Reunión del Consejo de Educación del BVSD - 23 de septiembre

001I would like to declare the regular meeting of the Bolder Valley School District Board of Education open for Tuesday, September 23, 2025. Board members may attend and participate in Board meetings electronically in accordance with BMA and BBSD policy and state law. Now you could call roll: Chávez present. Metler present. Nesnek present. With Noa present. Rashpa present. Sergeant present. Hunger present. Thank you. I would like to encourage everyone to pay attention to the screen for land recognition. The Bolder Valley School District resides and operates on lands that are ancestral homelands justly and illegally taken from the territory of the Ute, Pebluan, Arapajo, Shayan, Apache, Nabajo and 48 other tribal nations historically associated with these lands and who have called these lands home. Since time immemorial, we have recognized the atrocities committed here, including the painful history

002of genocide, forced assimilation, and efforts to alienate Indigenous people from their lands with the support of U.S. government policies. At PBS, we are aware of the many indigenous peoples in the past and present, and their dignified nations and cultures that care for the land with strength and resilience. The BBSD recognizes the stories of the Land in Colorado and the survival of the many nations that have carried their oral traditions into the present. It is BBST's responsibility to educate our communities and our students so that we can celebrate and respect the wisdom and knowledge of Indigenous peoples and actively unite to address injustices. And by acknowledging, by offering this acknowledgment of the land, we affirm and honor the history, wisdom, oral traditions, and resilience of Indigenous peoples and recognize the responsibility to care for and cherish

003this land together. I would like to remind everyone that Bolder Valley School's mission is to create stimulating, meaningful, and engaging learning opportunities so that all children can thrive and be prepared for a lifetime of success and civic engagement. Good evening everyone and thank you for joining us both in person and remotely. We are pleased to have you with us and to participate in this meeting. There is a motion now to approve tonight's agenda. Moved for second by Jorge. Laura can call for a vote on the motion. Chávez, yes. Medler, yes. Nesnick Noa, yes. Rashp, yes, Sergeant, yes. Hunger, yes. The motion is now on , members of the council. I am pleased to turn the floor to Dr. Anderson, who will be presenting tonight's student moment. Thank you, President Rushfa, members of the council. We

004are very happy to welcome the students of the Apex construction program. We are very proud of the work they have done on this new building that is next to the education center. The Net Zero construction and center , which is working in partnership with the city of Boulder and Flat Habitat for Humanity. Over the past 6 months, I have provided our students with a great opportunity to learn how to build houses and provide affordable housing for our community. Watch this video, there's something very special about what's happening inside this new building. This is the upper and lower part of the house. We have kids putting up drywall and building walls out of thin air with an innovative collaboration between the Boulder Valley School District, Flat Humanity, and the City of Boulder. The students have an

005amazing opportunity to get involved and do things with their hands. It's a unique experience and they can explore the different areas they can do. It's not just one aspect of construction. We're going to have the opportunity to work on everything that's done in the house. Right now we've been able to work with the electricians, um, plumbers, uh, when we get on the roof, we'll be able to help put the roof on. With each nail they get closer to something more important. I am so excited that a family is going to have a house, everything they need, everything these children are building, someone is going to live there. It has two stories, two floors. It is very, it is very pretty. I would live in it. Yes, it's very exciting because it's a real house. Well,

006they're still working on achieving perfection. The way we fix a mistake is by drawing this line and crossing it out. Sofia Mcfy, she is the student representative at Bolermont today. Yes, it's a good opportunity to be the boss, to have that experience. Yes, she's the boss. We have to follow their instructions. She keeps this up, making sure we 're doing what we're supposed to be doing, that everything is by code, and as the houses get closer and closer to completion, it's really nice to see all that we've accomplished through our work. And the students are also close to using their skills in the real world. We've done so many things, we've learned so much working here, more than I ever thought we could . It's another day at work learning a new career and making

007a difference in our community. That's incredible. As we shared a few weeks ago, we had to celebrate the first modular unit that will be part of the new duplexes that will be put on the foundation next month. All of that is according to plan. We're going to hear from the students who have been working very hard to create this dream and make it a reality. We're going to hear from Apex students working here in Balderm. Hi, I'm Sofia McFi, I'm a senior at Santaurus. I am J Baker, I am a senior at Nuvesta. I am Evan Grum and I am a senior at Boulder Universal. I am Shan MC and I am a senior at Brofield. There in Boulderm is the first modular factory in the country and probably in the whole world that has

008students working inside the factory making the houses. When the houses are taken off the site they are almost 80% finished. We do almost all the work and on November 6th in Balderm they are hosting a job fair for construction jobs and yes, we are happy to collaborate with people who can offer jobs and internships and every year we learn or start learning OSA. We have OSA certification and we are doing all our work legally and we receive nationally recognized certificates . So, this is going to be the first year and we're learning about safety, training, that kind of thing, so we're doing a lot with that and in your second semester you would already be in the modular factory. Many of the skills in Mar are that second-year students can be leaders for first-year students,

009and that helps second-year students receive leadership skills, guidance skills, resource management skills, and that's one of the things that has changed for the better in mod and it's a lot of fun. And another thing for people, the children in first and second grade can learn to be electricians, plumbers, different types of jobs. If you can find someone who's interested in something, I think you can find someone who does it there. Okay. So, basically, it's been a great help. It has been the best way I have personally learned, because it involves a lot of doing things with my hands and I think that's what excites me most about the day, and going to Tech because I'm going from learning in a classroom to going to a big building and I'm learning a lot of things. It

010has also taught me how to be more social and more like a manager. I think it's a very good skill to learn, especially because I think it will help me a lot in the future, because that kind of thing, if I want to get into a manager position, would help me a lot and it has taught me many things of that kind. I think the biggest difference I've noticed at sea compared to working in a classroom is that we're given many opportunities to solve problems because everything has to be perfect and we're not being told exactly how to do each thing. They expect us to already know how to do it. So you have to solve your own problems and take responsibility when you make a mistake, and that has helped us a lot. And

011I think that's all we have to say. Thank you so much for sharing your experience with us and for putting up with the microphone issues. It's doubly valuable. Council members, questions for students. Kenya. I really liked that the teachers let you rotate who is in charge and who is responsible. Just this week there was a story in the newspaper about a carpenters' convention that was all women and a very large organization. And something they said that made me sad is that many of the unions are ending, or many women are no longer continuing with their affinity groups. So if you decide to enter into any of those jobs or study those careers, don't stop. I am very proud of you and everything you are doing. I have a question. How many hours do they spend

012at Apex versus their regular school? Tell me more about Capson. It's a project where we have to create a construction company, make a fake client and a fake proposal, and in the end, we have to create a presentation with industry partners. You're doing a really, really good job. Congratulations. And I just want to say congratulations because you get to work in a climate-controlled facility. Hopefully, they too will gain some experience working outdoors in the weather, just like the other people do under all the elements. Thank you so much for all the support and everything you are doing to support affordable housing. The next item on our agenda is the superintendent's report . Dror Andersen. Good night. We're going to take a short break while we sort out the microphone problem. We're going to give the

013microphones another chance with the superintendent's report . Good evening, Dr. Anderson. Thank you, President Rashpa. Members of the Council, I appreciate the public staying with us while we try to resolve our technical difficulties. I have a few things I want to update the board and the public on. Members of the Council, last Wednesday was Constitution Day. It is a very important day to remember the American Constitution, to protect our democracy and fundamental rights and freedoms. There were talks in the classroom, creative activities, including a visit from one of the people from the congress, from the office of Congressman Negus. And if you're wondering why Constitution Day falls on a Sunday in September, it's because the Constitution was signed on September 17, 1787. But aside from that, at Heatherweight Elementary, huskies came together to create a

014large nature picture. When viewed from the sky, an image is seen. As members of the board, you already know, we have begun our focus on the environment through Steam. I am very happy for the members of Heatherwood. Last Monday, babies were at the first singing festival. More than 600 middle and high school students joined together in Maki's auditorium on the Cu campus and were able to sing all together. These teachers had a vision to create a consistent and strong foundation and prepared the students to sing songs at the festival. It was an amazing day working with the Siu staff. I thank Siu Boulder and specifically the Boulder School of Music, and I hope this becomes an annual event. And with the Colorado Rockies wrapping up their final season, their mascot was able to visit Ryan's

015elementary school, the bilingual Pioneer School, to help the kids create and share about healthy bodies, healthy minds, and healthy relationships. And finally, council members, we have one month left for babies, that's where you belong. This day will be Wednesday, October 22nd, it's at 8 pm and it will be a great opportunity for community members to come and learn more about our schools. I encourage anyone interested in learning more to go to www.bd.org or the Showcase, and you'll see more information about the truck routes that will be picking up families from Lafayette, Louisville, North Boulder, West Boulder, and we hope to see many people there. BBD is where you belong. Hey, board members, any questions or comments? The Rockis mascot, I think, was very, very happy to be there, people who are having a very successful

016season and resting after what was a losing season of baseball. And with that, members of the Council, we will continue with public participation. Next, the council respects the public's right to speak about matters related to the merger of schools. The council does not endorse any speaker's comments or reminds everyone that they are responsible for their own speech. Each speaker will have 2 minutes to speak. They will see a yellow card when they have 30 seconds left and an orange card when they have 10 seconds left. If they run out of time and wish to share additional information, they can email it to the council. Some of the speakers tonight will be receiving minutes from others, and as a reminder, those donating minutes must be present. The first speaker tonight is Naomi Antman, who received 2

017minutes from Francesca Antman. Hello and good evening everyone. My name is Naomi and I am a sixth grade student at Pic to Pic Charter School . I have come to this meeting to address an issue I am facing in high school. I have almost always been at advanced levels of English. And I have accomplished everything I need to learn, but I have discovered this year in high school that honors students in P to P and normal levels have been combined, including in many courses. My family and I didn't realize this until the school year started, and it was a complete surprise. After the year began, we were told that the work was going to be different and that honors students would be assigned more difficult work. But so far I haven't received that kind of

018differentiated work. And if they've told me that everything we're going to do in class is going to be the same until November and that there's no change in the curriculum. In elementary school we had very different groups to meet the needs of all levels, but now everyone is participating in almost the same activities. Aside from that, I want to acknowledge that none of the teachers are to blame, but I understand that the change was made to address scheduling conflicts. However, I understand that there are things that can be changed, and I want to understand what is being prioritized, and I want to bring that to your attention. to the PBD Board of Education, because I believe that not only I, but many other students in honors classes and regular classes are being negatively affected. And

019I think it's crucial that when families are choosing schools, they know that this is a possibility, and that they know this before the school year starts if classes are going to be combined. Ino based basically on the record in Infan Campes. They'll never realize that their students were in a combined honors and regular classes. Thank you for your time. Until it's fun. The next speaker tonight will be Jackie Venier, who received 2 minutes from Chronen Ford. Laura, I'm sorry. Yes, Mia Zuckerman did it, and it only takes 2 minutes. I do n't think Migas Carmen is present. We'll continue with Jackie Venir, who was given 2 minutes of Christian Ford. Christian Ford, are you present? Yes, I am present. Thank you. Yes, I said you have 2 minutes and that you were given 2 minutes

020to ask a question. Good evening, my name is Jackie Venier and I am a native of Boulder and a father of three children in the BBZ school district. I am a resident of Orchard Creek and they have said that this new school boundary zone is to align our geographic features, but our neighborhood of Orchard Creek and Dearfield and Willows has been misrepresented. Let's talk about facts, not assumptions. Ply High School is 7.5 miles away. Outside our neighborhood and Centennial is 3.5 3.4 miles. To the elementary school I went to in Bear Creek. In comparison, it is much closer than Louwisville. It is logistically impossible to work full time, have several children and participate in after-school activities with these new school limits. This is not just inconvenient, it's harming us. Supreme Judge Anersent, I ask you

021directly, how do you justify assigning our children to a school that is twice as far away as our school in the area? Those schools were built in 1960 and were created for the area we are in. And this remains true. Heatherwity. There are several farms located around our houses. Our homes are in the center of Boulder, not at the end of Gun Barrel or west of Boulder. This is not a difficult decision, and it is not a fair decision. In the neighborhood that B must be working to connect and not push us beyond the limits. We need to plan for growth, and these schools are 7.5 miles away. Why would we attend that school when we have an option that's only miles away? I looked at your job description and it says it's about connecting

022or making a connection between the community and the school. Please listen to the people who are living through these experiences. He doesn't just look at the numbers on a sheet of paper, he helps to close those limits. And I'm also going to read what Kristin wanted to say tonight. I understand the reason for these population numbers, but when you have a school choice program, population numbers shouldn't matter. When we started in CR in 2019 we had 500 students. Now each class only has two classes. Our library is only open half time. How will this process help us change schools? I know that they face many problems in the Boulder Valley, we are not one of them. We are happy, our neighborhood, we are choosing to go to this school. Please don't take that away from

023us. And I'm going to finish what I'm going to say, what I wanted to say, because I have time, and in 5 years when you look at these numbers again and enrollment has decreased even more, you're going to send the kids back to Cresview to Centenum. This is just a band-aid to cover up the bigger problem. Please don't ignore us and take our vote into account. And let me remind you, the high school is 7.5 miles away and we have an option that is 3.4 miles away. Heatherw and Plat are 5.6 miles apart. Central and Cresville are 8 miles apart. A neighborhood dependent on a car. That's critical for our multiple children. This isn't about a difficult change, but rather it's making this logistically impossible for us. Thank you. Thank you. The next speaker is

024Christen Senford. Hello everyone. Thank you to the council for listening. There are three things I would like to say. Uno Gunber already faces the attitude that he's not really part of Boulder sometimes, but guess what? We are part of Boulder, and we are part of Boulder's schools, and we are part of the North community, our sports teams, parks, community nights, the schools, the diagonal, this diagonal road remains as the dividing line. It really is a barrier, don't divide our community. Two, for our family and the others who work there, we 100% trust the school bus. There is no other option. And unfortunately, because of COVID, we've had many problems with buses, including the shortage of drivers, consolidating bus stops, and removing bus stops. If that's the intention, it's quite complicated and divides the community, isn't

025it? No, children should not be forced to change schools to accommodate this. Third, I completely understand that Heatherw has low enrollment, but so does Crestw. Why are we taking children out of one school and putting them in another? I know the children are happy because they are in CR, in Cresview, they need to embroider that, leave our children in peace. Don't say that's fair. We can't drive our children to school every morning or send them to private schools. We are giving our time, money, energy, and dedication to community schools over the years. We have been loyal to members of the Cresview community, where everyone belongs, and now they are telling me that we do n't belong. How do our children feel? How do we feel as parents? Now, imagine yourselves in our place. Thank you.

026Next speaker, Stephen Shryer. Good afternoon, members of the Council. I am here as a very concerned parent about the online bullying and harassment that is affecting our schools, particularly in the district. Recently a student discovered something posted on social media that is hateful and shameful. These are not jokes. Uh, it happened in the schools. The damage was real and devastating. This one is very fat. She is extremely ugly . She needs to go on a diet. They need to report that. Instead of firing the student, they downplayed the incident. The student had to sign a coexistence agreement that made the victim feel that she was to blame. That is not an accepted solution. It does not comply with Colorado law and is not what the district promises in its policies. The message says that we

027found no more evidence and that nobody was going to get into trouble. This sends a clear message to the victim that they are not safe at school and that they are not important. That's more than just a student. If harassment complaints can be minimized and damaging public comments are tolerated, the burden falls on the victims instead of those causing the harm. I do not encourage them to claim liability. Investigations must be transparent, and every student needs to know that they will be protected, not silenced when they speak out. Our children deserve a safe school. Safe. Thank you. Thank you. That concludes public participation for the benefit of the council. I want to thank those who shared their thoughts and experiences with us tonight. We will continue with communication between council members. Who wants to start?

028Kiri had asked to leave at the end, but she will possibly start and finish tonight. You can begin. Yes, I asked to go last because I have a lot to say and I didn't want someone who had little to say to have to wait. I'm going to open my document because I had to write it on Thursday. This Wier, Willer's elementary school is going to have its heritage night. For those who don't know, Willer is an International Baccalaureate primary school and they have a fabulous program. I attended Heritage Night last year and I loved it. So I encourage you council members to go; you'll learn a lot about the school. I want to congratulate the members of the Jewish community and those who recognize and celebrate Rashana. Tobabat And I'm not going to apologize because

029I'm not in charge, but I feel like we're going to have a meeting on a Jewish holiday. Following. I want to speak again to the Broomfield voter who gave me a book this last time, don't you? Two weeks ago I was given a book called It's Time to Think, which documents gender identity, the development of gender identity in England under the now-closed National Health Service . And the book talks about how gender-affirming care did or didn't work . I haven't finished it, but I don't have everything figured out. But the voter said, "I don't know who the person is, and if they want to contact me, I would love to talk more with them." The voter indicated that they had done a lot of research about this type of care and the physical and psychological

030harm, and said that this person would not vote for someone who uses the word "transgenderism," a word they consider pejorative for the district. It has nothing to do with whether the child is transgender or not, or whether they receive care or not. I know that the president has stated that children go to school and come back with a different gender. I don't know if the voter currently believes that, but I want to be clear. As a school district, we support all students in who they are and do our best to educate them in the most appropriate way. We don't take sides on whether a child is transgender or not, receives care that affirms their gender or not, or their physical appearance, or whether they receive care or not. That is not what the school district

031does. Last night I was on a panel that was considering adopting the AC non-discrimination policy that we are going to Update tonight. They told the story of adoption and the important controversy about keeping LGBTQ students and staff. They also addressed the Safe Schools Coalition, the organization Pfleg, Parents and Friends of Lesbians and Children. Jean Hes started the Boulder chapter, and Jin Hges was also very involved in that. Also, Susy Pringle, who started or was the coordinator of the substance abuse project in the district—that doesn't exist anymore, and she's retired. Candy Hayat, who was part of it, was there. Booker is a retired teacher from Manarch and also a candidate for the school board. Yenny, I do n't remember her last name, but she's from the University of Colorado with a group called Queer Endeavour. And

032it was very interesting because they asked me to talk about what was happening right now. This presentation was from 2010. It was a very good opportunity to hear about the progression or advancement of how we are, where we are now in terms of non-discrimination. What I noticed in AC, the only thing that isn't considered Being a protected class is being left-handed. So, everything else is politics. Well, that's it, and I wrote one more thing, and I want to read it because it's emotional for me, and it's about the shooting at Evergren High School two years ago. I fear that as a society we are not doing enough to protect our children. The same day, there was a lockdown at Fairview in Southern Hills because of a report of a person with a gun nearby. It

033was a false alarm, but that can be just as traumatic for students as a real event. For those who read the article in the Camera newspaper, one of the girls spoke to reporters about hiding in the bathroom. That was a huge trauma for her. Colorado has strengthened its gun safety laws. Currently, gun owners need to report a lost or stolen gun within five days and are charged a $25 fine for the first offense, and $500 for the next. We're number 10 in gun safety laws. We've moved up from number 12. I commend them for enacting the Laws are bad, but we can be better. I'm nominating those who will enact laws to improve things in three ways. Increase the fines for failing to report a lost or stolen gun. If a teacher can make a

034report of child abuse, the gun owner can immediately do the right thing. Strengthen the laws that guns need to be stored securely, particularly when a child can or is likely to have access, and impose fines if guns aren't stored safely. We need to do more to protect our children. They don't deserve the trauma of school shootings and the fear they instill. And you can tell me which part I wrote and which part I've lived through. Thank you, Kitty, for bringing up this situation that happened several weeks ago. The trauma is very real in these situations when there's an active threat, whether it 's real or not. I know students and teachers at these schools, and it breaks my heart. I was able to represent the district at a Women Who Like the Community ceremony. At

035the Chamber of Commerce, we honored Susan Hoover, who has done many things. donations and has been a service-oriented leader in our community. So I had the honor of presenting her with an award along with Alison Billings. It was a very beautiful evening, and I can't thank Susan and her organization, Impact on Education, enough for the work they've done for our students. Alex, first, I want to thank Kitty for all her words about the shooting and the history of Colorado. As always, I appreciate it. I want to thank the students for speaking tonight and also the speakers who came with their concerns for the district. I appreciate that people take the time to talk with us about the issues that are important to them. I also want to update you on a few things. Last night,

036I was able to fill in for Kitty at the Elrac meeting, the long-term advisory committee. It's so nice to see the depth of the people who work there. We need to know how we're going to support those who are having these discussions and have a sustainable discussion to keep things moving forward. We were talking about metrics in high schools and whether or not we should have them, not talking for the rack, but one of the things that I've noticed—I'm noticing what's happening in Heatherworth right now—how we have a long-term process. It doesn't mean schools shouldn't do what they want to do to get their communities more involved. So, we have many improvement strategies, we have a strategic plan, we have a continuous improvement process and support. If we can support, how are we going to

037have community outreach? I support them in that. I hope we can talk about the long-term process as well. It fits with the other things we're doing to improve schools and do community outreach. I had the opportunity to speak briefly with Governor Polis this past weekend. He was assuring this group about the special session and protecting the kindergarten- second grade budget and expressing that the future regarding the budget, the challenges in the state, and that we need to stay on top of things and protect our funding in the state. And we were also talking about the use of artificial intelligence in education, and I'm talking with national experts, and one thing I learned is that those who currently use it as something designed in the district and help... So when we think about our artificial intelligence

038policy, we need to know what is helpful and what isn't for the... Teachers. There is support for improving teachers' practices. All the experts are really reinforcing human-to-human interaction instead of computer-to-human. Um, those are things to consider. I think we're going to continue with that in the discussions about artificial intelligence and the lessons and what we can learn from other places. But thank you very much, Jason. Well, I don't want to have the last word on this, but thank you very much for bringing this up. This is our next regular meeting since the shutdown, and I wanted to say something because this topic feels so hopeless. So, I appreciate you giving us recommendations about what we can do, and I want to thank you for bringing this up. We're going to move forward with the grouping

039of items. 6.1 There are 12 people. 6.2 Approval of the September 9th minutes. 6.3 Approval of the September 16th minutes. Approval of the district accountability committee composition. 6.5 Resolution 25-29 on Healthy Meals for All ballot measures. Are there any items you'd like to pull from the grouping? Hearing, none. Um, we need a Motion to approve. Kiri seconded by the line. There is discussion. Alex, I wanted to acknowledge the leadership of the DAC committee for working so hard on the membership committee, so much to accomplish so early in the year, and I was so pleased to see such strong school representation. I want to highlight the district's support in ensuring that every school has an effective SAC committee, and we can learn from them, and they're going to give us a lot of important information. Thank

040you for all that work. Jason, I wanted to comment on the Healthy Meals for All resolution, and thank you, Kathlen, for writing it. Hopefully, we can share that as widely as possible. It's very important that people know the district's position for this election. There is no discussion. Laura, may roll call. Chavez, yes. Metler, yes. Rashp, yes. Council members, please come forward . I may pass the mic if people want to speak. Sergeant, yes. Hanger, pass the mic. Oh, technology. Let's move on to these action items for our agenda. We have one action item. The José assistance policy, assistance areas. We have A motion. I make a motion. Excuse me. I move that we proceed with Option A. Second. I make the second. Members discuss the line. First, I want to say thank you to the

041community for being here, really talking with us about this. We 've studied January, March, May, and September, and I agree with changing these attendance limits. I believe it's good governance, and I believe we should have been addressing this much more often. It's been decades, and our five-year cycle, I believe, is appropriate, supporting Option A, which gives fourth and seventh graders the option to finish at their current schools. I was looking into that in some way. I do have something, though; I do n't like Option B as much. It takes a very long time, and we would be ending up at the point where the Board of Education would have to revisit this policy in five years. I also like to think ahead about the president we're setting and whether that would be something we could

042offer to a large group of students if it were to happen in five years. So, I care a lot about policies—about presenting policies that are sustainable and That seems more sustainable to me. So, the last thing I'm going to say, I'm going to put my heart into this for everyone to see, this is what people have told me about the impacts on their families. I know we have school choice, but it doesn't guarantee where a student will go. But what I do know from my own experience of attending schools here and from my children's experience is that there isn't a single school building you could attend out of all the schools we have and receive anything other than a good education with teachers who care deeply about you, and staff who will take care of

043your children deeply. While I hear that it's frustrating for families, I do believe that this is a good policy, and I do believe that your children can be loved, no matter which school they attend in the district. Thank you. The line. Now I have control of my microphone, I'm going to pass it on, and if it's the most effective option. As board members, our job is to make decisions for the best interests of 27,000 students, 4,000 staff members, and 56 schools. Sometimes we have to make decisions that improve the entire... A system that may not be what individuals want, and so we do n't get much community input on the decisions, how we make them, the limits, and when it affects individuals. That's when we listen to the community's opinions, and the opinion we've heard

044is that we don't want change, and if there is change, we need guaranteed admission to secondary schools, not just primary ones. I think people know, members, there are no waiting lists at neighborhood schools. Open enrollment is very easy. If we continue with Option A, there's a high probability that people will get their first choice because there's a lot of capacity in many of the schools. The next time the board, whoever it is, has to make the same decision, they probably won't have the same option. We've talked many times about how we want changes. Communities have to recognize that opportunities are decreasing. We may not have guaranteed admission in the future. We have that option because we have low enrollment in schools. As for appointing a president, the president provides a service to the members to

045navigate decisions that can be more difficult. If we appoint a president, we need to do it to have Success in the future. For me, Option A and Option B allow those who want to stay to stay, and those who want to move to the new school to move. And for those who have decided that now that there is no transportation, I would like to consider all options. The difference between A and B is really what happens next and the expectation we are setting. We may not be allowed, or we may not have the capacity, to enroll students through the entire kindergarten-to-eighth-grade experience in the same way. And that is something I take very seriously as a board member. Thank you very much for the proposals, and following the same line of reasoning, you are right,

046it is a very difficult decision. We have had a lot of feedback from individuals, and with such a large school district, making decisions about these changes and choosing between Option A and Option B, and reflecting on what would be best for everyone and making a change for the students in that population, the stability for our students, and what makes the most sense and logic, and I recognize the potential and setting a precedent, and we have to respond to the facts we see and be able to carry it out. These are difficult conversations with families, to the point that we recognize that it may be possible, or perhaps impossible, but it's worth trying. Thank you very much for this motion from Milenia. It's very constructive for all of us to discuss the different options. Everyone has

047a different perspective. I support option B. Let me explain the reasons for this. It's good to look back at the reasons why we're making these changes. We want more support, other services for our children, and we see this as a long-term project. It's not something we're doing simply to move lines, but to provide more services to more children. Today is a difficult thing to do, but these are definitely changes designed for the long term, always keeping in mind what's best for our children. Changing a child from one school to another doesn't improve outcomes. People have many options, and I support the fact that they have these options. Whether they decide to go somewhere else or decide to stay, having options is a good thing, not a disadvantage. We have to agree on supporting the children.

048And that's the reason why I I support this option because it gives us more choices. Maybe this wouldn't make a huge difference in terms of the numbers, but we have to support those who want to stay. This isn't going to set a precedent, and I think that in 5, 8, or 10 years, the people here will be making equally difficult decisions, and they will always do so with the well-being and best interests of the children in mind. But my point of view is quite clear. Those on the council in the future might be making certain decisions, but in retrospect, they might have to honor the decisions made today. And I don't think we should set a binding precedent. We are always taking the staff into account. We have been in communication with the families since

049last spring. As we had a live testimony today, there are families who have been against it, but we have also had favorable opinions in the community, including in recent weeks. A percentage of families are saying, no, don't do it, but that's not what I'm hearing. And that's why I want to support these families, but At the same time, we must support our long-term goals and, at our discretion, take the necessary actions. I would like us to remain focused. A child facing experiences of change. I am voting against option A and for option B. I echo what my colleagues have said about the wisdom of changing the attendance limits, and that is good governance. I recognize, as I did last time, that this is difficult for our families, and I will also support option B because

050it gives families more control over whether they want to stay or choose to stay, and they don't have to do open enrollment. However, as Alex or someone else said, if you get your first choice, it's not a guarantee, but it's very likely. Given our enrollment numbers, I haven't had any problems with them getting their first choice at enrollment time. And also, in terms of setting a precedent, if we make a statement, this is what we are doing now, and future school boards decide to do something different or the same, it will be independent of the decision we make today. And that's all from me. I didn't want to be last, but well, here we are. Um, I appreciate this discussion we're having , this debate and this conversation, like others. If you recall, it's something

051we talked about in the spring, and you were saying that it's been 20 or 40 years since we last made a change to the attendance limits. Always with the support of the staff, we need to make adjustments to these limits, and as many people say, this is about the long-term issues of enrollment, and we do the hardest work by addressing the long-term challenges. I understand Nicole's arguments about the issues, and well, I see—I strongly believe in good governance— and for the reasons that Alex and Jason pointed out, I'm concerned about these concerns, these decisions. We have to provide the guarantee that those students who go through the open enrollment process, or if they enroll at Heatherwood, have their enrollment guaranteed while they are there. And also for other reasons that my colleagues have already mentioned,

052it's great that we're going to move forward to provide stability. It's a precedent, but we're going to set new precedents, and the circumstances will certainly be different in 5 or 10 years, but it's great that we're... We are moving forward, and it 's important for our community to understand. This is not a solution to the long-term enrollment problems. We are addressing these issues as best we can. This is not an answer to the decline in enrollment. We will have a discussion about this in October, and I will be supporting Option B. I appreciate all the points that were discussed today. The motion to vote is yes or no for Option A. Lora, may I take the vote? Chavez, no. Metler, no. Queera, yes. Rushp, yes. Sergeant, no. Anker, no, the motion is not approved. Let's

053... Continue to the next item on the agenda. If this motion is not approved, does that mean the Bom option is approved? No, so we have to take another vote. As we already discussed, this could take Chávez's place. Yes, Medler. Yes, Queenlandera. Yes. Rashp. Yes, sergeant. Yes, Anger. Yes. The motion is approved. Now we will proceed to group consent. 8.1. for ACAC policy R 8.1 by ACR2 8.2 BDFE Council policy 8.3 for the display of the flag and other symbols. Council members want to remove some items from the agenda. There is no discussion. Motion for Kitty, seconded by Lelenia. Go ahead, Kitty. If there's one thing I see in the notes and I see Kathlyn because I always have a comment, it's about styles and how we protect hairstyle styles. They must be protected or

054not. Very good work. Yes. Let's see if my microphone works. Protected is the correct term. It refers to those types of hairstyles that protect, right? These are methods to protect the hair. Well, you always learn something new. I'm going to take a moment to thank Kathlyn and her team for the countless hours and hard work dedicated to reviewing the policies and working alongside those responsible for implementing Title Nine, and for the feedback that has allowed them to integrate everything. In particular, I wanted to tell you that I am grateful for the good news, for the new amnesty. There are many barriers to recording when it comes to discrimination or sexual violence, and Amnesty International is something that will help people feel that this avenue is available to those who listen to us. Amnesty means if

055a student is at a party where they are drinking or something like that, and well, they could get in trouble for drinking, but if they can see and report something wrong that is happening with another student, many times the kids don't want to report it because they are afraid of getting in trouble. These policies have advanced a lot; they no longer exist, they are not afraid of getting into trouble for making a report. This is very important. Well, I don't mean to say that there are policies that aren't important, but this is very close to my heart and I want to thank you publicly, although I also always thank you privately. Thank you. Well, I would like to delve deeper into what Lelenia has said. I've thought about this a lot and I'm also very

056glad that we have Amnesty. What I wanted to know is, do we have Amnesty for everything? How does a student know they will be protected if they report something or if they find out about it in advance? Let 's say if they were drinking or there's some other situation where the student feels they're going to get into trouble if they make a report. And that's what I'm curious about; it's our responsibility to educate our students and employees on how the policies operate, to make sure the language is there, what it means, and how we can talk to our students about it. When we talk about council policies, we are stating the policy's expectations that we as staff will support and guide our students. We're not going to say what happens in a police investigation, no.

057What we are saying is such an important priority in our community, that we create an environment free of violence, any kind of harassment. And we ask that you take a step forward by informing our students that it is a safe place and that if they want to take action, and if the adults who communicate with them do so, we expect them to communicate clearly and in an appropriate conversation. Yes, Jorge. Well, these are very easy to approve because we have already discussed them. Kiri made a comment earlier, there are many things that are protected and many times we don't stop to see what is protected and what that means. And now I see this list of protecting such as race, color, gender, sexual orientation, gender identity, transgender status, immigration status, age, marital status, civility, uh,

058genetic makeup, and well, it's very important to say, because that relates to our values ​​and how we serve everyone in the school district. This is our mission and we should all feel protected and safe. This is our responsibility. And I want to talk about this in relation to the work we are doing and that we are going in the right direction. Our values ​​have not changed. Everyone deserves an education and to feel safe and secure in receiving it. Yes, thanks. I agree with everything you've said and I want to add, and perhaps it's more for the public and the community. As eight have said, nothing has changed regarding the values ​​we have to protect our students and make them feel safe and in a welcoming environment free from discrimination and harassment, and to have a

059system of protection. I'm pleased to see the changes to our website for people who want to fill out a report. I believe that as members of the council we continue to have the government data and have the restorative justice system and we really know what is happening internally. We communicate with the directors, with the staff, with the students, and this is not easy to do. It often has a strong impact on our children, and with this structure that we are all supporting, we ensure that things happen and we know how to do it. People may currently confuse an action, uh, when we say it's under investigation, federal interpretation, we're backing down, but that's far from the truth. Some policies are no longer up to date. What we want to do is create the best environment

060so that the district has the practices and procedures that will achieve a good resolution and that is sustainable. It's a way for us to continue demonstrating our values ​​and we're not backing down in any way. I firmly believe that every family, every student involved in these instances, if we look at all the classes we protect, we are all in one of these categories, but even if you are not, we are all protected. All our children are protected and as a council we have an obligation to continue keeping records of this, and this is in our mission and our vision. some cases that have been presented. There are also other cases that are dealt with in schools that do not reach us, but where we support the people who are making the difficult decisions. We must

061continue to analyze the data and believe in our students and support the improvement of this government organization. The council. I previously joked that everyone was in politics, but as a historical note, some people listening to us may not know this, but being left-handed was considered sinister. The word means left-handed, it means sinister in Latin. And I know someone. Well, I know I'm old, I'm old, but I made a joke, but it used to be true, eh, would n't it be wonderful when it no longer has to be when all this discrimination is ancient history. Council members, any further discussion? I see there's nothing. I could take the vote on group consent. Okay, Jorge Chávez, yes. Medler, yes. Queenlandera, yes. Rushb, yes, sergeant, yes. Hunger, yes. The ayes have it. It's great that the microphones are

062now working consistently. Let's start with the topic of grades and homework, shall we ? Uh, red lines. We will treat this first group of policies as a working session, although we are not taking the time for review, and I give the floor to Katherine Sullivan. Ah, well, first let's take a break and get back to the policies. Welcome back everyone, and as I mentioned before the short break, we have several topics. I assess, starting with grades and homework, and prioritize. In the 2023-24 school year, we will begin with Katina. Forward. We are entering into policies that incorporate most of the laws, both state and federal, in conjunction with the anti-discrimination policy into a policy that has the legal requirements. President Rosp mentioned that these priorities— sorry, I didn't do that on purpose—these policies were prioritized

063by the council as something for review. And when we look at these historically, those policies were mainly adopted in 1980 and have been revised a few times over the years, mostly not so much since 2005, although we did have some updates in 2018 to the policy on the state assessment system and here I didn't put a star because Sesam Street's style is a little different from the rest. So I put that little star marker there to talk about her a little differently. We also looked at weighted ratings in 2021 to clean up course references and also the assignment policy, which was last updated in 2001. When we think about relative authority, it's very interesting. There is no federal or state law that requires the board to have a district policy, either on grades or assignments.

064The star of the state assessment point is because there is a Colorado state law that requires the council to have a policy on how it addresses the assessment system in terms of how families can opt out of paper-and-pen assessment requirements. And that's really incorporated into point six that I showed in the previous slide, but in terms of homework and grades there is no state or federal requirement, there is no requirement in the policy or in the language of negotiated agreements. That will be related when we talk about the calendar in a minute. And I think that over the years the policies, regulations, and points that exist in this area have also taken shape a bit. So, when we talk about a policy, it must establish the philosophy and the environment or direction around a particular

065content. Regulation is typically more detailed because it does not require the same level of council review, and we can change that more efficiently. And the appendix is ​​more of a way, a sample of how we implement those policies. And when I arrived we had very strange appendices in this area that were like a list of dos and don'ts, and those have been removed by the board to leave us with these fixed policies that were on the first slide. So, to avoid going into too much detail about the existing policies and regulations , I have summarized what policy and regulation do together to facilitate the council discussion. So, when we first look at the issue of student grading systems and progress reports, policy and regulation do some things. The policy itself establishes a requirement that district

066administration and professional staff collaborate to create a grading system to report and expresses the Council's belief that it should reflect a student's progress and performance in relation to context, benchmarks, and essential student grading outcomes. The other requirement is that teachers are required to keep accurate records to support the grades they assign and establish grading scales for elementary and secondary school. And we're also in an area of ​​regulation that's five pages long, which includes a lot of detail and I would say reflects past practices that aren't necessarily very current. And when we look at the task here, again, we have a policy and a regulation in this area. And when we look at what they do together, it's several things. First, it requires each school to develop written homework guides and encourages consistency among teachers of

067the same grades, but it also helps to establish general guidelines and they are indicated here, but starting, for example, in kindergarten with an average of 10 to 30 minutes per night and going to the secondary level. And in high school, it really recognizes that the task when students are selecting classes will be independent of each course the student selects. One of the things I know the council noticed is that the regulation and policy really refer to a resource that was published in 1994 and is not the most up-to- date research in the area of ​​assignments and grading, and I think that can be a danger of going into too specifics in a policy and regulation, and that language doesn't stand the test of time. So, we have some things we can learn from the decisions

068they made previously, factors we need to consider that we look at in policy, and if you look around at other districts that are making an effort to establish a district-level policy , it's about aligning ourselves with the standards, with the curriculum that is being taught, that is under the best practices to address and improve motivation. For children, it would incorporate different types of assessments. And I think that when we look at homework, we know that homework is intended to reinforce learning, not just to give children something to do. It must be important for students, and one of the considerations we look at a lot in professional research, and something Dr. Andersen and the council have talked about, is all the homework and all the work and academic stress for our students, and whether the homework

069policy encourages that balance between personal life and school and family, and whether these policies really reflect the council's intent to establish a district-level policy in these areas. And if the answer to this is yes, then the policies we currently have capture those factors that the council believes are important when they are taking these policies as part of their priority work. Thanks for that review, Kathlen. Council members, who would like to start? I think that to make things easier, we can focus on grades and then on homework so we can talk. This is believed, I know that in some parts we're going to review others, but I think we can talk in that way and then switch to homework. Okay. In terms of grades, we can talk about content standards, benchmarks, and essential learning outcomes in

070the curriculum. I understand the contact content and guidelines and starting points, but when we start talking about essential learning outcomes in the curriculum, I do n't know what that means. So, much of the language within this 20-year policy is not in line with the work we have done over the past 7 years. If we think about all that we 've changed or adjusted in how we grade assignments, these policies—there's no requirement to retain these policies, we can withdraw them, and grading and assignments can be an agreement between schools and leaders—but if it continues as a policy, we would want to align it with the information we have in our instructional book and curriculum. adopted. And as a starting point, board members, if the intention is to form some of these grading and homework policies to

071align with best practices, we can definitely take this and work this out among the feedback groups with the teachers advisory council, the principals advisory council, present it to SAC, and then bring a draft back to you . But I think for tonight's discussion, it would help us to know if you want to do this, what you want to know, what you want us to test among these groups so that you can take that information into account when you're considering how to form those policies, and then we can talk about the policies you mentioned, the implementation challenges. Yes, we put a lot of pressure on it; it can be difficult to implement. I think the biggest problem is that we have policies, and unless you started as a teacher here in 2005, we have n't talked

072about grading or homework policies much. I imagine that most of the people who come here from other districts, regardless of what they were taught when they were learning to be teachers, I think that's what they're teaching, but I don't know, but I think we need to think about how to shape this policy and go back and highlight those elements in revised policies and then get your feedback or comments from the groups and bring something back and present something to you. I like that plan, thinking about how to continue with it in the future. A couple of things came to mind. One was titled Annex and it really should say policy language because that's where the statutory requirements are and much of the language within Annex E6 is actually included in the CASB sample policy. So,

073for ease of understanding, combine the language that is required in a policy so that people can see it. And Casby's policy qualification language basically says that the council is going to meet with the superintendent and professional, this very, very small thing, and remove the rest of the things that would eventually be a regulation if the council decides to take this or move forward with a more detailed regulation. and receive some feedback on that, those elements of the community. And when I raised these policies it was because there was a high degree of inconsistency in secondary schools, they are using the four-point rating scale and one policy says that in primary schools they are only using the AF scale. So, not everyone follows the percentages that are aligned in the policy. It creates academic stress for

074parents and students because you walk into a class and you don't know what to expect. On a four-point scale, it changes to letters, different ways, teachers convert it to different points. So, I don't know if we should be getting feedback on whether we should be more descriptive and see what the differences are, with the similarities, whether they are in line or not aligned, and what the benefit is of aligning ourselves or what the benefit is not. And how are we communicating with families and students when they are signing up for classes, what the grading scale will be, and in English, having language that includes deadlines for when to turn things in because sometimes winter break is coming up and students still don't even have a grade in their report cards and that's a lot of

075stress because we did have in Fen Campes that was, uh, forced us a little to a certain degree. I don't want to be descriptive, but I believe it's in our best interest to have policies that are up-to-date. So, where can we get to a meaningful place to create a regulation and split that into two parts? I think that makes it easier for us. And I know there's a part where they talk about weighted ratings and regulations about ratings in a second policy, weighted regulations, weighted ratings, and it's not very clear because there's language that's really... I mean, it doesn't reach all points, and again there's a high degree of inconsistency that creates stress and confusion for our families and creates more, I do n't know, confusion about what should be seen within the BBC world.

076I also wanted to present or talk about Infinite Campus and talk more about this topic. I do believe it causes a great deal of stress, especially for our high school students . And I would say that thinking that just a software program should have, I do n't know, some guidelines on when they have to be uploading grades and not just weighted grades, because sometimes students are looking for this grade and it would be good if they could have a break when grades aren't being uploaded , whether it's Sunday night or Friday night. I'd like to see, for example, students saying, "Oh no, I'm about to take a really big, really important test, and I just got this grade in F camp, and now I'm going to take another really stressful test." And as a parent

077of BBs, I've played this game, and at some point, if we look at this, we can see how these things might have come up before when kids had their phones, right? If a teacher updated something during their planning period and it came up as a zero, and the parent texted the kid, "Where's this work? Why did you get this grade?" I think it's a story that happened in many cafeterias around the district. We can see this as part of implementing a policy to reduce or better manage academic stress, where kids have to take responsibility for what they do and don't do as part of school. But how do we do this in a predictable way, to the point of being unpredictable? Because if we grew up with the A's scale, right? And how is the

078policy being implemented, or are they starting to grade under curves? Different grading tactics exist; some teachers use points, others use percentages, and then they don't calibrate things because they're mixing the two . So, I think we need to have a deep conversation with our teachers because I think there are things they'd probably like to see as part of creating a standard, or maybe not, or say, they could tell us this, or flexibility in this, or it would be helpful if we all did the same thing in the same way. But I do think it's going to take time to gather this information. I think this is a good start to this conversation, but I'd like to talk with our teacher advisory council and get feedback from them on how deep we can go and be

079very careful with this because we need to be on the same page as we consider this. I have a question, and then, Alex, I think most of the time it would be, what would end up in a regulation? I think the other part is pretty clear, but I think if we can do what's easy, that's fine, and then take our time with the harder things. So, if we can't get through this tonight, I think cleaning this up would help the committee of District responsibility, the school accountability committee, the PAC, principles, teachers, some things that are required by law, put that aside, and the rest is taking a more careful and easier approach. It would make things easier for us. Alex, if it works. Okay. I had a couple of ideas and a question. The grading

080system used to have withdraw, pass, withdraw, fail. Are we using this, or is it already an antiquated system? And if we are using it, what is the benefit to anyone reading the school record if a student is passing or failing? That's my first question, and the second isn't really a question. I agree with Eco about streamlining things, making them less perspective-driven, but I am interested in seeing if a kid goes to Bry High School and gets a B in physics. Does this mean the same thing as going to New Vista and getting a B in physics, because we're talking about college records? So, I'd like to see the grading system consistent across schools, because before, when you changed schools, when you moved, if you moved from From one elementary to another, there would be an

081understanding of what this means. It means something different than it did at Heatherware or Fireside, I don't know, because we're talking about making these decisions at the school or building level, and I think those would be my concerns. So, I would have to see if these codes are available at Infinite Campus, because it's not really what policy dictates what teachers want to do, but what's in place at Infinite Campus or Power School. There are settings there that allow teachers to do certain things with classes or grades, and we want to align that with what we decide for policy, and that's going to dictate what happens. This might be an old policy, but it could possibly be used at Fen Campus. And we have some schools that are different, like Rapah Ridge or Justice High, schools

082that move a little differently. There are different courses where they're making up credits. There are other courses where students move faster. And I want to tell you, Kin, I don't think we'll be able to get to a place where we can create a standard for grades to be the same across all the Schools. I think I wish I could tell you this, but I think the best thing I can tell you is to have a high-quality curriculum and train people in the best way possible so that similar things happen in every school, but every high school is different. For example, there are honors courses like physics that are different in one school compared to another. So we wanted to bring this issue to the board to start the conversation, but I think the next more

083responsible step for us is to listen to the teachers and see what they are doing or not doing, and align it with policy, talk to principals and educators to create a policy that makes things easier and more predictable, is clearer for everyone. And I just wanted to publicly thank and give credit to President RushP for bringing this issue up, and it is a very important issue, and working it all out is going to take time, but as we begin to study this, I think it's going to be a long process, a classic boulder problem, it's going to involve a lot of interested parties, giving feedback, but I think it's going to help us to be this: listen not only to principals, but to the council and leadership, so that we have, I don't know, guidelines

084to get started. And Dr. Anderson, I think this would help us stay informed with the discussion that will involve every interested party. My second point is, I am in favor of creating a standard, but I know we can't because we have schools that are unique, and the decision regarding optional or public schools requires informed decisions. And for me, some principles I would put in place are that we should support schools being different to the point that their unique mission is clear. But at the same time, I believe that the path for our students to be successful is what our mission at BBD says: to support our vision of students being successful on whatever path they take after they leave here. And some people are contributing to this in other ways. I want to hear from

085those people who are leading, where they are having the best results. I want to know from those in middle school, in high school, and what they go on to do in their lives after they leave BBD, and that those student outcomes include mental health, family well-being, and... Life, fun, and transparency. And I think that's part of what we're thinking about in those different paths or routes, and we would have more of that to support our students to be successful after leaving BBD. We need to be more aware of them and make them more accessible, and not something special. For example, Ora Hridge recognizes that every school is different. And also, the talk about policies and regulations that already exist, and they're, I don't know, dismissing this whole policy and regulation thing makes me wonder, are

086we creating a pirate code that more or less follows the guidelines, but isn't really a policy or a regulation? What is our intended authority in this? I mean, we've had to take these 18 months of very difficult work to do that, but nobody intends to follow through with it. And I think that's exactly why we're talking about it and mentioning this. It's difficult to enforce a 2005 policy that's already very old, and that's why we're working very hard as a council to make our policies very relevant and meaningful. And about success, our students know how they're doing. They understand, If they perform well or get a good result on a piece of work or an assignment, they know how it will impact them. But it fascinates me to see how many children don't have a

087single idea of ​​how the grade they receive in class connects to their motivation and how it affects their attention and attendance. And I think there are cases among our children, and children who are struggling, where they get an A on an assignment, but it's only worth 10 points, and that's only worth 5% of their grade, and tests weigh 40% of their grade, and they fail that test, and they only have one test that semester, and they can never retake it, right? No matter how many grades they get, and how many scenarios are like that. I'm thinking specifically at the high school level. So, we can clean that up, and I think many times these weightings are very arbitrary. These systems or departments are aligned, or schools are aligned, or people were aligned 15 years ago,

088but it was never updated. I think we need to be intentional with what we're doing, that children should know and understand how their effort and performance are related to the grade they 're getting, and that we can't Having systems that are stressing out our children and their parents, how do we create a better system? And I think our educators are going to embrace this and say, let's be on the same page, the same understanding, and everything we believe in. So, I'm very excited to be taking on this very exciting work, but to your point, Alex, we're going to do the work so that things can get better for our children. If I can follow up, I thought, because I know him, and that's how he does everything, and I support him. For those listening, the

089students, first, their families are managing all of that, and then we want to make it so that those who educate have a manageable life. And the teachers and professors have said, "Have you read the class order?" And if we can make that transparent, it's something that discourages children who fall behind, and they need an incentive. So it's very easy to have a scale of 0 to 100, and they've lost 40 points. They're never going to pass the class, so there's no incentive. So we have to take that into account as well. Um, my microphone is working twice at once, um, twice Followed. Bravo. What occurred to me was when you talk about the percentage of the grade that's related to achieving standards in middle school, right? Less than 70%, in high school 75%, the remaining

09030% is related to other things, for example, behavior. And I say this because I was always very good at math, but one trimester in high school I got a D in math. Not because I didn't know the math, but because I talked too much. I think it's something we can clarify. There's a balance between participation and effort, and also performance, growth. There are things one can consider when creating a class and a grade system. I don't think a student's behavior should count toward their academic performance. It's something we can consider, at least at the high school level. How much of the grade is based on what one can demonstrate, what one knows, and how much of the grade is based on the effort one puts into the course? And there's a balance between all of

091that that each teacher has to consider, and it has to do with the executive functioning of the organization. He has his notebook, he keeps it, we're checking it, he's keeping up with the work. They do this because they do it in elementary and middle school—I was a principal or teacher in middle school—helping kids develop those executive functioning skills to succeed in high school. So, it 's definitely probably a combination of all of that. I also want to mention assessments. When I was looking at the policies, for example, talking about the state and district assessments, and that's very interesting because we've changed the district assessments now that we have them, and making a comment about that, I felt there's a requirement, or we need to talk about how long the state, district, and district assessments are

092going to take, and we have this schedule available. Council members, there are other comments about grading. Alex has a comment, and then we're going to change assignments. I'm anticipating future updates, and we're going to delve deeper into this and have some good sessions about it, but I'm going to add two more items: Grad Plus progress and also the transition to college credit, with dual enrollment and other things, plus Advanced Placement and AP courses. International Baccalaureate and the other systems, and we have to make the pathways transparent and supportive so that when we implement our instructional guidance, it should have several levels guided by data. This should obviously be based on grades, but we don't want to undermine what we're doing with the implementation. I want to emphasize that we shouldn't have different expectations, right? They're

093based on the school's mission or its philosophical design, but we have to maintain a lens of equity and not have a double standard in all of that. I think you've given great direction regarding grading and assessment policies. Now, let's talk about homework. Does anyone want to start with this? Jason, do you need this microphone, or does your microphone work? My microphone works. Cine mentioned the most recent studies and thoughts on homework. What is it ? I feel like it's consistent across grade levels and individual schools. I've heard within the district, "We're going to have this," " This is what we're thinking about homework," and then in the upper grades, "We don't believe in homework." I don't know how I feel, but as you said, it 's That's a great question. So, do you have an

094opinion on when it's too much? Do you have a recap of what we're thinking about homework right now ? I do n't know if this is the most up-to-date thinking, but it has changed, hasn't it? As a teacher, homework is a good place for kids to study beforehand for a lesson, this chapter, then we're going to talk about that, or I've learned this and I need to practice. So it's a gradual study of information, and that's the science of teaching as a teacher. I do something; we don't do it all together and then you do it. It's a basic rhythm of how teaching works. There are some teachers, I think, who get it wrong with homework when kids have to learn something on their own because we couldn't teach it as teachers, we didn't have

095time. That's when it gets stuck, the kids get frustrated, and as parents, we've all been there, haven't we? The kid sits down for their homework time. What were you taught? I didn't learn it. It's new, I wasn't taught it. When my kids said that, they probably had I taught it, but my son hadn't understood it. So, there are philosophical differences, but I don't think there's just one way of thinking. We can delve deeper into the topic, review the studies, and give them a useful starting point. So, I'm noticing thumbs up. I do say there are many related policies that read like a philosophy. We have the IGA instructional program policy that we're going to review. We have the educational philosophy. There's an opportunity to think about taking all of those and writing a concise idea

096for the philosophy of instruction. Is it worthwhile to have a policy on its own, or is it part of the mission and objective? And one raises the question because homework is important. As a separate policy, it doesn't make much sense. For me, we have many policies that we want to manage. I think it's an interesting exercise for school accountability committees to consider how homework aligns horizontally and vertically within schools. We have schools that like homework, and there are other schools that do n't really value homework at all. So, how does that fit with the educational mission of our schools? To allow for consistency and the opportunity for schools to be different , so that it's clear and people know what the school is about, but I've made complaints, and when I escalated them, there are

097these inconsistent things in the school. So, the third- grade teacher does something very different than the fourth-grade teacher, and there's no reason for them to do it. And at the high school level, there are areas that are studied more, but what's the purpose? So it's an interesting discussion in school accountability committees because they have principals, teachers, and parents who study them together. So, I'm wondering if there's value in having a standalone policy or if it's included in the other policies. I support this idea as well. If we have a separate policy or a general philosophy, I'm following up, Dr., with your comments. I would say , it would be good to know what the most recent research is, but to move away from minutes and tracking the number of minutes. I think that leads to

098an aspect of simply doing some work where we're going to do two hours of homework at night or nothing at all. You talked about the reason why we do it. And there is a need for homework, but we don't need to say exactly or define minutes for people to follow. I think it's not helpful when we talk about a given number of minutes; that pushes teachers and others to just get the job done and not focus on the original point. I agree with that. I would also add, I think homework is another issue where one of the questions for us is, how much discretion do we have at each level? What do we, as the governing body, think? It's important whether it's the classroom, department, school, or district—it's different. What agency do we give principals

099to communicate, implement, or support anything? And what agency do we give teachers to make significant, logical changes to what they do? All of that makes sense. One of the questions we hear from different people—and we're going to have different opinions from different stakeholders—is where the discretion and agency lie, and how much they have. That's going to help us reflect on policy. I don't think we're going to have something extremely detailed, but if we're going to enforce the regulations strongly, that's fine, but if we're going to give this discretion... The philosophical aspect is another conversation. I had a different opinion about the number of minutes. I believed they were a guideline, no more than a certain number of minutes, right? That it needs to be this amount or that amount . I do n't need, I

100don't think we need to write it down too strongly, because I imagine teachers understand their students' developmental level, that a first-grade child doesn't need two hours of homework every night. Other opinions about the homework policy. Seeing none, let's move on to the next IC ICA policy, calendar. academic. Council members, this is an issue that the council has addressed several times. I wanted to tell him what we had talked about, what we had discussed the last time that formed the basis of the changes. If you recall, this policy was updated in 2001, and they discussed it in April 2025. The policy is now quite short, listing many holidays and identifying some as required, while others are not. The policy itself also does not incorporate the guiding principles that you remember were a significant portion of the

101council discussion last time. There are requirements that need to be met in this policy, and there are layers to the requirements that need to be addressed in the policy. Thinking about the immediate discussion regarding minutes, there are mirror financial rules about instruction minutes, academic year definitions. I don't believe that good policy follows the details present in the regulations, but when we look at negotiated agreements and our practice in this area, they give us a more practical way of referencing legal requirements. The teachers' agreement, the BBEA agreement, gives instructional days, identifying 4 days as conference days. It says there are work days and professional development days, and all negotiated agreements have language about holidays that need to be considered. And this slide, this is the discussion from April 2025, should have updated the list of holidays.

102So when we talk about changes, I'm going to talk more about holidays. The principles guide us; these are what we have included for many years that have always been part of the discussion of the academic calendar, but they are outside of politics. So, that's the background that developed around 2010, and you can see the points that the Council discussed significantly in April. Past in the discussion in April, the underlying legal requirements in the negotiated agreements. I gave them a document with changes to consider tonight. Address the following topics listed there. The language of negotiated agreements. Incorporate elements that were part of the policy. These elements that were in the main guide and the elements that we talked about in April, for example, looking at where the staff live, coordinating with other districts and which ones,

103looking at the priorities that had been discussed, obviously focusing on the students, but ensuring that we are writing a policy or that we adopt a policy that meets the needs of all students at all levels. Well, the document with the changes that I would like to talk about is the document itself that is on your agenda. We have added a significant volume to this policy to make it clear from the council discussion and the process that had been currently set in light of what we can do regarding the negotiated agreements and timelines in January. The politician originally spoke about November. Now, the first part of the process includes a section entitled development process. Reflect on the state law that requires us to consult with teachers when we establish professional development days . It incorporates the

104language of negotiated agreements and the discussion about the importance of teachers, staff, and parents. Now, the schedule that is set and what complies with the agreements themselves. Next section of the policy. I set the requirements that the calendar has to meet, not necessarily down to the minute or in every detail, but we need at least 176 days during which the students are actively participating in the educational process. the implementation requirements, financial rules or school funding rules that must be included to define the educational process. Next requirement number two, additional contract days for preparation and working days for teachers. And the third requirement really addresses the discussion of holidays, vacation days. When we look at the language, each of the negotiated agreements is a little different. This language captures all agreements. Some of the questions the

105Council had the last time we were together, for example, was on veterans' day. Uh, Veterans Day is a state-mandated holiday and it isn't. And many of the students studied a lot of the other different schoolchildren, the students are in school for this day and we talked about what happens if people work on Veterans Day. So, there was a lot of confusing language here. The holiday that is not included in the list, which was on the day ah in the slides is Columbus Day and is referenced in the classified employees agreement and says that the council needs to establish a calendar that considers those dates. and commas, which are very important in how it is used. So, the BBC, in the negotiated agreement, lists the holidays and between the commas for some of the things they

106consider, it says either Columbus Day or Veterans Day. by including Veterans Day as a holiday in their policy. Uh, in fact, we are complying with all the negotiated agreements and reflecting the contemporary understanding of Columbus and Indigenous Peoples Day and taking this out of the policy for the next 10 or 20 years before reviewing it again. So, we don't have outdated language in politics. The last factor to consider, referring to a new regulation that incorporates guidance that you had requested, and the final part is the authority that Member Metler was talking about, to recognize that schools need to have some flexibility around a calendar that reflects the council's calendar, but also incorporates events that are important to each school. These are the important points of the policy itself. In the revised version, the proposed regulations

107are on the last page of the document with the changes and are titled " Additional Factors for School Calendars". List the factors of the guiding principles and also those that are based on the council discussion. I believe the board had spent a lot of time in discussion in April about how we prioritize these factors, how we weigh the factors. And when the Council adopts a policy in a regulation that is expected to be used for quite some time, I think we run the risk of being too prescriptive if it wants to establish or assign a priority. Therefore, the proposed language indicates the factors to be considered without giving undue weight to any one factor when setting the schedule for the district. Then list the topics of the guiding principles for the council discussion that we

108propose form the regulations in this area. When you look at the regulations and the policy itself, it changes the timeline for the council's work in this area. It is the reference in the negotiated agreement for the creation, for the proposed schedules, when these proposals for community extension or their opinions are considered. Then in February there is a working session for the council. If there is a proposed review in January, the negotiated agreement requires that there is an additional waiting period for its discussion. That is included in the time frame of March, April for additional opinions and the adoption of the proposed calendar would occur between April and May or June. The policy retains the council's practice and decision to establish multi-year timetables. It can take one calendar year or several in the future. It is

109an important consideration when thinking about the impact of this schedule change when we are talking about the proposed calendar, the adoption of academic calendars. Thank you so much for this review. Kathy Kiri wants to start the discussion. That's how it is. I'm glad we were coordinating spring break with the university when my children were in school. Well, if I use the main employer in the city of Bolder and also that we are coordinating with S Brain. But how does this work? Do we know when they set their schedules? I realize it might be confusing to do, but I don't know why because I'm not the person who does it. It is impossible to do so when they are not in line with Bolder University. If we want to align ourselves with the university or with

110San Brain, well, we have to choose one or the other. It has a different policy. We did not determine their timeline and if we coordinated with CU at one point while I was here, we had to make adjustments. As you say, Kiri, many of our families work there. The university is the main expander. Sometimes they coordinate with Jefco, sometimes they don't. I know that Adams 12 has, uh, they try to adapt. Most of our employers live here or in Srain. We can check that information, but we have no authority over Saint Rain. And for us to align with Samin, they would have to align with the University of Colorado. Do you know if Bolder University always has its spring break at the same time? And the reason I'm asking this is, when my kids were

111in school, you could take into account that BBSD had its break during March, but it would have been nice if the university did the same, because it's very convenient for parents to say, "Oh, well, this week is going to be summer break, spring break," but instead, it's perceived as something last minute. Well, I don't know if this is the case or not. For the last seven years, we've aligned our spring break. It's always been coordinated with Bolder University. A lot of people's jobs change, and we don't have a guarantee that it will align or coordinate with SREAIN. The point is, we coordinate with CU because they are the major employers in the city. So, where are the largest number of district employees? Where do they live? Which school district? So, that's the intention, but this

112can change. Yes, Alex, I think I'd like to hear some feedback on this. What I can observe in the last process, this process She had her beliefs and opinions, and the process of first making a draft, then discussing it, made the council's job difficult, even though we had agency over this. But we were in a very short cycle, and I'm not sure we've solved this problem yet. Well, I don't have a very definite opinion on how we should do it. We should do it in the best interest of the families, but if the council has some feelings about the process, then we have to involve the people involved who have a stake in this and not have to change it later, taking into account the opinions of the teachers and everyone else. I'm interested in

113a policy that, if you look at it, we're going to face frustration from many interested people, considering what happened in the last century, I mean, cycle. We have to see that whatever we manage to put together today must be in accordance with everyone's interests. Council members, any other ideas, Jason? Yes, I have a strong opinion, and I agree with what Alex is saying. I don't know what a good proposal would be. What I do believe is that we should have a proposed timeline, and then come back and have to make changes. I think that's a bit unrealistic. Um, it would be good if we held a session before this where we could discuss our ideas before the calendars are created. Lelenia, and then Kitty. As my fellow council members are suggesting, the calendars should be

114developed taking into account the impact on teachers, the community, and we should also integrate with the other stakeholders. That's what they're asking for. If I may, from my perspective, I wanted to make sure we're not creating a dynamic where it becomes very difficult to achieve and where people feel like we're not listening to them. The council has a process for us to give our input further in advance. I want to protect my colleagues' ability to articulate their opinions earlier and have this information with more time. I think Rob will give an answer. Yes, there is language in our negotiated agreements about this process. Who goes first? The people involved or the council? Well, but if we put forward a proposal and the stakeholders have a different opinion, we're still going to have the same situation.

115I don't know if there's a way to avoid this. scenario, because certainly the board can say, first the board will discuss this policy and then invite those involved to give their feedback, or conversely, first they will make a proposal and then we will respond. But if the board wants something different from what is being proposed, then either way, I don't see a scenario where I can guarantee that the feedback from the people involved will be what we agree with. On the other hand, we have negotiated agreements and we must comply with them, and that must be the will of this board. In the last process we had last year, it took people by surprise; suddenly it was already approved by the board. I think that first, I mean, we can go and do the review

116first or do it later, but there will always be the possibility that what is proposed is different from what you want. Well, according to what Dr. Anderson says about this process, yes, also because everyone who was new was very surprised by the reaction of the calendar. We did n't have any board members who had such a strong opinion, and it had to be established a workforce. Well, I won't be here anymore, but whatever we adopt has to be something that doesn't lead to surprises or rejection. I mean, like last time when there were a lot of opposing opinions. I'm of the opinion that we should seek a general consensus among all the people involved and interested, and if one or two council members disagree, we should perhaps adopt it even if it's a minority of

117the council, because more than anything , they almost never present us with a schedule that's inadequate. Many times it's not that it's wrong, there are simply some adjustments that would have to be made, but we want this process to be more linear. I think this is our opportunity to express our opinions and establish our priorities in the process and the considerations there, right? After it has already gone through the process. We want to be very transparent. We want to express our priorities so that they are taken into account and allow the process to work as it should . And that's what I'm considering. And also another thing to consider regarding regulation. The first factor to consider is a schedule for all grades. That's not a requirement in In general. And well, it's also something we

118have to do. All the schools follow the same calendar. Yes. Yes, but it's also another factor we have to consider. I agree with what Jorge says. This policy is an opportunity to establish our opportunities. I would like to emphasize that students are not on the list of people involved. We always receive messages about different celebrations like Halloween and others. So, and we are including this in the drafting of this policy, we listened to feedback from those district employees who don't require a certificate, that perhaps this calendar isn't being inclusive. We have to listen to the teachers and also the staff. We can say that the calendar includes the interests of all employees. We should use fresher language. We know that the most important factor we take into consideration is the unions. This calendar also includes

119the teaching days, but for example, in April there are many tests and exams, and instructional time is reduced. Many semesters are different in terms of total instructional hours, especially in high schools. There is a difference between the first semester and the second trimester, perhaps. The way it was worded as instructional time, and we also took into consideration the state tests. Yes, this is taken into consideration, and we also have many details, but it's difficult by grade level. That's one of the challenges in establishing a schedule. There are algorithms; well, maybe some problems can be solved, but new problems arise at any given time. I do n't know if this solves all the problems, and from what Nicole and Jorge are saying, if you establish the policy that the council has the authority to make, establishing

120the priorities and beliefs of this council in this policy, that's a good place to start. But, what is the superintendent's way of activating the policy? But remember, many people don't know that this policy exists because it was there, but everyone followed it. But if we now establish a regulation, and this becomes clearer, and above all, the intent must be clearer, this is an opportunity to reflect, and this is an opportunity for this council. And what are the limits to implementing a policy individually or collectively, considering everything? Well, I think this issue It requires more study, or it's for action, or it's for study. Whatever the board decides. I have one more question. It's about the principle of establishing part-time weeks. We take that very literally, and we have Mondays and Tuesdays without classes. We had

121several complaints about the sports activities that take place on Tuesdays and Thursdays, and there were opposing opinions. I don't know the best way to communicate the intention behind this. As long as the board doesn't have standard weeks, it's even more difficult if we have a Friday and a Monday without classes compared to a Monday and a Tuesday. But what is the board's discussion on this? What is our intention? Well, these are all considerations, not requirements, but it's better to have certain days at certain times, or are we going to establish our positions now, or are we going to tie our own hands? Go ahead, Dr. Anderson. Well, I'd like to remind you that the last calendar was built because we did n't get anywhere. First, we established it, and then we said, "We want to

122achieve this as well, so we adjusted it." But when you know what you want to achieve, we can be more thoughtful. About that. But there are also things that require more attention. You ca n't have both; you either have one or the other. And that's the reality. I want to hear from you what things you want to have, because the last thing we want is to keep saying, "Well, this is what the calendar is going to look like," and then when you see the calendar, you're going to say, "This isn't what we expected." That's not fair to the people we spoke to first, nor is it fair to the council. We must be able to articulate our requirements for the schedule and then try to achieve it together with the rest of the public, and

123not arrive at the last minute and you say that it does not meet your expectations. Jason, Alex, yes, I agree with Dr. Anderson and I was reacting to what I see as a sound governance process . Hey, we have to be cooperative with everyone. I firmly believe that policy should adopt something that, during Robert's rules, there are parts that can be adopted because otherwise, you 're not complying with the processes, and if 30,000 people voted for us to represent them, we have the right to discuss it and make decisions. If we adopt our political opinions and then review them collectively every 7 years , will we be able to include those guidelines, or should we do it further in advance? The council will have a study session in November, and we will have the opportunity

124to discuss what happened with the community last year. And always have more clarity about resting on Mondays and Tuesdays compared to Fridays and Mondays, and especially the discussions we might have in the future, add a study session in November to have the opportunity to study this before going out to the community with a proposal and that our deliberations are informed and then maybe edit according to Robert's rules that govern this process. I also wanted to talk about something that would be efficient for the employees because what we did last year was inefficient and was a waste of time for the staff. We don't want to make radical changes too late in the process, but we have the prerogatives as a council. So, what I'm trying to say is that we need to have an additional

125study session in November. Ah, I don't know, maybe there are subsequent opinions, but if you see this, what I mean is that if we assign a weight, this limits our ability to have more influence in setting the schedules. Uh, there are many opinions such as summers getting hotter, the climate of climate change, or putting the end of the first semester before the winter holidays. So, this presents a challenge for the council. Ah, we have intentions, but sometimes you can't achieve them. We need to present our most important priority, and it must be non-negotiable. Therefore, I cannot take all these factors into consideration. We need to have priorities. There are more important priorities, but the tension in this debate and these discussions is that these factors do n't combine. And well, if we put in the

126wording that we must take climate change into consideration for the calendar, then I am expressing my frustration here that perhaps I am the only voice and I have expressed it before that, I mean, we cannot take all the factors into consideration. Because there are priorities, and perhaps the underlying consideration in this discussion is that we can't do much about all these things. Leiliana, I agree with you, Jason. It is very difficult for the community to navigate this when these principles cannot coexist. And I see it because Chapsa also has an opinion about this calendar. Well, I don't know the interaction in detail, but I mean, before Memorial Day we need to have the calendar or set the calendars before listening to the community's opinions. We must establish what our true priorities are. One thing I

127would like to add, and I would like this council to consider, as I said, I won't be here, but 2 years ago I heard loud and clear that the new council members wanted to simplify these meetings and spend less time on them. We've been , we've spent more time discussing that topic than the other six previous topics, but I don't know what you think, but given the workload in this particular one, it's about how much time and effort you want to put into this. And it can be whatever you want because I'm not going to be here. One thing I was thinking, council members, that might be helpful, and I'm hesitant about the study session in November because it's a very busy month for us. Part of the process that may or may not be

128in the policy, eh, get feedback with more time before implementation. And I know it's part of our surveys, and Jason always keeps advocating that the semester should end before winter break. That's part of what the community thinks. And when we're given a calendar asking the community to give their opinions on different options, such as whether our holidays or public holidays fall on different dates, or climate change, all of this can be useful, but to help future councils, because these factors are important and so that the council can better understand everything that needs to be considered and what the logic behind it is. I personally tend to lean towards less strict policies and things that come up, which we weren't planning for today, and also have a policy that provides the clearest direction. And I also

129want to add that I agree with the idea of ​​the studies because and I get nervous because we spent a lot of time talking about the calendars last time and we wanted it to go well. Perhaps we will never reach a consensus, and that's okay; this is not always possible. And I also wanted to talk about this conversation about politics, to make it something productive. Well, I'm going to try to bring us together and unify us. I've heard that the council does n't want to receive a document that it can't adjust. The council members take that vote very seriously and want to make sure that the things you hear from your constituents are part of this decision. process, so previous advice was not. This council has a different way of looking at things. It's very

130nice. I'm going to see the Hay, we must consider in advance what we want to see on the calendar before the community participates. Well, it can be whenever, it can be November, it can be a year in advance, the calendars, the date doesn't change. First, here are the principles we have. These are the principles we want you to take into consideration . We started getting people involved. We try to reach a consensus with your opinion and with the people involved. We'll bring them back. They have an adjustment period. If there are significant adjustments, well, maybe right now, like this hour, it's a month, but something that didn't happen last time, and they're going to get more feedback from the community. I think they're going to have a lot of competing opinions in the community. The

131answer. We have to take our selections. We'd be happy to see the process. I don't want to spend too much time on the calendar; it's important, but talking about this allows the employee, the superintendent, everyone to succeed and gives us something to vote on. But to the extent that community participation is going to be very time-consuming. I understand what they're trying to do, but I don't think it's worth it . I think we're going to try to have a policy with Kathle that we can all agree on, and we can bring the discussion up again and again. And when are we going to review this again? And that keeps us on our deadlines so we can continue with the next century cycle, sorry. I fully support that, but I want to make it clear that

132my intention in bringing this issue forward and proposing a study session is to save us time, to be efficient for all interested parties, not to waste your time, not to waste our time, not to waste the staff's time. So, just to honor my colleagues on the council, I would say this, I want to clarify that I only proposed this to alleviate some of the work that is out there and to make it relatively simpler for future councils. Seeing that an election is coming soon, the council is going to change and the current council doesn't have much left to do . They're fine with you, finish this soon, and if not, it will come back in October. And if you 're not very happy, we can take it out, study it, or talk about it. I

133think it would be in the best interest of all of us to finish this as we get into November or after the election in December. OK thanks. The next policy for study tonight is the CBA CBC policy surprising powers and responsibilities. And I'll give the time to Katherine Sullivan. Okay. Just when you thought you had enough policies, we have another chapter for you. This is part of the council's maintenance policy. Make sure that we are working with all of their policies, at least within their 7- year cycle. We had previously discussed CBA CBC policy. The current council policy does reflect Casbin's grid line, but it does not reflect the policy or style of this council's policy. It reads a little strange. particular. Yes, I believe that when the board is going to hire a superintendent,

134it has the ability at that time to establish qualifications, and I don't understand why this would be fixed in a policy. The red lines being presented are really designed and formatted to take the language within the powers and responsibilities, leaving many of the detailed elements of job responsibility intact. Any questions or policies regarding this policy? Kiri council members , sorry, what you just said were the grades. I have an idea of ​​why that's here. I think it's because he was the superintendent, who was a Navy officer with no educational background. That does n't mean that's why he's here. But this was done after his time here with us. A comment that I have under personal responsibility, because much of this language is taken from the Casby example and because in the new section of powers

135the deputy can delegate new powers. I think Casby's example says he has a low F staff and to make it clear that we're not removing that for any specific reason, I think we can add it back in. It was scored by Kathle Sulliv, but it was indeed scored by the person who did this previously. It says, develop and recommend job classifications for new positions. This means that you can delegate this to be more inclusive, as the example says, like the rest of the language, and you're apologizing because if I mentioned this before, any ideas about this, board members, well, that's easy. Continuing the CBE Council policy, employment and evaluation of the superintendent. This is a proposed edition of the Council's policy book that we are doing in a conservative manner. In this case, I checked

136all of Casby's samples in this section and they have a much larger section than we do. The element we really saw that was missing was a reference to the importance of a good contract for the superintendent that protects the interests of both the Board and the Superintendent. And also a policy that addresses the evaluation of the council's sole employee . Although some of this language is from the example or sample of Casby, it specifically dominates page two and describes the evaluation process. That is an area where we incorporate the council's practices and language that has evolved over time in the superintendent's contract to make it clear that this process begins with the council and the superintendent establishing the criteria for evaluation, requiring that those criteria be based on the superintendent's responsibilities and the district's goals,

137and incorporating the specific requirements that there be at least two meetings during the course of the year from the superintendent's contract language, and then incorporating the requirement of the open records act for Colorado, which is under the superintendent's elements , which must be public in the last section with the intention of preserving the council's discretion in this area, because the council knows that the primary responsibility is to have a superintendent and evaluate the superintendent. Thank you for this first draft. Board members, any questions or comments, Alex? Sorry. Looking at this introductory paragraph in the second sentence where it says that the council will ensure the dignity of the position and freedom of leadership appropriate to the responsibilities of the superintendent understands. It seems to me that there is something there where we can propose something

138about a good relationship between the council because it speaks a lot about the superintendent's freedom to act in accordance with his dignity, but it must also be balanced with the appropriate role of a council. So, if in the future I'm not talking about this superintendent, but another superintendent in the future tells us, "We have to follow this and this in the strategic plan," and they say, " This is what I do." So, something that refers to balanced roles. I do n't know if what I'm saying makes sense. I'm curious, is that possible ? I like that. I think this would be an important way in which we can emphasize that. The language of dignity comes precisely from the example or sample of Casby. It was intended to be offered to the council. It read a

139little differently, the language was different, but I think that language of balancing or equilibrium would be an improvement. And perhaps it's a bit vain, but the contract language comes directly from Casby's sampler with the title of his superintendent's contract. I know if this employment evaluation of the superintendent's contract can go in our title so that people can come back and refer to it, so that in the title they can see where this information comes from, in the source and with the legal references below. Dr. Anton, I would say, following what Alex is thinking, I believe this is for the future, right? to the point where that Boca board is going to hire a new superintendent. They don't want their politics to interfere with contract negotiations if they find someone who fits perfectly with what the

140board is looking for and who is constrained by policy, because much of it is repetitive language in the contract, but the policies are much clearer and more transparent to the public. My contract is always increased every year. So, to make sure there's enough space there and that nothing here would have to be written or compete with the language in the contract for the super-understand for this distant future when they're possibly negotiating. Thank you, Kathl. my team. This is very reflective of current practices and I appreciate everything except the first sentence which I am having difficulty overcoming. Sure, it's demanding and complex, but I don't think we want a policy that is eternally saying that it is more demanding and more complex. I'm not going to write it again, but I do n't like the way

141she says it. That's another section where I said, this isn't this language, and I saw it and said, this is exactly one of Casby's samples. And yes, I agree that the language can be a little more difficult. And to Alex's point, how can we highlight this and still refer to the intention, that is, where it comes from? It's a very curious paragraph. Hopefully it won't get eternally more complicated, bro. And I just want to add that I would love to receive feedback from the current superintendent and staff to ensure that we can maximize this work in the future and make it attractive. Council members, additional questions or comments. Okay, let 's continue. We have CF council policy, building management, and directors. Yes, we have two left, just so everyone knows. CF is the policy that

142truly describes school principals and leaders. And I think the reverse is true regarding what we just talked about; it seems that our existing language of politics was a bit strange and that Casby's language was more direct. And they generally say the same thing, only Casby's language was a little cleaner. What is important to preserve about this policy is the recognition and very clear articulation in the policy that principals are the leaders of their school. They control the visitors to the building, they control the staff, they give the directions. And I think just as important, or perhaps more importantly, in the second paragraph, it reiterates the council's expectations that principals are instructional leaders who are achieving the district's educational goals. And in the last paragraph of this section, we retain our existing policy language that identifies

143the directors' advisory council that goes hand in hand with the district directors and district leadership. We are only going to refresh the language; it does not change the policy itself, it just uses more modern language and ensures that it remains consistent with practice. Council members: Questions, concerns. Alex, yes, I have a very minor change and then another question. In the first sentence where we talked about the administration office, oh, I would just add programs like for Bold Universal, which may not have a building or land. And in terms of data, I currently think that the repeated references to educational programs are a bit outdated and reflect things from 20 years ago in terms of language. And the last sentence, the first paragraph, says that the director will establish channels for exchange specifically around identification and

144improving programs. I wonder, how can we align this with a district that is creating a book for a low-level group system with the effort to try to improve the school and then a principal says, "I'm not interested" and it turns out to be unproductive. If a director tells us he's not interested in that, I think we're more focused now than Casby imagines, who earlier asked me what Dr. Anderson thinks and how it fits with what we're doing now. I think we can work on language; we're being aligned and we can work on that. Other ideas, council members. Yes, Alex, I think we can improve the language of the principals and we want to make sure that the principals are indeed responsible for their buildings, their schools and the land. Seeing as there are no further

145comments on that policy, let's move on to the last policy of the night, which is CFD policy, leadership and disses in philosophies. This policy was adopted in 2003 and that member sergeant has been this kept history and perhaps knows why this happened. What I can say is that there is no sample of Casby that talks about this, and as President Rashpa mentioned earlier during the discussion of grades and assignments, we do have it in Chapter A, which is more about the philosophy of the council. If you recall, it is included in the neurodiversity policy that was adopted last year. There are a variety of policies in this chapter that we'll be reviewing this year, but because we wanted to present this entire chapter, we brought in or introduced this interesting policy that is not required

146by law based on any Casby sample. I think it's a terrible policy. I think it's one we could completely remove, and any elements that staff might find useful can be incorporated into other policies in Chapter A, such as educational programs, or if there are other things that are useful, we can put them here. I think making decisions about processes is good and it's good to talk about it, but reaching an agreement in negotiations is different from how we define it elsewhere. And the reality is that I don't know if we need a document in the policy where it talks about the decisions made in the district and the policies that exist and if they can be respected for different people and involve them in a meaningful way. A policy is not required. council members. You

147may have your own opinions, but I think this version would be better off disappearing. And if any member of the district or council believes it is very important, we can add it to another section. Kitty, as Katin mentioned, instead of saying I'm old, who in the room remembers the New Century grade? Three of us. Yes, because your children are the same age as me. Any other comments or ideas on CFT policy, Alex? What I do n't want them to hear is that An is saying we don't like to get involved with our community, the parties interested in the community, but I completely agree with Eco. That's how it works, and when things need to be different in politics, that's how it's done. Okay, now we're on to the next item on the agenda. requests for

148future meetings. Are there any points that members would like to mention right now for future meetings? The only Kathlins are the ones we have taken into consideration in what we work on in IGA and Chapter A, that type of policy, but there is no rush. Well, that concludes tonight's business . Members of the Council, the session is officially adjourned.