ESD Board Meeting: Business Meeting for Tuesday, September 23, 2025

001Okay. So, it is 6 pm Tuesday, September 23rd, 2025, and I call this working session of the Elizabeth School District Board of Education to order. Can I get a roll call, please? >> Director Callahan, >> here. >> Director Fletcher, >> present. >> Director Hunt, >> here. Director Olsen >> here. >> And Director Pal here. Okay, let's stand for the pledge. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Before we move into the meeting, I would like to take a minute, a moment of silence to honor um Charlie Kirk out of respect who was assassinated very recently. So, um, just a quick moment of silence. Okay. All right. First up, I move

002that the board approve this working session agenda as presented. >> Second. Any discussion? All right. Can you get a roll call? >> Director Callahan, >> I. >> Director Fletcher, >> I. >> Director Hunt. >> Hi. >> Director Olsen. >> I. >> Director Pal. >> Hi. >> And in case people are wondering, Dan is running a little bit late tonight, so he's going to join us as as soon as he can. Um, so very excited. Uh, our first item up, we have um Carl Xander and Travis Anton. Um Carl's kind enough to come back and and visit us and um they're here to talk with us about um integrated math at the high school. Talk with us a little bit about um why you selected it um how it's been implemented. Just just uh give us

003a little bit of information about um the program. So, if you want to come up. >> I don't know if they're Yeah, they're they got to be more comfortable than those. >> Before we ask that, um, what's the curiosity and what's prompted this? Well, um, we don't know anything about integrated math. We're all used to just your traditional math and we've heard about it at the high school and we just want to know >> a little bit more about it. >> Okay. >> And if you don't mind, if you can hold the hold the mic there. >> Is it on? >> Yep. >> We're missing a light on that. Um, are you interested in what's the difference between integrated math and the traditional? >> Yeah, that would be that would be great. >> Okay. So,

004integrated math means that they just don't separate the concepts of algebra from geometry from other things. So, >> most of the world teaches an integrated type of math, >> okay? >> Rather than the United States, >> okay? So it's just not separated geometry from algebra or algebra from the rest of math. It's just not isolated. >> So you hit all the different concepts but it's not separated. >> Okay. >> So that's the basics of integrating. >> Yeah, it it's done some pretty cool stuff with that. Just like here's an example of something I thought was really cool. So uh in integrator one we teach lines and we teach how to find the equation of a line your basic y= mx plus b type stuff and uh usually you know after you do that you start

005at some point finding the equation of a perpendicular line >> but the the book will go to transformations a geometry concept and I was like why are we doing transformations this is this seems odd right and so going through it teaching rotations, trans translations and reflections. Then the next chapter they cover perpendicular lines. >> Well, in the transformations, you learned how to take a triangle and you would rotate it 90°. And so you'd have the slope of it this way. When you rotate it 90 degrees, suddenly the slope of that rotated triangle is the slope of the perpendicular line that you're going to find in the next chapter. Now, my traditional way of teaching it, I always tell kids, it's opposite reciprocal. It's got to get the opposite, you got to flip, change a sign,

006opposite reciprocal, and I would just train them opposite reciprocal. >> I didn't have to do that anymore because they had the visual of the triangle rotating 90 degrees. they could see the slope triangle, the values change as it rotates. So when we went into that lesson, >> it makes sense. There's a visual, there's a concept tied to it versus just a, oh, you flip it, you change the side sign without a a kind of a visual representation. So having them coordinate together is really kind of cool. >> Okay. So what went into the decision? like what what was the deciding factor to go from traditional to the um integrated? >> Well, we had a a mastery program that some teachers had developed prior to that. So, the students would they would take quizzes. They had

007to get like a 80% or higher on the quizzes. >> 70 on the stuff. Yes. >> Okay. 70% or higher on the quizzes. And uh and they would do each of the quizzes for a chapter. And when they passed all the quizzes, they'd take the chapter test. And it was done through a program called Moodle. And so they would um take the quizzes, they have to show their work, get their feedback from the teacher, and just keep retaking. And then obviously get tutoring and stuff. >> And the students got very good at the types of problems that were on the Moodle test. Mhm. >> But then when it when it looks like going beyond that, trying to apply it outside of it, trying to pro work uh to problem solve, if it didn't look like

008the problems that they were doing, they really struggled with it with with problem solving outside that varies um to particular problem sets. >> And so that was one of the reasons we started looking at >> Yeah. One of the other ones is they started that homegrown pallet initiative that they got the grant for. Mhm. >> And then they were wanting you to brainstorm all these different courses to um add to the program. >> And then Carl and Mrs. Hogan had a conversation about well, if we're going to add more things at the top, we have to streamline what's at the bottom. You can't have a ton of extra. >> Okay. >> And so we started thinking about what what do we look at? Do we look at a new materials? Do we do those types

009of things? And um >> Mrs. Hogan had said, "Well, we taught in integrated at this other school." And so that prompted some of the thinking >> and then we started doing some research on >> on what to look for and what to look at. So we looked at instructional models within the curriculums and then we looked at well do we want to go to a traditional track or an integrated track and so we looked at what the rest of the world they teach and then why why do we separate the the concepts? Why do they math is math >> and like he was saying transformations are within algebra and algebra is within all sorts of pieces. So why why separate it? >> So then we did a quite a bit of discussion on which tracks

010we were going to look at and then we got a lot of integrated materials to look at. >> Okay. >> So so have you how has the overall success of the program been? Have you been how how have the students been doing with the program? Has it been wellreceived? Is it >> I mean, you always have certain students that don't like any program. Yeah. So, >> um >> I'm not a math person. >> A general rule, problem solving has gone much better. Kids are doing more thinking rather than just rope memorization or um uh mimicking. >> Okay. >> So, I mean you can mimic success for a little while, but you don't understand it. >> So, their problem solving skills have gone up. their conceptual understandings definitely much more deeper. Um we don't have a

011lot of it's it's mitigated some of the problems that you used to have with sign numbers and stuff like that. >> So absolutely. >> So you're still teaching algebra, you're still teaching geometry. >> We're teaching within the same >> Yeah. It's all the same material but it's not separated from >> algebra has been pulled out. >> Okay. >> Teach algebra 1, algebra 2. It's just all integrated, right? And and kind of simultaneously. >> They have statistics in in the chapters. >> Sometimes you have >> I mean in statistics you have geometry problems because a circle graph is a geometry problem. >> And so if you try to separate all the math, it's it's kind of hodge podge. And then if you were teaching just the geometry standards in Colorado, it's only a six-month course. >>

012So what are you doing for the other six months? So, if you're just going by the standards in Colorado, the geometry standards are not a full year course anyway. So, we we looked at the standards as well when we were looking at these things of what what is it we're supposed to be teaching and what's Colorado ask? >> And then if you look at just the books, how do they how do they work at getting to those those pieces? So, >> when was this transition made? >> Uh, four years ago. >> Four years ago. >> Yeah. So you probably have a pretty good data set as to >> the improvement or whatever. >> I don't know if you would have a data set because I don't know if you had data from before you know

013that we didn't collect a ton of data. It's all anticedal evidence, you know, what what do we feel? >> You know, yeah, we didn't have a TA pool. >> Okay. >> To say, okay, well, we took this and we don't have something that we could measure >> specifically. I I don't think >> um we'd have to go back and pull things if you wanted a specific measurement. >> Okay. >> I mean, you could create that, but >> it's not something that we've looked at. >> Yeah. Because we don't really have like a test that's like school level. There's there's the u SAT, >> the the the ninth and tth grade tests. I should know what they're called. >> Yeah, because my wife >> does it. Um yeah, we have those tests, but >> our the

014proportion the portion of students who actually take it is still pretty small. So, I don't know that it's a big enough data set to to make up. >> It's the same thing with the CMS. We don't have a good enough pool. >> Yeah. >> To use that data for >> what are they doing? >> Okay. I mean, historically in mathematics, kids that graduate from high school and go to college, it's 50 to 60% of them go into remedial math classes. >> So, historically, that's a big problem. And so, um, there's been a lot of push to change that historical >> stuff in math. >> Okay. And so CPM does a lot of we we settled on CPM because of what they had for the teachers, what they had for the students and the instructoral models

015that they have, the continued training that they have. >> So it was a year and a half process that we went through and then when we started the process, we asked, well, what what are the protocols here? And there were no protocols in for the adoption. >> Okay. >> And we tried to bring the middle school on, but they had no interest in doing a vertical alignment and working with us on that. Okay. >> Yeah. We didn't have like a a director of curriculum or anything at the district level. >> So, we just kind of went, "Hey, what we're doing we're seeing we're seeing that what we're doing now is is not not meeting the goals for our students." So, we wanted to look at some other stuff. We went to our principal. We went

016to the >> And the current test books were what 27 years old. >> They were pretty old. I don't remember exactly how old they were, but >> because they actually moved from the other building. >> Yeah. So you weren't getting a good feed from the the middle school into the high school. >> That that's too that's also true. But I'm talking about the materials that we were using >> were materials that they had at the middle school when the high school was over there. They just moved those materials. So they were that old. >> Okay. >> So it was time for new materials probably too. >> Okay. >> Yeah. We were we were rebinding books and yeah some of the stuff is pretty old. >> Yeah. >> What kind of materials do you actually have

017now? I mean you have books. You do have books >> and they can get online versions, but most kids don't want them. >> I mean, I can show you the poster that they check off. >> They would rather use a physical textbook than an online. >> That's Yeah, that's kind of how >> I I preferred it. >> Yeah. >> So, the kids would rather I mean, they could get them, but >> we don't have any licenses with them >> for the electronic versions. Okay. >> When do y'all start using graphing calculators? Of >> course. When you don't think that's terrible. No. Why do you >> absolutely >> why do you think it's too early? >> Because you need to understand the concepts before you start using computer. >> There's evidence that shows that the kids

018that can use the computer and actually function with it have a stronger conceptual concept than the ones that can't. >> Yeah, I've seen data the other way, too. So, >> you'd have to show me the data then. >> Yeah, >> you as well. Okay. show me that data. I don't believe it. >> Well, that'll be that'll be a good conversation, collaboration. >> So, okay. >> Um, and I I've looked at the integrated math. I mean, a concept that's covered, you know, just flip through through the book and, you know, there's a concept and then it'll some of the problems will refer to something that's 20 lessons ago. >> Correct. So the the child is trying to figure out like how does this concept it doesn't you know these are not the these are the problems

019that they're trying to understand the concept that's being taught now but the the concept before that one is 20 20 lessons before so >> I think I think you're talking about several different things here so in this material it is called mix mixace practice so many of their problems are from the previous year or it's called preview and review. So not all of their homework problems are on the single concept that they might be working on. >> Yeah. And there should be review, right? You should be reviewing concepts there. There also should be >> the problems for the concept that you're working there the the antecedent to that that lesson is 20 lessons before it. So the child is trying to figure out like, okay, where like where did I learn the stuff that I

020needed to know for this lesson? And they're it's not in the lesson before it. It's not lesson before that. It's >> I really understand what you're pointing out because >> you're talking about the homework problems, correct? >> Yes. >> Okay. And you're saying that the homework so they might have one or two homework problems at the most on the current material. The rest of them are review, >> right? But that but that the current material like what you're trying to do now is you're trying to you're trying to place little blocks on little blocks because math builds on itself, right? the and the blocks you you'll have, you know, one green block and the the the previous green block is 20 lessons before that. So, how is how is that building their concepts a little

021bit by little bit and to me it looks like it just kind of jumps around. >> You need to scaffold build that knowledge. That's why it goes back to spiraling and going back and reviewing continually or building upon what they learned previously so that they have that green so they can use it later lessons >> there there's a great uh I have to I'll have to find this for you but there's a great graph that shows um it's it's two different learning models. So the traditional model is you focus on a topic, you drill and kill, drill and kill for that unit, and then you take a test, then you move on to the next one. And that's kind of the old traditional model. Um, so students might get really good at that while they're

022drilling, killing, and that's all they're doing, practicing that skill, right? And then you drop off, and then you go on to the next subject, and that knowledge drops off afterwards. um you don't really go back mixed practice review so that those problems keep showing up from previous chapters in the homework. So they're seeing it again and they're seeing it again and they're seeing it again and so it it it may looked like that was 20 chapters ago or 20 lessons ago, but it's shown up in a number of homeworks since then. So what they're trying to do is create a long-term memory. So the graph shows uh a study that they did one model which was a very high peak and actually it was the high highest peak was the drill and kill drill and

023kill and the kids performed very well and then the drop off was severe afterwards their retention where the other model the retention wasn't as much um or sorry the the learning wasn't as much throughout the unit but the drop off was a lot less. So I'll have to find that graph for you. And so so that mixed practice review um is supposed to create a longer um memory of that content. >> It's also mastery over time. So sometimes they're introduced to a topic and they're not supposed to master it at that point. So um you introduce something so that they can start building some blocks to getting to the mastery. So it's not mastery in two days. >> It might be mastery over time. It might be mastery in the second course. and they've seen

024the precursor in the first course of some of the building blocks to that. >> Okay. So, >> and and it has checkpoints like so they may have introduced a a topic here and it's been hit in a number of different um lessons and then the mastery the checkpoint mastery is you know weeks away >> and so so they learn it they keep reviewing it. Um, that was actually it was hard my first year going through it was like I was so geared to they must get it now, they must get it now and just say it's okay, they're going to get it, they're going to get it. And by the time, you know, we got there, the students were generally doing much better on it. So, um, yeah, it's a different it's a different type

025of approach than a traditional method, >> but I found students that they were they were finally they were grasping it by the time we got to those checkpoints. Okay, >> I have a weird question and this is probably going to sound so I'm sorry, but so as the as you teach through these concepts that sort of, you know, integrate with each other, >> do they do they know they're doing algebra and then they're doing this piece is is ge geometry and this piece is statistics. Do they realize that? >> I mean, if it's if it's in a big if it's in the big topic of statistics, they do understand that. >> But um Algebra as a tool has has waned in its importance because we have computers now. So it used to be the tool

026that we went to for algebra because we didn't have a computer to do it. We didn't have other things that we could do it with. So the tool of algebra is not as strong in the whole scheme of math anymore than it used to be. And so do they know that they're doing algebra? Yes. They they understand that hey I'm manipulating the the stuff and that's an algebra concept. But um do they think that they're separating at all? I don't think so. >> And have you gotten any feedback from parents how they feel about it? >> I haven't gotten any negative feedback from maybe a handful of two two three people. So the rest of them is positive feedback. >> Definitively positive or just sort of don't say anything? >> Um both I would say

027I've got you know I was I was getting mixed. There are some people with concerns. Um, and then other other parents who liked it. Um, so I would say it's been a mix. >> Is there any kind of communication that especially early on I would think that every year it's a new group of kids. So it's kind of a new communication so to speak to the parents to help them understand. I mean because we all grew up you know I took algebra 1 and two and then I took geometry and and etc. And um it's a it's a total new concept for most to to think of this not as you know algebra 1, algebra 2, trig, um, geometry, etc. Um, is there any kind of communication that you've uh, >> we haven't done anything

028big on >> to help them understand that it is still covering everything? Um, >> the initial time we did, but we haven't >> generated that size. >> Yeah, I mean I get the course descriptions, the course description, >> maybe >> but but I mean I I still think it's important that students understand they're doing algebra. You said algebra is not that big a deal because we have computers now. >> I said it's not as powerful. >> Not as powerful because we have computers now. Well, spelling's not as powerful anymore because we have spellch check now. But I still want my kids to know how to spell. >> Right. >> So, >> right, >> it's still important. >> I think you're misinterpreting what I said. I didn't say that learning algebra is not important. I said

029it's not as powerful a tool in the scheme of math in the big picture. Because you have other tools that can take that power as well. I I didn't say it's not important. >> Okay, it's not as powerful. Same with spelling. My my analogy still works. Okay. >> so is is this something so you you mentioned in the beginning you you know you kind of brought in the parents. Is this something that we could help the parents to understand like if they need to >> help their kid with homework after homework? Is it all the same on the website? So, >> okay. the CPM program. That's one of the reasons we picked it is it has homework help for the parents to get it has it has supports for those. >> Okay. >> So, the

030kids are told about that. I don't know if they take it to their parents or >> Okay. >> Sounds like another piece of that communication. >> I've never heard of that. >> Yeah. >> You just go on to cp.org >> and then you can look up their homework problem and it gives them homework help on whatever problems there are. >> So, just a >> So, sometimes it shows them, hey, here's a hint. Sometimes it gives them the answer. It's homework help. Okay. >> Yeah. I I don't think they're that helpful at all. Like I'm just putting that out there. I don't think they're very helpful. So I can't imagine that. And I I'm an engineer, so I I literally do math for a living. And the Yeah. The helping helping my own child at home

031and just that it's not the the book is laid out in such a a weird way. It's it's hard to go back and reexplain a topic to a child when it's there's no uh they can't tell you either. Maybe they can't because they don't remember because it was so long ago or whatever and you're trying to figure it out and then the online help's not very helpful. And so the I mean I can do it. I mean I can but how to explain it the way it will help her I mean because she doesn't know calculus so I I can explain to her where 4/3 pi r cube comes from but that's not going to help her to do a triple integral in class right so the what like how she needs to know it

032is basically how the book explains it right and she needs to know it for the test the way it's explained in class and if a parent can't find where it is so they can walk that the child back through it, it's it's not as helpful. >> I'd have to see what you're talking about with the homework help. But sometimes um sometimes the student may not remember stuff. So I would encourage the parents to say, "Hey, I'm not understand this. you need to talk to your teacher, you know, to to get that back into the classroom. And then sometimes there might be multiple methods that they're learning. Sometimes they do it this way or this way, and that kid might have a different preference. So not all math is done just one way, you know, >>

033and so you can you can approach a problem three or four different times, different ways sometimes. So depending on that kid, they might be doing something a little slightly different than another kid. So I would encourage if that's the case that the kid is not and we put that out there is you know come back and if you're not getting the help from the homework help then you know encourage your kid to ask questions from the teacher at that point. >> So do you feel the kids coming from the middle school into the high school do you feel like is it is it is it hard for them to comprehend the integrated math versus what would be considered traditional? No. >> Is there is there a learning curve there? >> Content as much as the

034the teaching style. >> Well, we've had I mean >> the last what six year, five years with the middle school, you've had so much turnover and so many different things that you're having a hodgepodge of different kids coming up all the time. >> And so we've have we have tons of holes that we're filling. >> Okay. >> And so to make that analogy that the transition there's so many other pieces that it might not be that issue. Yeah, a good example is um >> the kind of the expectation students coming out of the high school should know how to solve a two-step equation, >> right? So, it's it's um >> It's an eighth grade standard. We have to retach it every year. We have to go back and retach that. Um >> it's it's actually

035an appendix to the book. >> So, we have to go back and teach that chapter >> because so many of the students don't know how to do it. And so, we're not even talking about distributive property or fractions or anything. were just talking just a two-step, >> you know, subtract both sides or whatever and divide or whatever and then you're done. And so that that's been that's been a challenge. >> What about some of those other like you mentioned fractions and the uh distributive properties? >> Um I think it's kind of a mixed bag like some students will come in with strong fraction skills and some other students won't. Um so um you know we'll we'll cover that how to do it. We also um calculators are allowed to use two as a support because

036at some point if if we spend all our time retteaching fractions, we're never going to get to the algebra. I mean fractions is an elementary school standard, right? And so we certainly can help students and retach and support individual students that are struggling on it. But um we use calculators because um for for some of that so that we're not bogged down by that part of it. I would describe it the difference between filling a hole and patching a hole. >> Okay. >> So the fractions they come up with a hole. Sometimes you're patching it with the calculator. >> Are they moving past it? Do they understand fractions? Maybe not. But can they do the problems with the calculator? Absolutely. So you you can't go back to all the standards that they've missed sometimes. >>

037So yeah, so fractions it's it's a it's always been a problem. >> Yeah. >> Coming up to high school. >> Okay. >> Fractions have always been a problem. >> Yeah. Yeah. I agree. Okay. >> Makes real hard, >> huh? >> Makes real hard. >> Well, you can make a a complex problem. You can put fractions in it and make it complex or you can keep fractions out of it, but that doesn't change the rigor of the problem. And So you can make complex problems by always putting fractions in it. But yeah, so it can make the problems hard. Yeah. If you put fractions in >> I have a question. You talked a little bit about um testing, but just as you look at the program over the last four years, do you think that implementing

038this program has resulted overall in test scores improving for students? >> We've this is the first this year is the first year that's gone through the whole program. Okay. Because I know you talked you tal you said you talked about starting the program four years ago. >> Well, we grandfather >> beginning the research. Okay. >> Yeah. >> This will be the first full year with >> this is the first year that um that they No, the second year that they've gone through all three programs. This is the second year. >> Oh, so you're saying you all started with nth grade and then >> so we grandfathered in. We didn't just blanket switch every class. So, we phased out the old one and they kept through that program and then they came in integrated one. Those

039kids started integrated two. So, it was a three-year process putting the materials into the building. >> Makes sense. >> So, they didn't they didn't just take that one kids that were going to be in algebra 2 and put them in integrate three. We didn't do that. >> So, you started with like nth grade was the first year that you started the program and the other grades stayed with the program the other programs and then nth graders became 10th graders. That was the next level in the CP. >> Did you see an improvement though for that class that's continued, right? Because they've had they've been tested every year based on >> I see improvement in my class and the problem solving skills and and just their tenacity of doing the problem. So the the big picture

040of teaching mathematics at the high school is the big picture is problem solving skills because they're not going to have a guide to the problems they're going to hit in in the world. It's not always going to be hey here's the answer key here's the method. It's how do I attack a problem and so the big picture is problem solving skills. >> Sure. >> And then the details are the the little things around it. So the problem solving has gotten much better. Well, and I appreciate that you're seeing that in the classroom, but my question is more to testing. Like, does it show that there's a proficiency when students are taking tests that they understand the concepts better? So, does it translate to them taking the test and being like, "Ah, I'm drawing from this,

041you know, catalog of information that we've learned in a different way." >> So, you're talking about classroom assessments? >> Um, no. I'm talking, you know, whether that's any standardized testing, CMS or or other things. >> Yeah. So the issue that um I think we have with CMSS that we have such a small portion of students that are participating in it. I don't I don't know that that's a good measure. >> Well, my my point would be that you have the same number or small percentage of students that have participated before the program started versus are participating now. So you're you're comparing small percentage to small percentage. So there should ought to be at least some uh you know designation or or evidence that shows that the students who are taking this test that small percentage

042are hopefully doing better than the small percentage who were taking it before because this concept should help them be able to apply all of these things that they're learning in the context of the testing. So just wondering if that's what you're seeing. >> We don't have that test yet. So this is the first time that they're through. So that test would be this year sometime. So, but ninth graders, right, were learning this three years ago, >> right? But they haven't taken a test this year for the >> the culmination of the program. I don't know where you would >> Yeah. Not I'm not talking about culmination, but I guess I'm just asking like to each year, right? When they're when they're potentially having a test that is testing what they're learning, maybe not the full

043culmination of the of the program, >> but to the level that they're at. >> Right. I can pull up some data >> and I'd like to see if it's effective because I guess my other question would be what is the metric by which we're gauging the success of this approach? If it's not se what is it? Is it just you know your experience in the classroom or are there are there actual like standardized ways that we're measuring success of the program? >> Do you have a suggestion or or what you think it should be? you would have to do a full study at that point because I mean without a randomized study then you're not really having results that you can interpret. So I mean we could take that evidence that's one year if you

044take that PSAT that's they've only been in the course what six months seven months before they take that test. So that's a pretty small difference in their learning of of what that >> Well, you have juniors five years ago, right? That were >> Well, you're talking about the PSAT pulling up that that's a ninth grade test. >> Okay. So, juniors take the SAT, right? >> Right. So, we they haven't taken the test this year. So, that would be >> okay. So, compare them to juniors five years ago to juniors last year, >> right? We you could do that, >> right? I mean, we don't have to compare them to this year because we haven't taken the test, but we can go back and look at last year and then four years ago, five years ago,

045six years ago, and compare that data and see, >> Right. >> We don't have that. We don't have access to that. >> Kim can pull some information. >> I think it's also important to recognize too when you ever implement any program, >> you're going to see an implementation date. >> Yeah. >> Right. So your first year because your first year teaching a program >> the teachers are learning and the students are learning. So but yeah do end of the let's say at the end of the year assessment >> well we have we have a finding exam that we create all of our assessments are cumulative >> so like at the end of the year what you know maybe I'll give you guys a call and we can talk about what the percentage is of students

046that were proficient this year or last year versus prior. So yeah, that would be tough because of like >> Yeah, >> I don't know that we have final exam data from four or five years ago, >> but maybe we could go back a couple years. >> Okay. >> Yeah, Kim, if we can come up with some kind of rigorous method for gauging based on data, >> we can do that. >> Yeah. So, does this kind of help you understand the integrated math a little bit better or do you all want to meet and maybe talk about it outside of >> You guys are welcome to come in my class anytime if you want to watch >> come into the integrated program. I don't know if you go through Dan or if you go through Brett.

047>> Okay. >> You're welcome to come in my class at any point. >> I think you were there. >> Yep. >> And so, I mean, if you want to see what's going on, there's no there's no nothing hidden. >> Yeah, I think it might help understand it a little bit. All right. >> Well, thank you for coming. Thank you for coming presenting. >> Another meeting. So, thank you, John. We're finished. Appreciate it. Yep. Thank you. >> Thank you for making the trip and help us try and understand integrating. >> You're welcome. >> Truth wasn't bad for me. [Laughter] >> It still took effort. >> Thanks, Travis. And then the rain. >> Thank you. Thank you. Okay. So, next up, um we're going to be discussing our revised policy, JIH, student interviews, interrogations, searches, and arrests.

048So, um Tyler worked on this. Uh legal changes, edits. Um Chief Engel worked on this and Mary, you also worked on this. So, um I was looking it over and just a couple of questions. Um so it looks like this this line was put in here. Um parents guardians will be notified of such events when appropriate. So appropriate is kind of what's appropriate. >> I'm like it's such a vague >> right. Well um I mean where what that goes to is in the case of potential child abuse in the home >> you don't report to parents because the parents So that's kind of where that goes to. Um, so that's kind of >> should we be more maybe more specific with it rather than leaving a little >> sort of vague in there, but it

049does get into the interviews. There's kind of a >> a paragraph added and it's actually kind of moved out of an upper paragraph and separated out. Um under the interviews part right before the kind of the fully struck part it says if a school official is made aware of or notified of a report of child abuse and or neglect and the suspected perpetrator is a member of the student's family no contact with the student's family will be made is dead mandatory reporting laws will be followed. So it is it is you know specifically spelled out there. The reason that we worked on this to begin with u we we worked on this a while back >> and um we came to the conclusion we didn't finalize anything because the policy seemed very kind of almost

050mixed up in wording and it was very unclear you know when do we do stuff when does law enforcement get called in and so we tried to separate things out and then Tyler and Chief Engel were both very uh helpful to understand you know what does the school do through Tyler, what does law enforcement do and and what what are the approaches to that? So, that was kind of our main goal was to separate this out and make it very clear >> uh you know who does what and what whose responsibility is what. >> I don't know if I said that right, but you could just >> So, um >> who does what to whom. >> That's right. That's right. I do I do identify with the the comment that that Rhonda is making though

051as it would seem to me that parents and guardians should you know be notified of such events except when inappropriate or except when it involves abuse >> or something that there that there might be a assumption of parental notification except when >> and then identifying >> could we change that to say parents and guardians will be notified of such events unless inappropriate. Yeah. The only problem would be what is inappropriate. >> Yeah. It's it's very it's a judgment call. >> If the if the issue is with regard to child abuse, then we say except in the in cases of child abuse. Okay. That involves a parent. >> Okay. So maybe we just say that maybe we >> abuse in the home or >> Yeah. >> I just it might not necessarily be a parent. >>

052Yeah. >> Well, if it's abuse in the home, you know, I would hope that parents would be involved in that conversation. >> Never know. Um but but in the in the event that it's abuse of a parent, that is when you would want to protect that that child from potential abuse from a parent for that >> being known. >> Um >> so what would be good? >> So is it just a parent though? What if it's abuse? >> Could be a relative sibling who >> is an adult living in the home. Well, below it says when the suspected perpetrator is a member of the student's family. So maybe we can just repeat that again. >> Yeah. And I think there's a there are other situations where again um I mean there's there's statute where police

053would say I can't I can't inform this parent yet >> and that's out of our control. I think that's the challenge. >> So that's the legal standard. So there's legal standards in which >> when when when police are investigating a criminal issue, >> it's their legal standards that that will govern it, not our policy. So um once once they are investigating a a criminal activity, it's the legal standards that are going to govern it whether it's they're in school investigating that or not. >> So can we say parents or guardians will be notified of such events when lawfully allowed? I think we could say when lawfully allowed. I think that >> or except when prohibited by legal statute. >> Yeah. >> Why can't we just move that paragraph >> up to right after that sentence?

054So >> was that one, two, three, fourth paragraph? Move it up to after when appropriate. I think it's because there are other situations where that's not. I think I think what what Mike is getting at might be might be really key here is just unless when lawfully allowed or when lawfully permitted. >> So because it's not only when it's child abuse. I mean they they they may be investigating a situation where a student is is supplying narcotics and there may be suspicion that the parent is engaged in that act. >> Hate to say it unfortunately >> speaking for experience. >> Yeah. No, not hate to say but yeah there there is some experience there. So, you know, they're not going to call the parent and say, "Hey, we're investigating Johnny because, you know, Johnny's dealing

055and we happen to know that you are too." So, so again, there are situations where the law is going to say, "No, we're not calling parent because happen to be that they're a target of this investigation, too." So, so I think um parents or guardians will be notified of such events when lawfully permitted. >> I like that. >> I agree. Um the second paragraph, um it mentions, you know, don't contact parents prior to interviewing victims or witnesses. Um >> where are you at? >> Yeah, let me see if I can find you. >> Interviews by school administrators. second paragraph like the paragraph right below that >> violation >> the principal or designate may interview potential students student victims and witnesses without prior consent again I that's a judgment call and there's some parents who would

056want to be notified um if their child is going to be interviewed um so that >> right this isn't the perpetrator this is I'm trying I'm trying to investigate what's happened. >> Yeah. >> So, if I'm trying to talk to 10 kids on the playground who saw what happened, if I have to call 10 parents and wait for them to respond to actually get to the bottom of what happened, >> you have now made a situation >> extremely lengthy >> versus I'm just want to know Mary, what did you see? What did you see? What did you see? What did you see? I think that's what this is trying to get at. If I'm if I'm just trying to figure out what happened, >> um should should a parent be notified. Hey, I've spoken to

057your child. Yes. It's is it before or after in that situation? I think that's really what this is trying to get at. I I parents have to be notified. Hey, I did talk to your child today. There was an incident on the playground. Your child witnessed it. >> Just want you to know I did talk to Johnny and Johnny shared what he witnessed. Okay. >> So, this is just trying. Yeah. I mean, sometimes we'll go into a classroom because something's occurred and we'll talk to 30 students. If I have to wait for 30 parents to finish their meeting at work and get back to me before I can talk to their child, we've just tied up an administrator's day for something that may be as minor as who took their bubble gum. And that's probably

058a little over the top. >> All right, I'm okay with that. Um why did we remove the searches conducted by section? >> Because it is it was very redundant the way it was and it's it's all kind of taken care of in the next sections. I would actually personally I would like to see the title searches conducted by school personnel >> left in and then the language there kind of taken out but then go to search of school property as a kind of like the way law enforcement officers involvement is below as in A B C whatever. So I think SC search of school property could be A. Search of students person or personal effects would be B. >> Um seizure of item C and then D the student search form. I think that would

059be clearer. Um we have but it the the language was was redundant to what's in the rest. So, um, so that's kind of what >> search of school property would be A. Search of of the student's person or personal effects would be B, seizure of items would be C, and student search form would be D. >> Yep. >> Yes. >> Okay. >> I like that. >> So, I think that because I mean, honestly, it was a very confusing policy. >> It's a long one. >> We were really struggling to even when we were looking at it again, we're kind of like, >> what? It's in different formats each section. So, it was probably amended to one of these. >> Yeah. So, we just need to make sure everybody knows what >> they can do, what

060they should do, and what they shouldn't do. >> So, that was our goal. >> And then the other question, my last question, I'm sorry to be peppering on you on this because I know you work so hard. >> No, no, no. That's what the point of this is. So under search of school property, what is the meaning of there will be no expectation of privacy during property searches? >> Meaning anything brought on school grounds is is fair game. >> Okay. >> That that any anything brought into school is subject to search. Um the school administrators have a reasonable suspicion versus >> um uh probable cause. So law enforcement officers operate on probable cause. They have to have a probable cause to actually conduct a search. School administrators have to have a reasonable suspicion to conduct

061a search. So um there is no right to privacy and anything brought onto a school campus. >> So they couldn't say it was my backpack and I put it in my locker so you can't get in there. It's correct. >> A locker is school property. >> Locker is school property. >> And so we >> a car on school campus is school property. I mean that's that's what the law says >> saying that you know yes it's in your locker but your locker is >> if you if you bring your school onto school property your school the car becomes subject to search >> right >> so Dan to to your point on that does it does the language of that I mean is the parking lot considered a storage area so to speak would that fall

062under that for purposes the cars. >> Yep. It's the same with emails. We we provide an email to a student. There's no there's no right to privacy in a student's email address. If if a student sends an email, that email is subject to to to search. >> Should we include that? Because we don't really have anything that >> that's in the tech policy. >> Okay. >> Yeah. That's all I had. >> That's all you had. >> That's all I had. Um, so um I was thinking in the what is now going to be the search of the student's person or personal effects and we've kind of got um research the person of a student or a person's a student's personal effects such as purse, backpack, book, bag or bag or briefcase. I just don't want

063a an an interpretation to mean that is all. I mean, I don't know what else what else they might have or what they might bring, but I wondered if we should put including such as but not limited to a purse that the other. So, I thought that might be just to clarify that it's kind of whatever >> such as but not limited to. >> Yeah, that's what I was just kind of thinking. >> And then um in C, we just kind of need to fix number two a little bit. Um A should start with return to parent guardian. It's kind of so just just kind of some fixes of that and then D needs to be bolded and then we created the form which we'll get to momentarily that's that's all I have and I

064I don't know that this is again I mean we'll do this in the business thing but I think I would like at our next meeting I would actually Tyler to be available for questions as well >> because I mean I think this is going to be very important to hear from him >> and his input >> from when when we met to work on it. So >> um >> it will be the next board meeting. >> Yeah. >> So like in October I guess that would be when we can actually have Tyler here to >> answer. >> Yeah. you know, >> if he can review this before he >> I mean, he has reviewed it and he was had input into this, but >> I would like him to be available to ask. >> Yeah,

065I was gonna ask that like he could. >> Yeah. And I and and if you'd like, Chief Chief Engel would be happy to be here as well. If you if you would like some of the clarifications from the law enforcement side, I have no doubt that Chief Engle would be happy to. >> So, yeah. >> Make sure we're not doing something that's >> Yeah. Yeah. >> I mean, he can probably provide better examples. >> Well, he's the one who has to enact this policy. I mean, he's >> Well, I mean, they all are, but staff, but >> he's the one that's front and center with >> Yeah. He he's on the hook, right? >> Yeah. So, and and it was it was a very interesting conversation we had when we worked on this together of,

066you know, kind of the realities of what he has to face every day. And um not every day hopefully, but you know what I mean. Um but >> on the regular you know, regular enough that, you know, he he needs to be aware of it and he needs he he sees the situations that, you know, I am pleased to report that I don't necessarily know or understand as the situations that can occur. And so, um, you know, I think I think it will be very useful for him and Chief Engle to come in and just have their, you know, hear the questions that we have. We can think about it a little bit more, too. All right. Any more discussion on JIH? >> Okay. You ready to move on to JIH? >> Okay. >> Ready.

067>> So that's uh the student search form JIH E which can be paper or electronic >> and that's new based on Tyler's recommendation. That way they can fill out the form electronically and store it that it's not automatically uploaded into their student file in case it was found that there was not there was no wrongdoing. >> It doesn't look like they have an attachment >> Yeah. >> to their student file that could be negative. >> Yeah. >> But that way they have a place to keep it. this um fellows real specifically to this AIH and all the things that you know what it what and and I another thing that I would like Tyler to explain and talk about is and Danny can probably do this too but there are occasions that we can do

068random searches just you know whatever >> last Wednesday pardon me >> last Wednesday case in point >> yeah exactly so um you know and you know And so we need to know, we need to have a record of what those things were. So, and by the way, Tyler does kind of keep records of things already. So, it's not like, you know, this would be a brand new practice, but this is a, you know, a specific form that would help in the process. >> I didn't see any issues with discussion on this one. Okay, >> just one nitp picky thing. Okay, Jamie, >> please. >> Uh, number nine, the font size is different than all the other ones. >> Well, and just so you know, when we bring it back and forth from Google to Word

069to >> Yeah, >> it so before I ever post at all, I try to go through and >> I just noticed I was like, why is that? >> I do miss things. >> You know what's sad is I don't notice it that much. Yeah, just check this. >> Checking your This is your eye test. >> I do try to go through it before it ever is final. But >> yeah, you always do Yes. >> a good job of all that stuff. So, I know >> nobody can get hit. Plus, if you look at it for a while, you can't even see it anymore. >> No, that's true. No longer see. >> Then they're done that. >> And depending on who's typed it, they don't always use the correct. So, then I put it back into

070our format. >> Yeah. Okay. So, next up, um, let's talk about our new regulation KEC-R2 library protocols. So, based on our conversations at the last, this is the second time it's coming back to you, we did split protocol one into protocol one and two, which moved two to three and three to four. Um protocol one is reviewing of existing instructional materials which really directed us to policy KEC um which outlines uh how um constituents could bring concerns of existing materials whether they're curriculum resource materials or library materials how that would be brought forward. Um and the three criteria that the board has set age appropriateness alignment of materials to prove curriculum and educational value. um uh as well as um a pathway for other concerns to be brought forward um for review of existing materials

071and then um protocol two which is a selection process and that really points to J policy J. Um, so we just try to align the language in those two protocol one and two to the policies and really point to those policies so that way as those policies change we don't have to come in and change this protocol. Um, so you you'll notice both say in conjunction with related district policies um and and just tried to capture the wording out of those policies so that we would not have to continually track um any changes to that. So obviously the key is that the board is the final approval um of those that we do have a curriculum review committee that that um would would ultimately review um concerns um and ultimately new selection of processes and

072ultimately the board would approve. So that's um that's what we brought to you and certainly happy to take any additional feedback. So protocol one specifically states policy KEC. >> Protocol two does not state a specific policy. Do we want to be >> we could >> consistent and just state it so that it's >> with related district policies. >> That's probably a good idea. >> Yeah. We could say district policy. >> Yeah. >> Policy hunting. >> Um >> J is a policy. I know we just worked on KEC so I apologize for this question and I can't remember but in protocol one it's kind of it's more about the review process of some somebody bringing something to our attention. >> Um it doesn't seem to and I don't I don't recall that KEC has anything uh

073specific about you know uh CRC or the board initiating just an overall review process to to vet or to curate. Yeah. >> Um, so I wonder if we should add something like that in there. Maybe it's another protocol number or something. >> Well, that we added it to the second paragraph. Should it say should So, so the second should materials be identified through other means that that's we've added to to provide another avenue. Should should something surface like >> all of a sudden we realize, oh my gosh, where did that come from? Because we obviously still have materials being used that came through. Gosh only knows what process and so that's in there to provide that that safety net. We have the KEC process which is through stakeholder alerts parents for library books other stakeholders

074for curriculum um resources and materials and then we have that safety net for other materials that might surface. Um uh the selection process is is protocol too. >> Yeah. Yeah. Um, so, so you think the through other means would cover just a general process of, you know, a general regular curation process. You think that's broad enough to cover that? >> That's that's that's was the intent. If there's wording there that you feel like would should be clarified further. Um, so it really points it to me that that if if if that was surfaced, it would be referred to me and then I would initiate that process which would involve the curriculum review committee. So um so if if materials were identified that needed to be further reviewed, it would it would come to me and

075then I would initiate that with with the systems we have in place, the curriculum review committee. That's that's what we envisioned in that paragraph. But again, um we can continue to work on that. This isn't a policy that I think we want to rush through. No, I don't think we in my head I'm thinking it's just >> I can I can see other means being individual onesie twoozy kind of let's look at this and think about this. >> I guess maybe I'm thinking should materials be identified through other means comma including a regular curating process >> and then yada yada. >> Do you think that's >> Yeah, we could certainly add that. Yeah, I mean I don't think it needs to be a lot, but I just kind of >> think it's a good idea

076to have that in there as a general >> process, >> including another curating >> including um a general curating process or an overall curating process or something like that. I don't know somethingeneral >> or >> Yeah. Now, we did we did have our attorneys review this and they they felt it was very solid. So, we'll we'll definitely want to go back and just make sure that >> nothing we've added will will change that. So, >> right, >> I had a clarifying question in the first sentence of protocol two at the end, we talk about um the efficient review of instructional materials and resources and then then it says and materials. Again, I wasn't sure if that was just superfluous or is there other materials you have in mind? I can scratch that one out. Okay.

077>> Is there Did I Did I have materials twice? >> Too much material going on. Okay. >> Sorry. >> Imm. >> So it should be instructional material. >> Resources and materials. Yeah. Resources and materials. Sorry. Yeah. >> Sorry. So I have materials twice in that >> again. Didn't know. >> Sorry, >> there were more material. >> Thank you. >> I apologize. >> Um we're crossing >> in protocol three a couple of times. I think we we referred to Destiny and I don't know if we do in protocol 42. I know it's it's in there a couple times and and I recognize that's our >> what do you call that? What is what is that called? >> Library catalog system. >> Okay. Um I just if we should be so specific to Destiny >> or should

078we just say library cataloges? >> Yeah, I agree. >> I just think otherwise we're gonna have to you know change it. >> Exactly. And another thing that I was wondering is um in protocol three where it says all all parents will automatically receive an email from our library catalog system >> uh when there's students sex checks out a book from the sensitive catalog topic catalog. I wonder if we should add the sentence in there which is true but I just think it might be good to put it in there. parents have full control over their response to such email because it's not like you have to respond. You don't have to do anything but you've been notified. And I just think it might be good to have that clarity in this policy. Okay. >> That

079it's up to the parents. >> You can send it to junk. You can send >> everything or nothing with that >> and maybe even identifying it as a notification email. You know, this isn't a personal email to say, did you know that your child checked this book out? Yeah, >> it's more like here's a courtes as a courtesy this book has been checked out by your child. Simple notification. >> Yeah. And I think literally all it says is your child has checked out just a notification. It's very simple. Your child has checked out a book that is on our sensitive topic list. This is the book. If you have any questions, contact your library. Honestly, that's I think all it says >> and they could spam it so they don't get it anymore if they

080wanted to. >> If they want to. Yeah. So um >> well and the purpose of that you know people some people like it some people don't but the purpose of that is if you are a parent that wants to know what your child is reading maybe maybe you're fine with it you don't care but there might be other parents that are like hey I think that's something we need to sit down and talk about >> but they they're not given that opportunity without that notification so right >> so you're you're suggesting we add a bullet that indicates something to the effect of parents have full control >> either a bullet or even just at the end of that first bullet. Either way, I don't I don't >> I just think that needs to be in

081there. >> Yeah, a notification email. Yeah, that's a good idea. >> Okay. Why is OPT capitalized? >> Opt out. I guess >> no to opt out. I think I think for some reason Word is capitalizing that. >> Okay. >> Automatically, but we can it shouldn't be. >> Yeah. Okay. >> On that bullet about opting out, do you think we should and how do they do that? I guess I think I think maybe we should say did they just send an email to the librarian >> to the you to their principal? How do they do that? >> It's an annual process. We send out that at the beginning of the year. We sent it out. >> Okay. >> We sent it out at the beginning of the year. Should we? >> So, we probably should indicate

082that. >> Yeah. So, opt out through the annual beginning of the year. >> I think we should add a bullet that says >> But it sounds like they could opt out anytime. >> They could opt out. Yeah. But it but it's an Yeah, we we do an annual it's like an open enrollment. >> Yeah. Period. But parents could opt out at any time. So, yeah. But we do at the beginning of the year before before libraries open for checkout, we send that out as a notification. So, So, so what are we going to say then through the annual? >> I I think we'll want to clarify the second bullet that says parents are offered that but may choose to opt out at any point during the >> Yeah. Okay. >> So, we'll clarify the second

083bullet. >> Okay. And then on number four, I think that there's sort of a stray bullet point in um the paragraph that that is, you know, half of it starts on the top of page four. Um I think that actual from that bullet point on down because it's all about the sensitive topic list again. I think that needs to actually go under protocol three, not in this one about parental access. Doesn't seem like that should be moved up. >> Which bullet point? >> So, it's kind of str. >> Yeah. Okay. >> Yeah. >> And then that all the way down to the rest of that language should I think because it's all about the sensitive topic thing. So, I think it should go up into protocol three. I think the implication here, right, is that

084if it's even though it's on the sensitive topic list is that it still is age appropriate and in accordance with our or >> has educational value. >> Yeah, it still has educational value. If it doesn't, then we're not going to keep it elaborate at all. >> Moving to three. >> I think it actually is supposed to be a bullet. It's supposed to be a bullet in here. >> Yeah, it kind of ties. >> It just it it just it it should be a bullet down here. I'm not sure. It shouldn't be repeated in the first one, though. Mary, I think you have a good point. I don't know that it maybe should because we don't talk about what is a sensitive topic >> actually it's probably starting with the sentence before that the following protocols

085outline the process and guidelines are sensitive topic catalog so probably starting from there it should be moved up yeah I think not just at the bullet point and I apologize because I didn't see that piece of the sense but because the rest of it is all about how they have access to the parents have access to the library to their students account in general. >> Okay. So, we have some work to do on this one. >> So, I would suggest when we get to this in the business meeting, we table it and bring it back next next meeting. Overall, are you okay with this? This is kind of your wheelhouse. Okay, we're ready to move on to the next. >> Yes, ma'am. >> Okay, so it's um next up to talk about is revised policy

086GCBC staff supplementary pay plans and stipens. >> Some of these things are a mouthful. >> I know. >> Yeah. So this this policy is really just capturing number one some grant language that needs to exist in this policy to comply with some grants that we participate in. It also um we want to include the fact that we do have some grants or some stipens that we do um uh include we do offer vehicle stipens for people who uh do frequently travel the district instead of requiring people to track oh I traveled from Running Creek to Singing Hills and then Singing Hills to the high school and I've got to track my mileage. We do a flat vehicle stipen for people who frequently travel the district. Um, and then for people who must use their cell

087phone for emergency purposes, we do a cell phone stipen. Um, so those are not documented anywhere in policy, we've added it to this policy. And so that's what the changes are in this policy is just formalizing that. Um, is when those typens are are awarded, what they are. Um, there's two different vehicle stipens for someone who travels frequently um, who's constantly pinging ponging the district. Um there is one vehicle stipen for someone who who who has occasion to travel less frequently. There's a lesser vehicle stipen. And then for anyone who appears on our emergency contact list who's a part of our emergency procedures, if we list their cell phone on the list, meaning that anyone could call them in an emergency, they they earn a cell phone stipen in the district. And so um that's

088how those are determined. And now that appears in this policy. So, if you have any questions on that, I'm happy to take them, but we felt like it's pretty straightforward. >> Can we can we um explain that in the cell phone stipen that have to be listed on the emergency list? >> We can add that to there if that's helpful. >> I think that's just because any teacher could be like, well, I have to have my cell phone in case of the you know what I mean? >> Yeah. Yeah. >> Everybody has that, >> right? That's what I mean. Every Everybody can say, "Oh, I get a cell phone sip because I have live spot." Yeah. >> Yeah. It's it it's people are have to be called after hours because of emergencies, people who need

089to respond because of an instant command structure that So, we can add that language. So, >> so does >> Yeah. >> Does the stipen cover the the cost of the phone or is that >> it's just a it's contributed towards the cell phone bill. It's not covering the cost. It's a flat $40 stipen. So, Out of curiosity, do you have any teachers that don't have cell phones? >> Not that I'm aware of. >> Umbiquous. >> Yeah. >> Okay. So we'll add that and I'll between our breaks I'll find where to put that and bring that back at the next we look at that again >> on the on the this is this is going to sound a little silly but when we have in the first paragraph uh teachers may receive extra compensation or compensation

090points I know what that means and I understand it but then we've got the second paragraph faculty members who appointed to extra compensation positions shall be recommended yada yada So, um, does this extra compensation position is does this include points and the monetary compensation? >> Yeah, it's typically one or the other. >> Yeah, but I Well, I mean, I guess um recommended by the superintendent and approved by the board, I guess, especially the approved by the board. Do we really want to approve everybody who's like like an example that I have is, you know, I'm on the Elizabeth Education Foundation >> and There are teachers who are on there and I think we're gonna I think we're going to have another one in addition to the one that's on there now. So they and they

091get points for that. >> Yeah. >> I don't think that we as a board need to say yes, you get extra points because you're going to EF meetings. >> Points are approved by the license compensation. So if this says you're approving points, that that would be >> well and that's I guess my my question is do we need to clarify this a titch? Um because >> you approve compensation. So any anyone who would earn additional compensation has to come to the board. >> So I guess can we throw in the word monetary compensation because we do call the points also compensation points. >> So maybe compensation dollars or compens monetary compensation or something just to >> make them you know distinct I guess. >> Okay. >> In the first paragraph and then extra monetary compensation.

092>> Okay. >> Or something. Just throw that word in. >> Okay. >> A couple places. >> I see what you're Yeah. >> Yeah. Just for clarity. >> Y >> with the title with the title still >> supplementary pay or compensation. Yeah. Well, there's Yeah. Supplementary pay >> because you think like your on your spreadsheets I send you the extra duty. >> Yeah. >> That's an example I would say of >> compensation pay. >> Yeah. is those extra duty assignments >> which you're approving >> that way. >> But we don't approve the points. >> No. >> Yeah. That's we we we may need to actually take this back and clean that up. I honestly didn't even dawn on me that we mix points in here. >> Yeah. >> And points fit in here, but >> they

093fit, but they just need clarity, you know. >> Yeah, maybe. >> That's why it's a first reading, >> right? Exactly. And then on the um in the purple um the one is us paid at the listed hourly rate at the end it says pre-approved and communicate coded by administrator slashbudget. Is there supposed to be another word after budget? >> I don't see where purple >> um I have it in. >> So how come I got lucky? >> It's a bullet point. >> Yeah, it's a bullet point. It was added in red, but then the language on mine is purple. But um staff is paid is the one, two, three, four, fourth one. >> And then at the end of that, it says communicated by administrator/budget. And it just seems like a word is >> okay.

094>> There's not a lot. This one, this one I think we Yeah, we need to take back and make sure we um points don't come to the board. They go to the respective compensation committees, classified compensation or license compensation because they are the they are the ones to ensure that points are consistent. Um and we don't want to get the board to have to to be over that unless you want to and I don't think you want to. Um, so I think I think we need to clarify this and and so my suggestion would be that we not we'll we'll remove this um and clear clean that up and bring that back here in October. So thank you. Okay, so we're done with that one. All right, next up, uh let's talk about our new

095policy, JLIF, which is related to service animals. So, service animals, um this is a policy that many districts are are adopting. Um there's a lot of controversy with um allergies to animals, um fear of animals, etc. um in districts um therapy dogs, therapy animals um have have created challenges not only for insurance companies um but also um for for individuals who have allergies specifically to certain types of animals as well as fear of certain types of animals. And so this policy is actually a a policy template that many districts have adopted. Um, this permits obviously service animals, which by federal law we must permit if someone has a service animal because of of they're diabetic. They require a sight dog to help with with loss of sight, etc. That is permitted in the district and

096and that that will be permitted. Federal law requires it. It does not permit therapy animals um unless it is um uh goes through an approval process. that therapy animal has to has to be trained. It has to actually um have have an appropriate insurance coverage. Our insurance policy will not cover a therapy animal from somebody else. Um so we have had situations where someone has wanted to bring their therapy animal in. We've had an employee who wanted to bring their therapy dog in. the dog has um uh defecated in that preschool classroom, has been told that the preschoolers can't touch the dog. I mean, those types of situations that are completely unacceptable. Um you know, that that's not acceptable in in a classroom. Um this policy we feel like is critical so that we can

097be very clear that that therapy animals um only under certain circumstances are permitted. We recognize that in a special education classroom there is value to a therapy animal visiting. We will require that go through an approval process, meaning that the therapy handler um has appropriate training. The parents are made aware in advance. The parents will know, hey, on Thursday at 10:00, a therapy uh dog will visit the classroom. Parents will know that if that's something they'd rather their child not participate in, they can opt out, that we can provide an alternate activity. Um so those are the types of things that we go through. That's why there is an approval process. Not that we're going to say all therapy animals are are not permitted, but that there would be a requirement. We have had situations

098also where um we have had some exotic animals that have um teachers have desired to have in the classroom uh that have created fear in in students. We've had students who have not wanted to to be in that classroom because of that fear. Um that has caused learning challenges for students who don't want to be in the classroom. Um and so this this also requires that that those are not permitted. Now again there's a an approval process. For instance, preschool does require a living animal that is actually required in in preschool classrooms. Um so so fish are a great animal for preschool classrooms. Um they are serene. They um provide calming. Um uh there are other animals that are permitted in classrooms. chicks. Um, wa there are units where children watch chicks hatch, they watch

099that life cycle. That's permitted, but but they come, they're observed, and then they're gone. Um, so we're really trying to get away from this. I'm going to have my three snakes in the back of the classroom that might cause fear for students. Um, I'm going to keep them there all year and the custodians are going to take care of them over the summer. Uh, we're trying to move away from that to I'm going to bring an animal in because it's an animal we're studying. We're going to observe it. We're going to learn from it. and then that animal's going to go home. And so that's really what this policy is trying to move us to is animals have a purpose. They have a have a place, but they're just not going to become a fixture

100uh in our classroom where there is fear, where there is creating some discomfort um for um uh specific children. Um and that's the policy that we're bringing to you uh tonight for first reading and and if you have no concern, potentially adoption. Uh we've worked through a number of situations in the district. Um we've had you had a teacher approach you. We've worked through with her. Um I think a very satisfactory situation where where her animals will come in for certain units. Um she's very happy. Her kids are happy um that that her animals will have a place in her classroom just won't stay in her classroom throughout the year. And so again, this isn't to be a Scrooge and say no animals ever, but just to find a happy medium so children >> children

101find comfort and they're part of the curriculum. Exactly. >> So I have a question. This policy is about service animals. Is it about prohibiting other animals or simply saying that we're going to follow the law and these this is our policy with regard to service animals? >> Um actually, you know what? It probably the title could say service animals. Uh it it probably should say animals. um in the classroom or animals in schools. >> We need to add more, >> but every every paragraph specifically references servicing, >> right? >> So, this doesn't seem to be addressing animals in the classroom, just servicing. >> Um >> I mean, this is important, but I also think we need to add another section to it that's all about animals in the classroom for teaching purposes. >> Um >>

102this really >> actually this this did in other districts. I'm trying to let me find exactly things do not include animals used for emotional support >> or animal >> nor animals used for protection and then I thought you added a part. >> Yeah, I I thought there was a part but I don't think the title captured it. >> So basically talks about what's permitted but not what is not permitted. >> Right. Yeah. So it defines what a service animal is and says how our policies will revolve around a service animal but all that that means is that a snake isn't a service animal. So, but it doesn't really apply >> and in fact it defines service animal as a dog that has been trained to do work or perform tasks. Um, and other species of

103animals apart from dogs >> trained or untrained are not service animals. So, this is definitively service animals >> and this is not classroom animals at all. That's where you covered it. >> Other species of animals apart from dogs whether while they're domestic trained or untrained are not defined to service animals will not be permitted in in district schools. >> Well, that doesn't seem to reflect what you were talking about though just now. >> Yeah, I think that's where it's captured. But maybe we do need to be more clear. >> So if we are going to allow other animals to come in for certain >> unless unless specifically approved by the superintendent. Okay. And so that's so I I think I think we need to change the title and we probably need to be clearer in

104that paragraph. >> I think it needs really a whole section. >> Yeah. If you section it off right service animals and then class you animals in the classroom >> because it really should be a little bit more clear. We want I mean in my opinion I would want to know that you know if we're doing a chapter on chicks hatching that that's something that you know I could as a teacher >> Yeah. go and petition the superintendent for or if it's legally required like the preschool. >> Well, and and and this may need a this may need a JLF JL if E as a form to to request something like that. So, >> um so maybe we need a subsection. So maybe this need to be service animals slashan animals in our schools animals in

105schools have a subsection um that might in include more information in the third paragraph. Um so again maybe we just need to to further this is a policy when um when you call our our legal firm and say we're having concerns we have parents who are concerned about allergies. This is the policy they'll they'll recommend to us. great policy for regarding service animals. I think it's really really good for that that covers a lot of stuff. >> Um, >> this is a policy they'll point to to say this is a policy that says no other animals are permitted in your school. >> But but I agree it it doesn't necessarily capture that. So I think I think >> even be consistent with what you said. Um, and I do want to add >> Dan, that

106I feel like, um, when we're talking about that there could be classes, let's say there's, you know, STEM related classes where that, you know, it might be a good idea to have, and in fact, I think when I was doing visits, Singing Hills has a classroom where they have a variety of different animals inside the I think it was their study room. >> Um, and I mean, it was the most popular classroom for sure at back to school night. and all the kids wanted to show their parents the animals that they have in the classroom. I think there was a hamster. So, there were some other types of animals >> that I would hate to see all of that exed from the classroom. >> Agreed. >> Especially if it's that type of a class where

107it's not necessarily distraction, but it's part of the learning. >> Right. So, >> Right. I would agree. >> Yeah. And again, that's the purpose of this policy is not to say we're we're clearing our our our classrooms of animals. >> You're trying to give limits, right? We're trying to provide limits. Again, in in some situations, we've had >> the only teacher who teaches a subject who has animals that has created fear force students. >> We we've created a situation where that child has no options. >> And I do like the idea of there being a process by which animals are approved to be in the classroom versus just living in the classroom and nobody knows about it. >> Exactly. >> Except for those who are in the classroom every day. So, it makes sense to

108me that we would have some type of a form or something like that so that um if a teacher wanted to do that, they could just get explicit permission from you. >> Let me um I'd like to take this back um modified to be service animals and animals in schools. Um break it into segments and then I'd like to bring a a either an exhibit or a regulation that would provide staff an opportunity or form that they could also make recom or make requests. So that way it's clear as well. So >> I was thinking on the back page um the paragraph that starts if in the judgment of the building principle yada yada it says if the animal um has been misrepresented as a service animal that it has training all that stuff the

109matter shall be immediately reported to local law enforcement. That seems a little extreme. >> Mhm. >> Or I mean >> I will say we've had situations I've I've been in districts where a service animal has bit. >> Well, you know, I understand that for sure. >> And >> but I don't know. >> I mean, if if if a service animal harm to to other children, um that becomes a lot >> I don't know. It just seemed like escalating escalating it fast. Yeah. So, I don't know. It just >> with the option to report to law enforcement or you know shelby I don't know something but it just seems like law enforcement as the first resort is a bit extreme to me. Okay. >> All right. Some work on this one. >> We may or may

110not have anything to do in this. >> Yeah, I know. Yeah, exactly. Well, and we're way behind. So, >> I was gonna say I clearly misjudged the time on this. >> So, who is the I I guess I'm >> unclear who's the final authority. here. Does it always have to come to you or does it >> um in in this particular policy? I think the the key is you want somebody who's going to be a consistent arbiter. You don't want if if every principal is making that decision. You may have one principal who allows every animal and you may have another principal who allows none. So, I think you're always looking for in a small district, in a larger district, it could be the it could be the supervisor of principles. It could be I

111think it's Unfortunately, in a small district, it typically will fall to the superintendent, but >> well, it doesn't have to be. No. No. Okay. >> So, yeah, I think again in a small in a in a in a in a larger district, it would not be the super. Okay. Good debate. All right. Next up, um, we're going to talk about our revised policy BEDB, which is our agenda. So, basically, the goal of this is to keep public comments relevant to the policies and items being discussed on the agenda. Also helps us keep our focus on relevant educational topics. So, basically, it was revised to match our updated public participation policy. So, okay. So, so when you look at this, when we're looking at our our format, we have our agenda format, which is our business

112session and we have public comments and we're going to have our business session because we're combining the meetings. So when we're combining the meetings, we're going to have um public comments in the work in the business session relevant to action or discussion items on that meeting's agenda. And then in the working session, we're going to have um public comment and that's again only when no business session follows the meeting. So we always start out with when we're having these combined meetings, we start out with a working session. And >> this tonight is the perfect example of this because public comment during this discussion period of these these things that we're just working out language >> um >> that would be >> we would never get anything done there. I mean honestly and and but then

113knowing that those would then go into the next session. >> Yeah. So >> then then of course that's good. So, >> so when we have these these combined, when we have the combined, there's not going to be public comment like we didn't have public comment in this first session. >> But in the second session, which would be the business session, we're going to have two public comments. So, we're going to have um kind of in the regular area where we have our board member reports and then we have our public comments. That public comment is going to be relevant to action or discussion items on our agenda. and then that'll help with the flow. And then at the end there'll be another opportunity for public comment that is basically any relevant education topic. So we

114kind of break it out into two to kind of help the flow >> and and and when there's times we have two meetings a month, then we'll have we'll have public comment at the working session and then we'll have public comment at the business session. So technically we have >> more public >> expanding public comment. >> Yeah. >> Well, and I would add too that at the county level when the board of county commissioners or planning commission when they have working sessions, they don't even offer public comment. >> It's only when you're actually in a meeting for a land use application that for other things. So I think it's very favorable that this school board allows for public comment during working sessions when we don't follow with business. >> So in the combined meeting we

115have the same amount of public comment that we would have in a month. We just have it in one session >> and each of those times is 30 minutes up to 30 minutes. Three minutes per person. So any further discussion on that one? >> Well, and actually I think even on our agenda >> or on our schedule, we changed most of the two meeting months to be business sessions. >> So I'm not even sure. >> Yeah. I'm not even sure. I mean, in the rare occasion we would add one or do something, you would have that. But I think >> you're almost always going to have public comment. >> Yeah. >> No matter the meeting. Except for like tonight. Yeah. >> Okay. So then next up, um we're also going to be looking at revised

116policy BDH, which is public participation at schoolboard meetings. Um so basically on this one we are >> basically capturing that that there's going to be two. >> Yeah. Capturing that there's going to be two and then we also do a little bit of prioritization as well. >> And this is new that you may end a speaker's comments at any time which has always been true. It just was never written like you've always had that ability to say >> no we're not going to talk about that subject or a person or >> Yeah. >> Right. >> Yep. >> And I think our form doesn't our form >> public comment form says that >> say that you know you don't shouldn't talk about people specifically and stuff. This is not form for that. >> Um so I

117don't know if that should go into this policy too. a statement about um public comment shall not contain references against specific individuals. >> I think it does. >> Does it say it? Um I want to say I think when it talks about executive session where is that right before that um speakers may offer such criticism of school operations and programs as concern them but encouraged to exercise their speech rights responsibly. The board encourages the discussion of all personnel matters to be conducted in >> executive session. Meaning that's something the board would discuss in executive session, not with public. I guess I I think I did see that and I but I guess in some ways it's like an executive session is not going to be something that the public will be in. >> No. >>

118So um so they're not going to know. >> It can't be if if if somebody had a complaint about that they wanted >> someone in particular you they they could ask you to >> to speak to you in executive session. >> But I mean those are generally it would be a personnel issue we knew something about. But if someone were to come up and do public comments and say Mary Powell was just being a jackass. >> Um you know that would be something that we wouldn't want. >> We would we would say no and that's when the chair deserves the right. >> Yeah. And so that I guess is something I was thinking maybe a statement of just yeah general public comments >> naming individuals >> with disparaging comments. Well really anyway, >> right? >>

119I don't know. I guess if you're going to say Mary P is a wonderful person, I would let you say that. But >> yeah, >> but um you know I don't know if there's just something we need to say with regard to that. >> Well, I can add something. And then um I wondered also if we should put in here and I think this is also in the form but uh just a reminder that the public shall be aware that the board will not engage in dialogue with them during public comments. I wondered if we should put that in here too. >> Well and I think that's what this is supposed to mean. Members of the public will not be recognized by the president during board meetings except as noted in this policy. >> Okay

120that's there you go. >> And maybe that needs to be more clear. I will say I think we should adopt them at the same time. Mhm. >> Yeah, I think so too. >> That way they match. Yeah. When we >> otherwise we would be doing a different practice than what the agenda would stay. >> I think that's a good idea. >> If you're not adopted >> and I think it's I think it's pretty straightforward and this is this is where it talks about what I just what I just spoke about. over the first 30 minutes public comment section of the meeting. All comments must be relevant to the action or discussion items on that meeting's agenda to ensure that we hear from a variety of participants in board meetings. Priority should be given to speakers

121who have not addressed the board publicly within the prior month. Um speakers should be further prioritized as follows. um the first 10 slots as needed reserved for ESD students, parents, legal guardians um of active ESD students and ESD staff. And then um district residents or district taxpayers regardless of residents and all others. And then the second public comment section again shall not exceed 30 minutes, but it will consist of any relevant education topic in whatever order the chair deems appropriate. And the chair may use discretion in allowing up to three minute comments so long as the second public comment section of the meeting does not last more than 30 minutes. So it's really going to be dependent on how many people we have show up if we have to prioritize >> and rarely we have

122to. >> Yeah, rarely we have to. But CYA got it in a policy. So, >> so my my only concern would be if you have, you know, a teacher or a student or a family who does have a concern that they wanted to bring, it would be hard for them to know what time to show up because they wouldn't be right if it's not on topic, then they can't speak at the beginning of the meeting. So, then they will have to sit for the entirety of the meeting in order to give that public comment. Um, and I understand the desire to want to put comments related to particularly if we have a lot of speakers to put comments related to the subject matter at hand in the meeting first as we're considering. >> Um, but

123I also worry that it might um discourage students or other families who might have something that they want to share with us. Uh, because to sit here for two hours is so long. It's a big ask for for a student or for anyone else who might have something to say to our board. So, I wonder if there might be some discretion. For example, if we didn't have any public comments on any agenda items that day, but we did have people who signed up to speak about something else that we might have a courtesy to be able to let them speak at the beginning so they don't have to sit here for two hours before they can give public comment. >> I think it's I mean that's a that's a good option. Yeah, that's good. >>

124I would just prefer to have more open lines of communication so that if folks do have some concerns, they can share them with us. >> And we can always do that based upon volume. >> It's just for me, I look at it >> if we're going to be discussing all of these items and we have public comment first. It's good to hear that before we start getting into the meat of the meeting and talking about, >> you know, the different policies to get people's input on those. >> Yes. So that was kind of the purpose of this was to make sure that we can hear public com comment relevant to the subjects that we're going to be talking about and then anything that's really education related but not related to the content of the meeting

125gets talked about at the end. >> Um >> kind of like new business. >> I'm just I'll wait here as long as I need to to make sure that >> I mean it's really like new business. Anything that's not on your agenda is new business. And so new business happens at the end of the meeting and that's when you would take comments on things that aren't scheduled on your meeting. So I will say that the that the beauty of our meetings are we don't go four hours. Um districts who adopt this policy typically are are like 11 o'clock at night is when that comes up and so we're fortunate and our meetings are never that long. So I think our latest meeting has been 8:30. So >> yeah, >> that's >> But you know, we're

126venturing into a new territory. >> No, it is. >> You can see how it works. It doesn't have to stay that way. But I know when we've done things like closing Frontier, everyone who lined up to talk about do public comment, it was about Frontier. Nothing on the necessarily the agenda. So if there's something going on in our district that's popular, >> then the people who want to come might not get priority to talk about the stuff on the agenda, which I think is what you were saying. >> Yeah. They might not get an opportunity. They might get not get the opportunity to speak because everybody has come to talk about something that's off topic. And >> I think your compromise is good though is is they they submit at the beginning. We see okay,

127there's no one on any of the topics, but there's two on non-topics. take them at the beginning because we can. >> Yeah, I think that's that airs on the side of goodwill to parents and community members and students who might want to speak with us >> and if we can just prioritize and see we don't even have enough speakers to fill up 30 minutes of time. >> Exactly. >> Yes. Let's go ahead and give everyone public comment at the beginning so no one has to wait. >> I do like that. >> So I could add something underneath that second public comment section that says if Well, actually, it might be better under the slot, under the bullets on each under the first three bullets if time allows second public comment may move up to that,

128you know, something if time allows. >> Yeah. And and again if if if all of the public comment takes place in the first >> and you know in the in the first portion of the meeting then there would be no need for >> second >> because you sign up at the beginning. >> Yeah. You still everybody has to sign up either for either time frame >> you still have to submit the beginning of the meeting right at the beginning of >> before it starts before it starts. Yeah. Well, and I think a lot of schools only let you talk if it's about >> what's on the agenda. >> That's I mean I think a lot of policies don't give the option to just come speak on whatever you want. >> So I think that makes

129sense if time allows. >> It's a bonus time. I like that. >> Second public comment will be moved up. >> Yeah. >> And then again if if were full then and we have done this in the past. We're just putting it in writing, >> but we prioritize. >> Y >> and I'll I'll kind of edit the form we have right now to match this. >> Okay. >> Because I don't think it reads exactly like this. It's like are you a resident? Are you not a resident? >> Yeah. [Music] So, is this one we want to do? We want to bring these two back at the next meeting or are we comfortable? >> I just need to >> Okay. >> solidify the exact wording we want. Okay. If we're going to approve the changes. >> Okay.

130>> So, if time allows, second public comment will be moved. Will be Sounds good. If time allows, public comment will be allowed during public. I mean, I'm trying to think of the right words. >> Someone help. >> Yeah. >> Okay. So, with that, this ends our working session. Um, any new business? Okay. So, the business meeting is going to follow this at It was to be 700 p.m. So, at this point, do we want to take a break for >> just a couple of minutes? >> Five minutes. >> So, we'll pick it up at >> 8:50. Okay. >> So, it's adjourned at 7:45. >> Yep. 7:45. No one's turning yet. They have this time to Okay, it is >> 7:53 a.m. and it's Tuesday p.m. >> Feels like it. I know. >> I've been here

131all night. Okay, it is Tuesday, September 23rd, 2025, and I call this business meeting of the Elizabeth School District um Board of Education to order at 7:53 p.m. >> Can I get a roll call? >> Director Callahan, >> here. >> Director Fletcher, >> present. >> Director Hunt, >> here. >> Director Olsen >> here. >> Director Pal still here. >> I just had to, you know, Okay. So, this is going to be a long one. Get your typing hands ready. Um, so I've got a couple of amendments to this um amended agenda. So, um I move to further amend this business meeting agenda for September 23rd, 2025 to remove agenda items 8.4 4 8.5 and 8.9. I also would like to based upon the amount of time that we've gone over already move the order around

132and I want to move public comment um after the approval of minutes. Move it up before communications. >> Sounds good. >> So, can I get a second? Second. >> Any discussion? Okay. Can I get a roll call? >> Director Callahan. >> I. >> Director Fletcher. >> I. >> Director Hunt. >> Hi. >> Director Olsen. >> I. >> Director Pal. >> I. >> Okay. I move that the board approve the board meeting minutes from August 26, 2025 as presented. >> Can I get a second? >> Second. And any discussion on those? All right. Can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. So, we will go ahead and uh you know based

133upon time, I know people have been waiting a while. We'll go ahead and uh start public comment. Okay, so first up we have Michelle Gazinski. say on your phone, >> but it's easier to see. >> It's easier to see. >> Yes. >> Yeah, I just turned it on. >> Okay. >> Oh, I got it. Okay, >> you are up. >> Thank you. Uh, first of all, I just want to say I think things are being too complicated. I think there's simple solutions um to many of the things that you're discussing tonight. Um, to expect parents to understand the difference and look at a working com working versus a business meeting. I mean, does this feel efficient to you guys tonight where we just did one meeting and then we turn around and Dan has to

134cram, excuse me, the superintendent and admin assistant needs to cram and editing all these things between one meeting to the next. It doesn't seem like it's efficient. I think spreading these meetings back out to every two weeks to maximize availability of you guys to parents for discussions, for checking email, what about unintended consequences? What about loopholes that you may not be considering, that may not be brought up right now where somebody's at home watching YouTube screaming at the screen going, "Oh my gosh." Because ostensibly, you guys could have passed a first reading like an hour ago. You could be discussing this again and passed a second reading and in one night there's a new policy that just this just appeared in front of parents that wasn't brought to their attention because they didn't check the

135website every day. Okay. And if an agenda can be posted and a meeting can be held 24 hours later, that doesn't seem like you're fostering communication. Um it doesn't seem like it's efficient. Um though it may maximize your time asking for 30 minutes twice a month. Um just because other boards may not do it doesn't mean you don't have a choice. If you want parents to talk, if you want us here, facilitating that and making it easy and listening when we are here would be appreciated. Um that that twoe gap is critical for people to catch up, to understand, to discuss and it doesn't matter what other districts do, what other boards do, what other people in our county do. This is your choice to listen or to not listen. Um, secondarily, I do want

136to mention again in KEC, it also feels like you're over complicating things, leaving decisions about materials and excusing too of um the dash or the number. Um, leaving it up to parents to decide with the academic professionals. We don't need a board who may not be in tune with the academics actually going on in the district and in the classrooms right now. that leaving it to the parents and the teachers and those school administrators. It doesn't have to be complicated that that the board has the last vote on on materials and information that's accessible to our kids when it should be the parents and age appropriate. That's all that needs to be done. Thank you. Okay. So, next up we have uh Mark Pera. >> Oh, no. Marine Corps on me. >> Hi, I'm Mark

137Pera and on September 30th, 2024, my son was attending Singing Hills Preschool. Came home with a head injury. Now, he's a boy, so bruises aren't totally expected, but my son has autism level two with receptive and expressive language disorders, meaning that when other children are learning to write their names, he's fighting to develop the capacity for language, a capacity that's non-existent when he's in pain. My wife, Amber, wrote to his teachers immediately, "I was wondering if you know what happened to my son's forehead today at school. It's hard to understand the story he's telling me." But it wasn't hard to understand the story our neighbor told us that afternoon. He said, "Did you know that your son bit mine today at school and went on to say they signed an incident form about it?" Well,

138we didn't get an incident form. The teacher admitted that yes, our child exhibited a new worrying behavior due to his dysregulation in class and they did not plan on mentioning this to us. On October 3rd, my wife sent the lead preschool teacher a message. I'd really like to know what's going on because earlier this week, my son came home with a big bump on his head, an abrasion, and a bloody nose. And nothing was said to me until I inquired about it. Those symptoms are consistent with concussion. And after that, institutional silence was the patterned response to further inquiry. One can only assume that the reason we didn't get an incident report was that after the bite, something happened. My son was injured and the staff didn't report it. and my son can't speak it

139and they took advantage. So, imagine my surprise when I discovered this exact same pattern of incident and cover up happened at Elizabeth Middle School. The district separated with four staff members months before my son's injury, three for failure to report suspected child abuse, but somehow the abuse itself, which was serious enough to fire people for not reporting to law enforcement, went unpunished. I wonder if this is the incident the superintendent referenced on August 25th of this year in an email response to my son's injury. Quote, "When we investigate and question ahead of law enforcement and the DA's investigators, we have had situations where we negatively impact their outcome in a case." So, from the precipitous decline in test scores to violating the Colorado Open Meetings Law and now refusing to release my son's educational records,

140which we are federally entitled to, it's clear that this district is suffering. And our children are waiting. They're waiting for us to rise up as parents and educators and as board members. It's time for parents in this community to rise up, demand better. those of you on YouTube and show up. Our children deserve teachers who are empowered to speak up, leaders who are accountable, but above all, schools that keep them safe above all. Thank you, Amber Bernett. Okay. Hello. I'm Amber Pererna and I'm here as a concerned mother in the district. For the past year, we've been quietly fighting for our son's safety, hoping the district would do the right thing. Um what we've experienced has revealed an uncomfortable truth which is that parent rights are not being upheld in this district the way that

141families are led to believe. Um families deserve honesty, accountability, and transparency. And the community deserves to know when these values are not being lived out. My son was four when he attended Singing Hills preschool. He is mostly non-verbal. That means he cannot come home and tell us when he gets hurt or when something goes wrong at school. We rely 100% on staff, policies, and the district to keep him safe and to tell us the truth. But that didn't happen. On September 30th, Ronin came home with swelling on his forehead, an abrasion, and a bloody nose. No one called, no nurse's assessment, no report, no investigation, nothing. That same day, he was also in a biting incident, and the other family was notified and given paperwork to sign while we were told nothing. Imagine the message

142that sends. another child's safety mattered enough for their parent to be notified while our child's injury and his voice were erased. And it hasn't stopped there. Records have gone missing following a deputy's visit to the school and emails about our son are being withheld from us instead of giving them under furpa as the law requires. The district insists they are core records, demanding nearly $300 and saying that they need to go to attorneys for review. Think about that. a public school spending taxpayer money to run a four-year-old's records through lawyers while his parents are told to pay up just to see their own child's information. And we cannot ignore the possibility that the very explanation of what happened to Ronin that day may be sitting in those emails. These are Furpa records. They are son's

143records and no parent should ever have to fight like this to see them. The superintendent superintendent has said, "I take my job seriously in ensuring that we operate in a transparent manner. But when it came to our son, transparency was denied, trust was broken, and mistakes were buried instead of acknowledged. We want full unredacted access to our son's educational records, exactly what federal law already guarantees. These records belong to Ronin and to us as his parents. We should not be forced to pay hundreds of dollars, nor should lawyers be reviewing and redacting our child's information before it is handed to us. This does not build trust. It shuts parents out. Families like ours should not be silenced for raising hard truth. We should be heard. Thank you. I also have some information for y'all. And

144I did prefer to personally hand this all out to everyone. [Music] Okay. Um, >> if I may. >> Yeah. >> I I certainly I I recognize um the challenge in this situation and I appreciate the Peros um coming tonight. This is a challenging situation and while I can't respond to to much of of what's been shared, this situation has been investigated by the Albert County Sheriff's Office. Um it was offered to um the 23rd Judicial District. Um and we did investigate to the best of our ability 11 months after it was reported to me. Um and unfortunately the records that are are being requested do involve other children and that's why they have to be reviewed um because it would be releasing information on potentially other children. When we search uh email records it could

145involve other children's emails because when we search email records it it potentially will pick up emails from other children and other parents. And so that's why they must be reviewed uh to be redacted to ensure that we not release emails that belong to other children. So unfortunately it's not as easy of a process to say every email we search is guaranteed to only involve the one particular child. And so you know we have to ensure not only that that the protection of the one child but every child in the district. and therefore it requires that we ensure that those are reviewed legally to ensure that they're released. Um this is a very challenging situation and I recognize the difficulty the partners have have experienced. Um and and again um we we we have have cooperated

146with law enforcement. We've cooperated with all of the authorities on this matter and certainly um regret that we're in the situation that we're in. Okay, Marty, you've been waiting so patiently. Hello everyone. I'm here to give you guys an update on technology, everybody's favorite subject. I hope not too many eyes glaze over. I know you always will. um kind of like my wife when I talk to her about technology. Um so let me bring up uh my I just have a short slideshow for you guys. Um one of the things I wanted to update you on is some personnel um changes in our department. Um as most of you know uh we had a long-standing employee Mike Scobby who's been in the district for 25 years retired this past year. um sorely missed uh had

147a lot of institutional knowledge with him and uh within him and so he's been back on a part-time basis to help us out transition. Uh so in le of uh in in because of his retirement um we've made some changes in our department. The biggest of which is we've promoted one of our tech support specialists who's been in the district for I think Sam's been in the district for nine years now, maybe eight, eight years. um uh promoted him to network uh administrator and so that opened up a spot and then uh we also moved Seth Argie who's been here for seven years um from a tech support specialist into a tech support coordinator position which requires more um added responsibility. One of which is being one of key is is to be the backup

148for a network admin if I myself or Sam aren't available. Um and then Shelley Scobby who's also been here for 25 years no change in her position. She's our data uh quality coordinator. And then we hired one new employee this year to replace the open position that we had. Christian Garcia who comes to us from Littleton Public Schools and also um Douglas County working in a similar position over there. So that's our changes in our position. We've had a pretty stable staff over the eight past seven years. Um so this has been kind of a big change for us. It's been u we've had not not a lot of turnover over the past like I said seven years have been pretty stable. So um we're we're hoping that Christian will um slot in pretty well.

149and so far I think he's doing a good job. Um, couple of things just to update you on. These are numbers that we have uh every year. Uh, our Chromebook numbers pretty much stays the same. Matches the number of students we have in the district plus about 50 or so Chromebooks that we keep uh for checkout for kids who forget their Chromebooks um forget their Chromebooks and not take it to school or there's a broken Chromebook, we have to loan one out. Uh we have about 355 computers, laptops out there in the district with about 200 for staff. Uh there's about 150 projectors, LCD projectors in the classrooms, about 100 document cameras that our teachers use as well. We have about 40 servers uh districtwide. I would say about 10 of those 10 to 10

150to 15 are are virtual, meaning they they're not physical servers. They're software related. uh uh and they're for various things for for our authentication purposes for um several systems that we have to integrate with etc. We have about 85 Wi-Fi access points um that's part of our network infrastructure that's about six years old and then we have about 55 network switches again that's a core part of our network network infrastructure that's about nine years old. um new hardware this year, 390 Chromebooks. Generally speaking, about every summer we buy about 400 Chromebooks, plus or minus. This past summer, it was about 390. And that's to essentially replace um our 5-year-old Chromebooks that are in the district. We don't want our students to have more than a 5-year-old uh computer in their hands. That's for our district-wide

151one:1 program. Uh for those of you who don't know, we're a one to one district, meaning every student has a computer that they use. At the elementary level, they are class classroom based card-based, meaning they stay in the classroom and one is assigned per student. At the middle school and high school level, they're uh take-home take-home programs, meaning they take their Chromebooks home with them. For our middle schoolers, they turn them in during the summer. Uh for our high schoolers, we hand them Chromebooks uh in ninth grade and that's their Chromebook until either they leave the district or they u graduate and then they get into the pool of of our um extra Chromebooks that we use for repairs and parts and and usage for low usage classrooms like kindergarten and first grade. Um and

152then uh every year we'll also do a portion of refresh for all of our staff. uh same refresh schedule, five years. We want to make sure our staff doesn't have a computer that they're using for their day-to-day uh work more than five years old. And so this year we had replaced 39 of those districtwide. And please stop me if you have any questions between each of these slides. >> Are you running across a lot of Windows 10 machines you're having to replace? >> So uh Windows 10 um some of you may know have have that's been um expired essentially end of life. And so we've pretty much got most of our machines um off of Windows 10. There are couple of machines out there that require Windows 10 because we have to use software that

153uh the thing that I'm thinking about is our the software that runs the um marquee at the high school is old software that runs only on Windows 10 machines. And so we have to keep a special machine ready specifically for that purpose. Um, I wanted to give you update on security. Security is a big topic of conversation around a lot of school districts and and towns and government governments essentially in terms of what's been happening over the past few years uh with stories about u districts getting hacked or information getting leaked etc. This is something that um the the the federal government put up back in 2022 from the Homeland Security Department of Homeland Security and Department of Justice and the Department of Health and Human Services that had basically four tenants or four steps

154to help mitigate security. And this is pretty ba basic kind of information that also would be similar for from other organizations like uh ISTY which is the National Society for Technology Educators. um you know those types of um uh organizations and that's to basically there's a few things that they they ask us to do and so we've tried to follow these as we've gone through and revised our security policy. One is to en enable multiffactor authentication. Another one is to use strong passwords and to to make sure that our staff understands that uh recognize and report fishing for our staff and then updating software making sure we put reapply patches etc. So as far as that goes, our policies, we've uh implemented multiffactor authentication for all staff members on our mission critical systems. Mission critical

155I consider our Google um Skyward and Infinite Campus. And so uh we use Google as a single signon for a lot of our systems. So there's a bunch of other systems here that I don't have it listed that basically uh use Google as their sign in just like you've seen in your own personal lives if you've logged into some website and they'll ask you do you want to use your Google account you want to use your Apple account you want to use your Facebook account kind of similar um concept for us we use our Google accounts as the um single sign on for most of these systems um we do a cyber security training for our entire staff we started that two years ago. Previously, we we've only done that for our new teachers as

156they come in. So, any any new staff that we've hired during um our orientation week that we usually have for our new staff, I would do security training and we wouldn't necessarily address it as a whole uh formally for staff. And so two years ago, we started doing it every year because we feel it's important to continue to educate our staff on kind of what the latest uh things that are happening out there and what we can do to protect ourselves um as it comes to cyber security. And so we do that now every um year during our convocation. If you guys were present at our convocation this year, you you would have heard me talk for about 30 minutes um to train people on how to u you know recognize fishing and and um

157what to do for you know making sure multiffactor is enabled and all that good stuff. >> Do you ever get anybody still clicking on links? >> Um we still do, but then they they real they remember our training and they'll email me and says, "Oh, Marty, I accidentally clicked on this link." And then we'll, you know, look at it that way. They've been very um I think the response has been very good because I get more emails now about things that are fishing attempt fat emails whereas three years ago I didn't and now it's like hey m I think this is a fishing email >> and I may get you know I may get that from 10 staff members because it's gone out there. Um and it's good for that to happen especially for the

158ones who get it early. We have the ability to go in our system and then look for those emails and delete them out of people's inboxes even before they open them and look at them. Um, but yeah, we still we're we're getting better. Our staff's getting better about reporting it. Um, and not clicking on some of those things. >> Do you ever send any out as like a test? >> That's what I was going to say. >> We have it. We've looked into that. I know um our our CFO and Dan has asked me to look into that and so there's a couple of companies out there of obviously there's cost involved, etc. And so we have to have the discussions about our budget and what that looks like. But yes, there are those um

159there's services out there that will do those fishing tests for you. >> Fishing tests >> like we have a like where I work, we have no before training, they can tell. Um >> that's one of the ones I looked at. The issue is I think um you know for us district Yeah. >> Um it is it's not a cheap product and so I'm looking at there's some other ones out there that are specifically catered for school districts. Um and so they try to trick you with like official looking software, right? >> That's that's specific. >> Yeah. >> So yeah, we are looking at that. Obviously, as budget allows, we can uh further educate our our staff into being more digit diligent security partners. Um software updates, that's another part of the good practice. And we

160do that uh by staff. We always looking at patches. Our Chromebooks are all are auto updated. Um, and so are our servers. You know, we do Windows updates. We have those set for all of our staff computers. Now, they still have to allow it to update. So, we do have to remind staff sometimes to say, "Hey, when you get the little indicator that says, you know, update your computer, please don't continue to say, you know, um, remind me later." Like, actually take some time to to get that done. >> Current hardware. Um couple of things for the critical side of the our network. Our firewall that we have currently is nine years old and will go end of life this November. Um core switch which is this the network switch that all of our traffic

161goes through. Just as a quick thing all of our network traffic comes into a main point of entry. So our ISP our internet service provider comes in feeds through a firewall and then the firewall goes to the core switch and then that then gets distributed out. And so those are really key pieces of our security um protocols in the district and those two devices are at the end of life. But luckily um uh we have new hardware coming in and uh this fall during this fall break we have a what's called an NGFW next generation firewall. Has all the bells and whistles of all the security. I'm not going to go over those with you unless you really want me to tell you about them. Um forgate is the name of the company that we're

162going through. Arcore switch also same company better integration with it. One of the main benefits too for this new switch and this new um uh firewall is that it supports a bigger throughput. So our connection to the internet I'm going to talk numbers here are is 5 gigabits. I don't know if you know how big that is or how small it is depending on your um you know relativeness I guess but because of our old hardware we were tunneling and only using one gigabit of that and that was okay for us two three years ago but as we've steadily gone more and more online into into different things for our technology and our curriculum um we've been uh using utilizing that 1 gigabit so once we have this in place now we're going to be

163using the full 5 gigabit So hopefully that'll help improve some of our network and internet speeds as well. >> That's cool. >> Um yeah, so those are kind of the the uh more important kind of hardware pieces that we have. Couple other things that we've implemented in the past six months. We've gone to a new uh uh software filtering web filtering software called Lightseed. We're mandated by law to have some sort of filtering software for our students. Uh used to be called IBOS before. or we were using a product called IBOS and now we've moved to some a newer product called light speeded has a little bit more I think um granular um ways for us to control uh we feel that iboss has been hindering us a little bit on our network in the

164past couple years and so we feel this is a better direction to take um we've also implemented crowd strike which is a suite of security protocols security systems that we've put onto our endpoint devices that basically um prevents malware ware it does um it looks for uh viruses. It's a nextgen antivirus. It's called NG AV. Um and so that's something new this past six months that we've installed on all of our machines. So basically once we have our new firewall in place and along with CrowdStrike, we have multiple points of security checks from our traffic coming into the district and down to where it gets to on a staff person's laptop. So, um, that's exciting for us to be able to have that in our district here in the next couple months. Steps to continue

165improving our our security posture. There are still some of our systems out there that don't have two factor turned on to or multiffactor turned on. So, we'll have to we'll go through that and hopefully implement those this year. Um, we'll continue to do our security awareness training for staff every year. Um, that's something that I think is a non-negotiable and we'll try to make sure that we Um we're keeping everybody up to date every year for that. We're going to continue to audit user accounts um on all of our systems for permissions valility uh meaning you know giving them the least amount of privilege needed. So obviously a teacher should only have so much access and shouldn't have the same access as like an office staff member or a registar or a principal who shouldn't

166and and that in turn a principal shouldn't have the same access as like myself etc. Right? it's called least least privilege uh concept for for permissions. And so we're continuing to make sure that we're also um performing that best practice in all of our systems. Uh this is I had on my slide last year on horizon. I crossed them off because we met that. We're going to do that. Check check. Uh but this is what we want to start to plan for next year. Um hardware priority replacements. The first priority is our uh nine-year-old network switches. Um, second priority, I don't know if we'll be able to do that if budget allows the same year or we'll have to wait next year, but um, replace our six-year-old um, Wi-Fi access points. I think we've got

167a couple more years left in that. So, we don't have to necessarily do that right now. Um, and wait, uh, for as budget allows for the following year to do that and then look into the possibility of replacing our overtheair connections to our some of our sites. So if you didn't know our connections between from our internet to all of our locations are not in ground they are over the air. So internet comes in in ground fiber through um essentially EMS and from there to get to rce there's two microwaves pointing at each other from the tower and the roof >> and so the internet then gets fed through there >> and you get on that >> what's that >> kind of throughput you get on that. So that one is 500 gigabytes I believe.

168>> Yeah. Which is still, you know, still pretty okay for for our for our running for Yeah. for our middle for our elementary school. And then from there we have wireless connections that then serves serves here, for example. We have a wireless connection that serves from here. Um, from the middle school, we have a wireless connection that goes to uh a tower that's owned by South Metro Fire Rescue that we rent space from that then points it again to over to Singing Hills. So, we have kind of like this thing. >> Okay. >> And so, those would be the two places where I would look to see what fiber looks like. One of the good things about doing this this way is that it's it was a onetime cost 10 years ago. you buy the

169equipment and that's that. And so when you go to fiber and lease fiber and ground, you we're looking at a monthly service, right? And so we're going to see what that looks like. Some of that is irradable. So one of the things I want to talk about, well, how do we fund some of these? So -ate, if you're not familiar with that, it's f federal program that basically gives you discounts on some of these technology products. They have a long list of what you can and can't use e-ate dollars for, but basically based on your free and reduced participation, you get a discount. Uh for us as a district, generally our discount is between 50 and 60%. Generally depends on how many kids we have in free uh participating in the national freedom of use

170lunch program. So but basically I would say 50%. So that would mean that if our if the monthly cost to get fiber to Running Creek is going to be $2,000 then per month then we would get a 50% discount and that that'll be $1,000 a month. So that helps but obviously $1,000 a month is still $1,000 a month where and that's $12,000 a year where we didn't have to pay for anything u over the over the air. So, and and we do have to move to that because uh we were up on the roof of Running Creek and it's line of sight. And so, kind of looking at the tower, I see a tree that in a few years, you know, will be blocking our line of sight, >> chainsaw. >> Some attenuation. >> We

171also have a housing or a Yes. >> multi-story >> housing complex >> that's happening here. And so we're already kind of looking at well what's kind of our temporary fix for that. We can we can route traffic to Frontier for example over the air and then you know you know and then just put it over here. So yeah, a lot of different things to consider um when we're looking at some of And that's one of the things too I think that not a lot of people realize when you know when they have their computer and it's say oh internet's down and it's not as easy as that it's the internet internet's down again it's the ISP and where that might be true for us at the home right because there's only maybe two points of

172failure between your laptop and where your internet goes out of your home here there's like 10 nine from from their laptop to a switch to the microwave to the other microwave to the microwave here down to another switch, you know, etc., etc. >> Um, and so it is one of those things where sometimes feels like whack-a-ole a little bit when we have some of those problems. But hopefully all these u improvements we're doing now will help in that regard uh over the next couple years. That was it. I didn't see anybody yawn, so I think that was a good sign. >> Oh, I get the yawns. Any questions for me on anything topic? I know there's a lot more things I can cover when it comes to technology, but I thought these would be kind

173of the more important things that >> Well, I remember when you told us about those last year that you were going to do these and check the check the boxes. You're getting them done and fall break you'll have >> major things. >> And thank you for the for the board and for Dan for the support. Obviously, a lot of this stuff takes funding, right? >> And that's one of those hidden things I think uh from my perspective. It's like, oh, technology is just technology. When you talk about um facilities, everybody thinks about, you know, and and yes, true, right? We we want to have nice classrooms for our kids. We want to have a good, you know, and nobody thinks about the back end because it's kind of this hidden thing that just happens in

174the background. >> Magic. >> It's magic. And and so those things, and even just thinking about it at my house, I have access points. I'm a tech guy, so I'm like doing a lot of things, but I know those access points are going on six years now, and I had to think about budgeting our family dollars. So, like, you know what, I probably should probably get those replaced soon. Um, and it's the same thing here, but on a bigger scale. But I do thank the board for, you know, going through and approving some of these projects and and Dan and our new CFO for making sure that we future plan and and put aside dollars for these needed infrastructure upgrades that that we need to have happen. and and they are necessary because people think

175you can just run this old equipment forever, but it becomes a security risk. You don't get support. You don't get updates. >> Yeah. >> Um when they're end of life, they're end of life. >> Yeah. So, >> and there's a couple things, you know, strategies we could do. Our switches have been good because we picked the right switch. There's only two companies out there that basically have lifetime warranties on switches. That's ArubaHP and the other one is Ruckus. >> And so, we have Aruba HP. And so anytime one of our switches went down, we were able to call them up, they sent us a new one, we popped it in place, you know, uh, and so that's been good. And so it's also kind of maximizing >> your dollars. It's not just kind of, you

176know, you don't like when you went out to bid for when we went out to bid for this, that was one of the things I considered, you know, whether that nine years ago, Aruba has these lifetime, you know, warranties. this this one came in at a lower um bid, but their warranty was only, you know, one year, you know, one year parts and labor. >> And so hopefully we can continue to do some of those things and be a little bit more creative in our purchase dollars when it comes to technology. >> Well, and I think the the more you plan, the easier it is for us. It becomes really easy for us to say yes. >> Yeah. and and we man we bring every inch of what we have out there. >> Marty does

177an amazing job with that. So >> So >> Thank you for your attention to detail there. >> You're welcome. >> Thanks Marty. >> Thank you. >> I appreciate it. >> I guess next I am here this evening to present our not only our SPFs but our CAMASS data as well as our beginning of the year data. So they kind of all fit together. So Jamie's going to control the the power over there. So if you move to the next slide please. >> Thank you. So this is the district um performance framework. So we score still are accredited. You should have copies of all of this in your binder. >> That way you can follow along because if you're like that does that's hard to read, right? >> I might have to move my chair if

178I got to read that. >> So you should you have an exact copy of this in your binder so you can follow along there. So the first slide is on the district performance framework and we are the district as a whole is accredited. We have 67.9 points out of a 100 which is onetenth of a percent drop from last year. >> so do we have any any reasoning for the drop? >> I will dive into that. You'll see evidence as to the drop as we go through. >> Okay. um if if you're okay with that. >> Oh yeah. >> Okay. So, let's move to the next one. So, Running Creek, they start off with the enrollment number. So, we're at enrolled at 239 students. That was as of last Tuesday. We're tracking enrollment as we're

179coming up on October count. So, um that's the enrollment at that school as of last Tuesday. Um the next slide is Running Creek's um school performance framework. You will see that they are on an improvement plan this year. Um they earned 50 points out of 100 um which is a decrease of 11.2% um from last year. If we move on to the CAMASS scores, which is the next slide in your deck, you'll um I've broken out the CAMASS scores based on grade level and on subjects. So, we'll focus on that. So, third grade CAMASS scores um students at Running Creek scored um 28.2% of them scored meeting or exceeding expectations. And then fourth grade was at 17.9%. If I'm going too fast, please tell me to slow down. >> Okay. I figure you have it

180in front of you. >> Um and then >> and all this has been shared with >> Yes, sir. >> Okay. >> Did um school leaders had this when it was initially released. >> Okay. And so they have had that >> principal has it. >> They they do and we've had conversations surrounding it already and I know that she's shared it with their staff and they've had conversations about it as well. >> Okay. >> So yes. >> Okay. Is there any way to >> I'll talk to you. >> No, that's okay. >> Well, just to go I'd like to see their plan like >> Well, they are working on their unified improvement plan. So that's the plan that goes to the state and so they're working on setting those um goals right now and then that

181will come to you for approval. >> Okay. >> So >> because I know Pauline probably has thoughts. >> Oh yes, she has lots of thoughts. So so in their unified improvement plan we're focusing mostly, you know, setting a reading goal, setting a math goal, and then having action steps to support that. So >> okay. So yes, we are already even though this data wasn't released until just, you know, recently, there's a lot of things that have to happen pretty quickly once the SPF comes out because then you have to do the UIP. It's due by the middle of October. So >> things are already moving and shaking. >> Good. >> So, so fifth grade um CAMASS ELA reading scores are at 38.5% or were at the end of last year. If we move these are

182all >> these are all last year last year. I just want to say that again and reiterate that. >> So we take Cass in April. So these are the scores from April and of course they don't get released until the middle to late part of July. >> So pretty sure but I just sure everybody interested. >> Yep. Thank you. I appreciate that. And then we move on to math. So, third grade math scores at Running Creek, you had 28.2% of your students meeting or exceeding expectations. Fourth grade was at 10.7%. And then fifth grade we were at 38.5%. And our science scores, fifth grade does take science, CAMASS. Um they we have 35.9% of our students scoring um meeting or exceeding expectations. So that's Running Creek's CMAS scores from April of this year, last school

183year. If you recall, those of you who were on the board last year, we we saw in I Ready scores, we saw a dip. Um obviously we made some decisions on leadership at Running Creek. And so I Ready is a strong correlative to um Camass. And so obviously with what we saw in the spring and the changes we made um some of this is not a is not a surprise to us. >> Yeah. Um, and so I think that that that's that's I think the changes that were made were were necessary and obviously now we need to recover and we need to make sure that that instruction is closing those gaps that that formed last year. So, how was this? How did it get to April before we saw that there was this much lack

184of performance, should I say? >> Yeah, the the midyear scores in in Running Creek actually looked pretty good. Um, we had interventions that were taking place up until um December. um Running Creek um under their leadership stopped interventions at December. They stopped performing interventions and so um we had students who were being intervened with who were getting interventions >> that actually had made a lot of growth and were exited out of interventions but um they were supposed to still be getting support in the classroom. >> And whose decision was that? >> Leadership. leadership principles principal. >> How did we know intervention? We found out after the fact. >> And what was there a reason that we knew of that happen? >> We're all fourth grade is >> fourth grade. If you remember, there was one

185class. There's only two fourth grade classes. Um, one of those classes had three or four different teachers in in the classroom throughout the school year. We replaced the teacher at the I think it was November December time frame and then they had a long-term sub for a while. That person left. Then we had Jessica Henley who was the dean of students filling in for a while until we could hire somebody. So they actually had four teachers in that classroom throughout the school year. So that inconsistency kind of aggravated the problems >> when those kind of things happen. I mean I I know obviously when you have that much change it's going to affect things but is there just is there no plan for handoff to the next person that would help with >> I think

186I think hiring decisions you hiring effectively hiring coaching supporting new hires all of all of that is is important >> and that's what just wasn't really happening. >> Yeah. So obviously I think >> I was being told things that weren't necessarily happening. >> Well, to Mary's point, last year's fourth graders will be taking math again >> as this year's fifth graders, right? >> Yeah. the intensive supports that are in place this year with interventions with targeted um supports that the plan in in that building right now the instruction that's taken in that taking place in that building and encourage that we we go there um when we are able to go together I think you'll see the the intensity of of instruction in that building right now is is massive and needed um to to

187close that gap so >> yeah that school's had a that's had a problem with leadership for many many years. So I'm I'm very confident in Paula and that she can get the job done. >> Colleen's doing a lot of hard work with That's okay. Um >> Paula for short. >> She uh she's doing a lot of work with building culture and the teachers are embracing, you know, she's asking things of them that maybe they haven't been asked before. And I I think there's a lot of of buy in into you know our kids can do great things and the teachers can do great things and she's supporting them in that growth. >> The use of data the data discussions that are happening that the building the the adherence to curriculum in that building. Um again

188as as um things that things that should should happen are happening. Um and and because they're happening now, the realization that teachers didn't receive those supports in the past are clearer now than obviously they were before. So again, um we're confident um in in in the in the support that's occurring now and and we see just the feedback from teachers in that building right now and the supports that they're getting, the behavior. Mike had a chance to visit that building last week. Um the the culture in that building is night and day. >> Looked different, didn't it? >> Well, and my concern would be obviously to see a number this low is very um you know, problematic. Um but it also represents a lot of kids who didn't grasp concepts >> last year that they've

189got to grasp this year and then achieve new concepts for fifth graders. So that's a lot. >> I will also say this. I think I think the data may also be skewed from the culture in the building. So I'm not I'm not necessarily sure this data is representative because of the culture that existed in the building. I'm not sure that we actually captured the true ability of our students either. So I think there's a combination of issues. Um I think our beginning of the year data which we had a deep data dive on Friday and really analyzing where our students are actually putting into plans um putting a plan into place for where our students are where the gaps are how our teachers are closing those gaps immediately now um I I think that's more

190representative data of where our students are versus this the culture that students took this test under um the behavior concerns that that certainly we were aware of that we were dealing with parents parents last year because of the culture in the classrooms, because of the concerns parents were expressing about the behaviors that were occurring and we started a behavior program that right now may may not be needed. Um, we started a whole behavior program because of the concerns the parents were expressing about the the culture in the building that students behaviors were so concerning that were interrupting the the learning that was occurring in that class in in in that building. So, so again, while this data is concerning, I'm also concerned it may not be a true representation of what students knew. It may

191be a representation of of of the the chaos >> of the chaos. Well, it was lack of lack of focus >> at the time that they took the assessment, took CMAS, it was after the announcement that Michael was leaving. And so, that causes a little bit of discomfort, right, for students and for for teachers. So, I think that had a lot to do with it. So, >> I >> did they already take I Ready for this year? >> Yes, we're getting ready to dive into it. Would you like to? >> We're about to get to that. And that's where I that's the data I think is important to note really where they are this year. Y >> and then like I said on Friday, all of our all of our schools dived into their current

192beginning of the year data and began crafting. >> Mary was here for that. >> It was it was very interesting. It was really interesting. >> Yeah. because this is time late data, right? >> Yes, this is unfortunately it's a diagnostic tool, but >> I call this I call this autopsy data. It's kind of last year last year data. >> The data we're about to look at is is real data of what we can do now. We know what our students where their gaps are and what we have to do. >> Okay. So, if you flip to the next page past the Running Creek, you'll get to the wonderful slide that should look like this. Right. So, this is Running Creek's beginning of the year. I Ready data for reading. This is kindergarten through fifth grade.

193So remember, I Ready assesses for the end of the year. So we're assessing students on what they should know at the end of kindergarten, at the end of first grade, at the end of fifth grade. We're it doesn't it sets the da the the point of of mastery right for the end of the school year. This is what we want our kids to know at the end of the year. It doesn't move. Some assessments will move like this is where we want you here at the beginning of the year and this is where we want you at the middle of the year. This just tells you this is where you need to be but at the end of the year. So you expect to see a lot of students in the yellow where it says

194they're one year behind because they haven't been taught that information yet. So we want students in the yellow and the green area. Okay. So if you look at the data we have right now we have 24 student or 24% of our students in the green and we have 52% of our students that are ready for grade level instruction. They haven't been taught the kindergarten standards. They haven't been taught the first grade standards. Right? So they're ready for instruction. They're ready for learning. And then we have um 24% on the other end that are below grade level. So those are the students that are getting, you know, targeted instruction. They may be getting takeflight therapy. They're getting pulled out for reading intervention or during the win time they're getting specific small groupoup instruction from their classroom

195teacher. So this data is better looking than what we just look like looked at in seen. I'm excited to see what we're going to see at the middle of the year and the end of the year in regards to the growth we see. What we want to see is more of those yellow students moving into the green, right? And some of those red students or a lot of those red students moving either into the yellow or into the green. Okay. The next is a breakdown by grade level. So you can see um the breakdown of students that are um kindergarten, first grade, second grade. Remember, yellow is okay at the beginning of the year. yellow was okay because those are the they haven't been taught the second grade standards so they're ready for learning. Um

196fifth grade obviously a little bit concerning with the number of students that are in the red but again we have takeflight therapy groups going on. We started them last year in November. Yeah, almost two almost a full year ago. Um we so we have takeflight therapy groups going on with Angela Williams from Away with words as well as with Cindy Kanye, our literacy coordinator. And we also have really intensive instruction going on um in intervention groups, but also we've beefed up our our tier one instruction in our classrooms, which really is what we need. That's that's the general, you know, the general education teacher teaching reading. We've beefed up what what they're teaching to the kids as well. So, >> is direct instruction. Okay. >> Yes. Yes. And and what you'll find a lot of

197times with the direct instruction, it comes naturally for elementary teachers. We that's that's what elementary teachers typically do. It's not as natural so much for secondary teachers. So, but we really are keeping a close watch on that as well. So, making sure that it is really um specific instruction. >> Our fifth grade is also small at Running Creek. So, it's a class size of 16 and 17 students each. So, so really able to give some personalized instruction in that grade level. So, that's actually helpful >> um at Burning Creek. So, >> yeah, I mean that grade five that many that large percentage. >> I mean, they should just cut out other things and >> yeah, >> just focus on reading. >> Lot lot of focus on reading and math. >> Yes. >> Absolutely. >> Those

198poor kids are headed to middle school next year and they need to >> we got ground to make up and they're they're they're intentional about it. >> Okay. So, if we move on to the next slide, you're looking at the beginning of the year I ready data for math. This is kindergarten through fifth grade. Again, remember yellow's okay because they haven't been taught the standards yet for the to be able to meet mastery by the end of the year or for the end of the year assessment. So, we have we we have 12% of students that are already at at the grade end of the year expectations. So, they'll be pushed um and extended. We have 62% of our kids that are ready for grade level expectations. That's great. And then we have 25% of

199our students that are below grade level. And we're working on making sure that we're teaching I Ready core curriculum. So the I Ready classroom math is being taught with fidelity. And we're making sure that our students are doing the personalized learning platform at least 30 to 50 minutes a day or I'm sorry per week per subject. >> And what is the personalized learning? When the student takes the diagnostic, this assessment, it sets a personalized learning plan for them based on what they do know and what they don't know. And so students will spend 30 to 50 minutes a week >> on math, learning the things that they that's a personalized plan for them based on what they already know. >> It'll teach them concepts person. It'll target them into concepts that they're lacking to try

200to fill those holes. How does a teacher manage all these teach that's the nice thing about this computerized program because you couldn't ask a classroom teacher to figure out >> 30 kids that that you know 15 of them need this concept and 15 need that concept. So that's why the personalized learning platform is so important to be able to fill those gaps. I just I I I kind of keep harping on this one point, but I was confused for so long and I've heard other people being confused for so long. It is sort of unfortunate that so many pieces of this are called I Ready. >> Yes. >> And before we I mean in years past we didn't have the I Ready curriculum which we have now. >> Yes. >> Uh but we had we

201did the I Ready assessments. >> Yes. >> For a long time I guess. And then this computerized thing. So that's the I Ready >> Personalized learning. But they're all ready. But there are three different pieces. >> Yes. >> And we didn't have the curriculum before. We have the curriculum now. And that's the direct instruction part that goes. Yes. >> Then there's the online uh what did you call it again? >> Personalized learning. >> Personalized. Thank you. I'm obviously not getting that. >> No, we're turning into pumpkins. >> It is getting pumpkin time here pretty soon. But um but that uh you know does help fill in the gaps. And then this assessment piece is so that they can get these data points. So just always remember >> there's three components. You have >> maybe it's

202just my own confusion that I'm always but I just I know that other people have been confused about that. So I just always want to make that point that it is three separate components. >> Yep. >> And and not only does the diagnostic the assessment tell you where students are and sets the student on their trajectory for their personalized learning. If if a teacher and they are doing this they're digging into the data. they're able to see where they maybe their classroom needs to focus on a certain concept so they could spend some extra time filling in the gaps during that tier one instruction. So it's not just oh we did this test and we have the score. It's helping teachers to understand where their students are and where they need to focus their their

203energies. So other questions we can move on to the next slide that breaks down the math scores by grade level. So you're saying if for instance that all the kids in the class don't seem to understand their eight times then >> then guess what they can focus on. >> Okay. Then the teacher would go back and >> maybe rehash that. Okay. >> Yep. it it it there's a lot of valuable information within the diagnostic if if you take the time to dig into it and look at your classroom um your students scores and where their strengths are and where their gaps are. So, and and one of the things we did on Friday, we did it with building leaders. So all the principles were here when we were digging into the data, but they're taking

204that information how to dig into the data and they're taking it back to their teachers to help them do it as well. >> So um our biggest focus and and I think we learned this on Friday when when we did the dayto-day, you know, you've got a certain percentage. We want students when they're in on their personalized learning platform, we want them to make their typical years growth, but certain students can actually make a whole shift like a whole year's or two years growth if they do a what they call a stretch growth. So, it's push them a little bit further. You need to you need to grow a little bit further and you'll close that gap even more. those students that can close that gap in a year if they reach their stretch growth

205goal. Um those are the students we're really focusing attention on because that's where we can get the biggest bang for the buck. Doesn't mean we're not focusing on the other ones, but those kids that could close that gap that quickly are the kids that everybody in the school needs to know and needs to be asking them, hey, how'd you do on your assessment or how did you do on have you reached your goal yet? you know, having those conversations and making those relationships with those kids. >> That's what it was very interesting to see that, you know, obviously I didn't um I was kind of watching somebody do it, but all of this data is by individual students. So, they are digging in and they are seeing each individual student and identifying by name students

206who based on their scores are going to be ones that are going to be uh primed for doing a a stretch goal or you know, you think just kind of a regular goal, but and then, you know, specifically for those children creating the the program that will push them along. And uh like you said, it's they're all going to be, you know, they're not nobody's ignored by any means, but certain students you can they by their scores, you can see that they would be primed for this stretch goal. And so it was kind of cool to see that and how they can be, you know, you can figure out who who it is by these individual data scores. >> You'll hear the term win time. All of our schools now have wind time, which is

207what I need time. And so teachers are flooded with additional support. And so they'll break down, okay, these these 10 kids need this instruction. These five need this, these 12 need that. And teachers will split up and say, okay, I'm going to teach that group this during win time. I'm going to teach that. And so that's a that's a level of focus right now our teachers and each grade level have with their with their interventionist partners um to ensure that we're really again very direct and explicitly ensuring that students are filling those gaps um to make sure that that we accelerate learning because we have no choice right now. We've got to close these gaps. >> This is what's going to really make the difference on >> and it it will continue throughout the whole

208school year. I can guarantee that this year Okay, next to Singing Hills, if you're ready to move on, their enrollment as of last Tuesday was at 385. They are on it still on a performance plan. Their scores did drop 2% from the 2024 SPF. Um, and we'll move into their CAM scores. So, that singing hills um ELA, so reading, right? reading, writing. Um they had 50.7% of their third graders meet or exceed um grade level expectations. Um their fourth graders, 60% of their students met or exceeded the expectations. And then for fifth grade, 42.9%. And then if you move on, we have our se uh the math scores. 43.1% of our third graders met math expectations, met or exceeded. fourth grade. 57.5% of our fourth graders at Singing Hills met or exceeded their expectations. In

209fifth grade, we were at 40.6%. And then CMAS scores for science, we were at 30.2%. Singles met or exceeded expectations. But let's look at where we are today. Well, actually where we were like two weeks ago when we took the assessment. So, beginning of the year reading data. So, we're focusing on reading, starting with reading. Um, kindergarten through fifth grade. We have 32% of our students already at at grade level. And remember, end of the year expectation or higher. We have 52% of our students that are ready for grade level expectations and we have 17% of our students that are needing extra support. And then the breakdown per grade level, lots of areas for growth, but I think we have a lot of percentage of students that are ready for learning. So you might, you

210know, look at third grade in particular. You have a lot of students in green, very few in yellow, and then we have a larger percentage of students in the red. Those are the students again that are getting takeflight therapy. We have two takeflight therapists out at um Singing Hills. They're co-eing a second grade classroom. So one of them teaches in the morning, the other one in the morning is teaching take flight, and then they flip-flop. And so we have takeflight therapists out there. We have reading interventionists out there. We're doing wind time out there. There's lots of supports happening in our classrooms. I have to say those two teachers at Sing Hills, they are just delightful and they are so excited and they love the take flight program. They love that they have learned to

211do this. They are they are just on fire. Yes. They are amazing and it is very exciting. >> Their their energy is contagious. >> It is. It is. It was a joy to talk to them. >> They're very excited to to be able to see the growth that they can help create this year. So, >> yeah. >> Okay, let's move on to math for Singing Hills. And we're looking at kindergarten through fifth grade. Again, like I said, the yellow, remember, yellow's yellow's okay at this point of the year. 62% of our students are ready for for grade level expectations. We have 21% of our students that are below grade level. They do get some extra support out there. um they have the personalized learning platform, but they also have built into their schedule a little

212bit of math intervention. So, and then there's the breakdown by grade level for math. And when I come back at um we give um big middle of the year assessments um in December before we go to Christmas break. So when I come back in January, I'll be able to tell you what kind of show you what kind of growth we've seen from here until till the middle of the year. Okay. >> When you do that, can I ask if you could and I you may have this image, but if I could see this data on the same slide as the middle of the year data so that it's really obvious >> percentage point or color. Um I I would prefer percentage point but um how whatever works best but I just I would like to

213see sidebyside we can really see it in a in a glance that uh it is >> how it's improving because I know it will be but I I would just I think that would be a really great visual. >> I can do that. >> Thank you. >> You bet. If we move on to Elizabeth Middle School, their enrollment as of last Tuesday was 380 students. Elizabeth Middle School's um school performance framework, they are in on an improvement plan. They earned 48.7 uh points out of 100, which was an 8.7% dis decrease from last um 2024. Um, CAMASS scores for sixth grade reading, we had 38.5% of our students reading at grade level or above. So, meeting or exceeding expectations. Seventh grade, we had 46.3%. And 8th grade, we had 38.9%. Are you comfortable moving to

214the math scores? Okay, follow if I'm going too fast. So, sixth grade math scores, we had 28.6% of our students meeting or exceeding expectations. Seventh grade math was 20%. >> Why do you think that one's so low? We changed curriculum on middle school teachers two weeks before school started. We provided PD >> when when teachers came back. I don't believe that they had enough time to digest the change in curriculum and be able to internalize the ch because it's a different way of teaching, right? and different curriculum and it wasn't what they were used to and I think that probably created some of this. They now have had a whole year of teaching the curriculum. They've had additional PD throughout last year and again at the beginning of the year. Um we actually have um

215Nate Nathan from I Ready coming in here in a couple weeks. He's going to be learn doing learning walks. He's going to be doing some professional development with the teachers on I think it's the 20th of October on math. And then he's going to be doing some learning walks with the with the um admin there to be able to for him to coach them. This is what it should look like when curriculum is being followed and and we're seeing success in the classroom. >> Now they had the zern before, didn't they? They did. They >> did. Yes. Mhm. >> It was the whole school though, right? >> Yes. >> Because sixth grade is >> a couple points off a state. >> Seventh grade is almost 12 points off a state and eighth grade is >>

216just over a point off of state. Right. >> That's why I focus on seventh, but why that one was such a big drop. >> Yeah. I I'm going to also indicate culture. We know we had culture issues. made some major changes at the middle school midy year. Um we have also made some leadership changes at the middle school. Um I think those those are huge and I think again um beginning of the year data I think is going to be important on this one in particular as well. >> I I've had conversations with the seventh grade teacher and I've heard more buyin this year with the curriculum. he understands how it should be implemented and how the personalized learning platform works with the the core curriculum. So, we're providing more supports. I think it's it's

217um again culture because admin is supportive of the of the changes that we made in curriculum last year. Our new our new admin is supportive of that and and is willing to set time aside for PD for them. stuff. I mean, we we had PD last year, but it the culture isn't ripe for that development. It doesn't stick. I can tell you from being in those classrooms this year, it looks a lot different. >> So, one of the things I will point out is that while we had um licenses for all of our middle school students to use the personalized platform in I Ready for reading and for math, was not utilized. So it is being utilized as part of the do now of our direct instruction. I ready the personalized learning platform. That's what

218they're using for their do now in their reading and in their math classes. So it is being done with fidelity every single day in that building. >> And the reason for that curriculum change was I mean the zern was not going well. >> Parents hated it, kids hated it. So we needed to make a change. >> Yes. And when you make a change, you know, >> Change is hard. And then with the culture, like you said, on top of it, it was just difficult. But, um, this year, you know, a year under their belts and a much better culture. And, uh, this this should should turn this around. >> We honestly received the books for the math curriculum for the middle school two weeks before school started. >> That didn't provide enough time. So, >>

219was it the wrong change? No. >> The timing just might not have been right. >> So, see, >> we could have had the same outcome. Have we stuck with the Zern or gone with the IRA? >> We don't know that, right? >> Yeah. So, >> could have been the same. >> And and like Mr. Xander said earlier, anytime you make a change in curriculum, you're going to have a dip. >> I think that was our dip. Now we have nowhere to go but up. So Cass scores for science, we had 39.2% of our students meeting or exceeding expectation. Oh, definitely over the the state average there. >> Still not what we want, but >> no, >> but we take we take our successes where >> we will we will take the win. >> Yep. And

220>> sorry, I had a duplicate slide there. Sorry about that. That's I'm like, wait a minute. I just did that one. >> You just like the book thing. >> So, I wanted to make sure you saw the science scores. Um, so this is the beginning of the year I Ready reading scores. So, look at at your percentage of students that are in the green and your yellow. And we have 36% of our students in the red. Right now, we have implemented um a reading um intervention program. We had a take-flight therapist at the middle school. We do not have um we actually do have um we're contracting with somebody to do the take-flight therapy. And then Cindy is going um Cindy Con is going I believe three days a week to do what's it's called

221Jet. It's take flight on steroids. It's specifically for the eighth graders um that are really struggling. And it it takes two years of take flight and condenses it into a year and really trying to focus on those eighth graders to get them to grade level and give them the skills they need so when they go to high school they'll be successful. >> So the take flight is for dyslexia. Can we attribute 36% of the the kids to having dyslexia or is this just kind of a reading boost as well? >> I will I will tell you a great deal of those probably do. >> Yeah. And we actually have a high school student coming down who's dyslexic um getting getting services at the middle school because of dyslexia. >> Yeah. >> And that's why they

222put in the mandatory testing. So >> I was talking to um to Cindy on Friday about the high school student and they are on fire with it. I mean they are doing so well with it. >> I've got another family meeting with me next week with Cindy. >> So it was exciting because I mean, I think this kid knows I've got to do something and he's just on fire with it. He's he's going to be very successful with it and really improve. >> He's he's highly engaged in the lessons and and he's showing the most growth. So, it to be able to provide that kind of therapy in in a public school setting is amazing. So kudos to you as a board and Dan for being able to put funding towards that because this is

223what some of our students need. Not all of us, our students need that type of therapy, but kudos to you for addressing the issue. >> So move on to your grade level. So you can see by grade level where our students are um at the beginning of the year. >> See, I think it's important, Mike, to look at that. Look at the green in grade eight which were seventh graders last year. So those are students who at the beginning of the year are on grade level and yet look at this cath scores. So again culture impacted test taking last year >> there was math this is reading >> oh I'm sorry we'll get there but I I bet when you see math because I looked I looked ahead so >> he's jumping ahead. Um so

224beginning of the year if we move to the next slide beginning of the year math data um again this is you know sixth seventh and eighth alto together we have a great portion of our students that are ready for for grade level expectations we have some students that are struggling part of that part of that gap will be filled with the personalized learning platform that their their plan that was created by doing the diagnostic because of the fact that it is now an expectation that they're utilizing the personalized plan in I Ready to at least 15 minutes a day as part of the do now. And so I know that we're going to see these gaps filled. So, and then the breakdown of your math scores by grade level. >> So, what did you do?

225J >> died. >> Oh, >> how many more slides do you have? >> Um, just a couple. We've got them here. >> Okay, they've got them there. Sorry. >> So, 20 So, 25% of eighth grade are on grade level at the end of the year where our CMS scores showed what 10%. So, so again, I think and you've got 40% ready for ongrade level instruction. So, that's the challenge of again I think culture that impacted >> seventh grade testing last year. >> Sorry about And then if we move to the high school, um we have an enrollment of 642. They are on a performance plan. Again, they did drop 5.4 um% from 2024. But I also brought their CAMAS scores for science. If you look, we have 47.9% of our students at the high school

226scoring meeting or exceeding grade level expectations. Um, somebody's going to be up all night drinking coffee >> compared to 25% of the state. >> Yep. >> We also had double the participation in um in SEMAS testing this year. So, >> are there other CMS scores for high school? >> No, they only take the science and it's not, you know, we have a high percentage of students that are opted out of that. So, um, >> and we all talked about that. That is going to be a bandwagon I'm going to be on this year. >> That's Mary's bandwagon. >> My bandwagon. We've got to get the parents to understand that these tests are important. >> Last year, we improved across the board. We had increased increased testing across the board and We'll continue to do so.

227>> Not at the middle school. >> It did drop at the middle school, >> which probably a culture teachers who discouraged even though >> Yes. I mean, if they think it's worthless and this is just stupid. I mean, guess what? It's going to affect the kids are going to go, "Well, what's the point?" And we do know that, and I I said this at the meeting on Friday, uh we knew that some teachers who uh some of some parents who had students who probably could have benefited from the take-flight therapy or whatever or whatever interventions they were recommended to them, but the teacher said, "Oh, that's just those that's just those I Ready scores. They don't mean anything." And uh when I said that, Colleen said, "We've had conversations. That's taken care of because the

228teachers need to understand it. They can't be um they can't be >> but but if it's not the culture in the building to look at the data and do something with the data, then it is meaningless to them >> because to the teacher, it's just a bunch of extra work to do with the data." Yeah. >> Leadership and we need accountability. >> So anyway, that's my bandwagon. one of them. I'm not gonna promise it's the only one, but >> next year, >> right? And I mean, I understand the argument for culture, but I also think that there's, you know, just a degree of, you know, honesty that needs to happen. Like when parents see that if your child starts falling behind in third or fifth, fourth or fifth grade, that can translate to, you know,

229a really um undereducated child by the time you're graduating from what did you learn? And that's something that you know parents do care about, right? Like and they also care about I don't just want my kid being taught to take a test well, right? Like don't just teach to this test. So what is the value? The value is that when your child is graduating, they're going to be graduating like on level ready to be able to be successful, >> you know, at whatever career they want to pursue at that point. But I just I feel like some of it too is that communication there because there is push back to don't just teach to a test. Like my kid is a whole lot more than just how they test on this, right? >> And that's

230true cuz you know there are kids who don't do as well testing, >> right? >> But but part of what it is all about is really wanting to graduate kids who are going to be successful in the careers once they move on but we don't want them graduating at you know middle school level reading reading you know levels. There are a lot of of jobs and careers in the world, right, that you have to be able to take a test to be able to do. Teaching is one of them. Being a lawyer, you know, you have to be able to take a test. While a child is not only a test score, that's why you use a body of evidence, right? We we need to be able to assess them so we have the data

231so we know where they are. So I think the culture in our district has shifted this year um to where the data is not only being collected, it's being evaluated, it's being they're digging into it. So I think we we've made some leaps and bounds in in that aspect. So >> to your point though, I do I do believe that another piece of my bandwagon is educating the parents to understand the importance of these the importance of doing stuff with their kids. One of the slides that we saw on Friday was u kind of uh the scores and how they dropped. I mean basically these beginning of the year tests are you know you're testing them now basically based on their knowledge from last year. How much have they dropped over the summer? And you

232know we were talking about we all went through the you know the library contest you know how many books can you read over the summer? It was a big deal. um you know some little workbooks that take maybe 10 minutes a day on math or something to keep the skills up in the summer. It's not that hard. Um and yes, I know kids have a lot of activities, but >> it's just not going to kill them to do 15 minutes of reading every day and 15 minutes of math, you know, every day and then go on and go play and do their sports and whatever. I mean, those are great, but we've got to keep up the skills and uh we need to get the parents to understand that. We've got to get buy in

233from the parents too. >> Well, I think >> that's my other piece of >> We've also helped with that is by giving our parents information because the I Ready scores have been sent home. >> Yes. >> To parents. Um we also are in the process of sending home those letters identifying students that are working significantly below grade level. So communication is happening which is I think a component that maybe wasn't >> in place. Yeah, there's some parents that are probably in shock. I'm a little shocked. >> Um, but I think that, you know, this is we definitely have areas, a lot of areas where we need to have improvement, but I just don't want to see it get to cass time. >> I want regular assessments during the year, accountability. >> I want I want

234I don't want it to get to this point. Well, in and our policy with regard to the third and fifth grade reading points >> that is based on these I ready scores rights. I mean because we have to point >> no if >> not the first of year one but the middle of the year one and then >> notify them >> and >> we already notified some of them already. >> Okay. >> Because they need to know ahead of time. >> They need to know and then the you know we need the interventions in place and all >> the data is going to help they're already in danger. So >> yes, >> I mean their parents are already notified. >> Yeah. >> So >> yes, they have >> you know >> this data dig that

235these teachers are going to be doing for all their kids is going to be imperative for them and the teacher conferences that are be coming up here. >> And we are doing multiple assessments. So we'll do not only the big diagnostic beginning, middle, and end of the year. We're doing checkpoints in October. We'll do another checkpoint in November. We're doing um in reading we're doing literacy tests. Those are like minuscule assessments. So like um reading nonsense words or reading um reading passages, fluency tests. So we're doing a lot of assessing and data digging beyond what we've done in the past. >> So can we get more frequent updates? >> It won't look exactly like that, but yes. >> Okay. >> If you don't mind it not looking exactly like that, then then that's I can

236probably get that data for you. >> Thank you. So, >> and you may not have this answer. You probably don't have this answer. >> I can make it up. No, >> but if if there's something else that we can be doing to bring these reading scores up that you or Dan, if y'all think of, hey, >> we need something else, let us know. I mean, there's literally other than keeping these children safe, there's really nothing else that's as important as teaching them. >> Well, and we've got, you know, we've got the take flight. We've got, you know, explicit and direct instruction, which is >> proven. It's it's I mean, it's a proven methodology that works >> using the science of >> we've got Yeah. the science of we've got good curriculum. It's just taken a

237long time >> to get where everything is coming together. >> Yeah. >> We like you said that one school's had multiple >> leadership changes over the past six years, right? So that >> you start to gather some some ground and then change happens. So >> yeah, >> Mary, I'm turning into a pumpkin now. >> Yeah, I noticed it's the orange is creeping up. I'm up past my bedtime. >> We're almost done, right? >> Are we good? Can I turn off the mic now? >> Nobody else is sleeping. >> Thank you, Kim. >> You're welcome. >> All right, you don't let those leaves get in the way on your drive home. >> Well, it's more the elk and the deer. I'm worried. >> Well, there's that, too. >> Have a wonderful evening. >> You, too. >>

238So, next up, we have board member reports. So, who wants to kick it off? I'll kick it off. >> Okay. >> The uh the K9 surge last I mean that was tops. Um I really I think that was uh we got to keep our kids safe, right? And sometimes keeping them safe from themselves. >> Um I think that that was everyone was unbelievably professional. Um saw a couple of exceptions, but I mean it's just people being people, right? It's like, you know, teacher, why did you let this kid come walk out of the class? Yeah. But, um, 99% of it was just so professional and so well done. Um, I had a chance to, you know, as the kids were and the teacher were coming out of the classroom, I was able to kind of

239talk with the kids, talk with the teachers. Um, and so basically about a third of the school I got to see and >> they they were supportive of it. Um, the kids were they understood. I mean, I don't think I think >> I think they were appreciative. Yeah. >> I mean, they they probably couldn't put that into words, but I think they were appreciative that we were there to >> because we're looking for things that can literally kill them. >> Yeah. >> I mean, this stuff is one and done. >> I mean, if you take fentanyl, you have a pretty good chance of dying, you know, espec the younger you are. So, um I props and I I know some people had issue took issue with the why wasn't I informed and I I'll say

240that well that's just the brace like we can't inform you because if you tell even one person it's it's gone right the the element of surprise and you need that >> and uh for multiple re I mean just to catch but also I mean as a deter current for later on. We need to do these things. So, um and you know, I've heard people say that we were searching kids, which is absolutely false, 100% untrue. Uh I was standing there. I mean, I'm with the kids. So, and nobody is searching them. >> Why are you searching? So, I mean the the the dog the you know if they found something they didn't just immediately like you know put the kid on the ground and in a handcuff. I mean they were they go and get

241another dog and bring him in just to check hey maybe this dog cost I mean so I think the police officers, the K9 units, the staff uh everybody props and I think we should do those all a lot a lot more and I I just think it you know and I think you were there too and and I think you know we were there I mean I wasn't there to oversee anything but I mean it is this is legitimate. we can do this and this is there's nothing that was done to violate anybody's constitutional rights or anything else. >> Well, here's my attitude. We can we can listen to the people who are like that was just a horrible thing to do. You shouldn't have done it. Um or we can we can do something

242like this. We can be proactive. That's right. Because we're gonna hear we're gonna hear the anger that we did it. I would rather hear that over the cries of a mother. That's right. >> Who has lost her child because of something they may or may have not gotten at the school. >> But it is our responsibility for their physical safety. >> But that is a part of their physical safety. >> So my added, if you want to be mad at us for being proactive, fine. Go ahead and do it. But again, I would rather hear the the bitterness and the anger on social media than listening to a mother cry because she lost her children. We've heard much of that lately. >> Amen. >> Yeah. No, it hurts. >> Yeah. I'll go next because yes,

243I was there observing the K9 search at the high school as well. And you know, I walked away from it um really with a great appreciation for law enforcement in our communities. And I'll mention that we had um the Elbert County Sheriff's Department with their canines. We had Elizabeth Police Department with their canines. And we even had Parker Police Department with their canines. And so um you know, major congratulations to them and their teams because they did really did a fantastic job. Um they were very professional. The kids treated it professionally. >> I mean, as much as you know with barking in the halls, um it was actually a very like peaceful process. like everyone just filed out of their classrooms when it was time to search a classroom. They were all excited to see

244a dog and then they all filed back in when the search was done. And I do think that it gave peace of mind to the students, to the teachers, to the staff, and to the families to know that that search was done, >> that there were no drugs found, and that, you know, the kids are safe at that school. >> So, um, I I appreciated being able to observe it. Thank you, Dan, for setting that up. And I I love the the partnership that we have with those law enforcement agencies. >> Um I think that's something our community can be proud of. >> And props to the security guys. I'm sure they they had a lot of they were everywhere all over the school trying to they were organizing, letting people indoors and running back.

245I mean they were >> they were doing good, >> you know, yman's work that day. >> Yeah, they were. Um, and I also just wanted to say thank you to Dan for hosting this the superintendent forum. I attended that this past week as well. And I think that people really like having access to you in a conversational way to just bring up the questions that they have. And I really appreciate that you're very straightforward. You answer people's questions directly and if you don't know, you're willing to find out the answers. I just think that um that kind of transparency is really important in building trust in a school district. And so I think that the people who came, some of them were even very pleasantly surprised by the answers that you gave and I think

246that it's going to give hope to students who maybe hadn't been recognized as having you know dyslexia problems who are going to get help now. So um you know for those who might be listening you know I hope you'll attend the next forum because Dan is very available and he wants to he wants to help all the families and the students in this district. So >> I can go next. Um Dan was gracious enough to let me tag along with him last week to visit the schools. Um it's been said before, but Running Creek is like night and day compared to last year um compared to the last few years actually. So I was really impressed with that. >> And um yeah, it just seems like the the teaching is being taught um across the

247board. So I was happy to see that. >> Um well, I'm not going to say much. I'm actually going to ask Dan to reiterate something you said at the superintendent regarding the go search and that was with regard to the backpack searches and the car searches and rental notifications about that. Could you just talk about that please? >> Yeah, that's on my list. Okay. Talk about Did you have anything else? Um, you know, one thing I wanted to reiterate, tonight was kind of a tough public comment and I want people to know in my almost four years of being on the board, I've I've learned a lot. And one thing that I've learned is there are always two sides to every story. And one thing I want people to understand is that there's a lot

248of stuff that we cannot talk about because of furpa because of legal. So um you know when people hear something like that I really sympathize with them >> because you know they're they have a very strong conviction about what they came and spoke about. But I want people to also understand that again, there's stuff that Dan couldn't mention tonight. There's stuff that we just can't talk about. So, please keep that in keep that in the back of your mind when you're listening to stuff like this. >> And I'll leave it at that. >> Thank you. Yeah. And just to piggyback on that, I never want to show disrespect to parents. Parents jobs are to advocate for their kids and and they're very passionate about that. And I, as a parent, would be as well. And

249I never want to never want to challenge publicly a parent and and obviously the convictions are strong. Um but you know again um it's it's always a challenging situation. So um K9 search just to piggy back um you know we had we have amazing children obviously you know dogs dogs alert on on things for a variety of reasons. um cars. Sometimes it's because you know we had some kids who bought used cars um and you know parents many of the parents we had conversations were with were like I wonder if who I bought the car from maybe had something in that car because you know residual um uh you know there's always residual um things sometimes that are in cars that dogs are still alerting on um uh backpacks. Sometimes it's, you know, smell of

250of food that might in some way entice the dog over. Um maybe it's So, um we we did have kids whose backpacks were alerted on and I will say our our security team in no way um embarrassed a kid in no way called out that kid in no way made them feel uncomfortable. kids were very discreetly um you know pulled aside, taken down to the office, were very discreetly um let know that hey the dog did alert on your backpack you know do you mind if we search it? All all students were so respectful. Um we were very happy to report. One of the reasons I put out I you know it was no way a pat on the back. It was a we want everyone to know that hey if a child was seen

251being pulled down to the office with their backpack, we want everyone to know nothing was found. Um because those kids have a right to know that you know just because you know the dog might have alerted on on your your backpack, you didn't have anything. And so it's really important to us uh that we got that word out. Um even cars in the parking lot, you know, again, there were some cars that that that the dogs alerted on, but again, um after after we we we did search those vehicles, nothing was was alerted on. Um all of those students had the opportunity to call their parents. Some could reach them, some couldn't. Um but again, um you know, all of those parents were contacted. So, um, again, we had a few, uh, individuals who indicated

252that somehow work got out. Um, staff didn't know until the morning of. They found out at 9:15 that the search was happening. So, even staff didn't know that those searches were happening until the day of. So, um, obviously, you know, we're going to always try to be very discreet on on planning of these. These will continue, just to be very clear. Um, we will continue. we will do them at other schools, not just um Elizabeth High School. So um they will they will occur um continue to occur throughout the year. And so we'll we'll promise that to the to the board and to our community. And again, I want to be very clear. I had parents who say, "We didn't know we had a drug problem." We do not have a drug problem. We have

253had no seizures of drugs in our schools >> as we clearly just showed. >> Yeah, >> we have not had a problem. Um, we had, as I indicated in the letter, we had parents who indicated their children heard students in the bathroom. They don't know who those students were talking about fentanyl. And because we had a drug seizure by Elizabeth Police Department and Elbert County Sheriff's Office um sees, uh, we are on a corridor. Some of you don't know that Highway 86 is a corridor for drug trafficking. Um, does go through our community, unfortunately. Um and so there was a seizure in our community uh several weeks ago and because that coupled with overhearing we thought let's just make sure because to to um Dave's point you don't get a second chance with fentanyl and

254we're not going to have any risk of that for our students. So, um, just to clarify, we don't have a drug problem in our community and we're going to make sure we don't. And so, um, we we, um, appreciate the understanding of our parents and, uh, we we won't give advanced notice, um, to our families. Um, uh, we will let you know. I know some parents were concerned because we texted, um, you know, maybe we shouldn't do that in the future. We didn't want parents to hear. We had, I think, seven police cars roll up in front of the the high school. um at one time and we thought we wanted parents to know there wasn't something going down. Um that's why we texted again I think darned if we do and darned if we

255don't. So um we'll continue to try to refine. We have had some parents uh meet with us to give us some feedback and we'll continue to to get better as we do these. So, uh, K9 search, like I said, we we um appreciate the understanding of our community and felt like it was a overall it was a good event, but we can we can continue to get better. Staff staff development day on Friday. We have all day staff development, no school um on Friday for our students. So, uh parents, if you uh didn't notice that on the calendar, um buses will not roll on Friday and your kids will not come to school. And if you try to drop them off, you might notice parking lots empty. So, our our staff will be in training

256at Elizabeth High School all day. Homecoming parade is next Friday, not this Friday, but next Friday. Um, permission slips are required this year. So, um, permission slips are going home for our elementaryaries and our middle school. Um, parents do need to sign permission for children to go to the parade this year. I don't think the district has done that in the past. So, if your child is going to be transported to the parade and back, you will need to give permission. If your child doesn't have a signed permission slip, you will your child will either stay back or you may come and pick them up if you'd rather them not participate. But we really want to make sure you know your child is leaving the school and going to the parade route and coming back

257for dismissal. Um, so just expect to see that in the coming days. Um and even Running Creek, you'll get permission for your child to actually walk out of the school and and line the parade route. So, um just know that that's coming. And high school will dismiss midday uh for parade. So, if you want your child to ride the bus to the parade route, you'll give permission for that. Um just because we do want to make sure you you're giving permission for your child to actually go to the parade route. Um otherwise, your child will be dismissed and we'll count that as a half instructional day. There are activities at the high school after the parade. There's tailgating. There's the the homecoming game, all of those things. So, obviously, if you don't want your child

258to go to the parade, we'll supervise them at school. There'll be an open cafeteria, things like that. But, um, expect to see that coming home. A board candidate forum. We do have a board election. And if you didn't know that, um, we have a board election coming up. It's a board candidate forum next Wednesday evening, um, at the high school. Um, and then as was already mentioned, superintendent forum, you know, we want dialogue. Um, you know, it it hurts when people say, you know, I don't care. I don't want to hear. I do want to hear. And forums are always a great opportunity for just dialogue. Um, uh, we are far from perfect in the district. And when we get things wrong, I'll admit it, and we'll we'll problem solve to try to make it

259right. Um, I was excited to see the large number of people at the forum. They seem to be getting larger. I think Mary has attended many. Rhonda has and Nicole came to to to her first one as a board member um this last last time. So my next one is November 8th, I think. Um we'll get that out um November 18th or 8th or one of those dates. Um it's coming up in November before um Thanksgiving. Um so we'll get that out. We're doing a Tuesday night this time. I know Wednesday night doesn't work all the time for everyone, so we're going to vary the dates. uh days so we can get people there. I do want to address a couple of things and I actually prepared a long statement and I know it's late.

260Um I I I'm concerned about some misinformation out in the community. Um and I'm concerned about people who just call it Elizabeth derangement syndrome. Um because there are people out in our community who just want to seize on any misinformation they can. And I was really saddened over the weekend that a teacher who announced her resignation, her resignation appeared in our board packet that there were members of our community who seized on that and went to social media to to to try to spin that she was leaving because she hates our district. When in fact, life happened for her. Her husband got transferred and she was really sad to leave. And before she could even tell her children, this group of people in our community who want ill on our district thought it was cool

261to go out and try to blast her resignation all over the community social media. This is Elizabeth derangement syndrome. These are people who used to work for the district and left before I was here, before this board was in place, but they want harm for this district. They abandon the children of this district, but they want harm to this district. And they hurt this teacher. And I'm angry about it, folks. I'm really ticked off because here's this teacher who lost the opportunity to give her heartfelt news to her to her parents. And frankly, it's wrong. And I don't know how to help this community understand that this group needs to stop. They don't care about this community. They left this district. they don't have their children in our schools. And why they think they have

262a right to harm this district is beyond me. Another thing they've gone out is to try to say, "Oh, this dyslexia program is nothing new. We did it before." No, we haven't, folks. They're talking about this program called SIMR. SIMR is is simply an intervention program. It's an intervention program that the Colorado Department of Education piloted in 2223. If you look at our reading data, even back three years ago, we've never had more than 50% of our kids read at grade level. So, if Simmer was so great, then why haven't we done better? Simmer is not a dyslexia program. It's a balanced literacy program. It's a reading intervention program. Take Flight is a therapy for students with dyslexia. It is a M's level training that we are providing to our staff to provide therapeutic support

263for students with dyslexia. And for this group to somehow say, oh, don't give this district any credit for doing anything different because they did summer before is just really aggravating because we have staff who spent all summer getting trained to do real therapy for students. And again, these people left our district. They don't know what we're doing. And yet, they're trying to take pot shots at the district and hurting staff. They're not hurting me. They're not hurting the board. They're hurting staff. And frankly, I'm sick and tired of it. Folks, I hope if you see information out there on social media that is downgrading the district, downgrading the board, downgrading staff, downgrading anything that's happening, reach out and get accurate information because frankly, it's false. Let me tell you the real story of this district.

264Since this board and I have taken over, we have focused on instruction. We have focused on returning our our schools to environments of learning. We have, without raising taxes, increased teacher salaries by $6,000. We have increased support staff salaries by 10%. We have provided armed security presence in all of our campuses. We've worked to build a fund balance uh to address our infrastructure needs in the district, and we haven't asked for one additional dime of increased taxes from our taxpayers. We continue to empower parents to make important decisions for their children regardless of their background and beliefs. We've removed politics from our classrooms and we've refocused our efforts on instruction. What does that mean? We don't have MAGA flags in our classrooms and we don't have Black Lives Matter signs in our classrooms. Our staff

265know that our children come to school with their values instilled in them by their parents and they go home with the values instilled in them by their parents. That's a school district we have here in Elizabeth. That's a school district that this board has put into place. It's a school district that we run here in Elizabeth. It's a school district our staff is committed to. That's what we are in Elizabeth school district. And frankly, I am sick and tired of those who want to paint us differently. So, I'm going to stop there. Thank you. >> You said we have a good team. >> We do. >> We have a good team. >> Getting better. All right. So, next up, uh, consent items. I move that the board approve consent items 71 through 77 as presented.

266>> Second. >> Can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> No. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. Well, this will be a little shorter since we scratched. Yeah, >> that's good. >> Um, so first action item, we have our second reading of revised policy JIH, student interviews, interrogations, searches, and arrests. I move that the board approve the second reading of revised policy JIH, student interviews, interrogations, searches, and arrests. >> Second. So, we know on this policy we'll bring Tyler Rabido back in. We'll bring Chief Engel next board meeting and we'll um have him do some of the um explanations. We'll do some reformatting of those that Mary suggested. Um and hopefully um at the next meeting we'll be able

267to move this forward on the third reading and hopefully third and final. >> Any further discussion on that one? Okay. Can I get a roll call? Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> And next up we have our second reading of exhibit JIH-E, student search form, paper or electronic. So I move that the board approved the second and final reading of revised policy JIH-E student search form paper or electronic. I think it was saying that we should do the the exhibit when we finalize JIH next time. So, I would say not final on that just because the two should go together. >> Did we say that? >> I I think it could go. >> Yeah. I don't

268think >> Okay. Yeah. Well, okay. I'm fine if you want to, but >> yeah, I I don't think there's anything. It doesn't hurt to have the form. >> I didn't think we had any problems. >> I just I know we said that about the >> Yeah, the we didn't comment one. >> Oh, yeah. Okay. But >> Okay. So, is this one second and final? >> Who second? >> I'll second. Okay, >> we're getting hilarious. >> Happy. >> Any further discussion on that one? >> Okay. Can I get a roll call? >> Director Callahan. >> Hi, >> Director Fletcher. >> Hi. >> Director Hunt. >> I. >> Director Olsson. >> I. >> Director Pal. >> Hi. >> Okay. Next up, our third reading of our new regulation KEC-R2, library protocols. I move that the board approved

269the third reading of new regulation KEC-R2, our library protocols. We know we have some rewarding to do to make sure we have the policy J referenced in here. Um, we'll do some clean up on this. Um, add some words about general curating. We'll run it by our attorneys and make sure that no concerns with that. We'll take out Destiny and make sure we just have general um in there. So, we will hopefully bring this back. We'll get it to you in advance and hopefully have final reading next. >> I second that. >> Okay. Any further discussion on this one? >> Okay. Can I get a roll call? >> Director Callahan, >> I. >> Director Fletcher, >> I. >> Director Hunt. >> Hi. Director Olsen. >> I. >> Dr. Pal. >> Hi. >> Yay for that

270one. >> Okay, we're um we removed 84.85. So 86. This is a second reading of revised policy BEDB agenda. So I move that the board approve the second reading of revised policy BED agenda. >> Second. >> And further discussion on this one? I know we're sending it back for revisions. We're going to bring it back. >> Key key is really I think your idea of trying to make sure we have that second >> public comment move up if there's time. So I think that's really the key one and I like that. So >> all right. Can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. R 87 is our second reading of

271revised policy BEDH public participation at school board meetings. I move that the board approve the second reading of revised policy BEDH public participation at schoolboard meetings. >> Second. >> Okay. Any further discussion on this one? >> Did no last statement. >> Okay. So, can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Before I say I, we're not doing final on this one right now. >> Nope. >> No. Okay. I >> No, I'll make those changes and send them out. >> Okay. And um the last we have on the agenda is um the appointment of district advisory council committee members. So we have a list that we put together. >> It's in it's in your

272book. It's >> in my book. >> Last last page of your book. So um what we have here is the membership. So we have Elizabeth school district staff um proposed is Elizabeth High School teacher Ginger Xander, Elizabeth Middle School teacher Melissa Pul. >> Yep. >> Uh legacy teacher Jacob G >> Garammore. Garamort >> Garammoni I guess. Yeah, sorry I always say it wrong. Um, SH teacher Chris Christine Bastion, >> district administrator Dan Snowberger, and our parent and local community member representatives proposed are Elizabeth High School parent Kristen Sandborn, Elizabeth Middle School parent Jaci Eer, Legacy parent Heather Salazar, Running Creek parent Corey Transu, Singing Hills parent Jen Thorson, community member Jennifer Wallen. So with that, I move that the board approve the 2025 2026 District Advisory Council membership. >> Second. >> Any discussion on that?

273Okay. Can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. Okay. Um, board planning, new business. Anything we want to add? >> Just to put in your front pocket if anyone is still interested, they're still um you're still able to register for the leadership institutes um learn right lead summit this weekend. The agenda is in the front pocket. So, if you have any interest, let us know. We can send you the registration link at no cost. Um, it's pretty action-packed. lots of lots of interesting um sessions. So it's in Parker here. So um let us know if you have any interest. So >> okay. So with that our next board meeting is Tuesday, October

27428th, 2025 here in our boardroom. And with that, I'm going to adjourn this meeting at 9:53. I don't know. I don't know.