Board of Education Study Session and Regular Meeting: 3.11.26

001school district's overall success and improvement and the central focus of our meetings and discussions will be on establishing, monitoring and supporting the district's goal. Uh first up, let's do the pledge of allegiance. [snorts] Rachel, >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, [applause] indivisible, with liberty and justice for all. >> Thank you. >> So much more fun when the [snorts] audience is >> uh board secretary, do you want to do a roll call for attendance? >> I will. Yes. Director Ramon Alvarado. >> Director Tracy Alvarado >> here. >> Director Melinda Carbajal >> here. >> Director Ashley Khan >> here. >> Director Tom Green. >> I'm present. >> Director Star Trillo >> here. >> Director Rachel Wilhelm >> here.

002>> Mr. President, you do have quorum. >> Thank you very much. Uh the agenda was outside there, but if you'd like to have the highlights, the board is going to govern lawfully, observing policy governance principles with an emphasis on outward vision rather than internal preoccupation, encouragement of diversity and viewpoints, strategic leadership more than administrative detail, a clear distinction of board and chief executive roles, collective rather than individual decisions, future rather than past or present, and governing proactively rather than reactively. Item four is approval of the agenda. Do I have a motion? I move to approve the agenda dated March 11th, 2026 as presented. >> Second. >> Motion from Director Wilhelm, second by Director Stru. Can I have a roll call vote? >> Director Ramon Alvarado, >> yes. >> Director Tracy Alvarado, >> yes. >> Director

003Melinda Carbajal, >> yes. >> Director Ashley Khan, >> hi. >> Director Tom Green, >> of course. >> Director Starraillo, >> hi. >> Director Rachel Wilhelm. >> I. >> Motion carries. Thank you. >> Thank you very much. Adam five is probably the reason why most of you are here this evening. [snorts] Uh this is the time for our 27J believers awards. Uh and this year's theme was seeds of our success. I have two directors that are ready to take this over. Please step forward. Director Trillo, Director Willhill, [snorts] and lead us through this lovely presentation. [applause] All right, you're up first. >> We're actually gonna have the whole board come and stand up here so that they can all shake hands of our amazing staff and the people that were nominated. >> Thank you. Um, so

004we are going to start with do we say the category is there? I didn't bring the paper. >> It's at the very top. So the administration >> administration and so our winner for our seeds of success is Amy Bayon. So [applause] and I'm just gonna before I hand this to you I want to read a little bit about what was said. Um Amy is dedicated to our students and staff, always striving to find solutions and supports for students. She supports both CTE and counseling, which both have their own unique challenges. Whether it be supporting a team of teachers who don't have many who teach the same content in the building or counselors who well certified have different roles than typical educators. She works hard on the admin team to bring in alternative perspectives so that

005we are able to look at multiple lenses to support students. Although she was never in the classroom as a teacher, she understands so much of what a teacher needs to celebrate, support, and grow to best support students. So, yeah. Thank [applause] you. >> Yeah. [applause] Great. >> Thank you so much. Congratulations. [applause] >> [applause] >> Well, good evening. It's so much fun to see all of you guys here. I'm Barb Hagerty and I'm the vice president of BEA and I get the great honor of being able to talk about our certified winners of the um believers award tonight. So, our first stump, our first winner is Brian Hull from Quist Middle School. [applause] Yeah, stand right there. I'm going to talk a I'm going to say awesome things about you. [laughter] Brian is a constant

006source of inspiration. He pushes everyone to consistently refine their practice with the goal of improving student outcomes. He asks thoughtful questions, provides meaningful feedback, and is always available to listen. He consistently supports staff, shows up for students, and ensures that the daily operations of our building runs smoothly and effectively. He his steady leadership and reliability make a meaningful difference at Quist. Brian is the spirit of this award through his dedication, professionalism, and genuine care for others. His efforts contribute directly to an environment where students can grow academically, socially, and emotionally. As a dean, he makes a priority of getting of really getting to know the students at our school and develops authentic relationships with them. These relationships are valuable in his position as dean, and he earns him respect and partnership with students, whether he

007is celebrating them or enforcing discipline. Brian is a problem solver and always tries to find the positive in every situation. He believes in students helps them helps them live into their best selves. As an instructional coach for the Explore team, Brian is tireless in his support of continuous instruction improvement. He has a great balance of praise and celebration with suggestions and ideas for growth. His instructional support has helped me to become a stronger teacher, thus impacting the art experiences of my students. The growth quist the growth at Quist is directly impacted by Brian's work both with students and staff. His dedication, not only as a dean, but as an instructional coach, is planting the seeds that will help our students continue to grow and succeed. [applause] >> Oh, me too. For sure. >> Congratulations. [applause]

008Our next certified winner is Lauren Plamer from Overland Trail. [applause] I'm so happy I get to do this. Lauren is incredible. She is dedicated to her students and her co-workers and works so hard to encourage the people around her to be bold. Lauren became OTMS's EL teacher a few years ago after a challenging year teaching sixth grade. Rather than taking the easy way out, Lauren decided to pursue her passion of building up multilingual learners and chose to continue teaching the same students, even the ones who gave her a hard time. Since then, she has built up the EL program into something amazing. Lauren devotes herself not only to teaching students English, but encouraging them to be proud of their bilingualism. She offers teachers numerous resources and accessible strategies so that we can support our bilingual

009learners in the classroom better. Lauren is tireless in her efforts and an inspiration to me. She emboldens me to take risks, meet students where they are at, and stand up for what is right. All with a brilliant sense of humor. OTMS is very, very, very lucky to have Lauren Plumber on our team. The students and the staff are better because of her. Congratulations. [applause] Congratulations. [applause] Thank you so much. [applause] >> Yeah, you can go down the line. [laughter] >> Our next believer is Elmira Kajunzic or as Mrs. or as the kids call her, Mrs. K. >> [applause] >> She has been my grandson's safe person since he started at Brighton High School and has gotten him excited about learning and trying to do better. He's gone from an IEP to a 504 plan and

010is barely and barely passing his classes, but he has an A in hers and loves her her classes always. She is so supportive of him and of many others we have discussed. I love her kindness, gentle personality and encouragement in learning life. [applause] >> Congratulations. >> Thank you. Thank you so much. [applause] >> Our next believer is Lindy May at Prairview Middle School. >> [applause] [applause] [laughter] >> That's a long >> That's true. Very true. Miss May had an idea to create an elective to create elective classes that was about 50% SSN students and 50% gened eighth grade students. The idea was to create a class that supported a buddy system of eighth graders with the SSN students. The idea was to truly integrate the SSN students into her art class rather than them all

011sit together at one table just doing their own thing. The art ideas she has incorporated in the SSN students was at a level that they could do and could be accelerated for the gened kids as well. The eighth graders were also graded on reflection of their of their support of the SSN kids. Not only did I see the gened kids really stepping up and getting to know the SN SSN kids, but I also saw the SSN kids gain confidence to be part of the school community. I also saw this mentality of inclusion spread through the entire school day and not just in art class. One student was confident enough to ask some grade level classmates if he could play football with them during lunch. during lunch recess. He has done this every day since. He

012only had the confidence because the eighth grade boys would play with him the last 10 minutes of class if there was time. He saw that he could be included and was much more courageous to ask to be part of the other kids games. This would not have happened without the creation of this class. That's amazing. [applause] Congratulations. [applause] Oh, there you go. [applause] >> All right. And our last certified believer is Christopher Winholtz from the Prairie Vista Youth Service Center. [applause] Christopher is someone who truly plants the seeds of success through unwavering commitment, encouragement, and genuine care for our students. Prior to Chris joining our team, many of our students were focused solely on the reality of the present, often limited by circumstance, past experiences, and lack of belief in what their futures could hold.

013Since Chris arrived, that mindset has shifted in powerful and lasting ways. Through the systems, supports, and opportunities he has put in place, students are no longer just surviving the moment, they are actively imagining and planning for futures they once believed were out of reach. Chris doesn't just teach content, he sells hope. He helps students see graduation as attainable, GED completion as achievable, and CTE pathways as meaningful and realistic options. More importantly, he helps them believe that they are capable of success beyond their current situation. That belief has taken root and continues to grow in the way our students talk about their goals, their confidence, and their sense of purpose. Just as seeds grow into strong, thriving plants, Chris's dedication helps our students grow academically, socially, and emotionally. The impact of his care and consistency will

014extend far beyond the classroom and well into the lives of our students are building for themselves. In addition to his extraordinary impact on students, Chris is an exceptional teacher and a valued co-orker. He leads with integrity, collaboration, and a student first mindset that elevates the entire team. His presence strengthens our program and inspires those around him to do better for kids. Chris is planting seeds every day. Seeds of confidence, possibility, and belief. And our students are thriving because of it. I can think of someone I can think of no one more deserving of this recognition. [applause] >> Congratulations. >> Put it behind it. >> Yeah, there you go. >> Thank you. Sorry. >> So, the award is out. Yeah. >> Yeah. Yeah. Okay. [laughter] >> Thank you so much. We really appreciate you. [applause] >>

015Thank you. All right, we are going to move on to >> class fight. >> Mhm. >> Awesome. [snorts] Um, for the next one, it is going to be Amanda uh Buchanan from Southeast Elementary. [applause] >> All right. Amanda puts in so much work behind the scenes um for our school. She will set out fires that we know nothing about. She stays up late hours of the night sacrificing her time to get rosters, projects, fundraisers, and everything else we need. I never hear her complain, and she is always willing to help wherever is needed. She also finds and keeps substitutes coming to our building and so much more. I cannot think of anyone more deserving. She is our glue. I do not know what we would do without her. [applause] >> Thank you so much. >>

016Congratulations. [applause] >> Okay, our next person is Marie Jones. >> [applause] [applause] >> and she is from VHS. It says, "I would like to nominate Marie Jones for the 27J believer award. Marie is known for her ability to build meaningful relationships with students and families who may have experienced barriers to learning, impactful life circumstances, or difficulty connecting in their general education classrooms. From the moment students and families begin working with Marie, it becomes clear that her classroom is judgmentf free space rooted in connection, collaboration, and high expectations. Marie empowers students to do for themselves by ensuring they feel supported and cared for while also setting clear expectations for success. She is consistently present at back to school night 8th grade check it out advisories and any opportunities to support classes, students or families. In many

017cases, Marie plays a pivotal role in helping students reach the finish line. And she wholeheartedly believes in every student's abilities to succeed. directly supporting 27J's mission to empower every student to take control of their tomorrow. [applause] >> Thank you so much. We appreciate you. [applause] Um, our next winner is Michelle Ruiz from Timig Elementary. [applause] Since I have worked in 27J, I've witnessed Michelle in various capacities throughout our building and one thing that always comes to mind is heart. Michelle without hesitation is the first to jump in to support a colleague, family, and learner. Prior to this year, she was an instructional pair professional in her learning center. She worked with learners who needed her most, and her dedication to them never wavered. This year, she transitioned to being a pair professional who supports learners

018within the classroom, whether it be one-on-one or small groupoup support. I have had the honor of watching Michelle help foster growth in some of our students who experience challenges adapting to the general education classroom. She holds high expectations for all learners and provides the appropriate scaffolds to help them achieve these goals. The entire classroom loves and benefits from Michelle's presence in and out of the classroom and does as does our building. Michelle has taken the lead in organizing sorry staff lunchons on a monthly basis that not only are delicious but also help with staff culture and morale. A tasty lunch always brings a smile to one's face. Although I could sing her praises for hours, the best testament to her character and impact comes from the little human she impacts on a regular basis. And

019there are a ton of student comments. I will read the first one. Miss Michelle is the best. First, she helps me with my feelings. Next, she helps me make green choices. I love Miss Michelle. [laughter] So, no. And I'm going to personally step in because our family went through a lot when I battled cancer. And even though she was not in their classrooms directly, like my kids clung to Miss Michelle, so I get emotional, too. She was just a great person for us. Thank you. Thank you. [applause] >> [applause] >> Thank you so much. >> Congratulations. [applause] >> Okay, here goes nothing. It's my first time, so hopefully I don't mess anything up. Um, we are doing groups next. And the first group we have is Riverdale Ridge Intervention Services. Um, Amber Struts, Britney Seya,

020and Aaron Reese. [applause] Come on [cheering and applause] down. I am pleased to nominate the staff members responsible for the creation and implementation of our new come to school program. An initiative that has measurable and meaningful impact on students, families, and our broader community. Through their commitment, encouragement, and care, Aaron, Britney, and Amber have changed how we address a nationwide school attendance concerns by helping Riverdale Ridge students grow academically, socially, and emotionally towards a success successful future. rather than using punitive approach that have not worked in the past. Through thoughtful design and intentional collaboration with the 17th judicial courts, this team reimagined how we can respond to attendance and truency, shifting from a compliance-based approach to one centered on understanding, support, and relationship building. Their work has helped identify underlying student and family needs that

021often contribute to chronic absenteeism, allowing for earlier, more targeted interventions that address barriers rather than symptoms. [snorts] In just one semester, they have identified and supported interventions for families facing Hold on, got to turn the page. Families facing homelessness and food insecurity, students suffering from mental health and/or substance abuse concerns, students in need in need of increased academic support intervention, and students not feeling connected to school and community. By identifying these underlying barriers to attendance and supporting the root cause of students and families have received services and supports needed to allow them to attend school and be successful. As a result of this program, students and families report stronger, more positive relationships with the school staff, increased trust in systems meant to support them, and a clearer pathway towards social, emotional, and academic success. The

022program has contributed to an increased in overall attendance rates and a higher percentage of students now on track for graduation. Outcomes that speak directly to the program's effectiveness and sustainability. >> [applause] >> right here. >> Congratulations. [applause] [applause] All right, next up and last but not certainly least is our special team from South Lawn Elementary. We have Erica Shaw, Jenny Hurst, Jacob Brown, and Sarah Butler. Come on down. You guys are so cute with all your little bees. It's adorable. You planned it. All right. >> [clears throat] >> At Southon, our mission is to inspire and empower every bee to thrive while contributing positively to their community. The specials team here at the hive, Erica Shaw, Jenny Hurst, Jacob Brown, and Sarah Butler embody this mission through both their beliefs and their daily actions. They

023consistently create environments where students feel safe, joyful, challenged, connected, while intentionally building a school community rooted in care, collaboration, and shared purpose. This team leads with their heart in everything they do. Their classroom is welcoming, inclusive spaces where students feel known and valued, and their kindness extends beyond the classroom walls. They greet families warmly during drop off and pickup, building trusting relationships and model what it looks like to contribute positively to a community through compassion, presence, and in always thinking about how we can establish traditions within our growing community. They also demonstrate excellence through innovation, collaboration, and high expectations for themselves and our bees. Together they have built a solid foundation from our school culture with a mission of bringing our community together through field day, a schoolwide funr run, spirit weeks, and the first

024annual South Lawn Winter Games. They expanded family engagement by hosting family music nights, launching our first ever book fairs, and even inviting local authors to join the Reading Across America Week. Each event thoughtful, designed to promote learning, joy, and connection to students and families alike. In addition, this team shows deep commitment to the instructional excellence by actively working to actualize the thinking classroom. They meet regularly with our instructional coach to reflect on practice, plan intentionally, and ensure consistent implementation of our simple steps, aligning their instruction to the goals outlined in our unified improvement plan. Their willingness to collaborate, learn, and refine their practices reflects a shared belief in continuous improvement and student centered learning. Through their teamwork and shared belief, intentional collaboration, and genuine care for others, the special team at the Hive has made

025a lasting impact on Southon. They consistently model what it means to serve with purpose, lead with heart, and strive for excellence both in the classroom and across our broader school community. Their work not only enriches student lives, learning to students [clears throat] learning, but also strengthens our school culture and pride felt by families and staff. For those reasons, they exemplify our mission in actions and are true believers. Let's have Another round of applause for all of our winners this evening. >> And you know what? We got a whole bunch of cookies and juice. So, let's take some time, go get yourself a snack, some cookies and juice, and congratulate all the award winners and uh learn more about them. So, thanks again. Again, we'll resume here in about 15 minutes. If any of our Hey,

026hey, hey, hey, hey. If any of our winners want to have their photo taken with their family, come on up. If any of our winners want to have their photo taken with their family, come on up. star. >> If anybody wants If anyone wants group photos, come on up and we can do that. We're going to call the meeting back to order. And unfortunately, President Green had to go home tonight because he's not feeling well. So, this will be my first time conducting a meeting and I didn't practice for this. So, uh bear with me, please. The next thing on the agenda is going to be the Student Advisory Council monthly report. Members of the student advisory council will present an update regarding their recommendation to the board of education. Members of the 2026 2027

027student advisory council will be introduced. Oh, I'm not supposed to read that. Sweet. Come on. Let's go. All right, guys. Hi. Um Oh, our slide went away. >> All right, guys. Um we've been working pretty hard this month. As you can tell, we have a couple of new faces. So, we're kind of going to go down the line and have um our new members join. Um, we are still looking for members for Eagle Ridge Academy, but for all the representative schools, we have at least one new representative for them. So, we're going to start to my right and then we'll make our way down and they'll all introduce themselves. Okay. Um, hi, I'm Izzy Easter and I'm a junior at Prairie View High School. >> Hi, I'm Elelliana Bella. I'm a junior at Riverdale Ridge

028High School. You guys know me. I'm Rachel from Brighton. >> My name's Ivan and I go to Brighton High School. I'm a sophomore. >> Uh I'm Caleb. I'm from Ste and I'm also a sophomore. >> My name is Carara. I'm a junior and I'm from Riverdale Ridge High School. >> All right. And Rachel and I are going to kind of explain what we did for the month of February because that's when we really started sending out applications. And so basically in February we started our first round of applicants. So in their email students that are from sophomore year to junior year got an email. We worked with Leslie and the communications team to make that happen. And basically it was kind of like a leadership call like an and anyone who is of course a

029sophomore to a junior could apply to be a part of this. So we did two rounds of interviews. We did one round in the beginning of February and the last round in the end of February. and we made sure to get back to back to them by end of February, early March. And how that kind of looked like, we had a round of online interviews and then we also had a round of in-person interviews. So students could sign up for what they wanted and we basically were able to kind of decipher and pick through them. It was a really um interesting process just because I mean for Rachel and I, we've never done something like that before. So it's um kind of gave us as a leadership a chance to be the interviewer instead of

030the interviewee. So we were able to get some really great skills and this was probably our most competitive year. Um we had lots of people apply, lots of different um types of students, different students that we were able to really diversify this group and skills and talents. So it was something that we were really excited to dedicate the month of February for. Okay. And now going on, we did last um month or I guess in January, we presented our safety project and with that we were able to kind of compile our data into these like set categories. So, just to talk a little bit about the different categories that we compiled them in based off the results that we were seeing from a lot of our students, we categorized it between mental health, weapons access,

031building access, and bullying threats. And just to like expand on that a little bit, um, a lot of our main like winner was I guess not really a winner, but like the main concern that students had was mostly mental health and probably the I think it was building access and >> yeah, specifically with Ste. Um just because um with our new security system, a lot of students are still a little concerned with like the alarms going off and like having that open campus as well as like mental health has always been an issue our for our generation and we're just getting that as well as like a lot of different other categories just like the bullying threats just kind of sprinkled in there and then just having that that sense of security and a lot

032of students feel that that was the lacking um for this set of round And um with our second survey, we were actually like those are the categories, but we're trying to um decipher through what are the most important to students. So in our survey, what it looks like, it takes like 2 minutes. There's um like mental health, so we talk about um peer pressure, academic stress, um social media, stuff like that. just so that we can kind of narrow it down because I know last time when we presented our data um you guys wanted us to define it more. So when we thought about privacy, we went into that and we talked about what is privacy and we're like okay kids don't want to be posted on social media, why? Let's start delving into that.

033So we want to be able to answer more of those questions you guys have to us for us and us to be like when we look at mental health, what type of mental health, why does that happen? when it looks to weapons access, how do we look at different things like is it maybe some too many doors are open? Is it things like weapons detection safety? So, with this second survey, we're really trying to hone in and to kind of specify what are we looking at so that we can give a good report. >> Yeah. And so, with that, we're um working on making focus groups. So, we're going to work with the um communications team to get people interested in that. And then we're also going to be um offering volunteer hours for anyone

034that decides to participate in that in order to get um kind of a lot of different people in those focus groups because a lot of the time you just pull the most involved members of the community and that's not always ideal. So >> Jasmine wants to elaborate. >> But yeah, um kind of elaborating off of that, we're planning to make more social media posts on the 27J account. Um, we're also planning to send out emails for our um, kind of using the same system that we got our applicants for our interviewing. We're planning on sending out our survey to all students to see if um, we can get more outreach just because it is hard to get people to do a survey and to kind of sit down and scan a QR code. I know

035for me at my school, I have them all over our school right now, but we're still not getting as much um, reception as we want to. So, we're going to kind of pivot our focus from just being survey only and to see if we can get some real raw um data. So, for us, it's meeting with students, interviewing students, doing focus groups or community services, and like utilizing our resources in district. I know at our last meeting, we were talking with Lenan, and she recommended, oh, how come we don't talk to Leslie? How come we don't do this? So, we are kind of thinking of utilizing um our district and seeing how we can use the services that are offered to us to get more data for this. So, we're really excited. That's kind of

036what we're going to do for the big month of April. A lot of big things. We have new people who are going to kind of be under our wing because a lot of us, we're primarily seniors and a lot of us have been doing this for the last three years. So, we're kind of um going to still work on our project, but we are going to start looking into different things that we haven't done before. So, it's exciting. But, yeah, that's it. That's all we have for you guys today. Um, any questions? I just have one comment. I I got a chance to meet with these kids for like an hour probably and like you always are a little nervous because we've had incredible student advisory leaders like the the three in the middle that

037we're going to miss because like you always worry like will the next beat group be that good? This next group is good. Like just listening to they they one of the questions like what made you wanted to do this and why did you get passionate? Like the walls were moving. these these guys are like really wanting to help make our district better and I'm really excited about the the the youth coming up the up up next. So, thank you for joining. >> Yeah. And kind of bouncing off of that, um Rachel and I and Kieran, we were like excited when we were interviewing kids because you could just feel the passion in the surveys. It's like some kids when we were looking at their survey, we were like, "You are so passionate. Like, we need

038you today. Like, we've needed you yesterday." Like there are so many like the individuals around me truly worked really hard to get their spot here. I mean being picked among a lot of very competitive applicants. So to see that level of passion I can definitely say as a senior the SACE is being left in amazing hands >> guys. >> Thank you guys so much. And a reminder to the board that the Topgolf event is June 17th. It's not on the thing, but if we could RSVP to Lan so that we can join you guys at Topgolf. >> Many of them said they're going to come, but I'm watching it on group me coming in. >> Thank you guys so much. Have a great night. >> Thank you guys. >> Thank you. >> Next on the

039agenda is superintendence report. >> All right. I always hate the the sequence of that. the kids go and then I go and it's like that that was fun. And uh but I' I've got I've got some fun things. Again, I'll always apologize to anybody who's knowing there's just no way you can catch all the cool things happening, right? I mean, you just you just saw Reaching Out and the amount of cool people's hidden stories that you the world wouldn't know how many great things are happening. Here's a couple things. Uh update everybody on Riverdale Ridge basketball won the first round or the second round because they had a buy. They won the second round. They got to the Elite 8 and unfortunately they lost to North Ridge. But we're really proud of the Lady Ravens

040for a great season. Uh boys basketball. Uh also if you went I got a chance to go to that game. Won their first home playoff game I don't know in a long long time. Uh electric game, electric crowd, banned everybody there. It was a lot of fun. But then they lost to number one ranked Chapperel in the next round. Um, I got to go to the Rididge Ridge Verdale Ridge Unified versus the Thornton Police Department game. Uh, the police department were running around the outside of the gym holding up signs that said cheer cheer now or go to jail. Um, those police officers, special thanks to the Thornton Police Department. They they go all in. Like, who volunteers to to clown yourself in front of, you know, 1,800 high school kids? That's pretty intense. But

041they did. and our kids are incredible. In this game, uh we saw a unified athlete dunk. >> That was amazing. And then to close it off with one second on the clock, another kid shot a hole a half court shot and it went in. The entire crowd rushed the floor. >> And so you talk about a highlight for a Unified game. I mean, I I I got goosebumps just talking about it again. And there's the Unified team on the on the lower left. Uh that the the crowd was exceptionally cool. the kids. Amazing spirit. What a way, great, great name for it to be unified. And if you didn't know, the unified team became the state champions on March 6th. So, right after this, I took these pictures. They went that weekend and won the

042Unified States. So, congratulations to those kids. Uh, if you have any time at all, you should go to one of our drama productions. Um, they're still around this weekend. You can still go. These are the flyers. You can still look it up. I went to Newsies. You can't take pictures in there. So like I wanted to honor the rules. But I went to Newsies. Traven, our own student advisory member is in Newsies. It's an incredible show. It's the hundth show for Jane Archeletta. It's her 100 performers. Um it's a collaboration between Jed Farner, Susie Forthright, Michelle Knight. They have kids playing orchestra in the pit while the the musical and production of acting is going on the stage and singing and dancing and it's all you want. And the entire production is student ran. So

043you will see some like oh that that that the speaker went out and Jud is sitting right here in the room not helping anybody. So the kids are like scrambling to figure it out. It is absolutely the thinking classroom. It is it's incredible to go to. Um, but both of those shows good. And then I have not seen, but I'm going this Friday night to Guys and Dolls. Uh, Prairie View is having their own production. And so I can't rave about that one, but I'm sure I will because it I'm definitely the the talent of our kids is incredible. Uh, along with just celebrating awesome things, BHS ProStart, uh, the teacher there is Ellen Hume. Um, we had two kids nominated for outstanding student of the year, ProStart students of the year. And there's only

044eight total students in the state of Colorado that were nominated. Two of our kids were Diana won. She is the ProStart outstanding student of the year. And then we had a team, the ProStart management team. Uh they Alyssa Gomez, Jackie Renoso, and uh Lennon Supus. They they were uh the first place. And what you have to do for that thing is you have to present a business an entire business model and then defend it. create a new business vital and then defend it. We have champions in there. And then Dianara got second place in the shakurerie board competition. So, lots of cool things going on. I try to celebrate some of the high things going on. And then, if you didn't know, uh, last week was National School Breakfast Week at Northeast. And this is

045just I I put this in here just as a more shout out to the voters of our community. You know, LLM made a difference. We had about 130 kids uh come in. The day I was at Northeast, it was it was fairy day, magical fairy day. So, they all had something and they gave me that hat to wear it. But, um, kids, kids coming in, get lunch. Tony and nutrition services do an incredible job. The culture, the vibe, everybody at Northeast is just, it was just awesome. And I just kept thinking about, you see the stat at the top, we've grown 61% and nearly half a million more meals have been served and breakfast participation since they became free. And so I just, you think that doesn't make a difference. You ask any hungry kid

046how how it how it feels going to school when you're hungry. And I'm just like humbled and touched that our our community would say yes to those things. So, thank you for that. And thank you to Tony and his crew. Um, I'm going to skip this one because I wasn't that's not officially announced. If you did see it real quick, you do know, but I I don't want to ruin the big reveal for Talon Ridge. But we do have leadership positions. Uh we've we have been forecasting this because for us in the school district principles are the ones that make the difference in in the in in terms of leadership difference. They are the most important leadership difference in our school. So having good ones is is really good. You I already told you about

047Alana Morales at Rocky Vista or Dr. Alana Morales, I should have put that in there. Faio, our own internal, you know, he's going to be at Talon Ridge. We hired Dr. Ross Morgan out of Summit County uh to be the principal at VCON. And you might know Christy Meredith. She was the assistant principal at Overland Trail. So, we kind of got two internal people hired and two external people hired as as new principles in our school district. Really important jobs. They're all going to be fabulous. And then uh Heath and team and Gita, she's not in here, but Heath and a bunch of group people went to u the rates trying to look for people and it's this good year with us growing and many schools shrinking. We really think we have a good chance

048to get an exceptional teachers. And so if you're a teacher that is looking to come work in 27J, we have our own rec from 2 to 3. We have a virtual hiring meet and greet. So we're already hiring and looking to try to get more incredible believe award winners in the future. So, and then I always I've been wanting to talk about budget a lot as the state still is the still working through how they'll do their budget resolutions. I just want to remind our community and remind our board it it appears that SOT is looking less favorable. I talked about that last time and was worrying about but they are looking at having to do a a a budget stabilization factor again. And I just want to remind our community last year was the

049first year over $188 million that over the course of year that they've they've taken from kids. So, we we've got in the state of Colorado to figure out a funding formula that's going to actually equal money back get back to serving kids, right? Every year we take on more promises. There's always a million more things that we could and should do. uh 27J of course is impacted greatly, but when you look at the this chart, you see the amount of money that that that we could have and should have been spending on our kids that that's embarrassing for a state and I just want to always call them out for that because we've got to be better. And with that, Madame Vice President, that concludes my report. >> Next on the agenda will be matters

050of public comment. The board will now hear public comment on the following topics that have been indicated on the sign-in sheet. A reminder that this is a board meeting is a business meeting held in public, not a public meeting. The board hears public comment to learn about the preferences and concerns of our community. Therefore, tonight we will listen. We are prohibited by state laws to take any action on the items because law requires formal public notice prior to any action on an and we will ask that the superintendent attempt to find an answer for any of your questions by that time. The board welcomes the comments of our community members but to ensure that everyone will have an opportunity to participate we have a few ground rules we ask you to follow. Anyone intending to

051address the board should sign the speaker sign-in sheet. I will call speakers in the order in which they signed in. Speakers comments are limited to three minutes. If more than one person wishes to speak on the same topic, we ask that the speaker limit their comments to only new information. We ask that you do not repeat views already expressed by other speakers. Although we cannot prevent you from doing so, we ask you to refrain from making complaints or negative comments against individual students or district employees. However, we cannot prevent you from doing so. Such complaints and comment should be addressed first at the classroom or school level and then if still unresolved at the superintendent. Dis disturbing good order by inappropriate language or gestures is grounds for removal from the meeting. We thank you in

052advance for your participation tonight. And it looks like we have two people who have signed in on the sheet. So, first I'd like to call up David Pockington. Oh gosh. And if you can just say your name and if you're in or out of district. >> Uh David Pogington, I'm in district. Uh, last meeting you talked about Denver was in violation of Title 9 because of the conversion of the bathrooms. That's only half the story. The Department of Education, Office for Civil Rights, OCR, found that Denver's policies, which allow students to use intimate facilities corresponding to their gender identity rather than biological sex, violated Title 9, Prohibition against sex discrimination. Sounds like 27J's policies. Don't we have the same thing? We allow boys and girls into the same bathrooms. Mr. Pierce, I remember last year

053you told me that you actually disagreed with having kids in the same bathroom, but I had to convince the board, you guys, that the that your guys' policy was wrong. So, if something happens now, it's not the superintendent's responsibility, it's the board's responsibility. Let's make sorry, [clears throat] let's make sure we get it right. On your paperwork, if you go to the third highlight, it says, "Issue a memorandum to all district schools reiterating that schools must provide intimate facilities that protect the privacy, dignity, and safety of its students." Number four, adopt biology based definitions for the words male and female. Last time I brought that up with you guys, I haven't heard what your 27J's definition is for male and female. When state law conflicts with OCR, federal law prevails. Every time I come in,

054I always hear 27 days following the law. Following the law states right here in the paperwork that Denver's being sued for it, 27 days following the same policies. I have given proof uh that we need to change this policy. For one year, nobody's called me. Nobody's contacting me. It just sounds like you don't want to do anything. I reached out several times. I've actually created a policy for the bathrooms. Waiting for somebody to give me a call. We need to get this done soon, ASAP. We're not, you know, let's not wait. Let's get it done now. Call me. Let's get it done. I've actually filed the complaint with OCR. Thank you. >> Thank you for your comments. Next up this evening is Janine Renfellow. Run. >> Thanks. Just in >> if you'll just say your

055name and in or out of district. >> Janine Rafola and I'm in district. Um, over the past two months, I've talked about the science of reading and about understanding the lived experiences of students with dyslexia and other reading challenges. Tonight, I want to talk to you about something that connects those ideas, what literacy support actually looks like for families once a student is placed on a read plan. Colorado created read plans with a clear purpose to identify students who are not reading at grade level, provide targeted instruction, monitor progress, and adjust interventions when students are not improving. In theory, it's a strong system, but from my experience as a parent, the system often feels invisible and only a piece of paper. When my child was in elementary school, we did not have regular school meetings

056about the read plan to review goals, progress monitor data, or whether instruction was changing based on the students needs. I don't know if that's changed in the district since then, but consistent communication with families would be incredibly valuable. Now that we're in the middle school, those challenges seem to continue even when parents request meetings to discuss read plan goals and progress. It can take two weeks can take weeks to schedule one if it happens at all. Another concern is progress monitoring. Read plan goals are meant to be tracked regularly so that instruction can change if a student's not making progress. But many parents do not receive updates about goal progress, um the data behind those goals, or whether interventions are being adjusted. Without the transparency, families are left wondering whether the plan is actually being

057implemented. Speaking personally, I do not have confidence that my own child's plan is being fully followed or implemented. That is an incredibly frustrating position for any parent to be in, especially when the goal is something as fundamental as helping your child learn to read at grade level. But I also want to zoom out for a moment because the bigger than one student or one family, there's a quote often used in literacy research that says when more than half the students are not reading proficiently, we should not ask what is wrong with the children. We should ask what's wrong with the system we are looking at to teach them. Looking at our district cams data where roughly a third of students are meeting grade level expectations in ELA. It raises questions about how literacy instruction and

058intervention systems are working for students. This is not about blaming teachers. Teachers work incredibly hard, but systems only work when expectations are clear, implemented, implementation is consistent, and families can see how progress is being measured. As a district continues to review literacy practices, and preparing for dyslexia screening next year, I hope there's also an opportunity to look at how closely plans are implemented across grade levels, including progress monitoring, communication with families, and how intervention decisions are made when students are not meeting goals. When parents understand the goals and the data, which Fastbridge is still not being given to parents without request, the instructional plan, they can become stronger partners in supporting literacy. Because when a student reaches middle school and still struggles to read, the stakes are even higher. Literacy affects every subject they take,

059ensuring that read plans are actively implemented, monitored, and communicated could be make a meaningful different to a student in the district. Thanks. >> Thank you for your time. As a reminder, a live stream recording of the public comments will be available at sd27j.net for 90 days. Next up is the consent agenda. All matters listed under consent agenda or operational matters about which the board has governing policies implementation of which is delegated to the superintendent. They will be enacted in one motion by category in the order listed below. There will be no discussion of these items prior to the time the board of directors vote on the motion unless members of the board, staff, or public request specific items to be discussed separately and/or removed from the section. Any member of the public who wishes to

060discuss consent agenda items should notify the president of the board at the time requested and be recognized by invitation of the president to address the board. A approval of board of education minutes dated February 25th, 2026 study session and regular meeting. Approval of personnel items on the memorandum dated March 3rd, 2026. Confidential enclosure. >> Move to approve the consent agenda as presented. I'll second. >> I have a motion from Director Trillo and a second from Rachel. Director. >> Director Wilham. Thank you. >> Pay attention. [laughter] >> Director Raone Alvarado. >> Yes. >> Director Tracy Alvarado. >> I. >> Director Melinda Carbajal. >> Yes. >> Director Ashley Khan. >> I. >> Director Star Trillo. >> Hi. >> Director Rachel Wilhelm. >> I. >> Motion carries. Thank you. >> All right. Next up number 10 is governance

061process that supports our global goals. And first up is ownership linkage. Oh, dang it. I wasn't planning on doing this, so now I'm going to talk too much. I think that's what's going to happen tonight. Um, under ownership linkage, um, we had met a couple of different times talking about linkage um, specifically and what we wanted to do. And I'm kind of going to do this in alignment with the next one, which is, um, yeah, the education piece. So we had kind of came back, we brought back things, both Star and I and Tracy and I on those two subjects and we were kind of met with this idea that we hadn't necessarily finished the education session for the board itself with Will when we did the breakout like um retreat. And so our idea

062is that we ask Will to complete that training so that we can make sure that the board is all on the same page and he has the time to finish that so that we can pick linkage items and education that align with what all of us are working towards. Yeah. So that was board education. Next, do you want to add anything star? All right. C is board committee, facility planning and advisory committee. All right, Tom is not here. The next one is going to be capital facility fee foundation. >> We haven't met. So, >> it's such a short window between board meeting and this board meeting >> Rocky Mountain Risk. >> All right. 27J believers. We met and we did our first thing tonight and we have some things that we'll do maybe a little

063differently, but overall I feel like we rocked it. >> Yeah, >> that was awesome. Uh, Commerce City and 27J uh schools use tax. >> Nothing to report. >> 2015 2021 bond oversight committee. >> We meet next week. >> Override oversight committee. you meet next month. >> Brighton Youth Commission. >> We met last week and we are working like ever since the kickoff for speak week, we've been really focused on that. So now it's um a theme has been picked and they're kind of moving into um they've been working with 27J schools seeing what schools are going to participate in speak week and once they get that they have five different items that teachers can pick from and use in their classes um that are all targeted around mental health. And so they also put out

064a video. So, we were working on um ideas for the video last week. Yeah, very they are ve very busy meetings every time. There's so much stuff that comes through in it and the students and the the group are just amazing. >> Awesome. Thank you, Star. The next one is the teacher of the year award. Uh we met on we met this week on Monday, I think. Gosh. Um sorry, I'm tired. We have chosen our three winners from elementary, middle, and high school out of 18 submissions, which was great. Um, we had a great number of submissions. Um, and we've actually decided to move the award ceremony from which would have been tonight as to not conflict with believers um because we believed that it was going to be April um but it was in

065March. So, we will move ours to April 22nd and we're just going to be reaching out to principles, educators, and submitting people for the state teacher of the year award. >> That one That seemed to go really fast. Like you made that happen. So great job. The any other matters of information for the board for future agenda items. All right, we'll move on to number 11. Expectations of the board. Policy reference 4E. The board acts to accept reject the following reports due submitted since the last meeting, which there are none at this time. and B. Deputy SER Superintendent Michael Clow will present the expectation of the board report through 3G compensation and benefits as conveying reasonable interpretations of the executive limitations. Uh good evening board members. Uh so, um well, first I asked I asked

066Kathy to to sit behind me just um because as I think about what the the this report and what the limitations um speak to and and what you would want to know about um I think of the partnerships that we have with our employee groups as the foundation for meeting this limitation. And and the reason I can say that uh we're in compliance is foundationally because of that partnership. And uh Kathy can maybe nod or smile and say yes like um we have processes in place within uh the relationships with both our classified group and our certified group um that help us achieve your limitation on us. that this relationship is foundational um to saying when we talk about shall not cause uh jeopardy to the organization's fiscal integrity um related to employment and compensation.

067Well, that those are those are negotiated um then foundationally that starts with our certified group. Our certified group negotiates with us first and then that percentage uh of compensation gets um uh deployed to our our two other employee groups. And because we have that positive relationship, we can work through the tensions of a school district uh that remains among the lowest funded in the metro area on a per pupil basis and still make compensation moves, still pass a mill levy with our community. Um but we're still we still wrestle with those tensions and so I report compliance with this report tonight but um I would say that's in the face of continued tensions and struggles um in the marketplace. So our biggest competitor uh is our um school district to the east. They just passed

068a mill levy and they are going to put um market pressure on us related to compensation. And so uh we're on the I'm on the edge of saying non-compliance. um you see some of the data that I u put in the report for you. Um but I'm worried I'm I I don't want to preview what I think their move is going to be, but they're going to make moves to increase um teacher administrator compensation. That will put pressure on us to meet this 5% um uh market target that we have. And when the gap in funding um grows and and continues to exist, it makes it hard to meet this um target of 5% on the compensation side. So So there are continued pressures coming our way related um to this report and and worries

069for what it'll look like next year. Uh as school districts have declining enrollment and continue to make position decisions. Uh we'll have to see what compensation decisions they make. Um um and I'm I'm worried about what that means for us. So I I wanted to just sort of paint the overall picture as we talk about this report. And um I think we've done an excellent job working with our classified union. I could have uh Wayne Scott is the executive director of a classified union. He he'd happily sit with us as well, although uh he'd much prefer to be at a pub or [laughter] hanging out. So, um, but we have a great relationship, um, on both sides of the house and, um, it was evidenced. So, we reviewed Kathy and I and Heath reviewed the

070issues that we have in play for negotiations and nine out of 10 of them are already worked out. They're problems that we solve together. We create language together. We bring things together. Um, over and over again, we've done that in this district. Um uh I think we still have among the highest uh union membership in the metro area in the state in statewide and I think that's a testament to um our relationship and attitude towards each other and and how we work together to achieve our mission. And so as I report compliance, I thought I just took a different approach in terms of what I present rather than go through all the technical details so you could hear the big big picture um on how we approach this. It's a team effort. Even on the

071benefits side of the house, there's a benefits committee that includes Kathy, that includes Sandy from the uh who's the president of CCSEA, and that includes um members of both those unions. and we work together um to make all the benefits moves that I've reported over the years that comes from that committee. That is not a unilateral decision. That's not a decision that the superintendent makes. Uh we have a history now of over 12 years of respecting the work of the committee. And the superintendent has um accepted that work and made the moves based on what the committee said. And it's just another example of what we've done successfully together. and and one of the results of that is we have the highest HSA funding uh in in the in in school districts in the state.

072And that money then does not go to Kaiser. It goes into people's pockets. There are all sorts of trades on all of this stuff. But those are decisions that the insurance committee made on behalf of the district because we trust each other because we work together and they made that with the best interest of members balanced with our financial reality which is we're still we still have struggles ahead of us um not only with the state funding but just related to our competitors. So I just I wanted to paint that picture. Um certainly if you have questions we could go through those questions. Um, but this is a little different take on on this report that I thought I'd bring to you tonight. >> Any questions? >> Yes, sir. >> Thank you, Mike. Um, and

073I know this just one data point. Just a specific question on the actual expenses. Seems like we underspent the budget by about we spent 86% of the budget. So, we had that 31.6 million. Is that reserved for for next year is and is that going to help sort of address some of the issues we might run into next year or is that already spent money? You see what I'm saying? >> Uh any any of the so the budget expense issued I I defer to my colleague in the back for help uh terms of that component of the budget. So they provide that data for me to present to you. So >> yeah, I just notice we're >> just jump in. I I don't have an answer off the top of my head, but we could

074certainly find it as well. Thank you, Stacey. I just >> Yeah, we always have little set for potential compensation increases for um the OCS, the themes, market adjustments, whatot, but um in future years that set aside, we're not forecasting it >> that so we'll spend more than 86% of our budget in next year. Thanks. >> Thank you. Thank you. >> Any other questions? >> No other questions? Then I will look for a motion. >> I move to accept the expectation of the board reporting 3.G compensation and benefits as conveying reasonable interpretation of the executive limitations. I'll second. I have a motion from director Wilham. I have a second from director Alvarado. >> Tracy Alvarado. >> Director Raone Alvarado. >> Yes. >> Director Tracy Alvarado. >> I. >> Director Melinda Carbajal. >> I. >> Director Ashley

075Khan. >> I. >> Director Star Trillo. >> I. >> Director Rachel Wilhelm. >> I. >> Motion carries. Thank you. >> All right. Next up is going to be director of intervention services Darcy Brown will present the GO global goal 1.4 for social emotional learning dashboard report as conveying reasonable interpretations of the executive limitations. Hello again. Been a long time. Yes, we're back with some more information. So, we're going to dive deeper into the global goal 1.4. Um just to review really quick the measurement frameworks um that we talked about before. So this goal is looking at social emotional um proficiency for students across the district at risk student behaviors and our climate culture um dashboard and we're using the indicators of social emotional um district common assessments out of school suspensions including that expos exclusionary

076discipline and then chronic absenteeism. All right. So, our first goal a is each um 27J managed school will increase the percentage of students who are demonstrating proficiency in social emotional skills by 2% each year until each student demonstrates proficient in social emotional skills. Um so proficiency is um assessed by being um proficient or advanced on the district common assessment in two out of three cycles. So we know we can't all be perfect all the time. So they take three cycles if they're proficient or advanced in two out of three cycles. Um that's one indicator and then um two um no more than two out of school suspensions. So again, we don't expect perfection, but um and then no expulsions. So we are proud to report that we had a 37.66% increase in social emotional um

077proficiency for students across the districts and we're looking at 23 24 to 2425. So entire school years. In the past when we've done reports we've like cut them off but in order to look at those two out of three cycles we're looking at entire school years. So from 23 24 to 2425 we had a um 37% increase um across all schools and that was we saw increase every single school. So it was district-wide improvement. It's not just like one school improving. Um there are some reasons behind that. So our key factors number one are participation rate. So, how we talked earlier in 23 24 we had a very low um participation rate of students that took it. So, that's less students that are able to be proficient because less students took it. We had some

078schools that had like a 25% um participation rate in that year. That only lets you have up to 25% students that can be proficient. Um so we really focused in with the schools and really got down to why is this important to the leaders and then to the teachers and then to the students as to why you need to take this what it does and we drastically increased our rate of um participation which then increased our rate of students that could be proficient in 2425. In addition, um what I'm really proud of is we had a lot of efforts towards um looking at alternative disciplinary measures instead of exclusionary discipline measures. Um it's very it's quick and it's easy when a student misa misbehaves in school to call their parent, have them picked up, they're

079suspended. It takes a lot of time to look at what skill deficit they might be missing. It takes time to call the parent in, talk to them, talk to the student, look at alternative things. How do we build the skill level? how do we do something restorative and get them back into a classroom? But our skill our schools have really focused in on doing that a lot more and that's across the board. Our secondary schools have done excellent in that. Our elementaryaries have always not suspended a lot, but our middle and high school has really done that. And as you can see, we had a drastic decrease um in suspensions. We had 479 fewer suspensions um removal from school across the school year. So that was huge. all those kids then got to stay in

080class and be in school and um learn skills rather than being excluded from school. So that was a huge factor in our increase as well. So we um in this goal we had a large increase in um skill demonstration. We reduced our suspensions on expulsions and we have um strong systemwide improvement and buyin in our social emotional district common assessments. So we are compliant in section A. We're excited to rope compliance. Yes. All right. Uh component B, our atrisisk goal. So this is each 27J managed school will decrease the percentage of students demonstrating at risk behavior by 2% until um no students are behaving at risk. It's a tough goal. I don't know if we'll ever hit no students, but let's we want to, right? So, this is measured by three or more discipline refer

081referrals resulting in suspension. So, as you can see, this one's a little bit different. There's a higher threshold, three or more and um expulsions. And then we're using the federal chronic absenteeism right here. Um so, that's 30% of your school days. So, you have to be in attendance 70% or more. Um if you're missing more than 30% that makes you chronically absent according to the federal chronic absenteeism rate. And you'll notice that's a little bit different than our dashboard. So our dashboard is 9010. The federal chronic absenteeism rate is 7030. And we use that here because if you are facing adversity in your life and you have a lot of those at risk factors, um there's a little bit more leeway that you might miss some school. Um so that's why we use that federal

082indicator here. So unfortunately our at risk um identification did increase from 23 24 to 2425. So we went up from 9.17% to 14.26%. So that's an increase of 1,200 additional students that have been identified at at risk based on those factors. Um so as we talked about earlier our um suspension rates are drastically going down. So what that tells us is our chronic absenteeism rate is going up. Um so we had um an 8.63% went up to 1.02%. Um so really our key insights there we had a huge focus on how we respond to behavior and all of those things. And we now have shifted from that externalizing behavior and now we're looking at the attendance driven disengagement. So we have more students disengaging from school specifically at the secondary level. So our chronic absenteeism

083rate is what is making our atrisisk student rate rise. So based on that um we are non-compliant. We did not reduce 2% um from each school across the district. We did have, you'll see in the report, we did have um a number of schools that have focused in on attendance and have made increases in attendance, but as a district overall, um it is something that we are struggling with. It's actually a nationwide epidemic. Um uh I'll talk later. Um Colorado Department of Education has a whole campaign um because it's across Colorado in general. Um and in reality with attendance, Adams County has the best attendant or 27J has the best attendance rate in Adams County right now. So we are celebrated for our high attendance rate across the county. But it's not good enough in

084our standards, right? We believe in every and we believe in thinking classroom and if every student isn't in the thinking classroom every day, that doesn't meet our standards, which is why we're non-compliant. >> Darcy, can I ask you a question about this? So I know the numbers that we're looking at are from last school year. Correct. >> You obviously don't have like the whole school year, you know, ready yet, but just kind of things you've seen behind the scenes. Do you think our attendance is improving this year are kind of looking similar just like >> Good question. Um, elementary is definitely improving. We've seen um secondary. Um, I mean, it was perfect timing. We saw our come to school program get recognized today. So, that was a pilot program um that we worked a whole

085year last year and implemented this year. Um and we're seeing great success with that. Um just the different appo approach instead of sending out attendance letters and being like come to school or else hasn't worked in the past. So um they are doing that and then our other high schools are now looking at that. So I would say across the board we have pockets that are drastically increasing and showing a lot of incentive. Um we are still struggling at high school. >> Yeah. >> I'm going to touch on attendance as well. um since we're here if that's okay. Okay, please. >> So, um looking at the attendance and I recently was going over our attendance policy. >> Does our attendance policy I'm not sure if you know, but like does it support these >> pretty

086familiar? >> Yeah. does does it support the students in these situations when we're saying like because it is pretty restrictive on what's excused um and students cannot turn in assignments I think they have 48 hours to turn in an assignment so kids facing this barrier like is our attendance policy something that should maybe be looked at by the board to help support our goals in attendance and with kids like if we're doing this getting kids not suspending them keeping them in the classroom. Is it hard for them to make up that work when they're facing these barriers? And do we need to look at the attendance policy to help with getting better goals here in the dashboard? >> Uh, great question. So, that is work that has been done this school year. Um, so we

087have a cohort. Um, so Desiree Katney in our department and then Amber Shrthers who was here tonight. um they lead our attendance initiatives and they are in a cohort with the Colorado Department of Education and many other school districts across um Colorado and we have representatives from Riverdale Brighton Stewart Middle School um Henok Elementary, Padilla Elementary. I might be missing some but we have um representatives from all those schools in that cohort with them as well and they have traveled across the state and worked um with as a state and they have revamped our entire attendance policy to reroll out next year. So there is a different policy. Um but to answer your question on those um it's you get seven you get three school days per excused absence. Um and then we work with

088the schools like after 10 excused absence it goes unisexcused but when they have some of these factors um we work with the schools on excusing those. >> Can I piggyback that because I think you asked two questions but maybe I'm wrong and then I have another question. Sure. Potentially. >> Yeah. If I did not answer please let me know. No. >> Yeah, >> you're attaching that to necessarily classroom participation though, right? And we don't necessarily have an overcompassing thing that attaches to every classroom. Like teachers are still driving what their expectations are for those things to be submitted. It could be different throughout the district or it's always the same based on the attendance. >> We have an attendance policy that states what's excused and unexcused. Um, and if a if a absence is excused,

089teachers have to accept late work. >> Okay. So, every teacher across the district is following that policy. >> And some teachers, to be honest with you, some teachers accept it even if they're unexcused because they care about the students learning and they want them to do it. But our policy does state a teacher can't deny a student handing in work if their absence has been excused. Yeah. Yeah. Did I answer your question, Star? Okay. All right. And then our climate and culture dashboard, 80% of district schools um to earn an accomplishing rating. And then our definition is if those schools fall in that accomplishing or leading three out of four quarters. Um, and that's our student our student survey, parent survey, SEAL, common assessments, attendance, and behavior. We had 18 of 24 schools fall into

090that category of meeting, accomplishing, or leading three out of four quarters, which gave us 75% of schools. So, we narrowly missed that 80% mark um by five percentage points. Um, go back to that. Um really as we talked about earlier a lot of that has to do with attendance. So if you dive into the dashboard our secondary schools in particular have lower points in attendance and because attendance is only 5% um if you get two points in that or less that is so those schools that are like really close to accomplishing that attendance can bring them down. And then our other shortfall in that, as you'll see in the report, is our parent participation in surveys at the secondary levels, specifically high schools. So, our high schools get very low points in parent surveys um

091because of participation rate. And I know they're working very hard to get those up. It's very difficult. We're trying to figure out family engagement and parent engagement at the high school level. We just don't see the level same level of parent participation in the surveys that we see at elementary. you can see it slowly drop off. So again, it's on there non-compliant. We were 5% short of that goal. Um >> I I think it's fun for the board that having gone through the work we did with trying a new survey, trying to get more engagement, trying and you heard Brett talk about the participation was less, right? Well, that also you're getting to watch how sometimes our goals get we just missed that one. Does that make sense? though maybe the work we did to

092make the survey better actually got the goal worse. But but if we're committed to continuous improvement, it's not about whether we are compliant. It's about being the best district we can for kids and families. And so just I just think that that was fun because you guys just witnessed this like so maybe you messed up your own goal. Does No, I'm not saying that. But [laughter] >> well, I did say that. >> I did say that. But no, I I I I think it's because like when sometimes when you sit up here absent of being in the work, you think that if it doesn't move, you didn't work harder. You didn't do the right things you do. It's like sometimes you're trying to get the impact. That means you're changing intentions, you're changing tactics, you're

093your your effort tries harder, but in the end, the impact's what we want, but sometimes goals go down because you tried something new, too. Does that make sense? I just think that's fascinating for you guys to be part of this continuous improvement because this happens to graduation rates. It happens to SEMA scores. Like, how come their scores went down? Well, they're trying something new. That was awesome. I wish they wouldn't have gone down. Does that make sense? So, try again smarter. Try again harder. Try again. And I and I I just wanted to draw that out because it was kind of a is a chance to make fun of you for a second. [laughter] >> It wasn't your fault. It's part of continuous proven. I'm proud of that work. >> Ask you to be honest.

094[laughter] Yeah. >> So, our strategic takeaways from um these past couple years, we have had significant seal growth. Essentially, what our data is telling us is that the students that we have in school every day and are with us and are attending. We're showing great gains in their behavior skill um development and in their social emotional skill development. So, as long as they're there and we're working with them, we're seeing growth. Our struggle comes when they don't attend. But we've seen significant growth. We have had a huge reduction in exclusionary discipline. We're very proud of our schools for putting in the extra work for that. And we have very strong elementary climate culture systems. Um our key challenges are increased chronic absenteeism which then leads to our rising at risk um identification for a lot

095of students and then the lower family engagement specifically at high schools. Um, so we have a strategic f focus on attendance intervention systems. We've really worked hard on that this year. It's kind of a weird time to report on the goal because we're like almost done with 2425, but attendance has been a huge focus this year. We've had um some pilot programs. Um, like I said, we have people in those cohorts. So, all schools are really trying to get every kid in class every day. Um, we are working on early warning indicators. So, um other than just kids being absent or knowing it, um we have an MTSS system with early warning and indicators of even the kids that are in class. Are they disengaged? Are they not um academically um achieving even if they're

096there or not there. So, we're really trying to get involved earlier. Um obviously, family engagement strategies, you've probably heard that in every board report. We're talking about that over and over. Um that is a huge district goal. and then secondary student engagement. Really getting to that root cause of why students aren't attending and then individually and systematically trying to address those root cause issues um other than just threatening truency court. We want to get to the root cause of why students are not attending and um support those students and families in that matter. Um in addition, we have joined the statewide attendance initiative. Um so 27 joined the Carl state attendance challenge. Um the state's goal is to cut chronic absenteeism in half in within five years. Um so we have joined that challenge with

097them and signed on. Um, I think there's 14 other school districts that are in that challenge with us. And with that, we get access to additional attendance resources, data analysis tools, and collaboration across the state on attendance initiatives. Um, and then we just found out, I'm the perfect time to report, we did write an EARS grant, that's an expelled and at risk student services grant, that they were awarding money specifically for attendance because um, it's a problem. So, we found out on Friday we were awarded that and the main focus for that is to expand that pilot come to school program um and those individualized incentives for students um student engagement and family support. So, we're very excited to that was a very competitive grant. We're very happy to be awarded that money to increase

098our initiatives. All right. Any questions, comments? No, I I do want to make a quick comment that um in in my previous position, I was on the attendance team in another district and so hearing our team when we were going to the attendance meetings at Adams County with the magistrate there like we're doing some big things and it was really cool to sit there and I was like silently clapping like oh y'all are amazing over there. So, the pilot program sounded really cool and being able to um just step aside and talk with some of the people, introduce myself, and they didn't know who I was. So, it was really cool. But to hear what they were doing in the work on attendance did sound amazing. So, that was cool. Just being someone like a

099fly on the wall in another area. >> Yeah, it's an exciting and I'll give you guys I know I don't want to take all the time, but I'm really excited about the program we worked. Give you a I don't know if you guys fully understand. So the come to school program um is we partnered with the 17 judicial district. So Riverdale has that early warning sign system and so they do cohorts of students and they identify students that are not super um chronically absent but on that like 60 to 80% and they get in a cohort of students and they come in in the evening and the administration counselors they even have campus security. They all stay in the evening and they individually meet with every parent and student and say what's going on. we

100believe in you. Here's where your credits are at your tenants. What can we do? And that's where they have found out. Students like, I don't come because my dad lost his job. And so, I'm providing food and we're like, how can we help with that so you can come? Students have two weeks to improve their attendance. If they don't, they come back. And the magistrate actually comes to Riverdale and meets with families at Riverdale um and says, "What do you need for support? What can you do? The court's going to support you." And then they do that. And then they have two more weeks. If they do not increase, then they go to truency court and then the court continues involvement with the family and pulls in some additional professionals out there. Um so the

101magistrate's volunteering her time in the evening as well to come and she has been super excited about our outcomes and um has asked Riverdale to go across the state and speak about our program because of the outcomes that they've seen um with a lot of their students. So it's a really exciting program. We're excited to have funds to improve that. Thank you. Yeah. >> Um, thank you Darcy for the great information. >> Sure. >> Two totally separate questions. The first one is >> as we are reducing expulsions, >> how do you manage the risk between maybe more students hanging out that might be risk to other folks or to other students. >> I know we talked about the advisory >> student that they're one of the concerns is safety, right? But how do we know

102that if we don't expose we keep more students that and you're working hard with them and we have to cult on every single student but how do we manage that risk between not exposing the other students by keeping some of the students longer if that makes sense or are we just deferring? >> Yeah, that's a great question. So um when I say reduce um expulsions that's really for some of those any safety related behavior um students are removed from school right that is our top priority. So, we have a whole threat assessment process that we go through. Um, we also if a student is a danger to others, they are removed. If they have criminal offenses that make them a danger, they're removed. If they have a high level threat assessment, they're removed. When we

103talk about reducing exclusionary discipline, it's for um some of those behaviors like being suspended for not attending or being suspended for um some mental health concerns or sub substance use concerns. if we can give you help for your substance use concern and get you back in school, um it's better than expelling a student where they're out on their own using substances. So, when we talk about reducing those, it's really for some of those lower level behaviors that students are often excluded from school for, but anything safety related are absolutely any kind of weapons, um anything like that, they are removed from school. Right. >> Oh, thank you. >> Yeah. And then my other question is with a lot of the student population being Latinos, >> can you talk about how you make the connections with

104those Latino families? I just to me it seems like there's a different type of skill set required to reach those. Can you talk a little bit about the staff in particular what kind of staff we have to kind of connect with those that community? >> Yeah, I think it depends on the school. We depend um highly on the school. So the district level's not really the ones that are engaging directly with those families in those programs, right? So um the staff are employing those um staff at that school to connect with those families. Um and so depending on um what the students need um then those staff members at that school are um responding to that. So they're doing a lot of those um attendance meetings and things like that in different languages um whatever

105language they would need. um really asking them about like cultural reasons why they may not be attending or what the family needs. Um so there's a lot of um culturally responsive stuff in order to that. >> Yeah. >> Um I have a couple of well comment and then a question. My um comment is just that I really liked your presentation. It was very fun to follow and like whimsical and [laughter] I don't I just really enjoyed your the way you laid it all out there. It's very creative. Um, I wanted to know in terms of the come to school program, it's at Riverdale. Are you planning to launch that to the other major high schools? Is that already in the works? >> It is in the works. Yes. Yeah. So, we've already um had conversations

106with Brighton High School and Praview High School. Um, Riverdale, the only reason it started at Riverdale is because they had already started that work and it was one of their um goals in their unified improvement plans for their UIP. And so they had already done a lot of that groundwork. It takes a lot of climate and culture work um to be in place in order for that to happen because teachers the magistrate won't get involved if teachers haven't called if the school hasn't intervened. Riverdale had those things in place already. So we were able to jump in. So, Riverdale, um Aaron and Britney and Amber who were here today have gone out and met with Prairie View and Brighton High School throughout this school year to get those things in place just like they did

107last year with North Glenn High School is kind of where we picked it up from. Um so, they have been working with them all year to get that. And we also have middle schools interested in as well in that program. They just have to be prepared because it is a lot. It's different, right? Like your staff have to be willing to come in on Wednesday night and stay there till 7 o'clock to meet with families when they're not at work, right? Like that's a diff. You can't call a mom out of work in the middle of the day to come in and meet. So it it does take some a lot of extra time and effort to do that. Um I have something I totally agree with what Rachel said about I really like the

108way you laid things out. I really appreciated like at the end of the reports the key findings and here's our next steps like it answered so many of the questions that we would probably be sitting up here asking. So well done. I think that was awesome. >> Thank you. >> And this is something that maybe for the board I don't know if anybody else is in an agreement or something that maybe we would potentially like to see on reports going forward, not just this report. I always find whenever we get these tables of all the schools alphabetized, I think it would be much more beneficial if we could separate them by um like elementary, middle, and high school so we can kind of compare apples to apples. Like comparing, it's always 27J online next to

109Brander. Those probably aren't the ones you're necessarily wanting to compare, but to see the elementaryaries and to see specifically I think usually like the three high schools next to each other, four high schools is I think would be really helpful. I don't know if I'm the only one that might find that useful on reports going forward >> or if that's something we kind of want to see. >> Okay, thank you for that. >> Yeah. Yeah. >> Thank you. >> Any other questions, concerns? >> Thank you so much. I'm really excited too about the data and how you presented it because if one of our jobs is to go out and advocate on what's happening to the district and teach people, you gave us like real facts that are really easy for us to digest and

110talk about and then you backed it up and answered the question. So, I feel like this is a good way for us to go out now and do our job of advocating and talking about what the district's doing. So, thank you so much for your time. >> Yeah, thank you guys. And um I would entertain I would entertain a motion. >> Move to accept the global goal 1.4 social emotional learning dashboard report is conveying reasonable interpretations of the executive limitations. >> I'll second. >> I have a motion by director Trillo, a second by director Wilham. >> Director Ramon Alvarado. >> Yes. >> Director Tracy Alvarado. >> Hi. Director Melinda Carbajal. >> Yes. >> Director Ashley Khan. >> I. >> Director Star Trillo. >> Hi. >> Director Rachel Wilham. >> I. >> Motion carries. Thank you.

111>> Next is policy review schedule. We have April 22nd we'll do a 3e asset protection. May 27th 3A treatment of students. June 10th 3F financial planning and budgeting. August 26th 3.0 global executive constraint. September 23rd 1.3 academic growth and performance. based on the dashboard and 3J charter schools. October 28th uh 2026 3D financial condition and activities internal November 11th we'll do 3H emergency executive succession and December 9th 2026 we'll do 3II board awareness and support and 3D internal financial condition and activities January 28th we'll do 3C treatment of faculty staff volunteers February 25th 2027 will be 1.1 graduation rate 1.2 2 post-secondary readiness 3B treatment of parents and guardians and March 11th 2027 which is so far away we will do 1.4 social and emotional learning dashboard and 3G compensation and benefits. Next up. >>

112Oh, sorry. Real quick, Will, is this where you wanted to talk about changing the seal to later or >> if if you're interested from Darcy is is a year old data. It was the end of last year. Does that make sense? So because you need the data from the whole year, you could move this expectation to June and then you could have the entire year data and you'd be talking about the year that we just had versus so the things that Darcy's doing now it was in this report data that you got was last year's data. Does that make sense? Just like graduation was last year but that's as early as we could get you that report. I just thought it might be good for you to move it to June. Do you need a

113vote for that? >> Um, I can just >> Nobody anybody object to that? I just was, as I was thinking of Flo, as Darcy's preparing it, I'm like, so next year, Darcy, that June report will be this year's date or last year's data. Well, it'll be this year's this year and next year's data. Correct. You'll have two in one report next year. Yeah. >> Yeah. Either one. I just by the time they get the feedback from this, it's already like we're already you already missed a year. >> I think you should move those things around to make sense for us. >> Okay, we can we can do that. Darcy, are you okay presenting again in June with data to us to start the cycle? >> Okay, >> then we're going to do that. Yes. Thank

114you again, Darcy. All right, next up is E. The Board of Education will discuss policy 2.C, agenda planning in the board of education 2026 27 meeting calendar. Just I'm just gonna do a quick presentation. Doing triple duty here. It's okay. I I feel you. I feel you, Melinda. Um, so every year in March, the board looks at their planning calendar and basically what they do is um make it public of that they're going to continue on their normal process and their normal schedule of meeting the second and fourth Wednesdays of the month. And then I always built in there to the fifth Tuesdays. The only thing that really stuck out at me on the list that I did is this year we had a fifth Tuesday I think on December 31st and so the board

115said that was New Year's Eve so we canceled it. The one this year is on December 29th. We can keep that and as you have seen we can change those dates as we get closer. You can also add a planning session like you guys have done on Saturday as long as we give the public proper notice if you add a meeting or you delete a meeting. But that was really the only one that kind of um fell into a holiday or kind of maybe a conflicting schedule. Everything else was the second and fourth Wednesday as well as the the fifth Tuesdays. So it's pretty basic on these are the dates that the board anticipates on meeting for the next year. That way. Sometimes people like your committees that you serve on, I will send them

116a copy of this tomorrow letting them know this is what the schedule is for next year. And then they'll coordinate bond oversight, millie oversight, that type of thing with this anticipated um calendar. And then if for some reason, like I said, at the the board's wishes, they can change or add meetings as they wish as long as we give proper notice. >> Any thoughts about that 29th of December meeting? I think the 29th of December is really hard for vacations for everybody. >> I don't know if anybody wants to do you guys want to do that. >> No, Terry. >> I would vote no on that. >> And I think the thing too is I never take it off just because the board it's it's the board's planning calendar, but those are the ones that

117kind of stuck out is is it is difficult if you know school is out for a couple of weeks or that that type of thing. So, I by all means if you guys want to and that's why it says in your agenda um move to approve as presented or with the revision of and you can kind of make that make that in there as well. That was the only other the one that I thought to point out to you that might be a a good time to take it off if you guys decide. >> Awesome. Thank you, Lenan. Does anyone want to um I'll entertain a motion or a motion um with revisions. Um, I'll move to approve the board of education 2026 2027 calendar um with the following revision removing December 29th meeting from

118the calendar. >> I'll second. >> Awesome. I have a motion from Director Tracy Alvarado, a second from Director Wilham. Sorry, I'm gonna take a roll call from the podium. I've never done that before. Um, director Raone Alvarado. >> Hi. >> Director Tracy Alvarado. >> Hi. >> Director Melinda Carbajal. >> I. >> Director Ashley Khan. >> Sorry, I did not write down that she had left, but I did know. Um, and Director Star Trujillo. >> I. >> Director Rachel Wilhelm. >> I. >> Motion carries. Thank you. >> Thank you so much. Next up is number 12. Sell of excess of and unused district-owned property near Stewart Middle School. >> Oh, no. >> Oh, just kidding. >> Oh, sorry. The board of education will discuss policy 2J, policy governance investment. >> I'm guessing that >> No, you're

119good. Um just like uh the previous policy um the board of education has set money aside through their policy governance model that basically states um things that they can spend money on for policy governance other things that they can use through doing that model linkage meetings those type of things. You guys do have another budget that includes audit and includes the election. the election cost about $80,000 this year, not included in any of this process because this is how the board governs and money set aside for that. Um, if you look, it's $43,000. So, it really is truly a I don't even think it's a drop in the bucket. It's a, you know, very, very small. Um, and you can see, u based on the printout, um, you guys are at 40% of using that

120budget. You have never gone over that 43,000. I looked back in some history. The last time you increased that was back in March of 2023. You added about $8,000 to that only because CASBY had increased the cost of their conference registration and we were taking more students down there at the time and so we needed to increase that dollar amount and at that point in time it was uh increased to the 43,000. prior to that in 2021, 2022, 2024, and 2025, you've not um changed this budget at all. And I kind of put a breakdown of um what your policy states is the dollar amounts and then what's reflected in the printout that finance provides to me that shows basically where you at and what you've spent. If you do not spend all of this

121money, which you do not, you normally will spend maybe about 70% of that. Whatever is left over goes back to the general fund and we start again next year with just $43,000. So it goes back. It doesn't get get lost or carried forward. It's just a fleet 43,000. >> And on that I would entertain a motion. >> Move to approve the board of education 2.7 policy governance investment budget as presented. >> I'll second. Awesome. I have a motion by Director Trillo. A second by Director Willam. A roll call vote. >> Director Raone Alvarado. >> Yes. >> Director Tracy Alvarado. >> I. >> Director Melinda Carbajal. >> I. >> Director Starto. >> I. >> Director Wilhelm. >> I. >> Did I miss anybody? >> Thank you. Motion carries. And I want Darcy to do my report

122next time because mine's not as pretty. >> You did great. Thank you, Lynn. >> Thank you so much. >> Next up is number 12. Sell of excess and unused district-owned property near Stewart Middle School. For real this time, the board will discuss the sale of excess and unused district on property near Stewart Middle School. And I will have Terry come up Terry, thanks again. U when we acquired the land, was there like a right of first refusal? Like for example, when we acquired the land, the entity that gave us the land, did they have a right first refusal? Meaning if we ever sell it, they have the right to either purchase it back. We purchased the land. >> Okay. And then another question might be a question for Stacy is does this fund these the

123sell this land is that cash is that restricted still? Will continue to be restricted cash? Typically we put it in the cash. So if we need to go out >> so it's restricted for that. Okay. Got it. Okay. Thank you. Uh and then just the last question the uh on the contract I think they have like 360 days right. So I think they negotiated kind of like a offramp if you will but we're not going to collect the toll for that offramp if they they decide to not go forward. >> There's $10,000 earnest money that's deposited on day inspection period and 360 approval period. If at the end of that they decide not to go forward. >> We do get a 10,000. Okay, perfect. Great. Thanks, Sarah. >> Any other questions? >> I would entertain

124a motion. >> Okay. Move to approve staff's findings that subject property is excess and not needed for any current or foreseeable future use and to approve the attached real estate contract of sale authorizing the sale of the aforementioned district property according to the attached agreements and further move to authorize the superintendent of schools or his design to conduct any required final negotiations and to execute all required documents to execute the sale of the property. Second. >> I have a motion by director Wilham, a second by Ramon, Director Raone Alvarado, and vote. >> Director Ramon Alvarado, >> yes. >> Director Tracy Alvarado, >> I. >> Director Melinda Wil. >> Melinda Carbajal, >> yes. [laughter] >> Director Startru, >> hi. >> Director Rachel Wilhelm, >> I. >> Motion carries. Thank you. >> All right. Thank you so

125much, Terry. Next up. Oh, you're you're here again. Next up is Cell Tower. [laughter] >> Sorry. [gasps] >> Let's go again, Terry. Let's do it again. Next up is number you up there instead of me. >> 13. Cell tower lease at Riverdale Ridge High School. The board will discuss a lease for the property necessity necessary to construct and locate a cell tower on the Riverdale Ridge High School site. Once again, you heard Any questions for Terry? Then I would entertain a motion. I will move to approve an option and ground lease agreement with Crown Castle Towers 06-2 LLC, a Delaware limited liability company, for the property necessary to construct and locate a cell tower on the Riverdale Ridge High School site and to authorize staff to conduct and negotiate any final terms and execute all

126required documents. >> Second. I have a motion by Director Tracy Alvarado, a second by Director Trillo, and a roll call vote. Director Raone Alvarado. >> Yes. >> Director Tracy Alvarado. >> Hi. >> Director Mind Melinda Carbajal. >> I. >> Director Star Treo. >> Hi. >> Director Rachel Wilhelm. >> I. >> Motion carries. Thank you. >> Thank you, Terry. >> All right. Number 14 is schedule of meetings on March 31st, 2026. We are going to have a 5:30 joint meeting with elected officials. And like we talked about earlier, this has not been confirmed, but we're working on getting Adams County Commissioners um to be able to have this meeting with us. Um, I just just now got a text from Lynn stating that they are working on that, but they may or may not be able

127to make it happen. Um, on April 8th, um, we have a 5:30 uh, linkage meeting or planning session. Um, April 22nd will be study session 5:30, 7 p.m. regular meeting. And May 13th, 5:30 will be linkage meeting or planning session again. May 27th is study session, regular meeting. June 10th, 2026 study session and regular meeting. And that is our only meeting of the month due to summer break. Any questions about that? >> It's going to be good that we're >> right. >> June 1st. It's a Monday. >> It's a Monday. Yes. That'll be on June 1st, >> the fourth. >> Then next up is number 15, board meeting evaluation. And that's me. So I said I'm g have to talk a lot tonight. I was like, do I get to skip this now that Tom

128had to go on? This is hard. Um, and so I get to give you this tonight. So the first one is governing. The first one is governing style outward vision. um rather than focus on internal operations. And I'm going to give us a number four. I think that we're balancing what that looks like with a new superintendent um on board and also a new style of governance kind of in who we are as new members of this board. And so we're learning what it means to operate at that level. Um and I think we're consistently working to be really good at that. Second is strategic leadership, proactive rather than reactive. And I'm going to give us a five on that. I actually think that's something we're really good at. asking questions up front and sort

129of setting um ideas about what we're looking for instead of having reactive behavior. Collaborative teamwork. I'm going to give us a three and a half. I think ahead of the election, we were really really collaborating um well and collectively and I think elections are a little interesting, but to be fair, like on the back side of that, I'm really proud of where we're moving towards and I see us becoming really collaborative again. Um an initiator of policy and not merely a re a reactor to staff initiatives. I'm going to say we're a 4.5. Um, for board member code of conduct, we have arrived on time for meeting. I'm going to give us a three. I think in general, um, as a board, we've been working on setting best practices for how we show up. And

130while this is volunteer positions, I think that we all are dedicated to do the work. And so, I'm excited as we set our own best practices aboard that we can show up better for you guys in the community. Um, properly prepared for meetings. I'm going to give us a four. Uh, gave full attention to the meeting. I'm going to give us a four. worked in a business-like manner and maintained appropriate decorum. I'm gonna give us a five. Uh listened to and responded to the statements of others in a respectful manner. I'm going to give us a three. And um primarily because I think we need to take the time um I obviously move fast and speak fast, but I think it's really important that we start operating at the speed of the people around us.

131And so, uh, the reason I'm saying that I think that we, um, aren't necessarily listening or being respectful is we're just running really fast and we need to make sure we're operating at the speed of everyone. So, we all have an opportunity to talk. Um, business was conducted lawfully in an ethical manner. Absolutely. A five. And, uh, the end of my report is I'm just really proud to get to serve with the people that I get to serve with up here, each and every one of you. And I think that everyone's intentions are really good. And then we think about that and we move forward um, together. We're going to be a really solid board. So that's it. Any number 16 is any closing comments or future agenda items that any of you would like

132to add? And I get to use this G. I'm so excited. Number 17 is adjournment.