ESD Board Meeting: Business Meeting for Tuesday, November 11, 2025

001There's a different pot of money, not um what um fee for service, Medicaid is, but if we have students that are on Medicaid, we can actually bill for services like speech language, OT, mental health, And um that pot of money as more districts participate in the school health services with Hickpuff um the bigger the pot gets which is kind of exciting. So we joined it this year. Um the big push has been to get um releases of information so that we can look up to see if a student is in Medicaid. It's a one-time consent form. Um, and we have about 35% almost 36% that had returned them when I was um, like a couple weeks ago. I think we've had a few more returned. Um, so we're continuing to ask families just to sign

002that consent. It's a one-time consent. Um, if they say no, we will ask them every year to see if um, I think some of it is just it's been new and figuring out what it is. Um, but it provides the district with additional resources um that then we can pay um um different um we could pay staff salaries. We could buy like we're in need of a new um vision screener. It's called a spot. They run about $6,000. You know, things like that. If we need um medical equipment for students, we can use that money as well. So, um, Francesca is actually leading the charge to get our local services plan put together and we're really excited about, um, how we're going to use that money for health related needs within the district. So, um,

003salaries can be one of those things. So, that's great, very exciting. Um, so we have some goal updates. Um, these were our three goals from last year. Um, we want to continue to increase preschool growth and achievement and positive preschool skills. Um, remove those barriers for parents to provide us feedback. We did send out um the parent surveys that the Colorado Department of Education provides us and last year we had zero um returned. So, we are going to work on that um because we need parent feedback um to improve our programs and get their perspective of how we're doing. So, we really that's really valuable to us. And then, of course, we want to continue to increase those graduation rates, especially for our students on IEPs. Um, so like I said, Friday we're going to

004meet again and update these goals and review our data. So, very excited about that. Um, >> yeah, absolutely. >> You said overqualified. Why would somebody overqualify. >> So, um I think I think a lot of heart goes a lot of our teachers have a lot of heart and want to do the best for kids and um may not be as strict on the criteria [snorts] for eligibility as we may need to be. And sometimes those are hard conversations to have with families. Um but what's really nice is we are up increasing our um MTSS process and our response to interventions. So we also have interventions that we can do outside of special education. Um so I think um also I think there's been a barrier in um we have to do a full re-evaluation every

005time that we exit a student and I think sometimes people wait for that three-year review instead of doing it earlier. Um, so we're going to look at some students that I know have some speech goals that are um actually their articulation is sounding really good that we may move those meetings up >> to look at that. So you're like for a child who comes into special education set very concrete goals and once those goals are met that child graduate >> they could yes if they u meet that criteria. We're really looking at that educational and academic impact on their ability to access general education. So, um I think we're still diving into some of that as um somebody that's new to the district, but I'm starting to see some trends that we'll continue to address.

006So, great question. >> Best practice in evaluating that student over time. Is it annually? >> So, we do an evaluation every three years and then we meet every year to update goals. >> Three years is a long time to go about evaluating to see if the process is working. Exactly. >> Do you think that is that best practice or is that just >> Nicole Colorado? >> Yeah, we and we collect data in between. It's just the formal re-evaluation is what occurs every three years. Data is being collected every year. Obviously, performance on goals, other types of assessments that are being administered um annually. Um it's just the full battery of of reevaluation that occurs every three years and that's by federal law. So the soonest that someone would graduate within three years. >> We can

007do it earlier. >> I was gonna say yes, >> we can definitely do that. >> And you can reevaluate at any time. So parents can ask for a reevaluation at any time in between. >> Um it has to occur no more than Yeah. No longer than three years. >> And I know you mentioned sometimes rather than you know being identified as an student, there'll be interventions instead. And that would be like the dyslexia program that we have. if that's the primary issue for students and they can get that intervention without getting without going through the process of doing my >> correct. Yeah. And we have multiple plans. So we have we have MTSS plans. So a student doesn't necessarily have to be qualified for special ed to have a plan that would address their unique

008learning needs. And so there's 504 plans, there's MTSS plans, there's GT plans, there's ELLL plans. So there are plans for students based on what are their needs. And so that can be addressed even without special education. So, >> okay. Well, and I know with the emphasis on the intervention that we've put in place this year, I hope there might be a lot of kids who would benefit from the intervention who might not need >> the entire IEP program. As long as they have that targeted agree. >> So, I really see some we've put some really nice things into place that I think are going to really help us down the road as we continue this process. So, yeah. very excited about that. So, um we do a count twice a year um for special students

009on IEPs. We do our end of year, that is all the students that move in and out of our district that we touch. Um that's 489 total students. Um our December count last year was 360. So um we have a December count coming up for this year and that's our federal funding and our state funding comes from that December count. It's not the October count. So um we do get some money from through October count but most of our um grants come from um December count. Um our application is for our budget is complete. We are still waiting because of the shutdown of the government on federal allocations. So, um they have estimated CDE has estimated and we have um put s some salaries and benefits on that federal grant. Um and then we're waiting

010for um final numbers um once things loosen up hopefully soon. Um one thing that we do every year is make sure that maintenance of effort um a district um needs to spend the same amount of money as last year um on special education. that pit go down unless there's um extenduating um circumstances and um we have met that every year. So it's a good celebration that we've met our m maintenance of effort. Indicator 13, we always do a survey um postchool outcomes and it was submitted on time and I'm actually excited to see this year's um outcomes because we have some students that went to college. um we have a lot of students that um are in full-time employment. So um all of our data is a couple years behind. So that'll show up May

011probably next year. So I'm excited about that. And then like I said, December count is coming up. So all of our students that are here on December count, we um count them and that's what we use for our funding. Um we do have a new program um to support students with um challenges in regulation and behavior. Um we actually um it's located at Running Creek Elementary School and it really is to help students learn skills on how to be a student and we're really excited about that. We have um a board-certified behavior analyst and two behavior technicians that are supporting those students. And we're actually seeing some really nice growth. Right now, we have three students in that program. And um when they came in, they needed to be in that room full-time and we

012are starting to get them back into general ed to their special ed services. So, really excited about that. I mean, they've been receiving those services within the program, but now they're able to go out of that classroom because they're learning new skills. So, very excited about this program. Um really feel like it's um a great prevention for um suspension, especially for our elementary students. We also um have behavior support BCBA that will consults um other buildings and this team also is doing professional learning. So, um really excited about continuing to build our staff skills in supporting students. So, um >> no, you're good. >> Talk a little bit about Happy Medium. >> Yeah. So, Happy Medium Collaborative. Um it actually is um there are three stages in that program. We're really looking at identifying skills

013that students need. you know, are they able to transition between a preferred to a non-preferred activity? Are they able to do um simple tasks? Um so really a lot of it is we do what's called a nosing grid. You know, what are things that trigger the student? What are things that um support that student in being able to calm and regulate? So we um really are working on that in um kind of phase one. Phase two is continuing to build those skills. And then that phase three is to get them back out into the community of the school. And so, um, really excited about the strategies. It's really positive behavior supports. Um, so we're not we're really working with kids to build their language around um, you know, I'm having heavy emotions right now. I

014need this, you know, so that they can start communicating what they need and we can support them in getting those needs met. Um, a lot of it replacement behavior is communication. Um, you know, behavior is communication. So, we really want them to use their voices and their ability to use their language to communicate what they need and help them identify what they need when they're struggling to regulate. So, um, really, like I said, excited. It's it's very it's a very positive. It's not punitive. Um, so and I can sure get you more information if you'd like it. And >> this is a response to our discussion last year where we had students whose behaviors were were causing some families to say, you know, my child doesn't feel safe in the classroom. And so this program

015has allowed us to do something other than suspend or expel. Um, and allowed us to really help work with the family to change those behaviors so that child can successfully go back to class. And so >> yeah, work with the Oh, absolutely. Oh yes, >> family is an act. [laughter] >> Family is an active part of this program. >> Absolutely. They are very much a party's an active part. >> We know that >> when we do things at school and at home progress is that much faster. So we really want to make sure we're supporting and really like I said it's skill development. It's not punitive. We're really looking at how do we develop those skills so that they can be able to regulate within a general ed classroom. >> And this is for the

016kids in K through five specifically. >> We're really targeting those students. Um I think um I've seen historically um we're we've been having some kindergarteners that are just struggling getting into, you know, changing from preschool playbased to more, you know, teacher le. Um, sometimes that's hard for kids and they need to learn some skills on how to do that better. Um, or if you know, who knows, things come up for students and you never know what that might be. But we're going to we're really focusing on that kindergarten through 5th and then consulting with middle school and high school. >> Yeah, we do have a BCBA that works for the district that our goal has has been that they work at the middle school and high school to support with behaviors. Obviously, if we had

017a child who it was a matter of suspension or a setting, our goal would be to create a similar setting, but that's not been the case. So, >> and we're already stock talking about sustainability of this program and how do we bring in staff to be able to run this program. So, um already looking at how we do that. So, um that training is a real big part of that. >> I know this program is at running. Do you have one similar or do you plan to have one similar So if a student at Singing Hills, we've actually migrated them over to Running Creek if they need that level of support. They're still enrolled at Singing Hills and we want to get them back as quickly as we can. >> But it but if it's

018a matter of just consultation, the staff will go to Singing Hills to support. If that child's needs are so severe that they need the intensity of the program, then we are we are transporting them so that they can be a part of the program in the classroom and the and the supports that are really targeted at that classroom. >> Have you gotten any feedback from parents about the program? Um we actually have met with two of the families and they are thrilled um because as we look at the levels of support in special education kind of we're trying to avoid sending them out to you know day treatment programs and other programs outside of the district and um they're thrilled that they get to stay in the district and receive this level of support. So

019um yes we have received amazing feedback from families >> and the third family has just started. Exactly. [laughter] >> Thank you for sharing that. Yeah. >> And was excited that there was an option because you the students behaviors were definitely becoming a challenge in the school setting and parents did not want that either. They didn't want their their his peers to to to have that negative impression of him. Um and so so they they willingly allowed us to >> relocate. I think it's critical what you said. It's partnership with >> and this is also helping them as well. It's helping the child. It's helping them >> do the parents get a little bit. >> Yes. We also support families and share the strategies that we're using and um help them develop their skills to support

020their child at home as well. Yeah. You bet. Um the next big thing that um we're working on this year is center programs. Um we have what's called effective needs programs and significant support needs classrooms in all of our schools. We have both of those programs in every um building. Um last year we actually invited the Colorado Department of Education into our programs to consult with us. um that was my predecessor brought them in. Um so they actually have um developed what's called quality indicators for those programs. So we started that work and set some goals and this year we're um continuing that work that they started and um I'm supporting staff to go to um CDE professional learning to continue that learning because um I think we just kind of touched the tip of

021the iceberg last year. So, we're kind of diving in more this year. My goal, I I'm hoping by the end of the year, we can make some shifts in our centerbased programs um and really define clearly define the students that need to be in those programs and those that don't um entrance and exit criteria because like just like the Happy Medium Collaborative, we want kids to be in those programs, gain the skills, and then be exited from that intense level of um support. and then um also define how we use our PAR educators to support our students. So um Oops, I have support to support. [laughter] >> It's really about support. >> It is about support. Yes, it is. So um and really looking at independence g um continuing to build independence in students so

022that they can be without an adult being there right there with them to prompt them through their day. Because guess what? when they graduate, they're not going to have an adult to go with them on their job site. So, we want them to be able to be independent and that starts early on. It starts in elementary school on all the way up. So, um really working on how do we continue to build those independent skills um so that they can do them on their own. So >> just graduated engineering students show up with their parents. >> Yeah. [laughter] >> I was gonna say I worked at CU for a while and parents would call about their their children's exams that they didn't do well on. [laughter] >> So genius. Um the other thing that we've

023really been focusing on, we extended our par educators calendar um this year so that they could be a part of all of our professional development days and um additional time at the beginning of the year so we could get ready for students and get materials and classrooms all set up. So um as part of that um professional learning they um did some training on Vector which is an online platform um on how to be a PAR educator and how to work with behavior challenges and how to work on communication. And so we had a set number that they had to do and then they got to pick like three that they wanted to do. Um we also did a um an inservice on October 20th and we're going to continue that January 5th, March 23rd.

024Um I did a survey of the pair educators to see what they felt like they needed and we're tailoring the professional learning to their needs because um they are with our students a lot of the day and so we want to make sure that they're as highly skilled as they can be. So very exciting. Um, a program that we talked about for our students on the autism spectrum is what's called unstuck and on target. It's actually sometimes they can be a little rigid in their skills. And so, how do we move them through that and continue to build their flexibility? So, that's a program that um it's it's specific for some students. All right. Sorry, I've been talking a long time. >> No, [laughter] you are mine. Um, >> yeah, >> but great questions and

025conversation. I'll be back in a minute. [laughter] >> Oh, yeah. >> Because I have health services at the end. >> Okay, >> fantastic. Well, I'm Jen Brens and I've been allotted five minutes. So, if I [laughter] go if I go pretty fast. I'm really sorry about that and you can always reach out to me and or read the slides later. Um, but I will do my best. Um, so I am I'm your cohort and I oversee [laughter] the gifted and talented population, multilingual learners, as well as our highly mobile um, students. My area of expertise is really gifted and talented and I'm I'm very proud of the work that we've done over the last couple years since I've been here. Um, we have over >> see it in our slides. [laughter] >> Yeah. Yeah. No,

026I I know. And yes, they all have media releases, so we're good. Um, we have over 200 identified, gifted, and talented students in our district. We also have um some ELLL students now who have been identified, which is one of those barriers that that really gets in the way sometimes of recognizing our talent. Um, our GEM visit that we had in the spring of 2024, uh, we were in full compliance that year. um the year that I came in and things have been moving along really well ever since. So >> the gem review is when Colorado Department of Education reviews gifted and talented programs, >> right? And that happens every five years. Um the five years before that, we were we were not in compliance. So yeah. Yeah. Oh, I went the wrong way. All

027right. Um just a little overview GT by the numbers. Um, our numbers are right on track. 10% is usually around what you should see in a district and you can see that we have 219 students um, total identified. 61 at the high school, 60 at the middle school and so on. Um, we've been making some really great strides there. I thought I had some more notes. Um, yeah, we're identifying our strengths earlier as well. So, we do have universal screening, which is state funded by our grants in grades two and grades six. Um, some things that have been maybe overlooked in the past, um, we've had students on what we call talent pool, so not fully identified for many years. Um, we've worked really hard to collect the data to make more solid decisions on

028their identification. So, sort of some sort of assessment that they >> Yes. Yes. >> brought forward by I think they need to take this test or how does how does that >> so universal screening will happen in grades two and grade six. Some districts will do grades three and grades five. Just kind of depends. Um and and those are the things that that's a cognitive abilities test. So, cognitive abilities test is something that's it's just going to think, you know, it's going to show you if they are a nonverbal type of thinker, outside of the box type of thinker. Your achievement tests are the things like your I Ready scores, your MAP scores, your CAM scores, which means something for sure, but um and then there's teacher rating skills. And then there's things like uh

029just outside work that they've done. maybe they won the national spelling be, [laughter] you know, things like that that that can um all contribute to that body of evidence when we're identifying identifying kids. So, >> yeah. Um, so obviously we have our grants and reports that are done every year, our CPP, our our program plan, our UIP addendum, um, and our paperwork to make sure that we get the funding from the state, which um, our two big grants are the 3150 and our 32 uh28. One thing I'm I'm particularly proud about is our STEM club. This is an afterchool enrichment program. um led by our teachers. Super engaging, fun. Um these kids love it. And same with our steam camp. We actually in this last summer we had our biggest steam camp yet with over

03060 kids. Um I know that most of these are media approved because on the far right there, that's like all of my my own kids that came to the camp. [laughter] Um just really great really great experiences for these kids. We we did the I Fly um you know museum. We did the space center. Um >> that space station. >> Yes. >> That's kind of cool. >> Yeah. Yeah. It it it really was cool. Um things that you that they're going to remember and I'll remember um >> for the rest of my life. So, one thing uh that we've started this year that I'm really proud about is professional learning series for teachers. So, this is an afterchool opt-in type of opportunity where they can earn a point for uh three hours of of doing

031these different uh classes. And we've done already we've already done three. We've done GT 101. We've done uh death and depth and complexity series 1 and two. In the spring, I'm going to be doing uh 2E which is twice exceptional. So, learning a little bit more about those learners. Um the high school uh my leazison at the high school is awesome and she's also offered some great things for the high school and we'll we'll continue to do that as well. high school sometimes gets overlooked when it comes to specific GT type of things. Um, yeah. So, pretty proud of that. Discovery days, these are the kids look forward to them. These are super popular. We went to Chatfield Farms this fall. We did a whole STEM challenge within the within the cord maze, which >>

032I did get lost. It is a thing. [laughter] Um um >> yeah. Yes. I mean we've done you know the STEM day and course field. All of this is just one of those things that just really keeps those um those like-minded learners together just for a little while, right? Um it's beautiful. So I'm proud of that. Switching gears a little bit to our multilanguage learners. You can kind of see here um just based on the graphs uh the colors are a little weird, but down there at the bottom we have our FE students which means fully English proficient. That's the darkest color. Uh LEP, which is limited English proficient, and then NEP, non-English proficient, which could include some of our newcomers or or somebody who did not score well on the access test. a lot.

033Um, so you can kind of see here we've we've got our EHS um has probably our highest number. EMS has quite a few of our fully English proficient students. Um, just kind of talking about that a little bit. Well, we can come back to this, but I'm I'm wondering last year we we did pilot Summit K12 um at Singing Hills Elementary. And so Summit K12 is an online program that you know a 20 minute a day type of supplement that mimics as Access, which is the test that they take. and uh six out of nine of those students moved from either LEAP or MEP to FE. So, we've implemented it districtwide this year, which has been great. We've also started um a full high school class um with one teacher co-taught with a Spanishspeaking teacher

034with a full curriculum and those students are really thriving. The curriculum is great. The teacher is loving it. Um, it's also one thing that we're proud of is that it counts as an English credit. So, these students aren't feeling like, you know, they're missing out on an elective or or whatnot. Um, also midyear, depending on how they do on their midyear assessments, they might be able to um transfer out. So, it's been it's been really good. Yeah, I'm proud of it. >> This is at the high school level. >> It's only at the high school level right now. That's kind of where we're at as far as, you know, funding and what we can what we can do. Um, at the middle school level, I will say that, uh, currently we only have one student

035that is not FE, >> so it's not a huge huge need. Um, the high school was the biggest biggest. our our goal this year was to actually hire an ELELLL teacher. Um, and we posted and we interviewed and and that became the challenge. And so our our goal will continue to be to identify a bilingual teacher who can support our students at at elementary and middle. Our greatest concentration right now has been the high schools. And so that's where we're able to um with an existing teacher there who has ZL background and experience. Um, and then we've actually paired her with a bilingual teacher, one of our Spanish teachers, um, to really kind of build that community for students who are entering the high school. So, it's been very successful. >> Spanish or something, >>

036who also need community service. >> We have a lot of those in our in our teacher cadet program who are in our in our classrooms. And so I know we've had the conversations about our bilingual our bilingual students who are who are in our teacher cadet um program and trying to to pair them. At the younger grade, students quickly develop flu quickly develop English language because it's an immersion situation. They're in a classroom. they're they're they're hearing English. There's a lot of supports. And so certainly research shows the earlier the child engages in in learning the language, the the more um the more they're absorbing, the more they're actually developing their English language skills. High school students are where we've had the challenge as a student who has who has not been engaged in English

037and now they're 16, 17, 18 years old. That's been the greater challenge and why we we we made that our priority as far as a first step. Um but but we still want to do more. Um the funding for ELLL is very limited. Um and so everything we've done has been committing district funds which which we've been trying to be very careful and make sure we target where we're going to get the the greatest um benefit from. >> Yeah. Absolutely. [laughter] >> No, I think I think that's a great idea and and we've we've engaged high school students in the past for initiatives like this. Um that's definitely something that we can explore. But but I think he's right in the fact that the younger they are, the more they're exposed, the quicker it picks

038up versus some of our 17s. One of the teachers said she had girl who sits in the class and just very quiet, very >> has no idea what's going >> Yeah. >> Well, it was just shared with me that today we had three high schoolers begin to do some translation at RCE um for for our bilingual students. So So >> just just found that out. >> Just this just in. [laughter] and and I am I am very aware of the two students, the one at the middle school and the one at RCE who are newcomers that >> there's some struggle there. >> Yeah. >> And there's only so much that a program that you can do 20 minutes a day is going to do um when you don't have a full-time staff member. >> We

039do have we do have bilingual staff at both schools now, which is helpful. So, so we have bilingual staff that can support that that teacher in doing some translation as needed. Obviously, they're not there all day, >> but they certainly have that accessibility. Now, >> is there any kind of technology, any translation technology? We actually using pens. They're using translation pens. So, the girl at Running Creek, I've seen her use a pen. So, she runs the pen over the words and then she has an earpiece. >> It translates it translates for her. Yeah. >> So, um, yes, technology is definitely something far beyond [laughter] what >> question. The graph doesn't and we're all kind of talking around it and the graph doesn't specifically say, but are the majority of these students Spanish speaking or do

040these people? >> Um, the majority are Spanish speaking. We have a um, two Russian and then one Chinese Mandarin. >> So, great question. >> Yeah. No, absolutely. that time >> that Yeah. >> You can change language. >> You can change the language. >> Yeah. >> So, this was Okay. Yeah. We can we can go back to the the funding if you'd like, but I mean everything for MLL students is is usually through Title 3 funds, which is a federally mandated program. But, uh, access testing, we've got that all in the back. [laughter] >> All right. >> It's in January. >> That's in January. That starts in January. Moving on. >> And the next one >> is about um multicultural night. So this was a first for our district. It was fantastic. We had Fiesta Colorado

041come in. Um it was right before Halloween or the Day of the Dead and they did a a big presentation. We had high school students, our ELLL students making the food for for the night. Um it was it was great. The community was engaged. um we had, you know, work samples from from students at different schools. So I think it'll continue to grow as time goes on. >> All right. >> The purpose of that is >> part of the part of the reason we have a lot of issues in our country is because of multiculturalism. Sure. Instead of assimilating people, we allow multiculturalism to >> Yeah, I think it was it was an opportunity, Dave, to to really allow those families and to to share their culture. Um, you know, we all have our culture

042from where our ancestors go back. And so, it was really a chance to engage families and sharing their culture with others. It was by no means intended to be let's let's do this year round. It was an evening to really allow families to come together and and share their culture. Um, and honestly, it didn't just need to be ELLL families that we put the the invite out far and wide and anyone was invited to come. I think we ended up with a lot of our ELLL families, but um, you know, just we all have a heritage and so to recognize that heritage I don't think takes us down that road. >> Yeah. >> Almost synonymous with tribalism. >> Yeah. >> Oh, it can be. Absolutely. I understand. and um the funding, you know, there's a

043whole section of that funding about family engagement and community engagement. So, that's >> that's kind of what we're we're doing. >> To some degree, it's getting the families into the door because sometimes these families don't feel comfortable. They don't feel like they can connect. And so this is a great opportunity to give them something that's enjoyable, something they're comfortable with, some a chance for them to share, and then to build that relationship with school administration so that they feel like, oh, I can actually come back and so it's really that opportunity to get them engaged engaged in the school. So many of our our families who may not speak English really struggle with do I do can I come to school? Can I, you know, can I communicate? And so I think that evening gives

044them that positive experience to hopefully open the door so that we keep those >> implies Spanish, >> but were other cultures celebrated at the event? >> Well, being that you know we have the the two Russian families and and the one Chinese and Mandarin. Um we our performer was Fiesta Colorado. Um but yes, we did have actual giveaways for Russian families and Chinese families. So that family engagement piece, we're able to provide some materials for take-home, right? So to work with, you know, your child on learning English and that kind of thing. And we did, we did have all of that available. >> Yep. Um, and my last piece is about our um instable type of students [clears throat] who are either um unaccompanied minor or unaccompanied minors, yes, in the high school or um

045are facing homelessness. And so we have some of those families in our district um that we make sure that we have them immediately enrolled, they have support, basic needs, and we partner with uh different community members to make sure that they have the housing facilities um and food that they need. So >> trying to remove those barriers. Yes. >> For students who are >> some cases it's families who are homeless. Yes, we actually living in a car living in a car and or um sometimes living, you know, in the trailer park type of situation and need um >> yeah, need need the heating, you know, help and that kind of thing. So, >> or they could be couch surfing >> and we have four high schoolers who are currently in that situation. So, >> yeah.

046>> Are any of the folks who participate in this new to our county or are they folks who are >> No, they they've been um I don't think any of the families are new. >> I wanted to ask that just a follow-up question when you were talking about gifted and talented and you mentioned that um the high school sometimes gets overlooked when it comes to just kind of the programs at the high school. I just wanted to ask do you have plans to create opportun It seemed to me that high school would actually be a really great time to absolutely really good opportunities. So I'm guessing a lot of these gifted and talented kids would like to build something or do something that's going to help them stand out on college. So just do you

047have plans or visions for what we can do to make that high school experience for kids better? >> Absolutely. Um on top of our discovery days that are just focused directly for high school students, we do legislative day where we go down to the Colorado state capital and meet with all the um with everybody, right? And they come with whatever issues that they want to present to the legislative board. Um so that's one opportunity we've done. Um on December 1st, we're going to be taking them to the Tattered Cover in downtown Denver. Um just to explore the bookshop and just do a whole a whole exploration thing for some of those kids who are more literacy based. Um >> yeah, and we we definitely are looking into more of the college visits. That's what we're

048trying to to schedule. I know there was um something that was happening at CU for future um kids who are interested in going into law for instance that we were going to take them to that one year. So lots of different just career exploration is really where we're going. We've been to um CSU uh no it's not CSU Denver. I'm drawing a blank right now, but it's one of the extension campuses of CSU >> um up in uh northern Denver where we've taken them up there to to do the whole thing with the veterinary science. So that was that was a big deal. Um >> so yeah, >> I think too in high school for gifted and talented, you're really looking at, >> you know, what are their areas of strength? You know, that's where

049high school they can take those accelerated classes. you know, they can take college level classes in their area of strength to really um investigate that passion that they have. Um that's where we tend to see that expansion for >> enrollment enrollment. Yeah. >> Yeah. I just wonder and Dan I don't know if you've done this at other high schools but like when you have kids coming in as a freshman especially already identified as talented like getting them like onto a track where they're able to create something or do something with that talent that helps them like distinguish themselves on college applications >> over that four years >> and that's really what their advanced learning plan. So, a gifted and talented student has an advanced learning plan that's revisited every year. And that's a great opportunity

050where students are identifying their passion and then working with counselors to think about what is their four years going to look like. How can we how can we make sure that four years is what they need to actually meet their meet their desires and their passions. And so, um, so yeah, I think at at the high school, it's far more than just gifted staff. It's it's taking advantage of career and technical education. and pickings uh ACC classes and and really find every just because they're gifted doesn't mean every gifted student wants the same things. So that advanced learning plan is really a critical part that Jyn's done a lot of work with our staff and really understanding that's an individualized plan. It's not just a cookie cutter. What does what do you Dave want and

051what's your desire and what's your passion? And then to continue to revisit that annually to make sure that we're getting you in the right classes. We're getting you the right opportunities in your schedule so that you can pursue those passions. And granted, passions change. So their ALP their freshman year may be different than their ALP their sophomore year. Exactly. Exactly. Correct. And a lot of times the freshman and sophomore ALPS are a little bit more like they are traditionally K through six, right? Um a little bit more academic based whereas we start moving more into that career focus junior and senior year where Mr. Bodo really >> I was going to say I was going to point out Mr. Bodorin because obviously those internships are are again customized for what's their passion, what are they

052interested in. Yes. So many students think they want to go into a field. When you give them that experience and an apprenticeship, all of a sudden, >> well, that's not really what I thought it was. So, better find out now than after four years of college investing in that. >> Yes. So, we we set them up for success in in a lot of ways and and expose them to a lot of different things. >> So, we're going to wrap up with health services. That's the other area. You can see they're bright bright red on [laughter] our shirts. Um, and you see on this the slides a lot of red. Um, I think everybody is celebrating the new AEDs that we've gotten around the district, which is a huge celebration. Um, we have a new diabetes

053training platform um for all teachers to learn about diabetes and then um if they need more specific because they have a specific student in their class, there's more advanced um learning that they can do. Um, our health services team is two RNs and we have a health clerk in every building. Um, they've trained 80 staff in first aid, CPR, and AEDs, which is pretty amazing. They um, and we got some new CPR mannequins for adults and for um, infants so that we can work on um, those skills to make sure anybody that goes on field trips, we always have to have a CPR trained staff, things like that. So, we want to make sure that everybody has that. The other things that we're working on are well, um Ashley, we have a coordinator um Ashley

054and they've or her and um Jamie have done emergency medical training with all transportation and all safety teams. So, um we are prepared, which is really exciting. We are updating our concussion protocol in the district. Um, just so you know that, um, when a student has a concussion, we want them to return to learn as soon as possible. Gone are the days of sitting in a dark room for weeks and weeks and weeks. That actually prolongs recovery of a concussion. So, we want them to come back to school as soon as they can. Um, and then doctors support us in that return to play. So if they are in sports, we really need to work closely with the medical doctors um to make sure that they can are released to get back to um sports.

055Um we're working on our documentation for immunizations. A good change this year is we don't have to have a doctor's signature. Our nurses can actually sign if we have um families that want to opt out of immunizations. So we're working on just gathering documentation um and getting that back. they can do immunizations or not. Um it's their choice, but we just need that paper back that says, are you exempting your child? >> So, um that's something that our nurses are working on. Um we have completed over the last four weeks vision and hearing screenings for um about half of our grades, a lot of early grades and then um some middle school and high school grades. Um they have done updates, health updates for our individualized education plans and um they are doing regular department

056meetings and we actually are celebrating that we actually have a sub health tech and a sub um registered nurse. So if somebody is out we have staff that can step right in. So very excited about that. So it's great team that's working really hard. Any questions? That's different here. Yeah, >> we have a trainer at the high school um that helps evaluate is trained on how to evaluate concussions um at least initially to to know what are the next steps. All of our coaches are trained as well at the middle school and high school. and they also advise on any injuries, any >> twisted ankles, bone >> breaks, things like that. So, >> um yeah, we're we're really fortunate. Um and we often have a surgeon or a doctor on the sideline for our games

057as well. So, we've got a great partnership with with our local medical community thanks to Ashley and her team. So, >> okay, thank you very much. >> I will just say as these ladies walk away, we are very fortunate to have this amazing team. So, thank you both. Appreciate it. >> Thank you. >> Lots of good stuff there. >> Okay. Next up, I'd like to welcome our interim principal, Patricia Kaiser. She's here to provide us with an update on singing. >> Are you going to connect through the Apple TV or >> She's having me. >> Oh, you're doing it. Okay. All right. No worries. All right. Great. >> I saw the Mac. I thought you could connect. I will say as Patricia is getting ready, we've really appreciated Patricia stepping up, as you know, Amber

058Amber parted in end of August and obviously that can that can be pretty devastating to a school to all of a sudden lose your your school leader and we know the situation that that Um, Amber was in and needed step away. But, um, I just want to thank Patricia for stepping up and keeping us moving forward. And so, thank you very much. >> Happy to do it. Thank you guys for having me here today. Um, today I wanted to focus mostly on how our school supports all different kinds of learners. So, um, we do lots of different things, but I just highlighted a just a few throughout the building that we do, um, on a day-to-day basis or weekly basis. So, um, the first thing is with direct explicit instruction. So, this is a newer

059initiative as a district. Um, we did some training at the beginning of the year and then some continued training in the fall during our PD day. Um, we've also had Zach Gchel come in and train the principles as well on this. Um, one thing that we felt as a school was really important was creating some schoolwide systems. And um, that included a quiet signal that we can use with all students. And so we call it our quiet coyote signal. Um, so we have a little hand signal and then we say quiet coyotes 321. And the kids know that they can also do the signal. They need to be quiet after we countdown. And it actually has worked wonders. Um I'm happy to say in the classroom, but also like in the cafeteria when we have,

060you know, three or four different grade levels eating lunch together, that can get pretty noisy. Um but they listen and, you know, get quiet. They know that what's the what the expectation is. um and in assemblies with the whole school. The first assembly we had, I used it and I was like, >> "Geez, that really worked." Okay. >> Um so that was really exciting to see and you know it it was because teachers uh taught this to their classes specifically at the beginning of the year and made sure that the kids were aware this is the signal we're using. And um special teachers, specials teachers also have said that that's really helped them with their classroom management because all of the kids know that and so they can use that in their classes as well.

061Um another system is the voice level system. So I have the poster up that we made this year. Um again across the board kids are aware of what the different voice levels are around the building. So if we say, you know, we expect voice level two during uh the lunch period, then they know um that they can have that table talk and um not to get louder than that. We can give them reminders on what level we're looking for. And then we can tie that into our lessons as well. So that's been helpful. Um and then CHAMPS is a a training that kind of goes handinhand with direct explicit instruction. Um that's our behavior management system and we um our dean of students Emily Gentiel created a handout uh you about the CHAMP system that

062we can give to substitute teachers as well so that they know our systems when they come into the building and um just in case you're not just in case you don't know what CHAMP stands for um the C so we use this in our lessons so the C stands for conversation So talking to the kids about what is the conversation looking like during the lesson. Are we having zero silent where it's independent work or are you whispering or having table talk during the assignment? Um the H stands for help. So like how do you ask for help? Are you going to raise your hand? Do we have some other system in place? Um the act stands for activity. So the learning objective or task that you're working on. M stands for movement. So, are we

063moving around during this? Are you able to get out of your seat and go work somewhere else or are we, you know, staying in our seats? Um, participation is the next one. Um, so that is, you know, what does responsible engagement look like? How are you participating in the assignment? And then S is success. So, the goal of meeting expectations and achieving learning success. So, what does success look like at the end of this assignment or lesson? Um so our teachers are using that and again it's just a common language that we can use across the building and with our substitute teachers so that um the kids know the expectation for each assignment. So that's been really helpful and I've received a lot of positive feedback from our teaching our teachers. Um, and then just

064some going along with that, some individual like classroom systems or techniques that we that teachers are really picking up and using consistently. Um, cold calling on students. So, not having them raise their hands, but making sure that we're because when kids raise their hand, you know, you're constantly calling on the same kids. So, we want to make sure we're reaching all of the students in the room. um coral response. Uh when teachers are teaching um you know their simmer lessons, their uh phonics lessons, they can say the the sound and then have the class like do a you know snap or have point at them and then they can all say it back. And we've seen that um do wonders like the kids are just quick and it's really helping with you know management engagement

065and um keeping kids on track and then expecting 100% participation. So if kids are um using whiteboards in the classroom for instance, we want to make sure that all of them are participating, everyone is engaged. um we don't want to lose the quiet kid in the back that you know maybe is not paying attention and sometimes um may have happened in the past when we weren't cold calling and things like that. So this is just um different things that we're doing in the classroom as well and across the board. right? Um just to help kids be successful and make sure that everyone is engaged in in learning. Um we have our set intervention time. We started this last year with um setting a full 45 minutes for reading in our schedule and it's a set

066time so that all of our different um support systems can pull out at the same time. So we have reading support with Mrs. Burton. So that's a reading intervention. Um she does a few different programs like build or spire which are approved intervention reading interventions. Um we also have our take flight group which is the dyslexia program. Um and with our couts and training so our certified academic language therapists in training. We have two awesome therapists that kind of job share and um so that group pulls out during that time. We also have an extension. This is new this year. We have some instructional paras that are able we kind of repurposed our lunch paras and staff is picking up the slack on lunch and recess. Um and then we repurpose those paras to be

067instructional paras so that we can provide extensions to support the kids that are advanced or need you know some um higher levels of learning. And so during that intervention time they're also pulling those kids out and doing extra things with them to improve their learning. And then um special education is pulling out for reading groups during that time. And then the classroom teachers also, you know, the kids that aren't pulled in those other groups are staying with the classroom teachers and they're providing supports for them as well. So, it's really worked well um to target, you know, what kids truly need and giving those intervention supports. And then these are just some pictures um a takeflight group and some of our extension groups. Um the first one is a kindergarten group, the extension group, and

068then um the second one I believe is second or third grade, so a little bit higher. And then for our um special education students, we do something called adaptive PE. And so every week, every Tuesday morning, um the PE teacher plans different activities uh for the special education students that are modified for their needs. Just gives them an opportunity to go and practice skills um without their grade level peers and they get more support. We have paras in there. We also have fifth grade helpers. So we um you know choose some responsible fifth graders that are wanting to go in there and help support these kids um some of the younger kids and um they get to do different activities. So that first picture they had balloons and they were um practicing you know their

069hits like they would for volleyball but they had balloons instead. And then um the second picture is just a group picture but they also used you know scooters and things like that. that it gives them a chance to have an extra, you know, safe physical activity as well. And um they also get their PE class with their general education classroom, but this just gives them that extra opportunity um to meet their needs um for kids with disabilities and have, you know, that accessible feature to benefit them. Um we also have some hallway supports. our um paras are great. They've put together some things for our significant support needs kiddos, our SSN kids in the hallway. And so um I have some examples there and they help support their prewriting skills, but they have the shapes

070with the arrows so kids can um you know trace those. Uh that helps with their prewriting skills. They have the hand prints so they can cross the midline and touch the different colors, work on colors, um, shapes and also like sizes, vocabulary. There's a size sort with the bears. Um, you know, and then learning the stop and go and so those are helping build individual skills for those students as well around the building. Um, library this year is part of our specials rotation because we are sharing art with Running Creek and STEM um, is doing fourth and fifth grade at Running Creek on Wednesday mornings. So, we had to get really creative with our special schedule and we did add library in um, to take the spot of art on Thursday and Friday when our

071art teacher is over at Rening Creek. Um, but our librarian has done a great job just incorporating reading and um, building kids reading skills. So, she is doing extra readalouds with kids when they're in there. Um, she's exposing them to other books and authors that they may not otherwise pick. You know, a lot of kids might um, pick one book series and kind of stick with that. Um, so she's trying to, you know, show them other options and get them a chance to look through the library. Um, our 35 kids, they um are actually reading a novel together and she's giving them a chance to have to read aloud, practice their oral fluency skills together. Um, and again exposing them to just um authentic text, other literature. And so the kids are really enjoying it.

072And then at the end of class, um the last part they get to check out books um like you would expect in a normal library setting. So um I know teachers are liking that as well that it's just giving them another experience with literature um and those authentic texts, giving them a chance to choose what they want to read. And then the last piece I was going to touch on was um some ways we're getting family involved in learning as well. So we are planning a game night in February and it's around math in particular. Um so each team is planning different games. It's going to be hopefully more engaging kind of like a carnival in a way. um where teams are creating these hands-on games that um kids can come and play. Each team

073has a different domain specific. So like fourth grade might be around measurement and data and fifth grade might be around geometry um just so that they're getting exposed to different kinds of math games. And we're going to send families home with, you know, dice and cards and then some game ideas so that they can, you know, the idea is that when families come play the games with their kids, then hopefully they have that together and are more likely to then play it at home together. So, if they all know the rules and how to do it, um we are also implementing a schoolwide reading initiative, just a push on reading at home more, um starting in January after winter break. We're still working on the fine details and um planning to roll this out so

074you get kind of the first look. But um we're creating a reading log system and it's where kids if they're um at home and they read 20 minutes and that could include reading homework that they get from their teacher, you know, any reading work that they're doing or reading a book at home, then that um they have a sheet that has like a bookshelf on it and they can color in one of the books. And then once their full bookshelves filled in, then they get to color this paw print in the corner. And that goes on our schoolwide um chart that we're going to have for primary and intermediate grades. And we're going to track each class and it's kind of a competition to see which class gets the most reading minutes total. Um and

075so it's going to go from January through uh March, like before spring break. and then um the two winning classes K2 and 35 will get a prize. So, we're still again coming up with some of those fine details, but we do have a math committee and a um reading committee and those are the committees that are working on these things. So, it's the teachers that are, you know, coming up with these ideas and just trying to get the community more involved and the families. Um I know a lot of families ask about what they can do at home with their child. So, we just want to give them those ideas and supports. So, do you guys have any questions for me? I know it was kind of short and sweet, but just wanted to go

076over, you know, ways that we're supporting kids at our school. So, >> yeah, I think it is because it's keeping kids engaged. It's also um helping them, you know, focus on what's important. We're taking out some of the like transition time between things and really like driving home that this is our instructional time and we need to, you know, use it for instruction. So, >> did I answer your question? >> Okay. As far as the teachers found that it's >> Oh, yeah. >> Yeah, they they do. Um, and I we're still I mean it's still a work in progress. We're still learning the different techniques. Um, and it is for some teachers different than the way that they've been teaching, you know. So, it's always hard to make that shift. I think they're all putting

077an effort to do that. um some teachers it obviously comes more naturally than others. I know in January, January 5th, we're going to be doing more work. Um there's a training that we're doing where we're um going to actually like get a lesson plan and they're going to like pick intentional moments um in adding that into their lesson plan. So, um I know that we're still working on that and we're working and as leadership team, we're also coaching teachers too on and giving them those steps on what to do next in their lessons um to add in more direct explicit instruction. But, um I have received a lot of positive feedback and I've also seen better um I guess just more efficient lessons too. I just [laughter] like >> No, I do have faith that

078we're gonna Yeah. continue to grow. So, yeah. >> Yes. More than welcome to come. So, All right. [laughter] >> Yeah. Thank you guys. Thank you. >> So, next up we have board member report um the only I mean it's been crazy even but uh I just wanted to it was a big big encouragement last Tuesday for me for all of you. What we heard from my constituents is we're doing the right things and keep doing it. Keep doing more of it. Turn the volume up. Keeping our kids safe, teaching them how to read. We're getting our finances in order. I mean, it's just I'm I'm super encouraged. So, I just heard that we just Well, um I got to go read at uh to a first grade class this last week and it was I

079did that one time last year. It was very fun and the kids are just they are very engaged and it's really fun and I read Bug and Bear and it was a book that I I brought in and it was it was just a cute book about friendship. you know each other doesn't work out so well. So it was it was a good start. And then I also wanted to mention that tomorrow so I'm on the Elizabeth Education Foundation as the board liaison and we've got a fundraiser tomorrow at Fox's Pizza Den. It's all day from 11 to 11:00 a.m. to 8:00 p.m. And Pizza will donate 20% of all proceeds from that day to Elizabeth Education Foundation and What the Elizabeth Education Foundation does is it supports like we've just received um applications from

080various of the teachers for teacher grants for special things kind of outside of budgetary things like I know one uh submission for example is is on for our STEM program for the kind of extra extraordinary kind of pieces of equipment and needs and stuff and it's all for stuff that is um non-consumable so um you know stuff that can belongs to the school and it doesn't to the teacher, but the the teacher uses it and then you know it's it's there for the next year. So anyway, so that's one of the things and then we have two uh senior scholarships that we give out every year. And then um the big event in April is the stars awards which stands for students taking accountability and responsibility seriously. That's a mouthful voice. I have to say

081it slowly, but um it's uh it's u 50 students from age grades 5 through 12. not 50 from each one, but 50 in total are selected by teachers and recommended by teachers and for showing characteristics. It's it's a nonacademic award. It's all about characteristics of responsibility and and um just good citizenship and um it's a really exciting night and it's a big deal. We have a big banquet um and they get these awards. They get a big medal. They get their picture taken and uh it's it's an award they can only get once in their school career here. And um we have met students. In fact, we have a couple employed here who were stars recipients when they were here in school and they remember it. It's a big deal. It is a big deal

082and it's very fun. So anyway, those are the things that we fund through these various fundraisers. So if you have a hand for pizza or strawies or wings and they have good desserts do and sandwiches, just go to Foxes tomorrow. >> Where are they at? >> They're by right near Oh, there you go. See, so you have no excuse. Tomorrow is pizza. [laughter] my report. I'm happy to say that I'm looking forward to serving another four years here at the Elizabeth School District and ensuring quality education for families because we know it affects everyone those who are have their children enrolled and those who live in this community who want to be a part of school district. So I'm grateful for the opportunity to serve for more years of you all and Um, I would

083say looking ahead, I'm excited. I'm gonna be a mystery reader this Thursday. So, I haven't picked my book yet, though. So, anyone has any recommendations, I'll pick my book out. But yeah, so I'm just grateful for the opportunity to Well, I had the opportunity to go I mean, I just laugh the whole time. It was funny. It was just there's a lot of community talent. So, I just I think we have a great program and that just shows not only the talent of the students, but the people that are dedication It takes their dedication and their talent to produce that might >> but yeah it was it was very exciting and I would like to see more support just because it's you can tell the really enjoy it that I think that it leads to

084camaraderie. I think it leads to confidence and I think that success in their future. even if there's some lowing fruit, you know, I was sitting there sometimes unless they were using their teacher voice. >> All right. You already mentioned Robin Hood play Jennifer Blay works so hard and she does she know everything she has design she has volunteers every year I just just can't recognize her enough obviously our kids are just amazing just such a great job this year so musical is in February so watch for that what we've chosen. Um, high school football. We are moving to the second round of successful Saturday this Saturday. We are playing Brush High School stage two. So, anyone in the community looking for a fun afternoon, please come to the stadium. We always have an amazing game.

085Um, our high school alternative ed program has their Thanksgiving dinner next year and really at that time they were targeting serving seniors in our community. You don't have to be a senior to come, but we encourage people seniors in their community because it's a great dinner. Doors open at 5:30. So, it's a great chance to raise money as well. Calendar update. We have had 670 responses to our calendar survey. So our D will be looking at that this coming week. That's for the 272 calendar. It's almost trying to stay two years ahead. Um I do want to just share with the board that that overwhelmingly both teachers and staff have said late start is not being as effective as they like it to be. So we will do without that next year as well. So

086we will be bringing to you calendar for 26 27 change to start end date but we will have instead of those late start days we will have have a teacher work day for every so we have to have one for every month but we will add to the months that we don't have one to make sure that our teachers have that time we talked about professional development for our staff and honestly it's hard to do that after school so this will give us a training feel instruction. And then likewise, just congratulations to the same as you were talking couple things. Wasn't there also just this past weekend volleyball and gymnastics? >> So many different things. >> We have so many teams softball so many teams that are are in the um in the playoffs >>

087hits our budget because those are games that now we're paying additional but still amazing. Um and then obviously we should recognize this This is Veterans Day. Attended the Running Creek Veterans Celebration today. Um they did an assembly recognized every veteran connected family member just to what they've done in the past. Yesterday at Sinking Hills, they welcome families who were at veterans and families offer breakfast with students and student ambassadors and then they did hours and then students their service. And then at the middle school today, there was a lunch for again to students at school. So again, thank you to our veterans and our for their service and we try to honor you today. I think people have often said why don't we have today off our community every time we surveyed said we believe

088children school learning about the sacrifices of veterans it gives us the opportunity does matter They didn't stop everything for >> No, no, they don't. >> You think that's it? >> And I just want to um again public comment policy or procedure. So public comment provides the opportunity for any res of the student in the district to present the board of education with brief comments or post questions for consideration followup. Each person is asked to focus their regards to minutes. These boundaries are designed to help keep the meeting focused and should in no way convert slander. calling or publication. Doing so will result in your time and we ask that you focus on issues and not individuals. Okay. So just so we have Amber Hello, I'm Amber Pera. Um, I am not going to sit up

089here for a third time and ask you guys to do the right thing. [gasps] Again, all I want to say is not only does the law support that those are our records as parents, but the community does as well. As a matter of fact, mo the majority of the people in this room who I have never met before are here to support us. They've shown up here today, people who I've not met. And I thank every one of you guys. I really do. These community members and many more that I know are watching online have taken their time out of their evening to show support for our family. Doing the right thing also means being honest with the 32 other families whose children's private information was shared with us, making sure they are notified and

090they're protected. And since today is Veterans Day, happy Veterans Day, Mr. Fletcher, I also want to thank most importantly my husband who's a proud US Marine for his service. Thank you. And I want to remind you that we are fighting for what's right and with that same determination that the Marines bring. My son's records belong to us, his parents. So next on the agenda we have consent. I move that the board approve consent items 86 as presented. >> Second >> director >> hi director. >> Hi >> Dr. >> Hi. >> Okay. Next up we have update. So, we welcome Francesca Johnson to give us an update. >> Hello. Yeah. Do you have my slides? >> Yeah. Yeah. >> I think you guys received that summary page, right, of all the grants. Yeah. So, um I'm

091not necessarily I wasn't planning on going through it all in detail. It was more giving you an opportunity to ask any questions you might have. Last year I presented the summary to fact. I can't remember what time of year it was, you know, probably about this time. >> But since um we you've changed the board policy for that certain threshold to have grants come brought before you for approval, we're bringing today one that we're planning um on applying for with the Nathan Yip Foundation. And since we're doing that anyways, we figured we might as well kind of bring the whole overview of what what's currently happening with grants. Yeah. So, you can kind of see what what we what kind of the um the formula ones are that we receive and then the competitive ones

092and then also what's what's kind of in the works, what's on the horizon. Um, and then obviously as we go through the the kind of the busy grant season is really later in the year and then early in the spring is when a lot of new things come up and anything that goes over that 10,000 I guess we'll be back to to ask your approval. But um, so is there anything you'd like to know more about of what we're currently doing? Well, I guess just as a as a broad overview, are these grants that we normally are applying for regularly or any >> Yes. So, in the in the first section, so the the title funding is, you know, that's the federal funding that every school district receives. The gifted and talented grants, there's they're

093similar. Uh Redact, ELPA, state library. So, those are all like that's been going on for years and years and years. And my role in those is just to do the finances, the reporting, the applications. Um, CDE moved to a new system about a year and a half ago where all of those grants live in one place. The one that doesn't live there yet is the special education one that um, Len was talking about. They were talking about moving that in there as well. But it's been very nice to just kind of have one system for all of those. So that's been very helpful. Yeah. So all of those. And then when you go to the lower section there is there's some there are some changes coming where you see the CIP one um that is

094a program that's been phased out because the state's trying to go to new funding for postworkforce readiness. So instead of these different grants that they had and we have done really well as a district to take advantage of the grants but a lot of school districts um did not really take advantage of those grants. So they didn't get any funding for it. So it felt very kind of lopsided where some rural districts did well with it and others got nothing. So now they're trying to go more to a formula based program for that as well. How that exactly will look we don't know yet. But so the CIP funding last year we got over 200,000 it's down to just 31,000 and then that's going away all together for next year. Um >> this new program

095will kind of move up into the top part then. Exactly. That's what it that's what they make it sound like. There's still so many things up in the air, but that's kind of what what the state wants to do with that. And it's geared towards, you know, CTE and postworkforce preparedness. But there are still CTE there is still CTE funding that we have um started to take advantage of as a school district. The CTA funding and the Perkins. Perkins was something that our district did many years ago and then it kind of fell by the wayside. So um we we're now back. we we you know I'm I'm doing all the reporting so that we qualify and so it's it's all that's we can take advantage of that again in fact that amount will go

096towards um starting the welding program in our high school. So, so that's going to be nice to get that going. And then kind of the the newer things in that section are and and some of them are kind of a one-time thing like the firehouse subs grants that we got for the AEDs. That's not going to be something they're going to give us every year, you know, but it it was great that we that we got that. Um the school council court grant still has two more years, so that's one we still have. The vaping has another year after this year as well. So, that's great that we still have that. um have Megan at the high school and then school health services. The reason I put that on here, even though it's not necessarily

097a grant per se, but they handle it like a grant. So, we basically get a percentage of what we're spending on Medicaid services for students with IEPs and 504s and health plans. We get a percentage of that back. We have to come up as a as a they they recommend establishing a wellness committee. Well, we have one already. So, we're going to utilize that kind of as the as the engine behind it in conjunction with um special services to um build what's called the local services plan, which is basically like a grant writing out this is what we're going to spend the money on. For the first year, we're looking at about 81,000. And um as we get really established in that program, it can that can go a lot higher. So, that was kind

098of an opportunity I came across last year that I learned about when, you know, a lot of federal funding has been cut. So, a lot of grants that would have been available in the past are not there anymore. And this was one of the things that got brought up in a training where they said, "Well, there is money there. You just have to do all of this to access it." And as we looked at it um in one of the leadership meetings, it basically we were saying, "Well, it's it's worth the effort because it's money that's just there for us to to use." >> Great. Question on that. So, I know director Pearson was talking about that Medicaid um as it relates to her programs. Is that is this different? Is this like all of

099the rest of the >> No. So, it's so the funding gets it gets brought in through Medicaid for students that have IEPs, 504s, um and health plans. But the funding that we receive that we can then use that 81,000 gets used for all children for all the students across as long as it services their health. >> I mean that can and it's a very I mean there's almost more things you can use it on than more things than the things you can't. So >> it is a reimbursement for services already delivered then create a plan invested into that student. So any basically anything you can think of that would benefit the health of students can be in that plan. And as we um as we flesh out this plan with the wellness committee, you know,

100I'll make sure that Dan has the notes and can bring it back to you so you know obviously what what the what the committee is thinking of of doing. >> We'll be asking you as well for your feedback. And the wellness committee is one committee we didn't have on your list of on the board now interested. It's a quarterly meeting. It's not a frequent meeting. But each representative on the committee going back to their homes and doing things. some staff do different things to keep our our staff healthy kids and then they're doing things with the kids to compete for things. So there's a variety of different representative from the wellness committee is is is working with their staff and coming and collecting that. There's also the committee that oversees our lunch services audit food

101services audit health wellness committee has to provide oversight policy. So they monitoring that recommendations to youable just know there is a committee if anyone's interested in hearing more about what's going on. The whole purpose of that committee is just to try to keep our students healthy engaged creative ways to get them engaged. One follow question. The 81,000 is that an estimate or do you know exactly how many? >> So that that's an So the way that this is the estimate currently, but then they do a settlement at the end. So they kind of estimate as conservatively as they can because they wouldn't want you to be in a scenario where you have to then pay back something that they overpaid you. So Hickpuff we I mean they really do a good job kind of they

102have us submit all you know who are the service providers we have because all those salaries go into that you know the counselors the nurses the speech language pathologists all of those salaries go into what we report said this is what we're spending on all these services and then um at the very end so it's kind of it comes a lot later but then they go okay we've given you this much but to make you whole we still need to give you another, you know, 20,000 or whatever. So, >> upon the families agreeing to identify as Medicaid families or students? >> No. So, so the the pieces that go into it is um they the parents do have to sign a consent form that that Medicare can share with Hickpuff that they're that that student

103is eligible. you know, um the parent doesn't have to say yes, but um if they say no, we'll keep asking them every year just because it's, you know, it's would be a benefit for us. And so far, the parents that have >> there's not a negative consequence. >> No. And the the parents that have called me so far is once I explained to them that all this does is free up money that's there for the school district. Doesn't change anything about their benefits with Medicaid. They get all the same services. Doesn't take anything away from what they are receiving. It just opens up that kind of that funding for us. All the families have been like, "Oh, yeah. I'm happy to sign it." There really hasn't been anybody that that you know was upset about

104it. Um but if they have a problem with it, they don't have to sign, you know, they they can say no. So >> in case there are out there wondering, is this going to affect >> Exactly. No, it does not affect their benefits in any way, shape, or form. It just frees up that funding. And then um the service providers, they get what's called a random moment time study. So they get a short like a minute of a day. They get an email that says you have to now report what you were doing during that minute of your day and um that gets sent out to the entire state to everybody that's in the you know all the districts that participate in Medicaid. Um and there's a certain percentage that leads to that shows that

105this is the percentage that the staff provides health services to the students. And um the I think it's usually in the low 30%. Because it could be that you you know that minute maybe you were in the bathroom, maybe you were at lunch, maybe you had the day off. So there's a lot of reasons why you maybe in that moment might have not been doing that. But it's a whole statistical way of making it. That's why it's called random moment. It's random. People don't know, you know, they just received that email, they have to respond to it. But that's kind of the biggest piece for that is as a district we have to have at least an 85% uh response rate to remain eligible, but I'm proud to say we're at 100%. All our service

106providers have been great responding in time getting it in. There's there's even two people that have already gotten two. Could be that you don't get even one through the whole year. So that's kind of the the other piece to the puzzle. And then the third piece is the financial reporting where you know is a quarterly report where we report this is how much we paid in most of it is salaries how much we paid in salaries how much we paid in benefits supplies go into it to professional development anything related to those services to those students and all those pieces together then lead to this formula how how they determine this is how much funding we get >> and this is brand new this year. >> Yes. Yes. districts choose not to these are services

107if you think about it the services we're reporting are services that if they weren't in school child who needed speech language they would be going to a provider medic so instead we're providing those services we're delivering those private sector. Those are the services instead of families having to go find those providers, we're providing those providers, >> which is also helpful to families who are probably working >> and those other visits outside of school hours are challenging. >> It's a win. It was a great opportunity. you have districts who have replaced playgrounds >> because that would be something that benefits the health of all students. So, >> well, I I mean, and I do want to say this is what I do appreciate about your leadership, Dan, is that you do try to find ways to

108find money in grants and interesting places without putting a tax on. So, One comment, one question. >> Yes. >> Good job. >> Yeah. >> Yes. >> What are you doing? [laughter] >> I can tell you a story offline. How much waste? Um the the only other thing that I have and I don't this is I think I don't know in the funding details if that's a place to put that or something but um the concern that I think I have is what are the strings attached to a particular grant for say if there's >> a stream and I'm making this up there's 15 you have to spend 15 minutes a day uh doing emotional learning in every class. >> Yeah. Well, I just that that would be a concern for me. >> Yes. Yeah. >>

109And uh so just as we're applying for these, make sure that >> well anything I mean anything over 10,000 has to come before you anyways, >> right? But that that would be my question. Yes. When it comes to the board is what what's the string attached to this? Because does nothing. I will say education purchasing money that changes money and then you have to do >> the what I'm fighting with most of the grants too is it's mostly the biggest ask and task is the reporting the financial reporting and the program reporting. It's not so much how did you come up with what you were doing. It's more we want to see the data. So here's your starting point percentages, anything like that, and then here's the midyear report, here's the end of your report.

110There's there's there's not that much of you have to do it this way. >> There's a lot of suggestions. For example, for the health for the local service plan, for this program, there is a suggested questionnaire you could send out to families to develop this local service plan with like 20 questions, very indepth. It's not necessary. I mean, even in the training, they're telling us you can use whatever you'd like. So, I'm going to just put together a questionnaire. Everyone shared it with Dan. I don't know if you have had a chance to share it with with them, but it's just going to have two questions. There's no reason to go into such detail and depth. We don't have to. So, that's what I'm finding mostly is that yes, they they might give you guidelines

111that are very detailed, but that's just a suggestion. And when you really dig down in what the must do is, it's it's mostly comes down to the reporting as grants come forward. So we've had several grants that we >> fit our mission. No, the one the one that I'm gonna invite Steve up now >> coming up. >> This is the one that >> this is the one you you you will need to you know vote on. >> Um it's the Nathan Yip Foundation and Dan uh Jame if you want to go to the next slide. >> The [laughter] um so the Nathan Yip Foundation I don't know have have you guys heard of it or >> Okay. So, they really focus on rural school districts. That's kind of always been their big thing. Um, and

112they've come up with a new grant program. They used to do it that teachers could just apply. They get, you know, between two or $5,000 for something in their class. And that's been going on for many years, but now they've come up with this new idea of making it a three-year kind of a bigger impact, larger grant. And um Steve has come up with a an idea what what they're looking for. They're looking for a teacherdriven superintendent supported kind of program. They don't want it to be something where an outside group goes, you know, this is what we want to bring to your classroom. They want this to come from the classroom. So do you want to kind of give a quick >> quick overview? Very quick overview. >> We looked at it and they

113had several categories and you had to say we're going to do these. So we looked at them and we said the two we can really do are career exploration and workforce pathways, family and community partnerships because that's one thing we always talk about is we're not getting positives out in the community enough. So we looked at and we said what we should create is a food bank at Frontier. So using part of the building which brings that community thing that's open five days a week during the school day along with a what we're calling a student store which is really a room where kids can get clean clothing, shoes, school supplies, basic stuff for free. We said we create this. We have a number of students who can come over and organize it, run it,

114keep track of stuff, social media market it, etc. So, we're getting a lot of kids out doing those internships, helping to run the store. Lets them go out and work with the community to go over to the Presbyterian Church and say, "Hey, your food bank is open three hours a week. Can we partner together? You come over and show us how you really make this happen. We help you do it. Now we provide more food more often. We consolidate some of those things hopefully to say, "Hey, we can work together with the community." So our thought is we get a lot of kids involved in it, different aspects of what might be happening there. And then we also support our kids throughout all grades. So your family can take it over there. It's not in

115your school. You can go over there. It's a little more private. Oh, we need we need school clothing. We need supplies. We can't afford them. we might be one of those homeless families that we talked about earlier and we can also the whole community can come and get food from there. So that was our plan and we thought we could make this really happen and working with the community after three years it'll be sustainable because that's one of their questions can we sustain it into the future there might even come from that Perkins grant. >> Exactly. >> I think the key the key is there there are a number of small foods but we're also seeing provide location students who are looking for those experiences that seems like a great give back to the community.

116I think the latest shutdown who are in need who have not received a chance for the community. >> And we already have um the American Legion Food Bank that's run by some wonderful veterans um that they run it during the holidays. So, they start in October and then it goes through Thanksgiving and Christmas and they put boxes of food together and they already utilize Frontier as their location for that activity. And I [clears throat] know um they you know they're getting older. They're having a harder time finding people to help with it. So this will be another great partnership >> opportunity for the kids to partner with them. >> Make that make that happen and continue that tradition. >> Yeah. >> 100 years that food 100 years that drive's been going on. So >> to

117move it to that next hundred years of >> participation >> and what it would be. So the maximum you can ask for is 75,000. It's what we'll we'll go for it for three years um and >> per year or seven >> for for for three years total. Yeah. >> And they'll probably be we'll probably kind of budget heavier for the first year because some of that cost will go towards you know >> refinishing in a room that you just need to paint and put carpet and whatever needs to be done shelving and all of that. So probably more cost in that first year. And then I do want to draw your attention to one. Thank you. >> Thank you. >> That was good. >> Thank you. >> State historical fund. We are Colorado building >>

118the town. historical building. We are eligible. So we have sections of that building require we have applied for that grant policy. Um but that will help us get that space which is going to be great for office. that building. So obviously >> so this would be the older part of the building tower. Um this securing this will allow us to get so we can actually >> what is the timeline for that >> the state historical fund? >> Yeah. So the application I think it was a early spring was going to be kind of their decision time. So, right now they're reviewing all the applications and then early spring we should find out. >> Yeah. Yeah. >> Does such an amazing job helping us really put together. >> Well, I I mean one big thing with

119all of this is that I've discovered there's definitely a lot of relationship building that has to happen. Like the first time we applied for the Bule grant, we didn't get it, but then the next next time we got it and um it was the same with firehouse subs, you know, like the first time I tried didn't get in and then the second time we did. So there's definitely that element. So this is the first time applying for the state historical fund. But what was cool in the process of the application, I found out that there was a a a submission to to the state historical fund for Frontier from 2008, I think it was, right? that historical document. >> So, they had kind of done what you'd sort of want to do building up to

120a bigger project back then. So, whoever was I don't know who exactly did it, but it was the school district somehow um put together a historical assessment of the building. So, I was able to make that a big part of the application. So, hopefully that that'll help. We'll see. But, um >> yeah. Yes. >> Yes. >> No, it's good. >> Yes. Yes. >> Thank you. With that move that the board approve moving forward with the gift >> director. Hi Olric. Well, we had our first um BCRC meeting on November 1st. It was a very productive meeting and we talked about some of the things that we wanted to cover and accomplish in this in this school year. And so the first one is becoming resources including changes made 26. So, you know, we made a

121lot of changes in middle school and the elementary over the last couple years and Um, we kind of talked about, you know, we still need to do that. We obviously are still keeping track of what's going on in all of the schools, but we will be extending it to the high school level this year for the first time. Just kind of look and see just I just kind of need to be aware of schools all at once. So, that's that one. And then um just for everybody to know and understand the direct and explicit instruction that um Patricia talked about earlier and um just making sure that that is being implemented well and so that's kind of where that is become familiar with electronic tools being utilized in the district including how AI resources are

122used. This is sort of an expansion of one of our original ones. The electronic tools when we first made this charge was related to that schooly and I can never remember the whole thing but we don't use those anymore but there are a lot of electronic tools we use but we specifically wanted to put in there you know we need to figure out the whole AI world and how that fits into our school district what's allowed isn't so good that so that's kind of that and so I actually asked everybody to kind of do some research um on the CRC all of the members to kind of come back to our next meeting which is on December 1st or something in that first week of December and um just ask them to kind of bring

123back information so that we can kind of understand and then help us. I asked actually asked them to help us to understand it better so that when we kind of that we as a board can work on a policy that has a little more detail on the AI that's come up through that's been ongoing to really engage that upleership. >> Yeah. I'm starting to see a lot more companies coming out. >> And Kim had also mentioned that she's been looking into some sort of program that will help the teachers to analyze a paper [clears throat] to just check it for this is a respons consider all that. I mean, there's this is a this will probably be ongoing. We'll have to probably look at this policy once we kind of get some into policy. Um,

124but it's going to have to be looked at regularly because, you know, technology changes every 15 seconds. So, we have to stay on top of that. Yeah. And then the last one was we talked about, you know, the C mass results and and how we need to just kind of change the culture of of people people's attitudes towards Cass testing and that it's important and try to encourage it use. We did have a couple of members on on our CRC board though that were ones who have opted their kids out because there is such great test anxiety and special needs student who doesn't do well with it. So, we just need to we need to come to a balance and figure out how to how to do that and how to, you know, encourage it,

125but also not have it be such a completely stressful thing. So, we just we need to do that. So, again, that's what we want to look into as a So that approve the 2025 2026 charges. >> Any further discuss? >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. Hi. >> Okay. Next up, it's basically just a discussion item that is the land. >> So, I've spoke with Brad Miller, our attorney today. He is working with the attorneys from independence companies. We were hopeful that we have the agreement um to actually bring to you today. We probably would want to call a special transport. Um it is 25 acres to the school district. Most most developers don't give the land sign it over the name of the school district until

126they wanting to give it to us because they know we have a charter. They know that that they're open to right now is that there is concern in the community about permanent modulars campus permanently they recognize that school overnight it's going to take some time so I believe the way that the agreement will be worded is that modular are construction Obviously a little expansion. So we build a building and now we've got more classes start. So, um, we will get that land agreement, I believe the end of the week. I will send it out to all of you and then we will need to determine if it's acceptable to the board and we want to schedule a meeting for you to actually act on it, accept the terms that we can transfer. And then secondly,

127just I'm going to add under this is we also have the LCA charter contract. We had originally waved formalizing the contract until those conditions were met. They have received their grant funding. The grant funding cannot be released until they actually have the contract. It is not uncommon to have those stipulations in the contract. I've asked Brad to go ahead and formalize our contract for agreements for those stipulations last spring. And so he also anticipates that. So my recommendation is if we get both of those we may want to give you time to read both of those questions and then if you're comfortable moving forward again I don't have like I said I don't have the agreement that's the terms that I believe once you get it feel free to read it you questions. Next, we

128have readings. This is the one that we take. So, with that, I move that the board approve the I think policy public school, but I did the final ones we discussed. I do want to thank you all because obviously you spend a lot of time on this. Thank you for getting so hard to do that. So that >> hi Olsen. >> Hi >> next we have our Second reading of revis. It's just this is really covering video clarification. So that final review >> Hunt. >> Hi Oliv. So I move that this is the second reading of regul. >> So key key to clarification on this policy this Just so we can public about this. Um there was question about you know when images of students are captured on cameras situations like that camera might be

129used to investigate a behavior situation or parent may want to see a video from the bus because maybe the child recorded something happen to see it occurred. um this that that video does not become part of the students record because it is contains multiple students. And so if we were to say that video of Johnny in a fight is part of Johnny's record, we now have images of other students. So our videos are used for the same concept as Dave Dave saw the fight. Dave gives you his what you saw is written down. That's that's a permanent record in this case whether it's principal, assistant principal director of security who reviews the tape. It's their written version of what they observed on the video that becomes part of that student's record. In some cases, videos

130are retained reasons. They are not part of the student record any policy says 14. Our system keeps it for 30 but some systems only keep it for 14. So we recommend not changing that actually exceeding our policy by keeping it longer but rather do that. Um so as of right now that was a key clarification parents have the right to to view video needs to be done and we do have to do in some cases wants to see what their child is doing zoom in so that parent can see that so that's key to this policy strictly about Just to clarify, I know when we had Brad here, he did say if video surveillance is used for whatever reason by the school that it is saved, right? It wouldn't be something that >> necessarily I

131mean it could be erased again. What's saved is the account of that. So typically situation the parent can see the video administrator see the video and it's going to be reduced into writing that's what becomes not every video every altercation school so if it's a situation to legal consequences to the student charge might lead to a legal challenge those videos might be saved for a long period of time permanently is the record >> according to who the school district >> it's according to whoever viewed that so if I'm in >> I mean would it be the school official >> the school official yeah and again parents have the right to view the video they make an appointment they can view it provide number of different faces, >> right? But is it possible to pull out

132other faces by video? >> It's frame by frame video system. The systems the systems that typically you can purchase to say, you know, I want this child, this child, that child do not work most of our cameras because of the angle of the camera. So most of those require version because of the need to see the image of the face and image of the face. We've tried it with our bus videos because our bus cameras are mounted on time. It doesn't work. So, literally where we have had to be released, we literally had to go frame by frame watch up to 8 to 12 hours to do so. So, that's why isn't retained for that purpose of what occurred just like again we take statements from students who were present taking the account of what

133they observed that's that's in the disciplinary >> so let's say in in the example of two students getting into a fight but it's not clear or you know like what the you know one student says they started it says they started it um both parents and would have access to that video to see okay what did we think happened the school official also saying looking at it the video might not live on forever but some kind of narration of how the announcement would go >> if if during that 30 day period there there appears to be this could be challenged someone may want to file a lawsuit over it yes that video can be saved but again >> it's just you have to catch it in that which is very >> for us not to

134know somebody's questioning something >> I imagine. Yeah, I imagine a lot of times the next morning >> more often than not parents are wanting to come in and see the video entire video. So when they when they do it, we have to be very careful. >> It's very very typical for any video system to only say for a certain amount of days and then right because you just nobody has a space to save all of that video wherever. >> Yeah. So um so that's like totally And just one last question on this. Is it I know it says it's not necessarily the home. Is it based on the decision of the school district or parents requested that they have some kind of access for that video be saved? Is that something that parents can >>

135There have been times that parents have asked >> like the school district might not think there'll be legal actions, but maybe a parent is like actually >> and sometimes it is sometimes that video if it results in a legal action by police. That video is actually So that does not it says video held by student's We don't make any surveillance video to do so again students and frankly a legal standpoint of it. Certainly parents are seeing it hiding its parties are able to review the video. that's written down as something that parents are seeing if they're challenging it. saying I don't believe that here many times and I want to watch the video with you but again typically >> yeah I think most important for me is that access >> request section and it is

136managed right now it's managed by our security So we used to have the bus handle their video and schools would have access to their cameras and frankly there was a lot of risk of first amendment rights and so we have all of that back all of our systems now access wants to see a bus video He has access. We don't have access by everyone in the district. It's truly it's designed to protect rights. We have had situations in the past when everybody could see a video that weren't show. That's not the purpose of So somebody wants to see a video cameras all director meeting his wife that's being reported to have anyone access to even if there's a concern was that speaking to something then we can access Very seldomly would there be again if

137there was huge confidentiality issues There was no way there was no way to prevent every other student. give you a prime example video everyone else. I mean it truly becomes so consuming I can't think of a situation asking let als to see the video and your son fighting. Are you okay with that? That's acceptable. Again, it's just the conditions can't be viewed. Sounds like we need AI to help us blur people a little bit. I'm hoping that like I said the angels >> [laughter] >> Like I said, I can't think of a time access. So that may say we can't show you it again charges they will take that discussion question. All right. So, >> hi Ol. >> Hi. >> Okay, next up we have our first reading policy to students. So this policy came

138up as you know we had search the drug did alert on a prescription medicine that was in the possession of the student had a doctor's note um and it alerted because it was a controlled substance And in this particular case, student when we looked at this policy, this policy has some very loose lines of felt like we needed to tighten it up a little bit. Um, this particular policy, um, said that, you know, primarily students could could possess medic for self administration um and it said um or self administr self administered medications to treat the students asthma which makes sense as food or other allergies I'm not allergic to peanuts have something to counteract that anaphilaxis related life-threatening conditions and this is where the concern came in or other conditions for which medication is prescribed

139Um, and so that that's a concern because a a controlled substance that a student is carrying while they may be fully responsible students who sometimes access backpacks are stolen out of that to offer that opportunity for substance in the hands of potentially another student is a concern. So working with our medical team, our medical staff, we really felt like we needed to clean that up. If it's a controlled substance at school, we really believe it should be secured in the health room. It should be locked up. It should be administered under the direct supervision of an adult so that it's not in a position again. This policy does requ obviously could cause harm to someone. And so we're wanting to clean this up just to be very clear that we're okay with self administration medications

140for those life-threatening conditions substance control obvious but I'd be concerned they help versus maybe a single dose. So the case of this really control something you're on the bus if you're on a sporting event. There is trained who's delegated by the nurse to administer medications to do so they will take with them. Okay. So, I move that the boarding students. All right. Hi >> so next up we have our first reading of revised policy >> I've always thought it was you and not me >> budget adoption process. So this one, you want to talk about that? >> Um because I do believe this this is a review. This is not actually No, I guess it is because we're adding some references. >> Um so this we had a community member um indicate that they felt

141this policy was not accurate, that it didn't include everything that the law required. Um so we brought it forward and said, "Okay, somebody thinks it's wrong. Let's look at it." We did It was language exactly what's required by law. Like I said, the only thing we found in reviewing it was it was a legal reference that dropped. This was first or last review in 2010. Um, and then there was a new financial administration policy reference. So, um, all we're doing is bringing this to you, obviously updating it. since 2010. It is current. >> All right. With that, I move the board approve the first and final reading. Revised policy D GB. [clears throat] >> Can I get a second? >> Fletcher. >> Hi. >> Hunt. >> Hi. >> Olsson. >> Hi. And next up we

142have another policy record. This is a policy that was just up for regular review policies forward years. >> So we felt like we have [laughter] compared it current recommended policy. There is no changes. There's no reference changes. So, we really approve the first and final reviews. >> Hi, Director. >> Hi, >> Dr. Hunt. So with that, our next board of education meeting is going to be scheduled for 6 p.m. December 9th, 202