[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.