Reunión del Consejo de Educación del BVSD - 28 de octubre

001They can do it remotely or in person as the state laws dictate . The parrot can pass. List. Chávez present. Mlernck Queenlandera, present. Rushb present. Sergeant present. Anger present. Thank you. I would like everyone to pay attention to the screen for land recognition. The Bolde Valley School District resides on ancestral lands unjustly taken from the Ute, Anarpajo, Shayén, Apache, Navajo, and 48 other nations associated with these lands who have called them home since time immemorial. We acknowledge the atrocities committed here, including the painful history of genocide, forced assimilation to bring indigenous inhabitants into line with their lands with the support of the United States government. The Bolder Valley School District is aware of the many indigenous peoples and dignified cultures who care for the land with strength and resilience. The Bolde Valley School District recognizes

002the stories of the land in Colorado and the survival of the many nations that have carried their oral traditions into the present. It is BBS's responsibility to educate our students so that we can celebrate and respect the wisdom and knowledge of indigenous peoples and actively unite to address injustices. By offering this recognition of the land, we affirm and honor the history, wisdom, oral traditions, and resilience of Indigenous peoples and acknowledge our responsibility to care for and cherish this land together. We remind everyone that the mission of the Bolder Valley School District is to create challenging, meaningful, and engaging learning opportunities for all children to thrive and be prepared for a life of success and engagement. Thank you for joining us. Now we will approve the items on the agenda. Jason, pass the motion. Please take

003a vote. Chávez, yes. Noa, yes. Rushb, yes. Sergeant, yes. Her. The ayes have it. Next, I was very excited to give the floor to Dr. Anderson for our student moment. Thank you very much, President Rashpal. council members. The Bolder Valley school district has hosted the girls' soccer tournament, and we have a prospect from the team that was there; it 's hard to imagine that it happened just a year ago. The activities of the preparatory schools of this association have assessed the students' interest and determined the logistics. It's a process that normally takes 2 years, but the students in their final years of high school didn't take no for an answer and sought support and started the tournament in the summer. This is something very exciting and has been practiced at Monar High School , which

004has been a great experience overall this year. We are very proud of their achievements and their role as promoters is wonderful, a great opportunity for our school district students, and with that we present the flag football athletes . I am Emy Kennedy, a senior student at Monark. My name is Elia Shen. I entered Monar as a senior student. That's Ari, I'm a linebacker and thank you for the opportunity to play this sport here. A few weeks ago, the newspaper interviewed us; they conducted and published the interview about what practicing the sport means to all of us and how the team is doing. And many of the young women on our team didn't really know what we were getting into, but we saw the advertisement, the notice, and some of the participants had to drop other

005commitments and extracurricular activities. We had no idea what was going to happen, we didn't know what the reference line was, we didn't know how to throw the ball, but we learned and our girls have taken great risks and we have achieved very good results because we didn't know how to participate, but now we have achieved it. I love football. I always saw it with my brother and my dad, but it wasn't until last year when my friend Abi and I said, we want to make this change. We contacted Arvada West and others who have successful teams and asked what we needed to do, and they told us, "Well, no, I don't see this happening. Maybe we'd have to wait two years, I do n't know. If you want, we can start a club." But we

006didn't accept that negative response. We continued and met with parents down to the third grade because we wanted something that would last, but they still gave the same answer: " No, no." And the Daily Camera published an article about it. We decided that the community should get more involved and more passionate about it. We started at the beginning of the summer, selected the coach, Paul Hammer, and he came with a five-year plan and was very enthusiastic. And well, I couldn't be more proud of how we took the initiative. Yes. And well, we made the playoffs in our original season, but well, we made it. Our record was 82, and we didn't even know if we could have a team, and we made it to the finals when we didn't even know how to play soccer.

007It was a... district team. We had people from Broomfield, Erie, Fairview, Walder, and especially Monar and Centuros, because, well, these are rival teams, so we had a lot to learn. We laughed a lot about our rivalry because we were on the same team in this sport. We practiced, but secretly we collaborated really well on the team. We did n't even know our schedules; we talked to the teachers and also participated in the student honor society. We established very good relationships and collaborations with other schools, and that's what we value most: our teammates and our coaches. It's a very good league; its popularity is sure to grow, and we, as seniors, are grateful to be part of the inaugural tournament for this sport, and it will continue to flourish. We know that other students will return

008from last season, and we have many people who are now in middle and elementary school and are starting to talk about it, who want to play. Anything else you'd like to add? Yes, this season wouldn't have been possible without our teammates. I want to thank In particular, our coaches have been formidable. It's the first sport I've played since I was little, and well, I've never learned as much from anyone as I have from my coaches. Thank you for doing your best and thank you for your support and for letting us participate in this moment. Thank you. And questions, comments, concerns. We are willing; where there's a will, there's always a way. I see Kiri has a question. Yes, since you represent different schools, then you won't be using the mascot. Do you have a mascot

009and a name? Yes, it's a school district sport, and we use the coyote as the mascot for Monarch, and well, you already mentioned which schools are the other ones . I love watching the video. And someone was wearing a My Soulmate Arizona shirt. Yes, thank you so much for this opportunity; we appreciate it. Thank you. And now we begin the working session. We're going to review the Wellness Plan action plan. Um, Dr. Anderson for the presentations. Thank you, President Rushp. We are so excited to be here today with Dr. Anderson's team. Cruz. I'm going to present this plan to everyone in a moment. Do you remember? About a year ago, we talked about this, about assessments of how things are working when it comes to supporting the mental health of our students, and how we're

010doing it with the resources we have, in the best way we can. I'm going to summarize up to today and how this connects to our strategic plan, and with that, I'll hand it over to Dr. de la Cruz to continue the presentation. Thank you, Dr. Anderson. Good evening, President Rushpot, board members. I'm pleased to be here today to talk about the Wellness Action Plan, and I'm joined by members of the team, a working group, to ensure that the strategic plan's goal of making all students feel valued and like they belong. We have the person in charge of bullying prevention and mental health advocates, Shannan Gumbell, our Director of Student Wellbeing. Let's start by refreshing our memories with the mental health research aspect and how we collaborate with the Bolder University Institute, leveraging their expertise and

011best practices to improve The well-being of students and staff. There are many studies and research projects, but we focused primarily on well-being, where the evidence of well-being is presented. This is a brief review of the evaluation of this initiative, as well as a comprehensive review of the Bolder Valley School District's studies and action plan, with the goal of learning from the practices, programs, policies, and perspectives of those who work most closely with students' daily lives. This culminated in a study that identified several recommendations and opportunities for improvement. We're going to look at these recommendations and discuss the points of intersection within them . Our team has worked diligently based on this report, identifying where the district's work intersects with these recommendations. We'll review some of the results of this evaluation, and as Cris will mention,

012we'll also establish action points and priorities, as well as proposed initiatives and actions for the future. In this discussion, we'll prioritize Year One and highlight the actions that are already in place. Briefly, this places us within an ecosystem, as the board already knows, the goal being for students They feel valued and included, with best practices in place for this in schools, ensuring consistency in disciplinary events, and we all know about the implementation plan. They are very familiar with it. As you may recall, the climate survey shows that overall interventions, such as suspensions, have decreased. This is data the council has already seen; in this graph, we see how stability is present . The suspension rate rose 0.4%, and we have restorative interventions. In summary, the responses were stable, the trends continue downward, the interventions have

013responded to the studies, and this helps us with the action plan. We have made adjustments, and everything is in line with our strategic plan. The rest of the team will now discuss the other aspects. Good afternoon, council members. This slide is from the previous working session, which covers opportunities for improvement for students with IP (Individualized Education Program), and we have also had successful restorative strategies, which directly relate to what you are about to hear. Next, we have a plan, an emergency intervention team. We have data for the implementation of MTSS and always making sure to identify the intersection at these two data points. If you're an analytical person like me, last spring we did a report on the Bwell plan. This fall we officially established a team to take action. Tonight we're going to look

014at where the actions overlap between the action plan and the recommendations. But most importantly, on December 16th we're going to have an implementation workshop on MTSS in terms of both academic and behavioral aspects, always taking into account health and well-being, mental health. Thank you, Chris. Good evening. I'm going to start by mentioning some vocabulary because we 're all thinking about this terminology we use. When we talk about MTSS, we have five components: assessment, collaboration, leadership, problem-solving, and decision-making as best practices. In previous conversations we talked about MTSS. Tonight, as Chris mentioned, we're going to talk about it in more detail . The definition is here: MTSS is a comprehensive system that enhances learning and well-being. Social, emotional, and behavioral aspects. As Cris mentioned, we previously conducted an assessment in all schools to discuss MTSS implementation.

015We established the different topics or aspects we measure and the measurement scale. We used this as a tool to achieve the first objective of aligning with the Colorado MTSS framework to be consistent with what is done in the rest of Colorado. As you can see, here is a section with different MTSS components, a CC point scale that describes the program and can be scored from one to five. One can represent little or no implementation of the program, and five is full implementation. There can be scores of two or four, and the descriptions are here. This is a graph, a frequency response table according to the assessments. This shows the number of schools and their scores. Those schools below five are color-coded according to the MTSS components; darker colors indicate a higher concentration of schools with

016that score. Here are the opportunities identified with the component that includes problem-solving. Problems and opportunities for improvement. These are ways in which schools use the data collected from students to implement and determine which areas have room for improvement. Academically, there is a real opportunity to improve in terms of consistency in using student data, particularly regarding socio-emotional development. And I would add that we are pleased to see that some schools are already beginning to change, paying more attention to their plans. The next part refers to our comprehensive data and assessment system. When we talk about the first opportunity in terms of establishing processes, what do schools do once they have collected the data? Well, this refers mainly to what tools they use to analyze the data. Schools definitely need support. We know that having these more

017robust tools will allow schools to make better-informed decisions. And the third part is about support. This is where evidence-based resources on best practices come in. This is an opportunity to consolidate resources and increase professional development by explaining the best practices and strategies that have been seen as most effective. If we could pause here... To see if anyone has a question about the processes and what our team has done to develop, to see the syllabus and see each of the schools analyzed. This is a first for the district. We have a school system and we are trying to implement everything according to our strategic plan, and this is where I'd like to pause. Jon, thank you for this presentation. Increasing evidence-based professional development. How much time do teachers dedicate? How many days do they dedicate to

018this type of professional development per year? Well, as we all know, we don't have many days for the professional development of our teachers. However, we have had several offerings in this area, whether these courses are offered through BBSD or through the CR Institute. No, they are not required courses, right? Yes, we have offered, as Dr. de la Cruz says, the opportunity for teachers to take this course, and my team has worked very closely with the professional development course coordination team, and we have worked with administrators, and they are aligned with a best practices course. Yes, we have worked with the team of Professional development that supports professional learning, and we've offered this course as an option. During the summer, two full days, and we're looking for ways to support our teachers, to help them find

019time for themselves and to continue finding the best ways to support our students with trainers, not only within our district but also in other schools. And it's the right question, and I would say the work we've done up to this point really establishes the system, the structure, and the answers. It can be establishing, including that issue or that inclusion team, having restorative practices, setting expectations. I think we're putting everyone on the same page, across all the schools, and implementing these multi-level MSSTB support systems. We're diagnosing an intervention that helps prevent children from being harmed by discipline. As I 've looked at the strategic initiatives from where they are now to full implementation, most have started where we are right now and through a 90- day plan, a universal improvement plan, or a targeted approach. That

020helps those working in the buildings do so consistently and I'm using MTSS to support children's socio-emotional needs , diagnosing them at levels one, two, or three, and I think it's definitely evolving that we 're already addressing these challenges at the school level. Jorge, thank you for sharing this and condensing all the information. There's a lot of data. It seems to me that the distribution is normal. So, some are doing well, and some are facing challenges. So, how am I going to interpret the patterns? Have they achieved the training or participation levels per school? Are you noticing any patterns or trends for schools that aren't doing so well, or are there barriers arising during the process? I think the difficulty in looking at this data table is that the evaluation considered all aspects of MTSS. So,

021it reflects the overall implementation, and when a school is scoring three in the middle range, it means the academic system is very strong, and it could have scored five, but its socio-emotional performance came out at one. So, it's like an average; it's in the middle. When we have the opportunity to look more closely at the data, we'll see When you look at the qualitative aspect and delve into the individual scores, you'll notice more. We see patterns by level—elementary, middle, high school—as you can imagine. We haven't yet been able to correlate professional learning with implementation. That's a long-term goal. If you've participated in learning and it shows in implementation, not just in assessment, but also in student outcomes, that's more of a long-term goal. Before we transition to René Crown's recommended action steps, I think it's

022clear, based on a conversation, that it was critical to have an account of where we are with the MTSS systems in all the schools, and we're going to have conversations with the action team about what we can prioritize, what we need to do. There's a lot of information coming out of that, and that speaks to how critical Shan's role is, and part of what she's doing is guiding the process. So, how are we going to prioritize? The board already has knowledge of the BWEL report, and there are five key areas: mental wellbeing reporting, knowledge of supports, use of wellness centers, and others. Support, family awareness, mental health and wellness resources, and the district is also supporting mental health. So, we're reviewing the implementation data and prioritizing that. As Dr. de la Cruz mentioned, this is

023a summary of what it looks like, and we're going to talk about each one. There are 10 proposed actions to address in the first year, 10 actions that align with current priorities, and nine proposed actions for future consideration. So, when I say year one, we're going to address it, but we're not necessarily going to achieve or complete those action steps within the first year. There will be a transition over several years. And we're in the first year. Yes, we're in the first year. Now I'm going to hand it over to Senhour, the director of student support services . Thank you. It's great to be with you. I'm going to start with the first three recommendations. The first recommendation in the report essentially suggests that we ensure the programs and services we have align with what

024students need most and then work with community partners for broader support. So, the first steps of The action in pink that says "Year One" is in the working group about which they have learned, and we are ensuring that we are not duplicating efforts across the entire system and that we are addressing the most urgent needs of the students. And further down in blue, those are ongoing recommendations. These recommendations are that we will continue to review policies to ensure they reflect the well-being needs of the students and we will work with our community partners to have stronger partnerships. Next slide. Thank you, Dr. de la Cruz. The next slide refers to recommendation number two, which is that we need to ensure we have an awareness of the services in the high school (in blue). We will

025continue to track the resources that are in place right now, and it also suggests that we have a student team that co-designs and distributes awareness materials. So, we will utilize the student leadership we have right now—the student cabinet, the student equity council— and we will also increase awareness of mental health resources with additional visual reports, assemblies, and with the student leadership teams . And finally, we will work with the assessment team and Responsibility to review our student climate survey so that the information reflects your understanding of the services available to you . Next. Recommendation number three. It looks like there isn't much here, but it's a very important topic. Recommendation number three addresses the wellness centers in high schools and makes a recommendation that we expand the program to middle schools. And the related action

026steps include fiscal sustainability for the current centers we have. Obviously, we have to do that before we make a decision about expanding the program. And now I'm going to pass it on to my colleague Tami for more. Thank you, Enen. I'm going to talk about recommendation number four, which outlines additional steps to identify early signs of need for mental health support. That will be in collaboration with the learning or professional learning team. We're going to have training on the topic to ensure that our staff have the skills to recognize the warning signs and symptoms in students. We will offer compassion-focused training so that educators can respond with empathy and understanding when they notice a student struggling. And we're going to need to include all of that in mental health frameworks and ensure that they're included

027in our long-term goals. 4B. Share the resources with the families. This recommendation is designed to ensure that families are informed, but feel empowered to seek help for their health needs. mental. Come on, in the first year we have three important action steps. We need to ensure that there is a communication channel that is clear, responsive, and meets needs, and this is crucial for identifying gaps and improving how we communicate with families. Then we will guide families or help families navigate mental health resources and we will co-design materials with parental support to ensure that the material is accessible and relevant from the family's point of view. Specifically, our school climate survey will be reviewed by our assessments accountability team to have stronger partnerships with families around mental health. We can pause there because I think this

028is difficult because it's one of those things, you're not looking for it until you really need it. That's going to be one of the challenges. How will you create communication channels so that people know how to gain access? They probably won't be looking for it until they need it, and when they need it, they need it fast. Correct? So, I want to highlight that as a challenge. As far as general knowledge goes, it's fine, but when you need it, there's a place you can go and find the services pretty quickly. I 'm asking if that's an opportunity to ask the parents questions in the survey, how they've received the tools, the communication, the access. If I am not looking for a resource, a tool to support my child's mental health needs , I can say

029no and I can see the data in the survey. So, I appreciate the opportunity to adjust the survey because it hasn't changed in a long time. So, I appreciate your willingness to do that. Are we going to continue with the step or do we move on? Forward. Recommendation number five focuses on increasing and improving coordination between departments that support student mental health at the district and school levels. The first step in action is to continue working with district leadership to secure support for students and prioritize sustainable funding. We will work directly with an annual budget review process. We will also expand the data collection, which aligns with what Shanen indicated earlier in the presentation. following. We will continue to work collaboratively with the professional learning team to bring together multidisciplinary teams to collaborate and integrate

030training to address student mental health, and we want to improve communication and collaboration in every building. We want to strengthen our coordination systems and ensure consistent mental health support at all levels so that everyone feels valued and included. I can run the presentation again with Dr. de la Cruz to wrap things up. You can see that we are working hard to build an action plan rooted in Bwell's recommendations, but also our strategic plan, all together for all students. So, we are building new actions and we appreciate your views from the council and welcome any questions or additional information. a few points before starting with the questions. When we contacted the René Crown Wellness Institute, there was a conversation with the board and they asked, "Is there anything we are doing that is doing more harm

031than good?" That was one of the key questions. That's not what they found. We have this awareness component, ensuring that people feel more comfortable and empowered to diagnose and help children receive what they need. There is some fiscal difficulty, so we are going to have to make some difficult decisions, some things that we are doing. So if we want to expand this program, we have to stop doing something else. The Bwell action plan gives us clarity, it gives our team a direction about where to go, but the good news is that we are not doing something that is harming children thinking it was okay. It's something they considered, and I wanted to point that out because I remember that from the previous conversation, because I had never thought, uh, we can do something that we

032think is helping and it isn't. So, Laura again, this time she wants to address the questions. Nicole, um, do you have any other questions or comments for the team? Jason, thank you for a great presentation. It was noted in number five about school-level staff who are working directly with students, health advocates, counselors, and social workers. And when we were talking last week about the challenges of declining enrollment, and I have two kids at Creekside, we have a counselor who is amazing, but he's working part-time now. And within this context, I don't know if it's a question, but it's hard to see these recommendations and think that all those who are really doing the work have 500 children on their plate instead of 300. I don't know, I don't know if it's a question. I want

033us to keep in mind the reality of what is happening in schools, and we believe that when we consider these recommendations, we have to think about the staff who work directly with the students, how they participate, and, as Dr. Anderson pointed out, we have to have a difficult conversation about the budget. If we want to implement those recommendations, we need to have the staff to do it. And speaking of the same thing, Jorge and I were at Medalark last week and talked a lot about support services. I have questions about system goals and level one systems. Echoing what Jason said, where are we in ensuring that we are using level one evidence-based tools? Although teachers can be employed, not only as counselors, but also as classroom teachers to support students. I know we want to

034be consistent, but we haven't gotten there yet. Yes, going back to Jason's comment, we sent a document to the counselors and administrators to work on together, because the schools have fewer full-time staff than they had in previous years. And along with that, we've reviewed resumes and found out which department is responsible for each resume, and that's been difficult. We have an outline, and we've identified that, and we're going to work closely with the included valuation team to identify the best way forward. It is a single resume. Who is going to hand us over? The counselor, a teacher? How are we going to incorporate all those efforts knowing that we have our academic side? Teachers have a lot to do. It is a challenging but coordinated effort that we will address in the coming year. On

035the other difficult side, we have also undertaken the task of addressing other curricula that are being used in other schools. So how are we going to move forward in a well-thought-out way, giving the team that is working full-time on the academic side? And what do we need to do the job? Not just to mention that some people do it better than others. Some people are more comfortable dealing with wellness issues, have better intuition, and are more aware of when things are happening. So, to answer directly, Nicole, we are in the beginner stages, there is a lot of work we have to do, it's a fair statement, but it starts at the systems level, expectations, and then implementation and training, and ultimately we do n't have enough staff to do the work. Jason's point is that

036when we're thinking about the footprint of schools, and the footprint of a small school makes deep implementation difficult , this conversation we had last week and the plan we're going to present in January. Jorge, there are many recommendations in year one and two . There are certain recommendations that are easier or take priority over others that should happen first. So, I 'm thinking about the issue of communication because everything has to be accessible. If we have to search the internet for how we're going to find the information, there's something we need to focus on first. Jorge, speak my language. Yes, it mentions communication. I believe it's a priority for us because there's a lot going on in the system right now . How are we going to coordinate these efforts to focus on the right

037things? That will be the easiest thing to prioritize in the first year. The first recommendation we can make is, how do we align the programs? I believe that will also be a priority for us. We cannot have a correct range if we do not have a focus area. So we can be very broad, but not very deep, and we have to add profit, or we can add profit, but not value. So we need to focus properly to have a good reach, and that will be a priority in order to take the next steps. I would say that, and communication runs or is included in three of the recommendations from our partners and the Crown Institute. We have no more questions. Thank you so much for the comprehensive presentation, for connecting the last presentation we had

038with the information from Bray Crown and our action steps for this year and the years to come. Thank you so much for all your work on this topic. Council members, let's tidy up again, let's take a break to tidy up the council room. Let's take a break. Welcome back everyone. The next item on our agenda is the superintendent's report. Good evening, Dr. Anderson. Thank you, President RushP. Council Members. Good evening to all members of the Council. As you know, last week we had this PBD exhibition, which is where you belong. I want to thank all the council members who were able to arrive, and all the community members who were able to leave. More than 1800 people came to our exhibition. I know we have a decrease in registrations, but not a decrease in attendance,

039in the exhibition, the exposure. Uh, two years ago we had 700 students and this year, last year, 1000 students, but this year is probably the biggest. There has been a lot of interest; it was a great opportunity for parents, community members, and people interested in attending schools for babies, to have all the schools in one place, in one evening. I want to thank everyone who was able to come and those who were unable to come. We have an incredible video to show you, so you can see what happened at the table. Yes, that's why I'm preparing, hoping that many families will arrive. The process of allying is this: yes, you arrive and settle in and try to improve things compared to your neighbor. Today we're going to show off the mannequins we use for our

040styling program. They've already rolled out the red carpet and we've turned on the lights too. If we're recruiting the next students here at Boulder High School and the Boulder May School District, this exhibition is like a college fair, but for all schools it's a great opportunity. We can showcase all the good things our district does, from elementary school to high school. Whether it's academics, sports, or clubs, there are many people here to help you personally and answer your questions. When you think of technical schools, you think of this. I picked up a pamphlet from some writers and it stayed here on my desk and I said, "Oh yeah, it's like technical school." The biggest question is finding the right school for you, is it the right one for me or for my student? I see

041you play football. Will it reach you? I'm asking about the sports programs and the tennis teams; are they good? Yes, he's come in and is going to visit each table. What are the students like at this school? Yes, it has been very important, very informative. Thank you so much. That's like a PL. We do two POLs every day in learning presentation. Children know their students better than anyone else. Why should I come to your school? We are different from other school districts in terms of clubs and sports that are interested. All my questions are good questions. What are my son's two heartbreaks? Do you offer advanced classes or unique workshops? What do you do to stay safe? How will you support my student? Achieve your goals. It's the place where you can get your questions

042answered. One of the coolest things about open enrollment is this. School District B is about community and connection. It is full of opportunities, different ways to create success. The Bolivian School Institute of Bahia is definitely where we belong. At the end of the day, the students are the ones who benefit because we have something different for everyone. Thank you for coming and talking with us. I want to congratulate the communications team for doing such a great job organizing this event, and thanks to La Shefer, who is on our cabinet team; she is the architect of BBD. This exhibition and everyone on our team from all the schools in the cabinet up to the council. When people ask me what it's like , I tell them it's like a celebration where everyone is there celebrating and

043you can feel—we've been doing it for 3 years now— how the crime culture has changed where we're working to make sure everyone knows what we can do for them, that we're reaching the community and beyond, why they belong here, and what we can do to support all the kids. I think the culture has changed. Ah, if you know some people, you know which school you belong to, or else it's going to be a stressful, chaotic time. And now is an exciting time for the staff in our community. We couldn't pay him to say those things to the children. If we talk about the opportunities we created in the strategic plan and developing those opportunities, it has been very, very good. That's the second phase. The second phase is open registration. It is now called option

044registration to be in line with state terminology. The communications team sent a very good message to the community. In short, we want feedback on what we can do better, what we're missing, how we can be more accessible and answer your questions. And in that communication there was a link so that parents, community members, everyone could see the dates for the open houses, for the schools, and that's where parents and students go and visit the schools to see where they fit in well and there they can submit their application, and that will open on November 1st. It was a great success and there was a lot of interest. As a reminder, our enrollment preferences, or if you have children and your parents work in our community, give you preference to come to the best schools here

045in Colorado, which is right here in Babies. We encourage you if you are a business owner or if you go to the schools and know that you fit well here, and we have this for a limited time; we have space for you. Come here to BBD, it's a great place. We are very happy to welcome you. Well, a couple of weeks ago the Colorado chapter of the National Association for Multicultural Education held its annual conference here at the BBC Education Center. Many multilingual educators from across the state came and spoke to our presenter about connection and cultivating constructive dialogue. And I want to give a big thank you to the National Association for Multicultural Education for choosing us to be hosts. Finally, tonight I am happy to share. 83 educators at the BBC have awarded

046impact grants by Impact in Education. This is a non-profit foundation. They have awarded more than $115,000 to our teachers for the fall term and are planning another grant cycle in the spring. These are opportunities that students are providing to create more opportunities, more economic development, well-being, and career paths. It is a way for this foundation to have a new impact. Thank you Alis, if you can stand up so we can thank you very much, and anyone else on the Impact team. I know you're here in spirit, but I also want to take this opportunity to acknowledge the community's support. These funds are made possible by donations from the community, including from someone new. This eh Merit Credit Union formerly now Premier Members Credit Union. This organization was started by BBZ employees in 1959 and showing

047its continued commitment to its roots, the Premier Members Credit Unit previously made a $100,000 donation to education impact to further support that grant. If you can stand up , greet everyone. We're happy you're here. Those six-dollar checks, uh, those big checks, uh, they really excite us and we want to acknowledge you for this significant investment. You are making a big difference for our children, families, and educators. Thank you so much to you, Alison Impact, on behalf of Mer, and to the entire community for coming and being there for our students and helping babies from the best district, and another round of applause, please. And that's all I have to say this afternoon. Board members, any comments or questions for Dr. Anderson? I want to thank you very much for clarifying the change from open registration

048to elective registration. And I also want to emphasize that although this registration option is open, on November 1st it's not a matter of who comes first being served first, no. Do the tours at the schools and fill out the application as soon as possible to be able to participate in that lottery. Some districts only have a limited time to apply, right? In babies. We want you to find the right school for your son, your daughter, and your family. So we're putting a lot of effort into the exposure, our communications team, school events, and for parents who have a lot of questions. If you don't know, these are good opportunities to learn more, not just about schools, but to learn what your student needs. Sometimes as parents we assume and know, but it's a really good

049time for parents and kids to talk about what you 're looking for in a middle school, a high school, and I think they're really good opportunities for families too. Now, continuing, the next item on our agenda is public participation. The council respects the comments of any presenter. We remind you that you are responsible for your presentation or what you say. There will be 2 minutes when they open, 30 seconds to present a yellow card, and an orange card when they have 10 seconds. If they run out of time, they can always send him their presentation. comments to the Education Council. Our first speaker this afternoon is Daniel Bernard. Press the button with the little person on it. Thank you very much, Jana Bernard. I am a senior at Ferbi High School. I'm here to talk

050about something I've been working on with other people at other high schools, including this one called the Resilient Futures Composting Campaign. It started with a small group of people, but our goal is to expand our use of decarbonization and renewable energy in BBC schools. This is a very important issue for me and for BBZ schools, and I believe for you as well, because of the great efforts you have made to lead these decarbonization and renewable energy efforts in our schools. Our main goal is to find funding for this, to make this change to this bond. And right now we're in the current bond from 2022 to 2027 and this work is being done, but our goal is to influence the research that is developing towards a new bond and we want climate action within that

051new bond. We appreciate all the work you are doing. We're excited to work with the BBC to make that a possibility. This is very important to us, and I 'm sure it is to you too; that's all I have to say. Thank you so much. Thank you. Our next presenter is Lisa Larson. Hello, my name is Lisa Lars and I am a paraeducator and president of the Boulder Valley Paraeducators Association. I am here to ask you to deny the proposed changes to the HG HC policy in groups composed of hourly paid workers. I consider requiring 51% membership and for unfair practices, some pairs cannot pay their fines but benefit from having other pairs in leadership positions in the union and they advocate for all the poor members and the fact that the administration has the

052power to resolve the union is a problem. The district must remain neutral. Uh, HS policy in recent years has negotiated for important procedures and improvements. Our negotiations have been respectful and effective. We have worked together as one organization, not as two opposing sides. We have brought different interests to the table and worked collectively to create solutions for all of this. This could not have been possible if our negotiations had been limited to only shared interests. There's an African proverb that says, "If you want to go fast, go alone, but if you want to go far, go together." Please do not approve HG and HC. Let's move forward together. Thank you. Our next speaker is Jen Bones. Madam President, board members, Doctor, and thank you so much for the opportunity to speak and be heard. My

053name is Jen Bones, I'm a Louisville resident, proud parent of a BBD graduate to ninth-grade teacher at Mapleton Early Childhood Center, and vice president of the Bolder Valley Paraeducators Association. Oh, and having been in education for over 20 years, I consider myself blessed— blessed by the diverse cultures, backgrounds, experiences, and voices that have shaped me into the person I am today. As a member of the BBPA Education Council, I use my power to amplify the voices of our members, but I am also a worker. That means my voice is a reflection of the missions of the workers around me. I am here because of the proposed changes to the HG and HC policies. that would directly impact the voices being heard. The 51% membership requirement of the HG policy. That is very concerning, especially given

054the financial climate we are facing right now. We have some workers who cannot afford their fines or union dues, and because their entire district goes to the district, at the end of a few months they only have enough to pay for their families' health insurance. Possible changes to the HC policy also concern me. Those changes will limit salary negotiations and only allow them to negotiate if it is deemed to be in the common interest. As a member of the bargaining team, I have been proud to strengthen the contract and develop collaboration. That is possible through communication and collaboration. I think that working together is better. All voices are important. Please reconsider these possible changes. Thank you for your time. Thank you. The next speaker is Mary Henry. Excuse me. Good evening, council members. My name

055is Mary Henry. I am a parent and a proud state educator who has been with the B Parents' Association for Educators for over 18 years. I am proud of the work the PBPA has done and We continue to collaborate with BBZ to create a strong contract that provides secure conditions, fair wages, and other resources that students deserve. I am here because the proposed changes to the HD and HC policies would directly impact the people who support our students and teachers every day in the classroom and would undo all the work we have done in collaboration with BBZ to create a robust contract for para-educators. The proposed 51% membership requirement unfairly targets para- educators, attempting to create instability and fear among employees. In these uncertain times, many educators appreciate the union's work because they are trying

056to find a balance between providing for their families, and losing the contract would create even more instability. The HC policy is equally problematic; it would limit wages and working conditions and focus solely on common interests. This change silences voices and weakens transparency. The unions are not for protection; they are so that employees can advocate for themselves and have a voice at the table. Collective bargaining is a collaboration between the union and the district. Current policies already support this. Collaboration and mutual respect. Changing policies as it turned out would restrict the process and eliminate the benefits we've created. I ask you to please remove HD and HC. Our next speaker is Bens. Good evening, constable of the Bodro Valley Classified Employees Association and also of PBC Bus. We make sure everything runs smoothly . Um, we're

057proud of our work here and the great track record we have of working collaboratively. The history here regarding the proposed HG, HC, and HJ changes directly impacts the people who support their students. The proposed 51% membership requirement change would penalize classified employees. Union membership is voluntary, but this is both legal and personal, right? And we've built trust with the district leadership through good communication and good faith. These changes would undo this progress, limiting negotiations to wages and working conditions if the district decides they are common interests and any issues employees are willing or allowed to discuss. That weakens transparency, and under the proposed changes... HG HJ, excuse me, the unions would have to request all bargaining proposals in writing before we can even talk, before we begin. If it's fair, we have to find goals

058on both sides. We have to work together collaboratively. Current policies already promote this collaboration by fostering trust, stability, and mutual respect. Limiting this process would undermine the trust we've built, the teamwork we've done, and negatively impact the benefits for students. Submitting these changes to HG, HC, and HJ preserves the cooperative balance of our relationship. Our next speaker is David Start, who has been granted two minutes by Katy David. Good evening. Before I make my statement, I want to acknowledge CR Union, formerly Valley Credit Union. It made a huge difference to me when I was a teacher because they had something called credit protection, which I needed because I was living paycheck to paycheck, and it helped me tremendously. It's a reminder of the small things that, if we put them in place, make a big

059difference in each other's lives. But I'm here following the co-chairs and union officers to address the interim changes to The HC policy. Um, first I want to thank the council, the district, and Dr. Anderson for considering the proposed action changes . That decision shows their willingness to think about this and engage in honest dialogue. We appreciate that they made space for conversation with local unions as we continue to do so. That said, we are concerned about some of the policies under consideration. Tonight we are sharing what we can say in just a few minutes, knowing that this is not the full scope of our reasoning. A proposed change to HC policy, allowing membership to be withdrawn after 51% after 3 years, eliminates the fair process, stability, and accountability in practice, and thus raises individual decisions.

060District elections should be neutral, respecting employees, and whoever represents them adds more pressure . Respecting employees means having the right to decide who respects them without additional pressure and consequences. Proposed changes to HC would also limit negotiations, especially for wages, in areas of common interest, limiting the space for employees to raise their voices about concerns and working conditions. True collaboration depends on everyone. The voices and the proposed changes to the HD policy, the added language is unnecessary because the council already reserves those rights under existing laws, and the party is limited in the express term agreement and also limits the district policy framework that would allow future councils to challenge it. Yes, they might not take effect, but who can say who will hold these positions in 5 or 10 years? We must preserve these

061policies to keep the process fair and balance things under all kinds of circumstances. Well, thank you very much for bringing these policies out for review, and we appreciate you having conversations with the local unions before taking any action. Thank you very much for your time, and most of all, thank you for your service. This concludes public participation. Thank you very much on behalf of the council to everyone who shared their thoughts and participated tonight. Next item on the agenda is council communication. Members, who would like to start? First of all, I want to say a big thank you to everyone who came out to speak, especially the students present. I am always very impressed when students come out to speak with us because it is very intimidating for them to A student speaking to a

062council of adults, especially at a meeting as formal as this, is a big question. Thank you to all the union representatives who spoke tonight. The other thing I wanted to mention is that I've noticed in my community that many children are riding electric bikes, and we've given parents information about electric bikes, and it 's not illegal. I'm out of time. I'll take all the time you need. No, don't worry. I just want to encourage parents to really go over the rules with their students and review the safety regulations. I saw a child go out on the road on a bike that didn't require pedaling without a helmet. I'm concerned about the students; please be very careful with these electric bikes. Jorge, I want to give a big thank you to all the speakers tonight. The

063expo was a great opportunity to see the best aspects of the schools. Thank you to the teachers, staff, and students who participated. It was so much fun for me to see all the energy you brought and all the work the students showed in what they do, and we know that's something that's happening, but many times We do n't see it. So, I had an opportunity to speak with so many people at different schools, and I'm so proud of the work they're doing. For me, it was a great sense of community because I think sometimes we lack that, and that's reflected a lot in the work you all are doing as part of it. I also spoke with students and parents outside the district, and it was so nice to see the students representing schools. I

064felt so proud of them too. Thank you so much for the work you're doing, and that's all. Well said about the exhibit, Jorge. We were invited to represent the council, which in Metal is trying to get this recognition. The National Concert Association and Merco are working very hard to get this recognition. We have the support of the council. So we went on Friday, but a big round of applause for Merco. Now we continue with information items. We have three information items: the bond update from the bond committee, and with you, Rob Price. Good evening, Chairwoman RushP, Council members. It's been almost two and a half years since the voters generously approved the BDFE policy. If you've been paying attention, this is a lot of work that has been accomplished. Our director The executive team continues

065to do a great job implementing this work. Tonight, I'm joined by Catherine Hormes, who is the bond implementation supervisor, and Cris will also be starting our quarterly update. Good evening, Board members. Good evening to the Bolder Valley School District community. It's been an incredibly productive summer for the bond building committee. Our buildings are nearing completion. This is the most productive summer session so far. Um, there are always challenges. We have computer, maintenance, and administrative teams at our facilities. We have the challenge of coordinating everyone to be ready for the first day of school. I want to especially thank the District Board and our superintendent, Dr. Anderson, for their commitment, support, and for making this work possible. We are very proud of the work we have accomplished. We have completed a great job over the last

066two summers . Thank you so much to the communications team for this video. We see the improvements are real. In this graphic, we see a timeline of the progress since January. We started with elementary and secondary schools. and high schools. The first documents on the phases were delivered in November, and then we submitted amendments to the documents after their review. Looking ahead, we are in the evaluation phase, the fourth phase, and construction is scheduled to begin in the summer of 2027. This is a reminder of the schools we have, projects that are still under construction, as well as future projects and those in transition. Right now, we are in all four phases. As you know, some of the phase one projects were extended over two summers, such as the bleachers, a business center, and the

067mechanics area . At Centuros, the field was renovated, and the entire floor on the first floor was replaced. The graphics package shows all the new constructions implemented. At Nubista, the old building was demolished. Over the summer, we worked on everything across the site, and the landscaping and bleachers are complete. We have solar panels, and the design drawings are 90% finished. We anticipate that installation will take place between February and March, without interruption. Classes. We are very excited to hold a groundbreaking ceremony on November 15th. We hope you can join us. It's on November 13th. Here's a reminder of schools where we've worked, like playgrounds, Netherland Elementary which needed to replace the flooring. Before January 2026, the renovation of Bolder High School was also completed. We have it scheduled to open in January 2026. Come on,

068we can't wait to see how Bolder High School turned out. It's in phase two this summer. We're coordinating the construction activities to ensure a smooth transition to our next phase. I wanted to highlight the progress. We started phase one of construction here in March. We've seen great progress here on this slide. The photos show the architectural renderings on the north side, and these are renovated classrooms for biomedicine and criminology. We have flexible learning spaces . It also includes the design of outdoor activities where students can conduct crime scene investigations, all integrated into their learning experience. In August, we transformed The library space, which is now the Teacher Academy, and we updated the north and east sections of the cafeteria. We built classrooms, administrative offices, counselor offices, and everything progressed well. The projects in phase two

069continue to deliver on the promises of our plan. We're putting up counters. In the upper left, we see Monarch, more opportunities in playgrounds. We also see a picture of Pioneer Bilingual School. On the right is a studio at Monarch. There's also a studio at Bolder High School. We're fine-tuning finishing details. We have all this happening at certain high schools . We have new lighting, which you can see in the lower left. We're reconfiguring our classrooms with new furniture. At Boulder High School and Monarch High School, we're going to replace the flooring in the new field at Netherland School. It turned out very well. As I mentioned, we're submitting the contract on November 18 for the phase three projects for the summer schedules. We'll be meeting with the committees every quarter. We have meetings of Planning.

070And that's all to prepare the staff for the improvements we're going to make this summer. Over the last three months, we've completed phased evaluations for the architects and general contractors. The participation has been outstanding. We've received competitive proposals from five teams. We anticipate that these will still be submitted in November and December for review. That's how we'll be kept up to date to start the new year. The architects and contractors have established good relationships for the coordination approach and meeting deadlines. We know there are other school bond projects, and so we want to be the first before other districts. And that's why I'm joined by Katherine Barns. She's the vice chair of the oversight committee, and Mr. Johnson couldn't be here, but Katherine is. Thank you very much. Good evening, council members. Dr. Anderson, my

071name is Katherine Burnsk. I'm an engineering coordinator on the St. Charles project. I 'm also the mother of two students from this district who graduated from here. I'm also the vice chair of the oversight committee. What we wanted to do today is, since the last time we We spoke here on September 17th, and we reviewed the finance document. On that occasion, we reviewed that we had spent $ 158 million as of September 9th, applied $47 million, and have a projected expenditure of $183 million. We have an action item for Cresville Elementary. The committee recommended that action be taken totaling $875,814 for the roofs and gutters. That's after reviewing the condition of the roofs at that elementary school. The committee voted to recommend that action be taken. We'd like to ask for your approval tonight. Any

072questions on that? Thank you. And well, those are all the updates we have for today. If you have any questions, council members, who would like to start with their question or comment? I do have a question. Last week we had a presentation on enrollment. Many of the schools have very low enrollment, and I was wondering how the bond projects are taking this into account. A reduction in the number of enrolled students. About the things we have to spend money on. Um, what are your ideas? How do these two ideas work against each other? President Rushpold, this is a very good question. We were talking before we took the votes because the issue of declining enrollment has been discussed here for a long time. Ah, we've moved forward with the design, but we haven't moved forward

073with purchasing the materials. We have about 10 or 11 months to take action. That's something we're going to continue working on with Dr. Anderson, bringing him the timeline and the programs. Lilenia, as a follow-up, I see that the contracts are going to be presented to us in November and December. Are you referring to this year? Yes. Contracts for the work that will be done in the summer. You'll see them on November 18th, but after that, in October or November of 2026, there will be contracts for work in 2027. So, for phase three, we have amendments... Design contracts that are in the review phase are one way contractors work to help us estimate costs. Do you have a rough idea of ​​how much we're talking about? Well, let me check that information. I don't have it

074on hand, but let me look into it and I'll get back to you. Any other comments? Very well, I appreciate this presentation and for managing it and for keeping us within the budgets. Thank you, you're welcome. Thank you. The next topic is an update to the preschool precol program. I'll give the floor to Nativity Miller to make the introductions. Good evening, President Rush, Council members, Dr. Anderson. In this presentation we will present an update for the 2025 school year. I also want to talk about preschool, but also about preschool enrichment. We're going to hear from Executive Director Emma Gerson, as well as Preschool Director Teresa Clemens. Uh, council members, just a moment, this is a reminder from the previous session on uh kindergarten readiness. So, I just wanted to give some context, sorry for the

075interruption. Good night. Today we're going to share with you some updates and data on the growth of preschool students using TS Gold, and we're also going to talk about the improvement of the Alicia Sanchez school and the effectiveness of our preschool program. And to wrap things up, we're going to talk about our plans for the rest of this year and beyond. To begin with, our registrations have gone up from where they were on this same date last year. We currently have 832. Last year we had 325 students participating with an individualized education plan . I would like to point out that most of the available seats in preschool are fully booked. Our community liaisons play a vital role in the community by supporting families and advising them on how to register. This is the second

076year we've had this type of program and the reputation continues to grow. In addition to the increase in registrations. I wanted to mention that out-of-district enrollments are also growing, and as you can see in this graph, over the past two years, open enrollment students have grown from 49 to 93, and this has an impact, it could have an impact on kindergarten enrollments and above. Here we are pointing out how Sicap programs affect us. This SICAP program is currently frozen. Our families in Colorado do not have access to SICA funds for childcare. And that's why the organization Impact on Education has offered scholarships, 70 scholarships for preschoolers. Without these Impact on Education funds, these children would not be able to attend school. Next, Teresa Clemens, the director of the preschool. Good night. On this slide you

077can see our preschool schedule. Each preschool class has a teacher who is well-certified in this specialty. They have classes 5 days a week. On Wednesdays, when many schools start late, preschoolers continue to have a 3- hour session. In 14 of our sites we have the enrichment option and this allows for an extended day for our preschoolers. Here is an example of how preschool enrichment supplements our program five times a week. In this example, the student goes to preschool in the morning and after those 3 hours, the student goes to the enrichment room to spend the rest of the day. We are coordinating the program with preschool in the morning and enrichment in the afternoon. Before looking at more data, I would like to present an introduction to the tool we used for evaluation. It's called

078TS Gold. Uh, it's an assessment tool from birth to fifth grade. It is used by 63% of the nation's largest school districts. Uh, we also have a way to measure the progress of those students who have an IP and we can also measure progress with this system. We have six areas of evaluation that you can see in the chart. We also study science, arts, and social sciences. In the socio-emotional part, how to work in groups, in physical, balance, kicking a ball. In the language section, you'll see vocabulary development and participation in conversations; in the cognitive section, tasks such as problem-solving and persistence. Uh, we also see letters, the alphabet, and of course mathematics. Preschool teachers fill out Gold's data three times a year to track progress throughout the school year. This data is for a

0794-year-old child at the beginning of the school year, in the middle of the year, and at the end. Students who participate in these checkpoints maintain high expectations. In the TS Gol areas we see significant improvements from autumn to summer. We all maintain high socio-emotional expectations. We see the progress up to 86%. Our students are making great progress across all areas, and I would like to remind you that this is limited data. In our full-time model in Alicia Sánchez we have quantitative and qualitative data and the results we have in this model. At Sánchez school we have a full-time model. Students spend 30 years a week with this educator. They don't change to another classroom at midday like in other schools. It's five days a week. 6 hours per day. First, we're going to look at

080the data on when and how our students are prepared to start kindergarten. When we don't have a full day or we are comparing the year 2324 with the year 2425. We are only one year in each of the models, but we also want to have the initial data, the preschool and kindergarten expectations are where both grades coincide. This graph shows a comparison of a 4-year-old child in Alicia Sánchez who reached the goal in 2324 compared to the year 2425. There are very important celebrations when implementing the 30-hour-a- week model. In e, for example, in the socio-emotional area we saw the percentage of students who reached this goal rise from 50% to 81% . In language, from 46%, we saw growth up to 77%. Of course, we have a long way to go, but from a

081preschool perspective we see that our students' preparation to start kindergarten has increased in these areas. Preschool is essential for kindergarten and beyond. We would also like to share qualitative data that we collected from the families. Alicia Sánchez, the school coordinator, and I had a meeting with the families to learn about their experiences and the impact they have had. Overall, the results were positive. Families noticed improvements in language, social skills, and behavior when students spent the entire day with an early childhood educator. And I don't know, let's see if it works. The remote control doesn't want to work. The microphone works. Okay, the other one works now. Now it's okay. The families shared that the students initially didn't want to go to school, but now they do, and they commented that the school helped them with

082strategies at home, and the families also learned from the teacher. The challenges were about the schedule. 30 hours a week, ends at 1:30 and is one hour before regular school. Also, families who receive a tuition waiver through an Impact on Education scholarship. Last year we had six extensions in tuition. This year we have 14 tuition waivers for preschool students in Sanchez. Families have reported that they would not have been able to attend without that exemption. Their financial status and food security have improved, and some families reported that it was the first time students had learned English. Students are learning academically, and they are also making friends. We have a positive example of this model and we will continue to monitor it to assess how effective it is. I'm going to go through it again with

083Dr. Hertog. We generally review preschool data, we have bigger questions, and we are working with the new executive director of accountability and evaluation, Dr. Jessica Olsen, to address these questions. Universal preschool is a significant cost, and we want to understand the impact our district has on student outcomes. Those are our questions. How effective is the preschool program? What is the impact it has in kindergarten and beyond, and how do students who attend preschools fare compared to those who do not ? There it is. We are working with the evaluation team to address past and recent data to answer those research questions. Some of the considerations include. First, we have changed the preschool programming three times in the last 4 years. We had to end our programming to comply with the schedule of 15 hours 30

084hours per week. We also need to monitor student profiles and time spent at school. We need to compare groups to ensure that demographic comparisons are consistent and also, for example, compare those who have an individualized education plan and those who do not. Children can spend several months in our program or up to almost 3 years. Third, we need to review the data we have available about what students who do not participate in our program do. Reporting where the student was before kindergarten is optional. We are also reviewing enrollment data and student coding, which has changed in recent years. In the words of our evaluation team, all those variables make defining each group a bit involved. We will take into account what is possible given the historical data we have and then we will design a

085plan of what can be done to answer our questions. Furthermore, with the following steps, with the research questions, we have three elements that are critical components for our work in preschool. First, we will utilize the preschool community liaison team for recruitment and family support. They work individually with the teams for enrollment and have a great connection with the communities and families. Second, we will find more ways to offer tuition waivers for low- income families. CAP remains frozen and exemptions are critical. We will also advocate with the East Early Childhood Education Department for better enrollment for families who qualify for 30-hour services. Their state registration process is difficult to navigate, and Teresa has done and will continue to advocate for improving those processes. We are proud of our progress and the positive attraction we have within

086this new legislation. With this, Teresa Nativity and I can answer your questions. Thank you for the presentation. Llenin is going to start with the questions. Thank you for the presentation with CCAP, which is frozen. I want to recognize Alison because she got 70 waivers for preschool tuition. That's very important. Thank you. And our team here has some idea of ​​how many children we 're not reaching, not just those who are doing, but those who aren't entering our preschools. I don't have this exact number. I know that one of the things in Bolder County is that we have more places for 3- and 5-year-old students because we have children of those ages in the county, and the type of care that is needed is for newborns and very young children, but I do n't know exactly

087what the number is. I'm going to add, and Teresa can probably interrupt me with the program earlier, not for those with vast incomes, but there was more flexibility before regarding some kind of indicator. So, we were able to reach a wider range of 3-year-olds through state funding, which is what we can do now. I don't know if you want to add or edit. Dr. Anderson, this isn't very scientific, but we have around 2,000 children in kindergarten and 930 children in preschool, which is a little less than 50%, 40% more or less. To the extent that some don't live here, some move here for kindergarten, but that gives you an idea. I don't know if we have the capacity to serve 100%, but we are growing. Any other questions? Jason, thank you. My chair is falling

088over. Hopefully. No, it does n't happen when I'm asking the question. The slide near registration outside the district. 40 20 49 both 75 90. Do you have any sense of how many children are left for kindergarten? I don't know what the percentage is. When we were preparing for this presentation, Teresa was looking at the Vislab reports and then we noticed that the numbers in kindergarten and first grade are higher than second grade and beyond. But part of the question we have is whether we can track those children over a period of time. We're going to have side effects, and we can think about a recruitment strategy—which I'm just making up at the moment—which is a very good thing to do in a board meeting. But we can say, well, if you come here for preschool,

089we can give you priority for the kindergarten lottery or something like that to incentivize you to the extent that we can continue. to educate about the quality of our program. When people outside the district are making their decisions, that's important, but as a retention and preparation tool, I love the questions she's asking. It's difficult to define all the data to answer the questions properly and not guess, but most preschool programs don't have certified teachers who are certified in both special education and early childhood education like we have here in the district. So, that's a measure of quality in terms of the certification and qualifications of our educators. I think that's an important point to understand. If they are with us in preschool, they stay. Well, thank you. 50 children in 2 years. So I think

090we should be tracking and focusing if we can, and I appreciate the presentation, but there were 93 children. My daughter is in preschool at Creekside, she's having an amazing experience. The teachers here are energetic, and that's the best way to prepare her for kindergarten. She can go to the cafeteria with the older children, see her older brother in comparison to the private preschool experience. It was a very positive experience, and hopefully we can share that more with people in the community to obviously attract more children and prepare them to enter kindergarten. Then, thank you very much, Kitty. How is the registration process? How does the registration process compare to the first year? I would say it's not better. The state continues to try to make adjustments, but it is still extremely difficult. Parents don't understand

091that they need to go through the state system, then they are assigned a program, and then they need to enroll in our Infinite Campus system. It's very problematic and it's a space-consuming process. Before universal preschool, families could come and the child was enrolled the same day, and we had flexibility in terms of places. One thing that worries me is that they are putting more pressure on us, and we can't change our positions by more than 20%, and we want to meet the needs of the community. How many 3- year-olds, how many 4-year-olds, how many half days, how many full days? It's almost impossible to predict for August 2026. So, this is a problem, and we continue to advocate and welcome others who are advocating as well. One thing I've noticed, Teresa and team, is that

092we're becoming more agile and proactive regarding those barriers, and we've talked a bit about communities and families. We are supporting them throughout the entire process. Then we understand the difficulties better and can be more agile in addressing the difficulty than we were 2 years ago. Jorge, thank you. It's good to see progress despite the challenges and barriers. I appreciate that you are trying to figure out what works and what we can think of further. I have a question to think about. Enrichment compared to preschool. There are 14 schools. You can see the differences in results and distribution compared to other schools. To clarify, all students have 3 hours with an early childhood educator and the other half of the day with a classroom leader who does not need to be a licensed teacher, but does

093need the proper education and experience to lead a classroom. or in a private center. So, the enrichment team works closely with the preschool team to basically enrich what the students are doing in the opposite session. We know that students who spend a whole day in our program benefit, and as for comparing those in preschool and enrichment with those in enrichment, we simply don't have that data. This is the second year that the enrichment process has been under our department. I was previously in community schools in a different type of program. So every time Teresa speaks, she gives me another idea. We've talked about that in the past. At our sites that offer enrichment activities, we have more enrollment because it is a necessity for families. So, Teresa does it very well. How many families do

094we need to break even on costs? It's good to have high- quality preschool programming all day, but we need to maximize where the need is with the spaces we have, and we need to distinguish which sites do have the enrichment program and which do not, and then segregate the data accordingly . Yes, we can find some trends. Thank you. That will be useful. We have 14 sites that have enrichment of how many preschoolers and where they are, accessibility, how we address it and potential for growth. In those schools we have 24 sites, 24 elementary schools and pre-kindergarten. Through all the districts we have Netherland, Lafayette, Louisville, Superior, Boulder, Brofield, I do n't know if I named them all. Throughout the district, and I would say the enrollment, what we've looked at in bouldering has been

095a little lower and the enrollment in the FET area has been higher. We could use more space in the FET area, but the spaces are not as readily available as they are in Bolder. We are constantly considering where a preschool classroom is available. Where is the need? How can we move forward? We need to adjust the class sizes and so on. That answers your question. One final question: is there enrichment also in Sánchez or is it only preschool? The difference at Alicia Sánchez is that the children spend the entire day with the teacher; it's not enrichment because they are with the preschool teacher all day. That's the difference. It's the only place where we're doing this model. I have a question. Are there national standards for achievement or growth in the TS Gold program? We

096were watching it. The last normative sample was the one that the strategies made was in 2019 or 18 of the 1819 school year. And then comparing this sample with the 2425 school year, ah, it's not equitable. I'm thinking that with universal preschool, state-level data will become available. That's something they're considering for their liability, and then we'll have access. When we had Colorado preschool, there was statewide data for preschool programs in Colorado, but the last dataset was from the 2023 school year. Thank you for continuing to push the state to improve the universal program. We're going to have elections and different people are going to have different roles, and we need to advocate with those new people who may enter those new positions in 2026 and beyond, and we need to continue navigating a system with

097many challenges. I asked the same question. I wouldn't think that if you were investing a lot in a new program, that would first make you understand what it does well. I won't be doing it for a long time, but one of the challenges with the universal preschool program is that there is no quality control in the programming and there are no ways we can analyze the results of the mandatory assessments that one has to take. Thank you for the update and for all your efforts in preschool and kindergarten. The next area of focus is legislative updates. The ballots are in the mail if you haven't voted yet. At his previous point, as superintendent, a group of superintendents from the metropolitan area are participating with the gubernatorial candidates on the 26th, the year 26 is approaching.

098We want to understand who will be the best person to support us, public education, and help them navigate the challenges. What are the things we are doing? the count of universal preschool students, because the new governor is going to be the new person in charge of universal preschool. because there is very direct control. Ask about financing and generally ask questions about tax credits. The governor can decide whether or not Codado participates. So, there are important things for kindergarten and fourth grade education in the coming year for the governor, and I imagine that educational organizations will be supporting certain candidates at some point based on their positions on these issues. Thanks for the update. We have been asked for a 5-minute break before returning for the study and action topics. Welcome back. Calling the meeting back

099to order. 8.1 Personal article 8.2 Approval of the 2025 agenda 8.4 Transfer to the CR school 8.5 Cancellation of the board meeting December 23 8.6 Six, health services grant, prevention of substance use, Attorney General. Do they want to get something out of group consent? I heard none. There is a motion to approve a council by Kid Jorge. Is there any discussion about consent groupings? No, Laura, can you take attendance? Yes, see it. It wasn't Rush Paul. Sergeant, yes. Hunger, yes. The motion passes. Next item on the agenda are action items. We have several under review tonight to clear the record for the rest of the semester. Before the next prioritization meeting, we're going to go through them in large chunks. I'm going to give Kathyn some time to talk more about that. Thank you, President

100Rush Pom. Yes, we have some material that we can group together. 10.1, 10.2 and 10.3 are policies that the Board discussed in July of that year. These were immediate changes that were necessary due to changes in the laws under the council's policy. We need to review our policy adoption. where we studied and took action in the second meeting. That is the first of two study opportunities. No further changes have been made since the Council addressed these issues in August. Council members, any discussion or anything regarding those three points? K. Okay. K. A. G. and C. I'm still confused. Under C the part about human sexuality. I don't know how religion will return to schools, but as long as it has to be there. Yes, I took a look at that. A member of the Council

101is asking us about the language used on the voice page, section C3 of the policy with the new language in response to the Supreme Court case of Mahmur versus Tender, which explained how a family chooses to opt out for religious issues and as references we are talking about health education or sex education. This is not outside under this policy, this would be under IGA policy. Would it help if I added the policy reference? I think so, because I didn't understand well when I was reading. And my second point on this is whether this policy applies to sports competitions. Yes, like any other council policy, it applies to education and activities. Well, I would say that most of the policies apply around all of the district's programs and activities. And I don't know if anyone else

102is willing to make an amicable amendment. I would like athletic events and activities to be specifically named in this policy. Where? in the policy on religion in schools. In this policy, we don't talk about sports anywhere, as far as I can see from the title. Perhaps it's mentioned in the neutrality section, where it discusses the establishment. When we're thinking about prayers at an athletic event, for example, if it's a student expression, they would n't have any constitutional issues. But specifically under this policy, adults cannot lead a prayer at any sporting event. We do want to make it clear that this neutrality requirement applies to any program under Section A. I wonder, has anyone opted out? I know the council received at the beginning of the year and I wonder how many have opted out of

103various things and what we have done to adjust to them. Well, as I had openly anticipated, we are making a new policy for the council and there has been language consistent with the constitutional rights of families for a long time now. To my knowledge, we have had a family opt out of instruction and I think it is very important to think about what those rights are that we are talking about, if there is instruction that is being given in the school and that definition is on page two, section three, which we just referred to. He talks to me about instruction, is this written digital presentation or presentation and I think we just had that one and we know what they opted for outside or what subject. I need to correct myself, member. I think that

104question was about an ADL resume where there is no room for hate. I believe there was a question from a parent about whether there will be instruction in that curriculum. The school's response was that they had a record that referred to the tenants, but there was no instruction through that curriculum because we adopted the second step program as our anti-bullying curriculum, and that was the instruction that was being given at the school, and once the parents had that information they did not persist with the request to opt out. Council members, any further questions or comments on 10.1 to 10.3? Okay, let's move on to the next section. The following points that we are going to review are two that the council recently studied. If you see 10.4 and 10.5. These are the policies that address

105these grades and assignments. Starting with 10.4, four, the grading system. There were many red lines in this policy and if I proved a clean one, but to the next level, the initial red language was around assessments that were required by law on the district's assessment system. The language rating system below comes from existing policy. I narrowed down the policy and regulation to a single document so that the existing language could have been from the regulatory revolution. Looking at page two, when we look at the directors, points one and two are new based on the council discussion. What remains three to six is ​​the existing language. And as you can see in this document, you'll see that what we're really trying to do is align the policy and make it consistent with current practices, and get

106to a place where we can have DAC tell the council and staff that they are studying this area and have comments this year. This first part was an effort to get everyone together in one place and to eliminate unnecessary repetitions so that they would align with the practices of both the council and the council. Sorry. Forward. At the agenda point we did point out some things that I didn't try to correct or the red line, some things that do require a little more specific discussion and require consideration of how the updates would be. Those points are in the items on the council's agenda, the pluses and minuses in the ratings. This is an issue that needs to be addressed in policy, and we also need to see if we have a separate policy on the

107weight of the ratings that the council did update in the last two years. But it 's a question whether the council wants to continue reducing the number of policies and integrating the language. This is the language about notification requirements, letting children know if they are at risk, if they are at risk of failing a class, and language about retaking certain courses. We felt these were points that would benefit from further discussion as a council. Thanks for that review and for attending Jack's last meeting, where they went over those grading policies and got something cleaner. It will be a huge help to them, to provide their feedback, as there are many questions about what was required and what was n't. And between us too, our last old policy was n't working very well. That's a very

108good first step. I believe that existing practices could be modified, and we could have a discussion about this, which would help us understand what food thinks. So creating this new framework, this would be helpful. These council members want to start the discussion about 10.4, which is IQ IKA, the line. I would be in favor of moving the weighted rating segments or policies so that we only have to look in one place. I think that would be very helpful. Also something about the pros and cons. I wonder, how many use more and how many use less in schools? How many find a benefit in using this practice? This, but their high schools are not included in the academic records. historically the highest and lowest in the ratings. This one, no, does not have a class rank.

109And I also do wonder if we have a good understanding of how widely these practices are used. We don't know, but I would like us to look into that because what I heard at the last council meeting was that we want high-grade consistency across all schools so that everyone in the district understands that we are consistent in what the grades mean across all PBC schools. I believe this is something that should also be considered, and I feel the same way about weighted grades being included in this part, to the degree that we allow schools versus departments versus districts to decide how to address the issue of grades. And schools are considering this as a standard for how teachers are graded , how these decisions are made, and what we hope will come out of this

110policy. Dr. Anderson. So, to be clear, this first review is only to clean it up and so the chat can see it and give feedback, because I know Kathlyn isn't suffering from Kathine doing this, right? No. So, we're defining the second step, right? Because I think we should ask for a lot of feedback on these things. What may not seem like a big change to the system, can be a tremendous change for individuals or people, and we must again be responsible, because as a district we have allowed these things to happen. So, we have to take that into consideration. Any other questions or ideas about this, council members? Can I ask about a process? This, I'll address that in two phases, makes a lot of sense. So that we can receive feedback on any changes

111to the council's policy to address to management. How long will this stay on the red line before it comes out so we can receive feedback on the ratings, and how long will this second phase take? TRUE? I think you would approve a policy and then we can continue the conversation. Based on the council discussion, based on prioritization, we say, well, we have to think about this and think about the implications for the system or the implications for the tenants or the implications for certain schools, the why of why some people, some departments or some schools do things the way they do. How does it happen? This is the past norm for how they graded. There are people who don't give zeros, there are certain things that over time, depending on the development of professional training

112or the books they read or philosophies that have been adopted in the absence of the district. I think this is going to take time. Let's clean this up. Let's make it clearer, clean things up, don't change too much, and then we can take it and adjust it. This could be a new way for us to approach this policy. The first step, second step, I think makes a lot of sense, particularly for a policy that is a bit messy. I look forward to receiving feedback from the community. We continue with 10.5. 10.5 CCO is in the same group where we talk and we know we need more feedback and we must work on this, but current policy is very far from current practice. That's the one policy of all the ones we have tonight, where we

113do have comments through our website and I think that motivates what the council already mentioned is flexibility in the policy itself. This was the only comment we received about this policy; I do n't think it had any regulation. I don't feel it. Yes, it was regulated. We have combined this into a policy. We removed the reference to 1991 that we had. We try to condense expectations, language, and clarify what the responsibilities of the school and the program are, and what the flexibility may possibly be. Council members, policy questions and ICAB. I think I've improved a lot. Thank you. I think after the comments and potentially we can decrease it further, but I think it made very good sense after we looked at the policies. IGA can be integrated because none of it is required by

114state law. I think it has improved a lot. Thank you for your work on this. Okay, let's switch to K policies. We have two. The first is public donations to schools and the school district. This is a policy that the Council addressed in November 2024 and then we talked about it again. This is the first effort to cross a red line that would again collapse regulation. There is an issue here to lower the numbers and several red lines that were based on council discussion to make it cleaner and a little easier to understand. Council members on this policy. I'm very happy for her, Professor Andersen. I think there's something we need to discuss more: the type of staff we allowed to raise funds in the past. He has been very explicit. Uh, the dollars were

115more for people, with licenses or temporary staff, and now hiring teachers, which I have concerns about from an equity point of view . I do n't want some schools to be able to buy teachers or services. I know some schools can't do that, and I also think it's a bit difficult because when parents are giving money to pay for the teacher, who do they answer to? To the district or to the people who are giving you money? So I have concerns about that. I want to think more about this, but the rest of the cleaning makes sense, but we need to work more on this and I apologize for not giving that comment sooner. We have many policies that we are trying to put into effect. Then I do believe that's what we should concede.

116Yes. And raising that point one, if it's a bit confusing with the two points. In high schools it talks about staff, and in elementary schools from kindergarten to eighth grade it talks about unlicensed temporary staff. We need to clearly define who is staff and then apply those 10% or 30% as they have always been applied. I think that's what we look at in politics, this was the biggest comment, it's leaving that alone. But number one, let's be clear, define employee, what is an employee, define what type of employee as well, and remove that and keep the same recognition, but this can be a small change and this cleaning up would help us understand the policy much better and will be of great benefit to our schools and community. K. I reviewed it quickly and didn't

117look at the difference between high school and elementary school that much. And what I remember was that high schools were raising funds to pay a coach who was already there to teach something that the band director was paid for during the summer, but it wasn't about hiring someone new. I think we need to be fair when we 're talking about who is staff and who can be hired at the high school. Yes. Just like you said, the contract language for those types of employees that isn't extra work. I know there is a MU in additional work. How does this fit in? I want it to be clear and I want the language to be consistent across all documents, for all types of employees and who they refer to, sorry, and that all this staff should

118address the school district and no one else. If we add language that the evaluation and supervisory responsibilities do not change regardless of where the sources of income or funding come from. Sorry, I have a migraine. My words aren't cooperating with me right now. I think we need to review this, make sure because we need to be aligned with the language of the contract, and yes, I think that sometimes it 's not a coach, but it's called a clinician. This happens in band programs, you bring in a specific person to work with the director to play the drums. You bring in someone to teach them, like a trainer who specializes in a certain activity. For example, if someone is running and we want a specialist to help the student run well, we want to clean up

119the language so that everything is online. Does that make sense, Kat? Yes, that makes sense. Yes, and yes, I have had discussions with human resources, but I think a little more conversation will help us get to exactly where we want to be, and I think all the work we 've done with the clubs, that kind of thing, is about providing funds so that if someone gives a gift to the aircraft program or sports activities, then we're being consistent in what we're saying. Continuing the policy of the KHB Council, Kin or Calvin Sponsorships are about to begin. Sorry, this was probably the most recent one on your mind because we talked about her not long ago. The red lines that have been drawn in this police force were based on the council discussion, and I believe

120it was their most recent meeting. Yes, I was just going to say that I'm assuming everyone noticed the last paragraph. The last paragraph doesn't really make sense, and Kathine and I have already talked about it, what she should say, and I'm going to help her, I'm going to use her to say what she needs to say and get rid of everything that's nonsense. I read it to my daughter and she said, "You have to get him out of his misery." Yes, that's the paragraph in the documentation. Yes, we have some ideas and we'll present one that isn't so miserable at the next meeting. Thank you for your work on that policy and the final policies that we are going to review. We reviewed them in June 2009 and 2025, and since then we have not

121reviewed them, and as you mentioned, we have already started the action here in the council. We made comments on a couple of provisions regarding vocabulary, because we talked about this in June, but the 51% that was mentioned to me, well, I modified it slightly in response to feedback from the union, but we listened to the public comments and received the updated language and we heard some comments on new vocabulary about something about negotiations, the representation rule, and I found out the final comment from the union, something I hadn't heard before and we're going to discuss it today and at the next meeting. Kiri, yes, after listening to the comments from the union representatives, I don't want to do anything that would harm negotiations, harm our employees in the unions, or disrupt their membership. I would

122like to reread the originals, but I am concerned about everything I heard here in the comments if what we wrote would actually do something they are worried it would do . Dr. Anderson, thank you very much for your comments. Kiri would like to ask the council to please give us some space to come back and I appreciate that they have come to talk here tonight as it is not our intention as a district or as superintendent to damage relationships. Things aren't going to get any easier as we tackle issues with the government and so on. So, I would like to have a deeper conversation with the unions and their representatives, and that's what I would like to do. I'm curious, since I also heard your concerns about the 51%. We know what the current percentages

123are for these associations, these unions. We were in the process of updating the numbers this fall, and the 51% they mentioned depends on when they retire, but we'll have these numbers this week. Thank you. That would be very helpful. One thing I noticed that I would like to recommend changing. If we have a group that wants to hold an election to choose a union or other organization to represent them in a negotiation, that would be a possibility, that is, not being a member of an organization, being a member of a union, or if there are two organizations or if there are two people who could vote in favor or we could do a weighted vote instead of that, so that you know that in the end more people win. I believe it refers to HG,

124the method of determining the organization of these representative groups in response to staff feedback and the challenges of achieving 51% participation because quotas are prohibitive. The minorities represented can have decisive power. That's how I see it logically. But who decides? Who sets the amount of the fees? What are these fees? And what control does the district have? That's why it represents a barrier to participating in the union. We don't set those fees, but I'm going to ask our associations how that's determined. And I appreciate David's comments. When thinking about these types of policies, those that stand the test of time, we have had excellent relationships, we want to maintain them, we work in consensus and we have strong leadership in the associations. How do we create policies that ensure that regardless of who is leading

125associations or leading the district, we are always protecting the interests of workers and the district? We need to have more conversations about the why and flexibility of policies, independent of affiliations. nationals. I have one more question. As a group, let's say one of the unions falls below 51%, or if we review the number, if that causes it to lose representation, then who would do the negotiations for that group? I don't know, I have no idea. Well, and I think the question is, is the group still a group if there is no participation? Well, the group of employees continues to be a group of employees. The teachers, the group of teachers remains a group of teachers, whether it is represented or not. We would expect them to come on their own to conduct the negotiations. Well,

126as you heard, the district is neutral in how each group is represented. Our district has been silent since the implementation of the policies in the 1960s. I would say that if the policy doesn't have a way, if the organization falls below this number, there would be another choice or how do we determine if they have representation? We need to review this and bring in more information. Any further questions about these policies, Council members? We only have one more meeting before the elections and then one more meeting after the semester. There are questions, uh, we have to approve all the policies, or well, I think we could have the conversations, we want to respond and what we could respond in November. And hopefully you will like what we respond, and if not, well, you would have

127to wait. Well, thank you very much for that work in policy. Council members, the bottom line is, do you want to prioritize our issues for January? Kiri wants to prioritize a lot of work when she won't be here. Well, we have the elections in a week. Please fill out your ballot and that will adjourn the session.