001>> Welcome to the Eagle County School District Board of Education meeting . Wednesday, March 11, 2026. Please stand for the Pledge of Allegiance. Very good. Thank you all for being here tonight. Let's start as always with our consent agenda. Any board member may request the removal of any item from the consent agenda for separate consideration. Tonight we have the approval of the staff list for the minutes. Some grants, which is very exciting to see. And. Does anyone have any motions? >> I propose approving the consent agenda. >> Second. >> Thank you, Kelly. Thanks, Lu. Natalia? Mrs. Alter? – Okay, Mrs. Conlin? – Okay, ma'am? Glowacki? – Okay, ma'am? How? – Okay, sir? McQueeney? – Okay, sir? Grief? – Okay, ma'am? Tvarkunas? – Okay >> Thank you. The vote passes 7 to 0. Yes. Do we
002have any? We are going to move to public participation. Do we have blue cards tonight? >> No. >> There's nobody here tonight. Thank you. Okay. Moving fast. Then we have new and old issues. Tentative topics for March 25th. The Board of Education meetings include the superintendent's objectives . School therapy program update , engagement update and early childhood topics. Does anyone have anything else they'd like to see on the 25th? >> Yes, I would like to know a little more about recess in primary schools. >> Thank you. >> Secondary. >> Natalia, can you add that to our list, please? And if we could get an update, I know we had presentations about attendance and how that was going. If we could have an update at the end of the year. Yes. Thank you. Harry. >> You.
003>> Yes. I don't know if. >> We'll be discussing this in a meeting soon, but I'd really appreciate a good update and refresher on the midterm exam. >> Yes. A lot has happened and I think that, although it 's not on the list, it may already be on the agenda. So thank you for reminding me, and I'll make sure it happens . Yes. >> Thank you. >> Very good. Anyone else? Okay, great. Thanks for all those topics. And then we'll move on to business and operations. We have the superintendent's contract approval . If anyone wants to make a motion. >> I request that the Board of Education approve the superintendent's employment agreement between the Eagle County School District and Dash 50 J. and Kenneth Christopher, K.C. He spends the summer during the term. From July
0041, 2026 to June 30, 2030, the pre-employment contract was approved as submitted and the Chairman of the Board was authorized to sign both agreements on behalf of the district. >> Second. >> Thank you, Harry, and thank you, Juan. Is there any discussion on this topic? Does anyone want to say something? >> Yes, I'm happy to say something. So I'm super excited to approve the contract. Mr. McQueeney and I helped negotiate the contract. And I don't know, working with Dr. Summers was a pleasure. So yes, I'm excited to be able to approve the contract. >> Thank you, Kelly. Anyone else? Okay. I just wanted to quickly say that we haven't had much time in the regular session to talk about this, but I wanted to thank the staff and the community for participating in the selection
005process and providing their feedback to the board. It was truly valuable and we are very grateful to both the community and the staff. Thanks also to the district staff, especially Natalia, who helped facilitate the whole process. It was a long and complicated process, and we appreciate all the effort you put in. And finally, congratulations to Dr. Summers. I am confident that he will continue to drive our district forward by embracing the core values of our district and community, and I hope that he and his family will join our community; I know that Eagle County will welcome you with open arms and open hearts. And with that said, Natalia. >> Miss Alter. >> I miss it. >> Conlan, I miss Glowacka. >> I miss Hovi, I miss Mr. McWeeney, I miss Mr. Peña, I miss you.
006I apreciate it. The motion is approved unanimously. >> Thank you. Natalia. Next, we have topics of public interest to discuss. And we have Miss Shelley Smith to introduce. Thank you for being here. >> Thank you. >> People can never hear me without a microphone. That would be really bad. So before we begin, I want to say that we just did the Head Start review. You did n't have to attend a meeting, which is a structural change. They did not have to meet with the Board of Education. So it was just a change in policy. But there are more or less. So Bryce and his whole team, Adele, Joe, Melissa, they were all part of the process and were very understanding, especially. They got into finance and Bryson and his team were a great help. And
007they had a whole week of interaction. But I won't say anything until we see the report. I'm not going to make it official, but I don't think anything is. There may be a discovery, but there's nothing that's going to be an area of concern. And there may be no findings. So they went to all the classrooms and everything. So that was it again, thanks to everyone for your time. It takes a long time. So this is part of the process of preparing to apply for the grant. That's why I'll come back next time, because first we have to provide information, give you data, and then we have to come back and approve the grant. So, again, it's not just because I enjoy seeing you all and having dinner with you. We are needed. And I
008said to him, could you say it like this? He won't let me do that. So we have to do them in two separate meetings. So the first element is an information element. It is a community assessment. And again, I have to give a lot of credit to Beth Riley, who does all the behind-the- scenes work to get this data. And that part that is highlighted in yellow. We will not publish the community assessment until it is updated. It should be in about a week. So we'll resend it to you with that part finished. But we really need to give you this information so that you can actively participate in the grant process. We don't normally give out unfinished documents, but she can't control when people publish their data. So just a couple of things. In
009the end, you're going to ask for opinions and I'll try to give a couple of examples. Again, the community assessment is very thorough. I'm just going to point out two or three things that I think have an impact. But if you've seen things in the report that you want to explore further, just let me know. Oh, sorry. >> Okay. >> What is very interesting is that, out of the 69 families, it is difficult to see it in the report. I'm sorry, but only six of them qualified. We really thought that the additional impact on housing, the ability to account for excess housing, was only going to increase our numbers. We haven't even had to use it yet. We have been able to fill our positions except for families below the poverty line, which is sad
010for those families and for the fact that there are so many families below the poverty line, which is ridiculous, especially in any community, but especially here. So that's something I just want you to know, it's those numbers of children who meet the requirements, that is, without looking at excessive housing except for families. So we have a larger group that's being collected in that, but we really can't know that information until we work with individual families as they apply. But we all know that, if you look at the data, how many spend more than 30% of their income on housing, we can estimate that we will probably never have problems filling 69 places. Another interesting thing, which we discussed earlier when we were talking about budgets, is the growth in the Gypsum area for children from
011birth to five years old. It's 800, and that represents a growth of 78%. So a significant change and movement . So those pages that have that information about population, change, and birth rates increased a little. But the change is truly significant. And we are sorry to need that additional classroom at GLC just to serve the children receiving special education services this year. Another thing I want to point out, because we often almost think that it's simply, you know, that there's a story out there that gets retold and retold and becomes fact, even though it really isn't . We keep hearing how much the UPK is costing us a lot of money. But I don't know if we're analyzing it thoroughly because we're receiving funding for 36 children through this new Upk system that we wouldn't
012have received before Upk if they hadn't attended on October 1st. Before that, we wouldn't have received a single cent from the state. Now yes. Each child who enrolls. It's prorated now, but we do receive that money, and by the end of this year, I'll be able to quantify that for the last two years, because I think that's usually an aside and not taken into account in the total amount of how much more we receive for that. Does that make sense? Just a couple more things and I'll be happy to answer any questions. Go to social services. Sad. And it definitely supports what we worry about when our community is in crisis, both economically. And I believe that, in covering the pressure of some administrative changes at the federal level, the average number of risk factors
013is increasing. So the families, not only the families we serve, but those who come with greater needs, which have been seen in the past and were already high. And there was a 17% increase in this, which saddens me. But when families are stressed, emotions arise. So this year we have had a 17% increase in children with a history of abuse or neglect enrolled with us compared to previous years. Year, that's how it is. Actually. Sad. And the need for our counselors really supports how we've moved into that role of counselors, because obviously those children and families need that support. There is an increase in the cap, which is a positive thing because with those C-cap numbers, we get the highest possible income rate and tuition without it being a burden on families. So we're keeping
014an eye on that, and we'll be able to report on it at the end of the year. But I think it's going to be a significant positive income . Have you heard that's a positive income? And the family services team, which we have discussed, has less support even if the risks are higher or if they are not registered, unless they are ahead of schedule to access those family services support programs. That's why we have n't filled those two positions. But we have our counselors who will give us that emotional support. And those are things like, if you think, okay, what does community assessment have to do with the grant? That's an example of why, if we kept our family services coordinators at the same level, when we say that fewer and fewer people are accessing
015their services, you should be asking me questions about that. But we hope that you will see these changes reflected in our grant application and in our budget . And that's the intention of sharing the community assessment with you: so that you have that information. So you can critically analyze our request and make sure we address those changes as they occur. So that's the intention. This is just information. And to receive feedback at the end. But there are any questions? >> I just wanted to thank you for creating this and presenting this evaluation every year. Although it is designed to evaluate our GPA. And children. It truly reflects the community and what is happening in our community. And it's truly valuable, and I appreciate it. So thank you. >> And I have to give credit to
016Beth Riley for establishing it and adding some things that aren't necessary. But some of the data on arrests and criminal activity are, I think, powerful. So it tells us what support we should provide. So that's just one example of how information has increased. So me. >> I'll return the compliment. She. >> So now I'm going to move on to the self-assessment. And this requires that you let me move on. This requires approval. And again, here's a picture of how we're supposed to take all this information and use it in our application and funding. So we'll ask for information at the end of that. So I focus on areas of strength. I won't go into details, but just so you know , I always like to point out in the report that we should list areas
017of strength. >> I always hate. >> Prepare or present a report that begins with strengths. It seems self-promotional, but we are obliged to do it as part of the process. And in the self-assessment, I wanted to rate it because I would be alarmed if I knew you had a safety problem due to having cables in your classroom. I was thinking, wait a minute, what? We have children who need to be notified on or before their third birthday, so if they arrive a week before their third birthday, the toys they can access are different from the day they turn three. So whenever we have a child starting before the age of three, we have to go through the classroom and remove anything that might be chargeable. So keep in mind that we don't have to put
018things in all our classrooms all the time. It's just that every now and then, if there's a child, two and a half years old, you don't take a piece out of a box. And yes, we have had a change in our licensing specialist. And this is their area of focus. Everyone has an area of focus, but that's their area of focus. So I didn't put it as an area of concern, which I would normally do automatically if it was a safety issue, but because it's really just maybe a day or two, or a week or two in a classroom, and maybe an object that would fit in a chokehold tube. So I really wanted to point that out. >> Out. >> The increased focus on assistance is reducing the number of children with chronic absences.
019And I just wanted to point that out because it aligns with the district's objective. And we have certainly seen an improvement, and we hope that will directly impact our children's results at the end of the year. We track those who have chronic absences and what their outcomes are compared to those who do not , and we try to share that with families. We 've done it for the past two years, and it seems to have shocked them to hear, oh, that my son won't do as well if he doesn't go. So we've been adding that. >> That. >> And regarding family involvement, I think we've received feedback from families that they don't want it to be a continuous committee. They want it to be more up-to-date and offered in a variety of modes. Perhaps they
020even want to have some self-guided lessons. So, while we'll still be doing things in person, we're going to focus on offering a variety of ways and opportunities instead. Some families can't afford to sign up for an 11-week parenting class, and for others, none is better than nothing. So if we can get those who do nothing to do a workshop instead of making a continuous commitment, that's what we hear from the families whose opinions we receive. And we have a whole committee, and I'm excited to share this feedback and information with Bryson when I have more time. But we had a whole working group that really focused on maximizing the C cap, not just on the growth of our enrollments, but there are some barriers to getting all the county's revenue. And we are working with
021the county. Some systems for which we are not paid for all the days of assistance we should be. So we're working with the county to make sure not only that our population has increased in that area, but we want to make sure that we get back and reimbursed every day we're owed. And working on some systems with the C Cap department. So this is the first time we've had tax as part of our upfront advantage. It 's not mandatory, but we felt it was time to add that to the work. Although it is not mandatory for Head Start, as it is a district-level approach. And what else could we do besides cut? >> Do they link funding to assistance? >> The C cap of the start cap or the output head. You have to do
022it. For babies and toddlers, registration is now open. They simply did it based on... >> Regarding registration for Chapter C It has to be that the parents have to register and sign them to leave. Otherwise , you don't get paid. You have nine absences per month to complete our challenge. One of the things is that we can, we don't want to, but we can charge the parents. >> If they don't bring their child, they could have to pay that C. Tariff limit. >> We want to have it because sometimes it's the families who don't sign and leave. These are the families who don't go without it. It would be an unjustified absence, let me say that. So, in reality, in order for you to get the job and funding, we're not receiving funding after you
023fail to bring your child ten times a month. And letting them know that they could be required to pay that, if it continues, is one of the examples of things we can do. We do n't want to do that, but we also need to. >> To do the. >> That helps with the attendance part, since you said you're focusing, right? >> Yes. >> Thank you for the question. >> High-quality staff and satisfied employees. We're really going to move to a wide range. We have people who have been here all their lives, and people who are new. So, having a mentorship program versus a fixed development program, we're going to focus on that. and school preparation is special education. As you've heard, we have 137 and we really need to increase the clarity and flexibility of
024our curriculum as well. >> Cover all those needs to ensure that we are transferring all the children. If they are advanced, we are moving them forward. We tend to focus, you know, on the extremes or the general editor. So we really want to make sure we individualize and prioritize all of these curriculum resources so that they can be used to their fullest potential and to meet the individual needs of the children. The last one actually has to do with staff. That's why I wanted to take it out. There are many opportunities and benefits for the staff. We collaborate with Dana and her team, and yet we still do n't see the staff using it. In our staff survey, they want more. So there are a lot of offers that aren't being used, and you say
025you want more. So obviously that's a communication gap. So the team from that working group identified that area as an area. >> I need. >> Those are the things I wanted to point out. But if there are any questions or comments, I think some very unique things have come up. This year's self-assessment. >> Do you have any questions for Shelley? Thanks again. It's all valuable information. Does anyone want to make a motion? >> Thank you. Shelley. So, with that measure to approve the 20 2526 Head Start self-assessment as presented. >> Second. >> Thank you, Juan. Thanks, Harry. Natalia. Miss Alter. >> Hello, miss. >> I miss Mr. McQueeney. I, sir. Peña, I miss Tvarkunas, thank you. The motion is approved unanimously. >> Thank you. Natalia. One more. It's just that. >> I really wonder about
026that. It's strange to have it as a separate object, but I have to make it very clear to the entities that we are. >> He gave me the opportunity. That's why . So, based on these comments and any feedback you've heard throughout the year, if you have any additional recommendations that we should address when we present our grant and budget that you'd like us to focus on, I really want to keep the big picture, but whatever you do, I'd love to hear any input and feedback, and we'll present it to the Policy Council next Monday. >> I like that you focus on attendance because I think even schools see that problem. And if we can address it early and they get a good idea that coming to school is OK, maybe they'll continue with that
027throughout their education. >> That's exactly the kind of feedback. >> Anyone else? >> Very good. If there's nothing else, that was a topic of discussion. So me. >> See you in a couple of weeks. Thank you. >> A lot. >> Thank you. Thank you, Shelly. >> Very good. Okay, that concludes all the presentations for tonight. Is there any feedback from the board evaluating our evening? Someone? Very good. Okay, in that case, meeting adjourned. Have a good night.