001I would like to call this regular meeting of the Boulder Valley School District Board of Education to order. This April 28, 2026, council members may attend and participate in meetings electronically in accordance with Boulder Valley School District and state policy law. Laura, will you be able to take attendance? Buer, present. Chávez, present. Ller is not here right now. Conra present. RPA present. Taming present. Present. Thank you. Now we will continue with our survey of the lands. Please pay attention. The Bolda Valley School District resides and operates on lands that are ancestral homelands unjustly and illegally taken from the territory of the Yut, Puebloan, Arapajo, Shayan, Apache, Nabajo and 48 other Tribal Nations historically associated with those lands and who have called those lands home since time immemorial. We acknowledge the authorities established here, including the
002painful history of genocide, forced assimilation, and efforts to alienate Indigenous people from their lands with the support of U.S. government policies. The PBSD is aware of the many indigenous peoples in the past and present and their worthy nations and cultures who care for the land with strength and resilience. The baby recognizes the stories of the land in Colorado and the survival of the many nations that have carried their oral traditions to the present. It is the responsibility of the BBD to educate our communities and our students so that we can celebrate and respect the wisdom and knowledge of indigenous peoples and actively unite to address injustices. By offering this recognition to the land, we affirm and honor the history, wisdom, oral traditions, and resilience of Indigenous peoples and acknowledge our responsibility to care for and
003cherish this land together. I would like to remind everyone that the mission of Ber Valley Schools is to create challenging, meaningful, and enriching learning opportunities so that all children thrive and are prepared for lives of success and civic engagement. Thank you very much to everyone participating in our meeting. There is currently a motion to approve today's agenda. Moved by Ana, second by Lelinia. Laura, could you call the list? Chávez says the motion passes. The next item on our agenda is the report from Superintendent Dr. Anderson. Good night. Good evening, President Rp, members of the council. It's great to see you all. We have some things we want to update the board and the public on. Members, as you know, we already wrapped up our six community sessions on Wednesday due to the decline in enrollment
004with the largest group. About 180 people arrived at the Monark preparatory school. Over 1000 people participated during the two-week period . I am so proud and grateful to each and every one of you who came to provide us with input during this process. The next phase will begin next week and this survey will be sent to families tomorrow. It is very important that we listen before we lead. We are trying to create resilient schools during this difficult time. Last Friday was also Mother Earth Day and it was our bike to school day. The children brought their bicycles, scooters, and walked. One of the highlights was at Cresview Elementary School celebrating this walk under the bridge. Last week we celebrated the second class of students who earned their seal of climate understanding, sustainability and climate action.
005The program expanded significantly this year. 51 students earned recognition, which is double the number from last year. This increase shows our students' commitment to being leaders in this climate action. To earn this seal, students must take two classes and create a project based on five real-life experiences. It was a great experience. If anyone was able to attend, the projects they had there were projects that the children made. And we also recently celebrated the students who earned their seal of vile writing. At BBD we believe that being bilingual is a superpower, opening doors in the lives of students and their lives after school. It was wonderful to hear from our students about the impact Servilingüe has already had on their lives. I also want to thank the people at Apex, which is next to the school
006, for hosting us there. Yes, it's under construction, but they're still doing amazing teaching, biomedical services, automotive and our teacher academy, and they're going to create new aviation and nursing programs in a little over a year. And we wrapped this up at the culinary center where the culinary students prepared to serve us a delicious lunch. with a beautiful demonstration of the real-life skills they are developing day by day. Speaking of the culinary center, we want to mention two events that our culinary team is planning. On Thursday, the culinary center will open its doors for the first time, where community members can learn a little more about the lunch program, meet our chefs, get a tour of the culinary center, and share in the celebration of receiving the honor of best food recognition. We celebrate clean
007and healthy food for our students, which goes in line with the student food project. Congratulations to our food team. The other event we have is the 2026 plant sale. You can start your gardening now. This year, within the culinary center and the Apex center, there will be 3 days where discounts will be provided to employees. It will be on May 8th, May 9th and May 16th. And if you want more information you can search enf.bd.org- planta. And that's all from me. Thank you. This, Dr. Anderson, board members, questions or comments. Seeing that there are none, let's continue with our next point, which is public participation. The council respects the public's right to speak about matters related to the operation of the council's schools. It does not endorse the comments of any speaker and reminds everyone
008that they are responsible for their own expression. Each speaker will have 2 minutes to speak. Each speaker will have 2 minutes to speak. You will see a yellow card when you have 30 seconds left, an orange card when you have 10 seconds left. If you run out of time, or would like to share more information, you can email the board, and with that, our first speaker tonight is Pepperice. How are you, Ev? There were two little children walking in the hallway, I don't know if it was them. And maybe they'll participate later. Our next speaker then will be Teresa Butterfield. Hi, give me a second to see if I can turn on my camera. Hello, my name is Teresa Butterfield. I am a primary school special education teacher here at PER Valley School. I have
009worked for the past 10 years in both high-achieving and low- achieving schools. I want to talk about my experience around students who are gifted and talented. As you know, being talented and gifted is neurodiversity. The mind works differently. Gifted students learn faster and understand more complex topics than others. Gifted students also experience the world differently and need something different compared to their peers in terms of support and teaching. However, in my time here in the district, they receive instruction that is the same for everyone; the teachers have the best intentions, but they don't understand what the children need. Those teachers, those teachers are professional and very capable, but several have never been taught how to support neurodiverse students. As a special education teacher, I have been trained to support children with these needs. Supported by
010resources in special education. Special education doesn't have the same resources; it's general education teachers who are doing their best. So, how can we support our general education teachers ? Supporting our neurodiverse students through professional development opportunities. That is why I support the proposal for gifted and talented students to require professional development classes focused on neurodiversity and gifted and talented students. Thank you for your support. Thank you. It looks like our little friends have arrived. Let's welcome Piper Wise. Is any of you Piper? Eva John. Let's welcome Eva. Hello, my name is Eva and I am in fourth grade at LV Elementary School. Thank you so much for serving our school. I am here today because I am concerned about the oil well that is emitting benzene, methane, and other dangerous gases at our school. Pollution
011can cause asthma in children and premature death. Fortunately, there is a program called the well closure program. We can request funds through this group to close the well. That means BBC can put pressure on well operators to shut it down. Closing these wells is important for the well-being and health of our students. We still have time. Please put pressure on the oil operators and help create a healthy environment for PBD students. Thank you. Our next speaker is Mary Henry. Our next speaker will be Richard Garcia. Can you hear me okay? Good afternoon. Good night. Good evening, President Anderson, members of the council. I am here today because of the concerns of Latino families and other families surrounding bilingual education in the Boulder Valley district. Rumors that due to declining enrollment, schools, for example, Bioner's, will
012face changes to their programs, and because of the history of bilingual education, it is in the best interest of the council to quell these rumors. Bilingual education has been ongoing since 1982. It was a great struggle, involving several meetings with the administration and public participation in the councils. I am trying to hurry up and convince the council that bilingual education is valued by the community. In 1973 I applied for the program through a bilingual program, I couldn't be part of it, but I did create a lot of excitement in the community around bilingual education. The Chicano and Latino community had an activist group of Latinos and Chicanos who supported the implementation of bilingual education through another route. We are requesting a title seven proposition. We provide testimony to the validity of bilingual education. We also
013heard from the community a gentleman named Federico Peña, who was the previous mayor of Jenfer in 1974, helped write a bill to implement bilingual programs in Colorado and LA. The 1975 Act was signed and assigned by the governor of Colorado and then allowed the implementation of bilingual education in four elementary schools, and although it was a transitional program. I've finished now. Wow. Well, I ask the council to please get in touch with the Latino community and perhaps hold special meetings to discuss the decline in enrollment and those who are leaving confused. Thank you. The next speaker is Gylafley. They're not worried, they're other moms. Thank you so much, board members, for this opportunity to speak, and thank you so much for your service to our schools, our staff, and our amazing teachers. We appreciate everything
014you do. I am here as a mother of two children in the bilingual schools in the district and I am here to advocate for bilingual education. Richard said it very beautifully. Okay , I'm going to say my concerns and then there's a lot I'd like to discuss. But we'll come back to this at another time to also talk about some of my concerns and questions: what is being done to retain Spanish-speaking families? How can we better connect with them, as Mr. Garcia mentioned? And also, what is being done to recruit Spanish-speaking families? For example, we can make registration easier for them, for everyone, I think. And three, what can we do to retain our amazing bilingual teachers? They're all amazing. And as I heard the superintendent, I have 30 seconds. It's difficult to find bilingual
015teachers. So, let's think about that. Those are some concerns. My son is about 10 years old, like a small part of his life, and his best friend is named Gayel. Neither one nor the other has a phone. They're talking on parents' phones, and we're hearing them speaking Spanish, and suddenly I hear Gael say, "Benuel, why aren't you speaking in English?" No, we're not at school anymore. Let's keep that. Thank you very much. Next speaker is Crystal Chin. Good evening. I'm Crystal Chin. I 'm a parent in the district. At the last meeting, the board recognized student safety as a priority. We hope they pay attention to our concerns, and we appreciate that they do. I want to be clear. We were told that they can't have third-party oversight. Cherry Creek Schools commissioned an independent review
016for the district, which includes concerns about retaliation, student protections, and conflicts of interest. They have compliance built directly into their model and are going to remove all information that could individually identify a person. The process needs to be—I'll quote—independent, objective, and able to endure despite being in public view. We want that for our district. It's good to have good communication, but it doesn't address the major gap. We need to verify the outcome. The district Cherry Creek verified that it can be done, but the question is whether you will act or continue saying the same thing without listening to everything. Thank you. Next speaker is Lis Jimenez. Good afternoon, my name is L Jez and I am the mother of two BBS students. Good morning, I am Luis Jimenez. I am a bilingual mother; my children
017have been attending Pioneer Bilingual School since kindergarten. I am here to talk about bilingual education. My children are identified as gifted. At first, we were excited, but my oldest daughter is not living to her full potential, she is not excelling in the curriculum, she is not reaching where she is now. Gifted children have a form of neurodiversity; we often have students who are twice-exceptional. These children require specialized instruction to meet their needs. Data indicates that gifted children represent the largest group population in the district, one- fifth of our population. As the district navigates consolidation, we need to prioritize classrooms that are right for these children; all classes need to be able to support them. Neurodiverse. We do n't have to choose between English proficiency and the academic support needed for your students. I ask the
018council to require this informed training for gifted children in all classrooms, beginning next year. Thank you very much for your consideration. Thank you. Next speaker. Good evening, everyone. I am a substitute teacher in the district and a mother of two children in the district. I am here to add my voice to the others who have said that gifted students in the district need more support. But I want to begin by praising and thanking the wonderful teachers I have met, who have gone out of their way to reach my children where they are, to make a difference in instruction for students who have a challenge at the Pioneer Bilingual School. Pamela Chavez and Ms. Robles noticed that my son was ready to do more than count and recognize letters. So, with Pam's support , he began
019writing short sentences in preschool, and with Elizabeth, he learned to multiply and divide as a kindergartener. Thinking of David Smith, the librarian in charge of the library, who He supported my daughter in fourth grade. She wanted to start a young authors club, and he helped her with that. This is a teacher at Plat who offers a lunch group for gifted and talented children to help with their social-emotional development. At Harvard in Sentaurus, he teaches Advanced Placement French , all in the same class. That's not a natural fit for many teachers, and many haven't had strong training for gifted children. So I'm pleading with the district to add professional development, continuing education for teachers as part of their required schedule to help them learn how to recognize and understand our neurodiverse students who frequently have anxiety,
020perfectionism, and much more in school. Thank you very much. Council members, we have one final comment. I do n't normally make exceptions. We have a young person who would like to comment on your remarks. Penny, I 'm a fourth-grader at Louisville Elementary. I'm here to talk about capping the abandoned oil wells in P to Pck in Medark because they are leaking methane and sulfur. of hydrogen. There's a large population, approximately 2,200 students. These wells are within one of the school grounds. This could harm the students' lives. EWP is a company dedicated to capping wells. If they can cap these wells, the children will be healthier, and so will the teachers. The methane leaking from the well can be harmful to their health. The Environmental Protection Agency, or EPA, estimates that there are approximately 2.5 million
021uncapped oil wells in the country. If you can compel EWP to cap the well, it would be better for Pictp P school. That concludes the public comments. I want to thank everyone who presented and those who attended. I would like to acknowledge the younger students who are really advocating for the environment. That takes a lot of courage to speak in front of the council . Next is council communication. Council members, who would like to start the line? I would like to say thank you to the children who spoke. It's good that they are advocating for what they believe in. I would also like to say thank you to everyone who is coming I appreciate you speaking. We take what you say very seriously. We read your emails, and I went to the community outreach session
022in Monark and met many parents who are taking time away from their own families to give us their opinions. I was impressed by the depth of thought I was hearing and the ability to think at a community level. So, going forward, our community outreach is using a survey. When you fill it out, we would like to think about all the children in the neighborhood, in our town, in the district. And I also heard from several people that they think we are developing a plan. That's not true. There is no plan yet. We are listening before we lead, as the superintendent said, and that is very important. So, we like that people are giving us their opinions and telling us about their families' experiences. So, thank you very much, Jorge. Thank you. I would like to
023thank all the speakers tonight, particularly the students, especially the younger students who are here. I appreciate your efforts, raising your voices. I would also like to thank everyone who They participate in the community outreach sessions. It was really nice to see the thoughtfulness and opinions. They're thinking beyond themselves. They're thinking about how to do better for all students. That helps us because the changes we're reviewing affect everyone. They affect our bilingual children, our gifted and talented children. We want to better serve all students and think about the spaces, the schools, and consider how we can provide the resources. But we also need to acknowledge that we have a survey that we're going to release. Those who couldn't participate in the first sessions can all participate in the survey. So, there are people who may feel
024uncomfortable coming to the schools to participate, but the survey is available to everyone, and as we've mentioned, we're trying to do this with the best intentions to amplify the voices of the community, and it's work that we have to do. Thank you very much. Excuse me, one more thing. Thank you. If you can hear the conversations at the tables, thank you very much to the staff who took so much time to guide all the conversations. It was a lot of work, and thank you very much for all the work you do. Jason, I do n't have much more to add, but also I appreciate the people who came to the sessions—a little over 1,000 people in total— which is really great considering that sometimes they're two and a half hours long, or even a school
025night, taking time away from families. I attended two, one in Marac and one in Nuvesta. I saw very few people leave early. The feedback was positive; from what I heard, the conversations were focused more on solutions and not on their own interests. Obviously, we all want the best for our children, but they were able to see beyond their own families and see the solutions that could work for the district. That's what I learned in those sessions, and for the people who attended, as they mentioned, all the work that goes into doing this—the time and staff, the planning— it really takes to have a well-thought-out and organized design. That's the first of many things we're going to do. Next are the surveys, and I wanted to give my opinions after looking at the photos. It's always
026one of the important things for me to be in the schools and see what's happening right now, to see how incredible it is. And Apex in particular, the programming, the things the kids are learning— every single kid I spoke to was excited. We saw the presentations, and I hope more people in the district can see what's going on there. Thank you to all the staff who made this Apex tour so amazing. Alex, thank you so much. I also want to thank everyone who spoke. I'm sorry I couldn't be there in person, but I'm so glad to hear from the students who came to speak. I appreciate the community participation, and I also recognize that the surveys are very important right now. I think for those in the audience who didn't attend, we're considering a lot
027of options. We had about 1,000 people at these meetings, and we're not just talking about schools. We're talking about programming, the school year, combining schools, different options we have, and even focus schools, the special schools we have right now. We're having a conversation about many things with a little over 1,000 people. And secondly, if there's a plan, a list of schools that we're going to close, which is real, we don't have it . I think that people have participated well in the process. We're talking about the value for the community and what we can do moving forward. I think that's real. I've been super impressed with the leadership, the staff, and all the district leadership. And finally, I also enjoyed the visit to the Apex last week. One of the things we need, which is
028something very special, is all the dedication we have there. More kids would like to participate as a council member and as a district. It would be great to have more kids able to participate. Thank you so much, and I'm sorry I can't be there. I have the opportunity to be attending the listening sessions at the high school and the community that was there. And I've said all the praise, I 've given Dr. Anderson compliments on how they've been preparing in terms of all the equipment and materials, having them ready so that parents could see and be involved in the session at those community meetings. And regarding that, I also want to say that the survey, to let the parents know that we haven't finished listening to them yet. We're listening to the feedback from the
029parents, from the members from the community. Um, regarding Richard's point, yes, we want to see if we can reach out to the most marginalized communities and Spanish-speaking parents and ask them to please complete the survey and let us know what they're thinking. If you here want to participate and give your opinion on what's happening and want to understand a little more about what we 're talking about right now , please feel free to contact me directly, come here to our meetings, take this time for public participation, please know that we're here to listen to you and don't feel left out. We want to hear from you. And finally, I also want to talk to the people who work at API. I had the privilege of being there, from my school district, and also my commissioner,
030so they could be there, observing both sides of the Apex Center and everything they're doing there . Um, maybe I got a little carried away, and I've been talking with other commissioners about the excellent work that's being done. happening there in the district, and I was making sure that our work is combining well, uh, from the K-12 system, what they're doing, and I'm really very proud and excited about what's coming next for our programs. Yes. And I want to echo the comments of our fellow board members, uh, because this has not been without a great effort on the part of our staff. And I also want to share that we're in the engagement phase, and since the sessions themselves have ended, and we've seen other emails, and we think that they think we're wrapping this
031up and that we've already reached a conclusion, and I want to reiterate that we're still in the communication stage and not in the decision-making stage. So if you think that certain changes are being made or if there's a narrative that's out there, that's not where we are in the district. And I really ask everyone to stay tuned because you are part of the first stage, and we're still conducting surveys and listening, and everyone is welcome to come here to the meetings, and we're going to try to respond to all of you. Please continue to participate in all the surveys going forward. And this is what we're doing with the board. Now I want to share that I was thinking about the areas of social media that we've been joining, and we have access to social
032media in our schools, and we want to put a stop to the possibility of ending access to social media in our schools. This is something we're considering, it's something we continue to talk about, and we've been discussing this, since we have this possibility of considering this in our high schools as well, but it's also a consideration of ending access in our high schools. And lastly, I had the opportunity this afternoon to attend a meeting, an awards ceremony, and yes, talking about all the awards that the school district has received. And well, I want to say that we have done fabulously, so congratulations to all the staff and administration for continuing to do the hard work of continuing to improve our students' skills and giving them access to the best resources available to them . And
033we have all this data that has been coming in from all the different campuses, and what they have been able to achieve. And we continue to make this progress. Um, we have to focus on our school plans and the different opportunities we have. Sometimes it's quite complicated, but we do it. Now we're going to continue with our next article. We have two informational articles, one of which is our Sustainability Action Plan. Yes, good afternoon, Professor Rush. Dr. Anderson. Today's presentation will be led by Dr. K, and this is our Sustainability Energy Analyst . We'll be discussing the district's progress on our Sustainability Action Plan and the things we 've accomplished this year and over the past five years. So, we want to provide an update on the development of our action plan, as we see
034it. So, I want to talk about our vision, the vision of BBSD, which is for our students, for the planet, and for all of us together. And the mission is to continue guiding the people of the district to create a learning environment. So, for the last 18 years, Dr. Carroll has really helped shape and lead the program and this division, and under his leadership, BBSD has We created a nationally recognized sustainability program. These are processes for students to learn, communities, partnerships with people in the community, and the recognition reflected in this slide has to do with the leadership of Dr. Carrol and BBSD as a leader throughout the district. And since Dr. Carrol is retiring, I want to take a moment to thank her, not only for her leadership. Uh, with that, I'll give the
035microphone to Dr. Carol. Thank you. I ca n't believe this is my last time here, and we had Earth Month focused on sustainability, and this couldn't have happened without the help of the board here. Thank you for the opportunity. So, with that, here are our guidance documents that BBSD has had since 2009. They are supported by board policies, and the board emphasized them in Resolution 208. From the resolutions, we are reporting the highlighted parts of the sustainability plan. Our plan covers the four systems of impact and priorities: leadership, operations, climate culture, and climate. instructional curriculum. And these areas have a 3- to 5-year guide. We are also working on the plan for the next 5 years, which will be part of this presentation. We are going to work on the different areas of our plan,
036where the overall goal is that we are trying to implement best practices for schools. We held a poster contest, and these will be for Earth Day. They were fabulous, and you can see them here. The first support goal is that we are going to create a sustainability advisory committee that will meet quarterly. We will have the numbers from education; applications can be opened now for next year's members. Right now, the group is trying to create a new plan. Now, the sustainability genome for each school has the different metrics. We are going to have a new dashboard page, and we will add new access this summer. Now, we are continuing our operational policies, and most of our work here has been through various documents, and we are trying to see that... They are being reflected in
037the appropriate places and in other contracts. Two areas I want to highlight at this time are that we have a plan for water management and also for the chemicals and other things that will be disposed of. And we want to begin the certificate for professionals in the learning plan and that they can learn more about sustainability programs at the district level and what we have today. So, within the facilities and operations, we are focusing on our goals regarding the production of greenhouse gases . greenhouse and the transport and management of water. And I also want to say that the solar panels that have been installed are providing enough electricity and we are going to increase our solar production capacity to 19% by next summer. Our short-term emissions target was to reduce F19 emissions by 14%,
038and what you see on the left side is this blue line, which represents 14% of production. This is what we're seeing, and this target was going to be exceeded. This total production is equivalent to taking more than 5,000 cars off the road. This is a good reference point for you to see, and this is what will help high school students. We will continue to partner with teams to identify opportunities to reduce emissions, and our long-term goal will continue to be the one that was already established in terms of building efficient buildings. The formula for EUI, which you can see at the bottom right, is related to energy use in buildings and helps us compare the efficiency of our larger and smaller schools. The goal for 2026 was to reduce our footprint by 15%, and that
039has been achieved. Our long-term goal is to reduce them by 30% and we are close to achieving that goal. I also want to let you know that BBSD requires us to meet the EUI goals statewide, and we are currently in a good position to achieve this and have all the requirements in place for 2026. We have achieved 26% of these for the year, and that is where we are focusing all our efforts. Thus, for our support goals, our guiding principles are to be integrated at an ecological level and are best practices and to be able to achieve greater access to funds. The Bond program managed to sustain different plans, especially the one about the floors that we were doing to change that. In our short term, what we are trying to do with waste is
040to reduce it by 50%, and this has not been possible due to composting policies that have been implemented. Our goal regarding water has two parts. One of them is that we have put this mark in gray and we have been monitoring our water consumption since 2008 and we managed to reach our 5% reduction in water use, but in 2025 our summer was quite hot and dry, so we were unable to make this reduction the same percentage. We are trying to see what these reductions have to do with the budget. Since 2008 the cost of water has doubled, and this is what we have thought will be a high priority for the district and the region. And earlier this year we presented the new water management plan, and it has to do with resilience and how
041we're going to be able to manage with this group of water resources. and to be able to secure funding opportunities for plans to reduce water use. We also have a goal to reduce emissions by 25% through optimization and to have buses that use alternative energy. Our transportation team has also delivered a survey to the community to try to understand how our community travels to school, and we've seen that only a quarter of our students walk to school, which is less than the national average. We continue working towards a net-zero goal to reduce our energy uses, and we secured a $50,000 grant for decarbonizing one of our sites. We're going to apply for the second round of funding for this grant, and that's what we're doing right now. Very good. Well, I'll just say that while
042I'm catching up here, that's what we're looking at, so thank you very much. Very good. In terms of instruction and curriculum, then we are trying to ensure that students can develop an experience in matters of their curriculum and receive information and instruction. Here you can see a photograph of the students who participated, and those are all the students. Very good. Now, with regard to the support goals, it is to identify the SAI topics that can be integrated from the Council and that have to do with sustainability. We have students on our environmental council and they have learned how to write actionable plans at different levels and we have tried to do these next year as part of getting the climate awareness label and they have these forces that are aligning with the goals we have.
043In addition, we have added five more courses on ecology and we are also trying to ensure that they learn about professional learning support, and we are doing what BBS BBSD is doing, which is the certification to obtain this seal. The third objective is to be able to achieve and create some strategic partnerships and to be able to articulate the agreements that are being made. The fourth objective is regarding student voices, and we have the concept, and it's what they eventually need, and they have to refine it and be able to make an impact regarding awareness, and they are trying to do this in the celebration that was held last week, and we are trying to see that they can attend some events that BBSD is doing to be able to engage these forces, and they
044are trying to do it for the high schools. The fifth objective is to be able to continue and carry out the development of curricular and extracurricular activities. And we're trying to do this in high schools. Climate change is what's making this possible because these are the programs that are making our curriculum. That is the support of our colleagues. Objectives made to have more, eh, to be able to incorporate more, eh, ecological work, and that is what is being done in elementary schools, and these are the parts of the ecology course in the Apex guide. I know, Doctor, you learned a lot about this, and I'm not going to spend a lot of time talking about it, but this program is connected to the work we're doing and the instruction plan, and we're very happy to
045have this opportunity to recognize our students, and all students earning this climate literacy seal receive it. Those are numbers. In the two years we 've had, we have many more students from grades 6 through 11. They have added new courses, earned 12 certifications, and participated in 46 work-learning opportunities. We have offered eight courses where students can earn college credit before graduating and have supported at the high school level by providing a seal to students who are interested in this. This is our main sponsor. They made efforts at the state level to create this possibility in Colorado and are now working with more states as well. It 's incredible and we are very proud of the other community partners who are providing financial aid and student learning in this climate seal literacy. The fourth part is
046culture and climate. Our goal here is to create sustainability and action. We have outdoor learning environments at schools. High schools and middle schools have seats where students can sit outside. This image is from Bolder High. At each summit, students create projects to beautify the earth. Through Clay Boulder we have planted many trees and those who hire this program work with our students in different places such as our schools. We have sustainability communication that is shared throughout the months, and last week we released one—it's not one of our most important reports— and we are always continuously improving by creating a monitoring system model. Our program services continue to provide healthy, fresh food for all students and are committed to zero- emission practices and best practices. And Trip Tracker, a phenomenal program. 43 of our schools are
047providing support in this and we could talk a lot about these programs. We talked to the students about the new sustainability plan and which programs mean the most to them, and those are the most notable ones. In the last 2 years we have been awarded more than $400,000 to support these efforts through reimbursements and grants. We have been monitoring this number to report it to the council, because we know that it is not fully inclusive of what the district has been able to bring in to support its work, and it also does not include savings that we have been able to implement to improve. Now, moving forward, as previously mentioned, our current plan has ended. The staff is creating a plan. We have hired Lores to support this work. We have engaged with several interested
048parties to receive feedback on the achievements. We have gathered with more than 100 people, half of them students. The meetings have been in the form of groups and planning groups. We're providing a survey, not this week or next, but in a couple of weeks. The new plan will maintain the four areas as our current plan. Some of the priorities that are emerging, which are part of the discussion on this slide, include resilience, water management, greenhouse gas reduction and integration of the strategic plan, development for jobs and use of dashboards and communication. We're going to introduce this in the fall and we'll be using Stormap to share this tool with the community, and with that, we'll give time for questions. Thanks for that update. I see that she has her hand raised. Let's start with her.
049First of all, I want to thank you for that great presentation. I learned a lot. I want to uplift our community, which has seen our water costs double, even though we're using less water in 2000 compared to 2008. Water resilience has to be a priority. So, thank you very much for raising that point. My question is, could you talk a little bit about the five new courses being offered in schools and also about composting rates? Can you tell me about that? If the new courses we created are in the catalog, I have details about that that I can send you all of in the presentation . I know they're being offered on FA Play, maybe on others. There are other teachers who are teaching that; it has a curriculum, and the high school courses, a
050little of what they are doing is working towards that hallmark of cligmatic literacy, and I can send you more information about those courses. Composting, what changed a few years ago around the community in Colorado is that they are no longer accepting anything other than food waste, and that was a good change. It's because of a lot of contamination in the community, not in the schools, but in the community. When contamination gets into the compost, it's much harder to recycle it because the compost gets into the soil, and we had to change to comply with that new regulation. We are only looking at food waste, food scraps. That was a big reduction on our part because we were able to do things like colored paper, and many other materials that we added to our school, and
051now it's really focused on the cafeteria. We were at the percentage of inequality and we were able to reduce the deviation and the composting from our schools is so clean that I think in 10 or 15 our schools goes directly back to our local farmers and the students can go visit these farms and learn from them. Is there anything else you'd like to learn? Jason, yes, I have no questions, I just want to thank you. This helps me a lot, and I feel very sad about the news in the country regarding climate change. By meeting these goals, it increases my hope and that of all the teenagers who care so much about this. So I hope that through this news, the goals we have to earn the climate seal, I want to thank you for
052that. This is one of my favorite presentations of the year and it's nice to see everything we've accomplished. I have two questions. First, you said that the state has different goals than we do . Unfortunately, it's a little more complicated than that. We can functionally choose between eight goals on each of our sites. We are looking at the EUI; we can see the energy intensity produced by a center, the greenhouse gas emissions intensity. So when I say that we have met those thresholds, I am talking about us having met one of those options. In all centers over 50 years old, which we have in 46 of our buildings, we must comply with those thresholds and we are exempt from paying the fines because we are part of the district, but even so we don't have
053to pay many fines and it is also worth mentioning because we have also made the $50,000 grant in these goals. We were able to apply for that grant through this goals program, and it helped us with that . And my question is, can you identify the barriers to the small number of schools that are not participating in our program? The great thing about our ecological system is that they will be in compliance by the end of 2026. That's going to be a big celebration next year . Yes, Trip Tracker relies heavily on partners and collaborators, but we've extended that to other parts around Boulder, mainly focusing on Eing and other areas like that. Yes, that would be great. I know they've been expanding and the high schools have been working to expand that program, and
054I'm curious about the barriers that continue to exist, which maybe aren't within what we can do to continue supporting, but we can do other things like recycling and composting. And lastly, regarding our thoughts on composting and the changes we've had to adapt to, I have a question about our universal free lunch program, whether it is changing or has changed the way we work with the food and deliver it to the farms. The benefits are better than the amount of wear and tear when there is no other option, but it goes when it goes to the farms. But yes, there has been an increase in this waste, and I know that at school they are learning, teaching students how not to throw away certain foods. Alex, any questions or comments before we continue? No, I'm just
055grateful for the presentation and the news. Thanks again and I hope you enjoy your retirement, Dr. Carol. The next point is the legislative update. I don't know if Dr. Anderson and I have much to share, but I'll give the superintendent some time. Everything is shutting down. We're trying to figure out what's going on. Bill 10145. That is a bill that was referred to voters in the fall with the goal of reducing Tor limits. This has increased by 10% and allows our state to retain additional income that exceeds the taber limit for these items. It's something we're keeping an eye on, another thing we're watching that feels like maybe this isn't going to happen much, but I mentioned with Senator Prches and the governor they were talking about potentially introducing a bill that would consider the
056Cherry Creek school district for DPS. They haven't released any language about the bill, it has been shared and I don't know if they have reached terms with the teachers' association and the strike they had ended . We are grateful for that. This is a bit worrying to see, from my point of view, the problem is the school funding act that forgets about districts like Sharden in its equity efforts, and the response would be to put them in DPS and give those children less money because they are in the district. I think what we should do is give Sheren more money so he can pay his teachers. There was a thread about that, but it didn't work. I'm going to keep a very close eye on that. I think our superintendents here in Colorado are keeping
057a close eye on that, and our collaborators in the United Colorado Alliance are very focused on this idea of reconciling these districts and seeing if that's the way to do it. So, if not, I don't know if it's the right answer, but that's what I have to say in the legislative session. Council Members Questions. Well, let's see how all that ends. Now we're going to talk about consent. 7.1, Personnel matters. 7.2 Approval of the minutes of April 14. 7.3 3, approval of the ordinary minutes April 21 7.4 acceptance of donations, instruction equity 7.5 acceptance of donations, high school preparatory school 7.6 of donation high school and preparatory school 7.7 donation high school health 7.8 adoption of the adoption of the Imagine learning traverse program 7.9 Spark energy contract 7.10 resolution 26-1 duration of exchanges and
058real estate and approval of an agreement 7.11 11 resolution 261 non-renewal to the contracts of licensed personnel 7.12 grant food services local food programming cde 7.13 grant food services school industrial depth 7.14 14. Grant in limitation services, salaries and stipends. This one, there are member comments moved by Ana, second by Jason. The line of discussion. Once again , I would like to thank our community for supporting our schools. The Boulder bookstore donated a large number of books to children who would not have had the opportunity to own books. This Dirtworks is helping families in the Netherlands. I think it's a bike track. What this tells me is that our community is truly involved, and I want to say thank you, and we must support those businesses that support our students. Anything else, board members? Talking
059about lifting something. We have the energy contract. Energy is costing us more year after year in ways that are challenging. Uh, actually, I have a question about the social studies curriculum. I didn't have the opportunity to review it. I know it's a 5-year contract. I don't know if anyone can talk about significant changes we might see as a result of this purchase. And I'm still very excited about all the investment we make in our resumes. In the district, it really improves learning opportunities for students, and that's why I'm happy to learn more. Hello, advice. It's great to see you all tonight. We completed our adoption process with the adoption of the social studies curriculum in world history, American history, which is what we teach in high school. We decided on a product based on questions.
060Our children will learn a lot through asking questions. They're not going to be memorizing facts. There are many projects, and a lot of learning through their projects. And the most exciting thing about this particular adoption is that we have six or seven students at each meeting who would talk about what they wanted to see in the social studies curriculum, and we had one middle school student, but the rest were in high school reminiscing about what they had in middle school. So, they had a huge influence on our process. The other exciting part about this is that this specific product that we have decided on will have a complete comparison in Spanish. It was the only resume I had, uh, material in Spanish, Spanish, sorry. Some of the material wasn't ready to print, but we're working
061with them to get them in PDF format so we can print them. That sounds great to me. Yes, I looked at that inclusion in Spanish and I was very excited to see that. So, I'm very happy that that's part of it, and I thank them, and I think our high school students are going to be happy to have a curriculum like this. And I also want to say that because this council talks a lot about professional development, professional development is also included in this resume. Any further discussion on these points, council members? Okay, thanks. Since there are no other comments, you may proceed to the vote on the motion. Chávezing, the motion passes. Now we will continue with the consent group 9.1 JLCD board policy 9.2 JLCD-R. JLCD-E 9.4 EBBA 9.5 EBBAR prevention of disease
062transmission 9.6 6 staff ethics, conflict of interest. 9.7 Staff conduct 9.8 Gifts and requests by staff 9.9 Recoding of Board Policy 9.10 Board policy on staff ethics in conflict of interest 9.12 12 Board policy GB Gifts and requests by staff 9.13 Board policy Extracurricular employment consultancy activities by professional staff members 9.14 Professional research and publication 9.15 Professional research and publication regulations 9.16 Paid tutoring. Professional Publishing 9.15 GCQB-R Research and Professional Publishing 9.16 GCQ Board Policy. Is there anything you would like to remove from the group? We did n't invent those letters. They are designated for us, seeing that there are none, there is a motion to approve these points. This is in this group, this discussion line, can I do this? I think I asked last time, I have, I don't know if I remembered,
063low and G. B E B C are gifts for the staff. I appreciate the inclusion of coaching and other positions with the gifts, but I wanted to understand the line. These provisions should not be interpreted as being intended to discourage acts of generosity in certain situations. What does that mean? someone fair. This language came into effect when we wanted to remove the policy that if a child is overwhelmed, gives a gift and is now in violation of the policy, then it is to discourage a continued policy. about that, but we don't mean to imply that a gift is expected. If it doesn't mean anything, it does n't have to stay. I do n't have a strong opinion, and if it needs to stay, no, I don't think it's clear what it currently means. I am
064going to give my opinion with the intention of discouraging acts of generosity. So that idea of a small gift as a gift of generosity that has no financial value. So that's what we meant . If there was a way to say it clearly, not acts of generosity with something, a significant financial value, something like that. It would be appropriate for council members to do so because it is a minor change of words. I do n't think I have to take it out, or if we have to take it out technically. If it's a friendly amendment, then there's no problem. We can say what the language will be to ensure that we understand. The legal team and the board do not intend to discourage acts of generosity that have no significant financial value . He can't
065give a car, but he can give chewing gum, but I'll leave it to the legal committee at the risk of making it very difficult. more difficult than necessary. The limit at this time used to be $25 and it had been like that for a very long time. At this point, this policy has a limit of 75; there is one exception, period. Probably not. We will probably remove the prayer. We are going to remove this sentence. And if teachers love notes, cards, council members, other policies in this consent grouping. Is there anything else we'd like to talk about? Not seeing any. Laura can take attendance. Chávez. Yes. Quin rading pas la moción call. We're going to have a 5-minute break before continuing with our study of politics. Welcome back. Let's move on to the topics of
066political study. This, for the record, Dian Booker is present here. We have three policies to study. First, we're going to study the GSCS policy on consulting, publishing, and professional research. Thank you. This policy was discussed with the council on March 10. We had a conversation tonight, but we talked about the language of research and how it applies to external and internal organizations. After speaking with Jennifer Olsen, our executive director of evaluation, we've changed our minds about all of that. You will see on their agenda that there is also a proposed new policy to apply to external organizations. We had an IO policy and much of the language in this policy is from there, but I put it back in the policy so that it fits with the CASPI code as LC which puts it in
067the chapter applicable to external organizations. GCS. The most important difference is that in this research section I still recommend that we include language about what is different for staff members, but what is removed there is now in policy and we have a reference. Board members, questions about this change. There are none. We will move forward. Yes , yes. No, no, I didn't hear him. Sorry, Alex. Well, the paragraph still talks about the test for those who conduct research. So, it's something they have to do in order for the investigation to happen. That makes me feel uncomfortable, that it's still there. Reference is made to the Mler member policy . Well, there is still language there, but at one point I heard from the council discussion that the language that exists at that moment feels like
068there is not a proper balance. So, the language that's left at the top really replaces what was originally there, the discussion about harassment, invasion, that language that they didn't like last time and that was removed. It is also the district's philosophy to discourage or investigate. This means we're not doing good for someone. I would like to remove the district's philosophy or better understand what it's saying there. How wide is it? I understand the philosophy of inclusion, equity, and serving all children, but I also know that district philosophies can be very big for other issues as well. So how am I going to interpret the word philosophy in this case? I'd like to know, I'm trying to find out where this came from. It may have come from the IO gu R policy. I didn't try
069to reduce the language, but it doesn't have to be this word. So there was a long list of all the things to satisfy. I tried to make it shorter, but I take your point that this language isn't your favorite. I suggest, I can suggest, because I have an interest in research that is of value to students and families and that is not always aligned with the district. He does n't like the district, but it has interest from students and families. So, I want to support this research. I want us to have an open mind about that. If it's in the best interests of the students, I want this research because the students are more important than the district. Well, I'm dealing with that because if someone is trying to do an internal investigation and it's
070for the benefit of the students, that's fine, because the district has n't always taken the interests of the students the same way I do. That's why I want to give my opinion, to offer another perspective. My opinion about this policy is not that we have to make decisions in the best interests of our students, but if this information is not necessarily public, we have to determine who has access to this information. If we don't feel it's in the best interests of the students, we do n't need to provide this information; in that case, they can make an open files request to gain access. I have had a personal experience in the past . I believe my job is to protect all of our interests, not entities from outside. So, the language that comes out, I
071want to assure you that this point is taken into consideration as we are looking for balance. I agree with that, and I think I would feel much better if we could do an admissions process like that to the school district. My point is that we're making some considerations where we 're not talking about the students, so I'd like to add the students' interests and how we can support them, and that would make me very happy. Okay, so to provide some context for the meeting, we want to make sure that everything is clearer. Generally, when we receive a request, the committee conducts an investigation and determines its usefulness to the district and the students. But, well, not necessarily the benefits for the district, but if someone wants to come and survey the children, or we also
072want to survey the employees, I'm thinking that we're not necessarily talking about the intention of doing an experimental program, but rather conducting research with controlled trials to determine if these situations sometimes require people to participate in these surveys. I would say, when they come to me, I hand them over to the investigative committee. so that they can determine the feasibility, because we understand how long it will take as part of the staff. So this is going to be something that will be tested. They will test projects based on the amount of time they can dedicate to these projects, and that is a limiting factor in a world where resources are limited. And I think that maybe there was a time in this district where we did have some shortcuts and things that we couldn't do
073here in the state of Colorado. So, I would be very happy to use whatever kind of language the district decides they're going to use, because time is a factor, it's a factor with respect to the time and time resources we can use on this, and very often it's expected that we'll get the full benefit of this. I want to be clear that when we're talking about investigation, district time, we need the time for that. We need a committee that will monitor and supervise this. And these are not things where we are creating experimental practices and strategies to determine what works or what doesn't , but rather we have to use what research says works. Alex, thank you. I appreciate that and the sensitivity shown regarding the investigation, but I'm thinking that sometimes when they don't
074let me move forward because of things at the district level, and I want to protect the interests of the community and have transparency, and that we can share the results of the investigation and have the resources and allocate them with the same considerations we've had based on the time and effort of the staff, but I want to resist, to oppose them stopping us, preventing us from doing this type of work, because supposedly it's not in the students' interests. Yes. And that is a real challenge that not only we face, but the other school districts as well. So, in order to ensure that these limitations are taken into account in later conversations. So, for example, we might have research that's happening right now that's saying, for example, what's happening with all the mental health campaigns. And
075then we received all the feedback that the programs had been successful. So we have to decide if we're going to continue doing that research and we're giving them the results and feedback on the things that aren't working, not feedback on things that aren't going to work. So, we would like to be able to include that this is being based on the students' own experiences. Let's add that to the words we have. After thinking about Dr. Anderson's comments, because we've been spending quite a bit of time talking about staff time, I'd like to be able to include the time that's involved in the committees that do the reviews and determine what's going to need to be done. Dr. Anderson, it might be helpful for the board, for us, to get more details from Dr. Asvin regarding
076the structure of that research committee, because what I hear, what Alex says, is that to me it sounds like a research evaluation. of the district and not an investigation in itself. Well, it's better if we can do some things and analyze the staff and what they do. I would be very happy to give the board everything they need to make this decision. I am open to researching benefits because it is important not to oppose that kind of thing. Because I understand that there is always an opportunity to see what is happening. So whatever the board decides, I support it. I see some heads that are like they were saying they did n't warn you. Yes, like a teacher before. Yes, I think we're hitting the nail on the head. And yes, because these research projects,
077the education projects that are used in classrooms, and to be able to find the data and perhaps be able to realize some quite interesting things that can be processed later, and I really hadn't seen it until when I was working with some local technology companies, even when I worked with them, they were the outside parties and I was the lead researcher because I was the one in contact here with everything. So it is very difficult to separate what has value for students and what does not, unless you can do an experiment that is interesting in the face of research issues. That would be great, Jorge. I really appreciate the consideration given to the time the staff is taking to conduct these investigations, and to Alex's point, it depends on what the school district wants to
078include. I assume this is part of the school district, and what Alex is proposing is that this will add value to the students and the school district. It's for clarity. That's what you say. I saw Alex raise his hand and then the line disconnected. Yes. To answer the question. Yes, that's what I was thinking when I added the interest of students from and within the district. So, when I was doing the research, the report that was done was that 96% of the students who started in 12th grade in the fall and then were no longer here, those who started in Bolter Valley in the new 9th grade, and only 85% graduated. So the staff who were doing the data analysis were not reporting an interesting part of this data, which was also very important, and
079that was that the numbers they were saying were not as high as the ones that had been reported. So we had to talk to the future board instead of the current board about those results. How they might be affected, because these students weren't necessarily achieving the results due to the district's interests . So we're suggesting that this be addressed by the districts, and I want to say that there's no involvement in this from the leaders and principals right now, but we are thinking about what's going to happen in about 20 years, and it's not in terms of trying to protect how other adults are thinking about how something is going to be done, but how, at a political level, this is controlling the students. But I think that those of us in the district and
080the students in the district need to see how we can move in the right direction by doing this. The more I hear about students, the more I'm thinking, who decides what things are in the best interest of students? Students are not of an age to give consent on their own. So if we add that, what kind of problems are we going to have in deciding whether or not it's the kind of message we can pass on to students? So what I'm thinking is, who decides that? And what kind of obligations do we have to say that a person, the person who is going to implement this, I'm really struggling a bit with this, how to decide it, and I saw Kathn and then I want to continue with you. So let's go with Kath and
081then with Linian. So, I want to highlight that in that paragraph there is a new phrase that is not shown in bold as it should be because it is new language, but we also say that it says that the board really has great consideration for the community. The discussion that took place with the board is about the value of transparency in this language. This article has not been studied yet, so this conversation we're having is very important . And I hear that the concern is really focused on the second paragraph of the policy and what a committee of inquiry might yield, what kind of results, whether it will give us new knowledge that we can have additional new language that we can provide here. So I don't have it yet, but I'd like to hear
082from you. Yes, I like knowing that this is a study article. And I hear what you're saying about the children not being 18 years old yet, so they're not determining what's in their best interest. I understand your point and I'm trying to understand and I'm listening to the example of something. And I don't think that's the situation we 're in now, but I also understand that Alex wants this process to be done against the time he has in the staff. I think what we need to do is continue the work. I understand both sides of what's happening. I do n't know exactly what we have to do, but I do see that you point out the transparency that is there. I don't think Alex is saying that people need to have more access to students.
083I think he's talking about the data. That's correct. Alex, are you there? Yes. I'm talking about changes to the standards we have or anything that's violating student privacy or research. I don't know what will happen with this information, but what I'm thinking is that policies need to be handled by the right people. It 's an investigation committee, I don't know what the process is there or who will do it, but it could be a committee that reviews, it could be a committee that does the investigation, whatever it is, this process must include an honest evaluation of the students' situation as part of that. I would add three more words after the part that talks about the district. Thank you for the clarification. I think it would help if the district had to decide what is
084acceptable or not and what the students need. I don't think this is adding anything, so I don't think it's adding any value to this. Perhaps the value is for the district, for the schools that are using this information from the research. I don't know, but the important part is transparency. Well, there are grants available for that, and those are what we need to focus on. Jason and Ana, anything else before we continue? Because we also have to ask the staff to tell us that we are going to continue. Yes, I see both sides of this and I understand the need to be able to distinguish ourselves from the leadership that will come in the future. And I don't know if this addresses what we 're talking about, if we need to add a section where
085it's clear that our values are transparency. No, I don't know what else to add there, but I think this makes politics stronger. Yes, the same here. I think that data and transparency, yes, I know that we've had several community members who listen to the boards and talk to some of the other staff about personal matters, and I know that some of those are objective and they're thinking about the work we're doing here and what Alex wants, that he wants to be involved here, to be part of what we're doing, and that we're not going to hide any kind of information, especially information that might be of interest to the community. Yes. And having to wait here. I see the value in being able to find that balance. Where are we going to put it or
086where is it going to be spent? I'm still not sure. Okay, let's move on to the next study, which is the methods for determining staff negotiation. Thank you, council members. It's a policy, it's a review that we've discussed, followed by comments from community liaisons. You can see that there are two places where there are revisions to this policy that are intended to make that process a little clearer. The first review is for units under 2e. You'll see, and I apologize, at least it's in black and white. If they can see the colors, that helps. The links and advisors have been added to that unit descriptor E. And if you look at the last page, second or second to last page, paragraph 8, it 's new and describes the process for expanding a trading unit. That
087language, that entire paragraph, is new. Hopefully the digital copy makes that clear and explains that an already recognized employee wishes to expand to incorporate new members and the petition process would be necessary as referred to above, but because a collectively negotiated agreement is itself already a contract. that compromises rights and resources, including financial rights. It is a contract that is voted on, ratified by members, voted on by the council, and signed. It's a commitment of resources. So, it really is a P. And in order to slice that P differently, it has to have a vote of all the members, which was one of the possibilities we discussed, where they resign and reach an agreement to redefine that P and change it. Or there should be a process to determine which provisions of existing contracts and
088their language apply to new members and whether there should be additional language that applies to those new members. And that happens through the collective bargaining process. That's what it is . That's what that language refers to, and that's what it means. A vote would change the group, but collective bargaining would determine the application of the provisions. Thank you for that very detailed review on the expansion of point number eight. Council members, questions or comments, discussion about updates to this policy. Ana, just one clarifying question in section 8. If an existing negotiation unit wanted to add another unit, they would have to go back to the entire petition procedure unit. Correct. They would have to review the petition process again, and the petition process itself, if we go back to that language, would require that petitions
089be signed by at least 30% of the employees who are eligible for inclusion within that bargaining unit. So, to be part of a group, you can't just vote as someone who wants to join, you have to have the vote of the collective. One more thing, reading this, I want to make sure that the existing collective bargaining unit wants to add a new unit. I want to clarify that there are no expiration date limitations . So, if there's a 5-year limit, then they have to wait the 5 years. Or if they want to change something within 5 years, they can do so as long as they present it to the entire group. As long as the policy requirements are respected, there is no requirement to wait for a collective agreement. Finish. No. Board members, any further
090comments? Ask about this policy. Alex, is your hand up? No, I'm not listening to whether you're there or not. Sorry, I was browsing while reading about politics. Kathl, I really appreciate this. It seems like a very detailed way to approach this situation and add this new group in a way that should work. Can you explain if this had been the case in the past? How would the addition of links work in terms of contract practice, for example, if this had been at stake two years ago, what would have happened? It is possible that changing the definition of unit E would have impacted the process, but the process itself, I think this language clarifies, but does not change what was already fixed. Hopefully our employees will feel that this clarification is helpful. I'm selling that there
091are no further comments, we will continue to address future requests for the agenda. This is where we present these suggestions for the future to our members, which would be at our June meeting. Are there any other topics that members have mentioned? that they would like to mention right now. Council Member, I see you recognize that we're going to be very busy in the fall. I have nothing more to add to our agenda. Well, as our agenda indicates, we have matters to discuss in the executive session. Is there a motion? Ana, I, Ana Temu Arin, make the motion. According to Statute 24604B for legal advice related to contracts and negotiations of the Charter Summer Horizon Boulder Prep school; according to revised statute 24642B for legal advice regarding civil rights, special education, and related matters. There is
092a second one for that motion. Second Paul Jason, President Rushp, I apologize, the motion was read perfectly, but it fails to say what they are doing, which is meeting in an executive session. That 's my problem. Sorry, it's my fault. We read it again. Let's read it one more time to make sure we have the exact language for those who are watching. I now make a motion to meet in an executive session under Statute 246 or 24 Legal Council regarding contracts of Sam Boulder PR P to Peak under the revised statute 246042B legal advice regarding civil rights and special education and relevant matters. There is a second one to this revised motion. Second on the line. Laura, could you take attendance? Buer. Yes. Chávez. Yes. Metler. Yes. Quera, yes. Rp. Yes. Teming, yes. Yes. And
093the motion passes. Council members, we will meet in the fourth glacier with members of the public. This concludes our public business. I probably from