001All right, good evening everyone. We'll go ahead and get started with our meeting. Hello. There we go. Can you hear me? All right. Good evening everyone. Thanks for uh waiting just a couple of minutes as uh we had some technical difficulties. Um we are about to start our meeting. Um we will stand up and do the pledge of allegiance and then after that we do have a brief moment of silence and um and then we will go into our recognitions. Um if you are not familiar, you're here this evening to give public comment. The signup sheet is over here under this television and you'll need to sign up prior to public comment if you are looking to do that. So if you can stand with us, we'll go ahead and do the pledge of allegiance.
002To the flag of the United States of America and to the stands one nation under God, indivisible with liberty and justice for all. All right. Thank you very much. Um, we can go ahead and do roll call. Mr. Ch, can you hear me? Mr. Chavez here. Mrs. Evansson here. Mrs. Heights here. Mr. Jones here. Miss Lima? Yes. here. All right. Do I have a motion to approve this evening's agenda? Motion to approve. Second. Mr. Chavez? Yes. Mrs. Evansson? Yes. Mrs. Heights? Yes. Mr. Jones? Yes. Miss Lima? Yes. All right. Do I have a motion to approve the meeting minutes from April 2nd to April 16th, April 22nd, and April 29th, 2024? Motion to approve the minutes. Second. Mr. Chavez, yes. Mrs. Evansson, yes. Mrs. Heights, yes. Mr. Jones, yes. Miss Lima, yes. All right. Uh,
003we will now get into our recognition. So, first up, we have the Beter Scholarship recipient that Director Evansson will be presenting. Um, for those larger groups that are in uh or here this evening, um we'll have you go back to your seats after we recognize you and at the end um Cali would like to meet you outside to get the picture of you together because it's just a little easier to do the picture out there. So, for small groups, just stay standing at the front and she'll take your picture in here. May I have Christina May Sheiley at the front of the room, please? We're excited to announce another District 51 student was added to the recipient list of the 2024 scholarship. Say that again. How do I say it? Scholarship. I'm horrible. The Bcher.
004Thank you. Yes. The Beter Scholarship is a highly sought-after scholarship that allows our most dynamic thinkers, doers, and different makers to pursue higher education within the state while continuing to make positive impacts in their communities. Each year, over 1500 students apply for the Bacher Scholarship, but fewer than 50 receive it. This prestigious scholarship is awarded to students who excel academically, demonstrate strong leadership potential, and are committed to their comm communities and possess outstanding character. Christina May will join Central High School senior Bryce Davis as one of the other 2024 scholarship recipients for district 51. Known as an exceptionally dedicated student, Christina May commutes three hours every day to attend the IB program at Palisade High School. Her perseverance is evident as she strives to maintain her academic and extracurricular com commitments. She's the founder of
005the Palisad FTC Robotics Club, co-president of the National Honor Society, concert master for the Palisad Symphonic Or orchestra, and a concurrent student at CMU. Additionally, every summer she volunteers as an intern at the Pearl Harbor Aviation Museum in Hawaii, giving back to the community there. Her intelligence, determination, and resilience have led to her receiving the Butcher Scholarship. The board of education and superintendent Dr. Hill would like to congratulate Christina May on this outstanding achievement. Your hard work, dedication, and commitment have paid off, and we look forward to watching you represent D51 as you continue to higher education in Colorado. Give you a handshake. Well, congratulations. Um, next up, Director Lima will uh recognize the Future Business Leaders of America, the state winners, and national qualifiers. Good job. Would the students who qualified for the Future
006Business Leaders of America National Competition please come to the front of the room? Yes, all of you. [Applause] In early April, the district's four comprehensive high school FBLA chapters broke club records as they attended the Colorado State Leadership Conference in Denver. At the event, students engaged in and competed in businessoriented activities alongside more than 3,300 students from across Colorado. The state competition allows them to demonstrate their abilities and gain valuable preparation for their future endeavors. FBLA or Future Business Leaders of America is a nationwide association that helps over 230,000 members prepare for careers in business. The students standing here with us tonight have displayed exceptional dedication and hard work. They have demonstrated their skills, knowledge, and professionalism in various FBLA competitions. Your success in FBLA reflects your individual accomplishments and highlights the commitment, support, and
007guidance your teachers, adviserss, and mentors have provided through the throughout the year. The board of education and superintendent Dr. Hill would like to recognize and congratulate the following students for advancing to the national competition. We're excited to watch you embrace the opportunity with passion and determination, knowing that you are among the best and the brightest in the nation. [Applause] from Central High School advisor Mary Don. Did I do that justice or did I annihilate her? Did I do it right? Okay, great. Thank you. Ronan Norman, intro to programming. Third place from Fruit to Monument High School. Advisor Kathleen Recker, Britain Havlin, help desk. Fourth place, Jacob Cornelius and Audi Sanders. Network design team. Fourth place from Grand Junction High School. Advisor Suzanne Dunlap. Tatton Nobleck. Uh, did I say that one right? Did I get
008that one right? Good. Thanks, Tatton. Personal finance first place from Palisade High School. Adviser Melissa Wright. Bailey Edwards, accounting first place. William Nice, public policy and advocacy. Second place, Evan Proser, UX Design, third place. Sawyer Jacobson, UX design, fourth place. And Leo Zoo. Yeah, thank you. Intro to programming fourth place. [Applause] All righty. For those of you that don't know me, my name is Will. May butcher your last name, Jones. So, if I butcher your last name, you already know. Okay. Will the students who placed at state level and qualified for national competition to the Family, Career, and Community Leaders of America please join me at the front of the room. [Applause] In April, these students comp competed in the state FCCLA competition. FCCLA or family career and community leaders of America is a studentled
009organization that focuses on family consumer sciences education leadership development and community service. Students from GHS, GJHS, PHS, FMHS, and Fruda 89 represented the Western Slope with flying colors at their state leadership conference in Denver, which saw over a thousand Colorado students showcasing their projects and participating in leadership activities. These students had the octity opportunity to demonstrate their knowledge, abilities, and strengths in a range of categories related to family and consumer sciences. In 2024, the FCCLA state competition resulted in three state champion titles and 16 national qualifiers for this summer's FCCLA National Leadership Conference. These skills these science these students have mastered throughout the process and the knowledge they continue to gain and expand upon will help them pursue future community leadership roles in their chosen fields. They are hard workers, dedicated and talented students and
010natural-born leaders. the board of education and Dr. Do superintendent Dr. Hill would like to recognize and congratulate all of you on this outstanding accomplishment. Thank you for representing our district so well. We look forward to your success at the FCCLA National Competition this [Applause] summer. So from Grand Jackson High School, Aiden Inis in food innovation state champion. [Music] Alyssa Johnston, National Programs, Families Acting for Community Traffic Safety, state champion from Fruitom Monument High School. Carrie Munes, is that right? And Victoria Ryster and promote and publicize FCCLA state [Applause] champions from Palisad High School. Lanessa Aspelund, Kennedy Steven, and Aaliyah Craig in [Applause] entrepreneurship. Kai Rub in fashion design. Gabriella Spriggs, Substan Subsanability Challenge, state champion. [Applause] Katarina Weber and Addison Fox in food [Applause] innovation. Kira Trell and Ma Trdale in job interview. [Applause] Alyssa
011Ortiz in early ed child I'm sorry excuse me Ortiz in early childhood [Applause] education Violet Gray in nutrition and wellness and Delaney Wright in leadership. [Applause] Alrighty. Will Lanessa Espan Kennedy Steven Anika Walla Ian Ian Allen all from Pallet High School speech and debate team please join me at the front? [Applause] The National Speech and Debate team or National Speech Association District tournaments are held annually to determine the qualifiers for national tournament in speech debate and congressional debate. The Palis High School speech and debate team recently completed competed and the congressional qualifying tournament with one student earning second place and three qualifying for nationals. Ian, a senior at Palisade, earned all state honors after placing second at state competition for international Exempranius. There you go. Speaking speaking. Ian began his journey in speech and debate
012just a year ago, and his remarkable progress and achievements this season demonstrate his exceptional growth and excellence. Following their success in their incredibly competitive state competition, is it Lanessa? Vanessa Kennedy and Anika Anuka will be head to nationals in De Moines's Iowa where they compete against 6,700 students from over 1500 schools. Under the leadership of Tracy Sin Sak all right who was named the district coach of the year for her outstanding commitment to students and speech and debate program. The team continues to excel and bring home numerous wins. Placing a state and qualifying for nationals soc showcases these young students public speaking, critical thinking, and persuasive communication skills. Your dedication and passion for what you do is truly impressive. The board of education and superintendent Dr. Hill would like to congratulate Lanessa Kennedy and Ana
013and Ian on the accomplishments this year. And thank Coach Sin Sarak for your continued dedication to this program. We look forward to hearing for your success in the national competition this summer. Hey, Ian and Coach Surmach is at the back if she would like to come forward with the students. So, [Applause] Next one. Okay, that's it. [Applause] Oh, yeah. All right. Anukica, Ethan Bullinger, and Tracy, please join me at the front. [Applause] The board of education is proud to celebrate the outstanding achievements of several individuals who have excelled in the western slope speech and debate community. These students and coaches have demonstrated dedication, skill, leadership in their respective roles, all contributing to the success and reputation of our district's speech and debate program. Anukica Anuka Appellis High School speech and debate team captain was named
014student of the year by the Western Slope speech and debate coaches. This recognition is a testament of her dedication to speech and debate, her impressive leadership, and her outstanding character. Central High School speech and debate coach Ethan Bowlinger was awarded the new coach of the year by the Western Slow Speech and Debate length league. This is well-deserved recognition reflects his dedication and passion for guiding and mentoring students in a part of speech and debate. And finally, we celebrate Paliside High School's coach, Tracy Ceramac, who was named a district coach of the year by the Western Slope Speech and Debate League. Tracy's leadership and steadfast dedication to the speech and debate community continue to have a positive impact on all she inspires and shapes the success of our contin students. The board of education and superintendent
015Dr. Hill would like to congratulate these three individuals on their impressive recognition and their contributions to the excellence of our speech and debate programs. Welld deserved. [Applause] And while the next group's coming up, because this is the end of our student recognitions, we've got a lot of staff. I see some principles in the room and families. Can we give all them a big round of applause for all the support they provide our our students? [Applause] All right. And then next up, we have the National School Nurse Certifications at Director Chavez will present. So would uh these individuals uh give me the honor by coming up front. Robin Winfrey, Sabrina Ma, Morgan Lea, is that right? Uh, Bela, I think it's Edge and Christa Frederick. At District At 51, we are fortunate to have exceptional school
016nurses who digitally serve our students and staff every day. From administrating medication and managing chronic conditions to promoting wellness and health education, our school nurse serve a significant role in helping our students stay healthy, safe, and ready to learn, which in turn supports our families. Thank you. Recently, these five D-51 school registered nurses pass their national school nurses certification exam. That is wonderful. The National Board of Certification of School Nurses awards the National Certifica Certified School Nurse credentials to registered nurses with exceptional education, clinical experience, and expertise. Earning the NBCSN takes a substantial amount of dedication and hard work through hours of studying, practice, and perfecting their skills. Our school registered nurse nurses continue to set their bar high as they work to ensure that they can provide the very best care for our students.
017We are incredibly fortunate to have them in our district. The board of education and superintendent Dr. Hill would like to congratulate these outstanding nurses on their achievement. Thank you for your dedication, commitment, and passion you show in serving our learners. [Applause] And while they're getting the award too, I did I want to mention Katie McHugh is in the audience. She's the head of our nursing services and you know we were kind of half joking a while ago because she's like I haven't seen you in a while because you know when COVID hit we talked all the time but we we want to remember that these individuals helped keep our school buildings open and keep our kids in school. So can we give them another round of applause for all they do? [Applause] Thank you everyone.
018Um that concludes our recognition portion. So, unless you're really just wanting to stay for the rest of the board meeting, we'll give you several minutes to go ahead and um make your way out this evening. So, enjoy your time and drive safe. to somebody. They will find yours. No, you're All right. Well, congratulations and uh thanks for the rest of you that want to stick around here. So, um all right. We're going to move on to board reports. So, board um good things. It's been a busy last week at least. What? Seven graduations and one this week, right? Seven graduations. Six and one left. Right. We have six and one. We have seven. Seven and then one left. Yeah. You were at seven. You were at all of them. Insteps. Yeah. So, we did all
019seven graduations and um one, one more this Friday, then we'll wrap up the school year. Super fun. Any any other good things? I know there's been lots of what KP, PBLS, all the acronyms, which means just basically the board gets invited to um see different student presentations from elementary school all all the way up till uh 12th grade. Some of those are doing their presentation to actually uh be able to graduate. So, um those are fun to do as well. So, Brian, Brian and I attended a PBL last week uh at Broadway Elementary. It was really cool and uh it was kind of unique. They they set it up. They were donating all their funds were going to the uh Palisade uh hatchery to save the razor back sucker fish. And they were selling snacks
020and different things. And I think I bought keychains and bracelets and and pictures and most did I had I had to I hadn't been to the bank because everything you pay for with a card now. So I was like you don't take Vinmo and uh so I had to go take cash out and then bought a lot of stuff. So yeah, it was fun. Thanks for going to that. Yeah, it was a good time. All right. Um any committee or activity updates from the board? We've still just been working through policies. Um so there's a few more tonight. So we've uh policy committee we've been busy on that one and um we've been yeah just working away on those things. So all right okay board uh we are ready for D51 happenings and celebrations. I
021would while she's coming up I would want to add a good thing. You know I was looking at the expulsion report that gets put out every month and I know um we've gotten criticism in the past for the the numbers being too high. Um but I am proud of the work that's happening in our buildings this year. If I did the math right, it's a 58% reduction in the amount of expulsions that we've had this year compared to last year. And so a lot of work um happens at our buildings to be able to support kids. Um obviously if a student gets expelled, it's because of something that they did and it and it's um worthy of expulsion. But uh I'm proud of our staff for really working hard with our students and keeping them
022in their buildings and um and that's something to celebrate that we're uh down 58% in expulsions this year from last year. So thanks to our staff. That's great news. Thank you. Okay. Hello board. I'm Sierra Coulson, marketing and communication specialist for D51 schools. Here to share with you the district 51's happenings and celebrations. To start, Jen Foster is a resident art teacher at Steam at Taupe and she is May's golden apple recipient. Jen was nominated for her passion for introducing art to young learners. She fosters a spirit of imagination and inclusivity that translates into the beautiful hallways at Taupe. Thank you, Jen, for your efforts in and out of the classroom as she also assists the PTO and contributes her own resources. You enrich the environment at TOE and throughout D51. May 6th through 10th
023was teacher appreciation week. Throughout the week, the D-51 Foundation, nutrition services, superintendent office and school PTA and PTO associations from around the district helped to celebrate teachers for their hard work and dedication to our D-51 students. The city of Grand Junction and the city of Fruda even made an official proclamation. Thank you to everyone who helped recognize the amazing teachers we have in our classrooms. We wouldn't be here without you. And then um oh yes, as in previous years, the district 51 foundation brought together our staff, board of education, and engaged and supportive community partners to express gratitude to our teachers for their hard work and dedication. We want to share their v fantastic video which thanks our teachers for everything they do. Your child needs these three key factors to get into an Ivy
024League or top 25 university. It's teacher appreciation week and we want to thank our district 51 teachers for their hard work and for making a difference in our community. Thanks to your dedication, our D51 graduation rates are at a 17-year high. Your focus on academic growth and achievement helped our school district recognize 27 of our schools as performance schools with the highest academic rating in the state of Colorado. Your hard work is making a difference in our workforce. Our Grand Valley businesses appreciate your dedication educating our students in Mesa County. Thank you for preparing the future of our business community. One of the best ways we recruit new businesses to our community is by having strong schools. You're helping to make our economy stronger than ever before through your hard work to make school district
02551 of the best school districts in the state. The strong partnerships between CMU and District 51 have allowed students untold opportunities, and your hard work in the classroom is preparing these students for life in our community, whether that be in the career or in college. Thank you for making sure the 20,000 students in school district 51 feel safe and supported in a strong learning environment. is truly appreciated across Mesa County. Thank you and happy teacher appreciation week. D51 staff members and teachers have continued to be the largest donor to United Way Mesa County and your generosity makes a huge impact on the lives of citizens throughout our community. We appreciate all of the ways you're making a difference for the students in our D51 schools. We are proud to support your work and we thank
026you for nurturing our future. From one end of our valley to the other, you are there for the children in Mesa County and our entire community. And we want to say thank you. Thank you. Thank you. Happy teacher appreciation week. Thank you. Thank you. On behalf of the entire community, we want to thank you. Happy teacher appreciation week. [Applause] Okay. Each year, the Ute Water Conservancy District hosts a water festival at Los Colonius Park where over 1500 fifth grade students from across the valley participate. Local organizations come together to interact with and educate students about water related industries, career opportunities, and the importance of water conservation. Thank you, Ute Water, and other organizations for collaborating with D51 to teach students about the molecule of life. Project Search is a transition program aiding individuals with disabilities
027in moving from school to the workforce. It offers hands-on training and workplace experiences partnering with local businesses in Grand Junction for internships. The focus is on developing job specific and broader employability skills. Success is gauged by interns securing employment within nine months of completion. Recently, all five D-51 students in the program graduated and have employment upon their graduation. Thanks to Project Search and our D-51 staff, especially Jim Panzer from Colorado Project Search and Martha Girtson Berger, D51 uh Project Search leader for your invaluable support. A huge shout out to our engaged and supportive community partners, Community Hospital, Division of Vocational Rehabilitation, Strive, Mesa County Workforce Center, the Ark, and United Healthcare. You have all been instrumental in helping our students not just succeed but thrive beyond D-51. In May, we celebrate our school principles for
028their inspiring leadership. They create environments where students thrive academically, socially, and emotionally, shaping the future of our schools. We're also grateful for our nutrition services teams who ensure our students are nourished and ready to learn every day. Thank you to our school nurses who support our students to stay healthy in school safe and ready to learn every day. Also, shout out to our communications department for keeping our community informed, sharing all the good things happening in our district. And hey, how about that new website? Yes. The Special Olympics of Western Colorado has profoundly impacted individuals with intellectual disabilities. Over 400 District 51 students from 35 schools engaged in track and field events, fostering self-esteem and community. Beyond athletics, the event highlighted the transformative power of the Special Olympics, offering connections and recognition for hard work.
029The community's overwhelming support emphasizes the positive impact of the Special Olympics on both athletes and the wider Grand Valley. Back in February, Palisad High School's fish hatchery began their monthslong process to research and nurture the endangered razorback sucker with their final goal being releasing them into the Colorado River in May. This month, they achieved their goal and released 270 razorbacks. This also marked a significant milestone as the hatchery has now released over a thousand fish into the Colorado River. Palisade High School isn't just making a difference. They're empowering future stewards of our environment to make an impact on a larger scale. Kudos to everyone involved in this commendable effort. Last week, we celebrated the graduation of over 1,400 students from seven schools, each earning their high school diploma. We have one school left to celebrate
030on Friday. We honor each and every one of these students who made it to this point. It's not always easy, but you did it, and we're so proud of you. You are prepared and supported by those around you, class of 2024. We can't wait to see what you do in our world. And May was a busy month. If you're interested in more diff D51 happenings, be sure to check out the superintendent letter and follow us on our social media accounts at D51 schools or school district 51. Thank you for a wonderful school year. We hope you all have a wonderful summer break and we'll see our students and school staff back here in August. Thank you. Um I did want to uh just point out that the website, so if you remember that was something
031we've talked about for a long time and it's our old website needed um a complete makeover because you could never find anything. And so um this has been a very long process. uh we only have um two individuals who work in our communications department plus support from John Ford and so that's a huge lift with all the other things that communications departments have to do um to get that even launched uh working coordinating with uh the IT department all the schools to have all their school pages ready all the departments like it's just a lot of work and a huge lift and so I do um want to say how much we appreciate um Cali and Sierra and the team for getting that new website um up and running and it's part of our strategic
032plan goal to actually do that and they've accomplished that. So, if we can give them another round of applause for that website. Does that make up for how I when I first saw it, I found all the mistakes. So, okay. Thanks. It does look really good. Much better than what we had. So, I'm sure I'm sure we'll have some kinks we'll have to work out along the way, but it it will be good. So, um all right. We will now move into our superintendent report and I think we have Amy Atwood on the line for the legislative update. So, as you all know, the um legislative season has um concluded. So, we asked um Amy Atwood, our lobbyist, um to come and give us sort of a rundown of some highlights that happened this legislative
033season. So, Dr. Hill, do you want to say anything before she takes it away or go? All right, Amy, take it away. Great. Thank you. Amy Atwood, Atwood public affairs contract lobbyist with the district. It is good to be with you this evening virtually. I am traveling tomorrow and just could not guarantee I could get back to Denver in time. I did not want to wait until June to review the session and discuss the impact D51 had on the future of funding of school funding in Colorado. Tonight, I will focus on how school funding evolved throughout the session and answer any questions you have. I hope you had time to review the end of session report in your materials tonight. The session concluded on Wednesday, May 8th, two weeks ago, and saw the introduction of
034778 bills and resolutions, the most in any recent history. Of those, 525 passed while 180 failed. We consider the session the bookend to the year with the new year, new legislative year beginning in July. That is the time when stakeholder meetings commence, bills are drafted and interim committees and task forces start their hearings. So we are wrapping up the legislative year here at the end of uh June and that's also when all of the bills will be signed is by the end of June. The theme of this session in education was undoubtedly school funding in both the short term and long term. The topic of school funding has been a major concern for lawmakers and education advocates in Colorado. As I have reported on for many years, the school funding system established in 1994 has
035been largely unchanged since the passage of amendment 23 nearly 25 years ago and has only seen minor adjustments. A number of years ago, the legislature formed the school finance interim committee, which worked for years to rewrite the school finance act, but unfortunately they were unsuccessful. It's worth noting that interim committee members are legislators. They are not subject matter experts. I have tracked and reported to you the work of this committee throughout its duration. After several several years of limited success by the interim committee, the legislature took action last year to establish a school finance task force. The task force consisted of subject matter experts in school finance superintendent, CFOs, community representatives, and education stakeholder groups and associations. It did not include any legislators. Their charge, the task force charge was to find consensus built around
036recommendations for a new school finance funding formula. The task force recommendations were available to the legislature before the session started in January and many of us reviewed those recommendations. Many of the recommendations had consensus but some did not. So there was also a minority report. I tracked and reported on this task force when I presented to you in the fall. If all of the recommendations were to be implemented, the state would have to find more than a billion dollars to do so. The likelihood of the task force recommendations making across the finish line was very slim, like the proposals of the interim committee brought forward each year. The log jam was successfully broken this year with the passage of three bills, each accomplishing a significant step forward for school funding. First, the passage of Senate
037Bill 188, the funding package for next year for 2425 that does not include the budget stabilization factor for the first time in over a decade. Second, passage of House Bill 1448, the reform of the school finance formula to direct more money to at risk English language learners and special education students and increase overall spending by 571 million by 203031. And this this bill 1448 was born out of the recommendations of the task force. And lastly, passage of Senate Bill 233, which creates a two-tier property tax system that protects school district revenues even as new limits will be placed on tax revenues for all local governments. Legislative leaders and education advocates acknowledge that the bills, these three bills, only fix some school funding problems, but not all. First, the reforms do not address the adequacy of
038school funding, whether schools are spending enough or receiving enough to accomplish goals like certain levels of student achievement. These bills are to address the equity and school funding. So, the difference there is a difference between adequacy, do we have enough, but with what we have, is it being equitably spent? two studies commissioned last year in 2023 are looking at the adequacy issue and will report in next year. So we likely will see legislation that comes out of those adequacy studies. Second, it is impossible to guarantee that the reforms are financially sustainable. Legislative sponsors have repeatedly stressed they have structured their bills to ensure the budget stabilization factor will never need to be invoked again. But there is no guarantee that a recession, future law changes, restrictive ballot measures, or other unforeseen circumstances will not pose
039new challenges. I'm going to get a little in the weeds here with numbers, but please bear with me. When we look at 2425 funding, the numbers you built your budget around for next year, the state total program funding will be $9.7 billion with no budget stabilization factor. The total program will be $561 million higher than this school year's funding. So, the budget stabilization factor has been totally bought down. That's what we call it being totally brought bought down to zero for next school year. Base pure base per pupil funding will go up $419 to $8,496. A key element of this year's bill or the bill to fund 2425 is the inclusion of 35 million of additional support for rural districts which is being made per which is being made a permanent part of the finance
040formula. In recent years the additional support for rural rural schools was a yearby-year decision by the legislature. this year it was made a permanent part of the finance formula. Okay. Now let's move on to the new finance formula. So so what I just talked about it is are the numbers that you used for the 2425 budget. The new finance formula begins in the 2526 budget year. Most school finance discussions concern the new funding formula, House Bill 1448. The outline of the bill with many but not all of the task force recommendations was released by Speaker McCluskey in March. This did not surprise those of us engaged in education policy and the legislative process. I shared the outline with Superintendent Dr. Hill and Chief Finance Officer Miss Trujill and received feedback from them on the foreseeable
041impacts on D51. I shared the feedback with Speaker McCluskey, the bill's main sponsor, that moving the average from five years to four was a major problem for D51 due to declining enrollment and would have impacts well beyond full implementation in six years. This is the point at which as the board you took the position to support the bill if amended to deal with the averaging issue. Speaker Mccleskey took our concerns seriously and respected our approach to finding a solution. Through many respectful conversations and proposed solutions, the averaging issue was resolved through what is being termed a plus up for districts that are like D51. Each step of the way, each committee hearing and floor vote was counted. As we passed through the first committee hearing, momentum began to build. I worked with each legislator who
042represents D51, and each one committed to supporting the bill, but only if our issue was resolved, and in the end, each one voted for the bill. Passage was certainly not a slam dunk as there was strong opposition from wealthier districts and CA all of which moved to support or neutral before the final vote for passage was taken. Speaker McClesy has been in the thick of school finance discussions for years and finally push reform across the finish line. The bill reorders and adjusts the weights of factors like at risk elelll special education district cost of living district size and remoteness. These are used to calculate the customized per student funding allocated to individual districts. The bill was amended so no district technically will lose funding and CA asks that were granted. The new formula, as I
043said, will launch in the 2526 school year and be phased in over six years with full implementation in 203031. The bill includes circuit breakers, provisions that allow the joint budget committee to pause implementation of the new formula in case of adverse economic or revenue conditions. The circuit breakers were the final amendments added to the bill and gave the joint budget committee members more certainty over the bill's impact on the state budget. And lastly, in this funding package, the legislature introduced a property tax bill three days before the session ended. This bill is not only an education finance bill, but is also intended to control the growth of property taxes. Sponsors wanted to protect local school revenues, which have proliferated in the last couple of years, and made retirement of the budget stabilization factor possible, at
044least for now. This bill was born out of recommendations from the property tax task force created last year. Much like the school finance task force recommendations, starting next year, the bill creates two assessed values for each residential property. a slider a slightly higher one for mill levies assessed by school districts and another for all other local government entities. The bill includes a hold harmless payment of 351 million to school districts in the 2425 in 2425 to account for the loss of local revenues. So the state is backfilling any loss of local revenues. There are smaller hold harmless payments in the following two years. Voters this fall will likely see ballot measures that further reduce property taxes. Those do not have the carveout for mill levies assessed by school districts. The legislature hopes their end of
045session effort to deal with increasing property taxes will convince the voters to vote against the ballot measures. Okay. I've been talking for a long time. Does anyone have questions about funding or other bills you're interested or anything in the report? So, you said you made a key phrase in there. You said the um budget stabilization factor being bought down for now. So, can you elaborate on that because my understanding is that it didn't go away. It it could come back. Is that accurate? Sure. So what that means is the legislature did not repeal the budget stabilization factor language in statute. They just bought it down to zero. So as of right now for the 2425 school year, the budget does not include the budget stabilization. The formula does not include the budget stabilization factor. It
046was not repealed. So there would be opportunity in the future for it to be uh added back in. But for school districts that transition over to the new school finance formula, there is not language for a budget stabilization factor in the new school finance formula from House Bill 1448. Um Amy, correct me if I'm wrong, but House Bill 241044, I believe Representative Tagert from our area, this was the bill that sets up a quota system under which districts can hire um specified numbers of retired teachers who can work for up to six years without losing their PAR benefits. Was he one of the sponsors of that bill? Let me just check real quick. Yes, he was along with Representative Hamrik and Senator Chris Hansen. Yeah. Um, I just would like to thank Representative Tagert for
047reaching out to the district and asking us um how this could help. Um, we know that we obviously um sometimes are we don't have uh subs or teachers that can fill those positions. So, this gives us some flexibility to be able to have those who um have gone want to retire but are able to come back and this doesn't hurt their PAR benefits. So, I just want to highlight that one and thank um our representatives for that one. Any other questions or thoughts? This is a really good report, uh, Amy, so thank you for this. Yeah, thank you. I want to I think Thank you for clarifying adequacy versus equity because I I don't want to, um, confuse folks that maybe are hearing this and thinking, well, now we've adequately funded K12 education in Colorado.
048I, like I said, the last I checked, we're 35th in the country. Um, maybe this helps a little bit, but um, we're still not adequate adequately funding K12 education. This just took the funding and redistributed it in a way that it's more equitable and it added some additional funding over a period of six years that doesn't start until not ne this coming school year, but the school year after. So, it's it's a phased in approach and it doesn't really address all the inadequacies um, in the school funding. So, I don't I'm not trying to be a Debbie Downer, but I don't want folks to feel like, "All right, we made it and we've got everything we need to fully um educate our students. We still have um more work that needs to be done around
049that." So, I appreciate you pointing out the difference. And lastly, I'd like to add that D51 was the leader behind the plus up provision. because of declining enrollment, we needed to figure out a solution so that D-51 could support the bill, which then also would mean that our delegation would support the bill. And there's some inside politics baseball there about why, of course, our delegation is important, but finding a creative solution with the plus up was was fantastic. and the district's approach to respectful conversations and providing feedback and was was key in that being included in the bill. So, that's all I have. Well, Amy, we have to give you props because you're our mouthpiece when we're when you were over there. Um, so we appreciate you hearing us and what how, you know, after
050talking with Melanie and seeing how this how, you know, D51 could come out well, you know, with the new finance formula, we just really appreciate you going over there and advocating uh for what would work well for district 51. So, thank you for for that. You bet. It's an honor. Thank you. All right. If there's no other questions, then we thank you for your time and we hope you have a good evening and safe travels tomorrow. Thanks. Thanks, Amy. All right, Dr. Hill, next up. Um, so the next item is just a quick update on where we are with negotiation. So, um, got a slide presentation. There it is. Um okay so um we held our um 2024 round of negotiations uh with NBA um on May 2nd, 3rd, uh 4th, 10th, 11th and 17th
051um for for our negotiations. Um so many me I want to also point out that many meetings were held throughout the school year um with representatives from D51 and MVA and subcommittees to work out a lot of the details um and possible options ahead of um the meeting dates listed above. So, I'm appreciative to the folks um from MBA and from D51 who worked throughout the year on trying to come up with um presentations and options um before we even met uh on the 2nd. Um and then at the May 17th meeting um the D-51 team and MBA reached a consensus on an agreement on the items in the following uh slides. So, I'm going to walk through this. This is all it's a lot of text on the screen, but these are all the
052things that um were agreed upon at that meeting, but that will also um be going to NBA for ratification and then we'll come to the board as well. So, I think it's important to point out everything that's going to be in there. Um so, the first bullet is um consensus was met on a 7% cost of living increase and a one-step movement for all eligible staff. Um this will result in a starting salary for the teacher salary schedule of uh 50,15. Okay. um which is great. uh following the uh applied negotiated increase of a 7% cost of living adjustment um to the salary schedule and an eligible step movement covered employees who received uh the GMI which is a guaranteed minimum increase um stipen during the 2324 school year. So that's this school year um
053may continue to receive a GMI stipen of up to a maximum of $3,600 um if their placement for next year on the salary schedule does not increase um by at least that $3,600 amount. So um so that would be the guaranteed minimum increase that somebody would receive would be at least $3,600. Um and that GMI stipen will end after um this coming school year. And I do want to mention that our HR team um is has been and will continue to work with the the handful of teachers that are um in that situation to try to help them to understand options that they might have. And that's already been happening even through the negotiation process. We've gotten emails from people saying, "Well, this um I'm not going to get anything." And then HR stepped in
054and said, "Well, actually looking at at your situation, you will." And so that's helped um I think teachers understand it a little bit more. Um and then uh MBA will uh reimburse the district 100% of the president's salary and benefits including the district's PAR contribution. Um the next set of bullets uh a letter of agreement to study um the placement and schedule for school psychologist during the 24-25 school year was agreed upon. Um a letter of agreement to examine the language regarding uh TOSAs, those are teachers on special assignment um during the 2425 school year was agreed upon. um school psychologist initial lane placement on the education lane 9 MA plus 75 um as well and then the salary salary lane advancement for the 2425 school year for teachers, counselors and school psychologists and applications
055for educational lane advancement submitted um to take effect beginning in the 2526 school year and thereafter a covered employee may move a maximum of two educational lanes um per year which is important for folks who are getting that continuing educ ation. Um, and just kind of to pause on that, um, some history. So, we went back to steps and lanes this this past school year. Uh, we had not been in the, um, for a while before that, and that was a joint effort with, um, MBA and D51 to really to try to figure out how we can, um, uh, compensate our staff who are doing or getting continuing education and making sure that they're getting compensated for that. So, it's a good thing um that we put that in place and are continuing to be
056able to support it. Um next set of bullets, school counselor, school psychologist, national board certification stipen pay was um there was funding put into that. Um and then also the extracurricular salary schedule. We made some changes there um to help with paying um folks who are um overseeing our extracurricular activities. Um we increased the number of participants for um D-51 content area and curriculum design teams to 150 total participants per school year. Um during uh and then during district orientation and jump start, that's the new teacher orientation at the beginning of the year. Um MVA is able to utilize uh one lunch hour each of those events to provide um every new incoming employee information pertaining uh pertaining excuse me to the negotiated um agreement. And then um this next two bullets that have a
057lot to them, but um at least three times each year, excluding um September through the second week of November of schoolboard elections, um not more than two members of the board of education will meet with district leaders and MVA. And we've called this herpic in the past. So that's what it stands for. It's education research and proactive collaboration team uh for the purpose of providing background data and information with regard to the agenda items up for negotiations that year. as well as strengthening the operating covenants contained within the negotiated agreement. So those will be u meetings throughout the year that we'll hold um to bring her back. And then um the district and association agree that a meeting will be held uh in each building at each building site to review important parts of the
058negotiated agreement uh and board policy. The meeting will be established by the school principal and MVA representative and will be held on an inservice day in the first quarter. And that's language that was already in there. There's some modifications were made um to that section. Um and this is a busy um um slide, but these next two I just really wanted to make sure that we highlight um a celebration. We this is our salary schedule for um teachers, counselors, and sites. Um and this would be the updated salary schedule going into next school year um once everything is is ratified and adopted. Um and again, you can see that BA uh zero um zero step. So, a new teacher would be making uh $50,15 and then it every other um section of the salary schedule
059um saw the increases that we mentioned before. So, this is a good thing. This helps us with um not only retaining new teachers to come out to our community, but also I'm sorry, uh recruiting, but also retaining our staff and like I said, making sure that we um honor the uh continuing education that they've put in. And so, this is a celebration for our school district as well. And then just to put it in perspective and I've I've shared this u Mel shared this at negotiations I've shared this in some presentations but um I think we just need to celebrate where we've been and where we are now. So in 2021 our starting teacher salary was 375. Um we were well below our comparable districts for starting teacher salaries which again makes it really hard
060to attract um new teachers to the to the community and costs have gone up right um over time and so that's made it harder to afford things. And so, um, through a lot of work, um, and this is a shared goal, um, between the district and teacher association to get that starting teacher salary up to 50. And so, um, that's something that we'll be able to accomplish this school year. And I, if I did my math right, I think it's about a 33% increase, um, over the last four years, which is which is a huge celebration for for everybody. So, um, want to highlight that and I do want to point out that last bullet. We've we've been able to do it without having to go out and ask for um, a tax increase um,
061for our community. And so a lot of work has happened internally um and then also at the negotiation table to get us to that point. So that's a celebration that we should be excited about. Um so last slide here, next steps um is uh NBA uh will ratify the agreement with their membership this week. Um once that's completed, um we'll have a board meeting. We'll have to call a special meeting for the week after, so the last week of the month um to hear a budget presentation from Mel um and approve the changes in the negotiated agreement. and there'll be a um resolution that you'll vote on. Um and then also with Mel presenting that budget before the May 31st deadline. Um and so that'll happen the week after. And again, I just want to
062say thank you to everyone who participated in negotiations with a lot of time not only sitting around the table, but then all the work that happened leading up to it as well. Um and then uh HR will send out um additional information to employee groups once all this has been approved so that folks get individualized emails to help them understand what this means for them. Okay. So that's all I have. That's language straight from um the items that were agreed upon and um and we'll communicate this out as well. So any questions about that? So I think just for clarity with the guaranteed minimum um increase. So last this last year we had um what 120 130 um people that were kind of fell into that category and during that time um many have either
063taken more classes or done whatever they needed to do and um that amount is is marketkedly less this next year. So I would would hope or foresee that possibly next year since it is coming to an end, we'd have most of those people in a spot where um they are then on track to get the increase. Is that correct? I just want our community to kind of understand what that piece is a little bit more clearly. Yeah. And I I don't have the exact numbers, but yes, you are correct. The number that it impacted this year compared to the number it'll impact next year has um has dropped significantly. Um and and that's why I mentioned earlier that HR um working with those folks individually to say here are your options. Um and you know
064this gives them um at least two years now um to have kind of a runway leading up to to any change there. So um so but that number did drop significantly. I don't have the exact numbers though. Thank you. Any other questions or comments? All right. Um, we'll do a last call if anybody wants for sign up for public comment which is under the television over Oh, you already got it. Never mind. So, no, no last call. All right. Well, um, board, are you ready? Were you good for going into comment? How many do we have? Three. Okay. All right. Director Jones. Um, so we have, um, the timer up there, the little black sort of box thing that will show you the time ticking down. We also have this little box here that will
065do a color light. So once it hits red, that means to stop. And then you also have a tone um for when you have 30 seconds left um so you know to wrap up your thoughts and then a longer tone when your time is complete. So all right, we'll um we'll go ahead and have Director Jones take it away. All righty. Since we only have three, I will announce who's up, who's on deck, and who's in the hole. So on deck is Miss Ricky Howe. I'm sorry. Up now is Miss Ricky Howey. On deck is Miss Sarah Fletcher. In the hall, Miss Kim Bor. Good evening, Miss Howie. I am a leaf on the wind. See how I soar. I think it's important to remind the board how important it is for you to get
066the materials list out to the public. The materials on especially the ones I was concerned with on the policies were not available until after 11:00 today. So, anyone who wants to read the policies, understand them, and check the references, legal references are in a little bit of a lurch. So, I'd like to address KEC, the public complaints about instructional materials. I'd like to point out some areas where this uh policy is unclear, and I don't think that you should approve this policy tonight. If you look at paragraph four that starts, the board recognizes the right of an individual parent slashguardian to request their child not read a book. And then when you look down in paragraph six that starts the person who objects to the book and about halfway through um that paragraph says only
067parents of a student enrolled into the district. students enrolled in the district, residents of the district, vendors and employees may file a complaint. And in if you go a little bit further, they're not just regarding a book complaint about a book, but it's about a complaint about an incident. So, um, it's not clear what's intended and I would also like to be included in this policy some sort of a description about when, where, and how the process of a complaint is available to be reviewed by the community. For example, the first steps would be at the school level with the principal, the teacher or the librarian, but it's informal. And how is someone if a book is removed? How is someone supposed to register that and decide how it's to be understood? The second part
068of the process is to go to the board, the superintendent and to a review committee. And again, would a citizen have to uh fill out a Kora to find out if a complaint had been made and what that complaint was and what the result was. Thank you so much. Thank you, Miss Hari. Up next, we have Miss Sarah Fletcher. And up lastly would be Miss Kim. Good evening. I just want to say thank you to all of our volunteer school board members and also thank you to Dr. Hill. Um I just wanted to in a general sense compliment the board on taking on some of these policies. um uh the the library policy, the instructional resource uh selection adoption, um the cell phone use policy, and the and the policy about public complaints. Uh I
069have a question about the library materials. Um I have a note here. Sorry, I took some notes for myself. Um uh how will this be implemented? um as well as uh what kind of guard rails will be in place for the materials. Uh being that I've been to a lot of schoolboard meetings in the past, there's been a lot of concerns and issues about like uh number two appropriate subject area for the age, emotional development, ability level, language levels, you can read it, it's all here. um how how would that be implemented or what kind of guard rails would be in place in the implementation of that? And then the other thing I just wanted to say that I was very pleased to see is that all textbooks, library materials, instructional resources materials shall be
070available to students, parents and as a parent I thank you for that for acknowledging that the parents have a seat in the room about decisions and things that are being done in the district. And then finally, um I also wanted to just say I appreciate the fact that you all have streamlined some of the processes, whether it be um like through the digital registration, which we'll be doing in the summertime, but the complaint process that that's been streamlined. I also appreciate that very much. And um thank you again for all your hard work. Good night. Thank you, Miss Fletcher. And lastly, is it is it Bo Rev Booer? My name First off, I'd like to tell you all thank you very much for all your hard work and the fact you guys do volunteer. The
071cell phone, good job. Good job. I'm excited about that. And um the web page Good job. I looked at that today. I'm really excited about having the fact of enrolling parents something have to go and look where all that's at. There are a couple things that might need to be looked at, but it looks really good and I appreciate Sorry. No fighting. No fighting. Um, but most of all the new schoolboard members, thank you for stepping up and joining the team. You guys are amazing. The raises. I appreciate it. I'm trying to figure out when I'm going to retire and you guys just keep giving me more money. Stop it. But appreciate it. And hurrah, two more days of students. That concludes our audience comment for the day. All right. Um, next up we have
072our consent agenda. So, the consent agenda contains personal 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. Board is anyone um requesting any items be removed. Um, I will point out that we did have a total of $22,517 um in gifts uh that were given to D51. So, thank you to everyone that uh donated. Um All right. Yes. Yes, we can clap. Thank you. So, clap. Yes. Uh All right. Do I have a motion um to approve the items on the consent agenda? Motion to approve the consent agenda. Second. Mr. Chavez, yes. Mrs. Evansson, yes. Mrs. Heights, yes. Mr. Jones, yes. Miss Lima, yes. All
073right, that one passes unanimously. All right, so next up, um, we have, um, the board policies. So, um, I will remind everyone that we the we get these two weeks ahead of time. the board has been trying to get into the uh role of having first readings at the work sessions which those policies are presented at that time. Um during that two weeks the board can seek questions. Sometimes there are edits made to those but for the most part those policies are pretty right on at the usually the first reading. So not always but for the most part. So, those are available um to anybody um from the time the work session is done until the time that the board votes on them. So, it gives the board and everyone else two weeks to look
074at those. Excuse me. Um board, do you have a preference? Do you want to um vote on these all together or do you want to vote on them individually? Fine with Okay. All right. Well, we'll make the motion second. there'll be a time for discussion. So then you can pick any if there's any that you want to specifically discuss and then we can uh vote on those. So do I have a motion to approve um the policies J1 A or J1B, J1 C and J1D policies. Motion to approve the policies. Second. Right. So we can have discussion um around so some of the concerns that were brought up for KEC. So along with that one um there is a regulation policy. Um so I I believe some of the questions that were asked this evening
075or the concerns that were brought up will be addressed in the um regulation portion of that. And um and then we also will have a KEC which will be the electronic form. Um I know one some of the feedback we got on these complaints and this is for instructional resources um andor books um that parents had to go inside the school and pick up the form and that was a little bit cumbersome as far as some parents schedules. So there will be an electronic form uh for that for for parents, guardians, families to be able to access that um to fill out in casea for anything to be reviewed. All right. Um let's see. That really should streamline the process significantly for Absolutely. Yes. And then and in the regulation it does talk about the
076whole process of of who it will go to first and then next and then and how everything is reviewed. So, um, in in light of there being, um, we we've obviously had public comment over the last few years around some books that that families have had concerns about, and they will now have a process to, uh, be able to to present that in a more streamlined way. And then those books will be reviewed um by the principal and uh and obviously different people through the throughout the regulation uh to be reviewed and and discussed and then determined whether they will be uh removed or stay in the schools. So that should make it a little easier for our uh families to approach that. Um I think the one I would like to point out was
077um after the um the community meetings that we had on the new social studies standards or that came down from the state. Um we that it was great to have a lot of um community participation and people come out to be able to express concerns. Um, and so I think for IIGJ, the instructional resources selection and adoption, um, we, this wording was really already was basically in there, but we just, we just kind of specified it a little bit more for our families. Um, so under item two, it will be appropriate for the subject area and for the age, emotional development, ability level, language levels, and for the social, emotional, and intellectual development of the students for whom the materials are selected. So, um, this language should help, um, uh, kind of calm any, uh,
078families that were concerned about things being appropriate for, um, especially our elementary, um, age students. So, board, any other discussion on any of these? Oh, how about the cell phone? on the first regarding the the books. Uh it says in here uh perhaps by arranging the use of alternative materials for the child meeting essentially the same instructional purpose. I was just wondering who's responsible for arranging the alternative materials. That that was the only concern I had and I forgot to ask that. It just seems like if a teacher has an instructional book to read and the parent says, "I don't want my child to read it." Is a teacher going to have to find alternative materials or is a parent going to have to find the alternative materials? I just if the teacher turns it
079and says, "Here's another book." It's a way that parents keep on saying, "I don't want that book. I don't want that book and I don't want that book." So, I just like that more clearly. I believe the process now is our um our schools take care of it. Correct. Uh they take care of it. Yes, that's what I'm saying. Yes. Um so when um obviously the more notification that parents can give if there's obviously a resource that's going to be coming up and being used my understanding is that then that can be presented to the teacher and the teacher will work within their building and or they can go on up to the curriculum team to figure out an a different resource. Okay. Yeah. And I think they actually have like alternatives already ready to
080go um in those events. Yeah. I would just think if it was like a book or something that then the parent could find the book that they feel that would be appropriate for their child to read. Yes. Yes. And I think some um actually in discussions with some um actually educators as we've been out in buildings um they usually tend to have a couple of different options for um you know families um and students in their classrooms um just depending on you know whether the feeling that they get. So, for instance, you know, reading Harry Potter. Um, some families might be fine with it, some may not. So, then an alternative was um CS Lewis, she don't like u uh The Chronicles of Narnia. So, again, it's a fantasy type novel, but there was alternatives.
081And so, I know one of our educators already had that kind of set up and ready to go. Um, so it was still along the same genre of uh of reading. So, I once again, I just didn't want the teachers have to keep on trying to find books. Yeah. And I my I would just feel that if the parent does not want the book, then they would find the same type of genre of the book and bring it saying would this be okay and then have their child read it. Well, and and Jen Jyn had to step out, but I'll we can get her to clarify with the board and send something to you all on what that looks like. So yeah, I would say that that's my limited understanding, but we should probably ask
082the uh Jen and Jackie um kind of what the the Jackie's Can you answer it? Yeah, come on up if you can elaborate and then board can get our question answered. Yeah, she was hiding. Good question. Important phrase in that policy is the instructional value. So it depends on the context. Um, and we would rely on our teachers to determine the instructional value. They're the ones who are backwards planning and unpacking the standards. But the context that you provided with fantasy, that's a different context where many different titles would work, but it depends on the standards that are being taught in that unit. And so the teacher has that deep knowledge though of the instructional value. So it's a conversation. Context matters in that. Yeah, a lot of designs go into making that um an
083efficient process for teachers and students and families. So, um with Director Chavez's question, if if a parent does come and present something different they'd like their child to read, is that then is it discussed with the teacher or has that ever happened or what does that look like? As far as I think that's where that policy points us first to the classroom teacher. Okay. It can often be resolved between the classroom teacher and the parent coming to consensus and the teacher having an opportunity to say, "Well, this is the instructional value this text holds. This is why it's selected. This is how it helps us meet the standards." An alternative text would have these functions, right? And the teacher might have an alternative text, often does have an alternative text in mind. A lot of
084the resource that we resources that we've adopted, our curriculum designs, keep that in mind. Um, sometimes it's tricky though and it's harder to find another text that meets that instructional value. And we would consider things like the text complexity and grade level appropriateness. And those aren't things that we've equipped our parents to do. That's what we do as professionals and as educators is to know grade level text and text complexity and how we're unpacking the standards. But that the that's why the first point of contact is the teacher and the parent having that conversation. Thank you. Yep. That was great. Great question, Director Chavez. Um, any other Well, how about this cell phone policy? I think that's one that um I know a lot of work um and foref. So, um well, and if it
085helps, I can just I do want to make sure that folks are clear what's in here and maybe it's better to do before you vote. Um so, there has been a lot of work that's going on this and so thanks to Tammy collaborating with a lot of different folks to get the language in here. So, I won't read the whole policy, but um I do want to point out there's a sentence in the first paragraph because I know this can feel like we're taking something away from kids, but I actually think it's giving something back. And so, um it talks about creating engaging spaces in the educational environment that foster sustained attention and maximize learning. And that's what we're trying to give back to our teachers um and our students in the buildings um by
086by removing distractions from the classrooms. And so um so we've clarified language in here around what exactly is a personal electronic device and it gives examples of that in the policy. Um everything from I know we focus a lot on smartphones and cell phones but there's other examples in here of things that have been creating distractions in our classrooms and so those are included in that. Um and to differentiate between um so prek through eight um just to be clear um the these devices are going to be prohibited during the entire school day. Um, so, um, I say that because once this passes, we'll send out information to clarify that with families, but families need to start having that discussion with their students, um, especially if they're pre-K through 8th grade, um, to prepare them
087for next school year that they are not going to have access to these devices during the school day. Um, if you're in pre-K through 8th grade. And so, um, they they need to be kept in a designated area, uh, and turned off as the language that's, uh, in the policy. Um, and the turned off is an important thing as well. Um because if you have a designated area in the classroom, let's say it's um a phone holder in the front that the teacher's using or it's a one of these like a wooden box or something like that, but I have it on vibrate, then during the class, I'm going to hear the vibrate noise um during that time. Um there was also questions about, well, can I just keep it in my pocket? The research
088is pretty clear. If you have it in your pocket, even if it's on vibrate, it's going to distract you and you're going to want to look at your phone. And so the idea here is that that distraction is removed completely. And so, um, so pre-K through 8th grade, they're not allowed to have it on them. Um, if they bring it in the classroom and there's a designated storage space in that classroom, it needs to go in that space immediately. It needs to be turned off. If the designated storage space in the class in the building and and we'll leave these things up to the school principles, but if it's the locker or the backpack, um, those are things that can be deemed as designated um, storage uh, areas, but it's not your pocket um or
089or on you as on your person. So, I want to be clear about that for pre-K through 8th grade. Um and then students in 9th through 12th. We mentioned before that uh we had to differentiate this for high school just because of the nature of um what high school looks like and how students move about the building. And so the um it's prohibited during um in class instruction time. And that's the beginning of class to the end of class. And the same rule applies there. It's not in your pocket. Um it's not on you. Um it's off and it's put in a designated storage space. So that again that might be um a phone holder in the room. that might be a backpack or um or a locker. Um we've got a couple schools that
090are talking about piloting like the yonder pouches. And so if that's the case, that's your designated storage space, but it's not um it's not your pocket um uh in those situations. And so just I think that's probably the biggest piece of it. I want to make sure that we're clear with with families um that starting next school year, if this is adopted, pre-K through 8th grade, it is a is a total school day um uh prohibited. And then uh 9th through 12th, it's during that instructional time. We did add language in there. Uh the board had mentioned, you know, trying to highly encourage even at the high school level outside of class hallways and lunch to not be on. So we did add some language in there um about um it can be used during
091passing time and lunch periods, but it's discouraged um because I know there was a worry about once they leave class, they're just going to get their device out and and stick their face in it. And so, um, we have language in there to say it's discouraged, but, um, we couldn't do a all day, um, uh, ban at the high school level just because of the nature of it. So, that's in there. And then the next the sections underneath that, um, really talk about, um, what happens if it's violated, if the, um, policy is violated um, and and, uh, it could be confiscated. Um, you know, it can result in um, if a student refuses to turn over the device. What that can result in as well is around discipline. Um, and so that's all laid
092out in the policy as well. And then there's obviously exceptions um to um to when a student might need their device. And so it lays out three options there. So if a student is on an IEP, 504 plan, healthcare plan, something like that, and they need the device, there's obviously an exception for that. Um if they have to respond respond to an emergency um and things like that, there's emergency um they can have uh access to it. Um, and then if there's an instructional purpose for a teacher that says, "I I need them to have it for whatever reason," then they can, just like with anything, then go to their principal and say, "Here's a reason why we might need it for this class lesson." And that's an acceptable use for it. Um, but outside
093of that, it wouldn't be. And then you see the section around violations. And then loss or damage, that's always been in there. We're not responsible for loss or damage of of devices that are um personal. So um so we'll send this out. We'll communicate. We'll put together some FAQs and help folks um to understand what we're to be ready for for next school year. But I I just want to make that really clear that pre-K through 8th grade, it will be a all day um no access to them and then um 9th through 12th grade during that instructional time. And that's the full class period, not when the teacher is done teaching. It's start a class to end a class. It's not um I'm going to go to the bathroom for 20 minutes and get
094on my phone. Then you don't have access to it uh to those devices or instruction. I mean, it actually lays out in here um locker rooms, bathrooms, and other places where um they're they're not allowed as well. So, um again, we'll try to communicate this as much as we can. It doesn't matter how much we communicate it. Folks will still feel like they get caught off guard in the fall, so we know there's going to be some bumps with the implementation. Um but we're we're very serious about this and um our teachers and our um principles are behind it as well. And um we're really excited about the positive impact we think it's going to have on our students and again uh creating those spaces within our classrooms that are um more focused and um
095and not having distractions um for learning. So any questions about the policy or anything you have concerns about before you vote on it? How are we um communicating with uh you know the teachers and then like substitutes for you know it's like IEPs and 504s. So if the kid's supposed to have it, is that teacher going to know day one that, you know, Will Jones is supposed to have his phone because of his 504 IEP? And then if she's gone, that substitute is going to walk in that day knowing the policy. So that would be that's a good question. That would be with anything that's in an IEP, right? So before the school year starts, um our staff are provided with with IEPs for students and and it's a responsibility to be able to understand
096what's in those IEPs and provide um the services that are that are in the IEPs. So, that would be the same with this, just like anything else, it would be an IEP. And then the same thing happens with a um if there's a substitute teacher that I mean, I understand that it's not going to be perfect every time, but trying to inform them as as much as possible um of of anything that would be an IEP, not just around a cell phone um uh in the classroom. So, thank you. I think I'd like to clarify that um this isn't just phones. So, this is smart or electronic watches, um, tablets, laptops, Chromebooks, virtual reality devices, wireless earbuds, earphones, cameras, audio, and other video recorders and players. And so, um, I think that is probably what
097I think a lot of people are going to initially think a smartphone or a cell phone, but we have a lot of electronic devices that can cause disruptions and distractions. Um, I know this year it was really popular for our elementary school kids to get those electronic watches. Um, so parents again are going to have to know that those have to be um, turned off um, or stayed home or put away in a bag until, you know, from till the end of the day. So um, I I just would really encourage people to read through the policy. I also um uh for like high school, it says students may wear um smart or electronic watches, but they may not use any communication applications or features that are prohibited from use on any other electronic devices.
098So um so the watch can't be the workaround um for the phone. So those things again um just to be mindful that you don't show up and not able to use um well think you're going to be able to use these and and you're not going to be able to. And I think earbuds were one of the other pieces that we had a lot of uh concern from teachers saying that, you know, kids had them in and they're difficult to see and they've got them on even though their phone is put away, they're still connected to it and they're being distracted by it. So it's it is going to be a heavy lift, but again, the more we can communicate it out to our families and and our teachers to make sure that everybody understands
099exactly how this will go, then I think it'll be very successful. Yeah, thanks for pointing those out. And I and like I said, it will be an adjustment. And so we know there's going to anything you read about other districts or schools that have done this, there's always that like week or two where, you know, they're going to test the limits and um but we have to we have to um stick with this and um and reinforce it. And like I said, our our our folks in the buildings are um um excited about this for the most part. I'm sure there's going to be some folks that maybe aren't pumped about it, but um for the most part, this is something that they know is a distraction um and it's caused a lot of issues
100in the schools. So, that's a good thing um that we'll be able to address that. And we'll have we may have to make adjustments, too. You know, the policy is a it's a living document. So, if we decide after the school year starts that there's some tweaks that we might need to make because we've learned some things, we can always do that. Um and so that'll be important as well. And then, um I mentioned before the holders. So, we've we're working with um Western Colorado Community Foundation. Um they're very interested in in this as well. Um not only for the schools, but even outside of school time um at home um with families when kids are first born, how to really educate families on um responsible use of screens and um and things like that.
101So, they're they've stepped up as well and they want to help contribute to um you know, anything that would be a barrier for our teachers. And so, you know, these um phone holders that I talked about, they're um ready, willing, and able to raise funds to be able to um purchase those for us so that it's not a burden on the the district, a financial burden. Um which is a good thing. And so, we appreciate Ann and everybody at Western Colorado Community Foundation for working on that. So, and we'll continue to push out um information to families too to try to educate around why we're doing this um and and help folks understand. But I very optimistic that I think this will be a good thing for our school district and folks will see the
102benefits pretty quickly. The level of both agreement and commitment that I've heard from the community uh school staff, teachers, even students has been I think higher than a lot of the things that we we've tried to make these when we've tried to make these uh types of changes. So, you know, we want all of them to know that they've got the board's commitment as well to the success of this new policy for the betterment of everyone. I know we didn't put this in the policy, but um maybe you can clarify as you've been talking with building principles um because I know in some of the feedback it was just having continuity in the building because there's teachers now who actually do have their students put their phones in like a holder or something and then
103there are some that do not. So, um, have you emphasized that with our building principles that if they pick something just to make sure that it's it's, um, expected throughout the building? So, we, um, we didn't want to, um, prescribe too much exactly what it has to look like in a building because every building's different. And like, for instance, I had one principal reach out to me and say, we've actually been doing a pretty good job with this already. and our students the expectation is that the phone is the devices are in backpacks and their lockers and that's so they don't need classroom holders necessarily and so um we didn't want to prescribe it too much or be too prescriptive to say this is how it has to be done and so um but that
104that's something we've communicated with principles is being very clear you know at the beginning of the school year of what's the expectation in our building around what storage might look like um what a designated area might look like and individual schools they're already doing it I've got um some high schools that have sent me their own school um procedures that they were that they're ready to send out for next school year of what that will look like in their individual buildings. And so um we wanted to have some flexibility and that's you know Tammy stressed that that buildings need to have some flexibility within a policy to make it work for them. Um but the more consistency we can have the better um so the students understand the expectation when they walk into the classroom.
105So that is important. I just think that helps support our staff because you you might have some teachers that can implement it a little bit more easily than others, you know, and um or just if it's a more veteran teacher who just, you know, has managed their classroom for years knows how to do it a little better than maybe a new teacher or what whatever the situation might be. I just want to help make sure our staff feel supported that they can just say, "Hey, this is this is how we have to do it in the building and so these are the rules and this is what we're gonna follow through on." So, and and and kids thrive in that. Kids thrive when they know what the expectations are and they know what to expect.
106Um, so I just I'm glad to hear that we've um encouraged our building principles to figure out what works best for for their buildings for that. And that's why it'll be important for the principles to put out messages to their families to say what it's going to look like in their buildings, too. Because like I said, we do have some schools. I don't want to say school names because they want to I want them to be able to communicate with families first. But we have some schools that are interested in piloting those yonder pouches and that's the the one that um the phone goes in it. It locks and you can keep it on you during the day, but you can't actually access it and then you can unlock it at the end of the
107day. And so, um, that'll be an interesting pilot for us to see the impacts because everything we've read and seen from other, um, districts and schools that have implemented those, it's they've seen, um, really great results. And so, we're hoping to see the same thing here as well. And again, that's something that, um, that the foundation, uh, Western Colorado Community Foundation wants to help, um, find funding for that as well. Will you um, when they've decided that and announced it to their school communities, will you like make sure that the board knows? because um I think that would be something interesting for us to share with our community so they can learn more about it. Definitely. Okay. Any other discussion on the policies? Okay. All right. If no further discussion, we can go ahead and
108um take the vote. Mr. Chavez, approved. Mrs. Evansson, yes. Mrs. Heights, yes. Mr. Jones, yes. Miss Lima. Yes. All right. And that one passes unanimously. Thank you everyone for those. Um All right. We have future meetings June 4th and June 18th, but um like Dr. Hill mentioned, um uh MBA has to ratify um the negotiation or the consensus on the negotiation this week. So then once that's done, the board will be presented and we have to approve um our budget um and ratify that before the end of the month. So, we'll likely have a special meeting, but that'll obviously get posted. So, you can be be on the lookout for a meeting next week from the board, a special meeting that will just be pretty quick to go over those things. And then we have
109one June 4th and June 18th. And just remember, the board um does get a vacation from meetings in July, I guess, unless there's something that comes up that we have to have a special meeting, but typically there's no work session or business meeting in July. So, and then um let's see what else. Any any future business items that the board wants to bring up or any last board discussion? Did we find out when gateway graduates? They don't have any graduates this year. Thank you. We might have one next year. Okay. Okay. Thanks for the clarification. All right. Okay. Do I have a motion to adjurnn? Motion to adjurnn. All right. Thank you everyone.