have some printouts to hand you. >> Thank you. [Music]
026Thank you. >> Thank you, Lindsay. Appreciate it. >> Um, and next up we have is it Parker Day? >> Parker Day student. >> Student. Hey Barker. >> Hey Barker. >> Is that still on? Yeah, it's still on. Okay. >> You bet. >> Yep. Absolutely. >> Um hello. My name is Parker Day and I was a student at Elizabeth Middle School. I'm here today because students are having to say goodbye to class pets. Um, Rango will be a dragon and Rocky, the best snake that uh the best snake ever that Miss Cutter along with students cared for. Miss Cutter used these pets to help students learn like me. Having these class class pets in our classroom wasn't just fun. It was educational. We learned about science, responsibility, and respect for living creatures. Taking care of them
027taught us patience, teamwork, and curiosity about the natural world. It made learning come alive. I hope you consider how valuable class pets can be for students. They make a difference taking care of a pet like feeding it and keeping its space clean. Um, helps students learn to be responsible, dependable, and caring. Uh, these are important skills we can use in everyday life. Class pets helps them see real examples of things like bi biology, animal behavior, and ecosystems. Watching and caring for them makes science easier and to understand than just reading from a book. Taking away classroom pets are taking away important student experiences and the students will miss them. Thank you for listening and for your time. >> Thank you, Parker. Good job. Okay. Um, next up we have consent items. We have 81 through
028810. So, I move that the board approve consent items 81 through 810 as presented. >> Second. >> Can I get a roll call? >> Director Callahan. Hi, >> Director Fletcher. >> Hi, >> Director Hunt. >> Hi, >> Director Olsen. >> Hi, >> Director Pal. >> I >> Okay, now we're on to action items. First up, we have our Legacy Academy food services umou. I move that the board approve the memorandum of understanding with legacy academy for the food services that the district provides them. >> Second. >> Okay. >> I think the original copy we sent out had the wrong date. that's been corrected. Thank you for catching that. Sorry, we had changed the dates for first and and and last day of school, but obviously we missed the the school year span. So, >> um
029this is our food service department provides food service to uh Legacy. We've offered the same DA as they um prepare to open uh next year. Um that is um we collect all funds for that. That covers the cost of our staffing uh that we provide to Legacy to to run that program. So, it is a great service to them and it also is uh helping our food service program continue to thrive. So, we think it's a a good option and we ask you to approve the MU. >> Okay. It's pretty straightforward to me. >> Anybody have anything they want to add? >> Okay. Can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >>
030Okay. Next up, we have board committees. So, we do have a few open seats available on board committees, specifically the district advisory council and the curriculum review committee. So, what I'm looking for tonight is obviously um we haven't solicited feedback. We were originally, I think, talked about doing it over the summer and felt like it probably would miss a lot of of interest uh interested folks. So, um, my thought at this point with your direction would be that we go ahead and we advertise that we have open positions similar to what we've done in the past. Have parents submit applications for those positions. We'll use the very same application we used the first round um, and then bring those to you so that you can make a decision as to people filling the open positions
031that I provided your list. So, that sounds acceptable. We'll >> proceed. We still have five members on FAC. Um, fact is a is a committee. Mike, I don't know your thoughts, but um, fact is a committee. I think everyone's interested in continuing. I think there's value in that consistency. Um, but we also have the ability of expanding facts. So, I don't know if that's of interest if you feel like right now our committee is the right size. Um, but did want to throw that out in case >> I think it's a good size. >> Okay. Okay. So, we'll solicit u members for these two committees in the open positions and then bring those back to you. I'll do that tomorrow. Get that out um provide parents through this weekend and the next weekend and then
032um hopefully that that week um the following week we'd be able to bring you some names and most of those committees begin in September. So, we really do have two more meetings if need be to to have have people selected. One thing I noticed on this that we didn't have on the last one is do you have a high school student under curriculum review? >> Yeah, it's it's actually in the bylaws that there's a high school student, >> but we didn't have one last time. >> We did. We did. Yeah, we had a high school student. Um I can't remember his name. >> Michelle, wasn't that the teacher's trying to remember his first name? I >> Yeah, he graduated. Um, so and I think the bylaws have that um be selected through the school, but
033it's still someone that you would need to as a board confirm. So, uh, some of these positions like our teachers on um, curriculum review committee attack and attack is to solicit volunteers for that. We do have the one teacher who would like to continue um so that they'd be looking to fill the other position, but certainly open it up in case there's other people still of interest in that position. >> Noah Jones. No. >> Um I'm noticing we have a lot of the same group. Is there just nobody else stepping up that wants to get the points? >> We we just haven't we haven't gone out to ask for volunteers. That's what we'll do now. I really wanted to outline for you. Over the summer, we checked with existing members on who wanted to continue.
034Okay. >> Uh who had stepped down. >> Um and so we wanted to bring the vacancies to you first so you could then if I think that the right next step would be to go out and advertise like we've done in the past, but wanted to make sure that was your direction. >> Oh, yeah. So, >> all right. Does anybody have any questions on that or >> All right. >> Okay. So, next up we have our first reading of revised policy DJ DJA, purchasing and purchasing authority. So I move that the board approve the first reading of revised policy DJ DJA purchasing purchasing authority. Second. So this policy has two provisions in it. Um this policy had been approved in May. Um and then over the summer we had some questions about when we purchase
035an item from a staff member or sell an item to a staff member um and how we do that transparently. And so we've added that to our policy um that any item that might involve a a staff member purchasing say a bus that's been surplused or um the district wanting to buy something from a staff member who has a piece of equipment that the district is looking for. Um that any such purchases or sales will now come to the board just to ensure that transparency to ensure that the board can look and say yes the value that we're selling that to is is not preferential. that's it's fair market value um and vice versa. So that's been added to this policy. The other is um this district has no policy on petty cashache and so
036we don't have a lot of of of departments or schools that use petty cashache. There are times of the year that they may need petty cash. Uh but we realize we have nowhere in our policies where pettyash is captured. And so we've added to this policy um the ability um really the board authorizing purchases could occur through petty cash and and when that might occur um that would be done um with consultation and approval of either the chief finance officer or the superintendent. So only those who who we would authorize to have a petty cash would would have it. It wouldn't be something that every school would establish. Um it would be based on need. Um the maximum amount that we would allow in a petty cache in a school or department is $500. Um
037and then they would need to bring receipts for valid purchases or reimbursements before that could be replenished. So $500 is is the limit we're recommending. Um the the district finance office could maintain up to $1,000 because they would need to replenish that. So, um, if if Running Creek Elementary used the $150 from their petty cash for teacher supplies that receipts, we would need to be able to give them cash to replenish that. And so, those are the two amounts we've we've set at at Justin's recommendation. Um, again, it doesn't get around that the purchase have to be appropriate. So, when those receipts are purchased, we're still going to scrutinize just like we do an Amazon order, just like we do a PECARD order. Um Justin goes through every every purchase in the district to say
038is it valid? Is it reasonable? Is it is it needed? Um and so that process will still happen. Um the challenge will be that the school may be out that cash if they've authorized something that was not permitted. And I think our our department leaders and our principles in particular are pretty good about making sure that what's being reimbursed is appropriate. So um this is the other piece we felt like this was the right policy to have. And I agree I agree with the minimal amount of cash. It's it's so much easier to track purchases on a PE card. >> Yeah. Yeah. And and again, we we we won't authorize this for every every department won't tomorrow get $500. They'll they'll certain departments that might need it and it might just be certain times of
039the year. It might be, you know, when there when there's something going on at the school where where there is uh students paying fees and they need to be able to make change, things like that. But other than that, um, like I said, we we felt like it was important to have policy so we could hold people accountable. >> Agreed. >> Is there $500 seems a little high to me? I guess I'm just going to say so >> up to >> I know >> up to is key. >> And so who who just determines what >> it would be it would be Justin. Yeah, this this empowers Justin um to to make that decision. Um and again it would it could vary. It could be could be a $100 initially based on I'm just reimbursing,
040you know, I had to run to Walmart and purchase $25. It also states in here, which is important um because we have found in some petty cash uses that we're paying tax and and our district should not be paying tax. We should not be reimbursing tax. Um and so this policy also ensures that we don't do that. Another purpose for the policy, but up to 500 would be the max. Um, and that would be determined based upon Justin's evaluation of do we need 500 or is a $100 adequate for this particular department or school who may just be buying miscellaneous quick things. I need I need pens for my classroom today. I can't wait for Amazon to deliver it tomorrow. So, yeah. >> And then as far as the um and you know, I'm sure
041that the the principles and the department heads will all use absolute discretion, but if there is that is not approved by Justin that this wasn't an appropriate purchase. Then you said the district the the school is out or the department is out or >> ultimately I mean actually could it could it could be something that they'd be personally responsible for. So we have had I in in the past I've had I've had petty cash used for inappropriate expenses and that's been something that the principal needs to re replenish because it was not an expense that would have been approved. Um so we really hold our our our uh department heads accountable for you need to ensure that this money otherwise you may be personally re replenishing it. >> Yeah. So >> and so they're aware
042of that and that's part of >> they will be the understanding >> petty cash is not prevalent in the district. We we have right now we had one department that was that had some pettic cash that that this regulation will help us um put some regulations around that. Um there could be occasions where a school might need petty cash and so this again we don't we don't intend to go out and issue petty cash tomorrow. This will this gives us a policy that if someone needs it, we have some constraints under which we'd operate. >> And Justin is kind of in charge of saying yes, I think you need it or >> Yeah. >> Not not really. >> I'm sorry. >> Or or not really. The decision might be I don't think you really need
043>> Yeah. Yeah. Yeah. Exactly. And and I would say for many departments, the answer would be no. There's no need for it. >> So we're really trying to drive people to appropriate use of the PECard or or putting in the order. Amazon we know delivers tomorrow. Um so it's not that we want people to use Amazon, but honestly if it's a quick if it's something I need tomorrow, that's certainly a source that will get it here tomorrow. So So that that would be something that would be ordered through the district account. It would be the order would be submitted. It would be approved and then placed. Um we're really trying to encourage as much um preapproval um through those means um as possible. So >> Justin, do you have anything to add to that? I
044just >> just to amplify that, you know, this is a more of a catchall, not a lessening of the leash, but more for accountability, trackability to have on ledger the property account for it because right now we do not have the accounting behind this. So I can't tell you how much it is, but let's say there are two or three usable sources. I can know to the penny where that money was, what it was used for, appropriateness. So, it is more accountable because it it does say I have to put my eyes on everything in the district. >> It's kind of a tight little leash, but it it reads otherwise. >> Accountability. >> Yeah, >> I'm I'm good with the petty cash thing and I do like the other as well as the you know
045you know it just comes up and you don't really think about it until the opportunity arises for >> people within the district to sell to each other or you know somebody need to sell to the district or vice versa. So um I think that's good that we've got policies around that now and so I like that addition a lot. >> Okay. Do we think we're going to have changes to this? >> Do we think we're going to have ch more changes to this? >> Is there a reason to bring it back? >> Yeah. I mean, you you could modify your motion to first and final if it if it's acceptable to you. >> I'm good with that. >> Okay, >> I have the final. >> All right. >> So, I'm going to modify my motion
046and I move that the board approve the first and final reading of revised policy BJA, purchasing purchasing authority. >> Second. >> All right. I'm Rob. Okay. Can I get a roll call? >> Sorry. Writing or I won't remember. Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olen. >> Hi. >> Director Pal. >> Hi. >> Okay. Next up, we have our first reading of new policy EF2, Civil Rights Complaint Procedure for School Nutrition Program. I move that the board approve the first reading of revised policy EF-E-2 civil rights complaint procedure for school nutrition program. >> Second. >> So this was caught through I believe our policy audit that the district has not had this policy. It is a policy that that uh is required as part of our participation
047in the the national food lunch or national school lunch program. Um, this simply outlines if a parent felt like um, and it probably is more important right now because for the last two years, the state has paid for lunch for every student. We know that there was a ballot initiative this November that may or may not pass. Um, that may require that students go back to having to pay for their lunch. And so, the free and reduced lunch process really has kind of been been diminished because of that. Why apply when I when I'm getting it anyways? Now, this this allows that if a a family applied for those benefits and were denied um maybe based on their income or based on information they provided, there is an appeals process and this outlines where they
048would appeal that to. So, um it's really a policy again I think because of the state of Colorado's um uh free lunch for everyone uh initiative, this has not been as important as it as it will become if that law does not pass. When do we expect to know about that law? >> Well, it's it's on the November ballot is my understanding. So So as soon as soon as a vote is certified, we'll know if the state has agreed to fund that program continuing. >> Okay, that makes a lot more sense than what I thought. >> Yeah, sorry. Okay. All right. Any discussion on this one? Okay. Can I get a roll call? >> Director Callahan. >> Hi. Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> And Director
049Pal. >> Hi. >> And >> that particular one since it's new, I would recommend we leave it first reading. But this one we would probably bring back bring back on consent. >> Okay. >> Just because I unless there's someone who feels like they might want to discuss it further. I think we could >> pass it on a second reading on consent. >> Okay. Great. Thank you. >> All right. So, next up we have uh a repeal of exhibit GBE- staff use of district technology resources acceptable use agreements and and basically it's in the handbook now. So, there's really not a need to have the policy. So, we have the option to repeal it tonight. So, I move that the board repeal policy GBE- staff use of district technology resources acceptable use agreement. Second, and just
050to be clear, we're not we're not re repealing the policy. The policy is still in place. This year, we've gone to a process. We have an updated employee handbook where the critical information and the and the policy is outlined and we're actually having them sign for and acknowledging the policy. So, um, because we now have all of the policies that that our employees are receiving together and they're signing acknowledgement of all receipt of all of those key policies, employee dress code, acceptable use policy, um, etc. Um, there's no point in having an exhibit that they signed because they're acknowledging that policy and multiple policies all in one writing. And so, um, having having this left here makes it look like we forgot to do it. Well, we did. We just gave them the actual policy
051and and by keeping this every time we update the policy, we're going to have to go back and update this and and there are some things in the exhibit that that are not updated based upon our GBE changes that we made. I believe in May, I think it was one of our recent policies we updated because of the cell phone use of teachers. We aligned that prohibition for teachers to the student prohibition for cell phones. So, >> okay. >> Instead of updating this every time we update the other, we felt like let's just repeal it and that makes it easier just to have people sign for the policy. >> Makes sense. >> Just No. >> Okay. Well, I don't think that muddy. Sorry. >> Yeah. So, my motion was to repeal the policy. >> Repeal
052this GB-E. >> It's the exhibit. It's an exhibit. >> It's the exhibit. Okay. >> Yeah. One thing that I do think we might need to just fix in the policy of the cell phone stuff is that I do believe >> it refers to this and so we probably need next time. >> Okay. >> To just >> we'll double check. >> Strike that. >> Yeah, I've already done it and I'll bring it back. >> Okay, good. So, we'll just housekeeping and cleaning up. >> Yeah. >> I think where we have things that every time we change one, we have to remember to change. >> I don't know why I remember that particularly. I think it's because I mentioned when we did that policy that we're going to have to update this too. So now I like
053the bigger. >> So our legal council's present. Um I might refer to Brad. Brad, do you have any concerns with that if they're signing for the policy with multiple other policies? >> I don't have to. >> Okay. Okay. Thank you. >> Okay. Any further discussion on that one? All right. Can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsson. >> Hi. >> And Director Pal. >> Hi. >> Is that a first reading? >> It's a repeal. >> Oh, just a straight repeal. Okay. So, that one doesn't have to come back. >> Repeal. >> Okay. Next up, we have first reading of revised policy J, instructional materials and library resources. You want to do the motion first? >> Um, >> it's first
054reading only. >> Yeah. >> And we have a copy of this that is >> so I move that the board approve the first reading of revised policy J instruction materials and library resources. >> Second. >> Okay. So, you do have you do have an updated suggestion that did come from our legal counsel. Um and that was in it's in the front of your book. So if you look for that policy J and Brad, I don't know if you want to come to the table, we can talk through this. This um this policy we wanted to update uh to go along with our current protocols that we have in place. Um, we actually are talking and and I'll talk more with Brad about our library protocols making an exhibit in one of these because we we
055have those library protocols, but but to not have them accessible. >> Um, so that may be something we want to talk about, whether our protocols can become an exhibit for KEC, I think, in particular is probably where we want to go. >> Um, but this particular one I did ask Brad to to give a a look at. Um there is um there was uh recent legislation that requires that the board um look at their policy regarding libraries. Um this is both instructional materials which includes the library. And so Brad um certainly felt like both should be looked at at the same time. So if you look at Brad's um adjustment um it's probably a little cleaner than than ours. um uh he he has made some minor adjustments. The one thing that is not here
056that we put into our revision is where you say that school libraries, classrooms and library shall be selected by the appropriate professional personnel. This board has empowered the chief academic officer with that decision making. And so my recommendation on on Brad's version, which I do think is a better version for us to begin looking at, would be by the chief academic officer and and strike appropriate professional personnel in that second paragraph. Um, and that that does align with what you have directed in your protocols that the chief academic officer is is ultimately the decision maker. Obviously, it still comes to you. You have final approval. always have final approval, but as far as who's making decisions around the purchase of materials that that you've empowered the chief academic officer to be kind of the gatekeeper
057and then to bring those recommendations to you. >> There was one in the second paragraph. There's one thing that stuck out to me and it says the board has final decision on purchase and it's probably just a technicality. I'm wondering if we should change that to acquisition because I don't want to limit the board has final approval on just purchases. No, it has final approval on what goes in. >> I I think I'm on and let me say I completely agree with you on that. I think that makes a ton of sense. >> Okay. >> Um you'll see that we included a couple of paragraphs. The the last paragraph um I think is just an appropriate reference. Um the one in the middle I want I just want to clarify it. It has nothing to
058do with the content of the materials. It has to do with making sure that we're not distinguishing on the basis the characteristics of the authors. >> Oh yeah. >> And so that and that's important based on new law and so forth. >> Oh yeah. Is there um on our version of this and I I I know that we're saying and I it kind of indicates it in this last paragraph here but in our our version we did include in the title instructional resources instructional resources and we had the word library in there. So, I guess just to make it really plain, uh I would like it somehow instructional resources and library materials or instructional and library resources in each or something. Put library in there somewhere. >> I have no legal objection to that. That's
059perfectly fine. I think this is a title that we used in um some of the other districts that we work with. >> I just I just think it's more plain to everybody to have library in there somewhere. I'm not sure what the best because our original title was instructional materials and library resources. Um >> instruction they could be instructional resources as well. So I'm thinking instructional and library resources and materials. Is that okay? >> Library. Yeah. >> Okay. Because library could have resources or materials. Yeah. Instruction could be resources or materials. So >> I'm guessing Brad was amending the original policy. >> Correct. >> And then we had updated our policy in addition to that. So, I do like the changes that we made to our policy, making it clear that there's library resources to
060which this policy is applicable. So, I think where the district made changes and updated it, we maintain those in addition to adding in the changes that Brad suggested. >> Okay, agreed. >> Yep. So, like we have which includes library resources at the end of instruction. So, add that in as well. Okay. Okay. And then I know in the legal references we had in ours the addition of CRS 221148. Board must adopt policies regarding acquisition blah blah blah. I don't maybe >> that's just because he had the original. >> Yeah, Brad. >> He did have the >> We realize that the current law was not referenced in the >> I see that as well. >> So are you okay with us adding that? >> Okay. So, it sounds like our next steps would be to merge
061our our our our additions into this. Um, I I'll say the one thing I see is we're again saying instructional materials and library resources. And I think we want to be clear materials and resources can be library or instructional. So, we'll want to maybe mess with that that wording a little, >> but make sure it's applicable. >> Yeah. Make sure it's applicable to both. Exactly. >> Those changes in >> Okay. and we'll keep and then we'll add Brad's recommended two paragraphs as well um and then add that um CRS reference. >> To be to be fair, Joshua was doing these in between his wife's contractions while I was rushing up to cover the older grandbaby. So then >> just out of curiosity, what's the technical difference between materials and resources? resources could be videos, they
062could be websites. Um, materials are are something you can hold. >> Okay. >> Yeah, that's that would be my definition of the two. >> Okay, >> it's pretty open to interpretation. >> Yeah, that's the problem. We, you know, we got to have it broad enough that >> covers interpretation will be covered. >> That's applicable. >> Yeah. >> Rob, what's your uh what are your thoughts? I know in the district uh version we've changed shall to will. Do you feel like that's a more straightforward way to go about communicating what we plan to do as a district? >> Do you think it has any legal difference? >> It's often times I think a matter of lawyer preference but I always like will. >> Okay. >> So we'll change the shells to wills just like we did.
063>> Yes. >> Okay. We always had the year of the shale and the year of the >> I was just gonna say that that's >> how Casby stays in business. >> Year two of Will, weren't we? Will >> Sorry. >> It's crazy. >> Totally fine with Will. >> All right. >> Great. Cool. >> Perfect. So, first reading, we'll come back with those changes. We will bring it back for discussion just so that we make sure that we've captured everything. So please >> Brad, thank you for your help on that one. >> Thank you. >> All right. Can I get a roll call? >> Pick the next one. I want you to stay. >> I'm not. >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi.
064>> Director Pal. >> Hi. >> Okay. Next up is the first reading of our new exhibit JICDE-2 bullying investigation form. So I move that the board approve the first reading of the new exhibit JICDE-2 bullying investigation form. >> Second. >> So we also in our policy audit, it was brought to our attention that there is a form available. Um it's not required. We actually felt like it was a good thing for us to add. Um that way we can track when a bullying incident is reported that that whoever's investigating is following the policy. Um this board spent a lot of time on JICD um right as you all took your seats um on this board. Um and so I I feel strongly that we want to make sure that if a principal investigating if it's
065an assistant principal that they're following the process. There are some changes though in in this one that's attached that um after spending uh some time um little minor things findings and parent guardians we need four on one and five on the other. They're they're reversed. Um I would recommend we remove the intervention section because I I think that's going a little beyond the investigation. We want this to be a have we investigated? Have we come up with findings? This then goes into almost prescribing a solution. And I think we want to make sure that solution is is not something that we're empowering just the one person. I think it's something that based upon the investigation certainly um it would be wise that we have the ability of then reviewing and then being a part of
066how are we solving that. The board has really put some strong language in JICE um about bullying prevention and um so I just feel like the intervention section is probably not appropriate in the in the investigation form itself. um but probably something that more is driven by your policy and what your policy says we should do in those circumstances. So um my recommendation would be that we strike um number six uh from the form obviously moving recordkeeping up um to the next Roman numeral. >> Well, you're a mind readader because that was the only issue I had with this was >> I did not like the interventions. >> Okay. And I I remember when we worked on bullying policies to begin with and we did work on that a lot over several meetings and I
067think we intended to put this form into place then but it it just didn't we didn't get to it. So um I think it's important to have this this investigation but I agree that interventions this is not the place to have that and our policy handles that you know gives us guidelines for that. So, I'll make those changes and then bring it back. If you pass this first reading, we'll make those changes. >> All right. Can I get a roll call? >> Director Callahan, >> I. >> Director Fletcher, >> hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> And Director Pal. >> Hi. >> All right. So, next up we have the first reading of revised policy JLDAC, screening and testing of students. This one I thought maybe we want to do
068it in a reverse order and discuss first. >> We can certainly discuss as well. Um, this this is definitely not a policy we feel like is ready tonight. Um, Brad and I have spent some time on it, so we do have some recommended changes. Um, this is a this is a required policy um uh that we have. It's uh there's several legal references. I think there are some things in here we want to to strengthen or remove. Um I'll start if it's okay with just my recommendation on the psychiatric psychological behavior testing methods and procedures. Um I would recommend we strike the second and third paragraph from that um segment um because it does go into one of the things I think this board has been very clear on is we're not therapy providers, we
069are educators and that um obviously when we support a family um and their child needs further resources, we we work with them to locate those of the family's choosing. Um but but paragraph two and three under that section in particular I feel like go a little under the >> psychiatric psychological behavior testing methods or procedures page three. Thank you. >> Thank you. >> Yeah. >> Okay. >> So that is that is I'm jumping to the easy ones. I think those two should just go. There is some rewarding earlier than that but we'll figured let's get the lowhanging fruit first out of uh out of the way. You're proposing deleting the second paragraph and the third paragraph. >> Third paragraph. The first paragraph really is what drives the parental permission. That's the parental rights. Parents have
070a right if if there's any type of assessment like this occurring. Um sometimes a child who's being um uh undergoing special education testing for social emotional disorders. There is testing like this but it's done by a psychiatrist to to a psychologist to a certain degree. We don't go into that that deeper therapeutic side which would be a parent's right to go um seek that elsewhere. Um but that first paragraph really captures the parental permission is is required. Um the last paragraph on that is really about course offerings and I think we need to do some rewarding of it. Uh but it really is capturing where we have a psychology class. um you know, you approved the curriculum for psychology. That's the way it's supposed to be. So, you're going to be able to know that
071the psychology curriculum you've approved is actually what's being delivered. Um this actually goes into a lot greater detail, which I think is probably a little further. I think ultimately we probably need to drive back to deliver the curriculum that's been approved. Um, and that way you know there's not additional psych psychological assessments being done through that class that that might be outside of the scope of the curriculum. So that section um Brad and I looked at briefly and I think the title would be course offerings and then we would really tighten the language to be you know classes that that touch on this subject would be utilizing approved curriculum uh something to that degree. um and and probably could even share, you know, parental review of syllabus in advance or something like that. So, is
072that if you're comfortable with us working on rewarding that I think I can >> that was one of my bullet points that I had was explain ordinary classroom instruction. >> Yeah. >> Um >> I agree with your reasoning and with your >> what you're recommending. Okay. Okay. I found the the first sentence of this overall to be kind of convoluted, a little bit confusing. Is it just me? >> The whole >> just that the the the first parent the first sentence I was just kind of like >> I don't >> first sentence in the first paragraph of the whole document. >> Yeah. Parents, guardians, and eligible students have the right to review and survey assessment, analysis, or evaluation administered or distributed by a school to students whether created by the district or a third party.
073>> It sounds a bit, isn't it? >> Yeah, I was thinking parents have a right to see it. >> We're doing it. Parents have a right to see it. >> Directors, I we can we can go through some more line by line here for sure. >> Okay. >> But I you know, we just spent maybe 15 20 minutes going through things. Identified multiple places that we're going to want to adjust. And then frankly, there's a recent Supreme Court case, the Mammud case addressing opt outs and and we want to make sure we fully reflect its, you know, its impact as well. >> Perfect. >> There are go ahead. Yeah. >> No, I think there there are some other, you know, wordings. There's some things that I believe our board other board action has um has
074I think there was concern through one of the conversations with with one of you about journalism and the way this is worded. I think we want to tighten that up. >> Um there's also >> number three health professional. Um, if we leave that, I I'd want to specify school registered nurse because I, you know, we do have health clinic technicians that I don't want this to leave that that they can delve into that type of of of confidentiality. So, so number three would definitely be one that Brad and I identified as needing to be tightened up. Um, if we want to leave it, it I think it would need to say um of a registered school nurse. We only have two of them in the district that are registered nurses that have nursing degrees um
075and carry a nursing license. Um and so if we wanted them to to serve in the as a health professional and be able to um communicate with students about concerns that they're that they're sharing with them, you know, I got this itch, I you know, whatever. that would only be with a with a a registered nurse. So, if you're comfortable with that, we'll work on that language. The other option would be to remove that. I I think I think we'd want registered nurses to be able to the child's reporting some condition that they can they can do some analysis for parents and then communicate with parents. >> That's a health >> Yeah. It's a health health need. So, >> but but we definitely would like to re reduce that to to registered nurses and not
076just any health tech. Our health techs are great. They they administer medication. They've been delegated that authority by our nurses, but they don't have the deep knowledge of, you know, is it pink eye, is it this, is it that and >> want to clarify, it's not a mental health professional, but it's a physical health. How to say that correctly as well. >> Yeah. >> Okay. And then I would I would like to see like on the first page this paragraph that says except as otherwise permitted by law, you shall not be required to submit to a survey that includes one through nine there. Um these things seem like stuff that we should never be asking. And so I would like I don't know if we can do it, but if we could figure out a
077way to just say to just say no, we're not going to do this period. I those I mean and the kids can't be required to submit to it but that implies that we can ask them >> that will take an analysis of this exception section and decide if there's any exceptions that we agree to for example you know >> um military recruiting purposes or something like that >> you know that I understand yeah but yeah so if we could just make that a little because I just I mean most of this there's very few reasons why we should be asking those questions on um number four under exceptions number four I had notes about bullets two three and five and maybe we've already you have I think you covered three um I'm sorry under number
078four so we've got bullet two books clubs magazines and programs providing access to lowcost lit literary products um that's an exception to policy. Um, and then three, curriculum and instructional materials used by used by district schools. >> I think there's a lot of changes on that one in particular. I would agree. >> And then, two, three, four. And then five, the sale of sell by students of products or services to raise funds for school related or educational related activities. I guess I'm just, you know, I'm wary of >> I can be like >> Yeah. And I think that we have to have just good examples of Okay. >> Yeah. >> Well, and to to Rhonda's point and also Brad's with the Mammud case, it implicates that language in particular, >> um, which would require opt
079outs for some things based on religious exceptions. >> So that that language in particular, I think, needs updating. So, we've got some work to do. >> Yeah. So, Brad, do you feel like you kind of hear their thoughts? I >> I absolutely do. I I would appreciate an opportunity for Dan and potentially I or Joshua to work with you or someone so that we could go through things like I don't necessarily I'm not an educator, you know, for a very short time I was, but I don't know what instructional materials we might be interacting with that might have a >> basis and I want to make sure we don't inadvertently exclude something that's >> meaningfully educationally. >> We want to involve Kim Moore Kim Moore as well in that conversation. So, I think we could
080schedule maybe a Zoom and and dig into it deeper and then maybe get it out to you in advance in case there's any questions. We can get that back to to Brad or Joshua to look at and hopefully next time have something a little >> you know, you had to start somewhere. We had to start somewhere. So, >> and and just to be clear to to the audience, this is this is the change is recommended by Casby. And so, we're bringing that to you to start with and then we're chewing up. So, So, does this one even I mean, we didn't do a motion. We did our discussion first. So, does this one should we just not even do those? >> I mean, I I think you should I would recommend you do a first
081reading. Again, we're not adopting it, >> right? >> You've looked at it. I think to put on the record that you've looked at it, you've given feedback to us. We're going to go take a shot at at modifying based on that. And then obviously >> you could have a second and a third reading if if after we what we bring back there's still changes you want. Okay. >> Okay. >> So, I guess we need a motion. >> All right. So, I move that the board approve the first reading of revised policy JLDAC, screening and testing of students. >> Second. >> Okay. Any further discussion on this one? All right. Can I get a roll call? >> Director Callahan. >> I. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi.
082>> Director Pal. >> Hi. >> Okay. The next one. First reading of revised policy KEC. Public concerns, complaints about instructional materials and library resources. This is another one I thought maybe we should discuss prior to motion. I don't >> I didn't write it. >> Yeah. So, KEC, uh, you also have an alternate form that we got legal advice on. We we we did the we did the work with the CASBY policy and then made changes we felt like we needed to make. again, one of the the critical ones, I believe. Um, uh, I thought we had chief academic officer in here, but maybe maybe I'm thinking of a different one. Um, >> I think you're thinking of a different >> Yeah, I think I am on a different one. So, this particular one, this is
083driven by law. We have to by September 1st have a policy updated. So, I am going to encourage that you still do a first reading even though I know we're far from final. Um, I think if we work from Brad's copy, um, I think, um, I like some of the the the parental rights specific that he calls out here. Um, the reconsideration requests and and how that would be handled. Um, I think there's a lot more on the re revisions that Brad's offered that that we probably want to work from. Um so this particular policy um again we are required by law to have a policy um in place by September 1st. So that's where I think first reading today and then hopefully giving us the feedback you want to get it right for the
084next meeting would be great. >> Okay. Well, let's go ahead and get this motion out of the way. I move that the board approve the first reading of revised policy KEC, public concerns, complaints about instructional materials and library resources. >> Okay, >> so >> one of the things that jumped right off the page at me was um number two, ideologies. Um because you know we've always said we do not want ideologies. >> So is this by law we're mandated or um no I think it's an effort to reflect that you have to have a balanced sort of >> you know assess assortment of of materials. So that could be said in a different manner for sure. >> Okay. >> So you would recommend that we we try to reward that. So ideologies I don't know
085that ideologies is necessarily the word that I would use. I'm not sure what word I would, but that that might >> I work with a lot of great boards, but you guys are the most thoughtful. I mean, I I really appreciate the kinds of questions and things that you guys bring up and I work with, you know, very conservative organizations and yet you guys are always on the ball of um maintaining that priority of parent engagement and parent choice. It's just remarkable. Needed to say that. That's good. >> Thank you. >> Keeping it on your toes. >> Keeping you on your toes. >> Oh gosh. Yeah. Because this is one we just glossed over, right? It was in the language. We didn't think to change that. And here Rhonda brings a great question. I love
086it. >> Well, and I was looking at it and I'm like, you know, in my notes here, I'm like, I understand political ideologies if factual and unbiased, but I would need examples of, you know, what would be considered current events or other phases of life because it's very broad, >> very, very broad and philosophies. I understand that completely. um you know, age appropriate and again if you know you want how do I put this? You want kids to be aware and to be able to compare and contrast, you know, different um like political views. >> We likely could put a period right after such libraries. Period. >> Okay? >> Because the predicate says, you know, it's a balanced collection of factual material and I I think that that would cover the necessary ground and not
087open the door to the other. >> Okay. >> And ideologies maybe a different word which >> I would just put a period after libraries. I think that's my initial instinct. >> Okay. So leave ideology and then the second part just >> strike everything from on various ideologies or philosophies blah blah blah blah blah >> or yeah >> just line it up >> maybe rename that paragraph >> rename that's what I guess they're asking Brad is the number two ideologies dash is ideologies a word that we that is necessarily even the right word there or is there >> is that really descriptive of what we want to do >> because again to your point it's saying we need a balanced collection >> of factual material um >> for students who access your libraries. Period. Nothing else.
088>> Yeah. So, all right. We'll explore that. >> And then >> so you could just put number two balance. >> I like that. We kind of alluded to it earlier, but I think this would be a good place to make our library protocols be an attachment or an exhibit or something to this policy so that they are >> I mean as as protocols they are official and they are enforceable >> but they aren't exactly >> that way they would be an official part of this policy. >> Is that true? And I think it's aligned with the I don't think anything that's privacy in that. >> So make it a KE-R. >> Yeah, exactly. Or ER. I don't know. >> We'd have to add it to KEC-R because we already have one. >> Yeah, but we
089could have an R2 or an E2. So Brad can look at it and kind of guide us which isn't an exhibit or regulation. >> Run into some R3s. If you work down in places like D11, they have a million policies and you know, so it's it's not inconceivable. >> Dr. >> But but to director Pal's point, having a - R gives a formality that then leadership can enforce and Right. So, >> no, it makes sense. >> Always best to do it that way when >> that and also more visible to the public. >> Well, sure. >> Yeah. Easier accessible. >> Yeah. And then key things that I think um Brad and Joshua added, you know, that that the reconsideration form is the form that people have to use. It can't be an email. It really,
090you know, tell us what what what's concerning. We're going to look at the form in a minute, but that um I think that's critical in here. And then it outlines the process and includes a curriculum review committee which the board has put into place. This just had like loose committee about a committee and it specified a teacher and a parent and a community member. >> Director Olson, this comes out of the new statutory framework. So I mean it's it's mandatory unfortunately to have some of these elements in here. >> Okay. >> And and considering where we stand and you know in terms of other things, it's good to have this policy be on point. >> Oh yeah, exactly. Well, I'm worried that the language is so general that you could construe anything could fall in
091these buckets um you know that well what about uh books on uh ritual suicide um and how to do it and the uh what about books on sex cults and uh you know it's I mean that could be a various ideology or philosophy And I I just Where does it where did it stop there? That you have to be balanced. How balanced are we talking about? >> Well, we we attempt and and I would welcome the board trying to bring in more input on maybe number three or something like number three. You know, what what is literary merit? What is uh you know, obscene? What is u you know m too mature for the audience and those sorts of things. >> Appropriateness >> perhaps do some thinking around what is uh what is academically aligned.
092I think that there's a world in which you could focus on that a bit and think about how that would operate in this context. You want a broad library, but can you constrain it sort of to be sort of aligned with either, you know, for the younger students literary acquisition and, you know, sort of learning stories, but then at the older ages maybe it's more limited to the subject matter that we study and so forth. >> I think you have two policies now. You have that says you will approve any and all materials. So obviously what gets what's brought in is now you have direct oversight on um you've empowered the chief academic officer to to to be the arbiter the collector and then bring it to you and then this provides you the ability
093if someone identifies a piece of material in our curriculum or in our libraries of how it's going to be reviewed and it still puts you in the so so the determiner of the vagueness is you. So, I think that's that's critical here as it's ultimately the the sitting board that makes that decision um because you're the ones empowered with that decision. >> Not all boards are equal. >> Yeah. >> Agreed. Agreed. >> And Brad, do you recommend defining literary merit, maturity, obscenity? >> I'm just not adverse to considering that and see where we land with that. >> Okay. I I I think there's a world in which we can go too far and that that pushes us in the wrong direction, but it's it's conversation to have right now. So, let's figure it out. >>
094Some of the elements in that section down below, Director Fletcher, I think we we need to make sure that we have those in here. I think that's part of the statute. And um some of those address things like, you know, the the overall merit of the of the materials and so forth, educational purposes and so forth. that's coming out of statute. So that gives us some guidelines too. >> I think the closing paragraph is the important one. Board assumes final responsibility for all books and instructional materials it makes available to students. So, and another reason why I really appreciate you, I mean you in particular, by the way, but you know, having this last sentence, Joshua felt like Elizabeth, I got to add this last sentence. A parents right to make important decisions for their
095children. You know, that that comes from what you guys have expressed consistently. Appreciate it. >> Yeah. This implies that the parents have some access to the library books. >> They do. Well, they have access to the library catalog. Every parent can log in and see every book in the library >> and and understand what's on the shelf, what's the summary of the content. Um, so, so that is something the curriculum review committee put into place is every every every library website has a link for you to see every material that exists in the library. >> Okay, >> Brad, I was wondering if it might strengthen the section on parental rights if we were to add so to that first sentence, a parent or guardian may request that their child not be required to use a
096particular material. We added the language based on their sincerely held beliefs. You think that that would strengthen that language? Parental rights? >> Yeah. >> Um I'm not I'm not keeping notes here. So if either Jamie will or make sure that you deliver things like that, epiphanies like that to Jamie, please. >> Was that under the parental rights? Yes. Paragraph. Okay. Brad, thank you for all your work on this. >> Quite a >> We've got a little more to do. >> Good recommendations. >> So, we'll bring this back. Um we we'll probably want you to look at whatever version we come up with um in the next um week. so that we can get your feedback before the next board meeting so that hopefully what we bring is closer. This this really should be adopted by
097September 1st. I don't think there's a consequence if it's not, but the law says we should have one in place and our KEC policy that is in place obviously would remain in place until this one this one is approved. So, >> all right. Well, with that, is there any further discussion? >> Okay. Can you get a call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Dr. Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. Next up, we have the first reading of exhibit KEC-e, public concerns, complaints about instructional resources. I move that the board approve the first reading of revised policy KEC-e, public concerns, complaints about instructional resources. >> Second. >> So when we first put the library protocol into place, we looked at a variety
098of different forms for parents to express concerns about materials. We never adopted one. And so again, through our policy audit, um that came back to us to say, "Hey, you don't have a KEC." Um, I think we had looked at some forms and we liked them and I think we almost assumed we had them and and I don't think the board ever formally approved one. So, this is a form we've modified um to include uh what we believe are all possible options. Um, we've made a few changes to the form, the the original recommended form from CASBY. Um, and this would be the form on which anyone who had a concern with a material or resource would complete and turn in. And and our policy that that Brad added to KEC is this must be
099how they communicate. They can't just email you and say, "Hey, I don't like book XYZ." This is a form because it gives them the ability of really communicating what their concern is, why it's a concern, what they recommend you consider doing with that particular material. So you have full understanding of of what their concern is before the board curriculum review committee actually begins their process of review. >> I like it. >> So does KEC refer to this? >> It does. >> Well, it it doesn't I we might want to add that. It says that they must use the district the the appropriate form. So we might want to even add that. It says, "A request to have a book or other material removed from the school uh use must be submitted on the district standard
100reconsideration request form." And maybe we need to put in there parentheses KEC-e and that way it'll be clear that's where they would give the finding. I just added it to >> Should we also say it doesn't really say who it should be sent to. It just says upon receipt of a completed reconsideration request form, the superintendent Yeah. Well, the Yeah, the form says, "Please return completed. Please return completed." Well, that's misspell, but to the school principal or the district's chief academic officer. >> Yeah. >> So, is this something policy just doesn't say that? >> Oh, yeah. >> Yeah. So, we'll we'll align it we'll add that to the policy, too. >> Is this something that you would want to start at the school like principal level or is that something that the district should be
101informed of too? it it it will always go to the curriculum review committee. So if it's turned into the principal, the principal would forward it on um to Kim Kim Moore who's our chief academic officer. So ultimately if it doesn't go to the chief academic officer, it's where it's going to go from a principal. So >> So is it best to use or or is it best to use and and just have notification to both at the same time so nothing is missed? >> It could be. I think I think what we're trying to do is if they want to give it to the princip principal still going to get it to the chief academic officer because they're the ones who who co-chair the curriculum review committee. So um I think it's providing a parent
102who might be more comfortable turning into their principal versus someone they don't know. They may not know who the chief academic officer is. So I think or is is there intentionally so whoever they feel comfortable getting it to is going to start that process >> and they might be more the principal might be more easily accessible. >> Yeah. >> As well. I have a clarifying question because the form talks about um citizen requests for reconsideration. It doesn't exactly say parent while the um policy talks more about parents. So, I wanted to clarify whether or not a citizen who's not a parent can use this form and submit, you know, concerns >> or is this meant to only apply to parents? >> I think we had some conversation. I think it would apply to any constituent
103of the district. So, it couldn't be a parent from Parker who's in Douglas County schools, but it's a constituent, a voter who would find out there's a material and would want you to review it. So, absolutely, I think our intention, I think parental rights is still the key. We're we're still trying to honor the fact that parents have that important decision- making, but anyone could bring that forward. So if that language has to be modified, Brad and I can look at that too to make sure it's clear that anyone can submit it. Parental rights is still kind of our our basis for almost everything we do. >> So do we need to clarify Elizabeth citizen >> citizen of school district? >> Yeah. Constituent. >> Yeah. >> Maybe even the taxpayer who might not necessarily be,
104>> you know, a parent in the system but is paying into the system. >> That's right. they have a stake >> and I would also wonder if staff or ad administration who might have a concern would be able to submit one of these >> they would be a constituent. So I would >> you count them as a constituent. >> Yeah. Okay. >> I think it might be helpful to >> clarify that. No, I I think that makes good sense. We've talked about it and we've assumed it, but you're right. It's not necessarily stated. So probably something we need to clean up. Can I ask what's the reasoning behind question six? Yeah. >> Guess I guess what they're trying to draw out is are you are you challenging this because you heard from somebody that it's
105a concern. So I read this review. I read this critic. That's why I'm bringing it to you. That would be my only reason for I think they'd have this. This was on the CASBY form. >> So we didn't strike it because I think there's there's potentially some value, but it certainly I don't know if it's essential. So >> yeah, I mean I think they've filled out all the rest of this. >> You cited pages, audio tracks, video segments, >> they've talked about the purpose they I mean I think if they've gone that far whether they heard about it >> heard about it or whether they >> would have said that one of the heard such and such >> I mean there are some districts who may discount it because oh you heard it on this
106this this source which we don't consider valid. So, >> exactly. >> So, six in my opinion could be stricken if you don't >> agree. Agree. >> A few of the questions seem to assume like that the whoever is reviewing is um >> has to defend their position in a way that assumes that the material is okay. So, for example, number three says, "For what age group would you recommend this material?" Well, why why would they have to recommend material at all? Yeah. >> Right. If they're if they're frustrated with the material, why would they have to recommend it's okay for any age group? >> Well, that could tie into number two, though. What are your concerns if students use this material? Well, it's age and appropriate. Well, then it follows up with what age group
107would you recommend reading? >> Yeah. So, maybe like this book book shouldn't be in my elementary school library. I could see it being read by a sixth, seventh, or eighth grader, but third grader shouldn't be read this. So, I think >> so maybe a question like, do you think this material is age appropriate for any other >> okay >> grade or something? But something that less assuming that the material probably is okay if it was slightly different circumstanc Yeah. So no I I I I'm not opposed to rewarding that certainly in a in a in a better way. Again we started with the form that we were provided. And >> was this CASBY again? >> This was CASBY form. >> Oh yeah. >> That's our main source. And number five, does that really apply? >>
108Like when I brought that book to the district's attention that my daughter had, I didn't read the whole thing. >> But >> you read enough. >> I read enough. >> You know what I mean? >> Yeah. >> You could almost open any page in that book and find something that was concerning. >> And maybe it should be give page numbers of examples instead of that. >> Yeah, I agree. Give pages question. Well, it says, >> excuse me, but that question does pertain to some legal precedent and so I would prefer that you leave it in there. You don't have to answer yes, but it's a good question to have in here. >> Okay. >> But it does elaborate down below. What parts? >> So, it kind of if you didn't read the whole thing, what
109>> parts? What parts are pages? >> Yeah. >> Which is kind of covered our question. >> Thank you. >> Brad, are you okay with six being stricken? that that's >> two. >> I wonder too if um with regard to the title we would want to include as we did in one of our earlier policy recommendations that we have not just reference to instructional resources but perhaps library material >> instructional library materials too. >> Yeah. I think we should be consistent. >> So >> good idea. >> Thank you. And if you're making notes, we have to re number them all because there's two number ones. >> Yeah. Yeah, there are. Yeah. >> Okay. >> Do you want us to take a shot at rewarding them in less of an aggressive >> format and more of >>
110Well, I mean, it's Casby language. >> Yeah. >> I guess maybe I have a thicker skin, but >> what you're used to. Yeah. >> Well, and it's true. So, the folks who are reviewing might say, "For no age group, I recommend this book for no age group." which which would be >> which is a fair response >> and there's some recent ones we've looked at that's I would agree with that adults should read this >> did you say should or shouldn't I agree >> you want them to do you want them to email suggestions >> yeah any suggestions you have please email u Jamie um and and we'll work together to make some adjustments we'll run it through Brad to make sure we haven't excluded something that we have to have based on a legal
111case And then um we'll bring this back for a second reading so that ultimately hopefully we'll be closer to and and this is one does this have to be in place else this just a policy at >> I think the policy and the regulation. >> So >> right now we we have form >> we don't have a form in place. So that's where I think we we should we should get we should get a form. So I think I think with the feedback you've given and any that you can provide in the next couple of days we can we can get something that'll be done easier than you mind reading. >> Yeah, >> which I don't do very well at. >> I did pretty good tonight at least for my stuff. >> All right. >>
112Yeah. >> Okay. >> So any further discussion on that one? >> Okay. Can I get a roll call? >> Director Callahan. >> Hi. Director Fletcher. >> Hi, >> Director Hunt. >> I, >> Director Olsen, >> I. >> Director Pal, >> I. >> Okay. Next up, we have our first reading of regulation KEC-R, public concerns, complaints about instructional resources. I move that the board approve the first reading of revised regulation KEC-R, public concerns, complaints about instructional resources. >> I second. >> Okay. and discussion. >> So this is again the regulations trying to capture um again chief academic officer is ultimately the recipient of it. Again it does say building principle or um again it triggers the board curriculum review committee to um begin the review process. Ultimately it outlines what they do and then ultimately the
113recommendation uh comes to me and to you for final dispensation. So, it really is just outlining what process we've put into place. Um, so there there may still be some wording changes that need to be made, but we felt like it was a good shot at um capturing what the board has put into place already. >> Again, we need to edit the title to be consistent. And then maybe what we need is KEC-R1 because we'll get crazy here. But this kind of I mean it's got kind of pieces of that and then maybe we can say in here according to R-1 because then there's the detail on that one. That's where that could go for the protocols. What does the president feel like? I should nod from here instead. >> I have a humble I
114I go to too many board meetings, I think. But since opinions may differ in a democracy, do we care about us being defined as a democracy as opposed to a republic or to something else? >> I hate that word. I hate democracy. >> Yeah, the the founders hated the word democracy. This is an ancient word from 2001 that no one's ever thought about, but it struck me. >> Yeah, you read the federalist papers, they they did not like the word democracy because that is a theoretical form of government. >> And I wonder if we even need to refer to, you know, representative republic or whatever, we since opinions may differ, the following procedures will be observed. >> I like it. >> Yeah. Okay. Thanks. >> Yeah. Only tyrants want us to be a democracy. All
115right. >> I mean, other than that, it looked very similar to the reporting chain if the person has an issue in the classroom, >> except for it goes to >> Right. Review. >> So, we'll clean it up. Um, again, have Brad take one final look at it, make sure there's nothing here, and then would you like us to bring back KECR1? Um, we'll work with Brad to make sure that that's the right placement, but we actually bring >> that way. just sort of in in the record, I guess, that way that we know what we're going to do. I mean, they're obviously already approved, right, >> as they are. So, we won't change those, but >> right, >> it'll be in the record. >> I'll I'll share that with you, Brad, and you can take
116a look and see if that's the right place, mate. You think >> take a second to appreciate James. These things don't just fall out of this. >> No, they don't. >> As we say, she is our glue. >> Keeps us together. >> Takes a lot of attention to detail. grammatical >> eyes cross after looking at all of these >> I did a lot of >> and Jamie when you do can you run a just a search just for the word complaintant it's I've seen it different ways across the different documents >> I noticed that too how I wrote it was different than >> it's complain itant and complaintant and it's it's different >> even within same documents yeah if you could just make it >> consistently wrong Yeah, >> just be consistent. Whichever way it
117is. >> Yeah, whichever way the uh I looked it up. It is without a T. >> That's what I Yeah, that's what told me as well. >> All right. Well, we will get rid of the T. >> All right. Okay. Well, with that, can I get a roll call? >> Director Callahan. >> I. >> Director Fletcher. >> I. >> Director Hunt. >> I. >> Director Olsen. >> I. Director Pal. >> Hi. >> Okay. Any other new business? >> I want to thank Brad for being here tonight. Brad, we >> thank you. >> Miss missed seeing you and this was perfect night for you to be here. So, thank you. >> All right. Our next board meeting is going to be Tuesday, August 26, 2025 here in this boardroom at 6:00 pm. With that, I adjourn
118this meeting at 7:35 p.m. We paid the time expected.