001Welcome to the St. Rain Valley Schools Board of Education meeting of February 22nd, 2023. Please stand if you are able and join me in the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Christy, would you please call the roll? Yes. Mr. Berthold? Present. Mrs. Brooks? Present. Mrs. Heranek? Here. Dr. Marder? Present. Mrs. Fraggland? Here. Ms. Sechrist? Here. And Christy, are you aware of any changes to the agenda? Yes. We have removed two of the presentations to allow the students to be home for the snow. Thank you. So we will not have our lunch, Ed, and our now at high school people here today. This meeting is being streamed on our website
002where our recording will be also available. If our live audience would please be sure to silence device notifications, we greatly appreciate it. The meeting is also being translated into Spanish and headsets are available for anyone in our audience who would like them. I will begin tonight's meeting by stating our mission statement to educate each student environment so they may develop to their highest potential and become contributing citizens. This mission provides clarity of our purpose and our focus leaders make all decisions within its context. Usually I recognize our student advisory student who's not here today. So that brings us to the next item on our agenda, which is visitors. Our only visitor tonight is Chase McBride. Oh, sorry. It's Don. Don and Chase. Well, I'm going to ask Chase to come up and make an introduction
003and then we have a presentation for one of our very special educators in St. Vrain. Kathy, can you come and join me, please? Madam President Board, Dr. Edad, thank you for having us here tonight. With me is Kathy Keller. Kathy is currently the general music teacher at Prairie Ridge Elementary School. We are proud to have her here tonight. At the last meeting, we recognized a few teachers who presented and had students selected to perform at the Colorado Music Educators Association Conference. None of that would have been possible without the CMEA Council, which includes our very own Kathy Keller. Kathy has voluntarily served on the CMEA General Music Council for the last eight years and has spent the last four serving as the chair. This role is responsible for organizing logistics and the success of the
004elementary music portion of the conference for the entire state. We wanted to take this opportunity to thank her for her service and her leadership for the elementary music teachers in Colorado and most of all for our own district as well. One of the things that I'm very proud of, and I know many are, is the quality of our music programs in St. Brain, whether it's at the elementary, middle or high school level, we have among the very best programs in the entire state and even more impressive throughout the entire country. You know, at the most recent event, CMEA, they had St. Brain all over the place and people were contacting us saying, my gosh, every time I turn around, there's something being said about St. Brain or there's a performance from St. Brain or a
005teacher from St. Brain. And you know, Kathy, just so you know, I have received several compliments about you that people have shared with me via email and phone calls and just talked about your incredible leadership, your incredible commitment to these programs, your incredible commitment and dedication to the students. And Chase and I had a conversation and he was like, yeah, she's a superstar. And I said, well, why don't we ask her if she'd be able to come and join us so that we could say thank you. And that's the whole purpose. And so I want to present you with a Superintendent's Excellence in Education Award and say thank you for the excellent work that you do for our children and our schools. And if you'd like to share anything, if you have any guests in
006the audience or if you would like to say anything on behalf of your programs, that would be great. Thank you. Thank you, first of all, to the board and to Chase and Janae. Such great mentorship from my leaders. It's, as Chase said, eight years I've been serving on the council and it's been very enlightening and encouraging for me as an educator. And I've grown so much, it's really stretched me beyond my comfort zone. I've worked with, I've been able to work and collaborate with clinicians across the nation and really developed and honed my skills as a music educator. Through this whole thing, my family, my husband and my kids are here tonight to support me because they've been my biggest cheering squad and seeing all the things that I've been able to accomplish as serving
007on the council for the entire state, but it feels really good to be able to represent our district at the state level. So thank you so much for this recognition and this award. I really appreciate it. Thank you for sharing your mom and your wife with us. Okay, and that is it for visitors tonight. Next we have public participation. And I believe we have one person signed up and nobody signed up online. Do we have anyone else from our audience? Nope, we don't. So thank you for joining us. The Board of Education greatly values feedback and perspectives from our community. We hear up to 30 minutes of non-agenda topics and up to 30 minutes of agenda topics per meeting and each speaker is limited to three minutes of speaking time. It's long-standing practice of the
008board not to address or respond during the public comment segment of the agenda, but please know that we are actively listening. May we have our first speaker, Jeff Forsberg. Please step up to the podium and state your name and address for the record. Hi. My name is Jeff Forsberg. My address is 3536 Foxtail Place here in Longmont. And I am a father of a student here at St. Brain. My daughter is 16 and has endometriosis. She's been suffering since she started getting her periods. And us learning about this disease got us really involved with it. We found out that one in nine women have it. We found out the average diagnosis time is approximately 10 years for most diagnosis. It costs the U.S. somewhere around $119 billion a year in missed work, missed school. Harvard
009study shows that most girls, 100% of girls who spend time or miss school because of pain during their periods is due to endometriosis. We decided to start a fundraiser and partner with a nonprofit called the Endo Collective. And part of this initiative is to provide school nurses with endoeducational toolkits. Now to be clear, this is not a screening kit. It's not a testing kit. Really it's an educational kit. And what's great is that the nonprofit has also got CEUs attached to this. So school nurses can get continuing education credits for this. But the Harvard professor stated that frontline recognition of finding girls who are suffering from this at that early age can save them years and years of suffering. Women who go into their 20s and 30s and 40s dealing with these pain. For those
010who don't know, endometriosis is where tissue similar to the uterus grows outside the uterus. It attaches to fallopian tubes, to kidneys, to pancreas, to the side walls. It causes horrible pain and discomfort. And like I said, it affects one in nine women and girls. So we are offering to give these toolkits to St. Vrain schools. And I understand there might be some regulations. I've tried to go through different channels to try to get them. We've already paid for them. It's part of our fundraising with our event that's happening March 8th at the Longmont Museum at the Stewart Auditorium. We're screening a documentary called Below the Belt. And we want to provide the nurses in the district with these toolkits. It's a copy of a documentary, it's some posters, it's possible class lessons, free of charge.
011And the roadblock was just that they said that they couldn't accept it. And I understand that there are regulations. So I thought I would come and talk to the board to see if there's some way that it can be looked at to where you can receive this. Thank you, Jeff. Okay. And next on the agenda, we have the superintendent's report. All right. Thanks. A couple things, well, more than a couple. The state wrestling tournament just finished. We had 32 wrestlers from our system qualify and we actually had six finalists and three champions and then several second place, three second place finishers and then also some finishers in third and fourth and fifth. But it was a pretty incredible showing. So we're very proud of our wrestling program and our basketball program, swimming program. They're still
012moving forward but with playoffs that are starting and things along those lines. So we'll bring a report. So congratulations to the wrestlers. I was unfortunately unable to attend the tournament this year because I was in another work-related activity but just it was a great showing. And I don't know if Chase is still here but Chase was keeping me posted every time somebody would get to the finals, I would get a text. And then when they'd win it, I'd get another text and then it was pretty exciting. The other thing is I don't know if you could recall but a number of years ago, we were not a number of years ago, it was about a year and a half ago, we were approached by the Lego Foundation and they have a World Forum conference every
013year and this year it's going to be held in London. And they selected six different groups to present and one was from India, another one was from, I've got the different, the United Kingdom, let me just pull this thing up here so I don't give you the wrong. So Delhi, India, British Columbia, Canada, Singapore, a municipality in Sweden, Northern Island, the United Kingdom and then from the United States, Saint Rain was selected to represent this program and it's about creating reforms, national and sub-national stories of creativity reform. So we got invited to go to London which probably not going to be able to do but nonetheless it's a great honor for our teachers and our staff that are doing this work to be representing the United States there and doing some great work. So that
014was an exciting thing that I heard about today, it was just one of those uplifting emails that you get. The other thing we're going to be able to do, we're going to Washington DC, we're invited to go by Stan Litow to present in March and we'll be presenting about P-TECH and there will be a number of governors in the audience, there'll be representatives from the White House and it should be a really good opportunity to share some of the things that we're doing with P-TECH and as you know we have now more and more kids graduating with their associate degree and we've got the three programs and we're excited about a fourth program and so that will be happening in March. Another thing that was interesting and exciting at some level, I was asked to
015go to Switzerland with a group of about 40 corporate executives and the governor's office is sponsoring this trip at the end of May with the intention of studying their apprenticeship program because Switzerland has one of the best apprenticeship programs in the world and internship programs and so the hope is that we come back and these different corporate entities and CEOs would then allow for apprenticeships and internships in their companies and organizations and that we would be able to help in terms of what that might look like in terms of the workforce pipeline coming out of public education. So I'm excited about doing that and meeting some new people and having a chance to study another educational system and then come back and be able to implement or help implement some of those things throughout Colorado.
016I also want you to know about an event tomorrow night between 6 and 7.30 at Stapp Toyota. It's connecting the Carbon Valley and we'll be doing a brief presentation there about St. Brain Valley schools and some of the ways in which the foundation is supporting and then also some of the things that are happening in St. Brain and it's just another demonstration of Stapp Toyota's commitment to St. Brain and to our students and teachers and staff and community. So I'll be there tomorrow night and invite all of you as well. The grant that I notified you of, a $350,000 grant, that's going to bolster some of our safety efforts and so we're excited about that and I think that pushes up close to $32 million now in the last four to five years. We also
017received word, we had applied for a $6 million grant and it's an opportunity grant that's being sponsored out of the governor's office and there were 450 applicants and they narrowed it down to about 15 to 20 for the finalists and we're in that cut and so we'll find out probably in April whether or not we are selected as one of the two or three winners. So we'll let you know but just to get this far is pretty exciting for our team so we'll keep you posted and if we were to get that, that would be several million dollars which is a good thing. Wanted to share with you the report that just recently came out about the four-day school week and they studied Brighton. This was a pretty extensive deep analysis of the impact of
018the four-day school week and here are the things that they found. One they found that academic achievement dropped significantly and continues to drop even more over time as kids migrate through the system and kids who live in poverty or who have disabilities or who struggle, the losses are even more significant. So it's kind of counterintuitive to say you're serious about closing the achievement gap when you sit back and do nothing about this migration of 70% of the school districts in Colorado now going to a four-day week. I don't want to say it's disingenuous because I don't think it's intentional but it's a clear alarm bell that's going off. The other thing that it showed was it actually cost the district more to implement it than they saved. So there's no cost savings involved, it's an
019expenditure. So we're going to cut our children's education by 20% and it's going to cost us money to do that. The third thing that they found was the property values of the homes in those communities dropped by 4%. And then the fourth thing that they found which it's been touted as recruiting and retaining teachers, they showed that the recruitment and retention of teachers dropped by 5%. And so none of the things that it's been touted to do are being done and at the end they asked the superintendent if you had to do it again would you and he said no. The problem is once you move down this track so to speak it's hard to rewind it. And so to me it's just another demonstration of trying to find solutions to problems that end up
020creating even worse problems. So it was born out of we want to save money, it was born out of how do we recruit and retain teachers so let's incentivize them to come into a system that doesn't require as much work and then all of a sudden the data comes out and it's like oops. And so it's just a reminder that before we go down not St. Brain but anybody else goes down these really impactful roads that they should find out before they go down that road what they're headed for. I hope that there's more conversation, my hunch is that if past history holds true people will just ignore this in the same way they ignore many of these things but it's really in my estimation tragic for these children that are caught in these systems
021where the adults make decisions that clearly harm these children and the adults who can stop it sit back and do nothing and you know anybody that asks me would I ever consider it absolutely not I would consider a six day week but not a four day week and that's why we have so many kids involved in robotics on Saturdays and we do project launch and we do AAA and all these things our children need to be in school and that's anyways if you have a chance to read that report I think it would be worthwhile. The other thing is I had a conversation with a representative from the Colorado Sun and it invited her to come and talk with our Dask community and our superintendents just to get the feedback from other superintendents about their
022perspective on the accreditation system because this is another system that really needs scrutiny and I think it's going to get some of that scrutiny because the audit showed clearly some of the flaws that are in place. I was on a conversation as I mentioned earlier with other superintendents and the commissioner for the Colorado Department of Education and I asked the question in light of findings are you under the impression that the state board is willing to take a look at this and she indicated that she thought they would so we'll see and we'll see what the next steps are. In my conversations with this individual from the Colorado Sun similar to the Longmont leader and the daily camera and Colorado politics and all of these folks with whom I've been communicating it's I want to
023explain these things to you and then have you read the audit and then also have you delve into this system so that you can take a good look at what's happening and it was a great conversation and she's going to come to our Dask meeting to hear from from Cherry Creek and from Jeff Cohen from Douglas County and all of these individuals who share the same concerns that I have so that's moving in the right direction and I will keep you posted there and then the last thing there are two bills well ones it's already been submitted and then then the accreditation bill that we're driving we're waiting to submit that but there's another bill back to our conversation around finance I think it's house bill 1054 that proposes to bypass this year's reassessment for
024property taxes and assessed valuation and move it from 23 in December all the way to 25 so that would mean the gains that we would make off of our mill levy overrides would not happen until we get to 2025 and the other element of that is that the assessed valuation gains would be capped at five percent which many districts are looking at 15 20 25 percent increases in assessed valuation now there are a lot of groups that are coming forward to oppose this we're talking to case and casby and and then it's not just schools because it's a it's a whole host of groups law enforcement fire everybody that would be impacted and services would be impacted but this is just another example of how out of the blue something could come up that could
025have a dramatic impact on our budget and we have to just be prepared for those things and we'll see where it goes but those are two things that we're watching the accreditation process and then also this property tax bill other than that i would just share with you that you know we're in a good space and we just keep moving forward last night you know the weather hits brian and i were driving around this morning at three o'clock and brian does that and we you know getting our cup of coffee and going this this is crazy it's snowing then you get to the other side it's not snowing and then you're talking to the weather consultants it's going to stop and then it doesn't stop and then it does stop and you know it's one
026of those things where you're just driving around to see it for yourself so that you can make a good call and the good news is is it it did stop and we felt that it was best to have school because the roadways were clear we saw lots of plows out lots of ice melt being dropped and then you know we felt like we were good and about an hour ago an hour and a half ago it started snowing again and we've got playoffs going on but the good news is it's now stopped again so we're going to keep playing weatherman and safety will always be our top priority so that's where we're at thanks thank you don and everything you do safety is the number one focus for our students i really appreciate that so
027important these days and it's wonderful to see that you know in this district we've had tremendous impact on our students and that you're expanding the reach of what the work that that you're doing here and that our district has done for us here and and it's just expanding so thank you for sharing next up we have reports so reports so 6.1 is fiscal year 23 january financials greg good evening so we reviewed these the financials with you earlier this afternoon and we reviewed them with the finance and audit committee in more in depth last night and so i'm just going through it we have the executive dashboard where green is good yellow we want to pause on and red is something we need to dig into we've uploaded all the new amended budget numbers and
028our dashboard is green so we are in a very good spot and we'll post those out to the website and people can go look either at the dashboard or they can dig into the financials even more but i'd be happy to answer any questions you guys have thank you and as greg said we had a chance to review this both before the meeting tonight and also at the finance and audit committee on monday so i'm sorry tuesday so thank you so much next up report 6.2 wellness culture and safety inventory update johnny tech here that we are going to hook in push up a button push up a button all right well first we'll start with some some brief introductions i think most people know us in the room but for a matter of record
029here i'm johnny torrell i'm the assistant superintendent of student services and proudly serve with a team of folks who serve students and families and support schools all to ensure not only academic success but really trying to meet the needs of a whole child and i'll turn it over to my little guest here good evening everybody my name is olga cordero i serve as the executive director of equity and engagement i'm in my 28th year 27th year keep me honest johnny in st brain valley school district proud graduate from here and i'm really excited to share some of this information with you all tonight so this is that annual report that we provide each year and so i would be remissed if i didn't first start by thanking the board of education our leadership cabinet staff
030members esteemed guests and anyone else who's who's listening thank you for the opportunity for to present this information and so the intent tonight is to share how students have responded over time to a set of questions in this inventory and subsequently how we responded as a system okay and what you're going to see is some graphs you're going to see some triangles that we call deltas going up and down and then a number that's right next to that and so overall you're going to see a trend and that trend is what we're very proud of the consistency and more times not an upward trend and how our students view their experience here in st brain valley school district in the midst or on the heels of a worldwide pandemic and that's a testament in and
031of itself all right so it's important to know that our wellness culture and safety inventory uh not not necessarily mirrors but it's very similar to the healthy kids colorado survey a lot of the questions are are pretty parallel are very similar and then the healthy kids colorado survey is uh similar to the yrbs that that's the national survey and they're given every other year on the odd years so we happen to fall in that odd year this year so we'll have some good comparative uh data the next time that we come before you i also want to highlight the the uh the fact as i mentioned before uh that you're going to see these line graphs and this element of consistency across over a seven not necessarily a seven year period of time but seven
032administrations of the health of the wellness culture and safety inventory now it's a lot of slides so we're not going to read word for word verbatim that's on the slide we'd be here quite some time and so we're going to highlight uh give you the highlights and then also uh provide an opportunity for you to ask ask us some questions and so as we go there's a presentation yes but feel free to ask questions as we go and we'll we can pause and and stop and answer some of those questions as well okay so the inventory highlights 73 questions over 12 categories uh there were 7350 total respondents uh specifically at the high school level grades 9 through 12 74.66 percent of the students uh responded and that's up 3.9 percent so we're proud of
033that that and uh strong there's strong statistical accuracy of the data and then strong comparability data as i mentioned before to the healthy kids colorado survey and the yrbs this is one of those 12 categories and you'll notice it's entitled health and wellness so how this is going to go is we're going to show you a line graph and then showing the line graph it'll give you a visual picture of where where we are and how students perform and then we took out some of the questions that we typically will highlight each year and so you can see the comparative analysis now those are not all the questions that's not an exhaustive list of all the questions in the category but just some that we've had conversations about in years past and so as you
034can see as it relates to health and wellness you see that line is relatively flat 66 starting in the fall of 2015 and a slight increase in the fall of 2022 of 67 percent as it relates to health and wellness so what does that mean health and wellness this gives you a lens into some of the some of the questions are asked in this category for example 94 percent of our students said that they had access to both a dentist and doctor when needed so no negligible change there 89 percent said they sleep between five and nine hours each night that's a two percent increase i would like to say i would fall into that category but i really don't and so i'm working at it okay 31 percent said they eat breakfast on a
035daily basis that's down one percent and then 77 percent said that they are physically active more than 60 minutes a day three times a week and that's up one percent personal safety you can see again yes excuse me johnny just a question when when you're giving us these overall results with the line charts could could you give us some context about how other systems that you're aware of or maybe at the statewide level of what those levels are for example 67 percent of our students involved with health and our report that they are rating health and wellness appropriately is that about what we see across the state of colorado right we outperform both the healthy kids colorado survey and the yrbs surveys which is a collection of schools who participate in the healthy kids colorado
036survey most of the major large school districts do and then the yrbs is a national standard and so we do outperform in each one of those areas but mind you this is a snapshot it's an inventory so it's a snapshot at that particular time i understand that so if you could just give us a context this is 67 percent snapshot here and state of colorado would be some other percent and the national yrbs would be some percent okay great questions i can get that information to you we don't have it right right now but i can't get that information to you at a later date thank you and that would be for each of the areas that we're going to see tonight i'd be interested very interested in that and i have a quick question
037is that information available online yes it is yeah so we can probably look through that and make the comparison yeah thank you yeah yeah yeah i'd like to see what dr marty was saying just just i mean i know we can do it on our own but if we see it together i think it makes it makes the comparison a little bit more well developed my question that i have here regarding go back to the other chart you were just on the 31 percent for breakfast do we see a correlation between because 31 is kind of low when you think about eating breakfast and while breakfast is not necessarily the requirement um from a nutrition perspective what you start out your day eating is very much the requirement right so it could be breakfast it
038could be lunch or brunch if you like the brunch thing but do we see a correlation with that 31 percent in the behaviors when i say behaviors how the students are performing across the board in some of this other data are you possibly maybe it'd be a stretch in some instances because you also have to um realize how people are defining that term breakfast and when they have breakfast depending on the rate level i know this i have a teen at home she would say that she eats breakfast i would probably say that's closer to brunch 10 30 i'm not sure you could call that breakfast so so there's a lot of variables that's there and for us to sort of make that leap and make that correlation would be you know presumptuous at best
039i think so maybe maybe in that one because it is such a not completely defined having in that survey the question do you eat later than what we would consider a traditional breakfast not saying those are the exact words but to that extent and we do the great thing about this we have a great partner in panorama we have the ability to tweak some of these questions but for reliability and validity purposes we try to keep them pretty similar so we probably wouldn't remove that question we probably add a add an additional layer maybe to that yes to get more context okay yes adding the layer is what i was suggesting thank you personal safety so as it relates to personal safety 96 you see that's relatively flat what do we mean by personal safety
04096 of our students have not been in a physical fight in the past 12 months that's down one percentage point 89 percent have not been threatened harassed or hurt on school property down one percentage point and 85 during the past 12 months have not experienced cyber bullying up to two percentage points home and community yeah then that would be me so home and community is the next section that we're going to be talking about if we take a look at the numbers you're going to see back in fall of 2015 we were at about 89 we've seen an increase in healthy behaviors there we're up to 91 percent and these are some of the questions and these are not the only questions that we have asked but these are some of the questions that we're
041going to take a look at so if we look at our students having someone to talk to at home about a serious problem it went up about one percentage point feeling safe in their community and or neighborhood that was down one percentage point and have not moved in the past 12 months that's up two percentage points in relation to alcohol use we look at the healthy behaviors here and we've seen an increase in the healthy behaviors around alcohol use so if we look at that it's a positive trend we look at the fall of 2015 we were at 78 percent the fall of 2022 we were at 89 percent and again we're looking at 7350 students responding so all good yes excuse me just to be clear the 89 percent is healthy behaviors with respect
042to alcohol it's not thank you for the clarification so yes it's 89 percent healthy behavior yes not using thank you for that clarification that when you see this chart going up you know this is healthy behavior so that's we definitely are looking at the positive behavior trends across the board tobacco use we take a look at that we had a little bit of a dip in the fall of 2018 2019 that was part of the pandemic those were the years of the pandemic so we saw that but as we could see now we're back at 95 percent of healthy behaviors related to tobacco use specifically around marijuana again we have 90 91 percent favorable percentage rate in reference to marijuana over 70 over seven years we're noticing an upward trend in healthy behaviors and i'm
043sorry no that's okay but the for the marijuana use specifically is that one question or there are several questions that deal with that that you're compiling together question and these are the categories within the categories there are questions that are related to that yes so it's a survey these are the top categories so if there's alcohol there are questions regarding alcohol marijuana questions regarding marijuana tobacco and use the the questions would be following that's helpful thanks you bet you bet and around other drugs okay we take a look at that 97 favorable rate there okay so it's not use it's favorable rate and how have they changed over time we take a look back at the fall of 2015 we were at a 94 now we're at 97 so that's up three percentage points so
044overall we are seeing students reporting healthy behaviors in reference to drugs alcohol and tobacco if we look at these numbers specifically 98 percent of students have not driven a vehicle while under the influence of alcohol 90 percent have not consumed alcohol in the past 30 days that's up two percentage points 95 percent have not ever smoked a cigarette and 95 percent have not used an e-cigarette in the last 30 days which is up one percentage point and as it relates to school safety again negligible difference here fall of 2018 that's when we first started asking these questions or this questions related to this category in the fall of 2018 that number was at 83 percent and this year at 81 percent and what do we mean by school safety 98 percent have not threatened harassed
045or hurt another student on school property no difference there 96 percent have not bullied other students on school property in the last 12 months no negligible difference or no difference at all excuse me 85 percent have not experienced cyberbullying in the past 12 months it's positive to i2 percent and then 85 percent feel safe at school that is down three percentage points johnny and all but just a quick question that 85 it was interesting i was watching the news the other night and as another school district but kids were going to the city council meeting and they were expressing that they did not feel safe at school and they were asking for measures to be implemented one of them was to reinstate sros but i i want to just say when they say they're not
046when that dips nationally one of the explanations was because of the number of school shootings that have happened around the country that kids are internalizing some of that as well so it i don't think i'm not trying to say that there aren't issues in every school district and around safety but this in particular across the country they're seeing students feel less safe because of the number of violent incidents happening in schools across america and our students are hearing about them and most recently we learned today that there were a number of school districts in colorado that received threats of school shooting that were portrayed to be actually happening and that creates another whole layer of fear that i think is just important for context yeah and along the lines of fact of the matter is
047this is a an area that's sort of near and dear to my heart because we also oversee the threat assessment process and the fact of the matter is over the last 13 years actually school violence over the last 13 years school violence has significantly decreased around the nation and so if you look at that data and really quell that data schools are the safest place that students can be at this time but however to dr haddad's point we have access to worldwide media constantly and we're fed information and doesn't mean that there are not unsafe situations or circumstances that we deal with on a daily basis so we want to acknowledge that but the reality when we look at the data is schools are safe places and i think it's important to note too that
048your standard error was plus or minus 0.66 percent so if you have a variation of one percent that's really a flat result it's not students are not from this data over the last four years feeling significantly differently about school safety and in the background that we've seen with at the national level that in itself is an achievement awesome school culture again 80 in 2015 and that number is now 81 in 2022 and again some examples of questions 97 feel that graduating from high school is important to them no change 94 have goals plans and hopes for their future no change 95 have lots of opportunities to be involved that's up one percent and 86 like their school that's down two percent and 89 believe adults in their school respect and care about them that's down
049one percent i have a question if you go back to the the graph there so when you think about the change over time i mean the trend is kind of flat but from 2015 to 20 i would say 2021 or 20 i guess 2023 2022 it hasn't changed significantly but we did increase just a little bit what would you say did you attribute to the school culture because that's very important to the all of those different categories that we've talked about for the most part thus far for the students to feel like the culture that they are around that they that they fit in and when i say fit in it's a part of them they're integrated into the culture and those different types of things so what would you attribute to the the flatness
050of this particular graph um i i i think you know if i opine just a little bit i think i see from a positive standpoint and the positive standpoint is that it's not looking at school culture in isolation it's not looking at school safety in isolation it's a compilation of all the things that we do as a system by design to ensure that we meet the needs of all students at any given point in time or that be academically socially whatever that may be and so the simple fact that through a worldwide pandemic right during that time when we've seen and we've heard all the stories via social media where you know we've seen great decreases in everything from attendance to engagement and you name it we're not seeing that here in our school district
051is a testament to that system that we that we do have and so i don't think we can turn a blind eye to the fact that between that 2018-19 and 20 school years those school years that we were faced with a worldwide pandemic well we were in the pandemic starting in 2020 not 18 but what i'm saying here is that we've had based on this is a is a flat kind of almost a flat line and the over the years since 2015 we and i'm not saying we don't attribute to all those other things because i know we do um but we haven't seen much of an increase and so that part i would want to dig into a little deeper to understand why we don't see the increase because we have great programs um
052for our school or for our students at our schools um lots of opportunities for them to get uh at the high school level especially to get those additional services whether it's p-tech p-teach all of those things so i'm just wondering uh in compilation with all of those other elements that we put in here school wellness and some of the other aspects we talked about and that we probably will see wondering why that line is fairly flat from 2015 all the way until now so that's that's my my not so much a concern as much as a question just something that stuck out in my mind great question and i think that number would be pretty consistent also when we started thinking about like our multi-tier systems of support and we look at our triangle and
053we look at our universal uh interventions or our universal programming and who does it typically address and that number is typically 80 to 85 percent of your population and then that's your your next level is typically around 10 percent of your population at that top tier five percent so that's why we have additional programming and we try to have additional programming address the needs of those students whatever that may be whether on the academic side of things or the social emotional side of things and so what you're getting is the general uh inventory of okay how do you feel at this time and it's actually been pretty reflective of how that that pyramid pans out over uh time yeah and and and and something that just came to mind is that there are different um
054classes so this is different cohorts of people so in 2015 completely different cohort of people compared to what we have now so that that's just the the question i'm wondering that's this those different cohorts are feeling roughly those different cohorts are feeling somewhat the same so you see the same numbers generally i mean i know one percent can be a very big difference when you talk about some other elements so that can be a big thing kind of like a change in temperature one degree can be a lot so i understand the the change there but just wondering why i was a little bit more flat why you think it's a little bit more flat and it's and then you'll potentially get similar cohorts because it's grade 9 through 12 and we've given it successive
055years so a ninth grader who took it in ninth grade could potentially have taken it in 10th grade but we can't guarantee that because of the anonymity of the of the inventory one thing too and i don't know that there's anything to point to specifically but something that i pondered because i wonder the same thing you know there's an element i think that sometimes students align the culture of the school with the way in which they view the purpose of school and the way in which things should or should not be allowed in school something that i have watched very closely over the years are the politics that extend even prior to the fall of 2015 i remember back in the elections around 2008 for example i remember you know getting phone calls that you
056know would question why we have anything around halloween or why we have anything around christmas or why we allow the students to watch a certain politician speak versus another politician and that hasn't really changed a lot over the years that i've seen and so i wonder this this stagnation is it that there's that that part of our community and our society and across the united states that just doesn't agree with some of the things that happen in public schools and so that comes across in something like this now i don't have any evidence to say that's why it's flat but uh but i have wondered about that because you know i i just i think there's a portion of our population that does not believe in the way in which laws and other things are
057either permitted or not permitted in schools and they align that to their perspective of the school culture it could be it might not be but it's an interesting thing to to think about yeah and that's why it's important or useful to have comparisons that go beyond our own district this could be a societal measure as much as something specific to our district and then some additional numbers here related to the questions that were asked along here healthy behaviors related to bullying you'll see that those numbers have gone up quite a bit since the fall of 2015 to 85 percent i think it is really attributed to the work that we've done really clearly defining what bullying is and what it is not in our system and communicating that not only to our parents but also
058to our students being very clear about what our behavioral expectations are through our code of conduct and how we reinforce that out each day at the school level and what's acceptable in our schools and what's not and it's play plays out here 77 have never been bullied on school grounds it's up one percent have not been bullied in the past 12 months that's down one percent have not participated in bullying in the past 12 months no change there and have not experienced cyber bullying in the past 12 months that's up two percent in terms of positive number all right the next category is mental health this is this is near and dear to my heart i've been a counselor in the district or i was before this for a long time and so i'm always
059curious to see where we land on this so how have the results changed over time you take a look at this you'll see we held steady from the last administration of the survey again we are going through these difficult times that we i feel that the programming that you're going to hear about in just a little bit and all the different factors that we put in place have really provided some opportunities for our students and their mental health and on this slide here you're going to see some numbers okay so we talked about some questions that we asked some students how about the healthy ways that students manage stress from the last administration of the test we went up three percentage points how comfortable students are talking about feelings with other people we're up two
060percent have not experienced sadness or hopelessness for extended periods of time that's up five percentage points i'm thinking that we're in common spaces now and we're able to coexist in in schools and activities and programs so students are reporting not experiencing sadness or hopelessness for extended periods of time and 89 percent have not contemplated suicide and there's a note there this indicates a two percent point percentage point improvement over the last years which was 87 percent the administration yeah all right now transitioning a bit to our our response by design here i think it's important to know that our response to the data has been consistent and systemic that all the things highlighted on the slide that you see before you here work in concert with each other to build a responsive system and meet
061the needs of all students and families in our district the result of this consistent systemic approach has yielded positive trends academically and in students overall well-being as indicated by the data shared previously so each one of these bulleted items we're going to briefly highlight and go over we're not going to read them word for word but just to give you an overall idea of how how we respond to this data okay the two that i want to highlight here before we move into that is hiring and maintaining high qualified and skilled staff it's not just a what it's a who and how in our system as well and so programs and curriculums especially in this space you'll hear people hey let's go after this curriculum let's go after this program and that is important but
062equally as important is also investing in the people making sure that the people are trained to address the needs of the whole child and we do a very good job of that first by hiring highly qualified personnel and you're going to hear about that here in a minute and then also maintaining a strong focus on academic program many people ask me a lot of times especially since quite frankly i am a person of color your daughter how how is your daughter adjusted here in st brain valley school district and so i asked her every day and she goes to eerie high school she loves eerie high school and what it really boils down to her mother and i is opportunity and providing opportunity learning and teaching opportunities for our student that's what it really boils
063down to and she's received that we've asked her about that and it's all about preparing our students for when they leave this place equipped to be able to be successful and st brain valley school district has done that for our for our daughter specifically in the areas of math language arts science social studies because more times than not she just got accepted to csu and unc and some of these places it got some scholarship dollars it was because of her preparation the preparation that she received along the lines of teaching and learning inside of our classrooms so that's that's equally important we maintain a laser-like focus on that all right i love that example it's by design for sure when we're looking at the staff that works within st brain valley school district we have
0645167 teachers and i would say excellent teachers 100 percent of our teachers are licensed and 95.5 percent of our teachers are considered in field means highly qualified staff we have if you could see the numbers there 1994 certified we have 152 admin staff what is impressive is that the highly qualified staff 95.5 percent and so here in st brain we're committed to providing a strong focus on academic programming and it should meet the needs of each and every student and we do that we prioritize rigorous instruction so that our students are prepared for college and career readiness if you take a look at this screen we we focus here on the different opportunities that we have our high schools are filled with excellent programs p-tech programs at skyline we have frederick we have silver creek
065and this coming fall we're going to have the business p-tech program over at longmont high school we have a half million dollar grant that was focusing on cyber security which we were very excited about and a thousand one hundred and twenty five thousand dollar foundation grant to support the computer information systems pathway so all in all there are 70 rigorous high quality programs within our schools that really help prepare our kids for their college and career readiness and beyond quick question on that one particularly the cyber security grant thank you all for that because that's a big industry across the board i know my company just did a little bit of restructuring in our it area for that simple one of those reasons not the simple reason um but where is the where is the
066how are you how are you how are you all planning to distribute that is it go across the schools within the programs is is it at the innovation school level how what is the the implementation of that or at least the idea of the implementation okay so our computer computer information systems started at skyline high school we had a counselor there work with a team of folks right and we recruit the students really get them set up the second program if i'm not mistaken was over at frederick the cyber security program the cyber security program and again systemically they work with teams to recruit students by application student supply once they're in they're mentored and they're part of a cohort that really prepares them for that success through the program right now if you follow
067twitter you'll see the students with their golden ticket being accepted into their programs and there is such pride i got to go to a couple of the graduations now from the p-tech students and to see the families celebrating this the student achievement that's that's what keeps our kids connected it's that excitement it's that mentoring it's that that north star that we have and that we hold in saint brain valley school district when we're able to see those successes and we're looking at the trends and which way they're flowing and we get to sit in the audience and see all of our students a diverse student body graduating with an associate's degree before their high school graduation it's just it's impressive so i i look at this slide and i see this is the foundation of
068the work that we do this is this is our why this is what we do we know we have students that are needing additional layer of support and that's what we're there for and we're going to talk about that a little bit more in our in our presentation in just a little bit that's right oh it absolutely is so next we're going to look at the foundational access and opportunity so these are wonderful examples of our comprehensive approach and this is how we provide support and foundational access and opportunity to all of our students so we take a look at this we have project launch which impacts our or is available to our elementary and middle school students serves more than 4 000 students we think about that across the board at an early age
069providing that foundation triple a achievement acceleration academy that's k through 12 the 4000 students is each year right it's it that's not a cumulative number that's the number that we have that's each year academic year per year yes yeah i think that's and it's really grown over the time we've had it's incredible it's incredible um yes my sister works in the school district and she gets to support the project launch and triple a and it's just amazing to see the opportunity that the students get by that additional layer it's pretty impressive online learning we have during inclement weather the opportunity to continue to keep our kids engaged instead of isolated and there is nothing better than that for our students to have an opportunity to connect virtually with excitement when they turn on that screen
070and they see their peers so we're very proud of that in our transportation department over 7 000 riders engage home and school you think about that number we give access to our students over 250 000 miles a year on extracurricular activities so it's just amazing that what that foundational access and opportunity does for our students so we're building a foundation and that is our why we think about the diversity equity and inclusion professional development opportunities through our office of professional development that teachers can access we have accelerated math programming for eighth grade students they can access algebra one and advanced math e-learning as a credit recovery option for students to keep on pace and the last two bullets are they're my favorite to be honest with you early conversations that i had with dr had
071added dr capuchin was about that early intervention that early opportunity for our students so for over 10 years we have offered full-day kindergarten to our children and over 10 years of high quality preschool early childhood education and that's over 26 sites and much of the data that you saw you know many may view it as landing in this what i would call this affective domain where you talk about mental health social emotional learning and all those pieces and many school districts i've been in four school districts previous to that would take the approach that okay it's in the affective domain let's find a curriculum let's find a program that deals solely with the affective domain we we don't take that approach here and say rain we take a comprehensive approach by design everything from a
072strong fund balance to our personnel to the 70 programs that you have all lend to the the fact that we're reducing achievement reducing the achievement gap that we are making sure that students have opportunity in post-secondary readiness opportunities and they're prepared to go on to college and the workforce and so it's a it's a team approach even how we approach our work as a cabinet it's not just about working in isolation just in learning services and learning services is only looking at the academic side of the house we all work together as you very well know to make sure that we meet the needs of the whole child and that's a testament to the work of our school board the work of our staffs how we spend our money it's not just about having the
073money it's how you allocate those funds to make sure that the students and the families are supported as best as they possibly can be and speaking of curriculum and program that's the what right and the who and the how we execute that is found through our key personnel not just personnel inside of the classroom but our personnel that supports those students when they come out of the classroom counselors we have over 97 counselors we're proud of the fact that over the five years we've over five years we've added 21 additional counselors unheard of across the state 31 interventionists 9.5 fte over the past five years were added and then here recently 28 campus supervisors we have now a total of 65 campus suits so not just in the certified ranks administrative ranks but also in
074our classified ranks more examples of that and then we're very aggressive in seeking out additional funding not only just in our general fund but also through grant opportunities some examples of that is 2.4 million dollars in the counselor corps grant that's how we were able to add some of those additional counselors additional nurses by where the school health professionals grant and the school nurse workforce grant respectively you can see the numbers there medicaid and the medicaid funding that is our run rate of 2.5 million dollars typically but that balance is actually 4.7 million dollars that's another area that we oversee in student services so i'm intimately aware of that no i did not so so we did we added campus just another adult too to not only have the radios but also to make a
075connection with a kid to make connections with kids another responsible adult so there is a campus supervisor at each school to include the now to include the elementary school so high school level and okay and then partnerships that we're going to talk about a little bit later here one of those tangible partnerships that we have is through the boulder county impact grant they assist us each year to the tune of approximately 80 000 dollars to help in the space of truancy and during what's called cairns assessments and really trying to get to the root cause of why some students are truant and work with those families intimately and to provide rep services for those families so it's not just about why didn't you come to school you're sitting right there and explaining why you didn't
076come to school because we don't have adequate dental assistance well the dentist is sitting there right or a means to provide dental assistance is sitting there well we don't have transportation well there's someone there that can provide transportation vouchers for the family in real time and so the county helps us and assists us with that and we're appreciative and really thankful for that partnership that's yours and then as it relates to staffing it's not just about the people it's also about the training that they have you know any industry we've talked about you know especially in the technical technological industry my wife works in the technical technological industry and any industry that doesn't have what they call rnd research and development they cease to exist after a period of time right i see the positive
077not you got to have a robust research and development department well in the world of education that's our our professional development here in saint rain valley school district that's our office of professional development and we do a fantastic job of training our teachers and providing them opportunities to hone their skills to ultimately assist students and some examples of that high quality training you can see here evidence-based reading you know i won't bore you with the details here in terms of what you can read on the on the on the screen but equity and diversity training throughout the district we started with level one last year level two is provided through our office of professional development for teachers who want to go deeper not only during the year but also in the summer our department which
078is made of approximately 16 different offices we stand up professional development every month every third third tuesday of the month and so where we provide opportunities for counselors interventionists administrators to learn more about threat assessment social emotional learning and a variety of other processes that we support another thing i want to highlight here is this we're very proud of the fact that we're part of a winning team a championship team here in saint rain valley school district we framed our behavioral expectations this way at the beginning of the year by way of building the championship mind mindset probably should read better of maintaining the championship mindset and then we're going to learn a little bit more later of how we're continuing that theme in this space of meeting the needs of the whole child through
079social emotional learning through what's called three signature practices along the instructional framework as me too and then how it's all funded partnership grants and supplemental funding you can see some of the dollars here again here recently thanks to great grant writers like hillary suntag who's constantly seeking additional funds she's amazing as doctor had that mentioned before we're at approximately 32 million dollars and this is just how some of that is broken out quarter of a million dollars for triple a which we put much more money into triple a than that but the county decided to come along and help support us in that in that space five hundred thousand dollars from the boulder county health and human services grant two million from the cde expanded learning opportunities grant 1.4 million dollars from the cde comprehensive
080literacy state and development grant and approximately 1.4 million dollars from the ears grant and i don't want to steal that dad's thunder but that triple a program like that adds i believe three hours to the week am i correct by stating that um usually i think between october and may or so and then they do an assessment prior to i mean at the beginning of that program and then at the end of that program as well right that's right yes and no cost to no cost to the students and then additional grant funding here all right so we strive to maintain and build meaningful relationships with our local community partners to create that supportive learning environment for our student if you look at this slide you're going to see the names of some of our
081community partners that we engage with on a regular basis we invite them to a community equity partner meeting which we have now quarterly and what we decided to do this year is our community walks so they host our leadership team they host anybody who is interested from in fact you are all invited our last one will be at el comité in the month of april and they give us an update on their organization so for the last several years they've been coming in and learning about our system this year we're going out and doing community walks which has been amazing we've been to the longmont youth center uh we were at the hub just most recently and it's an opportunity to go into other spaces and see what the facility is like to see where
082our families and our community members are going so um we also have had another community walk over at the hour center which was pretty amazing um so we do believe that these collaborations are essential for an inclusive educational environment where all our members of our diverse student body can thrive and we want them to thrive academically we want them to thrive emotionally socially physically and creatively um so all of that uh we okay and although i just want to reinforce what you just said the uh because i see the longmont chamber of commerce there yes it's kind of a summary because we have a strong partnership with the eerie chamber of commerce we have a strong partnership with the lions and with mead and with you know carbon valley we engage actively we have strong
083partnerships you know when it talks about mental health partners you know with uh with the hospitals in the area we also engage with the economic development councils on a regular basis this is just a snapshot but there's just so many but because you mentioned long one i just didn't want other chambers and all the civic organizations you know the rotaries the kiwanis clubs we're constantly engaging deep in all of those uh those partnerships that you know we have literally over 100 and growing so it's just it's a lot the parent engagement network is the most recent organization that has been providing some services to our families as well so yes this is absolutely just a snapshot of um some of the groups that we engage with so our strong partnerships also have provided resources resources
084such as internships and other opportunities that allow our students to gain valuable real world experiences so if you look at this we have over 200 current businesses and corporate partnerships that we work with and our our students can engage with so the list goes on and on and along the lines of maintaining a strong school culture um it's essential for the success of our students and for our staff we must ensure that all members of our school communities feel supported by providing these opportunities to build relationships through activities like this we think about the robotics example that you gave on the weekends that really is like extending the data six six days you see our students are engaging in lots of opportunities on on even on the weekends so that's pretty amazing our stem education
085you think about the programming that happens out of our priority programs department uh students attaining the seal of by literacy adding that to their diploma is incredible my own son did get that which was amazing from mead high school the language acquisition for all students and we value and we respect diversity amongst all our our students and our stakeholders and we do this by providing opportunities that celebrate our students and their individual contributions to our communities so if you look at here you'll see that in every middle school in high school we have a gsa and the last five years ago there were less than five or maybe even five but we have made it a priority to create a space for our communities and not to cut you off there but i know acronyms
086can be a whole conversation gsa stands for gay great gay straight alliance okay pardon me in our libraries we have added books on family diversity and gender identity we have also the parent diversity committee which that is in conjunction with leadership saint brain so leadership saint brain our parents who have engaged in this parent diversity committee attend the morning session we and then afterwards we have a space where people can gather and we continue the conversation and have deeper conversations around our parent and parent needs okay so finally it's important to emphasize clear communication between administrators teachers and parents so that everyone can work together toward a common goal and our goal is student achievement and excellence at all of our schools so we cultivate an inclusive school and we do this by increased personnel
087support in in our buildings i mean we look at our campus supervisors our sros the relationships that they build with the students in our very own department we have added our translation interpretation team which is working really really hard right behind me they're amazing individuals and so our our team has grown and so that representation is very important and all of this too and all of this to an end of maintaining the championship mindset and so i think this really illustrates or this example will illustrate just sort of our approach here in saint brain of meeting the needs of the whole child because again the results of a lot of this data can be at least viewed as landing in this affective domain but we see it much more than that it's really about you
088know a strong fun balance it's really about what our cultures and climates that we have in our schools the personnel that we have the training all of those pieces really lend to maintaining this championship mindset and so when we thought about this when i first came on about five years ago we started really looking at social emotional learning and we still hold up in focus seven mindsets and sources of strength as our as our curriculum and programs and after about five years okay what are our next steps what are we did some assessment pull some data and the next steps is really understanding it's not a step it's really understanding that what we do on a daily basis each one of us matters to make sure that kids are heard and seen and so we
089start thinking about well where do students get the most time and who do they get the most time with teachers right and so teachers are on the front line of supporting these students and teachers and where can we where can we leverage what teachers are already doing what they're trained to do and that's along this instructional framework and so when we start thinking about how we support our students moving forward not only our students but our our parents and our community it's really about these three signature practices that are highlighted by the collaborative for academic and social emotional learning by castle it's making sure that each student is heard and seen by being welcome inside the building you've seen enough videos and enough nine news reports and seven news reports and four news reports i
090didn't want to leave anybody out here where there's these handshakes that a teacher has when a kid comes in right it's really not about the handshake it's about the kid understanding and knowing you took the time to know my name and figure out my handshake so i feel heard and seen that's an example of a welcome a welcoming activity or a launch of an activity that's speaking the language of the teacher i'm not too far removed from the classroom to understand and know that you have to launch an activity by really grabbing grabbing a student right and making sure that they are heard and seen and then you transition to what it means to create an engaging activity for the student we may call it kagan we may call it culturally responsive pedagogy it really
091boils down to how do you connect to that student and make sure that that student's voice is in the room castle calls that engaging practices that's a that's a buzzword for the instructional leader inside of the classroom the teacher that's down this road of instruction and it's not one extra thing that we're asking the teacher to do it's who we are as a part of our fiber in connecting with students and lastly we want to make sure that we leave our students with a feeling of optimism and hope and being able to connect their learning to a real life experience we call that an optimistic closure and so we have started the process of intentionally rolling that out tying it to our instructional framework and working with our school team to really start to make
092sense of some tangible examples of what that looks like what that sounds like on a daily basis so that each student that comes inside of the classroom gets everything that they need and meets the needs of the whole child questions that was a lot that's whatever that's whatever it's a question on your on your survey you do nine to twelve and it's anonymous do they do not indicate which grade they're in like for instance on the cultural one where you were discussing that in i'm thinking in ninth graders perception of the culture in a school is going to be significantly different than when he's a 12th grader so to answer your question they do have a space where they indicate what grade level yeah when they when they do an anonymous do they indicate what
093grade they're in yes they do okay so then you could see a whole another set of of graphs that may indicate that difference between those perceptions of the students that's all i'm just asking okay okay thank you questions hi johnny hi olga i don't have a question but but thinking johnny you've prompted me to think outside of that affective domain and one of the things that comes to mind that you didn't mention and it would be impossible to mention all of the opportunities that are available in saint brain but the new parent university would also in my mind be something that's very important and very related you know you talk about supporting the students and all these examples but we do a significant amount of interventions as far as families go as well excellent that
094is pen yeah thank you yeah thank you any other questions well just to say i really appreciate the comprehensive nature of of the report and it is interesting the way you've connected with regard to student wellness and culture you've connected the supports that we provide and the opportunities with project launch for example that i wouldn't have necessarily seen as part of a culture piece but it but i see as a result of this presentation that it really does help ensure that all of our students are both on the same page equipped with the same skills and that we have a system in place to address those students that need more help so that they're not separated by virtue of how quickly they learn something during normal class time so i do think that programs like
095that and supports as well as our investment in counselors and campus supervisors all of those things need to be taken into consideration and so i really do appreciate the comprehensive nature and the work that you and and all of our staff and teachers are doing to make that a reality for our students well said and to your point dr marta the first question remember we oversee the threat assessment process the very first question of analysis on a threat assessment is does the student have a healthy relationship with an adult inside the it's a very first question yeah very first question so that connection to an adult is significant and important and the more we can connect adults with students in a healthy way the better off i believe they'll be and and what i what
096i would like to end with is just honestly it's removing those barriers removing the barriers for students that provides opportunity for all students when we are able to graduate a student no matter what with 24.5 credits they have a competitive advantage to step into a world that is theirs and so providing campus supervisors sros teachers robotics we provide that for each and every student which i firmly believe we do through transportation through scholar whatever it is that a student needs that's that's equity in motion thank you so much for this presentation it was wonderful and i think when you consider that schools have an impact and an influence over every stage of psychosocial development of children i am just so glad that the high emotional intelligence that you all have um intelligence emotional intelligent geniuses
097you are that it's just we're so fortunate to have you in the positions that you are in um doing this work so thank you i appreciate that thank you we can't we can't next on our agenda we have the consent items do board members wish to pull any consent items this evening um okay so with that i will ask for a motion to approve the contract 7.1 contract award for skyline high school intercom upgrade 7.2 amendment to construction manager general contractor for the eerie high school field house addition project 7.3 change order to contract for cleaning services so move second niosha and jim mr berthold yes mrs brooks yes mr garcia absent mrs harannick yes dr martyr yes mrs ragland yes ms segrest aye thank you and our action item tonight 8.1 recommendation adoption of
098resolution to proclaim student voter registration awareness week as april 3rd through 7th 2023 kale good evening madam president members of the boards of education i come before you to ask that same brain adopt a resolution supporting a student voter appreciation and awareness week this will be the fourth time that we've partnered with the boulder county clerk and recorder we provide information about just registering to vote how do you vote they can actually register through paper through the high schools through our social studies teachers and there's a liaison in each of our high schools that is the point person for that registration process they can also go down and register either online or through the boulder county courthouse as well thank you kale do board members have questions democracy is a beautiful thing may i have
099a motion so moved mr berthold yes mrs brooks mr garcia absent mrs harannick yes dr martyr yes mrs ragland aye ms segrest aye thank you thank you and we have no discussion items on the agenda tonight um i would just like to thank everybody for being here and please drive home safely tonight in the snow um i would ask for and there's no further business sorry until we meet again on march 8th for a regular meeting so i will ask for a motion to adjourn so moved by jim second by sarah all in favor yes yes