Reunión del Consejo de Educación del BVSD -13 de mayo

001I would like to make a point of order for this meeting on Tuesday, May 1325. Members can attend by electronic means in accordance with the law of the state. Lora, could you take attendance? Chávez present. Mler present. Misnick present. Queenlandera, present. Rushpall present. Present surgent. Anger, present. Thank you. We're going to pay attention to the land survey. [Music] The Bolder Valley School District resides in ancestral lands unjustly taken from the people Ute, Puebloan, Arapajo, Cheyén, Apache, Navajo, and 48 other nations associated with these lands that they have called their home since times unforgettable. We recognize the atrocities committed here, including the tragic history of genocide, the forced assimilation to alienate the indigenous inhabitants of their lands with the support of the government of the States Joined. The Bolder Valley School District is aware of the

002many peoples indigenous people and dignified cultures that care the earth with strength and resistance. The district recognizes the stories of the land in Colorado and the survival of the many nations that have carried their oral traditions up to the present. It is the BBC's responsibility to educate ourselves and our students so that we can celebrate and respect the wisdom and knowledge of indigenous peoples. Join actively to address injustices. By offering this recognition of the land, we affirm and honor the history, wisdom and traditions oral traditions and resilience of peoples indigenous people and recognize responsibility to care for and appreciate this land together. The mission of the Valley School District Bolder's goal is to create opportunities challenging, meaningful learning and attractive to all children prosper and be prepared for a a life of success and commitment.

003Hello good nights to all. Um, motion to approve the agenda of today seconded by BEF. It can happen list. Chávez, yes. Medler, Yeah. Nick, yes. Yes, Quea. Rushburgent, yes. Hunger, yes. It is approved the motion. We're going to start tonight with our working session, which the The topic is the Bwell project. I give the word to Superintendent Anderson. Thank you, President Rushpell. Members From the Council, we are very excited about invite the committee today of the Bwell project. As you will recall from the past we have started to to discuss what well-being means of our students. We've reached this point to to do an analysis of what we are doing, how are they As it works, what opportunities for improvement We have it, and so that everything works better for our students. and They have

004done a lot of work. during the last few months. Come on After their presentation there will be Time for questions and I present to you... Dr. de la Cruz. Good night, President Rushpall, members of Advice. I'm glad to be here with you about the Rock Crown Institute of Welfare. To my left, Tommy Lawrence, a member of the Council of Student Welfare, which offers the well-being guidelines for all in the district. Uh, ours too colleagues from the Crown Institute and Michelle Reyner is director of research and collaborations. We are going to present some results of the Bwell project. This project covers a broad range of field throughout the district. There is another one collaborator who is Impact in Education. From the beginning, he has collaborated very closely with us. This collaboration between the Bolder Valley school

005district and the Crowd Institute has been around for a long time time and about participation in research and practice of well-being. This is based on a national network of academics and practitioners throughout the country. We are the first and so far the only focused contributor primarily focused on well-being in schools, and this is because and we have managed to contribute to the national conversation. And now I give the floor to Julia and Michelle, who will guide us about talking about this project and its recommendations. Thank you La Lora, thank you Dr. Anderson. Members, thank you from the council, thank you for allowing us to be here. we feel We are very honored to be able to share something about our agenda, but uh we are part of a larger team than We are here, represented

006by The two of us, but I want to acknowledge the work that they have done. Uh, we have several centers of well-being, in particular the project Bwell. Here are the topics we're going to cover. play during our presentation. this research project. Uh, we've found something about health mental and well-being and we have talked also about the needs of our students and also where the lagoons are located that prevent us from covering their needs. Finally, some recommendations on the far right You can see the work we've done this school year. We present measures quantitative effects that it has caused educators, students and parents of family. We're going to do this in the autumn and also the advisory board. We also had groups of focus work and also this to through wellness centers. We collect the data,

007the We analyzed it and now we're going to show it to you. introduce. In June we will have the opportunity for our young people participate in conversations with uh, Dr. Anderson and other adults and We're also going to submit a report... you. As Laura already stated He mentioned this incredible collaboration of Research allows us to become questions and use data to make decisions. The initials are NER, as mentioned previously Laura, it's our agreement that we allows you to share this information with You, a reminder about the cycle research, as we work on it in the Crowd Institute. We have a program repetitive and very We intentionally work as a team, We have a very team big and then we passed it on to the phase of identifying needs. Us We're going to focus mainly on

008this today and afterwards since Let's learn about the challenges we face we faced and in a collaborative see which are the best proposals. The good thing is that we can do this together. We are very happy to be able to share this information with you as we move forward in the subsequent phases of the investigation. We built a very nice and very team solid of collaborators, people here inside your school district, you'll see. Uh, and we don't have it here, uh represented to the educators who are very much a part of it important part of the research and I I want to acknowledge your participation. As As I mentioned, we are focused on the second phase, uh, and we use a methodology mixed so that we can to answer these questions, methods qualitative and methods

009quantitative. Come on to evaluate the results. We have some stories qualitative and we have data quantitative data that we will share with you in this presentation. Uh, we're focusing on these questions during that academic year. As I mentioned, these are the questions. This is the map we're going to follow. today. What are we learning from The students? how the district is supporting students and how they Align this with the needs of the students. We're going to take a few short breaks in the key sections, giving an opportunity to discuss, eh, for that you get an overall picture and also take short pauses to clarify or discuss topics. Now I give the floor to my colleague Michel. She's going to talk about the methodology and methods that we use in the quantitative part of our surveys.

010Thank you, Yulia. Me I'm glad to be here with you. Before we delve into the topic, let's to talk about the project and the methods and the rates of answer. Let's take a quick look at the results, but we can always return in case they have questions. As Julia mentioned, we use a combination of different methods such as literature and we compare the average national when possible. We compare anonymous surveys with leaders of the schools. We created three different surveys, the voices of the students, voices of the educators and voices of the parents. In This slide shows you the number of survey responses Between The answers are presented in parentheses. We see 72% of the students They responded. Yes, 50,000 students They responded, and a larger response from the teachers to 80%. The surveys were

011not answered not only by students, but also by teachers, but beyond that, also by the parents. They... we had a response of 1000 parents and to break down these You can see even more data. answers by grade, by level and likewise you can see the total number of educated responses level. And here you can see, We each had early education level, then educators at levels mixed. In addition to the surveys of voices, we collect qualitative data, As Julia mentioned, 25 students and 35 educators in different groups of approach. And we're going to present data quantitative and we have an analysis general. We had collaborators working with We have been analyzing the results of the surveys. Also staff from The district collaborated with us. Very well thank you Michel. We're now going to talk about each

012one one of these questions. Uh, in The arrows represent some important answers. What are we learning from our students? Hey, our advisory committee students, they requested to enter conversation with leaders rather than give a presentation. Then it They met in June. They have been some key collaborators. We want to emphasize that they decided to collaborate in the survey response. Also They analyzed the results, they continued recommendations and created what They call them student-focused committees, educators and resources. These are their voices within these and we want raise their voices and have a explicit opportunity to obtain their their opinions. We are very grateful with the district's leadership for giving them that opportunity. part of the design collaborative means that they would give us their feedback, valid measures and They raised this ask. What are they doing?

013students to support themselves as to Resilience, mental well-being? Hey, They say what their students are saying that it brings them joy and but You can see a very nice compilation of the activities that bring joy to the students. When we talk about him work of the Crown Institute from a base perspective. So, this is the frame of reference that we use. we used a lens and We also show where the growth opportunities, in what areas we can improve or intervene in. We're going to review each of the levels, uh, and then we're going to take a break starting with the primaries. This is difficult to read, there are small numbers and prayers, but are numbers that stand out, points that stand out and We have an answer, a rate of very high response. 88% of

014students say yes They get along well with the teachers, that they have fun, that they get along well with his colleagues. So, they are the Things that are going very well at a level primary. And the students too. This topic says, for example, that it is that 90% of students say where come when they need help. That is critical information because we see that 84% of the students have at least an adult with whom they have confidence to speak. We also know of the investigation and there is evidence that That's very important because, uh, at least he 50% of students have more than two adults to whom attend. They're still points good, bright spots. Hey, if they report areas they can feel sad, and they do it in other areas too a summary if you

015have comprehension or They are concerned about their appearance. are student concerns and other areas of needs that we are going to talk about subsequently. Now, secondary, different Questions from grade 6 to 12 are different to the survey we gave to the children fifth grade and development is one reason. We see good points again. This is not It's no surprise. I hope you are saying that his mental health is average or above average. Have an adult they can turn to. They feel supported by their teammates and they're still points good. We also see that there are opportunity to growth. What you don't see here in the screen, but we see it in the analysis, It's that the students who say they They sometimes feel stressed. same students who have difficulty with manage your stress. They are

016the same students that they have, uh, they find it difficult to handle his anxiety. And we're going to talk about this. later. A quarter of the Students say they have experienced harassment or bullying. Down below, eh They say they don't feel much interest or feel without hope. 21.5% 5% of the students and of them We want to know more inside the all students. So We did an analysis and association of the data and what could be like areas to consider and how to support these students. We see that those students who frequently They feel hopeless and sad. those who report that they do not have adults that they say can trust those who can be trusted. AND This refers to those students who say that has an adult and are suffering They are the ones

017who do not have an adult in whom rely. And they also report that They are reluctant to attend school. And here we continue a trend and this is where a intervention could be supportive for These students. We see that the high use of networks social eh is associated with these feelings of feeling sad and it's an area, uh, in what focus when we do something intervention. In addition to understanding what the needs, we also want to understand what is the access and how do these Students have access to the services and feel comfortable doing it. 90% of students They report that they know where to go. This is a very opportunity significant of how to support the students when we see a low compared to the primary schools and those students who are They feel

018very comfortable asking for help when they need it. This is a an opportunity that allows them feel supported. And finally with high school students We see some recurring patterns, although the numbers drop slightly, in Regarding mental health and well-being, they feel more supported by their colleagues, also colleagues who They come to talk about their health. mental and that's reflected in what we see in literature, and that gives them the opportunity to where to turn for help, to get help. On occasions of We see fewer reports of harassment or improvements bullying and we see more in high school more than in the primary and secondary schools and we see the same pattern uh in the same trends with the students before high school and that It gives us opportunities from where they exist the consistencies that

019can speak of two in middle and high school and where We need to have a focus different. We wanted to highlight our data qualitative. We wanted to share with You don't just provide quantitative data, but also qualitative data. This is A couple of examples I'd like to give to stand out for you in our district focus group part of At the bottom it says assistance It's something I've seen many times. Teachers go directly to to ask academic questions in instead of asking the student how are. And this has to do with the reluctance of the students to attend. And this It also has to do with having an adult in whom we trust. he says, "They They expect me to put all my effort when in reality I only I was putting all my effort

020into to feel safe and not so much in the classroom." And another thing, this has to do with where They can find the resources. So, what we see with the high school students are We see lower numbers than in the primary. Uh, we see that they sometimes They don't know who to turn to, but they do know They have more confidence to use resources. It's about being aware, and this is one of the main recommendations from our groups of approach. And to summarize this section, What are we learning from The students? This is very small print, let me read it. Well, generally mental health, but also important concerns in areas such as peer pressure, bullying, or Bullying, knowing where to find it Access is low in high school, but it is we see a consistency

021in all the levels. And before we move on to the next one section, I'm going to pause to see If you need any further clarification. Yeah wants, I have a couple questions because reported harassment was higher in primary school and the Children know the difference between bullying or someone who is being mean to they. Yes, that's a very good question. Which We see harassment or bullying in elementary school He was short, but in high school went up. Yes, that's what I meant, I think. Well, they didn't present a definition of harassment, we just don't know how they interpreted it. Well, I know how it is. when someone is mean to me or when Someone is putting me to bed and well, Maybe they didn't make a difference, but the children They know who they're talking

022to in elementary school attend. And is there any difference between the degree Kindergarten to elementary school? Yes, we're going to do it other analysis later to tell you uh exactly what other differences We found it by level. Thanks for that ask. I would be very interested. children from kindergarten up to eight and also see the students who entered from kindergarten through eighth grade compared to those who only entered the secondary. A question clarification when it says adult in whom trust refers to within the school or adults in the community. It's a question important. Uh, we drafted the question, adults I can trust in the school. So, it refers to within the school, not in the community. We did other questions about the community. Thank you for your ask. Yes. And a question about follow-up. When

023he says when he talks about subgroups, what are they? Does it refer to? Students with disabilities either These are the kinds of information that What do we see here in the council? Yes, thanks Thank you for your question. We have the ability to to do a Analysis, huh, but this was a survey. anonymous and the difference is that it's not are linked to students, associated with no student. We have the information on how The students identify themselves. We have that information. by degree, but we don't have that degree of level. Thank you so much for this information. I think the survey It was done in the fall and then the Focus groups were conducted during the year school. So, I think you know that we had this past This is a policy of not using

024cell phones at school. Did you notice any difference related to media social? The impact of social media noticed any positive trend that It emerged in the focus groups in the Spring compared to Antonio? That's a good question. I wouldn't like it. give an analysis complete. Young people have a lot of this. What can be said about that policy? then I can reserve the answer in instead of detailing what we have found with them. And now that they've made that change significant in politics, that could impact what we have found. Alex, this self-identification by the kids in high school, um, that includes LGBTQ status. What we asked was how you identify your own genre. We didn't ask your sexual orientation or other information that can identify the person individually and we have boy, girl or let

025me call it an open field. Jorge, thank you for your work, it has been Very interesting. Have curiosity about how it was administered survey and how the rates of answer, how does that compare to our climate survey And this one can see the data comparables. We have worked closely with Jonathan Dings. We need to recognize him for all his I support this project. Then it ministered in different ways to the educators. This had this time dedicated to staff meetings for This power to answer the survey. Hey, For the students, it was during their class time and for families was a link that was sent to the the parents. So it's anonymous. Yes, we went to the Parental events for this upbringing the interest, but it was difficult. So I think that for the places where

026they were very open, allowing us the time for it Please take the survey, it was very helpful. because the rate is very important answer. And the second part of this question with the climate survey We also work closely with Jonathan, so as not to repeat ourselves because we can Use this survey too, but There are places where we're going to have interesting comparisons that can be seen It's the same, it just looks different. So, We are anticipating doing that analysis. Alex, I was going to say regarding the a survey of the parents may be Interesting if we can work on it society with other groups that we have to send the links via the parent and teacher organizations or other organizations. ask. Have enough answers to examine the differences between schools, to know the implementation

027at the level school and the results regarding the students and the surveys of the teachers. Yes, we do. We generally have robust numbers in many schools. the most It was more difficult for small schools charter was given to them the opportunity to participate and only one charter school chose participate. So, we have no data. for most charter schools and depending on the analyses that we would like to do, we have to consider who responded and how much People responded, because some of those The groups are very small and we don't want to identify a person of no manner. Then we can do many things, but yes there are limitations. One thing I've thought about a lot and you names directly in the knowledge of excess, destimization and what we notice different in the secondary. So

028we have those cozy corners in the primaries. And many in the community have commented that They want those wellness centers in the secondary. If the presence of those physical spaces in our facilities, how that impacts the knowledge, the destigmatization And well, I'm happy, well, not happy, but raise those figures. For For me, those physical spaces are very important and secondary ones need some support in that area. So, I I encourage you to consider this part with the groups student So, those who are In high school, they are no longer in the primary, but they haven't reached that stage yet. in high school. And what is your experience? How can we support them? Thank you for that. We're doing a lot. about that. We're going to talk a little bit about that in the recommendations and

029we also see I can change that section, it looks like a good time to talk about how to support students and centers of well-being if they arise as a way of do it. So, the next section, How do I support the district? students? That's what it's about. They are talking. If they have many services that young people are using, almost 90% of students in primary school they are occupying one or more of that support, and that is something to celebrate. We noticed a decrease in the secondary, but still 77% are using the services. We want to indicate the questions that We had. Students who are suffering with they feel more anxiety or stress Sad, ah, they are more likely to use the most intensive services and Yes, they do have more in high school. probability

030of using the services when they face challenges. That indicates the need for people to mental health, counselors, this, mental health advocates, psychologists, social workers and social workers. So, yes, they are using that support. and it is critical. The data underlines the importance of the value of that. It is not surprising that children in the high school students have access to fewer services and what they were indicating, not only a large number of students occupy the wellness centers, but the Hundreds of students feel further sad people report using more of the crisis services, but also They use wellness centers. So, that's a great opportunity to to have this systemic health support mental and well-being throughout the building instead to designate him for a single person. Here are the data for the 100 centers of well-being compared

031to last year with the current year. Since April we have had over 24,000 visits to the data. that We have an increase in visitors, the individual students who are visiting the six high schools that They have wellness centers, we noticed that more than 35% of enrolled students They are using those centers and that is quite significant in terms of number of students who are accessing, from to have a significant piece of data for a The increase in their mood is very important to us. That is significant. What this tells us is which we also noticed in the results that the students who occupy or use the centers of well-being is also reported by those who report having a trusted adult What are the protective factors? important for students who Do they have more difficulty? We

032noticed that those spaces help and provide protection. Here are some comments from the group approach. I have to share that quote which is important. Clearly we are speaking to the students. I'm going to say This student says, but I do have Well, I've recommended it to many of my friends. friends. If you're having a bad day, go and see to my daughter or my little girl, my friend. If the students are occupying Those places, those are appointments for To elevate is a profound process for raise those appointments, but they are giving emphasis on the topics and what we have found. Also, thinking about how the students and what their perspectives. It is important to support them, No? We are here to share everything the details of the family report and educators. That would be another

033conversation. But we are sharing the results. related to students, how We support students to raise the important points according to the educators and families. The schools They have a role important. Families and educators They feel that schools have a role important. Educators are sharing that a lot works in Regarding the points bright and families are saying that the students are receiving support. According to educators, they have a important role in supporting the students. 61% of educators feel older primarily trained to identify signs and symptoms, but the primary school educators feel more with trained to support them. As we can identify the signs and symptoms before there is a crisis? According to the Families are important for schools and families that work together, no There is a surprise, but in Our survey, the fourth part The

034parents didn't know what the resources available and that do not communicate with the schools about the mental health of their children. That's what we would have learned in that section. The students are occupying the support at all levels and it is a critical support in particular for certain students who have challenges. It's one of the wellness centers, it's a important support model. Let's go share more opportunities later and According to families and educators, such as I said, we all have an important role. to support the mental health of students or the mental health of students. And there are questions, Kiri, I have a comment, don't you? ask. No I'll know the answer, but it would be It will be interesting to see if the students in the primary those who access the resources at a

035higher level they will continue doing the same thing while going they go through the system. Jorge, to echo the question of Nicole about the spaces and their use, Is there a transition from primary to From informal to formal secondary education? They can separate informal things, This is a cozy corner, this is a group of friends at lunch who can use those children without a crisis, a counselor. So, I don't know if they can separate that into As for him, access. That's an excellent question. I don't know if Tami wants to answer part of it about that. We spent a lot of time on the survey. time from the point of view of analysis thinking about whether we wanted divide the physical spaces and the Careful focus on being human and we are in the middle

036of analyzing the data. They are valid, they are useful and to validate for you that the team of The research had the same question. We are accessing the physical spaces, but also things focused on the individual, this, the cozy corner, For example. Then we can answer I have a question. If you have an opinion about the answers from parents, the Families are discussing a lack of knowledge about the resources available or will they look for more information. We've published a lot communication, But communication with them is never perfect. families, but yes, there are more information that may include about the answers to the families, and if you can provide more details information about families, level of students, other things we need know. Thank you for the question. In Regarding the response rate, we are sharing

037an image of what have. We asked how Communication is frequently desired, what type of communication do you want? So, there's room for delve deeper into the patterns like you want to receive the communication that so there is a frequent one opportunity and It is a sample small. So, we don't have representation of all levels of degree. And from a statistical point of view it is strong, but from the point of view of district, I think we missing related to the section and the This section is the Next, we have the support of several A and B levels in terms of their socio-emotional capacity. How does that fit with that kind of job? We've had a lot of conversation about of the collaboration with the results of the This multiple levels of support A and B

038and how we are working together to through all teams to make sure it fits. We want to ensure that we are working in a group instead in different positions. We need to to ensure that we are working as group, but it's part of the plan strategic and hopefully the data that They will receive from Bwell, it will promote those conversations to ensure that we thought very carefully about the work that we are going to do. We want present the results first to advice and then guide the following steps in with school leaders and the staff of district to be able to create that intersection that it is describing Tami. Let's continue with the last one section. How aligned are the support and what are the needs of our point of view of the work that

039What have we done in the last year? That's a "Good" fits well with the last question. It's about seeing the structure of the organization and how it supports mental health. It's a point of light. Here is the organization of district and the polling places The highlighted ones suggest that all of those departments support mental health the children. It's a point of light because it doesn't It's a single department, it's the job of all. It's a celebration to know that Everyone has a role to play in supporting the student welfare. We too It gives the opportunity to talk with the leaders of district and increase collaboration. Then it does indicate the need to use the results in all the areas, but ensuring that people are having conversations at the level of district, which are By collaborating,

040they're going to see this Casillas blue pink, those in pink support the schools, those in blue support directly in schools. We have had many amazing conversations with the departments on that slide and this slide about of health support, support student, how are we going to ensure that There are nurses and mental health services, and how are they doing? to collaborate. Also Let's create a resource center through of all those divisions and departments. We wanted to understand what it is what they currently offer. There is Repetition offers an opportunity for improvement efficiency, how effective they are the programs, which also implement. But before I can answer those questions, we need to know what it is that they offer. That's something we've believed for you. You have that information and they can use it through the departments

041for report the conversations about those things. Which students remain? eligible, what are the levels of support? What data is available? Collecting? and how are those handled? data to inform decisions. So, when we created that center of district-level resources, offer 48 programs across the district in all the levels to face several challenges. Some have been shared with us and some others. Some are in society with the community and that is a chance. It does not include all the programs offered by schools. Many schools choose their own programs and that's not what we're doing considering here. So those are the programs that district leaders have shared with schools. We have the Analysis of the 48 programs, which ones are the issues that are being addressed. There is a lot here too. Here is a point of light.

042They offer a lot of support through many different topics for the students. No We know how many students are using those services. Have many questions to explore here and We think it's an opportunity to see how much is shared across districts. What we wanted to do It's about focusing on all those topics and areas of programs and the data that we have collected with the students, families, qualitative data, groups of focus and see what the needs are main ones and see where it fits with the programs they offer at the moment. So, the first one who sees here in the primary school students and families They also report this academic stress as a primary concern. I'm going to pass them on quickly because... There is a summary at the end. That's what We see this

043for high school and for the preparatory. Taking all of that into account through the different levels there are coherence. between the levels, but There are also differences. I don't know It's surprising, but it's good to know there are an opportunity to create more parity, more equity or consistency across the levels. No They occur in an isolated manner, They are related to each other. So, there is evidence that some programs that touch on many areas different. So that's a opportunity to increase what it is offering and align it. What we noticed about the lineup, here There are many programs that address many topics, but a small number are offered in society. There are many different ones. departments that support mental health. There is an opportunity to focus on the important areas of need. So, that's what

044I've already shared with you. There is no new information. here. I can continue with the recommendations given the time and if We have other questions, can we? treat them last. Sorry for the lyrics girl here, but hopefully that's not it surprising. You will see the sections reflected in the recommendations and we thought about it that way manner. We selected those that the team feels that they are more important. We continue with a collaborative design cycle and Then we do the study of the implementation. We are recommending a knowledge of where one is You can go and access it in high school. preparatory. the wellness centers, expand them in the secondary, sharing mental health resources actively with families and that we can implement at the stage of design. We must continue to support the person-centered care,

045that is essential, and focus on the following learning stage in a subgroup of the program of the 48 programs. Need identify them strategically to understand the key needs and to better understand how effective they are and fidelity of the implementation. So, we already mentioned The celebration here is all that we have for you today. Members, there are other questions. thoughts. Jason, thank you for the information, for the job. Excellent. They really I appreciate the recommendations. He probably won't hear it, he's going to ignore it with more specific information, increase this knowledge. There are better ones. practices, the recommendations of work in collaboration, the centers of well-being, that works, that doesn't It works, it's more of a question about the process regarding the recommendations. Thank you for the question. I think so which is very exciting

046about that practice of partnership in research with you We're excited that we've reconnected. national, but we're here for the long haul term. And we have, depending on what they choose for their focus, this, let's to use different experts regarding to best practices, share the research, ensure that the Students can also give their opinions, They have a lot to say about the wellness centers, then we have a lot of information to inform the points But we have a limited time with you tonight. I would say to the council, We have a commitment to return with a plan of action. We wanted to do it thoroughly, analyze the information. The district has worked There's a lot to think about regarding what's on offer, How is access possible, and who do they trust? children. Those are important questions

047and As we move forward, we have to think it over carefully. Regarding the René Crown's ability is a collaboration as Laura indicated. So that's one of several competing priorities for time and the effort and focus of the people. Can we have this plan? action of one year or several years to really learn from what works. Some are things that do not affect the budget, but other things require a physical space, but other things They require this time staff complete And that can be difficult given the situation. financial that we have and there are less funding in terms of grants. I would say Those are important recommendations. to develop a plan action and we are considering things easier than being involved of the budget, because without new money we would have to turn one thing off

048to learn something else and we would have to think about it carefully. I have a question about the analysis of what we are currently in the district and the recommendation not review the entire program and focus on the highest levels or a Stop and see what's working and what isn't. And my question comes because we did a research on the interventions of electrowriting and we give each other information Very interesting. Some things were some successful and others not so much. So, Similarly because the plan universal unification to improve this and our strategic plan are aligned and I don't quite remember which one Yes, but I know we have goals to schools and choosing an education socio-emotional. So, I'm curious, why not We take into account how we are using our resources and our time staff?

049And it is Interesting, do you need 48 programs? When I first heard this, I He remembered where we were with the curriculum and with the infrastructure instructional 5 years ago. And there are many, many people who are They are trying hard, giving their best I work, making programs that maybe They work, but what will be the best? This is critical, it's a very important question important. If we think about this, that Some things turn off so that others can. can be lit, so that more students have the ability to have access, that they feel comfortable, that's it a critical component and I believe with more My analysis, that's going to be a priority. And the question is, do you do less? things and you focus on making sure all of that is successful Or does

050everyone choose what they want? Chami cannot support 48 things. His The team cannot support 48 things. One has to think about efficiency and capacity to maintain and operate any of the support. I think this is going to be very important to us. From a point From an operational point of view, yes? I'm Being happy is a priority for you Yes, but as you've seen with everything the curriculum we are creating is improving students in a way academic. So, um, I think we're going to receive similar results in the mental health well-being using the tools, searching for data based on evidence. And another priority that came from my part in the The slides were academic stress, council members. I had some other policies that she had prioritized, but we hadn't raised to this round of I'm

051working on it, but I'm prioritizing it. new. If there are things we can do, that is within our power. Our community is asking for some policies throughout the task, policies of rating, curriculum design, things I hadn't prioritized previously, but this one is in relationship with the academic side and what can reduce stress a little academic because it was the highest point for elementary and high school students atoria and was the second for the high school students. So, What can we do to help this? stress academic? And if I'm going to say There isn't much of this. consistency in how they occur or how they are These things operate, or how much work is involved? or class participation or exams versus submissive. versus formative and this is where the policy can address these topics and I

052will be very interested in listen to what they think children as a director and I have been in the high schools asking the What stresses students out and Academic stress is typically number one on the list. Jorge, yes, that number 48 amazes me A lot, it's an important topic. Something else One thing that comes to mind is that this The parents didn't respond much, but Many parents didn't know what was happening. going around mental health and it that they had access to. Have I'm curious, is there a barrier to... students receive information or accessibility? I mean, I don't know what difficulties they're having. because many times you don't know about resource until you need it. So, I don't know if you can Let's talk more about that. Our ability to have access, maybe if They

053enter our website looking for a resource, as you mentioned the cardboard, But how did we get there? Yes, thanks because of that question. that incredible group from the beginning. Wanna Congratulations to Dr. Ana Collado and Antonela. It's her, it's, sorry, I didn't say her Name is good, sorry, Antonela. And they did a lot of work. in family surveys and had many ideas and questions about how to talk about access and thinking about where they are families receiving access. Believe There's one thing in the survey that says where they receive their resources information. This is something we can analyze and get back to you. Also There are other questions they want to analyze within the survey that they can also talk a little more about the questions you have. Right now in We don't have the

054answer at this time. Exactly right for you, but thank you very much because of the question and I know that they They're curious about that too, What are the ways before that enter into crisis, you can have access to these services and the support that you need. And I know that when they were implementing the survey with the assistance of the researchers, the René Crown Institute came to some parent groups and groups of student leadership and shared information about the purpose of the survey and where they could access it her. And I think now would be very good This receives feedback from the groups from parents, student groups and do These questions about access, about communication and what would be better aid. Jason, I have a question for you Dr. Anderson. What kind of information

055we are going to share with the school leaders on this survey or This report? We're going to give one, we're going to receive one full report that will be transparent and will be available. I I know that Dr. de la Cruz, Dr. Fernández, we're going to sit down and think about how we receive feedback of the leaders, uh, what does it have around them? sense, what we should do, but all The information will be public and everyone They will have an opportunity to receive further information, but it's going to be very in-depth, very detailed and if the response rates They provide a level of certainty that... motivates. That's good to hear. The reason The reason I'm asking that question is because we We went on school tours secondary schools for my eldest son and I

056think that the tone remains set when school leaders, there is a school in specific. From the beginning the The director spoke about the importance of mental health and the value of health socio-emotional and we don't hear that about other schools in the same way and I think That's important, and there are things that we can do within the policies, Ah, things that cost money, things that No. And I think that's an area of ​​concern. It's secondary school, because the leaders of High school students know, this is what The children say that, that's what the teachers, the tone that they put in schools, let it be known families, people, what is a priority and where they can receive them resources and information. I appreciate that. And that's the message we're going to be conveying. sending, because

057this is very important and We've integrated it there. in the unified improvement plans, The resource center was developed for adults and individual results. And they're going to see many people within our system saying, "Yes, this has sense." But again I will remind the council and we share this freely with René's people Crown and we responded very ethically to the the times post-pandemic, where we implemented resources, programs because we were looking at a great need and the leaders took They took charge and did something. And this was an opportunity to grow and learn and develop a system that Support all children. Alex. Ah, you have your microphone. off. Sorry if I missed this. I'm curious if when we look or We reviewed all the programs, which staff are responsible for which program and what are a

058curriculum that the advisor feels that needs to do and that is something that is integrated into what the teachers already are implemented in the classrooms and to know who is responsible for what, for What things? and also investigate other things, for example, other activities, fun things that children do and What role do those things play in support? mental health, for example, quotas of activities and how we can integrate other things that maybe the children... realize it and perhaps it will make them feel better. I would be curious later on to know who is responsible for that and how They feel like they're in their roles. Thank you for that question and the good wishes. news that a lot, some things are captured at the resource center and a opportunity for the teams to see So,

059review it and answer the questions that you have and I think it is an opportunity to continue using that actively, updating it and continue using it as a useful resource. I I know Chamy is asking for it a lot. time and we are happy to partner With that. Thank you for your question. which they are getting into a little bit Regarding the data, he reiterated what Alex said, something somewhere in the presentation, we didn't talk about this live tonight, but there's something about the movement, going outside, physical activity and there is a lot of it information, research that this supports mental health and well-being. Have curiosity, what ages changes the access to these things and how it is Related to the answer? I know we have physical education time, recess in primary school and a

060little change in the secondary school and then when they enter high school plus maybe a two this elective physical education classes and Other schools do it in a different way different. I'm curious how we are creating the conditions or how we can create conditions that impact that. Yes, many Thanks for that question. Yes, we have data on that in some of the levels, not across all of them student levels, but we do have This is the data on how educators... They are seeing it from their point of view, that are affecting the mental health of students through the survey of educators. and we have seen that this has uploaded the collective data of movement to go outside and those are key areas to support health mental. Thank you for your question. Any last questions, members

061of advice? Thank you so much for this collaboration, for this presentation of so detailed, for being with us tonight. Thank you for your work and We anticipate seeing what results from the student talks during the summer. Council members, let's take a recreation to start over and fix We'll be in the living room and back in a little while. Welcome back everyone. We will now continue our meeting with the report of the superintendent Dr. Anderson. Good night. Thank you President Rashp. council members, Some updates this evening. First of all, ah, I know that We're a little behind schedule, but I wanted I want to tell you all to congratulate you on this week of appreciation for the employees. You are the best people in this business, the best people with the that I have worked. I've

062always said that Our people's babies are our strength. And I want to thank all those who support our students in this school exercise from the Boulder Valley and we thank them This one, although I'm a little late. He The time has come, members of the Council. It's the week we begin to celebrate The class of 2025. The recordings They begin on Friday and continue until the holiday weekend Memorial Day and we've worked a lot with the communications team for to ensure that the events are whether they are live-based or online. By For example, if someone is graduating and someone is out, a family member is away Whether they're in a certain state or far away, they'll be able to see that. family members are graduating, they can go to our website. Council members, I'm going

063to be very busy this coming week celebrating students who They graduate. That's one of the best moments for educators. And a couple more celebrations in recent times weeks. Last week We had the ceremony to honor the that six students who graduate with honors, Indigenous students of America, Alaska, they do a great job celebrating those students graduates and that was highlighted last week last week and two weeks ago we gave out medals to the students. BBSD's first time earning the label of climate knowledge. and board members. Perhaps you They don't know about this, but This diploma was established this year by Colorado, Bill 2414 and BBSD and District 14 at the state level They had the opportunity to introduce them to the students These are medals for their projects. These students put a job incredible. We

064are a leader in being examples of climate knowledge in Colorado and across the country. That is That's all for tonight. Members of Council, do you have any questions for the Dr. Anderson? I'm excited for those gradations. The next article in Our agenda is participation public. The council respects the right from the public to talk about issues related to the functioning of The schools and the council do not endorse the comments from no speaker and them Remember that everyone is responsible for his own speech. Each speaker will have 2 minutes to talk, you'll see a card yellow card when there are 30 seconds left and an orange card when you have 10 left seconds. If time runs out or would like to share additional information, You can send an email to advice, always the we read.

065And with that, our first speaker Tonight is Grace Zckman, who was awarded 2 minutes of Stephanie Zckman. You can press the button that has the image of a little person. There this. Start. Yes. Okay. Sorry. Hello, My name is Grace Segman. Am tenth grade student in the Brofield High School and I've been in the Varsity cheerleading squad the last two years. This past year has It has been incredibly challenging, not only not because of personal problems, but because of personal problems actions of a family. that have made deeply feel no no comfortable through this photos on social media social. Uh, being a cheerleader has been a a line in my life that has helped In that experience, in high school, an emphasis on reaching the community. Bailey put me on like we did activities like

066Daniel the Lion Day, Down Syndrome. However, I had the opportunity to speak at meetings In public, I felt like I wasn't... They didn't value me, they didn't listen to me. I don't currently believe the BBC has the best intentions neither mine nor my equipment. And throughout the year I've noticed that If I'm struggling, I can't go to the... they. I'm struggling and I know that I They took away something that gave me value. My Attention, my focus was impacted by other things. In January I had a an average score of 4.2 and now I struggle to deliver assignments. My parents and My coaches tell me that I face it and cope with it adversity for me and for those who are around me, but I feel like everything What I wanted is gone. taken. I

067want to watch a program successfully developed the foundations that Bailey already created it. I also hope that the adults in our school see the impacts that their decisions have made and that their actions may be the cause of the fall of others. Thank you for your time and its consideration. Thank you. The The next speaker tonight is Braden. Feed. Apologies for that. Good night. My name is Cameron De Luca. I'm going to be talking like Brady City because she won't be able to speak anymore. evening. Alright? No, it's not right. You have to deliver these changes with by at least 24 hours in advance. Thank you and Thank you for being so brave to try. do it. Next speaker is Marley Macky. Good evening, my name is Marlin Mecky. I am a 2-year-old athlete from

068Barcery team. I'm here because of the concerns about the season pass. I realize that we are only girls and cheerleaders, but it's my impression that we were all important in babies to begin the secretary athletic changed our practices to other sports. A sport is basketball Baronil and the secretary's husband The athlete is the coach. Another thing is that made us travel towards Federico to practice. That's a concern. because we're teenagers driving. AND What other sports have to manage 30 minutes to practice your sport? Other The concern is a lack of supervision of administration and assistance in all our events. The administration of Broomfield goes to all the events, but only went to cheerleading events to the state and nationals. The nationals The assistant director was going to supervise us. us and another team member, But

069nevertheless, he went with his wife to Have fun, get on board! in games. And when we talk about these topics, they gave us a very long time difficult because of Mr. Barns and Mr. Zapia. They closed the doors and they told us that there were heard our voice, but actually No. We would appreciate your support in to receive or to try to recover the confidence in the administration this coming season. Thank you for your time. The The next speaker is Kayla Coinsel. Hello everyone, my name is Kinsen and I I've been on the Varsy team of Cheerleaders for the last 4 years and it's because this program that I have committed to to continue my cheerleading journey in the Morgen State University and was It's very sad to realize that my The coach had been

070fired on the day where we sign up to our universities and its impact was tremendous. Our their lives, their absence was felt It affected us a lot and it affected us emotionally. AND Our math teacher, the coach of the group of golf in high school, she was fired and I He spoke very sternly about me. cheerleading coach instead of talk to me about my grade. This is an example of the challenges. If I had more time, I would be happy to share More examples, but I wish more than anything that the program returns to what it was before and if there is anything I can do Go ahead and do what you can to help him. Thank you because of his time. Next up is Grace Shrek. Hello, my name is Gra Shck, I am

071tenth grade student in Brunfield. This is my first year in the program. cheerleaders. After working so hard and have an amazing coach, this This program means everything to me. Being a cheerleader was the most fun I ever had. for me and created so many memories and friendships throughout the season. From the moment I began to To feel comfortable, I went to my... administration. I had always taught that administration are people I can trust, but Now I don't believe it anymore. My team and I We feel very frustrated, ignored by the administration due to the fact that We send a lot of emails and We've had many talks about a certain situation and how we felt insecure and we didn't feel taste. Our efforts were ignored by the administration and no, and they did nothing. The

072only person in the that never turned its back on us was the coach Bailey and we realized who was fired during the hours schoolchildren. Now, these people who are They took away our coach, they're asking that we trust them. But how? We can trust them if they ignored our concerns and us Did they ignore it? What steps do you suggest? What should we take as a team? and we did This question should be directed to the administration, but They were unable to respond in our ask. Thank you for your time. The The next speaker is present virtually. Giana Martin. Hello. I wouldn't like to use both of mine minutes, but thank you. You have your microphone off. Yes, can you hear me? Yes. I'd prefer not to use my 2 minutes. The next inheritance from

073this Jenna is tonight Myot. Jen doesn't seem to be here. Let's go continue with James Shrek, who They granted 2 minutes by hailey Bib. First of all, thank you very much for taking the time to listen our concerns. May 2024, Our group of parents has put in contact with BRD high school and the leadership of babies around the treatment and support for our students involved in the program of cheerleaders. Despite the 100 emails emails that we have sent in the last two months, 12 months, we only received 10 answers. The lack of communication makes them feel ignored and disappointed in the district they couldn't manage this matter. Unfortunately, this Negligence shows a negative impact significant in the well-being of our students. On April 9, the cheerleading team coach Brewfield school was dismissed in his second

074hour. The coach Bailey was loved as a leader, mentor and also one of the best coaches in the state of Colorado and She was nationally recognized for her commitment to youth, athletes and mentoring. On April 10, the cheerleaders and the parents went to see Ginger Ramsey, an advocate for Coach Bailey, for to seek clarity about the future and program management. and us They promised a follow-up meeting on April 14th, but the communication never came. Eventually, we were granted one meeting on April 30 with Ginger Raswe, Tyler Zapia, Dian Ridy, Harry Waterman and we were able to provide a detailed list of questions and concerns. Unfortunately, we only received three. answers to 12 questions and it was fired in a tone as if we were ignoring the arrogance of Dan Ryan. he has the game affected

075us? students in a socio-emotional and mental. And we are very concerned that our advocacy for the The coach has found that our children are silenced by their colleagues and no answers. They're coming the deadlines for the competence national. They are losing a program. This provided them with opportunities university and career students. have they have worked very hard, especially for for both juniors and seniors, it has been quite. I think the administration us has failed in how he has handled it and both school level and district level. We wish to express our concern on the lack of investigation into the Coach Bailey's farewell. Not a single parent was contacted during this process. It seems that the The investigation was only from one point It was visually unappealing and lacked transparency. We request a full review, a

076research including how it was conducted compared to other cases of farewells. In the past we believe that Dan Ryan did not handle this matter in a appropriate, not only impacted the families and students, but the Brunfield community, which has a reputation as a school of excellence, attracting female students in and more beyond the district, including students in other schools around the district so that be part of this program. And the The departure of this coach has has left them without direction. We ask the district to take a step look back and evaluate the transparency and regain confidence in the administration. There was already this student captain of last year, this year that they now know him as coach Billy Turner. She this He attended the State University of Colorado and she was the junior coach

077age in the history of the State. In the For the last 3 years, he took charge of cheerleading program at high school from Brunfield to accumulate 13, I repeat, 13 first place awards in regular competition and also this one second place and a third place in the state championships in the last two seasons. She also had this These finals of seventh and ninth place at the nationals in Orlando. That's a impressive resume. But beyond about that, she This brought in girls from all classes economic. She taught them how to have success. She was a mentor to our daughters, all those girls who are here to having respect, integrity, how to give back to the community with the events, by For example, Brofield, The Lion, this year the Walk downtown, many events fundraising. Coach Bailey has

078set the standard for all cheerleading teams for their dedication and success. There are many students who enroll in the preparatory school of Broomfield for that program that obviously provides more funding for the district. in the last 3 years, this, I'm going to jump, it's It is entirely possible to have a program extremely high quality and this if possible, inexpensive. Wanna ask them with all the success that contributed to the schools and the community the value that she has contributed to our Sons, daughters, why wasn't your contract in the last 3 years? You You know, there was a controversy, scandal within the program with many complaints that have contributed in front of the school. Harassment accusations of bullying that has destroyed the program. Now that she's not dancing, the The girls are lost, they don't understand.

079that has happened. With all due respect I ask that you please investigate this situation, how this treatment is at the level school and district level, because They're hiding something, and that was it. issue. I ask you to look in your hearts, please, please find a way back from become our own coach. Thank you for your time. Our next speaker is Lia Sarno, Lia Sarno, members of the Council of Administrators and members of the community. Thank you for the opportunity. I come as a father, but... also as a representative of the community because they are concerned about the next firing of coach Bailey and with lack of transparency, instead of participate in a dialogue, eh He was simply fired instead of work to restore it. but the problem became elderly. Coach Bailey has always been very

080good at toast She was a guide and a very good mentor, but she was It was a shock to learn, not only for her, but also for the athletes and their families. She built a renowned program nationally and a culture of pride, service and community. Under his leadership, The team participated in events for to represent Brofield and always her He was an example of leadership and service. The district administrators seem who don't realize the damage that is being done has done it for the athletes, for the families and we have always given our support to Belly coach. Trupe, I brought a copy of Coach Belly in the social networks. I invite you to do it lean. They say this speaks to how it has had a very positive impact on these students, but we call

081for responsibility and transparency. Because if she went through uh Circumstances beyond his control, it was a goat expiatory. I respectfully ask the council to examine how this was handled situation. Our students are suffering. Yeah, thank you. Can you give that paper to the Secretary of the council? The next one The speaker is Jennifer Douglas, who also Jennifer was given 2 minutes Klein. Good afternoon, President Ruspa, Council members, thank you for your opportunity in this hearing. My name It's Jennifer Douglas, I'm the director of P to P operations in the Fet. I'm here to discuss a topic they were going to They will be trying later. There are some pending issues regarding our contract. I want to talk about the 2000 bond 15. Uh, we're about to receive these funds to continue our transportation program school,

082but has been identified as the income in a summary we received each year and we use these revenues to hire buses, to take to our students of excursions, sporting events, etc. But they told us that we're not going to anymore. have this program to hire these buses. As someone who now already I've had 2 years as program manager I give account of the shortage of choeres of bus. when we saw that we weren't going to to be able to have these buses from district, we considered options for different transport. So, we we associate with the transportation of vehicles Highland electrics and they introduced us to them nails plus rates accessible during the year 223. The total cost of the annual rent is very similar to the amount we had state receiving eh for This program.

083I am very proud of program that we have built. I am part of it of a team that works arduous long days and we take students on excursions and events sports. Uh, we want more support for more support for this program. We had a bond from 2005, but no We were worried because of the expenses were of a similar amount to the income of this bonus, but we received a proposal of a methodology that is a a calculation of Apply income for the year fiscal and this is going to go down. the income Ah, which is equivalent to 1.30% that we are not going to receive. Can may seem insignificant to you, But for our school it's a loss very significant and this is not going to be part of the renegotiation of our contract.

084Our program of Transportation provides opportunities for students who trust this service and we want the opportunities to be equal for all students, because their parents can't take them to extracurricular activities. The funds were received from of the citizens who pay taxes. We want to advocate for These funds are distribute equally among all. Thank you for your time. Our next The speaker is Ering Cony, who was awarded 2 minutes. Please turn on the microphone. My name is Erin. I am mother of a third-grade boy in Fireside. I was informed two weeks ago that our fourth grade teacher already it's not going to return and my daughter, the class, the size My daughter's class will be from 22 to 33. That or maybe 34. 34 nine-year-old children in a primary school, in one in a primary school

085classroom and I is a school that was not built for large groups. BBSD is supposed to be the a place where one has to be, but I If I were a child entering a classroom with That's a number, such a large group, No? I would feel very crowded of what I like. Uh, I'd feel like I was in a can of... sardines. I came here today because I believe that If we are considering this number of children in a classroom small, this is acceptable. We need to to talk openly about how we are giving priority to the budget of district. We know there are difficulties, Finances, registrations are... going down, but these are real and difficult pressures and demands difficult decisions too. But you're not going to save the patient cutting out his heart. Uh,

086the Students are the heart of the education and if we don't do everything that made possible by their education, we have to reflect on what we are doing when we say that this is fair or is it a point of negotiation and how the size of the groups eh goes according to a negotiation, it should not be treated about not a negotiation, but about what it is an education efficient. We need to ensure that the students succeed. And the The investigation points to the facts that the students, especially those who They need more support, as they struggle in a such a large group. The children and well, Teachers have to face teachings individualized and when they cannot In doing so, learning suffers while They are the time they spend outside of the class continues increasing.

087I ask you please to fix the number of students. Please protect the student proportion teacher and ex re-evaluate perhaps the areas of administration that can be reduced. No do uncool. This is what it's like to see it. most important. Our children only They have one year in each grade, one year in the one who should fall in love with learning, from the learning, where they sit safe, seen, supported. That's it. heart of education. That's where We need to see your leadership. How they distribute the budgets is where their interest lies. Let's make sure that BBSD distributes the budget well. Thank you. Our next speaker is Justin Ross, who was given 2 minutes from Elizabethowski. Good evening everyone. Thank you for this opportunity to speak with you and for your commitment to BBSD and the community.

088After my family lost the home, their home during the fires forestry, like many others families, we left, but We moved to Luzville, to a community of individuals, business, organizations that are always facing off to different situations that we never we imagine. But we want to put down roots, we want invest in the community that has given us so much so, and that's the right thing to do. our primary school played a major role in our decision in the eh after the fires of Marshall, because we realized of the attention and affection that they teachers dedicate time to our children. These Teachers give the community more than that we need and the way they took care of our children and that care and attention It was always maintained. This It was this... uh... attention and care

089are diluted when the The group size increases when the group is very large. numerous, when the groups are very The only ones who suffer are the big ones. children. My child third, my daughter from first grade and the one from Third, he asked me to mention her. also. Well, thank you. to all of his teachers, they love the school and they like go. Uh, now they're going to have students and only four students and He will be one teacher for 33 students. It is not a condition. This would be impossible for the teacher to lend the attention and care to the students. It is proven that groups Smaller ones have better results in education. We want to make sure that the classes be of an appropriate number, that our students can succeed in the teaching.

090A managing such a large organization Since this district is a big challenge, no there is doubt And I'm very grateful for that. that uh it do, But hey, it's time to make a decision. Financially, it should be easier if you... We take, we give priority to groups small ones. When evaluating the budgets of In the future, we have to choose correctly. and above all, to ask ourselves why the take decisions that the administrators show the same care and attention that the teachers have proven and always find the the correct size for the groups. Thank you for your time. The final prayer is David Stewart. Hello good nights. Today I want to acknowledge that here in the school district we are going through time difficult and still major cuts to budget them in the future. We

091have worked in a way I collaborate with other groups of the community, although we haven't always We were in agreement, but we left Go ahead with this profession. Now We must decide in order to find a way forward or allow the division defeat us. But this I have seen collaboration over a long time articles in the newspaper that falsely attribute the decision to union of educators make these kinds of decisions. But As president of my area, I want to ensure that this district continues being a collaborator who deserves your trust. I I have always tried to respond, explain that they have There has been inaccuracy in the information. I I'm surprised that's my answer, I don't know. included in the article newspaper and I asked to meet with the district administrators before that it was

092published on article. The Association of Educators of Bolder remains a collaborator of trust, and we can't afford it to distract us. We need to focus in finding a path together towards forward. That's what our community, especially now. Thank you for your service and thank you for your time. And with this we conclude the public hearing and thanks to all the that They spoke in person and in a way that online. Okay, on the agenda we have, uh, the information from the Ho council. Welcome back. Excuse me interruption. Uh, the next point is communication of the Kiri's advice. Well, although everyone who participated During the hearing, it already came out, I want thank you for taking the time time to come and talk to us. I have to go for the event next week The past

093of the seal, everyone had their presentation, some was the uh some They had slides, others had their cardboard, posters, but it was a moment very exciting and to recognize the students for their work and it was also It's very touching how the children care. because of the weather, what's happening to him to the planet. I told them, this generation It has to be, I mean, if they surpass me generation, because they are the ones who will go to have to deal with the impact. Uh, and I am very proud of them. They did a very good job, they showed his passion for this. They are going to study a career related to the environment atmosphere and they weren't eh I excused others, but I told them, "No It matters whether you're going to study it

094or not, but already You learned how to gather information with That attitude, and you're going to keep doing it." and that in the future this will be a place better to live. And it was very excited to talk to these students. Jorge, yes, thanks. This is a very special time of year. exciting with the graduations. I went to It was a bilingual celebration and I saw to the fifth graders who are going advancing and also those in eighth grade and they are being recognized and I saw the representation in sign language and other languages ​​and many children I participated and I want to participate now. graduations. One more thing and I want Hey, greetings to the folkloric pallet, which was It's wonderful to see these people students in their outfits. Since the last time we

095met, I went to the final DEC meeting with the local leaders. Friday I went to the negotiations of baby. Uh, what caught my attention from that conversation which was a conversation about expectations and how to be something very challenging when you expect something that they have to change how they change the conditions and how the communities They also have to change when Circumstances change. we listen what they they were waiting, But they didn't expect that to change, but definitely, that is, they changed routes of the buses, uh advanced courses They switched from in-person to classes virtual. Our communities are changing. and our communities evolve and that It could be something, a obstacles. So, most of it the emails we receive They're referring to that, that they change the things. Another thing I wanted to say,

096as the city of Bolders is participating in a initiative that will collaborate with a type of youth council, one of the The challenges they face include mental health and their recommendations are also referred to in the programs, in schools and outside of the schools. And it caught my attention because we are too Working on that. So you They're handling that, and so are we. Then at that meeting uh maybe we want to get closer to the members of the city council of Bolder. So I wanted to tell you That, and I'm going to pass on the information that I received it and, uh, exactly to see how What program are they working on? they. I understand that there are no more. comments. I would like to remember one, uh, uh, ask for one amendment. The

097next one is supposed to be point is a summary of the session legislative, but there was a lack of communication, they didn't know if it was in in person or online, then they are no longer there here. Let's go program this information, but We need a motion to do it. Yes, we're going to adjust the schedule to steal the session summary legislative and reschedule it for another seconded by Jason. We have to vote by this. Chávez. Cler. Metler. C. Nissnick. C. Queensland Agera, yes. Rushb, yes. Sergeant, yes. Anker, yes. HE approves the motion. Thank you. And thank you. by a all. Now, the first topic It's an update on the title nine and sports. Yes sir. Ah. Dr. Anderson. Yes, President Rushb, this It's a follow-up to the conversation that We started last fall and

098then the We united on a general topic about the work, the great work we are doing doing on title nine and sports. It's a priority, eh? we very important as the equipment that regulates and we have several people who are going to present. Hey, Robin Fernández, Kathl Salivan, a equipment. Very good. So, I don't know who It's going to start, any one of you. Go ahead, I'll start. Good night, President Rush Paul, members of Dr. Anderson's advice. As he said Dr. Anderson, we are here to to give them an update on the Topic title nine and activities sports and fees in the district and Above all, well, align this information with the district politics and here find our coordinator of Title 9, Elizabeth Landell and Harry Warman, director of sports activities. Forward, Lis. Thank you.

099I'm happy to be presenting This information in front of you and He's almost going to present it later. We know that This council has an expert in this area. We were here, uh, like a reminder. It is a federal statute that prohibits discrimination based on gender in any school program. The federal administration has lifted because you have doubts. One of the actions that have presented here in this presentation. We already discussed that above. news such as school policies in athletics participation. district school has had a very focused approach a lot of time and a commitment, huh to have equitable learning and productive. And as part of that we have a small but very solid group that He works on this in particular. I'm going to start with the Title Nine Student Council, with whom I

100meet every month. These are students who are in high school and high school, which has already increased the eh participation for secondary school also. Previously, only the of high school students meet every month about specific topics of topic nine and the The focus was on presenting information about our resources and also promote a culture of respect in our community and they gave our opinion on resources private individuals gathered specifically for eh they that were useful for the students where they would make sure that Let their voice be heard. They are on the page of the district that is titled ah title nine and they can find information and gave their opinion on whether this Information was accessible. We had, uh, graphs and where the process was explained for file new title complaints. They also gave

101us very good material. important prevention of sexual harassment and This course was held during the summer. They also designed a title poster new, we already are Finishing up and this will be published in all highly trafficked areas such as library, the hallways, the bathrooms. Regarding respectful work, it is a collaboration between the council Title 9 student and club This one from Bolderheim High School. That was acknowledged last year. A A total of seven schools participated in a This year's event is five more than last year. They chose this intentionally to have their events in April, which is this Assault Awareness Month sexual and/or about this sexual assault And they say that creating a culture of I respect. students can agree to the community importance of respecting one another Another thing is the school, and ourselves,

102and that plays a critical role in ensuring your safety. This group of students is advocating and working in the community to find a commitment between their parents to create an environment for all individuals they feel that they are being treated equitably. And we have a council which is the advice of the adults, which is similar to a student council. And I have I'm very lucky to be able to participate. in that council. It is made up of adults within the district, our staff and parents and partners too community. This year Peg Shepard and Maria Anderson is also this substitutes that have worked several many years in secondary schools. Many Thank you, Maria. These are the co-chairs of the council in collaborating with the staff, with me, and to create the meeting agenda and facilitate the

103meetings. The advice is very helpful. information about the topics that mentioned this We spend a lot of time working with them the policies and then in January when we received the court order that He raised the guides again. In 2020, we shifted our focus to the work that needs to be done, including athletics. This spring, in a moment we're going to to talk about this report detailed. That information is now in our website under participation in the committees of district. So, so that we can uniting our other voices and perspectives to that incredible advice. It's been several We had meetings with these students student cabinet members who spoke, They identified the difficulties with Title Nine. They wanted to understand the role of the security defenders and the law enforcement when we receive reports of sexual

104misconduct that It also violates title nine. in responding to the questions. Let's review this menu of measures of support and the student council had given their opinions. This menu was a project started by the Council Student. It's a menu created by the students, for students. And the The purpose of this menu is Identify academic and health support. mental and emotional that is offered to the students who have the need. When a student comes and/or reports Something impacts their nervous system, their ability to identify and know one It's like taking a step back because it's a traumatic experience to come to an adult and talk about something that It has a great impact. Then say to how can we support him when It is in full process. Then they created These support measures are designed to

105Write down the things you can offer so that students can think, Well, that could be useful for me. AND when they can already access the support, already They have ideas of where they can go. In addition to those, the menu of measures of We also review opinions for support. written messages sent to the caregivers. This, when there is a report of harassment There are also topics to highlight regarding sex. in this year's school district, which It is a model for public schools from kindergarten to 12th grade. Our partners in the community. We are working with the René Crown Institute to analyze different information from different platforms, including focus groups. For the end of to report on this work in the future, Our goal is to have priorities. informed that they identify through that work that

106they can continue evolving to reach the community needs. The annual report, the first, as Katherine mentioned, we had a meeting with a position of the student and adult councils and We talked about what we want to learn, how The report needs to be reviewed; what is it? scope, what is the content. And this We drafted a report for promote transparency, increase the communication between the community about title nu in our district. It will cover every title nine. So, athletics, Sex-based discrimination will identify the politics, the reporting process, and the access to mental health support. Like the work we are doing with the René Crown Institute, the intention is collect the data in order to use them to inform the work, to ensure that we spend the time to advise on the work and we are

107achieving the commitment we have to our students. Athletic directors They are currently conducting an audit. They ask questions, they give examples that facilitate an evaluation of the school programs, benefits and treatments for the equipment, this, for both boys and girls and to achieve their athletic goals and capabilities. Last year we have extended office hours about title nine, training to work with the administrators case by case. gone regularly to schools in person to provide schedules office that have given the opportunity to that I connect with my teams and also I can offer the support you need. for about difficult reports that they have received or the investigations that are trying to navigate. He offered more training specialized to individuals through the district to support the best practices. Specifically I have offered training for support teams student,

108this, the defenders of security and administrators. And we have a team that reviews the allegations of discrimination and harassment based on sex to ensure that the incidents are approached in a manner consistent with our practices policy. All that incredible work is in addition to the policies, practice updates and changes in the law. I can say with all my heart and all that I I know, we're not just looking for achieve. We want to be role models and I do I am very deeply sorry and thank you for their support to ensure that work this go on. Going back to talking about compliance for a moment. That is something we've talked about several times months. Under the title there are three areas or three ways that can be demonstrated compliance with regard to athletics or sports.

109Let's talk about it which means and then Harry Waterman goes to make a reference to this applied to the district data before share the important points of the season Athletic. Then compliance in Title Nine is indicated here in the slide. There are three methods for determine compliance. Hey, [Music] There is this registration, this professional. or go back to see the history. AND There is a third way to to demonstrate this if the institution is fully adapting to the interests. Let's focus on the first one. He number of male and female athletes is proportional to registration. This proportion It is essentially a legal status and a equity benchmark that evaluates the percentage of athletes male and female. It reflects the percentage of your enrollment. It does not have to be exact. That's why we occupy this

110substantially proportionate and when We are taking this measure into account, that's it. set by the rights office civilians and we talked about the fact that cheerleader, the cheerleaders haven't been included in that metric for substantial proportionality and we can talk about the reasons. That's why not we have a number, then we are looking for the more recent data and Harry Waterman has. Good evening, it's great to see you all again. This first slide It deals with athletic participation. As You can see, compare the last 3 years based on proportional data from gender, the year 2425 and you know we offer 28 sports under chasa, 14 are male, 14 are female and that indicates the percentages of the student body and the numbers. This remains fairly proportional in the last 3 years. There is a question

111about of this slide. I have one ask. How many athletes participate each in the sport of cheerleading? It's interesting because it's mainly a sport female. He has an idea of ​​how many Students participate in the team cheerleader. So, the teams, um, the Schools do not have the maximum number of athletes allowed, some are quite long ones, then I can look for the data, but I don't have it with me. Thanks, Alex. His hand was raised. Sorry, Alex, if you can come back to graphic, please. Can Explain the darker line? He has The proportional indicator is the share equivalent to this blue sky or may not be proportional. As How do I interpret it? What are those lines? Good question, Alex. So, the line further dark inside is the current number of students, athletes who participate.

112AND the clear assumption is the proportional number of districts. So, if you look at the athletes female There are 242 there is 47.5% of athletes at the district level feminine and there's about a 2% difference. So, there are 2% fewer female athletes that participate that the average at the level district. It's the same next to the men, 2% higher than average district, a 52.5% 54.5%. That helps answer. Yes, but I'm interested in seeing this data in format of a table that can compare These are the percentage changes because they It makes me think we have an increase in the trend over time athletes this male participation relating to the participation of women or female. What is the percentage? you I don't know what the percentage is for... that counts as proportional to its substantially by

113proportional, but it seems to me we have an increase in male participation compared of women. That's a good point. Good Alex asks. The question I would ask How many percentage points? There has to be participation, there has to be to be within the population in order to be considered proportional for title nine? And then I think we need Correct this graph a little because proportional as defined by low qualification I think it's a bit confusing, but What is the percentage? The civil rights office has not set a threshold. The case is determined by case. I think that when he focuses on through the decisions we have We have considered, and reviewed articles from laws, other types of analysis, It's generally between 3 and 5%, it's within within an acceptable range. But there are also others

114factors. Yes, it can be seen in the district efforts to increase participation, new sports that offer more opportunities that the student body reflects on current. The council had identified the quotas of sports and activities such as priority. We're currently changing the subject of Title Nine addresses the topic of sports in the district. The council there was This is what we are going to identify. encode as JJF. We talked about it in October, again in February. Tonight in the part of the agenda under study of politics. We're going to study this more. policy. The changes I have indicated for the council tonight reflect their discussions and their interests in ensuring that all students in the district They have the opportunity to participate in sports and activities. And also for clarify what the quotas that can be

115expected, set in the policy that the participation quota and acknowledge that teams have quotas additional. We have also increased the language, recognition of the importance of donations to our programs. Certainly, as the budget changes and things become more expensive, We are relying on the community. to make donations and changes They also reflect the clear priority of the council's request to gather more data, to monitor the quotas of participation, exemptions from paying quotas and to identify barriers systemic and make improvements necessary. Financing and installments. That It is a review of the February meeting. The funding for these 13 secondary schools and six high schools is a combination of quotas and dollars of district. As we discussed in February, there are two types of quotas, participation and team fees. The quotas of participation form a 25% of

116the budget, approximately million dollars. of the quotas of Tickets represent 6% of the budget and the the larger part comes from district approximately 68% of budget, a little less than 3 million in dollars for your reference. In it Next year we will work on other things funds to help close the gaps for to create and sustain this structure equitable. Council members, a Point, I want to reflect or talk about last the last conversation that We had something about that. As a team of governance we have talked about importance that all children have the opportunity to participate and have that good experience. And when we think about the fees, the donations, amounts of dollars, how are we going to create them? As Shall we create a fund? And I have ideas that I will present later

117and we have a moment to create equity between programs, between schools. I feel that there are certain sports and certain schools that do not have the opportunity due to a lack of financing, because there is a This increase in a fee exemption. We have to do everything possible to remove the barriers for children can be active and participate participate in their schools. You They know, it's Important, an hour and 15 minutes ago We listened to the René Crown institution and She spoke, they talked about the idea to participate and be active and have a a coach who can be a mentor and who is trustworthy. It's something we can do. We have done a lot this past year. job to see who gets what. Ensure that There is a distribution that allows that all children

118participate and that be competitive. Then the last one that point is being referred to effort. How do we use it? As Shall we analyze? Which sports need more support and how are we going to identify a Source of funding? that we allows the balance everything That's it, um, setting the quotas. In the last meeting in February We talked about athletic quotas. So, I listened to the recording and to review and reflect in your questions and concerns, we want to align our efforts for our commitment shared, to give them all the athletes in the district the equal opportunity of participate. Come on to implement new procedures to monitor the data, to present plans for future research. Let's go continue established Okay, let's continue establishing through from the district to support the costs related to sports in

119the middle school, high school. Are fees are essential, may include this transport, officers, workers in the games, salaries, equipment, the team Or the difference is the fees of equipment. Later this month, we're going to have a meeting with the directors athletic to establish a threshold reasonable and clear guidance for quotas specific to the team. Once We've developed that guide, let's go to have meetings with the coaches to being able to communicate expectations. The team's quotas These are the things that remain with the athlete, They are not essential. They may include travel, lodging, meals, these can be this socks, hats, clothes inside, the necessary equipment. Those are both types of fees. So, Continuing with the exemptions, which was a discussion at the last meeting, those These articles are part of the competitive experience in the high

120school and the cost can be a a legitimate barrier for some. So, We want to eliminate the barriers financial services for anyone, student who wants to participate. Any student in need financial has the capacity to receive an exemption from the fees from the previous participation team application. That option will be communicated with families through communication district on internet sites. We must provide scholarships for support financial. As requested by the advice, our committee is going to do a A more in-depth analysis will be conducted next year. comparing the number of exemptions for free or low-cost lunch or the that they are citing difficulty financial support to current teams. and Let's continue focusing in order to focus in controllable or non-controllable barriers controllable that harms the students in their stake. At the last meeting we have identified

121some of those barriers to participation. following Let's focus on what we can control to develop and implement strategies to create a a more welcoming atmosphere and open the doors for more stake. Alex has With his hand raised, can we Listen to their question? Thank you. Me That's exciting. I'm anticipating more data and also the study that have. I want to make it clear that I am anticipating amending the policy to to exclude or to include a language explicit to provide the exemptions and having a commitment to the participation and to overcome the barriers to participation. So, I want to amend some policy way to get to this point that we can encourage exemptions and communicate to students and families about how the exemption works quotas to encourage and incentivize more exemptions. In particular, we are

122going to have difficulties With the budget and the solution, it will It would be asking parents to pay more, than It may be reasonable, but we don't want worsen any equity problem. So I want to know if we're going to increase the quotas, I think we have to focus on the exemptions process. Kiri, I want to understand the difference between the two installments. So, the fee Participation is open to anyone person who participates in any sport competitive. So, any sport Is it sanctioned for being a cheat? Is it a quota? Is it by year or by sport? It's because sport. For high school they are $200 per sports with a limit of $500 per family. So, a child is on the team of American football and basketball, that The student would pay two installments of

123participation and two installments of equipment. Not everyone has quotas of equipment. So, let's say yes. have. Yes, if the team had one The fee could be paid in installments of equipment. And what is the reason for distinguish between those two? Instead of to say if one plays such a Sport has its share of participation and what the team charges to be that. Participation is essential. The things that need to be done or used The operating cost is what makes it work. Without that, he can't have the officers, the truck, transport, all those estate. The team's quota is if one wants to give food, so if he can't eats at 11:30 and then is in the truck and they need to eat. are these meals before or after game. There are additional things for certain sports,

124for example, quotas of warm-up during their work game. They want this t-shirt in particular to do the warming and they have to pay more because socks, ribbons for the cheerleaders, accessories that don't become to use the following year for another person. This is a non-essential item. Yes, I understand that there are They are providing funding for two things different, but it doesn't matter. If so I understand. Thank you. [Music] Okay, the next slides are the budget and monitoring of the sports activity and to be able to monitor it, our data and the effectiveness of the implementation of our policy annually developing directors athletic, requires coaches who fill out a needs assessment to the following year. This list serves as a valuable tool for identifying the general needs of each sports program and that there is

125a equitable distribution of funds. Beginning July 1, 2024, This past July, the manual of coaches there was a section of equity and allocations. This document It highlights the guidelines to follow and the procedures for managing the donations from the fundraising committee private funds and donations. funds directly to the directors athletic. And this process helps us to review all this information in one place. All athletic directors are expected that they meet with their committees fundraising before the to begin the year and that contact BBD about the procedures and policies of collection of funds. This meeting reports on the regulations of chaza and the district policy and equity Title Nine. Athletic directors They also work with the treasurer to monitor activity and the director athletic the one responsible for the distribution of funds for each team individual

126and must evaluate the funds and approve an allocation equitable. And finally, the director Athletic must check that the The distribution was done in a way that fairness in all sports. Hi, Harry. Can you tell me how? we handle the donations within budgets and How do we monitor it? Yes, in assignments document, there is one tab for that type of donation and when that report is When printed, all of those are captured. Okay, very good. Now for the fun part We're going to end with good things that have occurred this year. Here is the first slide that We are highlighting and the following ones are going to highlight the importance of the inter-school activities and extracurricular activities and also support the mental and social health and well-being our athletes. Those for our Students, those opportunities are

127essential for shaping an individual and Equip him with the necessary skills to be successful in their lives. Like the The superintendent mentioned in his chart of honor, we name champions statewide and are celebrated. His achievements They deserve to be seen again and celebrate again. A note on that last slide they saw, they looked at Sheila Martinez de Broomfield, who was the first female state champion in the history of BBD. That's an achievement. incredible. So, the rest of those... we recognized during the honor roll, winter and each of these individuals and teams were congratulated for incredible achievements in their championships state-level. Now, this next one We haven't finished the slide yet, we are barely mid-spring and We have spring sports. Achievements go on. This past weekend the Monark swim team made waves breaking Colorado state records

128and they are on their way to winning the 4A state championship. Congratulations to around its athletes for following lifting the level and more recognition for those people. It will continue and we will Congratulations to these athletes in the picture of honor of spring and with more skills in the future. We hope that more state championships in the days visitors. And for this slide we are highlighting the unified sports. Uh, our team, our unified sports program It continues to be successful under the leadership Jen Dixon's, that is, coordinator of the unified team. We also want mention and acknowledge the efforts incredible people who have of the facilities, instructors and people who help. They do it possible. There were three fantastic events. Fairview hosted flag football and the competition in the fall too We had bowling and

129in the winter Centauros hosted a basketball competition. Only a small part lasted several hours and it happened again and again an incredible event where parents and the community were able to come to watch during lunchtime. They were coming The students cheered him on. Was something fantastic, like a typical game. We have these opposing sides. Was incredible. They throw cheers. event Incredible, and we continue to highlight these individuals. And in the last slide, this last slide The exciting addition of eh flag speaks volumes. women's soccer at BBSD. This is a a sport that is growing rapidly and He was recently sanctioned by Chasa. We have seen an increase in interest of girls around the district and much district-level support. We are starting a program in the Monar preparatory school, starting the autumn of 2025 and we

130are in the preparation for hiring a coach to create schedule, organize equipment and uniforms. We are excited to begin that new opportunity and to see this new program grow. And so The presentation concludes slides. Any other questions? board members or questions about the presentation? Ker Yes, this is very exciting! of the women's sport of Flag Football It's going to be in Marnac, but it's open to other girls enrolled in the district. Yes, very good question, thank you. do it. This is a program at the level district and we have several around the district. This is a team that with the that we are starting in the high school Monarch and can participate in any of our schools. If a school does not This program has the capacity to participate in another high school and there

131are the hope that it can grow more This program in the future. Well, Of course, it can't grow in the past. TRUE? Of course. and it's growing in the nation and I hope that Yeah. You had previously mentioned that We had 14 sports for women, 14 sports for women and we are adding to the female flagf. I have two questions. That's included in the I counted what you gave and the next asks if we have to stop or end things with another sport to give that adaptation. Good question. No, no, no It includes the 14 and the other 14. As As I mentioned previously, next year they will be There will be 14 and 15. So, there will be 15. opportunities for sports female. It's going to be an opportunity to participation so that the

132numbers increase from this to this gender. We don't have any plans right now, let's go to determine if this has an impact on other sports. This is going to be a program in the fall for women. There is several options that definitely You can draw from other sports and we'll... to have that monitored. Related to this and research, participation in youth sports are declining at a national level because this cost goes increasing, and so are the rates. decreasing in recreational sports. and increasing in club sports, in the communities. I wonder if there are any in PBSD a change in different sports. We must decide if a sport should be combined from two schools. I know that We have a swimming team in the Monarquis preparatory school in Taurus. have These guidelines or limits help us

133to making decisions in this area. We have has been monitoring programs in the recent years and talking about what it is realistic. At our last meeting I I spoke about developing with the athletic directors in the district. If we have this number consistent at the district level, but that It's just our conversation. We hope to have realistic parameters of what it is It is really needed in order to offer This includes all the factors before combining it and we're going to do that this month. I appreciate that and in In general, I appreciate the progress that the district has done throughout this presentation, being transparent with New title, making improvements within of the quotas, with the things of sports. Thank you very much for your work. which they presented tonight. We are making many improvements

134and I'm very Happy to see that and our commitment to improve and putting the students at the center of all these decisions, including them. He did it I appreciate and we appreciate your support. Thank you. Council members, any Last question or comment? I think that The next slide is questions. So, I'm skipping ahead. Doctor Anderson, I'm so excited about this idea of ​​a report title nine. No, I I haven't seen this type of approach and transparency in no other part, in no other school district. I think it's a step forward Amazing, and I'm excited to get in. at the points that, as with which Alex mentions, how can we take it down? are barriers that are getting in the way and I think that when people realize realize that the cost is very high travel

135teams, return, return to high school because there has been a This trend has been going on for years that children are opting club equipment and team travel preparatory. I believe that sports high school students are very important and High school sports are also very popular important. Create a level and a spirit, an energy within the school and create a culture where they are excited children of being part of a equipment and what that provides for them. I was an athlete growing up and I don't know What would I have done if I hadn't had the opportunity to participate in sports or having those people supporting me, including the coaches. I grew up with many needs and many of my needs were not being met in it living room but yes on the football field or

136American football. And I'm very excited about this. I have a question for Katin. Can you summarize the differences in the regulations from 2020 and 2024 that were already Is it declared or waived? I can to give some level high. I think the main change that We looked when we had a failure in the legislation of the 2020 regulations It was in the definitions of what it was discrimination based on sex or gender and what constituted harassment in the procedure of investigations and procedures of audience that they follow to consider incidents of misconduct What else would you add to the student body, and what else would you add? qualifies as sexual harassment under title and that would trigger an investigation of Title nu under the 2020 regulation. severe and offensively targeted under the 2024 regulations. It

137was severe. invasive, objectively offensive. So, the scope of what was included within the violation of qualification nine uh under what was sexual harassment ah it was more narrow compared to regulations 2020. And who decides what Is it objectively offensive? Very good ask. Typically, it's someone who put yourself in that person's shoes. That It is the evaluation we make when We're thinking about what it is objectively offensive. The rules of community is another way of consider it. Alex. Thank you. In the case of the investigation title nine with OCR changing its orientation to At the federal level, does this have an impact? Us impacts us or we do Title 9 investigations? EITHER Is there any change in how OCR is conducted? And how does what we do affect it? So when a person fills out a

138title nine complaint with the district It's from student to student. He The student is filling out the report because they themselves have experienced it which is a violation of title nine. Yeah You have a complaint of violation of here, title nu in the office of civil rights, you are declaring that the school district failed to to satisfy the obligations under title nine. and failed to drive a research in agreement with regulations that were weakness indifferent to the report. So, the Office for Civil Rights forces or It is claimed that Title Nine is being followed under the obligations. Thanks again for that presentation and for all your effort both in nine title sports and sports. In the next one The following article is the update. legislative. Dr. Andersen, do you have something What can I say?

139Well, it's already closed session, but I do have one legislative update at the level federal. I don't know who saw this, but Now there is a proposal for a voucher federal school that has been introduced as the as part of the reconciliation process of budget. This was a proposal from Republican budget and and would promise $5 trillion of federal vouchers to schools private and tuition and schools at home or virtually in Colorado. That has not has been a threat. The way it is Designed, donors can donate up to 10% of your taxes for reduce your tax penalty of one dollar per dollar per dollar dollar and to qualify any family who earns less than 300% of it average income of the area in which They live. So the limit is very high for to be

140able to give dollars for dollar reduction federal of of taxes. This is a problem. I don't want to set off an alarm, but I concerns that this process of budget reconciliation could to begin to unfold and the idea that a federal school voucher that They only need 51 votes in the Senate to pass and the republicans have 53 seats or places and this is a Republican budget proposal. I think we're going to see these vouchers of federal schools in Colorado, these federal vouchers are going to impact our registration. Remember, 100 children are like a million of dollars talking about income. So, 200 children would be so eager for work that what we have done to combat the decline in registrations. Now I really believe that There's going to be a lot of this. conversation, but

141I am convinced that this is going to take effect, but I don't know when. That's more than we can consider when we are thinking about our competition and the Competition exists today and will continue to exist. tomorrow. Another thing we can consider It's not that I think there's something that what can we do against This, unless they know a Republican senator who may influence. This is something that is a a little beyond our reach. They need a limit of 300% below of the federal poverty level in order to be able to provide the 10% donation. Really They are asking for a very specific part. of the population in order to qualify. This is very interesting, even if it's a threat, I'm going to keep saying that we provide the better experience quality education in the

142county. Although you can buy one private education, I would argue that Ours is much better, no matter what. who is providing the funds. Ky, I was just going to add because I completely understand, I mean, no I understand how things work, but Well, I don't have to ask now. Well, the general idea is that many people will have access to this dollar-for-dollar credit for reduce your tax payment. So, any family that earns less than 300% of the area's average income, So let's say that if you do under $300,000 a year, you'll qualify for These vouchers and the way they will be used be distributed, I think that's a effort designed to destroy K12 education. And to make your point very, very clear, Nico, I believe that in communities like the ours, that our schools are

143second, none, and our education in many ways is a enriched experience and more than what I think you can get into a private school. which is an effort to undo K12 schools. Jason, something What I want to add to that, This budget proposal that provides 5 billion, these vouchers also provide a change to Medicaid costs. So if the federal part goes as far as 90%, 70%, 60%, there are many numbers that are mentioning that this is causing the states bear more of the cost of Medicin and remove thousands of people from coverage. This This also affects whether it happens or not. No. And the reality that Merquir changes In the states it's something more immediate and This is going to impact us at a state level how decisions are made budgets and being against Medicaid

144and and under this that they are covered under health insurance. Alex, yes, only. I wanted to reiterate this conclusion of mine to analysis that he did Rob, even though title one is key main and there was a proposal for funds leveled and perhaps 4.5 to 5 trillion being removed from the Department of Education, the K-12 budget, and others programs. It's not just 5 billion coming from a new source of income, are not decreasing Department of Education, almost the same amount. And I'll add that although not can control the senators Republicans, I think he raises the things for us because we are facing the decline in registrations and we need to make sure of that we communicate with the families that We have better programs and we assure you we do have better programs, especially for

145private families that they have certain frustrations. So, I suspect that These inscriptions would go, those funds They would go to people who are already paying for private education. There are only Keep this in mind when you are developing these bad things. It is a connection of trying to reduce the quality and equity in education public. Thank you for that. Exciting update, Dr. Anderson. Now we're going to go into the approval phase. consent for personal items. 8.1 Personnel items. 8.2 Approval of the minutes April 22, 8.3 Approval of the minutes May 7, 2025 8.4 4 acceptance of the donation. School Food Hills elementary school. 8.5 Acceptance of the donation. Instructional services of equity 8.6 acceptance of the donation. Dark Metal School 8.7. Amendment number 3 for the construction of Boulder Check 8.8. Approval of the adoption

146and contract to buy materials Instructions for Imagine Learning mathematics. 8.10 Renewal of Self-Insurance Fund contract Colorado School District. 8.11 Contract Renewal with D of transportation. 8.12 12 contract with Edmontum 8.13 contract with Hub International 8.14 contract with Legacy Meet 8.15 contract with Royal Cruster 816 contract with Watchf 8.17 17. Renewal of the confrontline 818 contract. Purchase and propane gas delivery. Propane gas Liquid 819 Resolution 2513. Intention to participate in elections 820 resolution 2514 not renewing contracts with License 821 grant for the climate actions. Seeing that there is no None, there is a motion to approve. Driven by Kiri, second by Jorge. Council Members. Ah, do you want discuss something? within consent. I have some. The first is that I'm very excited about the advice we followed supporting our curriculum around Our schools and mathematics are

147in this adoption. I'm so happy to see that This includes instructional materials, things they can touch with their hands, manipulatives, spinal materials. I'm curious, how complements the mathematics curriculum that we implemented in secondary schools ago 2 years? I don't know if anyone can speak about that. It seems we have a team that this coming to talk and share how they He made this decision. Good night. Thanks for that question about the material learning and we are getting something very important. It's a program that is uh meets the standards on the reasoning and problem-solving problems for students. In high school we have a very important resource traditional as students They come from kindergarten to fifth grade, and then what? skills and knowledge needed in degrees later and then giving it The monitoring of everything is aligned

148with the I see in the contract with the development professional and continuity. Uh, that It seems to be a significant change about the academic program of mathematics as students learn these concepts mathematicians. Could you tell the community, what advantages does it have? AND I would like to congratulate the teachers who analyzed this program and how it will develop as it progresses that we're going to adopt this new one program. Well, if I keep watching because uh Okay, I'll start and then she'll come in. He's going to add anything that I don't he said. This is aligned with the professional development calendar next year. Jen and our The team has been very analyzed. Okay, how is this realistically going to accommodate. For example, the next This week they are, uh, teaching courses for Teachers first and

149foremost, to begin with to talk about how things are going to look and That's what we can expect. And during the Summer we're going to put one leading master structure and we are very excited about this because we are going to have a leading teacher who is going to communicate with the directors of the schools and we will have access to the resources for each school can take the course with others of his fellow teachers. Jen and I are going to be planning and not just how it's going to be, eh the implementation of the materials and We'll also see in phase one, in the schools we will be implementing it very methodical way in schools. Is a change that will be implemented and we have to find the time to to really do it

150efficient. We are in phase one and phase two, and there is only one school that doesn't. entered phase one. Okay, let's begin This includes traditional and other options. options that were more innovative, but It was always going to be one or two of where we We find ourselves in the year 2025 and it is something very exciting for us. Yes, I am too. excited. AND now, Well, I don't have that information offhand. But because I know that mathematics is something very important that we try to to improve so that our students succeed in this area. Thanks for their answers. And the other question that I had this budget and a couple topics about the program and services and For example, dairy products and meats And I'm curious, do we have quotas? for some courses and

151well, I know that This does not cover the cost of food that is given to the students. Okay, there's a point here. 8.14 and 8.15 contracts with these Legacy Meets. This is aligned with what normally We look forward to our program school meals. The students They need food. Well, this refers to... This is for school meals, not It's not for the program Connery. All these products have passed through the RFP program and are annual contracts, but the amount is Look bigger because we're requesting their approval to continue these 5-year contracts, although we have the capacity not to renew them, but we have the intention of this process Keep going. Oh, well, yes, yes. Is that I was thinking with they said Uh, the cooking show, I thought Uh, sorry, that's all from me part. Are

152there any other topics? members of advice? Hey, Lora, could you call ahead? list? Chávez. Yes. Nedler, yes. Nick, yes, Aueda, yes, Rushb, yes, Sent, yes, Hunger, Yes, the motion is approved. Continuing in 10.1 of records of the students, relations with the military in the schools, 10.3, Hey, policy J or for members. Are there any another policy they want add to group consent? I see that there isn't one. We need a motion to approve. Proposed by Kiri, seconded by Jorge. Are there any discussion? Very good work on this, Kathle. so there is no discussion, Could you please call the vote? Chávez, yes. Metler, yes. Snake, yes. Quera, yes, Rushb, yes, Sent, yes, Hunger, Yeah. The ayes have it. Members of concept, we have a policy of study, the policy JJ JFA on fundraising. Cy, please, this

153is the policy of advice to which we made reference during the presentation of sports activities. Let's go study it and discuss it twice. We have a very broad conversation in October and then one more conversation brief, then later and I bring her to collation again because there are topics that are significant and I think that's because they have There has been a lot of information additional and that the council has received on the subject and I want to make sure which reflects the language of politics. Council member Mler sent a message today and he wanted to add this language to the policy. So, I'm ready to open the discussion here. Could you please? read the opinion, the feedback that Did we give? Because I don't want us to get bogged down in a discussion that

154is too specific about he language. Alex, in the section where it says uh dispensations, says the support for these exceptions regarding participation from the public. final, instead of uh these Exemptions, the directors must or should uh we must, we must have the I have the expectation that granting some exceptions for the quotas for any student who decides to participate in specific activity. Communications regarding quotas must include a statement that the The district is committed to ensuring that the fees are not an obstacle for the student participates in a certain activity or sport. And people must be at the same level. level, whether to seek a dispensation if it is a obstacle and that it be a priority of district, right? set quotas, but let's look for the greater participation of the students and well, and

155yes, they are. dispensations from the quadruples be also provided. Thank you for saying your opinion. Okay, my question, but there are requests for some exemptions from the fees that are not approved. I haven't heard any anecdotal information about this, Councilor Serger. I haven't heard significant data, then it is It's difficult for us to explain what... the way they are being approved and These exceptions to the quotas for to provide them with more accurate information you the advice. Would there have been some communication to discourage the to the people so that not so that he does not request an exception the fee? I'm trying to see what the real need to do a change. Well, sometimes when I don't You can, you don't have the budget for participate in a event, I have to be the

156person who ask. Well, nobody is saying no, that they can't have one exception to the quota. So, like that We make a change in policy, how That would have an impact on every parent individually? Well, from my point of view, if it changes in practice, we say, this is not the Things as usual, like usually those people who wish participate, but do not have in their budget, way to do it. So, we would have to point out what ours is our intention in politics. But the other one, the charges and credits the reviews we have to do is Well, we can't have a sport that cobra double and then it is not made accessible for those students who cannot pay the fee. I believe that creating a new expectation and a new energy surrounding this,

157This changes the policy. I am not, I am not opposed to this. I just wanted more information. Jorge and then firewood, then Alex. I understand the point Alex made and make the distinction and to make it as easy as possible, the accessible, removing barriers and obstacles. I was a child who had lunch at reduced price free. So, uh, if would have had the resources, but there was no information saying, "Do you know that you can I need help with this, huh? So I don't know. if my experience had changed able to communicate?" Yes, we want them to You all have to participate. That is important. Catalina, if we can see the page 3, the second paragraph, no sports activity It must be uh, it can be part of the donations. and then we move on

158three paragraphs. He says, "Finance and the Donations can be received for the individuals in accordance with the policy of the council." Then I understand what have that we want what we want to do Here, but in my opinion, these two The paragraphs don't match, they seem a bit confusing. and the others on review of data and e information. I like monitor the implementation of this district policy and allows the council to review the participation of Students, the exception to the fees And I would also like understand financial funds. The council must understand how to increase collection of quotas, right? I don't know if it's something that we can put it in policies. I'd like to add that. here and we put it in the policies section or we include it in our report annual, which

159is what we owe that as Information we should review every year because it is a policy that is implements. Alex and then Kiri. Thank you. I want to reiterate what Jorge said. Well, I wasn't so much like a Free family lunch, but not It was way up there. So, There was a burden for the family so that I will participate in these activities. The communication must The students will self-evaluate And they're not going to try to register for the sport because they say, "I don't want cost my family $700 more." We want to encourage you not to think of that way. I want to do I want to participate in that sport. I know it's a financial burden for my family, but I want to do it and I appreciate the additional data that is

160being collected And as Leilania says throughout the time, if we want to know anything data from 2 years ago, but we're going to have This is as if this policy is being manipulated or abused this politics, then we would have more information, but at the same time we would be communicating to our directors, what are our priorities and also communicating to students who don't think, no, it's that I can't do it and make school more fun for more students. That's the reason for the changes I am proposing and For more advice, see the The future is something that perhaps they would have to modify. Kiri is about the part she mentioned Leilania, uh the fundraising and the donations. If someone or a committee of collection of funds raised 1000 for any school, there will still

161be, they have to share the percentage with schools where There are high numbers of lunches It's free, but it's a financial donation. Yeah. And we understand why that vocabulary cause confusion, but the language to which it is It refers to before, it was when we understand in some area because when a committee of fundraising, he donates it to basketball or for football, flag football, then the athletic director can determine Yes, because not all funds are They have to distribute through the director of sports activities. So what we want is that if it receives a donation and the program of sports reaches the hands of the director of sports, if it is more than the amount of $10,000, they're going to share or go to a similar program in another school or how it works That's

162what he's talking about. another one from another policy, the K policy, I need to review it and follow up on it. with you because for me it means that That's what we're talking about, and I would like clarify clarify it. I have one question about the discussion on cost in the second paragraph in the first page. I'm already feeling after the presentation that We saw about the changes we have fact and consistency and the I want transparency regarding the cost. This language reflects the presentation and the direction of the conversation that we had in February. He says he must set the cost. Well, that's settled. established with transparency consistent. That discussion was the different costs for each sporting activity. Well, I have no experience, but seems that there is a lack of transparency, not because

163Someone might not want to do it, but it's a fault information. We need to add some kind of language to make it more clear. Kathle was going to ask that establishing some guidelines at the level district, but we do not refer to it these. That would be very useful for the point that you are playing. Yes, Alex. I support the comment of Jason. I know we talked about a lot. things, but I would ask my colleagues of advice, Some want to add something because She is the expert on this policy. I see that Yes, I see that so I feel very nervous about whether or not We have insurance and they say, "Well, it's that you said yes, that everything is covered. We are at a point difficult and we don't want to put ourselves

164in a a position where we don't like to be. And if I may, Kathlyn, I suggest the alternatives such as we encourage instead of they must so that the point is appropriate. Are there any other comments? I'm very excited that we are finally going to to end this topic. We're already here near. Thank you for your work, Kathl. that you always reflect the will of the council in the council. Can I say Anything else? Whenever we, as a council, we talked about our desire to increase access to the most fun things in in our schools, we receive Community information that our intention is not to reduce the funds for that activity, but We want to increase support, increase the funds for them and at the same time make the activities accessible to all the students.

165We want to inspire all about the program and thus obtain the highest benefit that we can on this. Yes, thanks Alex. And now We are points that they want to put in future agendas. We're having a meeting on June 17th. to give priority. If I have one about a conversation prior with the We had the plan Uh, general, and how are we going to to interact, what is the role of district in our we can address this at the meeting of priorities. If I have a couple of policies that I I would like to add for your consideration, our AKB task policy and the policy that was established from 1979 and our objectives that it seems to me redundant. I want this to be part of our conversation about our educational plans And if I

166want to add it to the list and also members of the There is a Catsby clause that the superintendent requires evaluations. Well, we're behind schedule. in policies that are already in the red zone. I'm thinking about the idea of that we move this policy that I have of the evaluation of superintendent. We would probably have to modify time limit, maybe have it for the next one year. That's why it's something I wanted to talk about. Here, maybe add it for the next one semester and not have to work on this now in this semester. Uh, I see uh approval. Are there any other topics? Council members? Okay, then let's continue with tonight's executive session that [Music] Our last item on the agenda is discuss the session executive. There is a motion for the discussion. Look,

167I make one session to agree in the session executive for evaluation of the of the superintendent and also continue the discussion on limits of assistance and also The other policy of Circi legal advice to discuss the contracts with schools charters and also uh develop a strategy for the negotiations with charter schools and receive also legal advice for these issues and also politics with the purposes for eh develop strategies of negotiation on the agreements with the BBEA and also with the section 24-6-4024B to receive legal advice on negotiations with the association BBE and also the section 2464024. Uh, who's seconding the motion? Seconded by Jason. Laora, please. Chávez, yes. Metler, Yeah. Yes. Nick, yes. Yes, quena player. Rushb, yes. Sergeant, yes. Hunger, yes. The motion. Members of Congenso. Okay, with this we conclude the public portion.

168The session is adjourned.