001Alrighty. Well, thank you everybody for waiting. U we had an executive session before the meeting this evening. So, uh we've already called the meeting to order and did our roll call. So, um if you will, we'll go ahead and do the pledge of allegiance and then after the pledge of allegiance, um we have a short moment of silence. So, if you can stand with us and gentlemen, remove your hats. Dr. Jones kicking us off. All righty. Thank you very much. So, all right. Do um I have a motion to approve the meeting minutes and summary approval for March 4th, 2025 and March 25th, 2025. Motion to approve the meeting minutes. Second. Mr. Chavis, Mrs. Evansson, yes. Mrs. Heights, yes. Mr. Jones, yes. Miss Lima, yes. All right. And then next up, we will get into
002our recognitions. So, um, if it is a larger group, um, Calie would like to have you all meet out in the lobby area or maybe outside so she could get a big group picture of you. If it's a smaller group, she will go ahead and take your picture, uh, just right here. So, um, so stick around, uh, before you leave this evening and then, uh, so we can get your picture. Uh, so first up, we have our national speech and debate state winners and national qualifiers. with the members of the Palisad High School speech and debate team who placed at the state competition or qualified for nationals. Please join me at the front of the room. This year, under the dynamic leadership of coach Tracy Serck, the Palisade High School speech and debate team achieved
003impressive success at both the state and national levels. Coach Serck, also a math teacher at Palisade, is known for her commitment to student growth, communication, and access to opportunity, and her guidance continues to shape a top tier program. At the 2025 4A state tournament, four students placed in the top three. Mila Stefen, Stefen, sorry. Um, state champion in US extemporaneous speaking. Ava Pearson, second place in original oratory. O Roberts, third place in international extemporaneous speaking. Kennedy Stefen, I'm so sorry. Is that That's Stefan, right? Did I get that one right? Okay, thank you. Uh, third place in congressional debate. Several students have also qualified for the national speech and debate tournament this June in de mo including Kennedy Stefen congressional debate. Becket Carlson international extemporaneous speaking Lanessa Aspen Alvia Nicodemus Gabrielle Sprig world schools debate.
004In addition, Milis Steppen and Alyssa Aspen were named academic all-Americans by the National Speech and Debate Association. This prestigious recognition is awarded to students who have earned a degree of superior distinction maintained a GPA of 3.7 or higher and demonstrated outstanding character and leadership. The board of education and superintendent Dr. Hill would like to congratulate the team on their standout performance. Your hard work, talent, dedication make district 51 proud. And we wish we want to wish you the best of luck on the national stage. And also thanks to assistant coaches Jasmine Fitzgibbons and Megan Burbach. [Applause] I knew you guys. Do you want them up here? [Applause] Would Maria Caukins please join me at the front of the room? I'm gonna hand this to you now. Thank you. Journalism plays a vital role in keeping
005communities informed, sharing diverse perspectives, and shining a light on important issues. At the heart of strong ethical reporting are young journalists like Maria Caukins who are already making a difference. Maria, a senior at Grand Junction High School, was recently named runner up for the Colorado Journalist of the Year. A prestigious honor awarded by the Colorado Student Media Association that recognizes her dedication, talent, and leadership in Student Journalism. In recognition of this achievement, Maria has been awarded a $1,500 Dorothy Greer Scholarship presented by the Colorado Student Media Association. The scholarship is given to a graduating senior who demonstrates exceptional journalistic abilities and honors the legacy of Dorothy Dgreer, a pioneer in Colorado student journalism. Congratulations, Maria, on this outstanding achievement. And thank you to Steve Fox with Grand Junction High School journalism teacher and newspaper adviser
006for mentoring and guiding the next generation of storytellers. The board of education and superintendent Dr. Hill are excited to celebrate this accomplishment and look forward to the future stories Maria will continue to tell. [Applause] And while uh VP Jones is coming up, if you want to read any of their stories, I know they have the print version of The Orange and Black, but you can also go on their website and read the Orange and Black newspaper. So, it's a I always enjoy getting those. Will the members and coaches of the Grand Junction High School academic team please join me at the front of the room coaches as well? Stand right here because you already know I'm going to butcher. So, who is that? And who is that? That's what I'm talking about. He's a coach
007for a reason. The Grand Junction academic team brought home their 26th state championship at the 20 2025 knowledge bowl and with it the prestigious Governor's Cup, awarded to the top academ academic team in Colorado. They outperformed more than 60 schools across the state to earn the win. An incredible achievement. This year's team was led by seniors Steuart Collins, Brendan Schwarz, Zoe Plum, and Logan Buns buns with strong support from a a group of talented juniors included team captain Eric Turllo when head coach Shockraftoft couldn't be there. JV coach and GJ GG GJHS academic team alum Noah Schmidt stepped in and didn't miss a beat. Under his knowledgeable and energetic leadership, the team rallied from a nine-point deficit to beat rival Stargate by 23 points. An incredible comeback and a true team effort. The board of
008education and superintendent Dr. Hill congratulate the Grand Junction High School academic team on this remarkable achievement, earning their 22nd Governor's Cup and 26th state championship. We are very proud. We are proud of all your hard work and dedication and we look forward to seeing you and your accomplish [Applause] next. Carmen Barentios, Logan Bunts, Steuart Collins, Kegan Osborne, Zoe Plum, Sean Ptoagen, Brendan Schwarz, Neil Scott, Eric Turlo, Cooper Tesk, and your coaches, Cody Shraftoft, Noah Schmidt, Casey Smith, and Angie McIll. [Applause] She'll take all your pictures. Sarah, would you please join me? Each year, high school seniors across Mesa County participate in the Ces Chava Celebration Photo Essay Contest. A meaningful opportunity for students to explore themes such as social justice, community service, and cultural identity through the power of both writing and photography. This year,
009Sarah Akavary, a senior at Grand Junction High School, earned first place for her powerful and deeply personal essay. In her piece, Sarah shared her experience as an Afghan refugee, fleeing the Taliban, and finding hope, strength, and a sense of purpose through education. Her story inspired by Ces Chava's lifelong commitment to justice and service. also highlighted her work teaching other refugees children and the impact of lifting up others while rebuilding her own life. On behalf of the board of education and superintendent Dr. Hill, we offer our heartfelt congratulations to Sarah on this recognition. Thank you for sharing your stories with honesty and heart. It is a powerful reminder of the strength that lives within our students and the impact one voice can have. [Applause] Would either Lanessa Aspund, her mother, or Tracy Serck join me up
010front, please, to accept this? I guess it's you. you could give this to. So Tracy Ceramac will be accepting this award for Lanessa Aspelin this evening. Um the Ber Scholarship is one of the most prestigious scholarships in Colorado, awarded to just 50 students out of more than 1500 applicants each year. It's designed to keep Colorado's top thinkers, leaders, and change makers in the state to continue positively impacting their communities. This year, Lanessa Aspund, a senior at Palisade High School, was District 51's sole recipient of the 2025 Betcher Scholarship. Lanessa is a standout student at Palisade High School. Known for her dedication, resilience, and leadership. As an active member of the speech and debate team, she's competed in events like congressional debates and impromptu speaking, showcasing her strong communication skills and her passion for learning. Her
011peers and mentors describe her as thoughtful, driven, and always working to make a positive impact. The board of education and superintendent Dr. Hill are proud to recognize Lanessa as district 51 sole 2025 recipient of this prestigious award. Thank you for reflecting the spirit of the Ber Foundation and uplifting others through knowledge, compassion, and service. Congratulations, Lenosa. And I I just real quick, I believe the beter is a full ride to anywhere in Colorado, any university. So, it's pretty amazing that she got that. So, one more round of applause for even though she's not here. And next will be the Daniel Scholarship recipients. Would Kylie Heathco, Kendall Staley, and Benjamin Romero please join me at the front of the room? Each year, the Daniel Scholarship Program recognizes high school seniors who exemplify strong character, leadership potential,
012and a commitment to serving their communities. Out of thousands of applicants across Colorado, New Mexico, Utah, and Wyoming, only 230 recipients were chosen. This year, we're excited to announce that Kylie, Kendall, and Benjamin, all seniors at Fruit of Monument High School, have been named 2025 Daniel Scholars. Recipients are selected based on criteria such as strength of character, leadership potential, commitment to serving their communities, academic performance or promise, and emotional maturity and stability. The Daniel Scholarship provides recipients with up to $100,000 over four years to attend colleges of their choice, covering expenses such as tuition fees, room and board, books, and other educational costs. The board of education and superintendent Dr. Hill extend their heartfelt congratulations to Kylie Kendall and Benjamin. Your achievements are a testament to your hard work and dedication. We look forward to
013seeing the positive impact you'll continue to make on your communities and beyond. [Applause] Thank you. [Applause] With the members of the 2025 leadership D-51 cohort who are with us tonight, please come join me at the front of the room. Garfield County is the latest western Colorado. Come back over here. Will you got this year? We are We got a mess. Water's frying over here. It's okay. I got you. Appreciate it. This year we are proud to welcome the largest leadership D51 cohort to date. 24 businesses and community leaders who dedicated their time, energy over the past seven months to become more deeply engaged in our work of of work of our school district. Through four sessions, they explored the inner workings of D51 and heard directly from leaders yielding each of the four focus areas
014of a strategic plan. prepared and supported students, prepared and supported staff, engaged and supportive community partners. These these conversations were thoughtful, collaborative, and grounded to share goal and ensuring each student in our district has what they need to thrive. We incredibly we're incredibly grateful to this group for stepping away from their busy schedules and to learn, ask questions, and form connections across our schools and departments. Now, as graduates of the program, we encourage them to stay involved, whether it's in their child's school through D51 Foundation or by serving on a committee that helps to move this important work forward. On behalf of the Board of Education and Dr. Hill, thank you for your partnership and investment to the future of our students, staff, and [Applause] community. And those members are Alexi Kellenhoffer, Ashley Po Povven,
015Brad Mloud, Britney Ray, Chelsea Mason, Cody Listister. Well, shots were fired last night in Grand Junction near Garden Village Apartments around 8. The Grand Junction Police Department was called to the 2600 block of Belelfford Avenue. Police say two. have new details in the case of a Colorado deputy who fatally shot a man in 2022. Andrew Bone, a former deputy with the Clear Creek County Sheriff's Office, was sentenced today to three years in prison. Bone is accused of killing 22-year-old Christian Glass during a standoff back in 2022. In February, Bone was found guilty and convicted of criminally negligent homic. A surge operation is happening in the Grand Valley this week. Colorado State Patrol is partnering with local law enforcement in Mesa County to conduct a surge operation and help reduce crashes involving pedestrians. The operation will
016take place this Friday along Patter thinks uh or show of appreciation for those folks that gave up um quarterly time to come and meet, learn about the district, be advocates for the district, but also um this is our third year doing this and so we're going to be looking for the next cohort of folks. So, if you're hearing about this and you want to learn more about the district, there'll be applications that will go out um next year for folks to be able to sign up for this. And again, the idea is that you have a more intimate understanding of uh the inner workings of the district and can go out and share that. So, again, can we give another round of applause for these folks giving up their time to do that? All righty.
017Well, unless you're just really wanting to stay for the rest of our board meeting, we will let you guys have a few minutes to um go ahead and leave. Uh for the bigger groups, please meet Calie outside so she can get your picture. So, thank you for joining us this evening. Uh we'll just take a couple of minutes for everyone to go ahead and take their time. Okay. I know. All righty. Well, now we have lots of seats. If you didn't have a seat before, now you have to your choice. So, all right. So, next up on our agenda, we have board reports. So, board, anything to report out on any uh committees or anything you've attended over the last two weeks. Um, this weekend was pretty busy for me. Um, I we went to
018the Masonic Awards and just want to say congratulations to all the middle school students and teachers that got the awards. Uh, and it was a good thing to go to and uh then on Saturday I went to the adaptive heroes uh dodgeball tournament. So, put on had some fruit alumni out there and some different people from the community out there. So, this for a good cause and all the teams that won donated the money back to the adaptive hero. So, it was pretty good. We had a successful board coffee. It was very nice. Um, got to meet some new community members and and had a great conversation. Um, personally, I've just been getting out into the schools this last couple of weeks. Um, trying to reach all of them before the end of the school
019year. All right. Um, next up we have our D-51 happenings and celebrations. So, Sierra is gonna come on up and share those with us. Hi board. I'm Sierra Coulson, marketing and communication specialist for D51 schools. Here to share with you the District 51 happenings and celebrations. First, I'd like to recognize our April Golden Apple winner, Katie Meyers. A computer specials teacher at Chapita Elementary. Katie has been described as the school's northstar, a compassionate and creative educator, a supportive colleague, and a daily role model. In her classroom, she fosters critical thinking and a growth mindset through engaging lessons in coding, internet safety, and digital communication. Beyond the classroom, Katie leads Girls on the Run, supports her Lego League, serves on the SEAL community committee, excuse me, and continuously shows up for her school community. We're proud
020to celebrate her as a shining example of what makes D51 so special. Last week, we had the chance to celebrate National Assistant Principles Week, and what a great reason to pause and recognize the amazing work our APS do every day across D51. Assistant principles are the supportive leaders who help our schools thrive, balancing countless responsibilities while showing up with compassion, consistency, and care, and making sure each school is a safe, welcoming place to learn and grow. To each and every one of our assistant principles, thank you. Your hard work and heart make a lasting difference. We are truly grateful for all that you do. This month we also recognize the contributions of vital school of vital groups in our schools librarians and pair professionals. Our librarians help cultivate curiosity, engage a love of learning and
021support students in building skills for the future. A special shout out to Miranda Bailey from New Emerson who will be presenting at the National IST conference this summer. A great example of innovation in action inside our system. We also celebrated our amazing pair of professionals, the consistent supportive force in so many classrooms. Thanks for everything you do to keep our schools running so smoothly. Last week, we had the opportunity to celebrate the grand opening of the new Grand Junction High School Tiger Community Gym alongside GJHS students, staff, and community members. This space represents more than just a building. It's proof of what we can accomplish when we come together to prioritize student wellness and strengthen community connections. Huge thanks to everyone who made this dream a reality. From our campaign co-chairs and partners to the
022voters and advocates who supported this vision from the beginning, the gym is already open for community use and is hosting local events. It's quickly becoming a space where people can connect, move, and make memories together. Clifton Elementary recently hosted a family night focused on supporting kids emotional well-being, something parents had asked for. Families learned how the brain handles stress and picked up practical coping tools that align with what students are learning in school. The night also included eating pizza, sharing memories, and accessing needs needed resources like books, clothes, and essentials from the family center. Huge thanks to the Clifton team for creating such a supportive and meaningful experience for their community. Mount Garfield Middle School students recently got their hands dirty at Blaines tomatoes and farm in Palisade. As part of their middle middle years
023program, they helped clear weeds, plant crops, and learned about soil, plants, and gardening in action. These real world learning opportunities help bring classroom lessons to life while building important skills like reflection, responsibility, and collaboration. Big thanks to Blaes for showing our students the power of local agriculture and making learning come to life outside of the classroom. Shel Elementary fifth graders recently took part in the City of Fruda's Arbor Day poster contest, and Miss Kinley was selected as this year's winner. In honor of her artwork and love for trees, the city will plant a tree on Chelad's campus during a special Arbor Day celebration on April 25th. Congratulations, Kinley. Thank you for representing Shel and D51 with such creativity and heart. Finally, Scenic Elementary students recently had a cool opportunity to dive into the local art
024scene during a west during a visit to the Western Colorado Art Center with 12 different artist stations. Each class rotated through four hands-on experiences, learning, watching, and gring getting creative. From blacksmithing and glass blowing to painting, photography, dance, and more, students saw just how inspiring and fun art can be. Thanks to the art center and all the amazing artists who made it such a fun and memorable day. That wraps up our April happenings and celebrations. But before we finish, I'd like to invite Colorado Mesa University President John Marshall and Grand Junction High School teacher Dr. Justin Whiteford to share a bit about their exciting recent trip to South Korea and Japan with our concurrent enrollment students. Thank you. So that mic that mic's on. This one's on too. You may have Well, thank you. We
025wanted to take just a brief time. We know your your agenda is tight and we want to take about six minutes to quickly highlight a trip. We did a three-minute video highlight uh what we did here. And and by the way, this is my colleague Sarah Hana. She teaches Spanish. She's incredible. She's done these trips with me. And and I'll just start off and then I'll pass it over to President Marshall. At Junction, as you know, we try and create rich experiences and creative experiences where kids with the leadership of Jory Sorenson to get out there and create environments where kids learn in a different way, not just in the classroom, not with a textbook, but something that pushes the envelope. And so at Junction, we we pride ourselves in that. we feel like we
026kind of have this category. Um we've done this enough and we're proud of it. And so we reached out to President Marshall to see how could we how could a local high school, local university team up to do something creative and unique and something that no one's done before. So with that said, I will pass it over and then we'll take a look at this video. Thanks Dr. Whiteford. Um greetings board. Nice to see you all. I will uh just say how grateful we are for the ongoing partnership. I know, you know, whether it's uh the collaboration we have over at CMU Tech, the work that we do with Concurrent, the elementary school kids, and our athletic teams. There's just so many opportunities for us to work together. This one was a little out of
027the ordinary. And the idea is a a two-year experiment. This was the first year of a concurrent enrollment international trip to give students who um you know this might be the first time they've left the Grand Valley, let alone traveled abroad, an opportunity to do so, but also do so with the rigor of a college course. And so uh this trip was to Japan and South Korea. And if you've never traveled there in the spring, um it is not Cancun. Uh it was a very different kind of a spring drip spring break trip for our kids. Uh next year we're hoping to um have another co-led team between CMU and district 51 head down to the rainforest. And so we're excited to see where this two-year pilot goes. Um and I would just I'd be
028remiss if I didn't thank Principal Sorenson as well for his support in this. Um Mr. and Dr. Whiteford were incredible with the kiddos. We had both um college and high school students on this trip. And um and finally, Dr. Hill, who from the jump was a great supporter of this concept, which we didn't exactly know was going to work. Um but I think as you're you're about to see worked worked remarkably well. Um I I want to say one last thing before I let go. I'm a parent of a Grand Junction High School. I mean, let me think. I mean, year four of what I think is 10 years worth of Grand Junction enrollments. Um, and the, you know, what the teachers and staff have been doing for a long time has been remarkable. But,
029um, just politely as a parent, it has been, um, remarkable what's happened since Jory's took over. So, uh, credit to him as well. So, with that, um, I had the the real pleasure to get acquainted with a bunch of kiddos from Grand Junction. And, and if you have any concerns about where our country is going, um, I think you'll be ellayed with those fears spending a little bit of time with these kiddos. They were just incredible. Before we start this video, it's it takes a lot of courage. Uh, most presidents at a university would say, "Well, I don't. That's too many variables, too many moving parts. It's too risky." I also want to put a shout out to President Marshall because he had the risk and the leadership to say I like it. Let's make
030it work. We'll work iron out the details in terms of the credit. Kids had a journal. We had to design curriculum together and he had to take off this president hat and become a professor and jump full-blown. So, he did a lot of leg work on this curriculum and shout out to you and I appreciate President Marshall just just your support and we can't thank you enough. So this was our website if you see here and um for instance at the top if you see the college credit there's a way to click on that is that Cali controlling this oh it's me it's like wow look at this here so it's so if you look here and you see I know yes I've been teaching a while I'm not new so if you see here
031we designed this um it was no slouch these kids have to do a ton of work and so we had a lot of quizzes they had to to perform we We had videos they had to to watch. We had um PDF files they had to go through. And then we collaborated and really Jillian Warner, our coordinator with CMU, was tremendous. She was the glue that got all this to pull together. And so let's um so we can wrap this up. I'll show you just the we took 10 days and condensed it into three minutes. Let me just say one last thing. There were two two spots on this trip that very, you know, very few Americans get an opportunity to see. One was the demilitarized zone where we sat um right literally at the edge
032and looked out into North Korea and talk about gaining a new appreciation for your freedom. Um there's just a a palpable emotional component to that that was really remarkable. And then the second was being at ground zero at Hiroshima and watching the students take that experience in. So you you'll get to see both of those and much much more here. But those two in particular, I would just highlight is something that you can teach it, but to be able to show those students that was irreplaceable. So anyway, yeah, to pick it back on that, it's rare in education where you have students and teachers crying, tearing up. That's when you know you you punched it home. That's when it's beyond a book. And that happened. I mean, you saw these kids balling. You're like, "Hey,
033make sense of that. Write it down." And then they would journal and make sense of why are they crying? What's it's one thing to be emotional, but now can you process that? That's where we thought it was pramatic and and pragmatic and the um the real learning was taking place. And so again, short video, show you here. See if we can get the volume here. Maybe it's on this [Music] Is it just right here? [Music] down. [Music] When we went to the DMZ, I didn't know what I was getting myself into because now that I look back on it, you could North Korea and they just they keep their people in and I don't understand why a country would want to do that. They're not free as we are. Yeah. When when we went it
034was it was an amazing experience. It really opened my eyes and how free we are here. And it's just a great way to see how other countries do their things cuz they're the only country that locks their people in and doesn't let them out to explore the world. But we can do that. thing I would say that really opened my eyes while I was on this trip was seeing the vast differences between America and South Korea and Japan specifically in which how America we focus a lot on the individual and helping the individual while in Japan for example they definitely focus on more of the community and it's very interesting to see the differences in the societies yeah going off of that uh we saw a lot of the community together especially in South Korea
035where during our dinner we had a bunch of side dishes and that's supposed to be like everyone could share with so it's very community the most influential thing that I experienced was going to Hiroshima and visiting the peace memorial museum being able to see all this suffering and just tragic and awful stories made me really realized that this cannot happen to anyone in this world ever again. No one should be able to experience that. And it really you can't get that knowledge out of a book. You have to see that yourself. And I hope that this does stay with me forever and I'm able to pass it on to future generations. So, thank you. It wasn't Wiper didn't make that right. Zero. Okay. Um, zero. I do I do want to reiterate what uh Dr.
036Wifford said earlier. just um that's one of the great things about the Western Slope is that we can quickly come together and create something new and and be and pivot and so do appreciate um President Marshall CMU um for being able to do that but also just the leadership you mentioned Jory but also just teachers stepping up and saying this is something we want for our kids. So appreciate that. Appreciate the trip and it sounds like there's going to be another one next year and so hopefully more kids will will want to sign up. So thanks for coming and sharing that and and the opportunity I'll provide for our students 2026. Oh, Costa Rica. There you go. Costa Rica. [Laughter] You're busy. Thank you. Thank you for sharing. Good to see you. Thank you. [Applause]
037All right. All right. Well, next up we have our superintendent report. So, third quarter business and investment financials. And that's our only item tonight. So I'll have Mel come up and share that with the board. All right. Good evening. Um so in your packets you have the third quarter business and investment reports. Um this represents any transactions through March 31st of this year. So we are closing out the year making it uh threequarters of the way through now. And just a reminder, these financials are always reviewed by our fiscal oversight committee, which is a community committee um with financial backgrounds that they provide a review of these. Um we also bring in uh guest speakers to them like our health insurance folks so that they can understand about different parts of this. Um they help
038advise us on our audit and on our investment policies. So just a really great group of community folks that we're thankful to have um being able to provide oversight. So, in our general fund, one of the changes this year was the change in the distribution to how the state provides funding. And so, being able to provide more of the funding upfront until property taxes come in in the tail end of the year. Um, it's really been an improved flow of funding throughout um the year and we're seeing that in our strong interest earnings. Um, you'll notice when you get back to the back of the packet and look at some of the interest graphs, it's really changed the flow of how those are going. And so we do expect the last quarter to be lower
039than what we would have had in previous years because now we've received the majority of our state funding. Um and now this is the portion of the year where we'll have property taxes. Um but it's really been an improvement. Um and so that's been an exciting change. And just looking at quarter three, you can see that we have almost balanced revenues and expenses where in prior years our revenues were about 10% lower at this point in the year than our expenses were. And so that's just a change that you'll notice if you're looking year-over-year. Um again on the general fund at this time we've also updated our endofear projections. So through our fiscal year June 30th, um our final PPR was a little bit higher than what we were able to include in the January
040readdoption through the state's um true-up process. So it was $38.65 per student higher. And then our funded count change decreased actually by 24.4 FTE. So the net in of that is about a $500,000 increase from budget that we're expecting through the end of the year. And then just again those interest and investment earnings continue to be strong and so we are expecting that that line item will exceed um budget. Uh so when you combine all of that we're looking at our budgeted revenues at about 100.5% of budget. So really close but a little bit to the positive. And then again if you go back to that investment page we are seeing that our rates on our liquid funds are beginning to drop. Um so they used to be close to 5% earlier in the year.
041Now they're getting down into the low fours. And so that's really where we've been focused on our investment strategies of how we can retain some of those higher yields um and really protect that ongoing revenue source as much as possible. And so the Fed rates are still forecasted to decrease even in this calendar year with rates eventually returning to like the two and a half% range by 2027. So that's something we're continuing to look at and forecast as we consider next year's budget as well. Um turning to expenses, um that one is tracking very close to budget as well. We've been fortunate to have um no significant unexpected costs to this point. Um any year we always have position vacancies of just turnover where positions aren't filled every day that they're budgeted for. And so
042for that reason, we're projecting expenses at 99.56% of budget. So really tight there as well. And so when we put that together, we do anticipate that our revenues will slightly exceed our expenses. So we'll return back to a balanced budget position by the end of the year and we'll carry over any of that into the next fiscal year where we know we have a lot of uh rising costs. Turning to some of our other funds also in the third quarter we received our bond funds from the 2024 election. So you'll see that reflected in fund 45. Um, so in that fund, our projections reflect our project budget of 28 million after that bond sale. And then our expenses are also been based on the draw schedule that we didn't have at readopted budget. And so
043those end of year projections are much closer than probably what we knew in January um to the actual activity and the beginning phase one work that's ramping up. If we're looking at some of our other funds, there were some noteworthy pressures that we're seeing. And so some of our funds that we're watching carefully and planning for next year, one of those is our nutrition services fund. So that one um the state's healthy school meal for all program has revenue challenges and that's the state program. And so we're really watching those reimbursement rates. Um I think there's going to be a couple ballot measures in November that could really impact the future of that program and what it looks like. But then also just battling higher costs with staffing and food costs. And so we are
044watching that fund and I know that team is really great about being proactive and so they're already making adjustments for next year's staffing and costs to make sure that they have a balanced budget again going into next year. Um medical fund is another one that we're watching and so the health insurance committee has met and we're they're looking at a 17.8% increase to premiums for next plan year. So this year we were able to only do a 2.6% 6% increase. Um, which was very modest and great that we were able to do that, but the costs and claims are catching up to us. And so, um, the bigger pretty significant increase to next year is warranted in order to keep that fund viable. Um, and then also the continuation of at least the current $500,000
045transfer from the general fund just to help with any rate stabilization where I know that committee is always really mindful of the premiums for employees, not only the district's portion, but just in keeping those premiums for our employees as manageable as possible. And so looking ahead to next year, we are right in the midst of budget season and planning for next year. Um the school finance bill has been introduced. Um that's House Bill 251320. Um and right now it's currently under consideration, but what's being proposed is that next year the phase in of the new form finance formula would still start, but instead of being over six years, it would be phased in over seven. So slowing that phase in down and then thankfully maintaining the four-year student count averaging um that was originally included
046in the new formula. So that was one of our big deals where earlier in this year based on the governor's proposed budget, we could have seen an outright cut of almost $9 million for next year. And so thankfully we seem to have avoided that worst case scenario for next year. Um and are expecting a small increase about a million dollars from our current budget. Um of course that's only 6% of our budget. Um so it isn't a sizable increase. It's certainly not what we've had in recent years as an increase. Um but I guess just relieved that we aren't uh facing that significant reduction. Um there is a hold harmless provision in that to the current year funding. So current year no district in the state would be go getting less than they currently are
047receiving. And so those are big wins I think that um we're able to be compromised on through the session. And so I'm not expecting any large changes between now and what's ultimately passed. Um but this is currently what's being presented. And then looking ahead to 2627, um, of course next year's session will have to consider this, but what's currently written in there is that student count averaging would be reduced to three years as long as implementation of the new formula continues. If implementation of the new formula was paused, then we would retain our four-year funding. Um, but I think it's important in planning to note that the hold harmless is only to our current 2425 funding. And so really the for this year we know what our funding is. Next year we're expecting about a
048million dollars more, but the next year that million dollars could be going away again. Um especially with a change to three years of student count averaging. Um that's a significant impact to our funding levels anytime they're reducing that averaging because we are receiving such a large benefit of from that um provision. And so we're continuing to work through the budget process while we're waiting on everything to be finalized. Um and the session will adjourn May 7th. So it will have to be passed by then. Um do you guys have any questions on your packets? So just to reiterate that last point that you made. But we will see a very slight in potentially a slight increase this year, but it's really not much in the grand scheme of things. And so you're it's not even
049going to cover increased cost, but we're we're anticipating the following year um if they go to three-year averaging and the I guess the best case scenario is that we go back to the current year's funding that we have right now. Um, that's kind of the worst case scenario because it's a hold harmless. That's true. But I think that is the scenario that based on what the state was projection projecting that we would be in. Um, because some early models actually showed us moving back about $600,000 in funding. And so that provision would at least prevent that, I guess. So it's just we need to be more cautious about even that slight increase that we're getting this year that could easily just go away the following year, right? So, I think that's something to one, we
050always need to be mindful of just ongoing versus one-time costs and onetime money versus ongoing money. But I would say this year even more so where we know that it's feasibly could very easily go away. Well, and I would say with as much back and forth that went into um all of this this year just at the capital, I I don't know that I'd be very optimistic next year that it's it's going to stay steady. So, I mean, I'd be hopeful, but I could see it very much changing again next year. So, yeah, absolutely. I think we know um with reasonable certainty that student count averaging will change. that that is something that the state is looking at and planning for and so we need to be as well. Um and then just that there's
051going to be tight years in the next few years. So yeah, thanks Mel. Any other questions for Okay. All right. Thank you. Thank you. All right. Dr. Hill, anything else? Is that it? Okay. All right. Um, next up we have audience comments. So, how many do we have on our list? We have one audience comment. Okay. All right. Go ahead and take it away. All righty. Um, Mr. Magnus, you know the rules. You understand the rules. You'll be allowed to talk to us, but if you're going to speak or put anybody down, then I'm going to stop you. Okay? So, you got three minutes. Floor is yours. I was kind of questioning the that the para retirees get $180 a day to substitute teach and then the regular uh wannabes or aspirant teachers only get
052165 and they're a lot of them are out just out of college maybe starting a family that have a family to feed. So it kind of looks like a a fat cat pair of retirement type people where they the people that don't have the money are going to get even more so money. Uh there are connections and clout. I I found in the past that they usually get the best schools, the best behaving students to with which to work and uh a lot of times human resources not too empathetic to wannabes who are in these rougher schools and all that. Um then the I know the P retirees only get 110 days to be able to to sub but they still have the overwhelming advantage uh the yeah over the the aspirant teachers I guess
053would be the better word than they want to be. Uh no other districts in at least this area or so have have that advantage for the PA uh retirees. And then uh a second point is that no other district in the United States I think has a a limited sub pool potential. Uh I've subtarillo in the suburbs. They're all they're screaming for substitute teachers. Up valley they're uh I was calling some of them today and they just seem like really enthusiastic about the possibility of me subbing up there. Uh but they they they can't really the the district 51 can't really say that they have a uh plenty of subs and that they don't need anymore because I've heard firsthand reports uh numerously that especially on Fridays they're running short of substitute teachers. So there's
054something rotten in Denmark as a Shakespearean play says. Uh, is that because they're making sure that the fat cat retirees get plenty of jobs and all that, even if it hurts the students and hurts the aspirant teachers. And then then to see that the substitute administrators make $575 a day and probably the, you know, the secretaries administrative assistants probably make peanuts type of thing. And they're the ones that really do a great amount of the running of a school. Uh I just wondered if we haven't learned a lesson from a few years ago there was a big issue of all the administration getting big huge salaries and then the people teachers people at the bottom just getting very very little amount. Uh that's uh kind of looks to me like kind of a subbing socialism
055to they should indeed have more of the limited government photo opportunity that the people of the that uh Americans Americans have to give everybody a chance to prove themselves as a substitute teacher. Your time and if they don't what? Time's up. Time's up. Okay. Well, this will continue. It'll I'm sure I'll be talking about this for years to come. Okay. Yeah. Thanks, buddy. Appreciate it. All right, that concludes our audience comment for this evening. All right, so next up we have our consent agenda. Um, the consent agenda contains personnel actions and acceptance of gifts and items that are routine and can be approved by a single motion. Items on the consent agenda will not be discussed individually by the board unless an item is removed for individual consideration. Um board is anyone requesting any items
056to be removed? Okay. I will mention that the total gifts uh is $52,150.80. So we're thankful to our community for uh the various gifts that they have given to uh the schools which you can see on the um the gift sheet that we have at the back of the room. So do I have a motion to approve the consent agenda? Motion to approve the consent agenda. Second. Okay. Mr. Chavez, Mrs. Evansson, yes. Mrs. Heights? Yes. Mr. Jones? Yes. Miss Lima? Yes. All right. Next up, we have um our board business items. So, we have um four different items uh this evening. So, we had uh last board meeting we had a couple of different resource recommendation items and then we had our first reading of policy IKF for our graduation requirements and then um a
057few meetings before that we had we were presented with the early release calendar. So, um we will start with um and real quick I I forgot to mention this before. We need to actually if the board's okay, we need to pull 12D. Oh, okay. I'm not joking even though we keep having this conversation, but we're um we're still waiting on some feedback from CDE. Um just double checking, triple checking all of our minutes and making sure that we have everything squared away. So, if the board's okay, we'd like to pull uh 12D from consideration break. Okay. Board, do I have a motion? Um because Okay, so we should have done that under the agenda. Board, do I have a motion to pull agenda item 12D under the business items? Motion to pull 12D. Second. No
058discussion. We'll go ahead and take the vote to pull 12D. Mr. Chavez, yes. Mrs. Evansson, yes. Mrs. Heights, yes. Mr. Jones, yes. Miss Lima, yes. Okay. All right. So, now we only have three items. So, um All right. Is there a motion for the resource recommendation and adoption of the fourth grade social studies? Do I have a motion for that one? Sounds like we have some some issues with Yeah, it seems like we have some issues with that. I think we probably need to table this one. So, do we have a motion to table this one? Table. Okay. Right. So, when we table an item, we do not discuss discuss it. So, there's a motion to table the fourth grade resource. So, we'll take the vote to table it. Did was there a second? Sorry.
059I'll second. So, Angela uh motioned and uh will second. Mr. Chavez, yes. Mrs. Evansson, yes. Mrs. Heights? Yes. Mr. Jones? Yes. Miss Lima? Yes. All right. So, is there a motion um to approve the resource recommendation and adoption for the 12th grade, excuse me, ELA resource motion for 12B? Second. Okay. Any discussion for the 12th grade ELA? I would actually like to have a little bit more time to take a look through this. Um I used quite a bit of the two weeks um on the grade reference. Um, I've got about halfway through. I There's tabs all through this book, but um, right about here is about halfway through. And so I just with respect, um, I mean, it's two weeks and it's a lot. If I would have had it maybe a month ago,
060then maybe there would have been more time to get through it. But I take this seriously. When we approve a uh anything that's going to go before our students that falls back on us. And so I take a lot of I take it to heart to go through these things and make sure that it's something that I would want to be before my So I need a little bit more time to get through this one. Uh so if um for everybody else on it, then you guys can move forward, but I'm asking Any other discussion? What is um what is the time frame that curriculum department needs to be able to make um I guess get I mean because also with the fourth grade resource we need to know what your time frame is to
061be able to um I guess make a decision and get the resource ordered. Yeah. The hope of our content specialists and teachers were if the 12th grade resource were successful tonight, we would ask for teachers additions to be shipped as soon as tomorrow with some urgency so that teachers have those in their hands before summer institution and can plan. That's not the case. It just delays that. But we're in that window where we're planning for our summer learning and where teachers are wanting access to materials. We were successful in doing that in the last few adoptions. Access in fourth quarter sets teachers up for more success at the launch of the next year. They have time as a team to look at materials and discuss. So understand the dilemma and appreciate that you spent a
062lot of time the other resources. So you know that team finished the night before he went to CRGC and from CRGC came straight to the board meeting. So that's what's pending. Barb, how much time do you think you would need? Could we um well just I wonder could we do could the board do like a special meeting in a week? We could do a virtual meeting um to go, you know, to either to give approval so that we're not two weeks out or I mean I I don't know what your time frame is. So, I want to make sure that you feel like you have the time to look at it, too. I don't want to rush any board members. I also know we're getting into the season where it is really busy for everybody.
063Um, think that if I really mean, yeah, a week. Um, I guess just as I'm going through it, like sending my concerns over and my questions so that they can be as you're uh I guess going and I don't know how many more curriculum adoptions we're going to be looking at in the near future, but um just a thought on my side is if we know that we have like a potentially, you know, three three resources that we might be looking at. Um it might be beneficial for us to get those so having an idea and knowing which one we're settling on. I guess um you know if because we know that there's three then that'll give us an opportunity to get through the meat and potatoes of it in the time frame that the
064committee is working on it and then once the committee settles on something then we'll know what their final ide would be if was just one reason might be one thing but the fact that it's two different kind um yeah so just so I can understand so the because this one started back in December um when they started looking but at that point they were looking through right so the resources really came into play at what point when they were actually second semester and and how do we remember how many resources Okay. So, I guess we could do something where maybe if we get to the point where we're looking at the resources, we'd have to share all the resources that are being looked at. It wouldn't be a recommendation at that point, right? We trust
065teachers to be experts in the process. Then that recommendation goes to CRGC, the curriculum resource governance committee, before it comes to the board. And they've been getting updates every month, monthly, and they review materials before their recommendation is passed on to the board. So I don't think we wouldn't we wouldn't want to circumvent that process, but that doesn't mean we can't build in more time for board review there. I'm just thinking about a couple of key windows. That's all in terms of outlining those processes. For example, we get better rates from vendors when we purchase in December. it's the end of their fiscal year, they're ready to make a deal. The sooner we get materials in teachers hands, the better it is for teachers in second semester because there was curriculum work or course sequence
066work tied to the ELA resource adoption that took up most of the first semester, which is why the second semester was given to materials. Yeah, I was I was able to get through most of um because I I I started the opposite way. I did too. So, um, and having gone through the other SAVIS with the middle school, um, and I was impressed with that one, I didn't see as much. Um, and I had already expressed my concerns to you about the Colorado, um, story. Um, so that was the one, you know, that I just I needed a little bit more um either guard rails on the Colorado story curriculum or whether we wanted to look at a different resource, which you know is the one. Um, so but Barb, I want to make sure
067as a board member you feel like you have time to review that. So I feel fine with Savas, but I want to make sure that you feel like you can look at it. It looks like next Tuesday is a evening is we've got there's events for going on in the district. So, we'd either have to look at a Monday or Wednesday evening um to have a special board meeting to approve the 12th grade. So, next in our process, we do a purchase order and then we negotiate shipping windows with the publisher. Because we have the 611 adoption with Sabis, we hope to leverage that trust and relationship to get the teachers additions early and because there are few teachers there. So would a Monday or Wednesday work for the board to do a virtual vote
068on the 12th grade? I am busy Wednesday evening. Okay. Okay. I can do Monday. Monday. Okay. Monday the 21st. Okay. We could do a virtual vote. Okay. Okay. So, since we we have a motion and a second on the floor for approval. So, um who whoever made the motion? Would you like to change that to tableabling that one? Will you make the motion? Believe so. Uh motion to motion to to change to change my motion or motion to table it. So motion to table until Monday the 21st. Second. Then we can take the vote to table. Mr. Chavis, yes. Mrs. Evansson, yes. Mrs. Heights, yes. Mr. Jones, yes. Miss Lima. Yes. All right. And then so next up we have policy IKF which was the graduation requirements. Um so these were just requirements from the
069state that we needed to update for this policy. Um so do I have a motion to approve policy IKF? Motion to approve policy IKF. Second. Second. Second. Any other discussion for that one? Mr. Chavez, approved. Mrs. Evansson, yes. Mrs. Heights, yes. Mr. Jones, yes. Miss Lima, yes. All right. Now we have um so board discussion. Um so these are always so awkward with when you table items. So I guess we we we will get a different resource for fourth grade. Um I don't know are we are we ask board are we're asking for a different resource to look at um in comp comparison to this resource or are we asking to meet with curriculum department for guard rails um of what they would do with the concerns that we had. Um, so are you wanting
070meetings with curriculum department? Because I I think we need to give the team some clear outline on um, you know, what you're wanting to look at with the resource because they're going to need to know what what the board is is wanting to do. So yeah, and I I'll I'll lean on Jyn because I don't know that we've ever not approved a recommendation from the group. So I need to know what that would look like if Right. So, we actually need to figure out, we need to talk about what that looks like because CRGC, that's the um committee that I oversee and facilitate because it looks we take from the mail dollars. The um CRGC determines what grade and content will be next for the next URI, the instructional resource selection team. That selection team
071then is under the guidance of Jackie and her team. They come together, look at the standards, look at all the um possible um resources. They vet it. They go through um with a team of teachers. Um it can be anywhere from two in the reading resource uh selection team 22 let's say. They keep bringing it whittling it down. Then it goes back to CRGC to that one resource that the team selected. And at this time they only brought one resource. While they did look at two different resources, they only brought one resource to CRGC to review the process and then recommend to CRGC. They the Earth recommends it to CRGC. CRGC then determines yes, they went through the process, they did all the things. I bring it to Hill, we bring it to you. So
072that second resource has never been brought to CRGC. We just went through that process to tell you that. So I know when um it was I think a couple years ago I think there was um I know it was one of the science curriculums. I know that there was um I don't know. I think I went and met with Jackie about something that I had had a concern with and then it was um I think part of it is there's again for I'm sorry I'm trying to get my thoughts together with trying to put this all together especially for how the board and the community we put this all together. So, um, to even get through an entire textbook, I don't even know what that looks like, um, in a year. Plus, you guys do
073your professional development and put guard rails around like again with the standards, what works in a in a book and what doesn't, right? because there's because the publisher is just going to put a book together and not everything that is in the book works with the standards because these I I mean I get that it's for Colorado history but there's going to be standards that we've got to get to and there's going to be some extrrenuous things in the book that we don't need to get to because it doesn't meet the standard and we're not going to spend time on that. So, I know when that happened a few years ago in some science curriculum, um, when I met with Jackie, there was no point in us getting to the piece that I was concerned
074about in the science curriculum because it didn't have anything to do with the standard at the time. Um, but it was something that the publisher had put in. And so then for me, it was it was a non-issue because it wasn't anything that we were even gonna remotely get to when it came to that point in the curriculum. Correct. So I guess at this point I don't know if it would be beneficial at this point because we don't even have at this point I guess a backup for so there there is another resource and again what you're talking about um so after the textbook is or the resource is approved another team comes together um the curriculum team and then they come together and then design the units based on the standards using the resource.
075So what exactly of course we teach to the standards the exact um pieces in the resource that we use um then is selected again by that teacher team which again is led by Jackie and her team and the content specialists. So of course that that part of the process when the team the curriculum team comes together to design that um th those units and those lessons and the exact pieces of the the text that would be used are done by those teachers. Now this is good because I mean one of the major roles of the board is approving curriculum, right? And so um you know and if there are concerns and you know things that show up in the curriculum that either you know we need clarity on or we're wondering about because our kids
076andor you know educators are going to be looking at this. We need to kind of know because if a parent looks at something then it's going to come back to the board and be like what is this? And so I think what we're trying to do is just get out get out ahead of it or get some clarity around is it going to show up in the unit or is it not going to show up in the unit. Um and if this is the best resource um I think we need to know how that's going to play out. So context matters and then some resource adoption processes teams are looking at two strong resources or three strong resources or only one resource rises to the top. How is it assessed? It's against a rubric that's
077determined early and included largely in the standards. The rubric has other things on that specific to assessment or technology and overall coherence with our strategic plan, our graduate profile, our teaching and learning framework. And so all of those are pieces of the evaluation process. In this case, I'd like to go back to the data because there I think there is a resource that was also widely um valued by the resource selection team. It's very different from what you have in front of you. It's more like kits, right? with primary sources. That's the nature of it. It's a different approach to a resource for teaching the standards and specifically social studies. Uh it could be a viable option. As Jen said, we've never been here before and so the process matters and the integrity of it
078matters. Uh I don't know that we would reconvene a resource selection team. They've exhausted what's on the market for fourth grade social studies. And if it's true that they had two strong choices, this one was clearly the favorite though. I mean you saw that in the data that of the two this was favored for how robust it is and I think also the digital components. Um I'd like to go back to the team's work and their recommendation convene with Jen and figure out uh if there's a way forward in the processes that we have but that would certainly include CRGC that that group would need to be part of this process before a reconsider reconsideration of a second resource. Don't you think? I absolutely yeah I think we need to go back to Okay. With
079with the um feedback that you received from the board. Uhhuh. Okay. Well, and CRGC wouldn't reconsider the first adoption. They would look at if that team had strength and I'll go back and study their scores against the rubric. If that other resource has strength that merits resource recommendation, it would go to CRGC. then CRGC would reconsider it and if they approved it would make the recommendation to take it forward to the public. We just like you set a meeting for Monday, we would need to work with CRGC, notify them and pull them in and I would need to contact members of the recommendation team, make them aware of what's happened here tonight and our next steps going forward. Something like I've just articulated. Um after going back through their scores, uh we'd get those resources
080in our hands because we've sent them back so we don't have them. Uh so we'd get them back uh start working with that vendor again and if successful through CGC we'd have another recommendation. We would accelerate that timeline because again there's some it's late it's late in spring there's some urgency to it. So we would mean to do that so that we could conclude by May if possible. My wondering is how might or how can we like you provided the example you came you met with Jackie and that curriculum content specialist I think at the time to to understand exactly what does a unit look like or how is a unit designed what is used what isn't used we've I mean we did it with our reading um resource as well we shared those units
081with you how might might we be able to do that with some of the concerns that are in the book no book is Perfect. No resource. We we know and understand that. But how are we able to use or can we is there a way that we can design those units and those lessons that um overcome Yeah, we call that our UCIA or unified curriculum instruction assessment. And so it outlines in stage one what students should know, understand, be able to do, how to be assessed, stage three, how to design that cooperation with the resource. So it's teachers teach kids resources don't teach kids but a high quality resource matters and it's has demonstrated effectiveness in changing student outcomes. So it's our UCIA which is required for all teachers in district 51 that defines the
082relationship between the unit and the resource unit by unit module by module K12 across content areas. So that's when we're talking about how we support teachers in that and articulate intentions and how do we honor the process? How do we honor the process? How do we honor the board? This is within your purview, right? This is part of your responsibilities. How can how how might we or how can we move forward with the concerns or the wonderings and how might we design around those? For example, that's a thick book. That's why you're asking for more time. There's no way in a semester teachers will be able to teach all that content. It's our UCA that defines which modules, which chapters, which works. We to you the whole resource but it's our UCA that gives it
083definition which is done by a teacher correct and that's built after resource recommendation that's typically that happens uh so in our exchanges recently we talked about accelerating some of that before the school year if there's anything that needs to be addressed in a resource otherwise it's done concurrently can't do it all at once I know I don't have an issue with the book. I'm sorry. I don't have an issue with the book. I do appreciate uh the concerns that you wrote. So, I could so then I relooked at it and everything. Um but if I know the other concerns from other board members, then I could relook the book and then see what you're saying. At the moment, I don't have a problem with that. uh Colorado story at all. So, um that would help
084me. So, if you have concerns, if you would if I could know what those are so I can and I can know your from your lens why, then I could take a look at it. But right now, I I looked at both both of those books and I don't have an issue with with them at all. I mean, I'd like to have more open discussion, but we tabled it. So, it's like now I'm kind of Well, no. We're we're in open board discussion right now. So I mean you can talk about it because we're the agenda item is just open board discussion. Yeah. So I guess you know my struggle with this isn't so I hear you. You know if we adopt a resource then that's kind of when the the building of how it's
085going to be implemented comes about. Um, and I think that that would be helpful for and and I understand it's but I but I feel it's like putting the cart before the horse almost because I feel like those are some of the things that I would need to know in order to feel comfortable with, you know, the some of the things that are in the book. But all in all, I'm struggling with some of the content. And um I mean I I I said earlier I felt like it was a very opinionated reference and that it wasn't based off of uh and and I struggle with not having citations and things that I can see where it's pointing to so that I can check, you know, where did this information come from. You know, when
086I pick up any of these books that that I read for factual data, like there's citations and then they lead me to other locations so that if I have a question about some of the content that's in that book, then I could check it myself. And I just don't have that. And so I I'm struggling with that and I'm not sure that there's any way with this being the primary resource and not knowing how the lesson would be guided, you know, how how that would remedy like my problem right now. It's important. Trust is important both ways. It's important that teachers know that they have the trust of the board to use board adopted resources. It's important policy that all teachers are required to use board adopted resources. And so this is an important stage
087the process and one that we think is relevant. to honor uh because trust has to go both ways and teachers put forth a re a resource and a recommendation that they believe in and they need to be supported by the board and their study of it was based on the standards and so that is will always be our position and what we bring forth our resources align to the standards. the state standards don't always agree locally uh with opinion or policy and so that could be and is likely going to be a tension in social studies especially but that's why we have all of these layers and that's why we have a board of education so where a resource has strength against the standards you could expect us to bring forward for a recommendation we'll
088find the strongest yeah I think due to director Evansson's concerns um we probably do need to look at the secondary resource. I mean, I think it would probably be good to have the conversation like I did when you, you know, when you come, you know, for the board to come in and talk with the curriculum team to see how you guys actually, you know, build out the units when you guys are, you know, looking at these resources. Like I said, you know, the high schoolers are not going to get through the whole British and world literature book, right, in one in a in a semester, you know? So, it really helped me when I looked at it and you said, "Okay, this is how we sort of build out how they get through this book."
089Um, that kind of gave me some real perspective on how you guys guide that process. Um, but I do think, you know, um, with maybe some of that concern, it it's probably worth looking at that the other resource for the fourth grade. Is this something that we need to get done by this fall? Is this something that by state we're a must set aside the mill dollars and determine our next okay resource recommendation is that the is the second one the one you said we don't have anymore correct okay so we'd have to get that uh so we would reach out to that vendor to see if he overnight materials or I don't know where sales people tend to like toite things if they have a chance uh but I want to look at those
090I want go back and review the rubrics and the scoring from the team and make sure that that's the direction we move in. If we move quickly, we'd move in the next couple of days. I want to reach out to that team first. Yeah. make sure they feel seen and heard and valued and honored in that and I'm sure that's the consensus of the board as well and then go forward because CRC too needs to feel and they were part of are there any online resource so for this one you know we have we have the tangible book itself and then there were some online resources that were available to support the resource um with this secondary resour ource is there any not as much okay I think it's I think there's a digital component
091I don't think I was but it's not okay she didn't study it as much as yeah because that was the job they brought us forward one we studied that looked at it with CRGC so we have not done Barb did you share your feedback with board members in Okay, your email. Okay. All right. Okay. I just shared mine with the curriculum team so I can share mine out. So, okay. I just I just sent mine directly. So, okay. And more time more time for review, right? And that just makes me think about how we set up our CRGC, that rhythm and that cadence to make sure because it really is third quarter is honestly when we want to come to you guys to for that purchase with that PO so we can get it in
092and have it fourth quarter so we by the end of the year have that um the teacher manuals obviously in our teachers hands fourth quarter but then the training to um I mean I will take responsibility that I wasn't 100% on the the the process itself. So, um when it went out to the community or when it was made available for the community and you guys were pretty certain that that was the one that was going to come before us, to be honest, I didn't even know that we were doing that until I saw it on Facebook. And then I was like, "Oh my gosh, like we're in the middle of a curriculum adoption." And so then I was like, "Well, it's going to be coming before us soon." And so now knowing had I
093known what I know now then I would have just reached out and been like, "Hey, can I have those books now?" You know, like I I need to start looking at them because I know how I am. You know, I I want to dig through these as much as I can. So I guess that once in the future we get to like that point because I think that would have been maybe even like maybe three perform. It's always cold. It's always cold in those viewings. It's cold and dark. But I do want to say I am actually really really proud of the process. I think even Dr. Hill has shared we and I I shared with um the board when we had&m here and they came and audited the process and they too were very
094process or um very proud of the process or um very encouraged by the process that we have and so if there's some way that I need to make sure that you all know and understand what what that rhythm and that routine and the cadence of the adoption I most certainly will um especially when we get new board members and we pretty much do the same thing. We have that same how we select when we have those open houses and then how um the CRGC is updated along the way. But we're proud especially of the open houses when we did the reading curriculum. I believe it was either the reading curriculum and or the other social studies. This is our third social stud. We had um I know I brought two crates full of textbook options
095out of here. And so at at some point something shifted that we weren't part of it a little more early on and until it was a full recommendation which didn't give us much time to see what kind of to really see what they were looking at and some comparison. So yeah, I I agree. Um it was kind of over before we got to be involved a little bit more. Um, so that would just be one thing I would change in the process is just making sure that that we know it's coming and can get, you know, a couple of things that you're looking at and and right along on that. Then we're not cramming for the finals after the recommendation to do our due diligence on it, which we I I think we are are
096all taking that really seriously and having to do that. Yeah. I think it's just more of you know, looking at it from a lens of um, you know, whether you know, an assignment came home or, you know, you have a parent looking at it. You know, my son will be in fourth grade next year and I was just looking at some of the material and I'm thinking like this is probably a little bit heavier or over his head for some of this stuff, especially like the Black Lives Matter stuff. I was like, I don't know that this activism stuff is really appropriate for him at fourth grade. As a parent, I I'm not ready to have that conversation with him. And I get that that's probably a civics piece for him, but I just don't,
097you know, that was what, you know, so Jose, that was my my um concern. And it was a very small piece in the very back of the book, but you know, from a parent standpoint, that was the concern. at fourth grade, I'm like, well, I'm not ready to have that conversation, you know, with my child. So that's where if we could get out ahead of it, that's where I don't want to undo and I don't want the teachers and the team to feel like we are not valuing what they did, but we're just bringing a different lens to this to say I think there might be some concern around these particular pieces in this resource, you know, and so, you know, and I think that's what Barb obviously brought forth in the email as well.
098So I just think it maybe would help save some time. Yeah. So the the board has discretion to exercise the standards. The civics and history standards do call for those kinds of discussions. I know and I just don't agree with the state on that kind of stuff. And so from the board standpoint, you know, I I would, you know, I think we would we would butt up against the state a little bit on that as much as we can push to just say I think in our community this is this is why we have local control, right? This is what why it's outlined in the state constitution. I know I'm preaching to the choir, but this is where this board understands where our community is to say, I think that's pushing a little bit with
099our community to say, I don't I think those are conversations that parents need to have with their kids. And so, I would say I think we're pushing a line here on that curriculum. Um, and so where where are we going to go with it? And that's what I said. Where's where's our guard rails, you know, in the book with this. So, Jose, what were you gonna say? Get close, Jose. I'm sorry. It's hard. It's hard to hear. I think sometimes it's just difficult because we come from different lenses. Sure. Uh the activism stuff. My daughter knew that probably in first grade, but she saw her dad doing it. So, I think it sort of depends on each family member of where they're at and where they're growing. Uh so having those conversations with my children
100or my my grandchildren is a natural thing and it starts early. So I just think so it depends on where you're coming from and your background. So sometimes it's we look at community we have to make sure that we look at all community. So all community are not going to have those issues. That's why sometimes when you talk about the activism or some of the issues that Barb brought up, it was not an issue for me. I was used to having those those type of conversations. Right. I agree. But see, you're the one having the conversation with your kid about it. It's not the teacher. That's that's what I'm saying. I if the teacher is the one having the conversation about it, that's where I, as the parent, have the concern about it. If you
101want to talk to your kid about activism, you go ahead and do that. I'm not ready to have that conversation with my kid about it. So that's why I'm saying now we're having now we're having, you know, the book is now putting two people at odds about a conversation. If the parent wants to have the conversation, that's fine. So that's why I'm saying you want your kid, you do what you want. My kid, I do what I want. The book is what I'm having the concern about because now it's in the classroom. And then where do we put our teachers in the midst of that? That's what that's what my concern was with the with the curriculum. Yes. And I don't and for myself I didn't have that as an issue that a teacher would
102bring up about activism because it seemed like activism is part of our history. So I would not have a problem with a teacher bringing that up and then my child coming and discussing that with me. So that's Sure. Yeah. Yeah. All this is really productive. think that um it makes me think back to what Jackie just said like because we can get into these same conversations even within the individuals who are selecting the resources, we have to have something to fall back on and for us we have to fall back on the state standards and so um because this this same conversation could end up happening amongst teachers and principles and so um we're teaching the state standards um and the resource may have things that are outside of that but when you're designing the
103units and the lessons, it's tied back to state standards reliably. That's what you could expect from us is to put in front of you resources that are aligned to standards and that our processes are built on that and we recognize the board has discretion and also accept that discretion too. So to caveat off that, this all falls into chapter 7 in which you're referencing and there was an online resource resource that was a chapter assessment. And I think the thing that I struggled with the most is that the things that are on page 214, 215, and 216 are allegedly state standards and are required to be taught to our students. However, in the chapter assessment, there's no assessment on it. So, it's that's why I said when I sent the email that I feel like
104it was just like shoved in here for there to be a conversation about activism and um the Black Lives Matter section, like I agree, let's have a conversation about it. But it was literally shoved in in a section that made it appear that a death of a Coloradoidian was the result of police brutality. And it it's three paragraphs and there's so much more to this. Like there's so much more to this. Being prior law enforcement, when this happened, I wanted to know what happened. I wanted to know, did these law enforcement officers do the right or wrong thing? But the only thing that's in this, if my child read this, they'd be like, "Mom, cops are bad." And I don't want us giving that perspective to our children. So when I see this here and
105I read this and then I look at the chapter assessment and there's nothing that actually assesses it for it to even be given to the state to say, "Yeah, we did that. We did that." And when I say putting the cart before the horse, when we say, "Yeah, we have these resources and then we're going to determine how they're going to be um delivered and but when you give me this and I think this is how it's going to be assessed this is how I think it's going to be assessed so that that's not necessarily true that assessment may not it would come down to the design it's what you're describing is a constant conversation in education it's that it's that iterative approach it's reciprocal what comes first and how do we keep making adjustments
106and so we commit to continuous improvement in our resource adoption of English language arts. We've made many assessment changes and shifts to better align with the standards. So that's the that's why we're employed in employee a team is to do that work and at the same time high quality resources do matter because what do teachers have currently in fourth grade to support them teaching social studies? They don't have anything. And so it's important that we provide them with resources so the material can better be taught. And I'm and I'm going to have to have like kind of clarity on how this would be taught, how it would be assessed. And if that's what comes after this process, then I would have a really hard time voting on it if I didn't have that knowledge. You
107know what I mean? Because you're saying, trust me, and and I I want to, but we were put here to protect these kids. And I'm not that you're doing anything to hurt them. Please don't think I'm trying to say that. But I just feel like the community put us here because they knew our values. They know where we stand. Each and every one of us, all five of us. And so if a parent I don't know how much of a turnout you guys had for the for the community doing of this horrible talking about a funeral, a community, but open house. Yeah, open house. There we go. So, for the community open house, but I feel like if and you know what, and again, this is where I compel you parents to like be involved,
108you know? I mean, we're not the workh horses. We are not the scapegoats. Like, if you guys want to be involved, then be involved. Come out and look, you know? We can't be the only ones holding the torch and running into the into the chaos. Like, but like I look at myself as if I wasn't sitting in this position, how would I go about, you know, addressing this? And so I know that a lot of these people have voted us into these positions to be their mouthpiece if you will. And so that's my struggle with it, you know, just knowing that and now knowing that it kind of like happens after the fact, like if we say yes, this is the resource that we want and then it's decided how it's implemented. And so I
109guess that's my struggle with it also with the content. Um, so if I had a better ideology of how this was going to be presented or tested or the conversations that were going to be had, and I do understand like each teacher teaches different differently. So, you know, this be at Thunder Mountain and a fourth grade teacher could teach it one way and it could be at Windgate and a fourth grade teacher could teach it a little differently with a different spin just because we all have different life experiences. And so like I just I'm I'm thinking about what are the guardrails on that also, you know, like how are we maintaining uh I don't know just the bumpers on that also. So these are just things that I struggle with when I look at
110resources and um especially when I'm not seeing that it's being u assessed in the documents that we were given because my understanding was is that these chapter assessments were how it was going to be assessed and then I'm like it's not even being assessed. So what's the point of it being here? So that's good feedback. So um so maybe we can you guys could also get with Barb or andor new board members if they need to have a better understanding of kind of what happens after the adoption of the curriculum. Um I know that really helped me. So, I'm just kind of seeing how that, you know, unfolds afterwards and then if we could maybe see you guys could look at it the secondary option as well. Does is is that what the board is
111asking for? Looking at a secondary option. Yes. Yes. Okay. Okay. Any other discussion? Um, something I forgot earlier. Um, I don't know if I mentioned this last meeting or not, but Dr. Hill, Jose and I, myself got to go to New Emerson and do the PBL on the Roycehurst and they all had some interesting little solutions and how they were going to raise money and shelters and things like that and uh different things they're doing. They're having a big sale to donate the monies to try and raise shelters and things like that. So, it was really interesting and uh the 27th on a Sunday, I think it's next Sunday, is it? Yeah, the 27th over at uh Orchard Mesa Middle School, Dr. Dr. Hill and I will be playing Yeah. Yeah. Playing basketball against the
112basketball the Globe Triders. Yeah. Yeah. I haven't shot a hoop in years. We'll see who plays basketball. Yeah. We'll watch them play basketball. The dogs. Royers. Yes. Dogs and cats. And nice. I don't know. Animals. Mention that earlier. Good. All right. Any other events or any any other things board? I think so. Okay. Uh so next up, so we will have a special board meeting on the 21st virtually so we can look at the 12th grade um adoption. And I guess if there is new information on the fourth grade one, we could maybe include that. So that will be released 24 hours ahead of time for what will be on that meeting. And then we have a May 6th meeting and a May 20th meeting. So and then graduations are coming up. I can't believe
113it. It's already crazy. So, all right. Uh, do I have a motion to adjurnn? Motion to adjurnn. Oh. Oh. Oh. Do we Oh, for the charter. Um, okay. Sorry. No motion to adjurnn. Back up. We need a date to No, we need a date for for the community meeting. For the community meeting for the charters. Yes. which the ones we had narrowed it between the board um y'all had told me that you would be able to do are either on a Saturday May 3rd or May 17th like a Saturday coffee or if it was during the week we have May 21st or May 27th which I know one of those is a Wednesday is a Wednesday I can do what you looking If we do it during the week, it would be an evening so
114the community could attend. Otherwise, the first two I believe are what, Miss Marsh? You'd like the earlier dates, the 3rd or the 17th? Earlier the better. Yeah. Yeah. So, um, so for the Yeah. So for the two new board two new board members. So when so with the charter school applications um the community either um they either for or against um gets to come and the board just sits and listens and then the these are recorded as well. So, um, we did them, uh, a few years ago at we doubled up at a board coffee, um, and we would sit and then people will, you know, advocate. Usually it's those advocating for the charter and then we just sit and listen, that's all. So, um, so we just need a couple of board members. Um,
115I mean, we can all be there. Um, but it's usually good for at least a couple, um, at least a couple board members can be at these community meetings. So, You said and we're going to make these open to all the charters. All three that have applied. Okay. So, can you repeat the dates again, Amy? Yes. Either Saturday, May 3rd, or Saturday, May 17th, like a coffee time like we usually do 9 to 11 for those. We could do a couple dates, too. We don't. Do you guys want to? We should do it all at once. all at once. Okay. It's so I mean I'm just looking at this mess that is my calendar and there's no way I'm gonna find two days to do this or if you guys right. Okay. I could do
116Saturday. Okay. So So Saturday the 3rd or 17th or if we do during the week in the evening it'll be May 21st or May 27th. So I'm out the 21st through the end of the month. Okay. I could do the 3rd or the 17th. I could do the 17th. 17th. It is 17th. May 17th. 17th. Yep. Done. And would y'all prefer to have it in this room or would you prefer? Yeah. We need a big enough room. Yep. Nine. Nine. Nine. What? 9 9:00 a.m. 9 a.m. Y and scheduled till 11. 9 to 11. Yeah. 9 to 11. And then did y'all have a time for the special virtual meeting next month? Oh, yeah. Monday. Do you guys 5 work? Well, we don't need Dr. Five work for the 21st. Yes. Yeah. Five o'clock. We'll
117just do five. Yeah. Just keep it. Yes, I will. Okay. Thank you for any other housekeeping. No other things we need to get on our calendar. Okay. Do I have a motion to adjurnn? Motion to adjurnn. Okay. All right. Thank you all. Have a good evening.