[0:00] >> I'd like to call the September meeting to order its

[0:03] rides for the pledge.

[0:07] I pledge allegiance to the flag of the United States of

[0:10] America. And to for which it stands. One nation under God,

[0:17] indivisible, with liberty and justice for all.

[0:20] [MUSIC]

[0:25] Roll call. Please.

[0:28] >> Tristan Ashmore your trusty turkey this year.

[0:32] Trusty Wagner here, just the hay for president

[0:35] trusty led to a fair, just need you to see their trusty arson

[0:40] present and Tristan Hofmann

[0:44] his excuses. Yes, and ship.

[0:47] Trustee amendment says excuse excuse. Yeah.

[0:55] >> School health started.

[0:58] However, we're starting this year with 4 less students who

[1:02] lost their lives

[1:04] between our last board meeting in this one

[1:07] and we want to take a moment of silence and also to remember

[1:11] our beloved quest teacher who we lost

[1:40] the first item of business that I just want to mention is

[1:45] we have new microphones,

[1:47] a new sound system. We're hoping this will be a

[1:50] welcome improvement. But please bear with us if we need just a

[1:56] few. Thanks. Thank you.

[2:00] First item on the agenda. Gifts donations and

[2:03] recognitions

[2:05] doctor Garcia.

[2:06] >> Yes, receiver this I would like to call for Rachel

[2:10] Hutchinson. She will introduce

[2:12] the 2026 Montana history teacher of the year.

[2:27] >> I have a very gosh that feels weird. All right. So

[2:31] members of the board, superintendent and

[2:33] distinguished guests is my extreme pride and pleasure as

[2:36] an administrator at Billings senior high to stand before you

[2:39] tonight and introduce an exceptional teacher say it

[2:42] should. Sage is the Gilder lehrman Institute. 2026 state

[2:47] history. Teacher of the year since 2004. This distinguished

[2:51] award has recognize exceptional K through 12 educators for

[2:55] their remarkable work in teaching American history.

[2:58] Senior high as a school with rich diversity. We serve

[3:01] students in every corner of our community from rural

[3:04] agricultural settings. Upper class neighborhoods to areas

[3:07] impacted by crime, poverty and housing instability. But in a

[3:11] single class period, sage does not just facilitate a history

[3:14] lesson. She creates de'vion and personal accountability across

[3:18] the entire spectrum of students

[3:21] serving as a stable consistent presence in their daily lives.

[3:24] Sage provides for students, a place to belong and invites all

[3:28] students to be invested in their own learning and become

[3:31] critical thinkers.

[3:33] I have had the pleasure of being in her club classroom

[3:35] numerous times and she really brings history to life through

[3:40] a layered multi-dimensional approach in her classroom.

[3:43] Students learn far beyond just names and dates using a variety

[3:47] of prime primary historical documents. There's specific

[3:51] poetry music art and political commentary as well as satire.

[3:56] Her students gain profound appreciation of historical

[3:59] events. This is evident in the vibrant student discussions

[4:02] which are often Larry us and in their own written expressions.

[4:07] Historical documents are not just static remnants of the

[4:10] past in her classroom stages, students engage with them as

[4:14] living evidence and Apollo 11 lesson isn't just a Tate in

[4:18] 1969 2 front flight logs and navigational charts. It becomes

[4:23] active exploration. A discussion on Jim Crow becomes

[4:26] a tangible powerful lesson in reality when students get to

[4:29] examine that original green book

[4:32] sage holds high standards, and high expectations for all of

[4:35] her students. She makes rigorous academic practice,

[4:38] feel fresh

[4:40] exciting and accessible. If we believe that teaching is

[4:43] ultimately about serving the needs of our students above and

[4:47] beyond. Any standard curriculum, then sages

[4:49] dedication skill and heart Warren every honor. We are

[4:53] remarkably fortunate to have her billing senior high and I

[4:56] am proud to present her to you tonight,

[5:10] 35 or hats.

[5:15] >> That looks congratulations to you.

[5:22] You can.

[5:26] Thank you. Commissioners.

[5:34] >> That's a real feather in Al Park at. Thank you. Thank you.

[5:38] Thank you. Station.

[5:40] >> At this time. I would like to invite Keim Anthony. She's

[5:43] going to recognize some schools that receive national

[5:47] distinctions

[5:49] invisible learning.

[5:52] >> So good evening. I'm we're thrilled to celebrate for new

[5:55] billions public schools that got the coveted visible

[5:58] learning award

[5:59] that was given to them in July at the visible learning

[6:03] conference. There were only 27 awards given international and

[6:08] we were 4 of those. So that is pretty outstanding.

[6:12] So if that teachers and principals from Arrowhead

[6:16] elementary alkali Creek, eagle cliffs and rose Park would come

[6:20] up fees.

[6:25] I just want to say that this takes a lot of work and

[6:27] commitment on both the principles and their teachers.

[6:31] And I just want to say how much we deeply. Appreciate your hard

[6:34] work and dedication and that it reflects a powerful commitment

[6:39] to continuous improvement and to making our schools inspiring

[6:42] places for student learning. So thank you for all of your

[6:46] hard work in congratulations.

[6:54] >> That anybody want to say anything. That's why we should

[6:57] care.

[7:02] >> I would just say that this takes a team effort and team

[7:06] approach. And I would say that along with our principles.

[7:09] That really is our teachers and not only our teachers but our

[7:12] students.

[7:13] >> And their work in creating that learning visible and for

[7:17] them to truly understand what they're learning, how their

[7:20] learning and where they're going. So I'm just thank you

[7:23] for

[7:24] seen that that is so passionate and so amazing for our

[7:28] educators and for our students. So for 27 nationally is pretty

[7:34] impressive. Yes, and it was phenomenal to see them from all

[7:37] over the country from you know that. I think there was one

[7:40] from Japan and some from, you know, just kind of all over the

[7:43] place and it was amazing to see these last 2 years. How many

[7:48] from the Billings community has shown because even last summer

[7:51] there was him. How many

[7:53] for that were

[7:57] given that award the previous year and then for elementary

[8:00] and I can't wait to see what will come and years to come.

[8:04] So, yeah. Thank you. So please come forward.

[8:57] >> At this time. I would like to call

[9:00] for me it's a beach and they'll she's going to present the

[9:04] North star awards for the month of September.

[9:14] >> Good evening. If they can get Rachel Cole and Fred

[9:16] headache. I don't know if I'm saying your last name, right,

[9:19] Fred.

[9:21] That is right. I'm so sorry. Do a better job than that.

[9:24] I'm Michael Thomas was also going to be with us tonight

[9:27] that he had a little family emergency. So he sends his

[9:29] apologies. He's our 3rd winner for September. So I just want

[9:34] to remind you, our North star words as we get started for

[9:37] this year has to do with people in our district that are

[9:41] honoring our or putting focus and guiding light are putting a

[9:47] North star on our strategic priorities. Of course, our

[9:51] graduate profile and kind of lumped within that is a is a

[9:55] big focus on visible learning as that is a major component to

[10:00] the work that we're doing within our district. So

[10:03] as we launch things off this fall. I went the route of

[10:07] reaching out to our executive directors as they have started

[10:12] this year closely tied in with our principles are building

[10:15] leaders. I asked them to give some thought to people at the

[10:20] elementary middle, middle school and high school level

[10:23] that stood out as systems leaders, building leaders that

[10:27] really exemplified these components that they felt had

[10:32] really taken it to heart that they were giving great thought

[10:37] to how they were going to lead their buildings this year with

[10:40] these in mind and the honest truth is that's not easy

[10:44] because they oversee a lot of people. So I know that that was

[10:48] hard for them to to have to narrow down and and give an

[10:52] answer to that. So these people should feel pretty honored that

[10:55] I'm the executive directors chose them for these awards.

[10:59] So we'll start with our elementary. This is Rachel

[11:03] call. Rachel is our principal over at Broadwater elementary

[11:09] and you'll see a news letter come out this week. I'm Melanie

[11:14] went and took some pictures today. And Rachel was able to

[11:16] expound in an email today with some information about the work

[11:20] that they've done there. So you'll see any male with

[11:23] with her words as well. But just in a nutshell come in,

[11:27] Kyra, expressed that Rachel has been driving her entire team of

[11:31] teachers and staff with a focus toward the goals, particularly

[11:34] a visible learning but encompassing the graduate

[11:37] profile in the strategic priorities of our district.

[11:40] She maintains and models high expectations throughout with

[11:44] her efforts to start the school year with the school's top of

[11:48] mind and visible throughout her building and in particular,

[11:52] she models those for her teachers and her staff at all

[11:55] times. So I thought that was pretty high praise to Rachel in

[11:59] the work that she does

[12:01] all speak as well about Michael Thomas. Michael is the

[12:04] principal at medicine Crow middle school and I interviewed

[12:09] Gordon classe a little bit last week he had a little bit of a

[12:12] heavy lift because I made him speak about both Michael Thomas

[12:16] and Fred headache and what he said about Michael was that

[12:21] Michael was working to give medicine Crow a positive,

[12:26] a positive name and look within our community and that he was

[12:31] really doing that from the inside as well as the outside.

[12:34] So from the inside, he was working hard to really bring

[12:37] about celebrations when there were things within to

[12:40] celebrate. So there's been improvement in test scores and

[12:44] he was working with the teachers themselves to really

[12:47] celebrate that with the students and to celebrate the

[12:50] teachers themselves when they were leading the way.

[12:53] But that also this year in particular, they were they had

[12:56] chosen strategically chosen a focus of grit and perseverance

[13:02] and that they're finding ways to bring that about both in

[13:06] their everyday learning but also through unique

[13:10] the whole building. I'm learning whether it's an

[13:14] announcement or whether it's other things they bring into

[13:16] the building and learning going on through. But we call those

[13:20] like big assembly. Some things like that. Okay.

[13:24] So great work that he's doing there. And then also Fred

[13:29] Pettit has taken over as our principal at the career center

[13:32] this year and what Gordon said about Fred, was that he has

[13:36] worked hard to build a community amongst the teachers

[13:40] within the building, but also that he has seen friends

[13:43] visibility with in the community of the building

[13:47] really noticeably and that the students have noticed that as

[13:51] well. So the teachers and students are noticing Fred's

[13:55] compassion his his presence within the building and that he

[14:00] is also kind of more behind the scenes working to expand

[14:04] pathways and the offerings at the career center, things that

[14:08] will benefit students and thereby benefit our community

[14:12] as a whole when he's thinking about in looking at the career

[14:16] center in the offerings that they are presenting to the

[14:19] students and where that fits within the big picture of our

[14:24] our system as a whole and what the can what the career center

[14:27] is offering both to students that are there full time as

[14:31] well as those that are supplement to supplementing

[14:35] their high school experience with their experience at the

[14:38] career center. So right here chair were too. So let's give a

[14:43] big round of applause to these wonderful leaders.

[14:53] Thank you.

[15:05] >> Well, thank you very much, Rachel. Thank you for what you

[15:09] do for us. Thank you. And thank you for

[15:14] well, just.

[15:26] >> And at this time

[15:28] I would like to appreciate the trustees for supporting the

[15:33] daily's a project.

[15:35] As you know, we brought that project to completion

[15:41] before ahead of schedule and before and under budget.

[15:46] We're really excited to see the families gather. Together.

[15:50] They see the kits plane and then join the field.

[15:53] And before 8 celebrate you, I wanted to tell the story about

[15:58] a student that came from another part of the state.

[16:01] So one of the students came from Helena and he said,

[16:05] wow, this takes it in his beautiful look at the work that

[16:08] you guys have done so they were playing football.

[16:11] But apparently the team lost the his team lost and he is

[16:15] decided to stay behind, said can someone give me a broom.

[16:19] I would like to have a broom. Some people are asking whether

[16:21] you need to root for. He said, well, I would like to

[16:25] leave the city better as I found that I would like to

[16:31] in a better shape than I found it

[16:34] and I I called the superintendent in and I mean he

[16:37] choked when I told him this and he was so moved by the

[16:42] spirit of this. This student,

[16:44] you know, sometimes we focus on winning and losing. And the

[16:47] main thing is to be the number one or 2 have the base, the

[16:50] abyss opinion.

[16:52] But sometimes what we need to be a this week at years.

[16:54] So I'm sharing the story so everybody in our Billings

[16:58] community can be just like the student.

[17:01] Our schools better than we found them.

[17:04] So this time I would like to called many. She's going to

[17:08] she's going to have some warts and she has some words of the

[17:11] past seen those

[17:14] those gifts, I would say talking of appreciation.

[17:23] >> Thank you for your support of the stadium. Rebuild.

[17:26] It looks beautiful ice trustee Cherokee to set a game there

[17:29] last week. And you know what, I noticed a lot of people.

[17:33] I saw a big crowds going to the stadium. And I thought, oh,

[17:37] right. The pride is there. I love it. And one of the nice

[17:40] things about this at the grand opening sheen told me that he

[17:43] heard a couple Gentlemen talking in one of the locker

[17:46] rooms and they graduated in the 50's, right. They both

[17:49] graduated in the 1950's and they were there. They are

[17:53] remembering the pride and just the legacy of the stadium.

[17:55] So thank you for your support. We have commemorative Davis

[17:58] breaks for you. And if you're at the grand opening, I think

[18:01] all of you remember the lid open. So we want to hold it so

[18:04] it doesn't still. So we'll have a crystal sheskey court.

[18:08] And Mark and doctor Garcia those out to. Thank you very

[18:11] much for your support.

[18:13] Thank you, Melanie.

[18:25] This shouldn't.

[18:30] >> Thank you for those hoping for

[18:38] news case was used to thank you.

[18:47] Thank you, Sir, for their start

[19:01] at the beginning of the call.

[19:04] >> And that concludes recognitions the words of the

[19:07] commission.

[19:09] >> Okay. The next item on the agenda is the approval of the

[19:13] agenda.

[19:15] We do have one on the consent agenda.

[19:19] 16 seed that will be moved to right before the consent

[19:23] agenda.

[19:26] Are there any other changes to the agenda

[19:32] to have a motion to approve the agenda has corrected so much

[19:37] and second a second.

[19:39] It's been moved by trusty Turkey to us and seconded by

[19:42] trusty juicy

[19:44] to approve the agenda has corrected

[19:48] any discussion.

[19:49] All those in favor say aye. Aye. Any opposed

[19:53] motion passes.

[19:54] All right. Thank you. Budget discussion.

[20:05] Good evening.

[20:06] >> So we're going to start out that the Burberry bank

[20:08] statement. This is that earnings in August and you can

[20:13] see lifetime today. The biggest heat.

[20:16] You can see that our earnings lifetime to date of this

[20:19] investment is that 324,004 97

[20:24] others and $0.57. So it's been doing the work that we wanted

[20:27] it to.

[20:30] Thank you. And then the general fund financial

[20:34] worksheet that time. Jordan has provided us. This is the new

[20:39] look this year and the numbers are little bit. If you open it

[20:42] up, you can see this just gives us with our general fund budget

[20:46] is what are you are expenditures are to date Jordan

[20:51] and I had a discussion a little bit this morning that he was

[20:55] seeing a little bit different numbers for encumbrances the on

[20:59] the financial reports that you saw versus my spreadsheet.

[21:02] Hear what I included in this spreadsheet is pre encumbrances

[21:07] and those are dollar figures.

[21:09] >> That are on a red requisition that are in process

[21:12] of getting paid or encumbered. They're just not in then cover

[21:16] COLUMN. And there's a gift to find out what those are and at

[21:20] those. And so they were significant because we started

[21:22] school and we had a number of subscriptions and curriculum

[21:27] purchases and things like that. And so I thought it was

[21:30] important to add those those numbers in this financial

[21:33] spreadsheet because this gives us what our remaining budget is

[21:37] after those dollars are spoken for.

[21:39] So that's why.

[21:40] >> I'm going forward. I don't know if it's better to do that

[21:43] or I'm thinking that perhaps we don't put the pre incumbents is

[21:48] on this spreadsheet next month. If this is something that the

[21:52] budget Committee decides to stay with or not. I'm just so

[21:55] that I reports match

[21:59] going forward. I think that's probably what we'll do. But

[22:01] you'll see this. This number just kind of gives us. You

[22:03] might see a little difference next month. Next month on our

[22:07] remaining budget because of them.

[22:09] We're still in the

[22:12] acceptable monitor range for our reserves

[22:16] for health status

[22:21] to have any questions for Lori.

[22:27] >> For just a simple question on the the earnings from Rivera

[22:31] with the payout towards de la. So you're not you're today.

[22:34] But the whole lifetime we've

[22:38] interest earned is 3.24. For 97. How long are we able to

[22:41] keep that

[22:44] because we have to pay our bills. Right. But we're still

[22:48] that revenue coming off their could offset some of our

[22:52] other costs down the road.

[22:53] >> So she was soon as we as a I'm thinking, am.

[22:58] I'm thinking.

[22:59] >> If I can keep it to the end of September. That will have a

[23:02] full months interest earnings and then we can. We'll have to

[23:05] start pulling on that loan para payments,

[23:09] something just stretched as far as I possibly can.

[23:16] Okay. Any other questions for. Larry. Thank you, Lori. Thank

[23:20] you.

[23:28] Okay. Next, we have communication from the public

[23:30] and I do have a few names here. First,

[23:34] Jennifer

[23:35] Lola don't which

[23:39] how did you Jennifer?

[23:44] I've been practicing.

[23:55] And Jennifer has requested an additional 5 minutes.

[23:59] Our timer is not working okay. Show time or so. We've got an

[24:05] unofficial time or yeah. So we'll

[24:08] will be that you okay. Okay. Thank U K

[24:12] my name is Jennifer. Thank you. Board.

[24:16] >> And trustees as well. Let me to speak today. My name

[24:19] is Jennifer. A lot of its I am the president for the Billings

[24:22] classified employees Association for school district

[24:25] 2,

[24:26] which basically I cover. I have

[24:29] all of our

[24:30] I think these are son ace. Our best days are computer tax

[24:36] in a state of assistance

[24:38] accountants.

[24:40] I think. And there's a plethora of others, too as well.

[24:44] I do want to touch base to talk about our respect campaign and

[24:50] I've got little fires free to you as well. So

[25:03] so I'm

[25:06] part of respect which ESP which stands for educators support.

[25:11] Professional.

[25:12] We are focusing on our support staff right now. Our support

[25:17] staff who do not

[25:19] receive

[25:21] a livable wage at all. I mean, they barely can get by with

[25:25] bills.

[25:26] So and especially know, we just had negotiations last year.

[25:30] But so the side of that I want to touch base with. As you I

[25:34] have sent out an email to all of you as well. I'm kind of

[25:37] explain what

[25:39] our campaign is about. I know this is supposed to. I wanted

[25:43] to touch base about this during our another meeting and I will

[25:46] to to our base in the future lies as well.

[25:50] But I just want to let you know that we are the foundation of

[25:54] the school's cancer. You cannot have a school survive

[25:58] because you have your custodians to open the doors,

[26:02] make sure they're secure as well. Their educators

[26:04] supporters.

[26:05] You have your administrative assistance that the first

[26:08] person, the child sees and the last one to see.

[26:12] You also have your estimation IP peace who are in the

[26:15] classroom helping out with the students who are struggling

[26:19] was anything like that too. And then it's just you have a

[26:23] computer techs. Who else can do technology. Well,

[26:28] basically we are part of the foundation.

[26:31] And if we cannot if you do not have that,

[26:34] I don't know what your school ID without us.

[26:38] I do want to ask in the future. I'm going to be probably

[26:42] presenting a resolution

[26:45] to ask for support.

[26:47] So just to keep to let you know as well

[26:50] to have

[26:51] be able to go in and explain that. Our our staff itself

[26:56] who only Hearn

[26:59] 22,000 a year.

[27:02] I don't know how anyone can bet on a $20,000 salary when you

[27:07] could barely decide which bills to pay rent or food.

[27:13] I'm asking our board of trustees for support as well as

[27:16] help,

[27:19] especially. I know and Legislature's a different

[27:21] story. That's where we need to focus on as well and plenty of

[27:24] to our us. So that's what I'm asking for your support

[27:30] as well as at as we have continuing turnover, if you

[27:34] will, on continuing people to keep staying their jobs.

[27:39] It's constant turnover all the time.

[27:41] Newsy postings all the time

[27:43] for us. The names and IP fees or any other position, their

[27:46] school district.

[27:48] I just ask you to look through this. The fire sent each of you

[27:52] is just a brief synopsis of what our respect campaign is

[27:55] about.

[27:57] I just like to ask if you would mind sharing it with the other

[27:59] community members as well

[28:02] about this. But I appreciate your

[28:07] and let me speak.

[28:09] Thank you, Jennifer.

[28:14] Next, we have Heather McDonald police.

[28:24] >> Good evening. School board members superintendent Garcia.

[28:28] I'm Heather McDowell. I have 8 year-old twin daughters that is

[28:31] heading for their elementary. An 11 year-old son that attends

[28:34] been seal my neighbor out of the front. Well, as back here,

[28:38] we love everything about school district to except we lost our

[28:42] bus. So we started at Boulder

[28:48] with my son. And I'll just go ahead and pass at the maps.

[28:51] You guys can look at it one time.

[28:56] I turn to the second page.

[29:29] If you look at the map are in this little sunny codes area

[29:33] which is across from coverage and Falcon Ridge.

[29:36] So we have kind of the old places of I'm a little bit of

[29:40] farm area outside of town were zoned agricultural and then the

[29:44] neighborhood is come in. And so when my son started

[29:48] elementary school at Boulder. I looked at the map and said

[29:51] this really doesn't make sense because Warren medal lerch.

[29:55] But the road doesn't go through from grand to up 66. So you can

[30:00] only access or places through Iraq. So I just thought,

[30:03] well, that's that doesn't really make sense that have to

[30:05] bring a bus all the way around and then, you know, the

[30:08] neighborhood kids would be in a different school. So I just

[30:11] called the Boulder principal and talk to him. And then I

[30:14] called the administrator at the time and talk to him and they

[30:18] just pulled up the maps and say, yeah, it makes perfect

[30:21] sense like return. We really don't want to send you a bus,

[30:24] you know, from metal lurk and your you know, you're right

[30:28] there. You can walk up the road and you can go across remark to

[30:31] an existing bus stops. We've been doing that for 5 years and

[30:35] my girls, you know, and 3rd grade have been doing that.

[30:38] But now this year we've been told that apparently all out of

[30:42] area. Kids no longer have a bus. So

[30:46] we all work. I'm a single parent and I'm super reliant

[30:50] from Ibis. I feel like everything else could happen

[30:53] in my life. But I just see my kids to be able to get on the

[30:55] bus. If I have an early meeting or to come home and get off the

[31:00] bus. If I work in Columbus and I just can't. It's hype.

[31:04] There's no way that I personally can get to school

[31:07] every morning and to pick them up and my neighbors work at the

[31:12] refinery and they're kind of in that at least they're going the

[31:15] same direction. But it's so complicated. So what we decided

[31:18] we would just ask for is it really makes the most sense to

[31:20] just move the boundary and just put there's a drainage ditch

[31:24] that separates 66 where you can see by the little flag that 66

[31:28] doesn't go strict. It doesn't go through.

[31:31] There are no other kids there. There have never been any other

[31:33] kids. They're my kids were the first kids to ever go to

[31:37] elementary school from that side of not of remark in sunny

[31:40] Cove. And

[31:42] you know, there are any other kids in the whole area. So

[31:44] we're just asking that you read, right. The boundary lines

[31:47] so that it follows that natural geographic carrier. If you look

[31:51] at it on Google Earth. It's a little clear that you just

[31:54] can't get across this massive drainage ditch. That's there.

[31:58] And then that would solve the problem. So I talked a medal or

[32:01] because now we're really in the situation of

[32:03] do we approved the kids and go to med alert. So we have a bus

[32:08] and obviously nobody wants to do that, right. We're

[32:12] in my case I'm paying people to help me to try to get my kids

[32:16] to school, but I'm really it's just it it when I talk to

[32:20] meadowlark, they said that the bus would have to come. An

[32:22] additional 1.3 miles and would have to create a new bus stop.

[32:27] So and then there's one stop and then it's another mile and

[32:31] a half. So I mean, you're bringing a bus

[32:33] at least, you know, 2 and a half miles to get just to our

[32:37] kids, which

[32:38] I I realize there's some sort of from talking with doctor

[32:42] Garcia. There's some sort of

[32:43] reimbursement so that the state pays for area kids. But I still

[32:48] just hate the thought of. We'll go ahead and bring that

[32:51] bring the bus an extra 3 miles when our kids can just do what

[32:56] they've been doing for 5 years. So we're asking that the bus

[32:59] that that that area be changed to include our properties in

[33:04] the Boulder school district and that will solve this problem

[33:15] Adam. Well.

[33:24] >> Thank everybody. So yes, my name is out in front. Well,

[33:27] me and my family moved here about 5 years ago and just want

[33:30] to start off and thank everybody for their service and

[33:33] dedication. And just time spent on the school district. We

[33:36] thoroughly enjoyed Billings in the school so far. And I just

[33:39] want to thank you all for all you do. So like Heather said,

[33:42] her neighbors, I'm not going to necessarily reiterate

[33:46] everything that she just explained. I'm just here and

[33:48] kind of support of the request. We have 3 kids are all the sun.

[33:52] Is it been steel. So, you know, we're district defense deal.

[33:55] He rides the bus there. But there are 2 younger daughters

[33:58] are in 5th grade and second grade. Our kids are great

[34:01] friends on our little Street. And as Heather said, I work my

[34:06] wife works. And so from a logistical perspective, you

[34:09] know, having now after getting into a rhythm and a routine of

[34:13] them riding the bus the last few years to the now for a

[34:16] staff to find additional care rights ways to transport the

[34:21] kids to school. It's just been a bit of an impact on our

[34:24] family. You know, we they love the bus to kids. As Heather

[34:28] explained, you know, they've been writing an existing route

[34:30] with an existing stop from Boulder. So there's not

[34:32] necessarily a reason or need to create a new route, a new stop

[34:36] or another way of you know that for the bus to go. They can

[34:40] just get off the existing staff with their friends and then

[34:42] come to the House. It's also beneficial to us because we

[34:46] know they're safe. They're on the bus. And then we can get

[34:48] them to school and home from school and and spend more time

[34:51] with them. And so as Heather said, you know, in the past

[34:54] we've gone through the request, through the school this year

[34:56] that didn't work out. And so we're here to formally request

[34:59] the boundaries to be redrawn. You know, as as indicated on

[35:03] the request. And it was just really help us. Our family out

[35:07] from a logistics piece to get the kids to and from Boulder.

[35:10] So thank you for your time. Appreciate it. Thanks for your

[35:14] comments,

[35:18] Denise joy.

[35:28] >> Good evening. Board members, superintendent staff members of

[35:33] school district to in public. I'm Dennis representative

[35:37] Denise joy. I represent House district, 46 and I'm here to

[35:41] urge years support for the respect campaign in the future

[35:45] action.

[35:47] As you know, retaining ESP ease education support professionals

[35:53] is in the best interest of this Board of this school district

[35:57] and the quality education of this community.

[36:01] It's very difficult to have turnover in positions that are

[36:06] very closely linked to children's education. IPP

[36:11] season snh work daily with children with students and

[36:16] build a rapport with them in order to be effective. It

[36:19] communicators and effective educators. So the constantly

[36:23] tent is a constant turnover and the lack of retention is really

[36:28] impactful on the quality education. That's delivered.

[36:33] Second of all, I'd really like to urge you to think about the

[36:36] increasing costs that are part of our community and across the

[36:41] country. The

[36:43] gasoline right now is $4.50 a gallon

[36:47] your being impacted in your transportation costs at diesel

[36:53] being sold at $6 a gallon. So we're being very deeply

[36:59] impacted by inflation, by rising costs of food, housing,

[37:04] health care costs. And it really comes down to

[37:08] the espys having to make decisions about whether they

[37:11] can continue

[37:13] their career and their job in education, which is usually

[37:18] their passion is very difficult to do the jobs we do without

[37:22] having passion for education. We're passionate about keep

[37:26] doing our jobs and doing it well and having that impact on

[37:30] students. So it really comes down to difficult decisions for

[37:35] many the S P's. It's a matter of survival. Can you continue

[37:39] to work for 9 months a year for some some ah, yes, peas were

[37:43] 1011 12 months employees or are you going to get a job at

[37:48] Costco

[37:49] and work more hours or maybe the same amount of hours but be

[37:53] better off in terms of your family budget and the cost of

[37:58] what you do. So it really puts the espys in a position of

[38:02] having to make some very difficult choices.

[38:06] And I know that I can beat your mission. I know our mission.

[38:10] I know the goals of this board

[38:13] and quality education will be best served.

[38:17] When we address the survival and the health and well-being

[38:21] of those staff members who at the very bottom of the income

[38:26] earners.

[38:27] So I urge your support

[38:29] to make a commitment

[38:32] to what I know to be your highs come priority and that priority

[38:37] is quality education

[38:39] in our community. So I urge you support for the respect

[38:43] campaign. Thank you.

[38:45] Thank you. Denise

[38:52] Savannah. More done.

[38:56] >> Are 2 of you coming up at the same time. I'm Alexis

[38:59] Hellman.

[39:10] Hi, I'm were coming from Broadwater school. We just had

[39:14] a meeting with Mister or doctor Garcia.

[39:19] Our main concerns have to deal with the safety of our children

[39:23] at the school

[39:25] and we're looking to come to you guys as the board

[39:30] ask if there's a way to go about legislation with you guys

[39:33] and petitioning for

[39:35] a mental health check with him to see if there's a way to lift

[39:39] that license that he has to have

[39:42] a gun within 1000 feet of the school.

[39:45] And if there's a way that we can go about doing that so that

[39:48] we are safety for children is maintained because ultimately

[39:52] our children comes first

[39:54] and all of our kids are afraid to go to school and that's not

[39:58] fair to them. And it's not fair.

[40:01] You know, to the community to be concerned about safety over

[40:04] one human being who thinks that his rights are more than that

[40:08] of 350 children.

[40:12] We want to speak.

[40:14] >> And that my name is Alexis Herman want this. And I just

[40:18] want to thank you for letting us be here tonight and

[40:22] got she's like a danger,

[40:25] you know, to have our children going there.

[40:27] And it was also going to say they said that we're going to

[40:31] think about the law. But I do believe,

[40:35] you know, that should be want to like the

[40:38] immediate

[40:41] obstacles that we do tackle because, you know, I know that

[40:46] there's probably a bunch of concrete companies here in town

[40:48] that would literally do the job for free.

[40:52] I mean, I don't understand why that's such a I mean, I don't

[40:56] believe that you guys are finding a such a hard ask.

[40:58] But

[41:00] I think that's, you know, more than fair to consider it.

[41:04] And

[41:07] also was wondering if we can see because they did talk about

[41:10] with the police tonight that

[41:13] that he may or may not be a resident of like that. He does

[41:16] habitat inside the House. So I think that he might be

[41:20] staying in the back. And I think that is very fair to say

[41:23] that shows his immediate mental health says they as he is now.

[41:29] I mean, you know, I mean, like poverty is poverty and I don't

[41:31] think they we should be shamed that. But I mean, him walking

[41:34] outside in front of a school. And then, you know, the main

[41:37] thing was a 1000 feet its way closer than 1000 feet. That's

[41:40] 300 feet away from the school 300 feet away from children.

[41:44] Why do we care about grown man's rights

[41:48] in children.

[41:49] That's not OK.

[41:51] And he that that right there is

[41:54] basis enough that that old enough weight enough to say

[41:58] that he literally has a mental health issue and my sister has

[42:02] mental health issues. But I mean, I literally don't see her

[42:05] doing that and I see her getting the help that she

[42:07] needs.

[42:09] So I mean, I'm not bases. I'm not, you know, being bases

[42:12] on, you know, people with mental health problems, you

[42:15] know, all need to be locked up. But I mean, he certainly does

[42:18] or he needs to be removed from the premises or he, you know,

[42:22] something needs to be done.

[42:24] You know, that's just not okay with this committee as moms.

[42:27] And we just thank you for your time, Sir.

[42:29] Thank you for your comments. Thank you. Thank you,

[42:41] Stephen Thompson.

[42:49] >> Good evening, everybody. And thank you for the

[42:52] opportunity this evening to get a chance to hear from the

[42:55] public, right. A neighbor, Stephen Thompson. Again,

[42:58] I am a citizen here within the city of Billings. I have a

[43:06] granddaughter that has to drop water elementary and also have

[43:10] a partner who works

[43:12] and I do have concerns about security. We were just a head

[43:15] it that's a discussion with doctor Garcia.

[43:18] I just want to ask you guys. I had no idea that I wouldn't

[43:22] be here tonight

[43:24] outside of maybe 15 minutes ago to come talk to me. So I have

[43:26] nothing prepared us up front. You have about a k a I just

[43:32] threw out to you guys. How many school shootings were there in

[43:34] 2025

[43:36] anybody know across United States.

[43:39] There are 233

[43:42] school shootings. A 158 injured

[43:47] several this. So,

[43:51] >> you know,

[43:52] I heard somebody earlier say

[43:55] that your number one

[43:58] objective goal is to provide outstanding education for

[44:03] children within the school. That makes sense for school

[44:05] wrecked.

[44:07] I would argue that it's the safety of the kids

[44:10] should come at. It should be at least the top objective.

[44:13] Is that your goals, your top checked. It should be

[44:17] the U.S. state of our children.

[44:20] I'm now in Montana, at least back to 2023 there's been no

[44:24] school shootings that that at least that is just captured in

[44:27] statistics and I can see sitting at back of the room for

[44:30] that Perry come up that right.

[44:32] We don't want to make. We want to make sure that it stays that

[44:35] way.

[44:38] I understand that there are hurdles, you know, legal

[44:41] hurdles with the individual that we have a concern about.

[44:45] There are

[44:47] budget concerns. There's always budget concerns that I work for

[44:51] the federal government for for over 40 years. I started my

[44:54] career as a military officer right here at Malmstrom Air

[44:57] Force Base in Great Falls

[45:00] and that I went in and a retired as a commander, as a

[45:04] base commander of settle school boards before as a base

[45:06] commander.

[45:08] And I can tell you and also worked as a director of civil

[45:12] rights, among other things and federal government going to

[45:17] culminate in over 40 years.

[45:19] Generally

[45:21] if there is a security safety issue

[45:25] that becomes a top priority. I don't care if its military,

[45:29] I don't care if it's federal government care that state

[45:33] government. I don't care if it's school boards,

[45:37] I could I really, really request. And I know that I have

[45:42] the community behind me that you take this up with the most

[45:46] serious

[45:47] and that be tracked

[45:49] and that I would like to see a plan what your plan to address

[45:52] this tonight. We didn't hear plan.

[45:55] We heard a discussion and primarily what I heard was

[46:00] awesome community for thoughts and that's great community for

[46:04] thoughts. But generally you come to the community with a

[46:06] plan and then asked for thoughts. I don't see any

[46:09] plant.

[46:10] So I'd like you guys in your closed sessions, whatever it

[46:15] is, work with the superintendent and come up with

[46:17] the plan. I mean, generally what we get here and what I

[46:21] think,

[46:23] you know, with one of the the ideas. And I think when that is

[46:26] really was coming from maybe the superintendent and also

[46:29] that a trustee was that, you know, we want to look at.

[46:33] You try to change the law or go back to the state Legislature

[46:36] to change the law. I think that's great. That's a great

[46:38] idea. It's going to take a lot of time to do that, though.

[46:42] You know, we heard that the legislators come back and chest

[46:44] until 2027

[46:47] it's going to take money.

[46:49] But governor with a good you where it is that you're going

[46:52] to the governor going up for your chain through the

[46:56] Department of Education. Assuming that is your chain.

[46:58] If not somewhere. They fall in there and how budgets are

[47:02] dispersed. I understand levees. I understand that you guys have

[47:06] concerns with money. I get all that. But there's got to be

[47:09] some mitigating issues.

[47:11] I mean, there's some easy things that can be done

[47:13] administratively. I think one of the things that was talk

[47:16] about, though, that might be a next step. This, you know,

[47:19] building some type of barrier or at least put up a barrier

[47:22] next to the road next to the school and there's a lot of

[47:26] good reason for something like that because I think it was

[47:30] like maybe less than a month ago. A car just went into one

[47:34] of the one of the houses right off the street at Broadwater.

[47:38] I think that you could engage. And I think that you could

[47:42] collaborate with the city. The City Council. I'll be there

[47:46] as well as I could because I understand that they're having

[47:48] a means that as well. And and I would be saying the same thing.

[47:51] There needs to be collaboration and engagement and there needs

[47:55] to be some way that folks and come up with the talks can come

[48:00] up with the money. But I can tell you that this is a top

[48:03] concern because it deals with potential life

[48:07] issues and safety within our schools. Let's not let Montana

[48:14] really. It's record of 0 shootings in the school.

[48:16] OK.

[48:20] Thank you for your comments.

[48:26] Kylie Lammers.

[48:37] >> Hi, my name's Kylie members and I've got 2 girls district

[48:41] on a multi spoke to mistress. Could you address

[48:44] now, OK. And like I can't remember.

[48:47] I just came from the meeting. It brought water and I was

[48:51] really grateful that the district took action so quickly

[48:54] and had a parent meeting. I was really impressed

[48:57] that the room was full. It's 04:00PM. It's hard for parents

[49:02] to get there. So I bet it would have been

[49:04] double or triple if had been after work hours

[49:08] and I'm really just here to encourage you guys.

[49:15] You know, as I was talking to parents. I know you guys are

[49:18] all taking this seriously. And just what I walked away

[49:21] with was a lot of fear. And I know that it is not the

[49:26] districts

[49:28] fault that this is happening.

[49:30] And I know it's really not the district's job to take care of

[49:34] it. But and I will be one of the first people in line

[49:39] working on that at the state.

[49:41] But I also think we got it. Make sure that we do what we

[49:46] can. I I think the biggest frustration that people walked

[49:50] away with was

[49:51] what about tomorrow? I have to drop my kids off to school

[49:54] tomorrow. And you're telling me we have to wait for legislation

[49:58] and we have to contact John forte in all of these are

[50:00] excellent ideas and they all need to be done. But what can

[50:05] we do tomorrow. And I just want to encourage you to have an SRO

[50:12] there, at least like this week. Just constantly there. I know

[50:16] that

[50:17] that takes resources from somewhere else. But I do think

[50:20] it's important for

[50:22] parents to feel heard and felt like court. The district is

[50:26] doing what they can. I know they were also frustrated that,

[50:30] you know, there's no tar being put up. Last time there was

[50:33] immediate action and some kind of visibility thing was put up

[50:37] because it really

[50:40] we know it makes them feel obviously that's not going to

[50:43] protect the kids, but it's also harmful that we're normalizing

[50:46] this and that our kids get to see someone like that every

[50:49] day. So I mean, guys, I I'm happy to go put a tarp up

[50:53] tonight and I'm happy to pay for it. If you let me do it.

[50:57] So I just think we've got to do something and we got to do it

[51:00] fast. And that doesn't mean

[51:03] legally that, you know, just what can the district's to to

[51:06] make everybody feel heard. And

[51:09] Phil better tonight and tomorrow and the next level

[51:13] while we figure out another solution. So that's it. Thank

[51:17] you.

[51:18] Thank you, Kylie

[51:22] Katy brand.

[51:35] >> My name is Katie brand and I have 2 kids wanted Broadwater

[51:41] and one at the Lewis.

[51:44] I don't normally speak in front of people in pretty nervous.

[51:47] Certainly, I just also came from the Broadwater elementary

[51:52] community safety meeting in.

[51:56] But wait, there are a lot of emotions at that meeting as I'm

[51:59] sure you can imagine. I I greatly appreciate his

[52:02] appearance to doctor Garcia and

[52:06] trusty turkey. This the responses that they've had on

[52:10] Friday. I imagine over the weekend being there at 04:00PM

[52:16] right before this meeting. I know these meetings are not

[52:18] short. And so I really do appreciate that. I think

[52:22] parents appreciate that.

[52:24] And we're asked right now to balance like

[52:28] to really needy.

[52:31] I think like issues with this one legislation

[52:34] which is feels really impossible at this point.

[52:37] And so far down the road. And 2,

[52:40] our children's daily lives and safety my safety. I live a

[52:45] block. Half a block down from that school. I walk down the

[52:48] streets. I pick make it up at the playground. I

[52:53] cried with some of the teachers, you know, on Friday

[52:56] and this week, right. Yes, it was really he did. And I hope

[52:59] that you all know it's because we care so deeply about our

[53:03] kids and also the kids in this community and our state like

[53:07] this. What's impacting a separate water. We're not

[53:10] unique. I mean, it is unique because it is currently

[53:12] happening just to us. But this could be happening to anyone in

[53:15] this city and it could happen to anyone in the state.

[53:19] I don't I don't know what my ask is right now. But I

[53:22] certainly wanted to show up. They wanted you guys to know

[53:25] that we really, really appreciate the work and we

[53:27] really do care and we're ready to dig in get after it. I don't

[53:32] know. That looks like we love to file a civil lawsuit.

[53:34] You guys are lawyers. That's okay. But like

[53:38] I walked away from that thinking. We can't just rely on

[53:41] legislation we could think we've got to put about 10

[53:44] different things going on out there. That's like from the

[53:47] parents, from the school district. I'm not sure legally

[53:49] what the school district has to be able to file a suit of some

[53:53] sort, if you can sue. I get it its resources. But like this

[53:56] feels really, really important not just to our immediate

[53:59] community like our school but also schools across the city

[54:03] and the state as well. So thank you all for the years of work.

[54:08] Actually that I want to acknowledge like my children

[54:10] were at the school when this gentleman was first noticed.

[54:14] And

[54:16] and so I have been there for the long haul as well. Like

[54:19] with my kids in that building and I appreciate everyone's

[54:23] hard work. I know everyone is also stretched really thin.

[54:26] And this also still really matters

[54:29] and a second. If we could have

[54:32] SRO or so.

[54:34] SRO officers started out to the afternoon there like walking

[54:39] presidents are principles outside earlier today. I

[54:43] appreciate that about her. She's also got a focus on the

[54:46] kids in school.

[54:48] Thank you very much.

[54:51] Thank you for your comments. Katie,

[54:55] that is that is all I have for public comment.

[54:58] >> We don't normally respond to things that are on our agenda.

[55:02] However,

[55:03] this is not just going away. So we will be talking about all

[55:08] these things that were brought it tonight.

[55:13] >> Yes, second. So just if it was wondering looking through

[55:16] the agenda because obviously this wasn't something that

[55:19] could be it could have been put onto the agenda,

[55:22] but it does fit into a variety of categories. Are we able to

[55:25] I have this partial discussion under stakeholders are under

[55:29] because they get the incident

[55:31] came to light on Friday. It's Monday. The board meeting.

[55:34] We could have just inserted the gender item. But can we

[55:39] because we can talk about. We've had parents who are

[55:40] requesting to move out of the school that's going to affect

[55:43] our talk about rebalancing in redistricting.

[55:47] So is there an item here that is coupled to at this

[55:50] discussion into for some immediate resource response.

[55:54] I'm thinking it could be.

[55:56] >> So

[55:59] were you thinking we want to put that.

[56:02] >> Well, I was I mean, under doctor says report. I mean,

[56:05] we're talking about enrollment trends.

[56:07] You know, I think it affects the building capacities and

[56:11] it's a simple it's it's not a stretch, but it's it's in there

[56:14] and that's why we're also at the top of the agenda. There's

[56:17] nothing in the

[56:18] in your report that I think would fit stakeholders is also

[56:21] an option because I think there's room in there that when

[56:24] we're talking about the re balancing of our room or

[56:27] determine there's not an attachment that would be put to

[56:29] this. It is kind of an emergency

[56:31] response.

[56:36] Could we address it under superintendents report.

[56:39] >> So just to be clear. But I think because of the urgency of

[56:44] some of the matters specifically related to growth

[56:46] water like a come provide an update of where we are. I can

[56:50] absolutely talk about that. I don't know that redistricting

[56:53] because seats it takes is more action that would have to go to

[56:58] the agenda. The public has to be noted a lease 48 hours in

[57:03] advance.

[57:06] I think the parents have made a good effort to present their

[57:09] case an abortion. Listen to that case. But I what

[57:13] feel that if we make a decision on that topic. You in

[57:16] particular, we would be somehow violating the

[57:21] our board policies.

[57:25] But you could give an update. Yeah, yeah, OK, we will.

[57:30] >> The forward with that. And that's not to say something

[57:36] 100 of its car was brought water.

[57:41] I went abroad water.

[57:44] >> As a kid and I don't want to see any kids or teachers first

[57:50] parents, anyone who gets to go

[57:53] get their kit at broader. I want nothing happened to

[57:56] them.

[57:59] So and like I agree with Zach. This emergency.

[58:04] This needs to be handled.

[58:07] We've got to talk about it

[58:10] and we can't wait.

[58:13] We can't wait. Another 48 hours

[58:16] just have to be addressed before something does happen.

[58:21] These are kids

[58:24] I love her and have to go through it. I had to go

[58:27] through.

[58:32] I'm sorry if anything should happen

[58:36] like this guy could

[58:40] and shoot someone.

[58:42] I want to have a parent

[58:45] very in the child.

[58:48] It's not an easy thing to go through.

[58:52] We need to get this addressed.

[59:00] I don't think anyone wants to talk about that. I mean,

[59:03] to go there. But.

[59:06] >> There aren't a lot of things that we can do. But we

[59:11] can, you know, try to mitigate the severity of the situation,

[59:16] but we can't change law all by yourself so weird.

[59:22] It's so frustrating.

[59:24] What can we do. We're trying to come up with something.

[59:30] >> I understand the open meeting laws and not being able

[59:33] to take a specific action tonight,

[59:36] but to have a discussion for the possibility of

[59:41] potential immediate action not making a decision tonight,

[59:45] but finding a middle ground where we could have that

[59:48] discussion as a board

[59:51] to push towards that direction.

[59:53] >> I think that that's absolutely okay. Yeah. Yeah.

[59:55] That's what I stated at the beginning. We can have that

[59:58] conversation is my concern is on the redistricting action,

[1:00:03] not on the conversation about growth water.

[1:00:07] Right. So we'll talk about for the current brought the first

[1:00:10] issue. Correct. Yeah, right, right, right, right. So I mean,

[1:00:13] just waiting for you to ask me and I'll respond. If you want

[1:00:17] to hear more about from the district's some point what

[1:00:19] we're doing. I didn't read it and I allowed to speak about

[1:00:24] that. You want me to wait. Want to go ahead, OK, this

[1:00:28] variant. Yeah. So I'm just to give you a timeline. I don't

[1:00:31] know how many of you are familiar with this particular

[1:00:33] case. I'm pretty sure you are so

[1:00:36] starting to 2023 I'm about to meet August. We had

[1:00:45] work with the CD and law enforcement.

[1:00:49] Many of you are up race of that information since you were

[1:00:52] first East but them

[1:00:54] some of you were not trustees who probably don't have all the

[1:00:56] information. That's why I want to make any assumptions.

[1:00:59] >> And we know that week over the the fence, the the front of

[1:01:05] the school. We moved the kids back. We had Reese's on the

[1:01:08] back of the of the building.

[1:01:11] We change their schedule to ensure that kids were not the

[1:01:16] silly out there. We have as heroes monitoring the situation

[1:01:20] and all of a sudden that neighbor was arrested it and

[1:01:26] was in custody for about 2 to 3 years

[1:01:30] and of the 9 to quit Court of Appeals. 3 judges actually

[1:01:35] review the case

[1:01:37] and they found that there was a loophole

[1:01:39] that moment on a low base on the 2021 conceal gun carry

[1:01:45] permit

[1:01:46] remove some of the federal

[1:01:50] power re regarding the buffer or

[1:01:54] look, if you cations rig regarding the school zones.

[1:01:57] So somehow we had to have some sort of

[1:02:03] the other in the background check or in the process of that

[1:02:07] person getting that conceal license

[1:02:10] that the person was 95, that that person couldn't walk

[1:02:13] towards a school within 1000 feet. Now there's some

[1:02:16] limitations on the 1000 feet rule. One of those limitations

[1:02:20] is that if the person

[1:02:23] lives with the that 1000 feet that they can actually have a

[1:02:27] weapon.

[1:02:29] So as we do based on what I hear the gentleman not only was

[1:02:33] within these limits, his property limits. But he walked

[1:02:36] out

[1:02:37] and he was on the road and he was arrested.

[1:02:41] So after the

[1:02:43] a federal judge is looking to that case. He was finally

[1:02:47] arrested. And then of course, you know, he was this makes his

[1:02:50] case was dismissed

[1:02:52] and the judge and the one that did the opinion. She mention,

[1:02:56] too.

[1:02:58] He mentioned that he was a loophole

[1:03:01] and actually that was Van D***, Laurens Van D***. He made the

[1:03:07] opinion. He said there was a loophole

[1:03:09] and then Montana had to change notification laws because

[1:03:13] according to what was explained to us in the meeting tonight.

[1:03:17] You don't have to have a license to have concealed carry

[1:03:22] in Montana. You can conceal carry

[1:03:26] so Mister neighbor he has he has been seen actually, I watch

[1:03:31] him the day of the when this was reported to us,

[1:03:35] this was reported to us about 07:27:30AM. And I was in the

[1:03:40] area and I drove by his house and I saw him

[1:03:44] ISO him with a weapon high caliber weapon. He had a face

[1:03:49] mask.

[1:03:50] He had a houthi

[1:03:53] and

[1:03:55] completely unacceptable. And this is the time where kids

[1:03:58] are supposed to go to school. We're talking about 7, 2730,

[1:04:02] immediately. We went back to the school and we called the

[1:04:07] U.S. rose. We have. The answer was patrolling and they have

[1:04:11] been patrolling the school. They have been at the perimeter

[1:04:15] of the school

[1:04:16] now is not their job to report to us. When are they there?

[1:04:19] When are they

[1:04:21] monitoring the situation because remember,

[1:04:23] federal judges gave these person his freedom. So he's not

[1:04:28] doing anything illegal. And by the way,

[1:04:31] do I agree with the judges. Of course not. But am I an

[1:04:34] attorney and a judge to have really

[1:04:38] the knowledge to challenge that. No.

[1:04:42] So principal called has taken a lot of actions. She has a

[1:04:47] program that is kind of walking school bus. We go to a nearby

[1:04:51] Park, we move the kids. She had to change the the kids walking

[1:04:56] toward the school that she had to change shift that route.

[1:05:00] So kids wouldn't be able to see the neighbor.

[1:05:05] I immediately contacted my

[1:05:08] legislators. The ones that have been working on this case for

[1:05:11] the past 3 years

[1:05:13] and I can mention some of their names that these bomb, senator

[1:05:17] Jack a witch

[1:05:19] we have been in contact with the city attorney

[1:05:22] all this time

[1:05:23] trying to find a way to prepare when his neighbor with com

[1:05:28] to our community and if he's going he was going to use

[1:05:32] his weapons and he was going to be visible to us.

[1:05:35] We didn't know if he was going to be released for a moment.

[1:05:38] I thought he had moved. He wasn't there anymore. Like I

[1:05:41] didn't know he was living there.

[1:05:43] Sure enough, his back.

[1:05:47] We have the the tarp situation. That was the the same Friday

[1:05:51] that was given to the facilities. Department are

[1:05:55] working on the tarp to be able to cover the premises today.

[1:06:01] Some parents give some feedback about this missile that would

[1:06:03] like to see this Minnesota being done on the back, which

[1:06:06] is absolutely okay.

[1:06:09] So feed that it was a lot of positive feedback given to

[1:06:12] principal called things that

[1:06:14] that we have to do to ensure we do our part.

[1:06:19] This is the peas where some fans were frustrated and

[1:06:22] shooting off. Why not. Why would they be frustrated.

[1:06:27] But what else is going to happen. This guy is still there

[1:06:33] and that is when things can become a little bit more

[1:06:36] complicated. You know, we had some ideas. Some people say why

[1:06:39] don't you buildable a wall will find race for the wall.

[1:06:43] You know, that seems to be a good idea, right.

[1:06:48] But I mention that that was a board decision that building a

[1:06:51] wall that size is not

[1:06:54] it's not going to be the what is not going to be up next week

[1:06:58] and this is not

[1:06:59] big. As I understand what boards have to go through.

[1:07:02] I know you have to have a quote. You have to have you

[1:07:05] have to you have to follow a process to

[1:07:09] to get us to where we build the wall,

[1:07:12] however,

[1:07:13] is the world a solution.

[1:07:16] You know, you build a wall.

[1:07:18] It's not still have to go home,

[1:07:21] get seals, have to pass by that neighbor a block away. 2 blocks

[1:07:25] away, 3 blocks away.

[1:07:29] The real solution is if Montana is able to create laws or to

[1:07:35] just current loss.

[1:07:37] So the gun-free zone school buffer. He's protected

[1:07:45] that there's some way for us to get our our voices heard

[1:07:51] and I encourage the families abroad water

[1:07:54] with pushback, of course,

[1:07:57] to sign some sort of resolution communication or not. And so we

[1:08:01] demand action.

[1:08:03] Okay. That we demand action from the legislators to the

[1:08:07] governor to the this attorney. I'm sorry to the state attorney

[1:08:11] and we gathered 30400 signatures. We

[1:08:15] we make arguments

[1:08:18] to

[1:08:20] to the state.

[1:08:22] You know,

[1:08:24] there's frustration, but

[1:08:26] I mean, I can go to this gentleman's House and

[1:08:30] anything this. I have no power. He's going to you that

[1:08:33] arresting him. That's the first thing he's going to say because

[1:08:36] he's intentional. He's making these decisions. He wants to be

[1:08:39] there at 7.30

[1:08:41] allegedly he was an out there today.

[1:08:45] So he wasn't out there today.

[1:08:47] Is he going to be there tomorrow. I hear when parents

[1:08:51] are frustrated about school shootings.

[1:08:53] We don't want this to become a statistic.

[1:08:56] But I don't know if we can bear the burden.

[1:09:01] I mean, if you think about solutions to really eradicate

[1:09:04] these issue. Now.

[1:09:07] I think shock actually brought the best solution for were shot

[1:09:11] down the school.

[1:09:12] No kid goes to that school

[1:09:15] because I mean, we really want all the kids from that

[1:09:18] community to no experience these neighbor.

[1:09:21] Maybe that's the action that we need to take.

[1:09:23] Now there's other issues associated with that.

[1:09:26] You know, we don't have capacity in our buildings to

[1:09:29] move 280 kids.

[1:09:31] We don't have the resources to transport those kits,

[1:09:35] let alone. We are struggling to find drivers for buses. Now we

[1:09:38] have to transport.

[1:09:40] We have to find classroom spate literally classroom space for

[1:09:43] special education classes.

[1:09:47] And even if we make all of those decision. We shut down

[1:09:49] the school and we make those decisions that gentleman is

[1:09:53] going to be a neighbor

[1:09:55] 2 weeks from now. A month from now, 2 weeks from now, 3 months

[1:09:59] from now, 6 months from now he's still be a neighbor.

[1:10:02] What are we going to do with the school.

[1:10:05] What happened seat legislative the legislators are not willing

[1:10:09] to make this decision. By the way, you think legislators are

[1:10:12] going to push back. You have community members,

[1:10:16] even parents

[1:10:18] that believe this guy is doing nothing wrong.

[1:10:22] That heat is waiving his right that he's not affecting anybody

[1:10:27] which is completely absurd.

[1:10:31] And the example I gave. Well, yeah. Sometimes things are

[1:10:34] legal, but they're not the right things to do.

[1:10:37] So is it legal for you to have a weapon of home.

[1:10:41] You know, look, I'm locked and loaded and your kids have

[1:10:44] access to it. Is that legal? Yeah.

[1:10:47] Is that the right thing to do. Is it legal to have your weapon

[1:10:52] under the car and Unilever cut your car outside is illegal.

[1:10:56] Well, you can do that. But he's not the right thing to do.

[1:10:58] How many people have died in these community because of

[1:11:03] this is legal.

[1:11:05] But we know it's not the right thing to do.

[1:11:09] These person shouldn't be

[1:11:12] with allowed to be within 1000 feet of school

[1:11:16] with his weapon in front of a school

[1:11:21] out of their mental health problems. Well, I don't know.

[1:11:24] But if you need me down your lawnmower with a shotgun.

[1:11:29] Kneeling down and raising your hands. And that shut down the 2

[1:11:32] front of you.

[1:11:34] That's not that's not the behavior that I see with people

[1:11:38] protecting their second Amendment rights.

[1:11:40] You know, I see people exercising their second

[1:11:42] Amendment rights, a hunt.

[1:11:44] They protect themselves. They do it the right way.

[1:11:47] But I wonder is does the Montano way when these people

[1:11:50] are protecting this gentleman is that the Montano? Is that

[1:11:54] what we want a guy

[1:11:57] in his 40's 50's

[1:12:00] seeing kids coming to school

[1:12:02] and then you showing them that you have that right. That is

[1:12:06] absolutely

[1:12:08] absurd.

[1:12:10] And I hope that whoever is listening to this, that they

[1:12:14] that that stops.

[1:12:16] Do I have the power to stop it. No.

[1:12:19] Do you have the power to stop it. No, but we can take action.

[1:12:24] And the action

[1:12:26] in my opinion, these legislative action,

[1:12:31] you might argue about the wall. I you know, I can see pros and

[1:12:35] cons. You know, I I don't know if that's the solution to this.

[1:12:40] If the wall is the solution.

[1:12:42] So with that, I want to stop.

[1:12:45] We're trying to get some traction. We met with the media

[1:12:47] twice today. I've been in and out of the building as well and

[1:12:51] being monitoring the area swell,

[1:12:55] the teachers of Broadwater has been phenomenal. The principal

[1:12:58] has done a great job.

[1:13:00] I know there's some things that we can tweak things that we can

[1:13:03] improve on. Of course

[1:13:07] we need action. We need we need

[1:13:10] the district attorney's office to find a way to limit this

[1:13:14] guy's access to his gun specially right in front of

[1:13:19] that school that these to stop today.

[1:13:22] I don't have the power to do that. I don't know if you do

[1:13:25] and I'm willing to hear your ideas on the topic.

[1:13:33] >> 2 things on Friday and I talked a couple on Friday like

[1:13:37] I was beyond frustrated as a parent,

[1:13:40] you know, in 5 months

[1:13:43] I've talked to my 9 year-old my 12 year-old about

[1:13:47] more death that has ever happened in my family.

[1:13:52] My 12 year-old has been related to every incident affected

[1:13:55] Lewis and Clark are in

[1:13:57] classmates.

[1:13:59] >> Teachers.

[1:14:02] >> In this incident. None of this is normal and we are

[1:14:05] normalizing this in this community. This is not a

[1:14:08] healthy community. I've lived all over this country. They're

[1:14:10] wonderful, wonderful people

[1:14:13] in this community.

[1:14:14] But I'm telling you,

[1:14:16] this is not normal

[1:14:19] in many, many ways. It's just not. I mean, in this is so

[1:14:24] Friday. I was

[1:14:27] with the situation and the reality is trustees. There's

[1:14:30] something I got a short-term recommendation. And then in the

[1:14:33] long term,

[1:14:35] there has to be change in this community and it's only going

[1:14:37] to take action of a lot of people who go. Yeah, because it

[1:14:40] is absurd to me that we're literally doing this exact same

[1:14:45] thing

[1:14:46] 3 years later.

[1:14:48] Absurd.

[1:14:50] It's not acceptable in any way, shape or form

[1:14:55] that we're doing this twice,

[1:14:57] but we're doing it twice because we're not asking people

[1:15:00] to behave differently

[1:15:04] on November. 3rd, you can literally change our entire

[1:15:08] federal Congress, 435 representatives are up for

[1:15:12] reelection

[1:15:14] in this state.

[1:15:16] There are all kinds of people if they're not going to see.

[1:15:18] And because we just had a conversation with the the

[1:15:21] governor coming down with a sign that said protect our

[1:15:23] children from social media.

[1:15:26] Social media is harming our children. Guns are killing our

[1:15:30] kids.

[1:15:33] That's the conversation I'm having with my kids

[1:15:37] and we can take care of that at our house on how they handle

[1:15:39] their phones. But I was elevated and I said shut the

[1:15:42] school down. If we want to absolutely guarantee that this

[1:15:44] guy can't do anything to kids.

[1:15:46] We closed brought water and remove these kids are out.

[1:15:48] That isn't guaranteed fix for an incident happening on that

[1:15:52] site. It isn't it served move,

[1:15:56] but it would also do what has done to us is put pressure

[1:16:00] where the pressure needs to go because the only way decisions

[1:16:03] get made when they're not in a decision-making session is by

[1:16:06] pressure

[1:16:08] and that would provide pressure that national news would show

[1:16:11] up and say you're shutting schools down because we have

[1:16:14] these laws and but it would create an unfortunate and not

[1:16:18] needed situation for kids and education, especially

[1:16:20] elementary elementary school students and their families

[1:16:23] but saying it to me is important.

[1:16:25] But when does this stop. We're right back here again in

[1:16:28] 3 years in this body has no control over that other than

[1:16:33] what we do. A substance.

[1:16:35] There's not much we can. We can build a wall.

[1:16:39] What are we doing for Lewis. What do we do if we have an

[1:16:41] incident West in a week or 2, we build another wall. What we

[1:16:44] do it. It's not a sustainable solution. The community has to

[1:16:48] be healthier, which is out of our control

[1:16:51] and that's that has to come from somewhere else.

[1:16:55] It feels hard to be so handcuffed in the situation

[1:16:58] that we're not able to to do something else because this is

[1:17:02] its absurdity that we're dealing with the same thing

[1:17:05] a second time.

[1:17:06] We spent massive quantities of time on this the first time and

[1:17:10] stress in parents being upset in moving kids for weeks on end

[1:17:15] until this got taken care of and it was much more elevated

[1:17:17] at that time.

[1:17:18] This is uncomfortable once again, we're normalizing

[1:17:21] because we've seen it before,

[1:17:24] but there were parents there today who hadn't seen that

[1:17:26] before and they're moving their cuts

[1:17:28] out of the school.

[1:17:30] So we are going to make accommodations. It's going to

[1:17:32] cost us resources. The recommendation. I have cause a

[1:17:35] much, Daniel, I do this because she's going to not enjoy this.

[1:17:38] But

[1:17:39] is it we can make a motion to make an adjustment. But doctor

[1:17:42] Garcia is it available to shift resources. And I think it be

[1:17:45] nice to see

[1:17:46] from Joe Halligan principal Cole like what do they need to

[1:17:51] get done tomorrow for the kids. And if doctor Garcia can bring

[1:17:54] to us next meeting

[1:17:56] a multi-district adjustment that says we're going to spend

[1:18:00] resources which has access to another fund and we can

[1:18:03] backfill that we have $324,000 was made in interest on the

[1:18:07] loans money. That's going back into the multi-district.

[1:18:11] I'm not making a motion and making a recommendation that we

[1:18:14] spend the resources on the recommendations from the 2

[1:18:16] people on the ground tomorrow, too funding. We need to fund.

[1:18:19] We backfill that with the multi-district thank to

[1:18:22] recommendations on emotion.

[1:18:25] >> Tonight, a good Jo Jo, can you come forward and Rachel,

[1:18:32] so the question for you, Joe and we you and I were on the

[1:18:36] phone being on the fun for them. You know, let's be use of

[1:18:39] time discussing this is incident.

[1:18:41] So can you providers not data. Well, as her presidents and the

[1:18:47] tarp. Thank you. So.

[1:18:49] >> Since it was reported Friday and SRO presence has been

[1:18:52] increased. Broadwater has been a permanent fixture. We're a

[1:18:56] little bit strapped right now. We're down a couple of guys,

[1:18:58] but officer after has been there both days Friday and

[1:19:01] Monday and then as far as actions being taken as early as

[1:19:06] tomorrow morning. Jars fence is going to be coming out to

[1:19:08] install that is that the black

[1:19:11] black tar. But it's basically the wind can go through.

[1:19:14] But you can't really see through it. So they're going

[1:19:16] stall that long. The Broadwater side of that cast on pence.

[1:19:19] Thank you.

[1:19:21] >> Thank you. And Rachel. What do you need from the

[1:19:24] administration. What do you need from these board when it

[1:19:27] comes to resources or anything that you would like to see the

[1:19:29] front.

[1:19:31] >> How the parents recommended this evening to adjust the

[1:19:34] dismissal in recess times on me which how again tomorrow

[1:19:37] morning and make a plan.

[1:19:40] >> As it turns out, I was principal abroad, water or in

[1:19:43] the reconstruction renovation. So we had to do this anyway.

[1:19:46] We had to have plans in place too dismissed from the north

[1:19:49] side because our entire South playground was staging area for

[1:19:52] construction. So I think we'll be able to meet tomorrow

[1:19:55] morning, come up with some some plans to.

[1:19:58] >> And every day. And even though I'm not an officer,

[1:20:00] but I'll be rotating through the school. And I do that very

[1:20:03] often. I drive up and down and checking to see, you know,

[1:20:07] a cbd. And if I see something that needs to be reported.

[1:20:09] I will absolutely report it. I know gas Miska ski has been

[1:20:13] very hands on. And Kyra came Anthony has been very hands on.

[1:20:17] You don't supporting the principal monitoring, you know,

[1:20:21] opening the doors for kids providing support to MS.

[1:20:24] Gusty couldn't be there today because she had a situation to

[1:20:27] address

[1:20:28] but will be providing support for school so she can get,

[1:20:34] you know what you need to get done at the school.

[1:20:42] >> Any other questions or Caesar Theresa, I think because

[1:20:46] the limitations that we have been discussing and making

[1:20:48] decisions could be helpful if you do need our help or

[1:20:51] approval of anything to call an emergency meeting. Give proper

[1:20:56] notice we can continue the discussion and make some

[1:20:58] decisions.

[1:21:00] Thank you. Absolutely.

[1:21:04] >> But on the calendar for Thursday or Friday. And as soon

[1:21:07] as they need us. Guys got to be there. We have a lot about this

[1:21:10] as soon as ready to have a conversation, please, please,

[1:21:12] please. Let's have a conversation.

[1:21:18] His comments.

[1:21:20] >> I think everyone this is not something we want to even deal

[1:21:23] with. But unfortunately we do. And so thank you for you're

[1:21:28] doing extra Garcia and on

[1:21:31] and that puts off. Thank you. And Joe.

[1:21:35] >> We have a next step and that is who we are working with

[1:21:37] Kylie anywhere you

[1:21:40] we worked with County and whoever, you know, there's a

[1:21:43] group of parents that we're going to crafts communication

[1:21:46] and we're going to allow parents to sign that

[1:21:48] communication if perhaps it is a community

[1:21:54] communication, then we would and we will ask you to sign it

[1:21:59] as individuals. It is a district. Why communication?

[1:22:02] Of course I would like to have your support to get that send

[1:22:07] out to our media partners and

[1:22:09] the governor, the

[1:22:12] attorney general and, you know,

[1:22:16] City Council members and legislators and anything we can

[1:22:20] do to get make of the manse clear.

[1:22:25] I'll be working with Islam are some that. Thank you.

[1:22:32] Well, if you will be working on this.

[1:22:36] Okay. I'm going to move on. Back to the agenda.

[1:22:41] We have the board chair's report. The first item is our

[1:22:44] the tif districts got

[1:22:47] Zac and Jordan give a report from your tip district.

[1:22:51] >> The espera committee did not meet this past month. Okay.

[1:22:55] Nothing to report

[1:22:57] that same for the road, OK,

[1:23:00] the downtown partnership

[1:23:03] tif did meet. They had to tip applications and

[1:23:08] perhaps you've already heard about one was the Babcock

[1:23:10] theater. He's asking for tiff assistance and it did go to the

[1:23:14] City Council and it was approved with conditions,

[1:23:18] but it was proved the other one. As I mentioned this last

[1:23:21] month about

[1:23:22] there are 11 properties on railroad land that

[1:23:28] cannot to move forward with renovation

[1:23:32] because they can't get a lease

[1:23:34] final ice with railroad. And so there is a proposal

[1:23:40] with the railroad to buy all 11 properties

[1:23:44] for one price

[1:23:48] by December 7th.

[1:23:49] You have to have this done by December 7th, which is is

[1:23:52] really,

[1:23:54] but they're working on it to try to get together a proposal.

[1:23:58] And the idea is to buy the properties with tip money

[1:24:05] and have it in place

[1:24:07] by cells from the owners of buildings on the property.

[1:24:11] So it would be just certified

[1:24:14] trance transfer.

[1:24:17] That's what they're working. So

[1:24:21] are there any questions on that.

[1:24:25] I questions

[1:24:27] it would have Andrea here. But.

[1:24:29] >> Asking for Andrea. Okay. So I guess, you know, recent in

[1:24:34] the last week or so. They've talked about the big pullback

[1:24:37] on slowing down in national international. And you know

[1:24:41] that this needs to get broken with some of the breaches and

[1:24:44] that several things that are going on. I mean.

[1:24:48] >> Where where we had alignment with. If if there's pullback

[1:24:52] and understanding should be be thinking about that as well as

[1:24:56] how the stuff's getting implemented.

[1:25:00] >> So talking about thoughts of what you've read it to you and

[1:25:03] me when I speak on this. What you're seeing in the

[1:25:07] national news. I will be first to be honest that I'm no expert

[1:25:11] in what is currently happening. I can tell you from my my

[1:25:15] knowledge base and my knowledge base only most of the

[1:25:19] situations that are being on national news right now.

[1:25:23] Our experimental

[1:25:25] that they're going through testing. And these occurrences

[1:25:28] are happening in that. And when these platforms are advancing

[1:25:33] their technology

[1:25:34] and what would become open access. They remove guardrails.

[1:25:40] And when those guardrails are removed, these situations are

[1:25:42] happening some not all, but most of them are occurring in

[1:25:46] the experimental and testing phases.

[1:25:50] I think what you're seeing is the again, our biggest killer

[1:25:56] bringing AI is not putting kids on a I all the time every time

[1:26:00] only when it meets a need

[1:26:03] is getting our public our kids or teachers or administrators

[1:26:08] the knowledge of what AI is and what it's looking like to be so

[1:26:12] that we can have informed decisions.

[1:26:14] I have my own personal thoughts and opinions. I think anything

[1:26:19] that would ban seen that it's so rapidly. Oversight is is

[1:26:24] needed. I mean, again, I only speak for myself in my opinion.

[1:26:29] But

[1:26:30] just like what we are trying to teach our kids. Is that human

[1:26:34] in the loop

[1:26:35] is that we need to ensure that we're dissecting what is coming

[1:26:39] out and where it's happening at our current access school AI

[1:26:44] and school AI only other than the seesaw, which is the

[1:26:48] literacy part for the elementary kiddos that is not

[1:26:52] in advance platform and it's closed. So anything that is

[1:26:57] being shared with and it stays ours. It's not connected to an

[1:27:01] outside vendor sort of speak outside of school. I space.

[1:27:05] It's to the point where they're engineers can even see what our

[1:27:09] kids if they are on it

[1:27:12] are typing or riding. It's all encrypted they would have to if

[1:27:17] there was an issue within the platform. They would have to

[1:27:19] try to recreate it to find out how that is working. It again.

[1:27:24] School AI has 7 accreditations that have been vetted through

[1:27:27] outside agencies that their job is to look at platforms and how

[1:27:31] safe they are. I'm confident in ours that we have access to N

[1:27:36] what we control in our walls is very limited.

[1:27:40] Kids don't have accounts to access it and they have to get

[1:27:42] the invite from the teacher because the teacher created

[1:27:45] that space. Again, that's not one of our goals, but it's a

[1:27:49] way to use the skillsets. We're trying to teach within a

[1:27:53] safe sandbox. So what kind of answers that question

[1:27:58] the best that I can if I may.

[1:28:02] >> If you think about Francis new chart. You know, the mayor

[1:28:06] runs the school system to to. He selects. He appoints the

[1:28:10] superintendent there

[1:28:13] in a such a large district about 1000 schools and what you

[1:28:17] live in 100 schools.

[1:28:18] What happens is there's no plan. There was really no plan

[1:28:21] of action. And what was happening was be put your study

[1:28:24] using tonight. Just like teachers will use in Normandy.

[1:28:27] Students would use in Normandy.

[1:28:29] That's problematic. I thing. Our approach is being very the

[1:28:32] friend and that our approach has bean by the side.

[1:28:37] So we have been working on the design of the AI platform

[1:28:42] way before the opp. I

[1:28:45] presented their guidelines. So our guy Lance came way

[1:28:49] before the eye came. Actually they asking for our guidance

[1:28:52] that we share our Island. So we will be I

[1:28:56] we like Francis K through 3.

[1:28:59] We are doing a a literacy which is not the key sitting in front

[1:29:03] of a computer doing I they're earning what how does a I work.

[1:29:10] So you see there's a difference there. You're learning you're

[1:29:12] teaching the students, how to use AI. What is a I

[1:29:17] and teaching that behind the scenes of the reasons the CA to

[1:29:20] do with AI. Our framework in involves the values

[1:29:25] that we Foster and those are lying to us that your

[1:29:27] priorities and our gradual profile critical thinking so

[1:29:30] critical thinking is number one, we're not subtracting.

[1:29:34] Kids are teaching kids too.

[1:29:36] Avoid thinking which is a problem when you use I without

[1:29:40] guidance and instead we're utilizing AI icy tool. So we

[1:29:46] teach it. Kate proof 3rd. And in the in the other great

[1:29:49] levels where we are utilizing our on. I too,

[1:29:55] with guidelines

[1:29:56] that we design.

[1:29:58] So we're in a much better, better space space. So I can

[1:30:01] see why

[1:30:03] districts across the nation, taking a step back and say

[1:30:05] we're binding. May I because they didn't have a plan.

[1:30:10] But we have a plan and that's what's different. So I think

[1:30:13] you got to keep in mind, too, that.

[1:30:17] >> What are the ramifications of banning versus teaching when

[1:30:22] as soon as 3.20 hits, they have access to anything and

[1:30:26] everything.

[1:30:28] So that's why it's critical that we're teaching them.

[1:30:30] But it is how to use it. Ethically and responsibly

[1:30:34] versus than just completely shutting it out in our biggest

[1:30:37] killer that we lean on is that AI literacy, not necessarily

[1:30:40] throwing AI and their lot

[1:30:43] and not just any platform.

[1:30:47] Montana has a really good vetting process and

[1:30:49] requirements and school AI has at all those requirements.

[1:30:54] So it's been vetted, not internally but also externally

[1:30:57] as well and throughout the state.

[1:31:01] Any other questions?

[1:31:05] Yeah. This more generally the new school year starting are we

[1:31:07] getting any pushback from students and parents regarding

[1:31:09] our use any kind of seeing any families kind of put up very

[1:31:12] firm boundaries in terms of no use in the classroom.

[1:31:17] I can speak directly to that cause. Those questions haven't

[1:31:19] come to me

[1:31:21] so I can't answer that. Thanks to that.

[1:31:25] >> But Kim, you are in elementary, have you because I

[1:31:29] get when things are escalated, they get to me and I haven't

[1:31:32] received any one trying to say I want my KCI. My kid is

[1:31:36] prohibited from using night. But you have more exposure,

[1:31:39] especially to the lower grades.

[1:31:42] >> So we do have one family who does not want their child on

[1:31:45] any technology

[1:31:47] and we have made those accommodations.

[1:31:50] So one family out of all of the rest of the elementary

[1:31:53] families.

[1:32:00] >> And lastly, I think that's

[1:32:03] one of our biggest plus is as we're moving very slow

[1:32:07] and not in the sense that we're removing access to students in

[1:32:11] the sense of skill set. But we're making sure that we stay

[1:32:16] behind that pillar. The literacy first. I'm not

[1:32:20] throwing a bunch of access to our students.

[1:32:32] >> Just my opinion. I'm very I'm very leery of AI in

[1:32:36] general.

[1:32:38] I know it's a great tool.

[1:32:41] Use some of that myself. But

[1:32:44] it's

[1:32:46] I just I'm just very afraid.

[1:32:48] I don't want to give up our intelligence

[1:32:52] in favor of

[1:32:54] this. Whatever doing it for us. It's just

[1:32:58] I just want make sure we have our guardrails of.

[1:33:00] >> I don't think a whole lot of people would disagree with you.

[1:33:03] Madam chair.

[1:33:05] All right. Thank you.

[1:33:08] >> The next item is a board retreat. We had a board retreat

[1:33:13] on September 16th. We had 5 topics

[1:33:18] committee structure.

[1:33:20] We have

[1:33:22] lots Committee's board committees. We tweet. I'm a

[1:33:25] little bit, but they seem to be working pretty well. We talked

[1:33:29] about the district budget

[1:33:32] and Jordan is working with Lori on

[1:33:37] trying to get information more on a regular basis so that

[1:33:43] we're not

[1:33:44] the deadline.

[1:33:47] We have our backs against the wall trying to

[1:33:49] get our our budget

[1:33:51] finalized and and analyzed and submitted in. So we're trying

[1:33:56] to make this more streamlined Fort for Lori and her team plus

[1:34:00] for the trustees. So we're not

[1:34:04] scrambling to sell. So we're working on that.

[1:34:08] We talked about the high school bond, which I think is going to

[1:34:11] be talked about and are planned development.

[1:34:14] We had this discussion about legislature and particularly

[1:34:19] the school funding in turn Commission report.

[1:34:22] We are in the process of preparing a statement from

[1:34:25] school district 2

[1:34:26] where we stand on

[1:34:31] school funding

[1:34:34] for everyone

[1:34:40] frustrating

[1:34:42] this is the time it's been 10 years since the last

[1:34:47] tweak

[1:34:49] and the reports that are coming out

[1:34:52] say that Montana schools are grossly underfunded and we need

[1:34:56] them to step up. So we're working on a statement

[1:35:00] to let them know

[1:35:02] we're not just waiting and hoping we were going make

[1:35:06] statement. So we'll be we'll be in touch on what we come up

[1:35:10] with

[1:35:11] and then up

[1:35:12] rebalancing. I think it's going to be touched on in

[1:35:15] stakeholder. So we did. You may not want to comment on or for

[1:35:18] the treat.

[1:35:22] Yes, please.

[1:35:23] I will. We part of the discussion of the state funding

[1:35:28] or lack of was what would we do. What could we do for

[1:35:32] students if the state were to uphold their and promised them.

[1:35:37] I guess the constitutional responsibility and fund public

[1:35:40] schools and a lot was mention of intervention us. The app's

[1:35:44] SNA is nursing her nurses and so forth, which we've heard

[1:35:48] tonight and I feel like that we hear that we understand that we

[1:35:54] really need

[1:35:55] more help from the state to be able to help us

[1:35:58] provide those services for students.

[1:36:03] >> I echo what Theresa said. We also heard the same thing at

[1:36:06] our trustees school visit this past week from the principal at

[1:36:11] all. Quite Creek school. So

[1:36:15] yeah, great.

[1:36:18] >> Anyone else. Okay. We'll keep you posted on that.

[1:36:22] Alright her next next item

[1:36:29] planning and development.

[1:36:32] >> Yes. So if you're quick update got a few updates from

[1:36:35] staff as well. We're going to start with the quick summary of

[1:36:38] last meeting. We begin with a quick presentation.

[1:36:42] The risk is not just a lot. I missed that one. I was going

[1:36:45] to be oh, come on. Oh, you're right. I need to cut that

[1:36:49] superintendents report that you spoke about. You haven't given

[1:36:52] this for your report. So get your point. Sorry, briefly and

[1:36:57] I send you these presentations to you should be able to see

[1:37:00] it.

[1:37:01] I'm not going to really spend too much time. And as you have

[1:37:03] questions. Thank you so much for that.

[1:37:07] >> So enrollment current enrollment at sea near our

[1:37:10] numbers are 1563 we slightly lower than last year. That has

[1:37:15] been kind of the trend. We understand we have to be 5

[1:37:20] enrollment at senior we have some ideas as we think about

[1:37:24] potentially for the health care expansion. We should go into it

[1:37:29] later. Perhaps there's an opportunity there to bring that

[1:37:32] program. A senior us well, so we can help them with their

[1:37:36] enrollment. We sent some some of those students go to the

[1:37:40] career center

[1:37:42] PM. Am some of them are full-time career center

[1:37:46] students

[1:37:48] 324.

[1:37:50] This is Skyview Skyview. So that will be higher than

[1:37:53] last year. 1593 of 33 more.

[1:37:56] We have some students going to the career center am PM and a

[1:38:01] full time as well. So that's a good news for Skyview increase

[1:38:05] enrollment a tiny bit

[1:38:07] when it comes to Wes population has declined, which he's

[1:38:11] actually we intended for that population to decline and that,

[1:38:16] you know, we open 3 charter schools. We have increased the

[1:38:19] population of students going to the career center

[1:38:22] and some of that intentionally was to reduce the numbers at

[1:38:27] West and provide more opportunities to students in

[1:38:31] those charter programs not only to increase the population but

[1:38:35] to increase the quality of programming

[1:38:38] opportunity school early college high school will tell

[1:38:40] you what got to me and a career center. You can see the

[1:38:44] numbers. We have a is the largest representation of

[1:38:47] students going to the career center.

[1:38:50] So when you see the 120% building capacity. That's not

[1:38:54] that's true. Based on the nominal number. But it's not

[1:38:58] true when it comes to the numbers that are actually in

[1:39:01] the building

[1:39:03] in the actual building. We should be at about a 100%.

[1:39:06] So we still maxed out, but we can still provide quality

[1:39:10] education at West.

[1:39:14] We have a heat out of the charter school programs early

[1:39:17] college High school with a 127 students this year about unity

[1:39:21] School 108 multilingual Academy 37 and we have about 272

[1:39:27] students enrolled in those programs.

[1:39:31] High schools, 5,499 lower than last year.

[1:39:36] -52

[1:39:39] middle schools is up to students

[1:39:43] elementary. It were down. I can read from here is a 117

[1:39:49] students lower than last year when we do the adjust it and B

[1:39:55] 2, which is different than the AMB adjusted. AMB means

[1:40:00] students that are going 0. 4.2 to the school system.

[1:40:03] So we account for those students when we do adjusted

[1:40:06] AMB,

[1:40:07] when we have, for instance, the students that go to the VIP

[1:40:11] program, the students that go to

[1:40:14] jumpstart program. That and the East calculate it in the

[1:40:20] adjusted A and B so in actuality

[1:40:23] our numbers based on what I see could be relatively the same.

[1:40:28] And remember that the funding for our budget is calculated on

[1:40:32] a 3 year period.

[1:40:35] So therefore I check in with Lori on the calculation.

[1:40:39] We should be stable pretty much within our funding.

[1:40:45] Total is the 2 enrollment trend would lower than last year for

[1:40:48] about 207. But again, adjusted and be that should be bringing

[1:40:52] that number.

[1:40:53] I don't know if closer to 2. '07,

[1:40:57] absolutely higher than what it is right now.

[1:41:01] As you know, we hire

[1:41:05] a company to do them a graphic studies that demographic

[1:41:09] projections is that

[1:41:12] we'll have less students than today

[1:41:14] unless something happens.

[1:41:16] So that's why when people think about building a 4th High

[1:41:19] School on the West End.

[1:41:21] That doesn't make any sense because the numbers are not

[1:41:25] indicating,

[1:41:26] not projecting and increase enrollment. Actually, we see

[1:41:30] the same trend with Montana demographics. Same trend with

[1:41:34] the study. We conducted here locally so we can see a spike

[1:41:40] in the number of students in high school but not the same in

[1:41:43] elementary

[1:41:45] if we lose 2000 kits,

[1:41:48] we'll have to be very creative 5 years from now, 10 years from

[1:41:51] now as far as what's going to happen to the exes of capacity.

[1:41:56] I do. I don't want to bring bad news because, of course,

[1:41:59] the board, then we'll have to make some decisions as far as

[1:42:02] the next steps for the elementary district in

[1:42:05] particular.

[1:42:06] And this is something that we hear all the time. And you

[1:42:10] know, the return on investment. And so I decided to put this

[1:42:12] chart up.

[1:42:15] You know, the green line is total funding. And as you can

[1:42:19] see, states across the nation and this is out of our

[1:42:22] neighboring states.

[1:42:24] They have all increased funding

[1:42:27] some states more than others.

[1:42:30] This is the second slide with Montana included it.

[1:42:34] And there's that great line. If you notice that gray line is

[1:42:38] inflation.

[1:42:40] So green line more funding.

[1:42:43] Great line.

[1:42:47] So some states have been impacted more than others

[1:42:50] because some states actually pour more money after coffee

[1:42:54] in our chart. Inflation. As you can see on the left

[1:42:57] hand.

[1:42:59] We'll see. Roll out

[1:43:01] the influx of funding.

[1:43:04] This is something that the Legislature notes these data

[1:43:08] has been made available

[1:43:10] to the Legislature and through this study that is finalizing

[1:43:14] the educational interim Commission. They know this

[1:43:19] even with the actions that they took with the Stars act.

[1:43:23] Inflation is pretty much eating up

[1:43:26] that increase. So think about our teachers on. You know,

[1:43:28] you heard the respect campaign today

[1:43:31] for our employees is exactly what's happening. We have

[1:43:34] increased their salaries but is really even up

[1:43:38] by inflation,

[1:43:39] which is so sad because now the city's almost $6 gasoline is

[1:43:44] almost 5

[1:43:45] and things are very complex, especially for Ryan, please.

[1:43:51] And then you see the beta down these math and reading reading

[1:43:54] and math and people wonder return on investment. We see

[1:43:57] the data going down. Well, sometimes people want to

[1:44:00] isolate Montana.

[1:44:02] But that's not true. I mean, well, it's consistent

[1:44:06] is all

[1:44:07] district, especially all those nearby districts. It was only 2

[1:44:11] exceptions. I want to say to CNN and in Tennessee.

[1:44:14] But everybody else is data reflects exactly beast rent in

[1:44:18] actuality our date ice not as low as others. No excuse.

[1:44:23] There's more to weaken do

[1:44:26] reading and math are absolutely priorities for our state.

[1:44:30] Now, as you know, we have provided you with the data.

[1:44:34] We are actually beating the odds because we have Sean games

[1:44:39] 20% gains in mathematics. 49 to 69% for the National for

[1:44:46] their the nwba assessment.

[1:44:49] And we have seen 15% gains in reading

[1:44:53] that is for all of our schools K through 8 K to 8 only

[1:45:00] we're beating the odds. I we reflected on these assessment,

[1:45:05] but we're absolutely making a difference with being our

[1:45:08] students.

[1:45:10] So these are some of the dilemmas that the legislators

[1:45:14] on us as board will have to the site.

[1:45:18] Where do we go from here.

[1:45:20] How are we going to have to make our voices heard.

[1:45:23] As we encounter the next. They used latest session and

[1:45:27] these legislators get back to work. Are they going to do the

[1:45:30] right thing and bring resources to the school system because

[1:45:35] any Bentley

[1:45:36] they're not enough. As you can see, based on this chart

[1:45:41] that concludes my presentation. Any questions,

[1:45:44] any questions for doctor car seat.

[1:45:50] Not a question that may be a comment and this is just

[1:45:53] historical information, too. Keep context.

[1:45:57] >> In 1970. And and then we have some more recent data was

[1:46:00] taken directly from our at the time is called the cat for it.

[1:46:03] Was it is our audit numbers every year. But

[1:46:06] just a strictly in 1970. We had 18,000 students in

[1:46:10] Billings public schools

[1:46:12] and then the from tooth it 2000 to 2006. There were about

[1:46:17] 17,000 students. So I mean, we're an incredibly consistent

[1:46:21] district over time so that

[1:46:23] we want to make sure we look at these numbers and understand

[1:46:25] that we've done the demographic studies. The county is looking

[1:46:28] at that. The city's 10 demographic studies to we're

[1:46:30] not having massive over that sort of time period.

[1:46:34] These fluctuations are going to happen and we'll see bubbles at

[1:46:38] different points. And I think there's a lot of data if we

[1:46:40] need to go back and just look as we're making decisions on

[1:46:43] these increases and decreases when they built the 2 middle

[1:46:45] schools. It was up pretty intense time. And so if you

[1:46:48] look at that time period on the minutes. I mean, there's a lot

[1:46:52] of data presented so that

[1:46:55] we say things like West is.

[1:46:57] >> So for over 4.

[1:47:00] >> The Midwest has been probably 4 or 5 years and then

[1:47:03] last fall, another 5 years. And so that we're keeping the

[1:47:06] context of what's going on within the district. So

[1:47:13] you're the comment.

[1:47:17] Thank you, doctor Garcia. Thank you.

[1:47:21] Next item for clerk's report.

[1:47:24] >> Okay. So we're currently at 3 office of civil rights

[1:47:29] complaints. One o P I

[1:47:32] and one human rights Bureau.

[1:47:36] >> Okay. Any questions for the new on that.

[1:47:42] Thank you. Thank you.

[1:47:44] Board operations.

[1:47:48] This one is

[1:47:52] we want to continue our discussion about recording

[1:47:55] committee meetings.

[1:48:00] >> We've asked legal for their opinion state law. We are

[1:48:05] required to record our board meetings. We are not required

[1:48:11] to record.

[1:48:13] I could eat, however we.

[1:48:16] >> I feel like that as I understand it this way with

[1:48:19] then we've been recording on the committee meetings.

[1:48:21] So the question is what about when during negotiations when

[1:48:26] we have a caucus committee.

[1:48:29] Is that something where we feel that we could exclude recording

[1:48:35] during the negotiations,

[1:48:37] the court, everything else but exclude that

[1:48:43] if so, we need to direct staff to

[1:48:47] tweak our policy. So do we have any comments or thoughts on

[1:48:52] that.

[1:48:55] >> I'll simply say that I do support that. I do think that

[1:48:59] it because we have been recording committee meetings.

[1:49:01] I think that it would be best practice to continue. However,

[1:49:04] I think it would be in the best interest for our taxpayers and

[1:49:08] community F we were able to caucus outside of a recording.

[1:49:17] >> And I think there's a lot of precedence for our negotiations

[1:49:21] that we had not been recording. Those meetings prior to this

[1:49:24] year and it's common practice in my

[1:49:29] my opinion that when you have an it a negotiation where

[1:49:34] something may or may not or could potentially benefit the

[1:49:38] district

[1:49:39] and therefore the taxpayers that that can be done.

[1:49:43] The recording happening at the time.

[1:49:48] Anyone else

[1:49:52] want to

[1:49:55] direct staff to tweak our policy, 1441 to

[1:50:01] make those adjustments

[1:50:03] moving forward.

[1:50:04] I can make that motion. Okay,

[1:50:08] stand again. Just to make a motion to direct staff to

[1:50:13] just are

[1:50:16] the committee is a committee policy.

[1:50:18] >> Well, its policy, 1441. Oh, yeah. Purchasing Haitian

[1:50:22] for policy 1441 and to exclude recording of caucus meetings

[1:50:28] Doreen negotiations. Okay.

[1:50:34] I'll second that, OK, it's been moved by Theresa trust the

[1:50:37] Larson and a second by just yet more to adjust policy 1441 to

[1:50:44] include

[1:50:46] not recording

[1:50:48] caucus committee meetings,

[1:50:50] any other discussion.

[1:50:53] All those in favor say aye. Aye. Any opposed

[1:50:56] motion passes, OK, we will

[1:51:00] get that

[1:51:09] any development.

[1:51:11] Now you're ready for me. Now I know why.

[1:51:17] >> Guess which of their last meeting. We met with fiery

[1:51:20] campaigns from Helena Montana to kick off the meeting and

[1:51:22] that was just more of a kind of meat and introduction. They

[1:51:25] were part of the team behind Helen its recent high school

[1:51:28] bond success. And so we want to talk to them about their

[1:51:30] experience. And I guess the majority, the conversation for

[1:51:34] that meeting centered on kind of timing for our potential

[1:51:36] high school bond.

[1:51:38] And that was a NASCAR to. We did have a kind of deeper

[1:51:41] conversation about potential high school bond at our border

[1:51:43] treat and I did like the idea that was brought up in terms of

[1:51:46] kind of getting our timeline for more, you know, public

[1:51:49] communication and so are we comfortable like I would say

[1:51:53] this personally, I really am interested in sharing some more

[1:51:55] information hopefully by November.

[1:52:02] And then after that, we had a quick bus barn update at the

[1:52:05] time of the meeting. Doctor. Cnn's you preparing for a City

[1:52:09] Council meeting and I was going to start to see Lindsay have

[1:52:11] any updates on how the meeting went.

[1:52:18] >> So the lesson part item was pulled from that meeting by

[1:52:22] City Council

[1:52:23] and they had a discussion of their budget and finance

[1:52:25] meeting, I believe is what it's called.

[1:52:29] So we will now be going to Council on October 12th to have

[1:52:32] that discussion.

[1:52:34] It's going to look a little bit differently than

[1:52:37] we originally had proposed. I guess we're still going to

[1:52:40] move forward with the vote. A resolution for the 15 acres.

[1:52:43] But the city did identify some financial impact to their

[1:52:46] general fund

[1:52:48] for snow removal being in different locations and in

[1:52:51] Wilson Park.

[1:52:53] So kind of compromise with them. And that's the the

[1:52:56] current thought is that we would not partial, but at least

[1:53:00] 5 acres at no cost.

[1:53:04] We're still working on the number of years. But anyway so

[1:53:07] that they would remain cost neutral that way. But we're

[1:53:09] still

[1:53:10] potentially having access to do. And that's where we're

[1:53:14] thank you.

[1:53:21] >> And then after that summer, the city's update. Scott good.

[1:53:24] If you're a few items tonight because just briefly talk about

[1:53:26] the summer project facilities handled.

[1:53:33] >> We've ramped up the majority of all the summer projects

[1:53:35] you'll see on the list that are provided that there's a couple

[1:53:38] that were not completed yet and those are more timing issues.

[1:53:42] We ran and a little bit of an issue with the Pali windows and

[1:53:45] they're going to push that out. Tell next summer along with the

[1:53:49] rooftop unit from the hail damage at Bear to see the unit

[1:53:54] that's up there is working right now and it just arrived.

[1:53:57] I believe last week and it didn't make much sense to

[1:54:00] tear it all out and have a crane over the school. Wait

[1:54:03] till summer on that one as well.

[1:54:05] Other than that, the rest of one along pretty well. And if

[1:54:08] you have any questions over any of the projects to all answer.

[1:54:13] >> Any questions for Scott

[1:54:17] as the summer.

[1:54:19] I would just say this term a trustee visit. But is that a

[1:54:22] fair tooth.

[1:54:23] And

[1:54:25] I was told that, well, I saw a bear tooth. They have safety

[1:54:29] doors can stop now and to the fore

[1:54:33] open concept schools.

[1:54:37] They're to Arrowhead alkali Creek

[1:54:41] sandstone sandstone.

[1:54:44] We want. We want our schools to be open inviting, but we want

[1:54:47] them to be safe. And so they consider having these open

[1:54:50] hallways.

[1:54:52] They have doors now that

[1:54:55] in a moment's notice they will close. So if there was ever a

[1:55:00] safety issue, then there would be access to the rest of the

[1:55:04] school very impressed with the store. So next time you're one

[1:55:07] of those schools be sure and check it out. And those were

[1:55:10] installed by our staff doing those good job. And I was like

[1:55:15] those

[1:55:17] so thank you, Scott.

[1:55:20] >> All right. That the sake of the meeting summary. We wrapped

[1:55:22] up with a discussion of de lis. This is the week right after

[1:55:25] the stadium opened. And so we had a lot to celebrate and so

[1:55:28] generally and it's going to say now, I thank you for everybody

[1:55:29] in this room. Everybody in the district for all the hard work.

[1:55:32] What a ballpark like it is an amazing stadium and hearing the

[1:55:36] community stories I've seen so far.

[1:55:38] >> Doctor, Steve, thanks for sharing a story from the

[1:55:40] student athlete in Helena. I'm sure we'll be hearing a lot

[1:55:42] more about that. But underneath us. We also had a plaque.

[1:55:46] And Jan, I know you're leading the charge with that project

[1:55:49] here. I did reach out to any architects, any design for a

[1:55:56] draft,

[1:55:57] a dedication plaque. So would be dedicated on August 29th.

[1:56:02] It just came and on Friday or

[1:56:07] this morning, actually because there were a few changes did.

[1:56:11] Were you able to e-mail that to the

[1:56:14] to the trustees. So they at least have

[1:56:17] yeah. Out the top here today, OK, so we're still working on

[1:56:23] that.

[1:56:24] I know one thing that has already been

[1:56:29] change a little bit is instead of halting Inc. It's could be

[1:56:32] halting ccm think so. And then I have reached out to ban it

[1:56:38] group to make sure that they are OK with their name on the

[1:56:41] plaque and is fundraiser the appropriate

[1:56:49] for their group.

[1:56:51] Does anyone else have any comments that you want to

[1:56:54] share.

[1:56:58] So a move forward on trying to get that finalized. It will be

[1:57:02] there. Any is proposing that the plaque be when you go into

[1:57:07] the main entrance,

[1:57:09] the schools are on the left, the 3 schools to be on the

[1:57:13] right

[1:57:14] and that mean interests.

[1:57:16] All right. Thank you.

[1:57:19] >> And we're not done with the de La Salle excuse me, 7.

[1:57:21] Donald stadium conversation yet we've had an anonymous donor

[1:57:24] stepped to the plate and offer 125,004. The press box

[1:57:28] sponsorship. And so this is just an action item for are

[1:57:31] meeting tonight.

[1:57:35] >> So

[1:57:37] I would need a motion to approve the donation of her

[1:57:41] 25,000 by the anonymous donor for the Sam macdonald stadium

[1:57:45] and a less

[1:57:46] for that. John Albert a press box.

[1:57:49] It was mentioned last month.

[1:57:52] And so we've had the 30 day review.

[1:57:57] We have a motion

[1:57:58] make a motion to approve the donation of a $125,000 by the

[1:58:02] anonymous donor for the Sam macdonald stadium and de lis

[1:58:06] John Albert a press box and to have a second. I'll second that

[1:58:10] it's been moved by trusty Larson seconded by trusty

[1:58:13] Ludwick too approved the donation for the John. A bird,

[1:58:17] a press box,

[1:58:19] a 125,000 comments questions.

[1:58:23] All those in favor say aye

[1:58:25] and post

[1:58:27] passes.

[1:58:29] >> All right. Thank you. And then last but not least,

[1:58:31] when it comes to the planning development. We did have some

[1:58:34] recent exploration about possible

[1:58:40] project. You could tell him entry. You have some

[1:58:42] information that action there, Scott that you've anymore share

[1:58:45] about this project specifically.

[1:58:52] >> We did advertise for the rfp to complete the grant

[1:58:55] application for Hugo. Plus

[1:58:57] in doing that, we had one submission and it was the same

[1:59:01] company that has done the majority of our other projects.

[1:59:06] As you can see, the cost of it has climbed quite a bit.

[1:59:09] And with the payback the way it is.

[1:59:14] My recommendation would be to not move forward with that one.

[1:59:17] It just cuts into that payback way too much. After 12 years,

[1:59:22] 12 is kind of the higher and that that I would feel

[1:59:25] comfortable with it.

[1:59:26] But this one has a payback of 15 years.

[1:59:29] Tell you can start receiving any profit from it.

[1:59:33] I would suggest that we look into advertising are promoting

[1:59:38] it to some

[1:59:40] other companies to come in and resubmit for the April.

[1:59:44] A round of it.

[1:59:47] That decision is yours.

[1:59:50] Any comments.

[1:59:54] >> What is the question here. And so right now it doesn't

[1:59:55] feel like it's most feasible option. And so for us the kind

[1:59:58] of bold move for the just an action item. There's a

[2:00:01] possibility of repression. The project in the spring.

[2:00:04] Yeah, absolutely. Okay.

[2:00:06] >> I think some of the direct a language changes after December

[2:00:09] 31st. But we can work with that, too. All right. Thank

[2:00:13] you.

[2:00:14] I have a question.

[2:00:15] >> This this company as in most of our projects. Correct.

[2:00:19] Do you have any

[2:00:23] in clean that they're being other

[2:00:25] company out there that would be interested in.

[2:00:28] >> I have asked that of the engineers and then they felt

[2:00:32] that they could go out and directs listen to some of these

[2:00:36] other companies that around. I won't mention any other names

[2:00:39] right now, but that they could possibly put in a submission

[2:00:44] for the rfp to do this. So just to have some competition on it.

[2:00:48] And do you. I don't know if it be cheaper or not. But.

[2:00:51] >> Yeah. And do you think that they why they didn't

[2:00:57] submitting first place given up.

[2:00:59] >> I have no idea why why they wouldn't if they do have enough

[2:01:02] business that they don't look at our fees are I really don't

[2:01:06] know the answer to that.

[2:01:12] >> I have mixed feelings on this because

[2:01:17] the cost would be

[2:01:20] less than 50% of what the total is with all that with all that

[2:01:23] and

[2:01:25] grants and everything.

[2:01:27] And

[2:01:33] we're going to be paying the electric bill

[2:01:35] every year.

[2:01:38] >> That decision is up to you guys

[2:01:41] for that.

[2:01:48] >> I I I worry that these grandson and credits are going

[2:01:54] to go away

[2:01:55] and the longer the wait,

[2:01:58] the less that that you'll get

[2:02:01] and the prices keep going up

[2:02:04] and we know electricity keeps going up.

[2:02:10] There's definitely a potential for that.

[2:02:13] I mean, I

[2:02:16] I'm almost inclined to proceed.

[2:02:20] I'm not the only one

[2:02:25] in the comments.

[2:02:28] I mean, I would make a motion.

[2:02:30] >> Make motion based on the information provided that we

[2:02:33] don't move forward and move with the recommendation to do

[2:02:36] back in the spring pushing tour with my motion is to support

[2:02:45] to not proceed

[2:02:47] with this project as it's currently done because of the

[2:02:51] financial returns and revisit it in the spring.

[2:02:55] Hey, by the second.

[2:02:59] >> It's been moved by trusty Cherokee this and seconded by

[2:03:02] trusty Wagner to approve staff's recommendation to not

[2:03:06] proceed with the solar project any more comments or questions

[2:03:12] if such if this is going on eagle close

[2:03:17] in the second year in a second

[2:03:20] because its financial, maybe we should not. That's true.

[2:03:23] That's your second. I withdraw my second. Okay to have another

[2:03:26] second

[2:03:28] all second. Okay. Been moved by trustee chair cages and

[2:03:32] seconded by trusty lead to not move forward for the with the

[2:03:35] staff recommendation to

[2:03:37] move forward with the staff recommendation to not proceed

[2:03:40] with. So the project said the correct. Okay.

[2:03:44] Comments questions.

[2:03:46] >> I agree with you, trustee for think these are going to

[2:03:49] get shorted probably sooner than later. But I think

[2:03:52] a couple months out

[2:03:54] Cushing drills even saying that this is strangely high just

[2:03:59] cost. So hopefully we can get that done with some

[2:04:01] competition, OK, I agree with you, OK.

[2:04:06] Make them move forward for the vote.

[2:04:08] >> This is a financial. So could you take roll call,

[2:04:10] please. Absolutely.

[2:04:13] Trust us more time.

[2:04:18] Just eat Turkey to start

[2:04:22] trust the regular.

[2:04:23] She was given no P don't apologize to just be hey,

[2:04:27] for now

[2:04:30] to see that are a guest

[2:04:34] trusted you to see. Yes,

[2:04:37] interesting are some guests.

[2:04:39] >> Motion passes. We will delay and hopefully get better

[2:04:43] numbers in spring

[2:04:47] and that the motions, everything for me for I have

[2:04:52] 3 yeses and 3 know us know

[2:05:01] no. Yes, except opened.

[2:05:05] I confuse them. I apologize. Okay. It was a negative vote.

[2:05:09] Yeah. Yes. Haha so thank you. Okay.

[2:05:15] All right. So that was planning development.

[2:05:19] So then the next item is stakeholders.

[2:05:24] All right. We started

[2:05:25] discussing further on the rebalancing situation and we

[2:05:31] started off that gave us some background on the 2014, 2015

[2:05:36] redistricting project of what Cropper didn't

[2:05:39] and kind of updated us on

[2:05:43] the changes in enrollment and different to use the facilities

[2:05:46] and and things like that.

[2:05:49] We talked a lot about what

[2:05:54] superintendent Garcia presented in his meeting or in his

[2:05:58] presentation. As far as the numbers go in

[2:06:01] and the trends of enrollment over time and then also brought

[2:06:05] in the into the discussion, the charter schools and that impact

[2:06:08] on the school population.

[2:06:11] We decided to

[2:06:15] to create a and ad hoc committee with Mister Class A

[2:06:19] and sac on it as well as some community members, too. Really

[2:06:23] kind of look at the

[2:06:24] fine tuning of the rebalancing the and not really make it a

[2:06:28] big

[2:06:29] overhaul as far as boundaries go,

[2:06:32] trying to keep it simple. So that's where we're at right

[2:06:34] now with that

[2:06:37] doctor Garcia did hand out some information about some

[2:06:40] legislative actions and that information will be attached to

[2:06:44] the minutes that anyone is interested in out. We didn't

[2:06:46] have a lot of time after to really talk about it. But

[2:06:49] rather than just received the information. And then we have

[2:06:53] to postpone or discussion on the budget, communication and

[2:06:57] education strategies that the community took the next meeting

[2:06:59] will continue that then

[2:07:04] questions for Theresa.

[2:07:08] All right. Thank you. Performance monitoring.

[2:07:15] Roger,

[2:07:23] thank you. Chair from just a quick update and will be

[2:07:26] covered at our meeting. Last Monday.

[2:07:28] >> We had a good discussion on coming up with different ways

[2:07:31] to let our community know about how our students are learning

[2:07:34] and growing. So we had a nice way of us thinking a different

[2:07:38] ways to talk about student success and what that looks

[2:07:41] like in our district as we know, there's a lot of that to

[2:07:43] celebrate

[2:07:45] our conversation conducted continued on us to celebrate

[2:07:49] like doctor Garcia mention earlier this evening are

[2:07:52] tremendous growth he's seen are in our K 8 students on our NW

[2:07:56] scores over the last 3 years.

[2:07:58] And I'm also we acknowledge that historically high

[2:08:02] past rate, if you will, and students taking AP exams in our

[2:08:07] district. We have 82% of our students achieve a 3 or better

[2:08:11] which well nationally and is recognizes passing so

[2:08:16] incredible growth over time over the last few years

[2:08:19] without.

[2:08:21] And then of course, just celebrating our continued

[2:08:24] growth in offering certifications to our students.

[2:08:27] So maybe they walk away with

[2:08:30] certification or credential when they graduate or some dual

[2:08:33] credit options or AP credits along with their deployment.

[2:08:38] So

[2:08:39] just really just a quick summary. That's what we

[2:08:41] discussed and we're looking forward to meeting again in

[2:08:43] October and discussing some fall benchmarking. And so,

[2:08:48] you know, if a trustee Wagner has anything to add or.

[2:08:52] >> You know, I was have been affected and I was thankful for

[2:08:54] how he presented the information. And I thought it

[2:08:56] was really well done. Okay. Yeah. Thank you.

[2:08:59] >> Any questions? I know there's a lot of data there,

[2:09:01] but we kind of had a discussion as a committee to

[2:09:06] bring ways to celebrate. And I'm just give you guys the

[2:09:08] highlights. So we like good news. Okay. Any other questions

[2:09:12] for Roger.

[2:09:15] Thank you. Roger.

[2:09:19] >> Curriculum and instruction.

[2:09:23] I believe first one is from Anthony.

[2:09:33] I feel like I've been up here lots of times tonight.

[2:09:37] We're asking for your approval to extend their contract with

[2:09:40] the Center for collaborative expertise to continue on the

[2:09:43] visible learning journey.

[2:09:45] Currently, we have 5 more schools that are going toward

[2:09:48] certification and this will close out our transformational

[2:09:51] learning funds.

[2:09:55] OK, so are these 4 separate contract. So to contracts one

[2:10:00] for next year when for the following year and then the

[2:10:03] sole source provider as well as financial Todd attachments that

[2:10:09] we can do this in one. Yes. So the suggestion action is to

[2:10:14] approve the expenditure for visible learning.

[2:10:17] >> Also known as the Center for collaborative expertise

[2:10:20] training for the 2728 2829 school years.

[2:10:27] So you have any died in motion.

[2:10:30] I can make the motion to approve the expenditure for

[2:10:33] visible learning OK. And you have second,

[2:10:37] it's been moved by trusty Wagner and seconded veterans.

[2:10:40] You do see to approve expenditure for the visible

[2:10:42] learning training for 2728 in 2021 school years.

[2:10:48] Do we have any questions for camp

[2:10:52] comments questions.

[2:10:58] All those in favor say aye. Aye. Any opposed

[2:11:08] item advisory Committee for professional development.

[2:11:16] Good evening again. So on behalf of the acpd committee.

[2:11:19] We are.

[2:11:20] >> Looking for your approval of our special requesting course

[2:11:23] proposals that were reviewed and recommended to you

[2:11:30] give questions now you want

[2:11:33] the okay. It go ahead.

[2:11:35] >> But I guess just one question of are these rolling

[2:11:40] like requests. So is it just opened for teachers to putting

[2:11:46] request for

[2:11:48] the professional development at any point throughout the school

[2:11:51] year.

[2:11:52] >> Yes. So this special requests are courses that

[2:11:56] they're requesting to get approved to fulfill their 18

[2:12:00] hours a PR trade that's required. And so they have

[2:12:04] Intel

[2:12:06] the end of April to complete those. And there's timelines

[2:12:09] every month there. We requested to be submitted by so that our

[2:12:14] committee can review so that we can set the agenda for

[2:12:16] tonight's meeting.

[2:12:19] Yeah, they can request that throughout the year and

[2:12:21] throughout the summer as well.

[2:12:26] >> Any other questions? All right. We have a motion to

[2:12:29] approve the attached special requests, in course proposals

[2:12:32] has reviewed by the advisory Committee for professional

[2:12:34] development and recommended to the board.

[2:12:38] All those in favor say aye. Aye. Any opposed

[2:12:42] motion passes. Thank you for your time. Thank you.

[2:12:46] The charter school updates.

[2:13:03] I had the pleasure of introducing principal ally

[2:13:05] Zandt, who is our principal.

[2:13:07] >> I'm new to the Washington innovation center who oversees

[2:13:12] the Billings opportunity school and the Burling Billings early

[2:13:15] College school. So we have a quick brief presentation put

[2:13:20] together for you. But part of why we're here tonight as is to

[2:13:22] fulfill

[2:13:24] your obligations of the governing board of our charter

[2:13:27] schools. We have to present you with these quarterly. So it's

[2:13:29] good to give you a brief introduction to our charter

[2:13:33] schools and then we'll follow that with a principle called

[2:13:36] Hill who will talk about the Billings multi-lingual Academy,

[2:13:40] which is technically to schools just remind you guys. It's a

[2:13:43] middle school and high school. So I'm Ali did have a couple of

[2:13:47] and on some of the past around you guys. But a letter to

[2:13:49] collect.

[2:13:50] >> Good evening. So I did have some light reading for you guys

[2:13:53] because I didn't want to have a bunch on the sites for you.

[2:13:56] So

[2:13:56] when you have a spare moment feel free to read. So I just

[2:13:59] want to start with early college side and talk a little

[2:14:02] bit about what we're about, where we're at and where we're

[2:14:04] hoping to move. So

[2:14:06] it is an individualized for your plan that really kind of

[2:14:11] honing in on college readiness getting them ready for that

[2:14:14] next step and that's maybe will probably one of the biggest

[2:14:17] things that distinguishes it from maybe what they're doing

[2:14:19] in their area, high schools

[2:14:22] and then when they have supported access to their

[2:14:25] college coursework

[2:14:26] and then a plan, an individualized plan that

[2:14:30] they're working through with our counselor as to what that

[2:14:32] kind of looks after the like down the road. So when we

[2:14:37] initiated this school, we're at 53. We're at a 131 for our

[2:14:42] current enrollment.

[2:14:44] So

[2:14:45] what I did is I came up with 3 goals for each of the 2 charter

[2:14:49] schools. So my first the first goal and I used the performance

[2:14:55] framework that we're responsible for answering to

[2:14:57] through P. I

[2:14:59] so we're first one is to expand enrollment. And I think the key

[2:15:03] to our expanding enrollment is going to come with better

[2:15:06] communication. So I've sort of outlined in far greater detail

[2:15:12] there. But

[2:15:14] what that might look like, how we might better communicate

[2:15:18] with the our middle schools

[2:15:21] in some of our freshman nights where we're talking with those

[2:15:25] families and then just through social media, like what a real

[2:15:29] about what are the opportunities that we have.

[2:15:31] What distinguishes early College and opportunities that

[2:15:35] those kiddos have

[2:15:37] kind of the key. I'm here on the white part is that our kids

[2:15:42] don't have to get to us. They're not going to come to us

[2:15:44] necessarily college ready. That sort of.

[2:15:47] >> What we're helping them work through maybe a little bit of

[2:15:50] that rigor with some additional support from the teachers in

[2:15:53] the building that are going to kind of stare step them through

[2:15:56] that process.

[2:15:58] The second goal is to ensure there progress through this

[2:16:03] early college pathway. So right now we're sitting at about 88%

[2:16:06] of our kiddos that are getting anywhere from like these

[2:16:09] through seas. And that's so that's the great. But that's

[2:16:13] also attendance. And we're looking at and we'd like to

[2:16:16] push that to 90% or kids receiving anywhere from phase 3

[2:16:21] C's and then at 90% or better attendance rate

[2:16:27] and then we want to really be intentional about how we're

[2:16:30] preparing these kiddos

[2:16:32] what that's going to look like.

[2:16:35] We threw their sophomore year to be taking these college

[2:16:37] courses and be responsible for those college credits like we

[2:16:41] we have work to do to make sure these candles are ready and

[2:16:43] understand the impact of taking these college courses in that

[2:16:47] kind of

[2:16:48] staying with them through any college experience.

[2:16:52] So one of those ways that we're going to do that is through

[2:16:55] being really deliberate in our individualized pathway center.

[2:16:58] Counselor works

[2:17:02] really diligently to do to get to know the kids find out what

[2:17:06] are their goals aspirations. What they want to do. Why are

[2:17:08] they there

[2:17:11] making sure we're checking in with some a lot that we're

[2:17:13] looking at quarterly progress with these kids is probably

[2:17:16] actually more than quarterly. It's

[2:17:19] every 6 weeks that were really kind of diving into where

[2:17:21] they're at.

[2:17:24] Make sure that we are working in conjunction with MSU and

[2:17:28] City College to help these kiddos and then these college

[2:17:31] ready learning have. That's that even just when you walk in

[2:17:35] the building they can to get hit with that information.

[2:17:37] What are some of those skills that we need to start to be

[2:17:40] college ready

[2:17:41] and then goal number 3 for the early college is to strengthen

[2:17:45] college readiness through some of those early interventions.

[2:17:48] So that were

[2:17:49] catching those kids when they start to get a little bit more

[2:17:53] of a well, maybe we see those great start to dip. What what

[2:17:55] are some of those and what are some of those interventions

[2:17:58] that we're going to take with these kiddos

[2:18:00] that we're looking at the big picture that it's not just the

[2:18:04] counselors but that our teams are working pretty closely

[2:18:06] together to talk about when kids are when we see those kids

[2:18:09] start to fall off a little bit

[2:18:15] that we're monitoring those individualized plans and

[2:18:17] adjusting them because we know these kids is as they work

[2:18:22] through their high school experience. Maybe some of what

[2:18:24] they thought was their trajectory changes a little

[2:18:26] bit. So maybe we are just some of those individualized plans

[2:18:30] and that if we see some kiddos that are struggling, that we

[2:18:34] kind of building that support there for him.

[2:18:37] So that's a little bit on the early college side

[2:18:40] opportunity side.

[2:18:43] Currently we have a 123 were actually I think it's supposed

[2:18:47] to be at a 120. So we're a little bit over our enrollment

[2:18:50] numbers. Now 93 of those kettles are full time. 30 of

[2:18:55] them are part time,

[2:18:56] which is awesome that we can service that many kiddos

[2:19:00] our first goal here is

[2:19:03] to improve student attendance. So that's a pretty low number,

[2:19:08] right. 66.8%. So

[2:19:12] the goal here is to shoot for 72% to see about a 5%

[2:19:17] improvement and how we're going to tackle that because we know

[2:19:21] if we have better attendance, academics are going to come

[2:19:24] with it. We also can wrap these kiddos up a little bit better

[2:19:27] if they're there and they have the supports that we have in

[2:19:29] place for them because

[2:19:30] we have some amazing staff with some phenomenal support for

[2:19:34] these kiddos. If we can get them there to utilize those

[2:19:36] supports. So that document you guys have outlines a lot of the

[2:19:41] different things that we're going to do.

[2:19:43] The district downtown is actually supporting checking

[2:19:46] connect for our kiddos at Washington, which I think will

[2:19:49] be huge once we get kind of a targeted list of kiddos that

[2:19:52] can really benefit from that

[2:19:54] and attendance is one of those markers for that

[2:19:58] second goal

[2:19:59] is the strength and clarity and academic growth and that kind

[2:20:04] of goes back to might come. Anthony talked about with those

[2:20:08] collaborative expertise teams and what we're doing with

[2:20:11] visible learning

[2:20:12] we are or didn't meet the standards and all 4 academic

[2:20:16] areas. There's always room for growth. Don't want to make sure

[2:20:19] that we maintain that or improve. So

[2:20:23] how we're going to do that. Hopefully get having all of our

[2:20:27] key kiddos.

[2:20:29] 70% of our kiddos with Cesar better. A man not again is

[2:20:33] going looking at the proficiency scales that they're

[2:20:36] being evaluated by

[2:20:40] the really deliberate in our use of learning intentions and

[2:20:42] success criteria. So that like on that second bullet down

[2:20:48] check that students can explain their learning and what success

[2:20:52] looks like if kiddos can explain that kind of thing.

[2:20:54] We know.

[2:20:55] >> With that learning is advancing at a better rate

[2:20:57] versus them just sitting in getting and not being able to

[2:21:00] give us any feedback on what they're learning.

[2:21:04] >> That we're using the impacts cycle which we do in our Plc's

[2:21:10] to figure out who's getting it was not what we're going to do

[2:21:12] if they don't.

[2:21:14] And then adjust what we're doing from there. So super

[2:21:17] optimistic with what the staff has done so far to kind of help

[2:21:21] move the needle with the kiddos

[2:21:22] and the last one is just to strengthen those pathways to

[2:21:26] graduation

[2:21:27] and that they are

[2:21:32] where they need to be with having some ideas. What

[2:21:36] post-graduation looks like that we can get them there, but then

[2:21:39] have some ideas of what life post-graduation might look

[2:21:42] like.

[2:21:43] So

[2:21:45] those opportunity kettles also will have an individualized

[2:21:48] plan which is huge. This the council works hand-in-hand with

[2:21:52] them. We also have a career coach that is

[2:21:55] really instrumental in facilitating this from early

[2:21:58] on. They've already our kiddos have already done

[2:22:01] like work through zello to look at, you know what options might

[2:22:04] work well, for them

[2:22:06] based on what they like based on their strengths, that kind

[2:22:09] of thing. So we start that early on. And then just start

[2:22:13] helping them work towards that. Get him out in the community

[2:22:17] internships, that kind of thing as they progress through school

[2:22:21] and then make sure that we're keeping track of these kiddos

[2:22:23] if they need support like how we can get that support for

[2:22:26] them. And like I said, we have a lot of support field into the

[2:22:30] school for these kids. Also

[2:22:33] that proportion,

[2:22:36] the questions.

[2:22:38] Have a question

[2:22:42] on your opportunity. School kids. Have you been able to

[2:22:45] identify

[2:22:48] what keeps them from coming to school. I mean, do you have any

[2:22:51] ideas why they they're not showing up for

[2:22:56] traumatic home. Life is huge. Transportation might be an

[2:23:01] issue. Parents that are incarcerated.

[2:23:04] They're homeless like those are all things that just in the

[2:23:07] past like 3 days have come up and are huge road blocks for

[2:23:11] these kiddos that make this start small think there are

[2:23:14] things that at the end of the day, I can wish in one hand and

[2:23:18] and like it's not going to matter what we do there.

[2:23:20] Those are just some major road blocks at these kids in

[2:23:23] families are up against. So

[2:23:25] that's why the supports that we have there for people

[2:23:31] that we can wrap those kids up, even if it's like to go to

[2:23:34] their house and get them that we I think reached out just

[2:23:37] today to figure out

[2:23:39] we have families just got evicted like what can we do for

[2:23:42] these kiddos to provide some stability in their home so that

[2:23:44] they can maybe actually get to us because I think they

[2:23:47] probably want to.

[2:23:48] But when your basic survival needs are being met you.

[2:23:52] And that's where a lot of these kids are at. This is their

[2:23:55] basic needs just are being met. So

[2:24:00] okay. Any other questions.

[2:24:05] Keep it up. All right.

[2:24:07] Thank you, guys. Thank you.

[2:24:14] >> And who do we have here. Multi-lingual school, middle

[2:24:18] school and high school

[2:24:20] clutter.

[2:24:22] >> I'm straight cool to see all again Cole.

[2:24:27] And here to talk to you about the multi. Look at. So thanks

[2:24:30] for making time for me tonight.

[2:24:32] We do it.

[2:24:34] I was in the upper. You would call our guy.

[2:24:41] All right. So

[2:24:42] our advisory board met a couple weeks ago and we're making this

[2:24:48] the quarterly. And so our goal with this is to increase our

[2:24:53] stakeholder input and

[2:24:56] I get some of that guidance on our day-to-day operations as we

[2:24:59] plan ahead. You can see our for the participants of or advisory

[2:25:05] board are listed there. We are looking with our recent growth

[2:25:09] to increase our advisory board to include some folks for

[2:25:13] indigenous community because our largest growth, which we'll

[2:25:17] talk about a little bit is our indigenous pathway, which will

[2:25:20] definitely celebrating that our priorities for this year

[2:25:24] sustainable enrollment growth because we actually need to the

[2:25:29] larger in order to be sustainable. So that is what is

[2:25:32] one of our chief priorities,

[2:25:34] our accountability that we hold ourselves to that. We intend to

[2:25:37] meet or exceed every performance framework

[2:25:40] requirements that's we'll get into those details a little bit

[2:25:44] towards the end and then we're going to use our partner

[2:25:47] feedback to grow as we move forward.

[2:25:50] So we have some early successes to celebrate. If you've been

[2:25:53] watching the news,

[2:25:55] we were in the buildings because that with the

[2:25:58] indigenous pathway on September 4th. That was some great

[2:26:01] publicity for us really highlights. And the great work

[2:26:04] that our teachers and our students are doing. And then

[2:26:06] that was followed by new segments on Q 2 in color,

[2:26:09] 8 really highlighted those things as well. So we're we've

[2:26:12] got some good momentum. It's bringing bringing some good

[2:26:15] things our way on our opening day. We did have staff in our

[2:26:19] neighborhood schools. It's kind of a different dynamic, but

[2:26:23] because the high schools have have their different

[2:26:28] the manner in which the

[2:26:31] just a freshman come in and the new students. And so it creates

[2:26:36] different environment for the first day. So we have our staff

[2:26:38] on hand for that. One of the things that is a concern for

[2:26:42] our particular population on the multilingual side. Not as

[2:26:46] much on the indigenous pathway side at all. Is the current

[2:26:51] put, you know, climate around immigration and that's where

[2:26:55] things. So that's why that's the citizen focus or or is that

[2:26:57] we have used the most recent guard guidance from doctor

[2:27:00] Garcia

[2:27:01] to make sure staff are up to date our policies and

[2:27:04] procedures from, you know, of should any issues arise.

[2:27:07] And so far we have not had any so but that continues to be a

[2:27:10] main main concern for a lot of our families. We I have

[2:27:13] conversations probably on a weekly basis with a with a

[2:27:16] family member, a parent who is concerned about sending their

[2:27:20] kids to school in general, let alone our school just because

[2:27:23] of those concerns. So we talk to those things. One of the

[2:27:27] things that we are looking at as a possibility. So we're not

[2:27:29] in the planning stages yet,

[2:27:31] but we're kind of exploring the what ifs of what this would

[2:27:36] look like is moving from our current model in the bma,

[2:27:38] which is both junior high and high school all day long

[2:27:42] because each of those groups still only do half day and then

[2:27:45] we bus them to their neighborhood schools but

[2:27:47] instead moving to an am PM model in which the junior high

[2:27:52] be in the morning in the high school be in the afternoon.

[2:27:55] So the reasons for that are because our

[2:27:59] currently our afternoon buses go to 10 different schools in

[2:28:02] our district. And so that really I'm sure it's our class

[2:28:06] time because the buses will have no matter what we live for

[2:28:09] buses. And so

[2:28:11] that that's definitely a concern. So if we were to move

[2:28:14] to this model. We'll have more information on that later

[2:28:17] meetings. But basically it would allow us to have

[2:28:20] increased time in the classroom and it would also allow us to

[2:28:24] hone our focus within each of our class periods as well as we

[2:28:28] would kind of be able to then consolidate. So we're working

[2:28:31] through what that may look like. Also want to make sure

[2:28:33] you guys are all aware that we have our open House next week.

[2:28:36] Next Tuesday from 6 to 8. So feel free to come by and

[2:28:40] meet our staff and meet some of our families will be on the 4th

[2:28:44] floor from 68 and they'll be pizza 72 so well right.

[2:28:50] Current enrollment in the bma. So we have a 72 students in the

[2:28:57] in person side of the bma know. Explain what I mean. One

[2:29:01] specifying that. And those are all halftime students that we

[2:29:04] have. That's junior high and high school. And then we have

[2:29:07] 87 students in our yield. The enrollment and those are

[2:29:10] kids that are not on site with us, but they're in English

[2:29:14] language development classes that are through us. But at the

[2:29:17] neighborhood schools. And so what we're trying to do is

[2:29:20] we're trying to build faster throughout the district with

[2:29:22] the South battle that sheltered instructional observational

[2:29:25] protocol, which is good practice for multilingual

[2:29:28] learners. But really all or so we're doing that and we're

[2:29:32] helping with our multilingual coaches to get teachers trained

[2:29:35] in that. And so that's kind of how we're able to increase our

[2:29:38] footprint while minimizing the impact on the students or in

[2:29:42] other words, it's allowing us to reach some kids that might

[2:29:47] not normally be able to well might not normally get our

[2:29:52] services because they don't want to leave their

[2:29:54] neighborhood school. So we're bringing some of our services

[2:29:56] to the neighborhood

[2:29:59] staffing changes in the bma. So we have a new secretary Ryan

[2:30:02] Hartman. She's doing a fabulous job. Hollywood chesky is our

[2:30:05] new English teacher Mister Terrill or Terrell. He's

[2:30:09] certain social studies teacher Corey Smith and Velma white man

[2:30:12] runs him. They are in our indigenous pathway. So they co

[2:30:15] teach that group together. Corey was with us last year in

[2:30:19] a lesser capacity this year increase our capacity with us.

[2:30:23] And then our to staff that we have working in our high

[2:30:27] schools, Argus Goldberg and shandy love for laci August

[2:30:30] Goldberg. He's at senior high and he's halftime regular

[2:30:35] English over there. And then halftime with Ariel, the

[2:30:38] English language development classes should be overlaid

[2:30:41] covers West and Skyview for that.

[2:30:44] And

[2:30:48] so in our indigenous pathway are, you know, one of the

[2:30:52] things I'm really proud about. This is what got us in the news

[2:30:54] is that we've added live instruction in Crow language,

[2:30:58] which is as far as I know, it's a off the reservation. That's a

[2:31:02] first.

[2:31:03] And so that's that's a pretty big deal. We've got great

[2:31:06] participation and feel free. Stop by and check it out any

[2:31:10] time because it's it's a large class of students who are

[2:31:13] really engaged in.

[2:31:14] It's pretty fabulous to see what's happening up there.

[2:31:17] We do it. We we do have a Cheyenne language position

[2:31:20] listed for a single class period. And and we do have an

[2:31:25] applicant's. So as soon as that process falls and is completed.

[2:31:30] We will be adding the Cheyenne language within as well.

[2:31:33] And just for your perspective Crow, the

[2:31:40] Crowe students are largest percentage of indigenous

[2:31:43] students in the district followed by Shana is our

[2:31:46] second. So we're really casting a wide net were able to offer

[2:31:50] both of these languages and then through a partnership that

[2:31:53] we have the Buffalo hide Academy out of brownie.

[2:31:57] That's an alternative school within their public school up

[2:32:01] in Browning were actually also offering Blackfoot to block the

[2:32:05] to a few of our students as well. And that's really cool

[2:32:08] because the cost is 0. So they are they're pipe and into our

[2:32:12] classroom with live instruction through through Google and meet

[2:32:17] their kids where they are. And so it's really far we have

[2:32:20] 3 different indigenous languages happening

[2:32:24] happening in the B of a and that's that's pretty neat.

[2:32:26] So we're excited about that.

[2:32:31] The middle school is up for accreditation this year.

[2:32:34] So I'll be busy working on that will be reporting. Back to you

[2:32:36] guys on that.

[2:32:41] So these are so I've 2 slides that are a little language

[2:32:45] heavy here just to kind of give you an update on where we are

[2:32:48] with the things where we were approaches, approaches standard

[2:32:51] and below standard with regard to the performance framework

[2:32:54] last year. So these are the things that we're working on to

[2:32:58] make sure that we meet our goal of the matter of standard in

[2:33:02] all of the performance

[2:33:05] criteria. So the mission or school specific goals. Last

[2:33:08] year we were approached standard. So we did that.

[2:33:12] A modifier goals to better align with the SAS assessment

[2:33:16] data that we're using, they're in place and the we are

[2:33:20] positioned to meet that goal as well. And then our subgroup

[2:33:24] math proficiency and growth. We we were approaches standard

[2:33:28] on this last year. And that was solely because we were not

[2:33:31] aware of the matter in which this was being measured.

[2:33:35] And so now I'm just being highlighted for us by the

[2:33:39] framework. We're now actually utilizing that in our planning.

[2:33:43] So we have a system for that. So we're working through that

[2:33:45] as well. And then similar with their post-secondary reddit

[2:33:48] readiness. We are working with our counselors in getting more

[2:33:54] calls in career prep. Things in front of our kids. So they're

[2:33:57] ready for that next step. And then the does not meet

[2:33:59] standard issues. We had 3 of those as well attendance.

[2:34:02] This is the one that's going to be tough. You know, we are

[2:34:07] you know, we have a we have struggles with attendance.

[2:34:10] Our population by large. I'm just does not have

[2:34:17] average

[2:34:18] does not typically your average attendance rate. And so that

[2:34:23] stuff. So we are kind of racking our brains of the

[2:34:25] things that we can do to improve our attendance to get

[2:34:27] this up to standard, but that that's honestly probably going

[2:34:31] to be our toughest metric to meet. So we're we're working on

[2:34:34] that. We're doing that. We are doing some things that that

[2:34:36] which would include our family engagement. So within the bma,

[2:34:39] we are doing monthly family engagement elements. And so

[2:34:43] we're hoping that that can improve that as well. So we'll

[2:34:47] keep working on that or recurrent enrollment is

[2:34:50] trending upward in large part is, is you seen these numbers

[2:34:53] due to our the growth in our indigenous pathway. So that

[2:34:56] really has taken off. We've got a lot of kids in there and

[2:34:59] that's going really well so far. And then the charter

[2:35:03] governing board performance. The stewardship of what we're

[2:35:06] doing to fix that is in part this right here. So are meeting

[2:35:09] with the advisory board a quarterly and then I'm coming

[2:35:12] to you guys quarterly and hopefully I don't talk too much

[2:35:15] because sometimes they do so

[2:35:17] give me questions fully

[2:35:19] questions.

[2:35:21] >> Comments yesterday. What is the attendance standard.

[2:35:27] >> So without having the framework in front of me.

[2:35:29] I believe it's Rogers and 90%.

[2:35:37] Yeah, they want to 90 or above.

[2:35:42] I was actually surprised at what was marked as our high

[2:35:44] school to amber here. Yeah, because I would have guessed it

[2:35:47] to be significantly lower just from my observation. But that's

[2:35:52] the data that I pulled off of the be eyesight. So

[2:35:55] I wasn't argue with them because his better night

[2:35:58] dissipated. But I do know that struggle and with our even with

[2:36:02] our population that the it is our, you know, with the growing

[2:36:07] indigenous pathway population. You know, that is one of the

[2:36:12] reasons for the indigenous pathways to give students.

[2:36:15] You know, some of the stunts, Tom necessarily have a reason

[2:36:17] to come to school, you know, within them, of course.

[2:36:20] And so, you know, that's part of the purpose of indigenous

[2:36:23] pathways to help give them a reason why we're giving them

[2:36:25] language and things. So

[2:36:28] it's just ongoing work. So,

[2:36:32] yes. Theresa,

[2:36:34] what does your advisory board

[2:36:36] all great questions. So we meet.

[2:36:41] So we we we met for the first time this year. This month and

[2:36:43] will meet again in January in and May

[2:36:48] and basically consists of members of stakeholders from

[2:36:53] the community that work with our students and that can

[2:36:59] basically weigh in on their perspective as to what

[2:37:06] what might be best for the direction of the school.

[2:37:10] It's part of the original charter. So it is a charter

[2:37:12] requirement. So that's something that I inherited.

[2:37:16] But I think we are like said we are going to grow because we

[2:37:18] have such a large footprint of indigenous students now,

[2:37:20] but we don't have any indigenous representation on

[2:37:23] our advisory board. So we should. So it's it's

[2:37:26] it's not something that's binding. It's more what its

[2:37:29] advisory. So they come in and they so it it's ours is unique

[2:37:34] because we have stakeholders that are served by Lutheran

[2:37:38] families as well as nations to neighbors to organizations that

[2:37:41] work with migrant families refugees, things of that

[2:37:44] nature.

[2:37:44] And so they have a very good finger on the pulse of those

[2:37:49] families. Whereas our perspective with those families

[2:37:52] is limited. Honestly typically, too, that kid in school,

[2:37:57] which so they come alongside the kids. A lot of times

[2:38:02] they'll actually be listed as a guardian for those students

[2:38:05] empower school because the families actually want that.

[2:38:08] And so so, you know, they help them with language to help them

[2:38:11] with paperwork. They let them know you don't think that they

[2:38:14] should be worried about things that they shouldn't be worried

[2:38:16] about. So they they get to know the families a lot better.

[2:38:19] And then when we get together, we weigh in on this is what

[2:38:21] we're looking at the school. So it really is a partnership

[2:38:28] new their comments questions.

[2:38:30] >> I just how did how did you come up with this.

[2:38:34] >> Plan to start teaching the crew language to are you

[2:38:37] getting feedback or just somebody have a

[2:38:40] a light bulb moment or we know.

[2:38:43] So this means that the cooling, which is not new in tow.

[2:38:47] How did it finally come to the top. This is something we need

[2:38:51] to do.

[2:38:54] >> So. The indigenous pathway started last year and it

[2:38:58] started as a single class good.

[2:39:02] I was it was me going out. Recruiting indigenous students

[2:39:06] that are 9 neighborhood, middle schools and high schools.

[2:39:12] And so I I recruited about is able to recruit about a dozen

[2:39:14] students. Okay. And I was selling them on an idea of what

[2:39:17] we wanted to do. And the unfortunate reality was we

[2:39:21] weren't able to hire the staff that we

[2:39:24] because we didn't get an applicant for what we wanted to

[2:39:26] do.

[2:39:27] And so unfortunately our enrollment at semester of last

[2:39:32] year with an indigenous pathway almost dropped off completely.

[2:39:36] It would drop down to about 3.

[2:39:39] And then when we were able to hire. Corey Smith is a former

[2:39:43] start indigent in the unit, director up in Great Falls.

[2:39:47] Lot of experience within that. And she came in as a, you know,

[2:39:51] retired administrator now teacher. She came and she

[2:39:54] started teaching teaching 2 periods a day and she part of

[2:39:57] her job at semesters to help recruit kids. And so she was

[2:40:00] able to take those 3 kids and turn it into 12. And so that

[2:40:04] gave us the class when they were on to something here

[2:40:07] and what we started to recognize with with Corey

[2:40:09] because, you know, she's little shell Chippewa. So she's she's

[2:40:13] got that connection with them

[2:40:15] in that she's also indigenous. And so she's got credibility

[2:40:20] which she was able to do is is I would say

[2:40:25] close to half of her kids at some point or another. We had a

[2:40:27] conversations with them. Okay. It's awesome that you're

[2:40:30] coming here to the bma for you're in and it just coffee.

[2:40:34] But you also have to show up at your other school

[2:40:36] because we had kids that were coming just for her classes and

[2:40:40] then skipping out. And that really kind of was a light bulb

[2:40:43] moment for us like we need to let this thing grow and let it

[2:40:47] let it becomes something that it it. It should be.

[2:40:51] And so we just started opening up the possibilities. And one

[2:40:53] of the things that came about was

[2:40:56] the idea of Crow language. And so with regard to

[2:41:00] indigenous line was the difficulty is finding people

[2:41:02] that are licensed to teach shot and that is the new Class,

[2:41:06] A class 7 license and that that has to basically come from the

[2:41:10] with the blessing of the tribe. So it's not as simple as you

[2:41:14] know, taking classes and submit an application to opi. I so

[2:41:17] it's more complicated. They're harder to find. And we happened

[2:41:21] to have already had Velma white man runs him on staff. She's

[2:41:25] not only licensed in the Crow language, but she's written

[2:41:28] several books on the Crow language. So

[2:41:31] I'm sure we had we had her right in 2 right in the House

[2:41:35] with us. And so that was kind of a no-brainer for us. Yeah,

[2:41:39] it's been good. And so being that we are a language school.

[2:41:43] You know the, you know, multilingual Academy at that

[2:41:46] makes sense that we start, you know, incorporating that into

[2:41:50] everything we do and makes a truer mission. It's great for

[2:41:52] kids. So the great thing about that is that the kids do get a

[2:41:55] world language credit for that. So on their transcript will

[2:41:59] secret language. But that's the same as taking Spanish French

[2:42:02] German what have you so good stuff. Okay.

[2:42:05] Thank you. Well, excellent.

[2:42:08] >> All right. And comments questions. Thank you very much.

[2:42:11] Thanks so much from time to time. But I think it cost

[2:42:14] real quick. Just to answer trust you Giudice is questions.

[2:42:17] So the the goal for us is that this to meet the state average

[2:42:21] of 33% of students attending school. 95 1% or more.

[2:42:27] And then they get kind of like goes down there from tear.

[2:42:29] So for approaching we have 30 to 32% of students attending

[2:42:33] school 90 to 95 94%

[2:42:36] and then not meeting. It would be below 30% of students

[2:42:39] attending less than 90%. So it's kind of a

[2:42:42] a couple things to look at. But that's a mall that was

[2:42:45] update. You guys on a throughout the school year.

[2:42:51] >> OK, then I'm moving on. Billings health science

[2:42:54] Academy. Roger,

[2:42:58] you pass it off.

[2:43:02] Rogers names on here. That's why I said that. Okay.

[2:43:06] Good evening.

[2:43:08] >> The trustees and superintendent Garcia. My name

[2:43:10] is Christine Simon son and I'm the director of Health Sciences

[2:43:14] and I'm here this evening to ask for your approval. For me

[2:43:18] to submit a proposal to the Montana Board of public

[2:43:21] education on behalf of Billings, public schools for a

[2:43:24] health science charter school prior to tonight's meeting did

[2:43:28] provide you the presentation as well as a complementary or

[2:43:33] coordinating marketing piece. That is, as it says, appear

[2:43:37] working design the classes that we will have the locations of

[2:43:41] them and the teachers are under discussion still under review.

[2:43:46] That's due to funding location. What's going to be available to

[2:43:51] us.

[2:43:52] So I'm here to simply ask for your approval of that unless

[2:43:55] you have any questions or concerns or if you want to

[2:43:57] actually go through the the presentation. I can do that as

[2:44:00] well at this time.

[2:44:01] So we have questions

[2:44:03] comments for Christine.

[2:44:08] >> This is to approve applications. Yes, truth

[2:44:12] imperious. If you come across any hurdles are barriers that

[2:44:16] you've had to address.

[2:44:18] >> So far, no, actually everyone in the community has

[2:44:21] been very supportive. Partnerships are being

[2:44:23] established for possible locations as well as potential

[2:44:27] health care providers to serve as the teachers.

[2:44:30] So as of now, I haven't had any barriers at all.

[2:44:34] So the proposal just so you know, the proposal, obvious

[2:44:37] meeting at the week of October 26 for the 30th.

[2:44:40] My understanding is I will be presenting that October 19th

[2:44:44] meeting with more information because in between now and then

[2:44:48] we'll have more on time doing more research and building more

[2:44:51] partnerships and getting more letters of of support, a

[2:44:54] memorandum of understanding. And we're in some financial

[2:44:58] discussions with some organizations as well that

[2:45:00] we're going to come through it to fruition.

[2:45:06] >> So more questions or comments that suggested action

[2:45:10] to approve the application to pursue approval of the Billings

[2:45:14] health Sciences Academy by the Montana board public at and

[2:45:17] authorize the board chair to send a completed application.

[2:45:21] Yes, sick.

[2:45:22] >> Yeah, I guess one good either. Look, look, I'm like I

[2:45:26] don't have one question on that. But

[2:45:27] what's the the the proposal for the charter school for grades,

[2:45:31] 1112.

[2:45:33] >> What's it versus 1011 9 or 10. You know, what's why was it

[2:45:37] was a selection for 1112.

[2:45:39] >> It's for 1112 right now based on potential location

[2:45:44] that can only House up to full 100 8 students total throughout

[2:45:50] the day morning and afternoon. And so we're going to really

[2:45:54] specific high and classes that are only be offered to grades

[2:45:57] 1112 because of the age restrictions with some of the

[2:46:00] certifications of them. But the classes of the career center.

[2:46:04] A lot of those will be prerequisites suggested classes

[2:46:07] to move into the grades 1112 and the tent intention is we're

[2:46:11] going to start out with I'm very concrete specific classes

[2:46:15] and then will eventually add more health science classes

[2:46:17] going down into grades 9.10 and even potentially add more

[2:46:21] classes for grades, 1112.

[2:46:25] Do you have a location

[2:46:29] and surely his partner,

[2:46:32] several several potential locations and under the

[2:46:35] umbrella of the health science charter school in several

[2:46:37] potential locations. Okay.

[2:46:40] All right. To have a motion

[2:46:44] uni buddy.

[2:46:46] >> But make the motion to I'm sorry. Let me read it

[2:46:51] approve the allocation to pursue approval of the Billings

[2:46:53] health science Academy by the Montana border public at and to

[2:46:57] authorize the board to decide the completed application

[2:47:01] and second it okay to move by trustee

[2:47:05] turkey. Does it signify just to lead Rick.

[2:47:08] And we have any more comments or questions.

[2:47:11] >> All those in favor say aye. Aye. Any opposed motion passes.

[2:47:15] Thank you. With your application. Thank you.

[2:47:21] Okay. Policy updates

[2:47:24] first one to 3.20. And

[2:47:29] I know this is Gordon

[2:47:31] so go ahead, Gordon.

[2:47:33] >> So this is our filter policy and actually trustees Larson

[2:47:36] had asked us to review this. And so we had sent over to our

[2:47:42] legal team to review. And the suggestion was to not make any

[2:47:45] changes that are current practices are meeting your

[2:47:48] needs. But Notre Steelers want to have a conversation with the

[2:47:52] poor as a whole about it to see if there were changes over to

[2:47:55] it. Sure, yes. And.

[2:47:57] >> And also you took it to admin the administrators to get

[2:48:00] some payback,

[2:48:02] which I'm kind of changed my opinion as well. Initially I

[2:48:06] was hoping to

[2:48:08] have the policy requires to shop around for every field

[2:48:12] trip.

[2:48:13] And with the feedback from administrators and yourself an

[2:48:16] illegal. I do appreciate that.

[2:48:18] I know feel like it's most important to change the policy

[2:48:23] to require 2 adult chaperones for out of state and I'm sorry

[2:48:29] out of city. No

[2:48:31] out of town. That's a better way to say it out of town and

[2:48:35] overnight field trips

[2:48:38] and the reasoning. I guess my concerns are that

[2:48:43] it's well known that the where and there's 2 adults, the

[2:48:47] likelihood of abuse decreases head also decreases the chance

[2:48:51] for wrongful accusations of abuse and also provides an

[2:48:58] extra adult that the student needed to go to the hospital

[2:49:01] so adult could go with the student.

[2:49:04] I understand like in town

[2:49:06] field trips. That

[2:49:09] isn't is necessary. I don't feel any kind of agree that

[2:49:12] that would be OK as both was just what the feedback we got

[2:49:15] from admin that then felt in town field trips were

[2:49:20] a little less risky. I suppose in that respect. So I guess

[2:49:25] they wanted to bring it to the board to get

[2:49:28] everybody's feedback on it to see if we could pursue the

[2:49:33] adoption of or I guess pursuit changing the language to

[2:49:37] require 2 adult chaperones, 4

[2:49:41] out of town and overnight field trips. So I would like to hear

[2:49:45] some feedback on that, please.

[2:49:48] That's a quick question. Yeah. Of course.

[2:49:50] >> Is there a

[2:49:53] the distance for out of town like they're going to Laurel.

[2:49:58] >> Good point. Yeah. We could discuss that.

[2:50:01] >> Just some of the kind. We have some students going up

[2:50:03] to red lodge with a face all females. So the fuel shopper

[2:50:06] all-female an effort to structure is taking those girls

[2:50:09] up there just for a day. Leadership training and then

[2:50:13] they come back. Sergino slurs. This things like that.

[2:50:16] And also I do want to point out there right now are for

[2:50:19] practices to have on overnight trips if there are

[2:50:24] male and female students. There has to be a male and

[2:50:27] female shopper outlet is our practice. So we have in the

[2:50:29] right place right now.

[2:50:31] >> Which is great to know. Why did putin may be a missed

[2:50:33] it. I don't know that it's in writing. This is a it's on the

[2:50:37] it's on the application that they have to.

[2:50:39] >> Submit to us. And so we what will I will sign off on it

[2:50:43] unless that meets the requirements of having and the

[2:50:46] state on the form that they have to have that as well.

[2:50:48] So it is to put that procedures in place right now.

[2:50:51] >> Right. And I guess my concern with out of town isn't

[2:50:55] necessarily I guess the main part of that is if a student is

[2:50:59] needed to go to the hospital

[2:51:01] if we're in town that the likelihood of having a

[2:51:04] caretaker parents meet that student at the hospital as a

[2:51:07] very high likelihood of having somebody or meet the student at

[2:51:11] the hospital. Morrow is probably pretty high red

[2:51:14] launch. Maybe not so much for. But so I guess that's kind of

[2:51:17] the concern there as far as distance coast

[2:51:20] or at a town. But yeah, certainly something to identify

[2:51:24] and discuss them.

[2:51:27] So yeah, feedback from the board.

[2:51:30] The question for you is, is it.

[2:51:33] >> Out of town and overnight or

[2:51:37] AB count or overnight.

[2:51:39] >> Good question, Kate both. So however, you would say that

[2:51:42] or probably be the right word.

[2:51:45] So if you're going out of town, but not overnight still to

[2:51:49] still too, right.

[2:51:56] >> I track with what you're doing. I guess I guess what

[2:51:59] would be Gordon you take a group of students, too

[2:52:04] great Falls. And there's a circumstance that means take

[2:52:06] the and you have to go. The emergency room. Are you taking

[2:52:08] the you all 30 students with you.

[2:52:13] >> To not muster part of the new health care science

[2:52:15] Academy. But typically no, you would not do that. But how

[2:52:20] would you then leave the students unsupervised.

[2:52:23] If you're on a field trip to the only chaperone you have to

[2:52:27] transport.

[2:52:30] But what we do over time, we actually are filtered through

[2:52:33] most the time we do have 2 adults are trips for the most

[2:52:36] part. There are times and we don't have those. But for the

[2:52:40] most most part, especially are going to fall into. If you

[2:52:43] would have to. I think about.

[2:52:48] I do feel to go through. It's a good that's a good

[2:52:51] question. Typically there would be to add 2 adults and almost

[2:52:55] all of our field trips are some occasions like and example,

[2:52:59] number 2 was that there were 3, 3, classes going somewhere to

[2:53:02] the class would go once and then the the 3rd class ago by

[2:53:06] themselves. Some of those are in town. A high school is

[2:53:14] sometimes a little bit more of a challenge that they don't do

[2:53:16] long or big trips like that. They typically

[2:53:20] to. But Dover Park might be just a biology class Mayo one

[2:53:25] chapter on there. But and then like in the area of our

[2:53:30] elementary students.

[2:53:32] So example would be, say one of our elementary schools and go

[2:53:35] to the state Capitol during legislative session and there

[2:53:39] aren't any. We have some elementary school without an

[2:53:41] email

[2:53:43] staff members. And so it may be funny Mills shot from could be

[2:53:47] a little bit of a challenge in that one in this case. Are you

[2:53:50] saying just 2 in general, this wouldn't matter. Yeah.

[2:53:53] >> And I also feel like I know it's been discussed that it be

[2:53:56] a staff member. It's not in policy. That is a staff member

[2:54:00] and I from what I understand, the reasoning behind requiring

[2:54:04] the staff members because they've been background

[2:54:06] checked.

[2:54:07] So what?

[2:54:09] >> And they also know the students. I mean, you could

[2:54:11] have a parent go. But then they don't necessarily

[2:54:14] no. Those students.

[2:54:16] >> And having a relationship some the first child and their

[2:54:21] friends, they are probably know summit with the parent who

[2:54:23] could do that. They probably been involved what your school

[2:54:26] to play. So I don't I guess I feel like a parent isn't out of

[2:54:30] the question. But yeah,

[2:54:32] male female. That's manner.

[2:54:36] >> I just I just want to throw out

[2:54:39] several years ago,

[2:54:42] April was in elementary school. We went to the

[2:54:46] museum. Other at it

[2:54:49] in battle.

[2:54:51] And I was actually a chaperone on the field trip and there was

[2:54:56] could another individual. I can't remember that far back

[2:54:58] anymore. But

[2:55:00] there is 2 parents or on the bus purse, the teachers.

[2:55:04] There's quite a few kids. The more that what

[2:55:09] there's only grateful for you.

[2:55:17] >> Yeah, that's him in full agreement comes the overnight

[2:55:19] component. I think for me the questions that I have a kind of

[2:55:22] that out of town in terms of setting those boundaries.

[2:55:25] I think about some of like my favorite field trips during out

[2:55:27] that there is like popular heart Mountain Courtney with

[2:55:30] adult staff air. And so for me that's very different than

[2:55:32] going to a location. You know, you're not going to have other,

[2:55:35] you know, responsible parties present. And so yeah, overnight

[2:55:39] all for it. I think, yeah, I'd be willing to have, you know,

[2:55:42] more detailed conversation that what the out of town come out.

[2:55:45] It looks like specifically. Sure. Yeah. Understood.

[2:55:54] >> I am for the change to the policy. I think anything that

[2:55:59] we can do to improve the safety of our students and included in

[2:56:02] policies so that we know that this is occurring. I mean,

[2:56:07] you said

[2:56:09] most of the time it happens anyway. This would just assure

[2:56:13] that happens.

[2:56:18] >> I'm a I'm a question with the high schools when the choir

[2:56:22] kids go on there

[2:56:26] like that when they go on their trip, you know, like to Seattle

[2:56:29] over.

[2:56:31] Do they have the chaperones goal.

[2:56:33] >> With them. Yeah, actually, I want to I was that was has been

[2:56:35] such a principle. I shot from 2 of those on those as well as

[2:56:40] the the whole music staff as well so that there's no more

[2:56:44] than a first for 5 police and also for more on those trips.

[2:56:47] Those of, you know, the music secretary goes. So there's

[2:56:50] quite a few people least I can speak to how what I did at the

[2:56:53] time. I was there.

[2:56:57] >> OK, so how do we want to move forward on this.

[2:56:59] We want to.

[2:57:02] It seems like there's there's that there's a consensus to

[2:57:06] kind of continue to look at this. We could take it back to

[2:57:08] port ons. And

[2:57:11] like I said, initially, I submitted something to require.

[2:57:14] >> To chaperones gender specific for all field trips,

[2:57:19] which we can just revised after this conversation and maybe

[2:57:25] change and also include a discussion to identify what out

[2:57:28] of town meetings. We can do that if that's okay for the

[2:57:33] rest of that. You'd like to move

[2:57:36] during just had a question.

[2:57:39] >> Was your initial thought that was trips that will take

[2:57:42] students out of state for overnight

[2:57:46] >> have thought that think that was a typo in my thinking and

[2:57:51] out of town. I think it's better just just again like it.

[2:57:54] They're in Great Falls and have to go. The hospital who's going

[2:57:57] to be there to help them. Yeah. So just I guess,

[2:58:00] identifying that feasibility of somebody being able to help out

[2:58:05] in that take the situation.

[2:58:07] Okay. So we'll take this or not.

[2:58:10] >> Yes, this is a good mention too. I think about like the

[2:58:12] trips that I've done as well. If we're going to Kalispell are

[2:58:14] Denver. It's the same distance that out of state compound

[2:58:17] really doesn't make too much sense there.

[2:58:21] So we'll take it back to abort option and

[2:58:24] suggest some language. And Sir, I can do them. Thank you for

[2:58:27] that feedback and for your help.

[2:58:33] >> So then that next one is

[2:58:37] he played numbers here 32 '05,

[2:58:41] district provided access to electronic information services

[2:58:44] network. And this is for 3rd reading

[2:58:51] comments questions motion.

[2:58:55] I make a motion to approve a policy 32. '05, for 3rd and

[2:58:59] final reading.

[2:59:00] Second also can to been moved by trusty Larson and second

[2:59:04] about trustee juicy to approve policy. 3, 2, '05, for 3rd.

[2:59:08] And final reading

[2:59:09] questions comments. All those in favor say aye aye, any

[2:59:13] opposed. Okay. Motion passes policy, 30 to 10

[2:59:19] harassment intimidation and bullying

[2:59:22] policy. 3, 2, 2, 5, students rights responses in code of

[2:59:25] conduct.

[2:59:26] Okay. Let me see you have here.

[2:59:30] So the suggested action is to approve policy. 3, 2, 3,

[2:59:33] 5, for 3rd and final reading

[2:59:37] so Gordon with this.

[2:59:39] So 30,

[2:59:42] why do I have 2 numbers here to 1030 to 25 what has been

[2:59:47] repealed.

[2:59:49] >> We're appealing 30 to 25. But the moving forward 30 to 10

[2:59:54] for 3rd reading

[3:00:01] questions comments

[3:00:05] motion to approve policy 30 to 10 for 3rd and final reading.

[3:00:16] >> They spin move by Trez sea to Turkey to send a signal by

[3:00:19] trusty Ducey to approve policy 30 to 10 for 3rd. Finally

[3:00:26] all those in favor say aye aye, any opposed.

[3:00:29] Okay. And 32 to 5.

[3:00:32] >> Motion to repeal policy. 3225 or 3rd and final reading.

[3:00:36] And second.

[3:00:38] >> I'll second move by trustee tickets and seconded by trusty

[3:00:42] Larson to repeal policy. 3, 2, to 5.

[3:00:47] All those in favor say aye aye. Any opposed

[3:00:50] a motion passes

[3:00:53] 30 to 20.

[3:00:56] >> Motion to approve a policy 30 to 20 for 3rd and final

[3:00:58] reading

[3:00:59] and second a second.

[3:01:02] >> It's been moved by Tris teacher. Kate is and seconded

[3:01:06] by trusted. You see 2

[3:01:08] approved policy 3 to 2, 0, for 3rd and final reading

[3:01:12] on favor say aye aye. Any opposed

[3:01:16] 32 to 4 student dress motion to approve policy 30 to 24 for 3rd

[3:01:21] and final reading. And second, I'll second that

[3:01:25] moved by trusty turkey, this and seconded by trusty Ashmore

[3:01:28] to approve a policy 3, 2, to 4 for 3rd and final reading

[3:01:33] on favor say aye aye. Any opposed

[3:01:37] policy passes. 3, 2, 3, 5, motion to approve policy.

[3:01:41] 3, 2, 3, 5, for 3rd and final reading

[3:01:47] and move. But trustee turkey doesn't second about trustee

[3:01:50] Giudice to approved policy. 3, 2, 3, 5, for 3rd and final

[3:01:54] reading.

[3:01:55] All in favor say aye. Aye and a post. Okay.

[3:02:00] Policy 3 to 50 is for information only

[3:02:05] so

[3:02:07] >> they want to say anything on that. Gordon has done a lot of

[3:02:12] cases.

[3:02:15] Okay. So that's why we're just doing for information and same

[3:02:19] with 3, 3, '05. It was done recently. So what's this is

[3:02:24] just for information

[3:02:27] policy. 3, 2, 5, 5, bomb threats.

[3:02:30] >> Motion to approve policy. 3, 2, 5, 5, for 3rd and final

[3:02:33] reading

[3:02:34] in a second

[3:02:37] been moved by trusty Giudice and seconded by Tris teach your

[3:02:42] kids to approve 3, 2, 5, 5, for 3rd and final reading. I have a

[3:02:47] question. Yes, it's Mister class them. Could you give us

[3:02:51] an update on this policy on adding threats in general.

[3:02:55] >> I just don't get something this with our legal counsel

[3:02:59] right now. They're reviewing a updated version of that

[3:03:02] particular one for us. Do they have a timeframe of dollars to

[3:03:06] hoping for October and I think was the last female looking for

[3:03:10] October 4 tops. But there is to the list. So yes up with some.

[3:03:14] Thank you very much. Thank you. So are we up postponing this

[3:03:19] one.

[3:03:20] >> No, we're going to approve it just to have something not

[3:03:23] policy legitimate policy in place, OK and then updated it

[3:03:27] as correctly get more information. Okay.

[3:03:31] It's been moved and seconded to approve policy. 3, 2, 5,

[3:03:34] 5, for 3rd and final reading.

[3:03:36] All in favor say aye aye. Any opposed

[3:03:41] and policy 8210 motion to approve policy. 8210 for 3rd

[3:03:46] and final reading.

[3:03:50] >> Moved by trusty Giudice and taken by trusty Larson to

[3:03:52] approve policy. 3 to give me a 2, 1, 0, 35 reading.

[3:03:59] All those in favor say aye aye in a post. Okay.

[3:04:03] All those are done right trustees school visits Cuba to

[3:04:06] want to share.

[3:04:14] >> Now sure put it. We had one thing to hear. Yeah, Tony and I

[3:04:18] was at Arrowhead last week and had a wonderful visit was

[3:04:20] really nice to kind of get to around that school and the

[3:04:23] years I've been there. I'm really happy to see. It was

[3:04:25] actually a test. So it was kind of a different virus. Maya

[3:04:28] visits last year. But good time to see the doors. Yeah, that's

[3:04:32] okay.

[3:04:34] >> We did okay. Men live. We also

[3:04:38] we've got we went toward the outside.

[3:04:44] That's the playground outside in

[3:04:48] the principal, often the new principal. Okay. So first year

[3:04:52] and this year they're right. And so she's fantastic.

[3:04:57] They have a

[3:05:00] with us. Scott said here no more.

[3:05:03] Well, they have a

[3:05:05] a vending machine for books from her, but they can't use it

[3:05:08] yet because here waiting for electrical work to be done now

[3:05:12] I'm doing well.

[3:05:13] But that on the to do list,

[3:05:16] any other school visits.

[3:05:19] >> And Jordan. I went to outplay Creek elementary and

[3:05:23] I would see the doors. Yeah. Haha. That's right. Jordan is a

[3:05:29] former alumni are gifting is an

[3:05:33] and yes, we were able to see the doors and also spend time

[3:05:37] looking in classrooms and and toward the base classroom as

[3:05:40] well, which is you need to apply.

[3:05:44] We did look at a lot of the different safety things that

[3:05:47] have been implemented and they're grateful for the

[3:05:49] district's effort in that and talked to the principal about

[3:05:52] it then

[3:05:53] and asked, you know, if you had more money if the state were to

[3:05:57] provide us with more money. What would you want more safety

[3:05:59] things. And she said, well, maybe Cameron's, but it really

[3:06:04] I need a math interventionist and they need another S they

[3:06:07] need a couple more Sunday's and I need a few more app's and

[3:06:11] that's what we need. We need a full-time nurse them. And I

[3:06:14] thought that's exactly what we've been hearing. So I just

[3:06:16] want to reiterate that again

[3:06:20] as public record.

[3:06:22] Thank you. Thank you.

[3:06:24] >> Also

[3:06:28] September 2nd,

[3:06:30] our governor came to town. It was at Skyview. And I know

[3:06:33] you are there, Zach. It was to promote

[3:06:37] social media safety.

[3:06:39] There were

[3:06:41] legislators. Suzy had Lynn from the O P. I parent student a

[3:06:48] history teacher while he was he was a very excited about

[3:06:51] teaching history. That is very fun. But

[3:06:55] you want to share. But what are your thoughts on how that went.

[3:06:59] >> Yeah. And for Skyview is a great environment. So it's

[3:07:01] always fun to get this could be. It's it's a unique school.

[3:07:03] But yeah, a lot of enthusiasm for whatever is going on.

[3:07:07] It's got you. I mean, that was that was pretty to be around

[3:07:10] their great hosts for but everybody involved. He was a

[3:07:13] really interesting unique kind of circumstance. It was it felt

[3:07:17] very political that we were just making a statement about

[3:07:19] what's going on. I don't think most of us disagreed with the

[3:07:22] concerns around social media

[3:07:24] that really wasn't the issue. It was just a little bit more

[3:07:27] of,

[3:07:29] you know, whats actually getting done about this.

[3:07:31] And I think,

[3:07:36] yeah, it was a lot of good feedback. I think across the

[3:07:39] board and having the Skyview specific folks there

[3:07:43] what it is. My great job representing. I doubt that

[3:07:46] they.

[3:07:46] >> We made. The point is that,

[3:07:49] you know, you've got your school day and we can put the

[3:07:52] cell phones in the pockets and you know,

[3:07:54] but says they walk out the door. They've got access to

[3:07:57] him.

[3:07:59] Should there be more discussion with our parents about

[3:08:05] maybe you have the pocket at home. You know, like it.

[3:08:08] 10 o'clock at night.

[3:08:09] Cell phone goes in the pocket or whatever. Do they really

[3:08:12] need to have access to their cell phone all night.

[3:08:15] >> Maybe.

[3:08:17] >> Just have need to have more conversations with parents

[3:08:20] because we're all in this together

[3:08:23] to try to keep our kids safe. Social media.

[3:08:26] >> So, yeah, I think it's going to be interesting to see the

[3:08:28] they were definitely mentioning.

[3:08:31] We don't want to have big government, but we're going to

[3:08:34] implement some laws that will restrict you from how you

[3:08:38] utilize this tool. And I think that was definitely going to be

[3:08:41] a longer conversation of like full.

[3:08:44] If you buy your kid a phone.

[3:08:46] Can you choose how they use that phone and how are we going

[3:08:49] to legislate that. So there is a view as a starting point.

[3:08:53] The conversation

[3:08:56] not solutions based. But I do this. The district is well

[3:08:58] represented with a variety of views.

[3:09:02] >> Trusty one has asked me to inform the board this you

[3:09:05] visited the adult education program. She had a great visit

[3:09:09] when Mister around the rest will and change with a visit.

[3:09:15] >> Then we have the consent agenda now. Removed 16 see,

[3:09:20] right. Correct.

[3:09:22] So Danielle, you want just plain so 16 C was removed from

[3:09:27] the consent agenda simply because the discard list was

[3:09:30] incorrect. That was a posted on the website.

[3:09:34] So I give each a copy of the correct this card list this

[3:09:39] correct. Yeah. Okay. And that is the only change. So this is

[3:09:44] what should have been attached, correct. And you will attach

[3:09:46] this. Yes, after tonight. You can see it's a puzzle has

[3:09:50] approved individually that you will approve a attach this to

[3:09:54] have a motion

[3:09:56] for Daniela, too. I attached 16 feet instead of what is it

[3:10:00] hatched right now. Well, and you also need to do the suggest

[3:10:04] that action. Justin Hunter because we need to approve the

[3:10:07] resolution

[3:10:08] specifically.

[3:10:10] Okay. So we need to approve the resolution

[3:10:15] but use this list. Correct. Okay. Thank you.

[3:10:18] So we knew that suggested action is to adopt the proposed

[3:10:21] resolution regarding personal property that has abandoned

[3:10:24] obsolete undesirable or unsuitable for school purposes

[3:10:28] and to be and otherwise dispose of

[3:10:32] according to this list. So do I have a motion.

[3:10:36] >> Make a motion to adopt the proposed resolution regarding

[3:10:40] personal property.

[3:10:42] >> I'll second okay. It's been moved by trusty Turkey to some

[3:10:45] seconded by trusty Larson to adopt the proposed resolution

[3:10:49] regarding personal property

[3:10:51] and attached

[3:10:53] the new list.

[3:10:56] All those in favor say aye. Aye and folks

[3:10:59] motion passes. Okay. Then we can go back to the the rest of

[3:11:02] the consent agenda read the motion to approve the consent

[3:11:05] agenda

[3:11:07] so moved and second

[3:11:10] moved by trusty juicy and seconded by trusty led to a to

[3:11:13] approve the remaining consent agenda. All in favor. Say aye

[3:11:17] aye. Any opposed

[3:11:20] seen

[3:11:25] reasons to hesitate.

[3:11:27] I'm turning this meeting.

[3:11:30] Give me a chance.

SD2 Regular Board Meeting

Agenda

Transcript