001Appreciate it. Uh, first we'll call to order and roll call. >> Mr. Chavis, >> present. >> Mrs. Cole here. Mrs. Evansson >> here. >> Mrs. Heights >> here. >> Mrs. Woods >> here. >> We can do a pledge of allegiance. Mrs. Wood, would you lead us, please? >> 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. Our next step is meeting minutes and summary approval. Do I have a a motion to approve the minutes of 33 26 and 324 26? >> Motion to approve the minutes from March 3rd and March 24th of 2026. >> Second. >> Is there any discussion? >> No. >> Mr. Chavis? >> Approved. >> Mrs. Cole, >> yes. >> Mrs. Evansson, >>
002yes. >> Mrs. Heights? >> Yes. >> Mrs. Woods? >> Yes. Next we'll do the recognitions. First winner is Andrea, the Braille challenge winner. Matthew, I give you. Sorry. Would Anna Lisa Sanchez please join me at the front of the room? >> [applause] >> Anna Lisa, a second grader at Lincoln Orchard Mesa, recently earned first place at the apprentice level in the 2026 Denver Metro Regional Braille Challenge. This competition brings together students who are blind or visually impaired to demonstrate their skills in Braille literacy, including reading comprehension, spelling, and proofreading, all under timed conditions. The Braille Challenge is the only academic competition of its kind with participants from across the United States and around the world. Ana Lisa's accomplishments accomplishment is a reflection of the hard work she has put into developing these essential literacy skills
003which opens doors to academic success, future opportunities, and a lifelong independence. It also speaks to the curiosity, determination, and positive spirit she brings to learning each day. We also want to recognize Angela Sims, teacher for the visually impaired, for her support and dedication in helping Ana Lisa reach this milestone. The board of education and superintendent Dr. Hill want to congratulate Anaisa on this well-earned recognition. We are so proud of you and all that you have accomplished. [applause] Perfect. [applause] >> Pretty. All right. Do you guys want to stand? I'm gonna let you guys together. [applause] That's awesome. Very special. Would Elise Donaldson please join me? >> [applause] >> You can hold that while. All right. So, Elise is a seventh grade student at Redlands Middle School who is also participating in concurrent math coursework through
004Grand River Academy. She recently earned first place at the Colorado Math Counts Competition held locally at Juniper Ridge and went on to compete at the state tournament, placing among the top four students in Colorado. Yes, that's awesome. [applause] This achievement secured her a spot on the Colorado State team and she will represent Colorado at the national competition this May. Where's that going to be at? Um, Orlando. >> Oh, nice. Orlando. Okay. So, Math Counts is a highly competitive nationwide program for middle school students that builds problemsolving skills through a series of rigorous rounds, including individual and team challenges focused on speed, accuracy, and mathematical reasoning. Elisa's accomplishments is especially notable as she's the first student from D51 to earn a spot on the Colorado Math Counts National Team. This achievement reflects not only her exceptional
005mathematical ability, but also her dedication, perseverance, and her willingness to challenge herself at the highest level. Do you love math? Okay. Yeah. So, the board of education and superintendent Dr. Hill would like to recognize Elise for this incredible acco accomplishment, excuse me, and her wish. And we wish her the best as she represents Colorado at the national stage. So, congratulations. [applause] >> [applause] >> with the students and directors from Independence Academy involved in this year's Middle School Allstate Choir. Please join me at the front of the room. [applause] The middle school allstate choir features some of Colorado's top young vocalists and helps prepare students for advanced music opportunities in high school and beyond. Open to only seventh and eighth graders, the selection process is highly competitive and includes a rigorous audition and a director's recommendation
006confirming each student's readiness to perform at a high level. This year, two Independence Academy students were selected for the All State Choir Festival. The board of education and superintendent Dr. Hill congratulate these students on their dedication and achievement in the vocal arts. We also extend our appreciation to their directors for their continued support and leadership in guiding and inspiring these talented young students throughout the year. Um the director for Independence Academy is director Leah Skelton and [applause] one of our amazing young vocalists is Lucinda Deford who is here this evening. [applause] So, Lucinda is our seventh grader and Jenny Lewis couldn't be with us this evening, but she's our eighth grader from Independence Academy. Congratulations. [applause] [applause] Good evening everyone. Would Jet Wells and Coach Johnson please join me at the front of the room.
007[applause] Jet, a senior at Fruda Monument High School, was named the 202526 Southwestern League boys basketball player of the year, while Grand Junction High School boys basketball coach Dutch Johnson was recognized as coach of the year. This year, Fruta Monument boys basketball delivered a standout season, finishing the regular season 17 and seven, capturing a league championship and earning a spot among Colorado's top 10 teams in the 6A classification. The Wildcats were led by standout performances from Jet, who has established himself as one of the top players in the state. [clears throat] Excuse me. A three-time Southwestern League player of the year, earning the honor back-to- backto back seasons. Jet continuously delivered dominant performances, including a 38-point game in a key rivalry matchup. He also set a new school record with an impressive 51point game and
008will continue his academic and athletic career at Western Colorado University. Let's give him a round of applause. [applause] Coach Johnson led Grand Junction High School to an outstanding 21-5 season, advancing to the class 5A grade 8 state playoffs. He is a widely respected for his leadership and the positive impact he has on his student athletes. Under his guidance, the Tigers consistently compete at high at a high level while demonstrating discipline, resilience, and a strong character. The board of education and superintendent Dr. Hill congratulate Jet and Coach Johnson on an incredible season and thank them for representing D-51 with pride, leadership, and excellence. We look forward to your success in the upcoming seasons. [applause] Good job here. Thank you. Congratulations. >> [applause] >> Just real quick, I also noticed that coach Mike Wells, who's retiring, is
009in the audience. If we can give him a round of applause for all of his service to [applause] >> Would the wonderful Sutton Casey please join me up front, please? [applause] The fraternity of free and accepted and accepted Masons of Colorado host the Masons public school awards ceremony to recognize exceptional educators and students throughout the Grand Valley. This long-standing tradition honors the academic achievement, leadership, and commitment to public education. Tonight, we'd like to recognize Sutton Casey of R5 High School, who was named outstanding D51 Educator of the Year. Miss Casey has dedicated more than three decades to District 51, bringing a deep passion for supporting all students, especially through her work with the R5 High School Youth Parent Program, where she connects teen parents with resources to help them succeed. She brings creativity and care
010into the classroom. From teaching students to sew and give back to others to leading projects that foster connections and support for peers. Through strong community partnerships and a commitment to kindness, Miss Casey creates an environment where students feel valued, empowered, and inspired. We're proud to recognize our outstanding educators for the difference they make in their classroom, in their schools, and throughout D51 community. and especially and a special thank you to our engaged and supportive community partners at the local Masonic Lodge for helping highlighting the incredible work happening across our schools. The board of education and superintendent Dr. Hill congratulates Mrs. Casey on this well-deserved recognition. Thank you for going above and beyond for our students and for being such a great example of the heart, talent, and impact of D51 educators. [applause] >> Thank you.
011Thank you very much. >> [applause] >> you, Miss Kelly. Aren't you supposed to help me with this one? With the individuals presented from the year's leadership D-51 cohort, please join me in the front of the room. [applause] >> Yeah, you're easy. Over the past several months, this group has participated in the district annual leadership D-51 program designed to connect community leaders with the work happening across our schools through open dialogue and collaboration. participation gained a deeper understanding of District 51, straighten relationships that support student opportunities and well-being, and explored ways to partner in advance advancing the district strategic plan. This year, cohorts of 20 businesses and community leaders met regularly through five sessions, building meaningful connections and insight into the dayto-day operations of our district. As alum of the program, they now serve as as
012engaged and supportive community partners, helping to straighten opportunities for our students and schools. The board of education superintendent Dr. Hill extends our appreciation to each participant and their organization for their time, commitment, and partnership. When our schools are strong, our community is strong. And we are grateful for the roles of each of you played in supporting D-51. Rick Reynolds, Hank Braxton, Chelsea McCormack, Joy Boyd, Scott Coulton, Star Sarah Fletcher, Tina Ross, Amanda Chip, Chase, Ivy Archeletta, Luke Feather, Kelsey Wells, Richie Anne Ashcraftoft, Laura Tippen, Bronson Henriquez, Maria Watson, Melissa Calhoun, Michael Cap, Shannon Jars, hope I said that right, and Jonathan Van Waven. Thank you all. [applause] >> [applause] >> Now we are going on with our rest of our board meeting. If the individuals who were honored tonight, if you would like to leave,
013this is an opportunity for you to leave. If you would like to stay, you are welcome. Keep doing feel pretty good. I think I'm doing my 12 week For the individuals that are staying, we do have audience comments tonight. And if you would like to say something, please come up to the table over here on the left hand side and please sign it if you would like to do audience comment. Thank you so much. Next thing that we have uh the board to report good things if I will go first. I was able to attend the seal of bi literacy last evening. It's one of the most enjoyable awards that we do have uh to see these individual students that are seniors in high school and every high school was uh there their students and
014they are going on to college and to see that they are speaking multiple languages plus the amount of the colleges that they are going to and uh the professions that they are looking into going to. We're talking about somewhere premed and pre-law and microbiology. It's just totally impressive of these young people that did the biiteracy certificate. >> I was just I'll just add on to uh what director Chavez said. There were 61 students who were honored um and celebrated for having achieved proficiency in two or more languages. So, it was very impressive. And then the other thing I wanted to just mention [clears throat] that's uh happening in our community with our district students is the Young Entrepreneurs Academy that is um sponsored by Grand Junction Chamber of Commerce. Uh so I went to that
015this last Thursday night. We had six of our district students there and I just wanted to hear uh what their presentations were and it was uh just quite impressive. So nice to see that happening with a partner out in our community with our students. >> Um I along with uh director Woods Heights and Presidents Cho President Chavez, we were at the Masonic uh teacher and student awards and uh it was so lovely to see all of the wonderful things that the staff members and the students said about their peers. that was one of the requirements is that they had to be nominated and um selected by their peers, not just by an administrator. So, it was so wonderful to hear those raw conversations about those students. Um and one student from Grand Junction High School
016who won the Masonic Awards, he is just outstanding. Uh was flown out to MIT twice. I mean, he's just incredible. So, it was so nice to hear all of those incredible things that those students are doing. I would just echo the Masonic Awards are was packed this year. Um it was almost nowhere to sit. So um it's neat to see that each year um there's more and more participation and uh that was just a really neat evening. So then I'll have committee report. >> Anything else? >> I did not make it to the >> It's all good. Uh the next thing is community activities and updates. I had a quarterly um PAB with a parks improvement advisory board. Um so we had met back in January. Um and so then we just met this last
017week. Um so that's just a collaboration between um the county, city, um the school district, and then um partners with Jo. So, um, so there's going to start, um, the remodel there on the entryway, um, to, uh, Stoker Stadium, uh, just to open up that entryway, uh, because we no longer really have like paper ticketing. Um, I I had mentioned it a little bit, um, back in January. So, you'll probably start to see, um, some of the groundbreaking uh, starting soon. And then um a little bit discussion around um obviously CMU starting their renovations with their uh football field with the old um uh barn there as well. So um they're obviously coordinating with the stadium. And then um for those of you that um frequent the stadium, you know that you can only get
018hot food on one side um because there just have been some particular um issues with that. But now, um, they're opening it up to where you'll be able to get hot food on both sides, which will now actually help with concessions. Um, so that will help with, um, obviously, um, I think making patrons more happy as, as they're not having to wait on one side, um, to get certain particular food items. So, um, and then I think, uh, so that won't hinder anything as far as our graduations go because I know that might be a concern. So everything will be fine um as far as any of our graduations that are held at the stadium. So it was a good meeting and um everything's going good. >> Thank you. Any other committee updates? >> Yes,
019I had just a report out on the D-51 foundation which I know most everyone is familiar with. Uh it was the annual retreat. Uh so new board members including myself and uh Secretary Heights uh participated for part of that as well. So bringing on new board members and really looking into the year uh talked about year-end fundraising uh goals that were met. So they did very well um and then looking toward next year. So they have been funding technology and innovation, professional learning, and student staff wellness and may likely do some of the same similar focus areas. But it I believe they're really going to start looking at more of a targeted financial support to ensure it's uh supporting our strategic plan. >> Anything else? Thank you. D51 happenings and celebrations. >> Good evening board.
020I'm Sierra Hawkins, communications and marketing specialist for School District 51. Here to share with you the latest happenings in celebrations. To begin, D51's April Golden Apple Award winner is Chelsea Garcia from Chapita Elementary School. Miss Garcia was nominated for the meaningful impact she's had on her students, including one fifth fifth grader who came into the year struggling with undiagnosed dyslexia and feeling discouraged about school. With her support, that student has already made strong progress in both reading, math, and just the first half of the year. Stories like this are a great reminder of the difference our teachers make every day. Miss Garcia brings patience, positivi, positivity, and care into her classroom, and she creates an environment where students feel supported and capable. We're grateful for the work she's doing and the example she sets for
021others. Fifth graders at Monument Ridge Elementary School have been taking part in the Southwest Airlines Adopt a Pilot program, where they've had the opportunity to connect with real pilots and participate in hands-on activities in the classroom. To make it even more special, a Monument Ridge parent and Southwest pilot, John Stanley, recently surprised the fifth grade teachers with a roundtrip Southwest ticket. It was a thoughtful gest gesture that really brought the whole experience full circle, and we're grateful for the support he's shown to both students and staff. There was no shortage of smiles at the Mesa County Fairgrounds last week as the Colorado Mesa University rodeo team partnered with District 51 to host the fourth exceptional rodeo. This event gave high school students in our special education programs the chance to experience the excitement of a
022rodeo in a setting that was supportive and designed with their needs in mind. A big thank you goes out to D51 special education coordinator and chauffe for helping bring this event to life along with our entire sped and the many community partners who made this day possible. Palisade High School held its live above campaign the week leading up to prom focused on helping students make healthy informed choices and raising awareness around challenges they may face. As part of the effort, student council organized spirit days to honor classmates who are no longer with us while also promoting awareness around substance use, recovery, and impaired driving. Students also attended an assembly in partnership with Mothers Against Drunk Driving, where a parent shared a personal story and took part in a DUI simulation to better understand the real
023life impacts of impaired driving. Thank you to our student leaders, staff, and community partners who help support this important work. District 51 recently launched its kindergarten readiness campaign centered around the idea that readiness isn't about being perfect, but about growing skills over time. The campaign highlights the things like following directions, managing emotions, building independence, and getting along with others. Um, and getting along with others matter just as much as ABC's and one 123s. It also helps incoming families understand what kindergarten ready can look like, including skills like following directions, asking for help, using the restroom independently, participating in routines, and interacting kindly with others. These skills aren't required to start school, but practicing them at home can help children feel more confident and prepared. At District 51, we want families to know we're here to
024support them every step of the way because small skills really do lead to a big start. And that's all we have for District 51 happenings and celebrations. Please continue to stay connected to all things D51 by following us on Facebook, Instagram, and X at D51 schools. Thank you. >> Thank you. Thank you. >> Next, we have the superintendent report. >> All right. Uh, so first up, we should have Amy Atwood on to give our legislative update. Hey, Amy. We Just to clarify, so you said um K12 will see an increase of 150 million. Is that accurate? Okay. And so, and that's important because you said um it'll be fully funded. I just want to clarify it's not adequately funded. So, that means we're it's good that we got almost 200 million more. So, the state
025just needs to find another 3.3 billion. um and then we'll be uh adequately funded. So, and I only clarify that because you know today there was an article in Chalkbeat and the headlines make it seem like the problem's been solved. We're fully funding and there's a difference between fully funding and adequately funding. And so, um and you know, I'm sure Mel will talk about this, but even when we see any slight increase, we still have the issue with declining enrollment. And so, that's going to negate any increases we see. So, um we won't benefit from that increase, but it is nice that there wasn't um major cuts to K12. But just want to clarify we're not adequately funded. >> And I'd like to just add two points that um with the roll out to 30%
026that moved the student averaging to three years. So it's a three-year averaging for enrollment. And there is also discussion about a smoothing factor that was not amended in yesterday in committee, but we do expect that to be amended in. It is it is something that case has been working on for months now. So, we do expect that to come forward on second reading likely this week. >> And then the other thing I heard recently from um Tracy Rainey with Colorado School Finance Project was just districts being careful and know we talked about this last month, but um because of the forecast that they used um there's a good chance that there could be a mid-year recision. And so we need to prepare for potentially having funding pulled back mid year. Um is that still something
027that you're worried about or hearing? >> I think that um that is why we need to pay close attention to those revenue forecasts. I think we will have an idea from the June forecast if if we actually fully fund or everything was funded for the 2526 um budget because if not they have to backfill that. We'll know that in June September we will have a better idea of what the tax receipts were um from April from tax day and we will start to see a picture of what the economy looks like. And then in December, we'll really have a good idea if they're going to have to pull money back from us. And if they were, that wouldn't happen until there is a bill in January. It would be finished by midFebruary. I think we'll
028have a better lead in this year uh knowing if we are going to have to pull back on funding. And then the only other thing I thought I read too is that we need to prepare for potentially a um 1.5 billion dollar hole next year at the state level. Is that accurate? >> Yes. Um it is the same talking point that we have heard for the last two years now that it's 1.5 billion. It's a structural deficit. Um I I think that we're probably still sticking around 800 million. the joint budget committee could have made more decisions on cuts, but instead they they pulled back on the reserve. That 2% gain them 300 million. So going from 15% to 13%. I think what would be very telling in these next three weeks, there are hundreds
029of bills waiting to be heard in appropriations committee and because they need funding. And if there truly isn't any money except for what there were placeholders in the budget for that a whole slew of bills, >> then it's really going to be hard. It's really going to be hard for the joint budget committee next year to say we don't have any money. we don't have money because that's what happened last year in 25 26 they said they didn't have any money and then we had hundreds of bills that that needed more. So we'll see how these next three weeks play out if if it really it it really is a stopping point and there really isn't any more money to spend. >> Okay. Well, thank you Amy. Really appreciate it. Okay, thank you. >> All
030right. Um, so next up we have um our third quarter business and investment financials uh presentation. So I'll have Mel come up to present that. >> Good evening board. So, in your packets tonight, you have um the third quarter financials, which represent transactions on the financial books through March 31st, as well as our investment reports. Um, and then a memo provided by our fiscal oversight committee. Um, so hopefully you've all had a chance to read through those. Um, just to highlight some of the information that's provided in the memo. On the general fund side of things, our revenues are a little bit behind where they were last year at 71% of budgeted revenues have been received where last year was 74%. Um, this variance is due to timing differences between local property tax and the
031state backfill more than an overall change in projected revenue by the end of the year. So again, our revenues are still on track and u we're looking at them to really closely align to where we were budgeting. So that's good news. um expenditures are trailing a little bit behind budget um due to a few factors. Uh we're at 72% of budget expenditures having been spent through March 31st. Last year 73% um but we also still have that $1.6 million COLA uh in loop payment to employees that'll be paid in May. That'll help um bring that closer to budget. And then as you guys are well aware of this year we've just been making reductions through attrition um position vacancies other budget reductions throughout the year. And so if there's a lean we'd probably be on
032uh towards under budget by the end of the year because of some of those factors. So when you kind of put those two pieces together on the revenue and expenses um we're reflecting a planned use of approximately $2 million of our reserves. um overall still maintaining a stable position in the general fund. Um at year end we anticipate holding about 21.8% of net expenditures and committed and unassigned reserves including approximately 4 and a.5 million in unassigned. So that's the amount above the 20% requirement. Um for context this level of reserve equates to roughly three months of salary and benefit costs. You can see the calculations there at 16.7 million times three months is 50 million. That is really close to our target of our committed requirement um and reasonable position given our funding constraints. However,
033it remains below the recommended benchmark of three months of operating costs. So that would include non- salary and benefit costs as well. Um which three months of those costs would be closer to 63 million. Um which would require an additional approximately eight.5 million to be held in reserves. Do you guys have any questions on the general fund piece before I move in kind of to other points? Okay. Um, so I think our reserves maintain a uh critical safety net. Um, as there's still continued pressures. We just heard Amy Atwood present about some of the state pressures. Um, April 3rd, so just a few weeks ago, the presidential budget request was dropped. And so this wouldn't affect next fiscal year, but it would be 2728. And some of those same federal programs that have been targeted
034for funding freezes or reductions are once again um being proposed for reductions or eliminations. Um so something that we definitely need to consider. And so some of the takeaways from there were title two, a reduction and uh consolidation into a block grant um called make education great again I believe was the the block grant. um title three elimination and title one part C which is our migrant elimination. So some of those same funds that we've kind of been worried about for the last couple of years again we'll have to keep watching those and see if those were to those cuts were to be enacted. Um even some of our other grants like title one um are recommended for flat funding. Um our title one allocations next year are actually going down as a district um
035because of declining enrollment. And so even though the uh federal allocations may be flat, some of these areas like title one um 6B, we may still see overall reductions because of our changing student count. Um at the state level, of course, Amy Atwood was just uh asked about the possibility of a mid-year recision. Um we would tend to think that it it there's a likelihood of that and so definitely being able to plan for that in case um economic conditions deteriorate. a lot of those revenue forecasts were really set before like the Iran war kind of kicked off and fuel prices changed and so just there's a possibility that some of those revenue projections aren't going to be met. So watching for that and then as we talked about that this year there was a
036shortfall of 1.2 billion that they were trying to fix. Um last year was over 800 million next year projected as high as 1.5 billion. So, it's just an ongoing um pressure at the state level as well that'll impact our funding. And then locally, we heard that the specific ownership piece was pulled back, but there's definitely uncertainty around the future of that local control of our specific ownership collections and if those will be pulled into formula in the future. And then, of course, managing declines in student enrollment. So there's better news in some of the funds outside of the general fund um where most of the funds are well balanced um and on track to meet their budgeted expectations for the year. So just to kind of go over in depth uh two of the funds
037in your packets, these are internal service funds. So they're towards the back of your financial statements, 162 and 64. Um fund 62 is something that we want to continue to highlight. That's our self-insured district medical plan. And so in recent years that fund has been at the brink of of zero and it's really turned around to a point where this next year um really happy and relieved that we won't have medical premium increase on either the district share or the employee side and that's because of some really great being work being done there. Samaritan program which helps to limit our high pocket uh high dollar claims to our plan and then some different sourcing with our pharmaceuticals to keep the prescription drug costs down for employees and for our plan. Um so that's a big
038relief definitely not the norm across the state um but something that'll help um as we plan for next year's budget. Uh fund 64 you'll remember back in readopted budget we increased the transfer on that fund by $500,000. This is the fund where we pay for our safety and security, our property and liability insurance, our workers comp, um any of those RA risk management type activities. Um that fund is still expected to use about a million dollars of reserves by the end of the year, which is about half of their reserves. And so definitely that's something that we'll need to address and helping that ensure that transfer keeps pace with the costs that we're experiencing there. Um, I need to plan for an increase into that fund for next year if possible. I'm always nervous to
039prepare these slides and then hear Amy Atwood speak just to make sure that something radically hasn't changed since the time that I prepared it. >> Just real quick, if we go, can you on the reserves? Um, we've had a question before about the that amount being different than like another amount in some reports. So, can you help explain um the difference in that? And so, and just to clarify, so you're saying because usually we do say we want three months of budget operating costs. So, we're not there currently. Um but we are at three months of salary and benefits costs, which is great, but yeah. What can you explain the difference between the reserve amounts? >> Yeah. So, when I'm talking about um these financial statements and how the budget is presented, general fund is
040just general fund. It's fund 10, our operating fund. When you look at our ACER, our comprehensive financial statements, those are presented um in according with accounting principles where everything is combi, it's a combined general fund. And so it has more than just our fund 10 general fund. It also includes our 2024 MIBI fund 17 and our preschool fund 19 as well as the parrot on behalf. And so the numbers in the combined general fund are of course larger than when you're just pulling out and looking at the fund 10. But those other funds are for specific purposes. What we pass the mill for or the preschool funding in order for to fund the preschool program. Does that help? Um so I think one of the things that will continue to um like we've seen the
041chalkbeat article that $10.2 billion in education funding. Even in Amy's presentation, she's talking about that um K12 wasn't cut and all of those things are true. Um some of the really big rocks that we were worried about and didn't have a solid plan for, like if the budget stabilization factor were to be reintroduced didn't happen, that's a good thing. Um same with the changes to specific ownership being off the table, that's another good thing that would have had an immediate very large impact for next year's budget planning. Um, some of the concerns are that I have been reading through some of the documents that have put been put out there in the long bill or the figure setting is that there's util utilizing some one-time reserve dollars in order to fund the categorical program increases
042that are required by state statute. And so, I mean, there's going to be a a point in time where those reserve dollars are no longer available and it has to be folded into the budget the same as we talk about our own budget. And so I think there's some risk there. Um, next year they have changed the inflation number slightly from 2.3 to 2.4%. Um, like Amy would mentioned, continuing the phase in of the new finance formula, going down from four-year averaging to three-year student count averaging. Um, and thankfully that whole harmless piece is still moving forward. That helps us because we're still on the 1994 finance formula. We aren't on the new finance formula yet. um because the 94 formula gives us the benefit of fiveyear student count averaging which is a bigger benefit
043than the 30% phase in of the new formula to this point. And so as the phase in continues maybe that shifts at some point but as long as there's changes to the student count averaging from five to four to three or a smoothing factor that's going to be a bigger impact to us and limit our amount of new available money. And so all things considered right now based on the runs that are out on CDE's web page, we're anticipating a decrease for next year of about 355,000. So relatively flat budget um when we're looking at school finance. Um but definitely not an increase that we'll see the benefit of. So we'll continue to work through the budget process while we're waiting on some of those final pieces to come together by May 13th. um really
044looking at all of those budget reductions that have been made earlier in the year and the ones that have continued to be made and identified throughout the spring um in order to be able to bring forth the budget next month. Any questions? The um the hold harmless keeps us at a fiveyear average >> until the full implementation. Yeah. So we can move from spicy. >> And so I would just caution because that's the way that it's currently written. But I'm reading through some of these other um some of the other information that's been put out by Ledge and it seems like in 2728 that may no longer be the case that that it also would be at the new averaging um number of years and not the five-year averaging on either formula. And So, that's
045something definitely to keep watching, but that's been the case to this point is that we've still been able to receive the five-year averaging, but it seems like that's something that is up for annual consideration as well. >> I have a question. >> Yeah. >> Explain what programs are going toffect going to be affected by title one, two, and three that are going to be eliminated or have a reduction. >> Yeah. So, um title two is our professional learning for educators. Um, title three is our English language learner program and title one, uh, part C is our migrant education program. And so, similarly, those are the ones that have kind of been, um, up for consideration at the federal level these last couple budget cycles. So, still some concern there. Um, a lot of student programs
046are paid from those. A lot of staffing is paid from those programs. So definitely something that if that were to be interrupted um would have an impact to our system. >> Excuse [clears throat] me. Mel, can you help me understand? I just want to make sure I'm thinking about this correctly. The unassigned 4.5, you had also mentioned that there was the 1.6 in L cola that still needed to be paid and in the past that had been part of the unassigned because we hadn't passed the budget. So I'm asking is that now assigned and not part of that 4.5. >> It's now budgeted in the expenses and so I'm when all things are said and done and paid for the year I'm still expecting that four and a half million. >> Okay. That was my
047next question. Yeah. With the with the also. >> Yep. All things considered that's where I think we'll end up. >> Okay. Just wanted to make sure I had the same reality as you did. >> Yes. >> Thank you. >> All right. Thank you all. >> All right. Thanks, Bill. Um, and then our last one, I'll have Jen and Jackie come up and join me. We're going to do a presentation on or unless folks need a break. Are you all good? There's a lot of slides. You know how I like my slides. Okay. Um, so we wanted to give an update. um tonight on three things actually. Um the first one is around the cell phone policy um and some recommendations there. Um the second one is around the work that's um being done on um
048looking into just edte in general in our schools. Um and then the third topic would be uh AI. Um so conversation around AI. Um so again half joking there are a lot of slides but I'll try to go through these quickly. Um, so, um, just talking about the cell phone policy and I think it's a a good idea to remind ourselves how we got to where we are now and then talk about recommendations for next steps with that. Um, so what does more social less media uh, 2.0 look like for us. Um, and so again, looking back, this is some of the data that I shared. It seems crazy that it was three years ago or almost three years ago. Um but these were some of the um facts that we were sharing at that
049time around um screen use, screen time use um and social media in particular. Um so if you remember this one um the latest numbers and again this is old data but um US teenagers spent an average of nine hours a day on screens, five hours on social media and four on um other screen time. Um oh that's weird that this Okay. Um, the Is this the Google Slides presentation or is this a PDF? I need the I need the Google Slides one. Um, so the reason why that's important, you can still kind of see this tiny text up in the corner. Um, is that uh um adolescence who spend three hours a day on social media face twice the risk of anxiety and depression symptoms. And so um that average daily use being u much
050higher than that is obviously a concern. Um so um we also talked about the impacts that um again social media technology are having on students. Um it was divided into these four harms. So harm one being social deprivation. So the amount of time kids are spending with each other has uh drastically decreased. Um and then that u gray area on that chart and a lot of this is from um anxious generation and some some other research but um that was around the time when smartphones and social media really took off for us and you can see the dip in the amount of time uh kids are spending with one another. Um and then you can see some of the facts over there on the right. Again I won't read all this since we shared this
051a couple years ago. The second one was around issues on sleep and this continues to be a problem. Um, I know that, um, uh, our team is doing some work with preK, um, for next year to try to do some awareness with families around the importance of getting sleep and we want to, um, see the success of that and hopefully roll it out to other grade levels as well. But just working with families on um, the importance of sleep at home, but then also just having conversations with kids about um, that as well um, and the negative impacts that can have. But obviously the amount of kids who are getting less than seven hours of sleep has gone up over the years as well. Um and then attention fragmentation. Obviously these smartphones and social media
052are just um constantly pulling the attention away from our kids. Um you think about the amount of notifications that they get. Think about ourselves, even if you're talking about kids, just ourselves, how many notifications we get a day. Um and it being even worse for for kiddos. And then the last one is around addiction. um the devices and social media causing um addictive um habits for students. I think this is important as well. Oh, that's real tiny. Um so I promise this was larger. Uh it's okay. Great. I'm like I don't think my contacts are that good. Uh so um if y'all uh have been paying attention recently the um lawsuit that was brought against Meta, there was actually two lawsuits that were brought against Meta. um some of the the information from there or
053some of the quotes that were pulled out from the documents that they were um pulling out. Um I thought these were pretty powerful. So no one wakes up thinking they want to maximize the number of times they open Instagram that day, but that that's exactly what our product teams are trying to do. Um another tiny quote, um we're basically pushers. Uh we're causing reward deficit disorder because people are binging on Instagram so much they can't feel the reward. This was a redacted email basically pinpointing that the head of Facebook and Meta was going after under 13 year olds now. Um and then this is Sean Parker who was the founder of Facebook saying um it's social it's a social validation feedback loop exactly the kind of thing um that hackers like myself um would come
054up with. And so um again more internal documents uh pinpointing that these are these were they're targeting students um and trying to get them addicted to these devices and obviously the outcome of that those court cases is pretty monumental um as well. So back to this um why does it matter? So this is again this is old data but you can look at the data around um adolescence being satisfied with themselves um has gone down. um the percentage of students who feel lonely going up, major depression events amongst teens and you can see the increases since again 2010 was when um social media really took off and smartphones started to become more I think 09 was when the iPhone was introduced if I remember correctly and then emergency room visits for self harm suicide rates
055for our younger adolescence. So, back when we were um having this conversation and reviewing um the data and the research, um we talked about what would be our goal as a district if we were going to try to address some of these things. And if you remember, the cell phone policy came out of conversations around how do we address student mental health and well-being. It wasn't about anti-tech or getting rid of technology. And so we said that our goal at the time and it still remains that goal is to better create sustained access to attention fostering spaces and build um spaces that maximize learning and thriving in our schools. And so the cell phone policy was one of those things. Um if you remember correctly um that's how more socialist media uh kicked off. Um
056and so the timeline we went through remember summer of 23 was when this topic came about for us. We started getting feedback from the board that fall. Um we looked at the research in the fall and the spring. We started getting feedback from our um principles, teachers, um students as well. We gave some board presentations in that spring of 24. Um and then we proposed a policy adoption to the board that um May and it was adopted 50 and then we launched uh we prepared for the launch that summer of 24 and then we launched our new um personal electronic device policy in fall of 24. So, we're going on almost two years of having this um policy in place, which I do want to um thank the board again for taking this on. Um
057now, obviously, there's a law in place at the state level that every school district has to have something in place by this fall. So, a lot of districts right now have been having committees working on this. I've actually spoken to a couple of the committees um just to give, you know, input. And so, every district has to have something in place by this fall that's restricting cell phone use in their schools. And then again, this was a combination of work between the Colorado Forum, Western Colorado Community Foundation, District 51 Foundation, um, really coming together to help us with this. So, back when we proposed this policy originally, there was a difference between preK through 8 and 9 through 12. And that was based on some of the feedback from uh high school admin at the
058time were worried about as we rolled this policy out initially. They were worried about um mainly logistics like hallway monitoring um kids in the hallway with their phones, kids maybe at lunch with their phones um because kids just move differently throughout the day in high schools than middle schools. And so at that time with the roll out we said we would differentiate the policy for elementary and middle school versus um high school. And so, um, elementary and middle school has been bell-to-bell, no access to the devices all day. And then high school has been starter class to end a class with still, um, having access during passing periods, lunch, things like that. So, that's the policy that's in place right now. So, there's a lot out there on bell to bell versus class only. And
059you know, I won't go through all of these, but um there's um research on the benefits of actually going full day bill to bill um in schools versus only doing it during class. And so, you know, some of those are up there on the screen, but um having it out of sight um eliminates the idea around brain drain effect. Um also just the impact it has on test scores when kids are more focused on their academics. Um the social aspect obviously kids being more social on those times when they actually have more opportunity to be social like lunch or um off periods instead of getting on their devices. Um it also the impacts around mental health uh and well-being. And then um just these uh issues around uh disadvantaged students benefiting the most from complete
060bands uh levels of playing field when all students are equally protected from distraction and social pressure. And then you can see kind of the um contrast of that with if you just do a partial band. I will say the partial band has been good for us. Um but there's research out there to point to full day bands are are better um for students. Um just some more data on that as well. Again, I won't go into all this, but um just the amount of time kids are off task, not focused um on their learning when they're distracted by um having phones in the schools. There is even I don't know if I had it in here, but there's research on um students having the uh knowing that in about five or 10 minutes I'm going
061to be able to get that uh break between classes to get to my phone, they start to lose focus at the end of the class period because they're already thinking about how I can get access to my device uh in between and that gets eliminated when you don't when you know you're not going to have access to it till after school. Um and again just more information around um why um bellto bell uh would have a positive impact on >> [snorts] >> uh our schools. So better academic performance, peer relationships, mental health um effectiveness for teachers that you know you're you're not having kids walking into class and having to put that device away. It's already been away before they even get into class. So it's more consistency with the policy throughout the day. Um
062and we already have momentum around this um as a district. And so um moving to this next phase um makes sense. Um I just want to point out too we do panorama um survey questions on the current policy and so we ask students um you know how well do you feel like the policy is being enforced. So, this is secondary students. 57% saying it's been um enforced um fairly. Um 67% saying it helps learning and focus and 72% saying it helps social connection. Um which I think those are great. I just want to point out that having policy fairly enforced being the lowest is interesting. Um and whether or not that's being impacted by the fact that you're having to kind of police it um throughout class if kids are coming in with their phones.
063Oh, looks like we're switching to the slideshow. Look at that. It's like you didn't even see it happen. Um yeah, this is staff feedback. Um so pulling out the folks that gave basically a negative um feedback on this. So policy fairly enforced. You can see the data there. It helps learning and focus and helps social connection and then families as well. Okay. So the question we've been asking is should we make this a pre-K through 12 policy um consistent with a bell-to-bell versus the way it is right now. I will say we also had back when administrators at the high school level weren't sure about it and now we have administrators coming to us saying we actually want to have a conversation about moving in this direction. So the impetus hasn't just come from central
064office level it's come from the schools as well. So, we did some staff engagement. Um, again, we had some communication with our high school principles, sharing some of that research that I've already shared with y'all about the benefits of Delta Bell. We got feedback from the high school principles. We had some online meetings with them just to get feedback on is this something that y'all are interested in. Um, and then we did a staff survey in January with all high school staff to get their feedback on potentially moving to a Belltobell um policy pre-K through 12. And then um we also had some time after getting that feedback or that survey data to share it with high school administrators, secondary administrators, and also gave a chance for middle school principles to share with high school
065principles the benefits they've seen at the middle school level with having a full day um beltto bell band versus having it during class. So we've had a lot of um things happening this um into fall and beginning of spring. Why is that still small? That's super weird. Okay. Um, so high school, um, staff survey results. Um, this is going to be really hard to present. Sorry. Um, I'll have to pull it up on my screen so I can't even read what's up there. Um, all right. So, we had uh the first question we asked them was how well is the current cell phone policy being followed by students at your school? And you can see um we had about a little over 8% um giving it a one or two as far as whether or
066not students are following um the current policy. And again, this is all high school. This went to all high school staff. Um and then the next one is asking um how well is it being enforced? So, how well is staff enforcing the policy? And you can see we had about we had nobody give it a one. We had a little over 8% give it a two. Um in hindsight I wish I'd not given a three. I don't know how you can be neutral on some of these things but so um but we can see the percentage of staff that said um it was um everyone look away. Nothing's happening on the screen. Um this is why we should just get rid of tech, right? I'm just kidding. Um, don't quote me in the paper as
067saying that, by the way. If any I know Nathan watches this online sometimes. Don't say [laughter] yeah. Yeah. Never had this problem when I was in elementary because it's all paper. Um, so, uh, oh, great. I can read this. So, on a scale of one to five, how well is your, um, is the current policy being enforced again by staff? And so, you can see, um, the feedback there. And then we asked them basically if how much support there is for moving to a bellto bell. Again, I wish in hindsight I hadn't put the three on there because I don't think I don't know how you can be unsure about that. But um we had about a third of staff give it a one or two. And so I do want to point that out.
068Um but overwhelmingly the majority um were in the fours and fives and then obviously we had some in the middle there that weren't sure. So between that between the feedback from the principles um we've been moving forward with exploring moving to a pre-K through 12 policy. This is a summary of um speaking of AI coming up soon as a conversation used AI to summarize all the open and ended um responses. Um but some of the pros around this from staff consistency and clarity um with the policy if we were moved to a pre-K through 12 um more focus and engagement from students if we were to move to a bell to bell um improve social interactions and mental health of students. uh easier teacher management um because again it's not this small management of in
069between they get their phones and they come into class without it um and then um I thought this was interesting I agree with this it is preparing students better for postsecary life there are going to be times when you're in the workforce you don't get to have the access to your phone all all the time and so it's actually teaching them this idea that you're going to have to put these devices away sometimes um uh in your adult life now there were some cons that were pointed out so um there were some questions around enforcement as far as like hallways and times where maybe it wasn't having to be enforced before. And again, that's why I think it was good that our middle school principles were able to give feedback to our high school principles
070on what that looks like currently. And we gave time for the high school administrators to all work together on what that might need to look like in their schools. Um there was some questions around will we get a lot of student and parent push back. Um there were questions around student push back with the previous the current policy. I will say when I talk to students now, for the most part, they see the benefits of it, but I think you're always going to get some push back and we may get parent push back as well. I'm not going to say that there won't be any. Um, but we had pretty minimal push back um with the current policy and I think folks were really nervous that we were going to have a lot at that
071point. Um, so this is not something that is concerning to me, but it is something that was mentioned in the survey. Um, and then this is kind of the flip of that. There was a question around if we take it away, are we not teaching them that they need to be able to restrict these things and have self-regulation on their own when they become adults? So, I think you go both ways on that one. I like the other one better. Um, and then um communication for adult responsibilities. This is a reality. So, we have students who work um and have other things after school and so there was a question about not being able to have folks get a hold of them during the day for those things. Um, and I've had conversations with our
072student advisory groups about that as well this year. Um, you know, I think there are um solutions to that. One of them being um you can call the front office still and all the school classrooms have landlines still so you can still get messages to students throughout the day. Um, and then there were also questions though from students of like and this is I'm speaking to my student advisory groups now. Well, sometimes my coaches text me during the day. Um, and you know my response to that is that the adults are going to have to adjust as well. And so if your coach knows they can't get a hold of you during the day through text messages, then they're going to need to know that going into the day, just like all the adults um
073will as well. So I think there's ways around that. Um but that was a concern that was brought up. And then just logistical challenges were also um one around like what happens with open campus with lunches and things like that. And so some of the conversations we have with the high school principles were, you know, if a student leaves for off-campus lunch, if a student leaves for concurrent enrollment, obviously we're not monitoring that. So that's not that's not on the school campus the school grounds. We were more focused on when the student is on campus during the school day from starting bell to ending bell that's when there would be no access but if a student leaves the campus we we don't control that obviously. So and then I again from my student feedback this
074is kind of a summary but the the pros they saw more social interaction at school with a bell-to-bell ban more focus on learning less bullying and consistency throughout the day. Um, but they also mentioned this inaccessibility from being able to get a hold of family work coaches and clubs. Um, they mentioned that students will find a way around it. Um, I just like the AI picture of that of the kid below the desk like hiding their phone. Um, and then it doesn't teach students responsibility. So again, this idea of like if you take it away, you're not teaching me how to regulate it myself. Um, so again, we can get into a debate about that. And then um but I did ask the students at the end, okay, whether you like it or not, if
075it were to go into effect next year, like is this kind of the end of the world or is this just another policy that you'll adjust to? And the overwhelming majority said that it would just be another procedural change that we'll we'll adjust to. Um so so what we again what we're talking about tonight um as one of the topics is um a proposal to the board to move to a consistent prek through 12 um bell-to-bell policy for next year. So the changes would just come at the high school level. Um so that would be the adjustment from where we have at the high school level right now. Um and so the proposed policy would be bell-to-bell um phones away. Um they need to be stored. Again, we weren't sticklers about where they're stored. It's
076more about they can't be on you, the person. So it could be on a backpack, it could be in a locker, it could be in a phone holder in the classroom. It just can't be on the individual. Um which is what we have prek through eight right now. Um, and then obviously there will be exceptions for things like medical needs, 504 IEP accommodations, emergencies, things like that that we already have in place. Um, and then just having that consistent enforcement across all campuses. So, what I'm doing tonight is presenting just again the the information that we have right now. Um we will be bringing a first policy reading in May to the board with an opportunity for discussion around that policy and then potential adoption um of the policy at the business meeting in May.
077If that were to happen um then we would immediately send out communication to families because it would be the day before the last day of school. So, we'd send out communication saying this is coming next year. Um, and schools would push that out as well. And then we would work with staff to prepare just like we did three years ago or two years ago with being ready for what that would look like this coming school year, which again, high school principles have already been involved in that. And so, um, we would, um, we would continue to do that so that we'd be ready on day one with a pre-K through 12 consistent um, policy. So, I'll pause there. We're going to get into edtech in the class next, but any questions about the cell phone
078policy and again you'll have a chance to talk about the policy when we bring it forward but just any questions initially. >> So I have a comment um I so with one observation we had um you and Mr. Seatin from the daily sentinel and myself got to go to a class I think at the end of the first year that we implemented it and some feedback that we got from students it was a at Central High School. Um, you know, I know the students are saying that we're not teaching them responsibility when we ask them to put it away, but those kids actually stated when they put it away, they actually taught themselves responsibility. So they actually found ways um actually outside of class where they implemented um do not disturb um they actually took
079some of the the skills that we were implementing from putting the phone away and they were actually exercising that outside of class. So I actually think we're teaching them those those those skills. So I guess I see it the way you do in that we're by the actual act of doing it, the kids are then employing it themselves and and seeing it that way. So the other thing I would say is that this is a natural progression because since we're already doing it in middle school from Belltobell, K to8, we already have eighth graders moving up into nth grade and they're already going to be used to doing this. And so I don't think it's going to be a real shock to any of our students when they go from eighth grade to 9th grade
080and that it's any different. >> Yeah. And I I agree and I don't think that it'll be a it's not a major shift because a lot of our students like you said are already they'll they'll tell me in the student advisory groups like I don't get on it as much in passing periods or lunch already anyways or outside of school. So it's not going to be a major shift in my mind um to to making this change. It is a natural progression and I and you know I wanted I wanted preK through 12 bell to bell initially but we obviously listened to our administrators and so I think there are some there are some benefits to the fact that we kind of eased it in at the high school level. Um it was interesting too
081from the students because they uh a lot of the feedback was well um like we're more we're more mature at high school so we should have more responsibility but then it started diving into like but maybe just for like 12th grade. Um, and so I was like, "Okay, we're gonna put t-shirts on everyone that says I'm a ninth through 11th grade and I don't get my phone, but so and so even they were saying like maybe the ninth graders aren't ready for the 10th graders, but we are." So there at least was some recognition that there's developmentally um differences um between them, but I I agree that I I think that, you know, our hope is I mean, you see some of that data earlier. Um, I can't control what happens outside of the school
082day and and I don't want to. Um, but we have students for seven days, seven hours during the day. Like, how can we provide them with the best educational experience with less distractions, more focused on learning, and not providing a space for them to get involved in some of these things that they can see on social media that are disturbing. By us not doing this, we're saying that it's actually okay for you to have access to those things during the school day, during lunch, or during passing periods. and like I don't feel comfortable with that. And so this is an opportunity to kind of get back to having seven hours a day with that distraction-free time for them to focus on what they are at school for which is learning but also socializing and learning
083some of those skills that I think have been absent because we introduced some of this technology maybe too quickly quickly to them. So I see the benefits of it and again I don't think it'll be a major shift for um for our schools. Well, it's also what we've heard from our business community too because um when Mark Pererna came and uh presented he was you know many well and this is more from kids even graduating college is that once they graduate college kids can't even um cope without their phone once they start their career and so I think we I think we need to frontload it here now you know in you know where we are in teaching kids how, like you said, we're preparing them for the real world because there are going to
084be some jobs where you literally just are not going to be able to be on your phone. And so, and there might be some jobs that you can, but if we're not preparing them to where they can actually be off of their phone, I mean, it might be a rude awakening when they finally get a job and their employer's like, um, I got to write you up because you're like on your phone and you're, you know, and you're supposed to be doing, you know, work for me. So, I I I just think there's a lot of wins for this and and and we're failing them if we're not teaching them how to do it in their school days. So, I you know where I stand on this because you and I have been through this
085for a while now. So, I think it's great. Um yeah, it won't take much to I'm already convinced. Um but I guess one thing I was thinking about is do believe it will be a shift for students to know what to do during their break times through the day. Um, so and I'm not saying that for every student, but I just hope that schools and I'm sure that there will be opportunity for them to think about what lunch will look like, what breaks will look like. Um, and and I hope they're visiting and being social, but I just think it's also ways for kids who maybe feel anxious about social relationships to to have support to do that well and for that not to be another stress, you know, and I'm not one to say,
086you know, I I do think students are more stressed in general. So anyway, just kind of thinking forward, I just help but think, "Wow, if they're not running to their locker or pulling it out of their backpack or whatever, what what will they what will they do?" >> It's a it's a really great point and I have noticed it as an adult as well because I'll say, you know, I go to the coffee shop in the morning and I've started to try, you know, try to be better about not being on my phone, but it this feels like a crutch sometimes because then I don't have to socially interact because I can sit here and do this while I'm waiting for that really tasty drink from Kil Coffee sponsor me. Um but they um so
087I I it is for adults too. So I think you're right. Kids are going to have to adjust. I will say when when we went to it was Summit I think high school. Um we've we've talked to some other districts that have had full day um policies in place and they did talk about an adjustment period. Um but then they talked about the benefits and some of the things they did and we've talked to the principles about this if they want this. We have funding. We have some funds left from um WCCF and some other groups that they bought like foosball tables and ping pong tables um things for the kids to do during lunch and they reported that um students who normally didn't interact with one another. Maybe they're in different groups or they
088didn't feel as comfortable before um with interacting with others. They noticed that they started to kind of gather around these things like a foosball table. It was kind of breaking down barriers for students. So yes, I'm not ignoring the fact that it will be an adjustment for students. It's also maybe an opportunity um for them to be more social and maybe feel more comfortable around other students that they normally don't talk to. But we have mentioned that to the high school principles that if we have some funding if there's some ideas they have around that. Some of the schools already do this, but they said you'll have open gym if the kids might want to go into the the gym if that's available during that time. So yeah, what are you replacing it with has
089been some of the conversation we talked about. and you and I had talked very briefly about what we're replacing it with. And then also um I had heard from a couple of students across the district about um well, I'm not really sure how I'm going to manage moving from middle school to high school and knowing what my courses are, where they are. Um, I had a couple of of students tell me like, well, I did have to use my phone to find my classroom or, you know, text a friend to figure out where to go. Um, and I thought I was like, well, that is that is that is an issue, but it's not something that we can't solve. Um, and so I'm hoping after talking with all the middle schools, a lot of them
090are saying they're moving more to a junior high model where they're not in like content, they're not sixth grade, they're not seventh grade, they're not um eighth grade. I'm hoping that maybe that'll help bridge that gap of learning those skills in a smaller setting of how do you find where you're supposed to go next and all all those different things because I mean when I was in high school I had to figure that out on my own without a cell phone because my parents did not let me have a cell phone until I was in college. So um but anyway so that's one of my hopes that I hope that our instructional team can work on with with schools and with students and parents to help bridge that gap. Um, another concern that a student
091brought up to me was um, her friend didn't know where to meet her when they were going to meet up. So, they were able to like text about it in between passing periods. And I had again think, how did I do that? And it's just more teaching our kids how to pre-plan um, plan these out ahead of time when you are in person with them. Um, so I just hope we can as a district provide those scaffolds for students who have never had to never had to do that before. Um, so that's all I really have to say about this. You're not convincing me of anything, but I'm just hoping that as we move forward that we put those scaffolds into place for our students. >> Yeah, I'm glad you mentioned that because I remember
092you bringing that up. So, to that point of I'm new to the high school. I'm used to being able to pull my phone out and look up schedules and things like that. So, we'll have to have some conversations with the high school principles and counselors to make sure that the kids know they can't do that, but how are we making sure that they know where to go on on day one? So, it's a good point. I know for myself and I spoke to you, I'm still struggling with the full school band of it. Um, I guess I'll still learn. I'll study this more. I'll talk with you more. See if you can convince me otherwise. I keep on going back and forth. So, to me, it's just a struggle because I struggle with the real
093world skills and responsibility section. I think that's where we're supposed to be teaching in high school. So, that's where I'm at. And so, I'm not fully sold on everything yet. Well, I've got like a month to convince you, so [laughter] I'm good. >> Yeah. Any >> sit down with you then? >> Yeah. In the same boat, like I'm just kind of thinking I remember and unfortunately it's it's not I don't want to say it's necessary because it's not because we all functioned as I didn't have my first cell phone until I was in my third year in the Marine Corps in Okinawa, you know, so I was probably 20. So I didn't have and I didn't even use it for like scheduling or all of these things that we have because back then it was
094like flip what can I do with this? I mean it was pretty nominal like it provided for you but it was just communication with my family because they were back in states but I just I think how how could we teach responsibly? So I guess and I didn't get to look because there were there was a lot of information in the slides. So just having an opportunity to sit down now that you presented it and look at it. But yeah, I think it would be good to sit down and have that conversation and just fully understand the benefit and what would be in place if we did completely remove it and just have conversations like the pros and the cons. >> Okay, challenge accepted. All right. Um, so that's just the cell phone. And again,
095we'll bring the policy first draft in May and then have a conversation um and then uh potentially a vote on it in the end of May at the business meeting. So, I will say um it it has been it was beneficial when we initially voted on this that it was 50 because it was nice to be able to go out to the schools and to the families and everybody and say this is a full support. And so definitely want to spend some time between now and that vote um if there's any questions for the board uh because if there's a split around this, it just makes it more difficult to feel like for teachers to feel like I'm being backed by this policy. Um uh when I enforce it because that was part of the
096push too was to say we can be the bad guys as the district um saying this is the policy is enforced versus the teachers individually having to say no, this is my policy in my classroom. And so, um, however, we can help with questions the board might have to hopefully get to a 50 on that would be great. Um, so the next one, um, is to talk about edte and AI, um, in the classrooms. So, um, we've been having this conversation as a district as well. So, we talked about phones, smartphones, what about other edte uh, in our in our buildings? And there's a lot coming out about, um, uh, maybe some of the downsides of, um, overutilizing other edtech in our schools as well. So, um, this is a video. Y'all probably seen this.
097Um, actually, I think Secretary H may have shared this with me before, too. So, let me see if this plays. Oh, no, it doesn't. This is from a Senate hearing um recently where they invited um researchers who had been looking at again the research behind smartphones, social media, but this individual was speaking more just around edtech in general outside of just smartphones. So, >> thank you guys. >> I mean, I don't know if any who watches C-SPAN. Okay, you do. All right. I was gonna say [laughter] >> I never thought I'd be sharing a C-SPAN video, but here we are. >> Name is uh Dr. Jared Cooney Horvath. I'm a former teacher turned cognitive neuroscientist who focuses on human learning. Um and I do not receive funding, nor have I ever from big tech. Um
098so a sad fact our generation has to face is this. Our kids are less cognitively capable than we were at their age. Um, since we've been standardizing and measuring cognitive development since the late 1800s, every generation has outperformed their parents. And that's exactly what we want. We want sharper kids. And the reason for this largely has been school. Each generation spends more time in school. We use school to develop our cognition. Congratulations. You see your correlation. Until Gen Z. Gen Z is the first generation in modern history to underperform us on basically every cognitive measure we have. from basic attention to memory to literacy to numeracy to executive functioning to even general IQ even though they go to more school than we did. So why what happened? What happened around 2010 that decoupled schooling from
099cognitive development? It can't be schools. Schools basically look the same. It can't be biology. This hasn't had enough time to change. The answer appears to be the tools we are using within schools to drive that learning. across 80 countries. As Gan was just saying, if you look at the data, once countries adopt digital technology widely in schools, performance goes down significantly to the point where kids who use computers about 5 hours per day in school for learning purposes will score over twothirds of a standard deviation less than kids who rarely or never touch tech at school. And that's across 80 countries. Bring it home to the US. Let's go to the US. We have our NAP. That's our big data. Take any state. Here's here's a fun experiment you can try. Take any state NAPE
100data, compare that to when that state adopted onetoone technology widely and watch what happens. The NAPE data will plateau and then start to drop. Now, as Jean said, of course, this is all correlative. What we really want is causitive. To get causation, what you need is academic research and you need mechanisms, explanations for why we're seeing what we're seeing. Luckily, we have academic research stretching back to 1962 that shows the exact same story for 60 years. When tech enters education, learning goes down. In fact, one of the biggest um ed psychologists right now, Dylan William out of the UK recently said, "Edte is a revolution that's been coming for 60 years, and we're going to have to wait another 60 because it ain't doing anything." Now, that's research, but now we need mechanisms. Luckily, over
101the last about two decades, we've been doing a lot of work in what we call the science of learning. How do human beings learn? And we now have the clear understanding of why tech does not work for learning. And it is all biological. It's not that the tech isn't being used well enough. We haven't been trained enough. We need better programs. It's we have evolved biologically to learn from other human beings, not from screens. And screens circumvent that process. I won't go too deeply into the mechanisms. They can get boring, but just know they're there if you want to talk about them. So that leaves us with two options. Option one, when you know something is wrong, do better. So we could just say, hey, may a culpa get some of this tech out of
102schools. Go back to what we know works. Some analog methods. Cool. Or two, we could redefine our terms. We could redefine what it means to be an effective learner. I want to end with one quick story here. Think back to your childhood, to your schooling. I guarantee all of us at one point took a test on reading comprehension. And the way it looked is this. Here's a passage of about 750 words. Here are 10 to 12 questions about that passage. Most of them are inferential, not factual. They're asking you to go beyond what you just read to see what you understood. Cool. Last year, the SATs had a reading comprehension section. Here's what it looked like. Here is a single sentence of 75 words. Here is one question fact-based about that that sentence. Next. Here
103is another sentence of 75 words. Here is one question about that sentence. Next. Last year, they redefined reading comprehension to mean 54 short sentences with one question about each. That is skimming. That's not reading. Why would we ever do that? Because what do kids do on computers? They skim. So rather than determining what do we want our children to do and gearing education towards that, we are redefining education to better suit the tool. That's not progress, that is surrender. So as we go through our discussion today, there's going to be a lot of talk about smartphones and and social media, rightly so. But I'm the voice here to remind you that even in schools, it doesn't matter what the size of the screen is. If it's a if it's a a phone, if it's a
104laptop, if it's a desktop, and it doesn't matter who bought it. Is it school sanctioned? Does it have the word education stamped on it? It doesn't matter. All of these things are also going to hurt learning, which in turn are going to hurt our kids cognitive development right at the time when we need our kids to be sharper than we are. So, thank you guys so much for today. I look forward to talking with y'all. >> Um, just real quick, some of the data that he was sharing. So this is the NAPE data that he was um referencing. So you can see the change between 19 and 24 on proficiency and then the percentage of of um students who are below basic in those subject areas. Um and then this is um data showing those
105declines in um performance versus uh introduction of again edtech one to one things like that. Um these are some of the arguments that um he is making. Um that increase in edtech again just like smartphones causes attention fragmentation for students that are distracted by the devices. Um causes peer distraction uh between classmates. And then also this idea around not having as much connection with increased number of devices in the classrooms. Um of course we all know height's been really popular in the past few years but this is one of his quotes. um putting a computer or tablet on a kid's desk, the one one devices harms education, increasingly confident about that. The distraction effects are enormous. They swamp any possible benefit. And then the general that just spoke um kind of reiterating that um that
106the cognitive element has has gone down. Um so you know what we proposed to the principles and what we've been talking about as a team is like what do you do with this? This feels like a couple a few years ago when the cell phone thing started to become a conversation. And I was like, "Oh, this research is coming out this day." Like, what are we supposed to do with this? Do we sit back and wait for someone else to tell us what to do, what to do with it, or do we actually start looking at this ourselves? And so, this is another one of my AI generated um images. But, you know, we kind of have two choices. Do we just get rid of all edtech or do we ignore this and just continue
107moving forward? And so, I think we need to be somewhere kind of in the middle and taking a hard look at what is benefiting our students and what maybe isn't benefiting our students around edtech. and then how do we make some adjustments um based on our findings. And so we've been talking about what is that vision for edtech in D-51 u moving forward. So I'm going to turn it over to Jen and Jackie um to talk about some of the work they've been doing around uh this self-study for our district. >> Yeah, thank you. As Dr. Hill just me mentioned when we thought about what to do next and as we start to name what we're doing next we wanted to make sure we were making informed decisions and in some conversations it would surface
108that you know district 51 is onetoone on technology and I remember we were in a a meeting and um it was pretty clear there were assumptions about what it means to be onetoone in district 51 and so as I was listening to Dr. Hill, I noticed that, you know, everyone here, all members of our board have their device open and that there are three big screens in the room and we were saying, yes, we're onetoone, but no, you wouldn't expect to see students on devices in each of our classrooms all day long. And then we asked ourselves, well then what would you expect to see if we're onetoone? What does it mean? How often is a student on a device? When and for what purpose? And we didn't only want to study device usage because
109Chromebooks, but also passive screen exposure. That's the speaker there from C-SPAN named that. It doesn't matter what size the device or who bought it. Um, both impact learning. And so we knew this fall that we needed to study technology use in classrooms in district 51 to have a clear picture of what it does look like currently across levels and across content areas. And so we sought to um collect that data. We did it in a number of ways. We thought it was really important to ask teachers about their experience. They're in control of technology in the room. Ask teachers what they uh perceive about device usage and screen exposure in their classroom. We knew that we could check the metrics behind the scene to study when Chromebooks were on and for what purpose and what
110duration during the day. So we pulled data from two weeks in October to study device usage across schools. And then importantly we needed to get out and see it for ourselves. And so our district ILT team in the months of December and January, January especially did over 200 classroom visits. We visited 13 elementary schools, half our elementary schools, uh four high schools, seven middle schools. Uh we saw classrooms across all grade levels and all content areas. And we used a consistent observation form and stayed for a consistent length of time to see what device usage really looked like in schools. And so we were looking for Chromebooks. Were Chromebooks out or on and for what purpose? We were looking at passive screens. Were they on or not? And for what purpose? And importantly also we
111were looking at student engagement and namely peer-to-peer interaction. And the purpose of looking for that in our in our walkthroughs was to see if there was any correlation between like like it is now with devices open. Did that decrease or impact students peer-to-peer engagement? And so we had a lot of data to look at in the months of January and February. And what we found is that um our assumption was largely true that Chromebooks and devices weren't up and often out in classrooms. For a majority of classroom visits, devices weren't used at all. When devices were in use, sometimes it was really intentional and sometimes it wasn't. And when students were asked to be working in small groups or with peers with their devices, about half the time that was on task and f focused.
112when frankly when the teacher wasn't observing turn to something else. What was most I think insightful and um what affected our team most uh in the data was seeing just how low the peer-to-peer interaction was whether technology was in the space or not. So while we were looking for that to find correlation, it was just altogether uh too low uh for what we'd like to see in a learning environment that's productive and healthy for kids. Yeah, I just wanted to say this was an opportunity. It probably took us um most of third quarter when we came back minus the um the deep dive those two weeks in October like what was happening behind the scenes. It was Dan Burke and his team to see how many how many hours what were they on. So that
113was really enlightening but it was an opportunity to check our assumptions when people saw that C-SPAN or had their assumptions five hours when stu you know students are spending five hours on their computers. It made us really wonder, those of us in ILT who still have students in the district were asking their own kiddos, you know, how much time are you spending on the computer? Interesting. They estimated far more than they really were as well. Um, so it was it was interesting. The our community had a lot of interest in wanting to know how much time are we spending. So we took that third quarter in ILT. It was pretty extensive and um enlightening as well. >> And so all of that data is guiding now expectations and and guidance for schools going into next
114year. And this screen, what's on screen now, outlines what was happening concurrently. So we were studying onetoone device usage as far as edtech goes. We were studying passive screen exposure. We assumed we thought that that would be really high. We did. We thought Chromebook usage wouldn't be nearly as high as people think it is, but we imagined screens would be on. And that was true of observation. Screens are largely on. They have them up for a variety of purposes. Um, often intentional but not highly intentional. It might have a schedule or serve really as like an anchor chart when it doesn't need to be on because it does impact learning. And at the same time, uh, we have a committee that was updating policy is updating policy on time spent outdoors, recess, and lunch. And
115so this outlines the timeline. In December and January, we gathered a great deal of data and the usage data was actually pulled back in October um at a period of time when this pol this study wasn't known so that it wasn't impacted. And again, that was about 5050. Half the time was instructional and half the time it wasn't. It was like games or videos, things they could have access to still filtered. Um, however, the minutes were awfully low. As Jen mentioned, it wasn't hours. It was less than an hour. It was more like 20 minutes, 40 minutes. It depended on the level. 30 I think was consistent across middle school, for example. >> We had hire um like Grand River virtual >> that you would expect. They spend a lot of time on the computer
116and they were one of the highest. And so in the last few months, we've been communicating those findings across levels with building leaders to help frame the guidance that's upcoming for 2026 2027. That guidance will be shared with teachers through our DT, our communications in the month of May. And in the month of May, we also meet with instructional leadership teams to get ready for next year. So it's a big part of our both our end of year and our back to school is the framing around both our updates to policy with technology and updates to guidance and expectations. We tended we would pair the findings from the study um during leadership time where um with our leaders and Dr. Hill would launch it. He would share what he was learning about cell phones and
117then we would pair it with what we were finding with um edtech. And so beginning in 2026 2027, this is an outline of what will be uh true of our expectations and updated guidance for screen use. So in 2026 27, it'll be an expectation that we turn off passive screens when they're not in use for a purpose connected to learning. Sometimes they are for a purpose connected to learning. And when it's not connected to learning, we need to practice turning them off. I've been doing it in my office. You know, it's got a remote control. I can just turn it off. someone that comes in for a conversation and it makes a pretty big impact in terms of the quality of the conversation and the focus that we have. We're asking for that to be
118true in classrooms as well to turn off the passive screens and when students are using devices again that was relatively low. Um but when students are using devices and we're asking students to engage with one another to collaborate or when the teacher and the student are engaging then the screens need to close. They need to come down. When we're using devices for a purpose it needs to be clear. it needs to be uh limited to that moment in time. And then we'll provide additional guidance about what effective use looks like because we had some really bright spots in our system of technology being used with high intentionality to improve and accelerate student learning. So technology is helpful and it's a part of being in the classroom. What does it look like when it's used well?
119So we'll put out guidance about how best to use technology to serve learning and then just as we did through our self-study, we'll monitor it into to next year. What's not on this screen, but it's really important to note what uh our focus will be for professional learning next year, not only focused on technology, but really focused on increasing peer-to-peer interaction and engagement and the explicit skills that need to be taught with that. That's true across levels for our professional learning and for our walkthroughs next year. >> Yeah. Even one of the conversations we were having today with um a facilitator that we're going to be working with, she was uh highlighted an article that talked about um you know, should you just get rid of it all together or is it focusing on what
120actual programs are tied to the science of reading or SC you know that are actually based on um the ways in which students acquire this knowledge and so can they actually be additive versus what can happen is a teacher might just find a program have their kid do that as an intervention but we don't actually know if it's actually benefiting students in the end. So, I'm we're not we're not experts on this and we're not ready to just say this is definitely what it's going to look like, but I do think that it's important that we're being proactive in looking into this. And so, this may feel like some basic things to start out with, but it's a good start for us. And, you know, I think about having consistency with our teachers on the
121expectations around this in all of our schools. Um but especially for maybe newer teachers that maybe came in at a time with COVID or postcoid and learning has looked a lot different as far as the access at technology than when you know teachers that were teaching before that. So really reiterating with with them what our expectations are around techn ed techch in the classrooms to have that consistency but also just some training for teachers on best practices around it. So again, this may seem like um kind of dipping our toe and it is a little bit um but this is a start for us and we can continue to monitor that and explore are there other things that we should be doing around edtech uh in the school district. So um we're going to talk
122about just real quickly AI, but any questions about the self-study or anything around that? >> Yes, I do have a question. Um so when you're saying turning off passive screens, are you talking like especially more I guess it's in all levels the aqua board. So after a teacher completes their lesson and the children go off to their independent work, the the guidance here is go ahead and turn off board while they're doing their work. >> Yeah. Aqua sports and screens, big screens or TVs. Okay. >> Yeah. So at the secondary level, it's more often a TV. At the elementary level, it might be an aqua sport. >> Okay. Um, and okay, I don't not gonna ask that question, but my next question is, am I would you be willing to share the data that you
123may have collected over recess? I think that's just it's always been really important to me. Um, it's like the second half of the anxious generation, right? If you read the whole book, it's the second half. Um, and so it's always been on my heart that I know even as a former teacher, the more I let my kids go out to out to recess, the more regulated they were and ready for reading. So, I'm just interested in what that data looks like for our school system as it is. >> Yep. And Dan's team will have that data when uh their committee presents on the policy updates. >> Okay, perfect. >> That's fine then. Thank you. >> But that was definitely a self-study as well. Where are our schools, our elementaryaries in particular with outside um play
124and it is part of the data that is informing the >> Yeah. And and I wonder how it translates from teacher to teacher, school to school, because I know I often as a teacher did more recess than some of my peers. Like we would go outside and do additional work outside and have more unstructured play than some of my peers would. So I'm I'm just interested in how that data looks teacher to teacher, school to school essentially. >> Yeah. >> So the other topic we've been um exploring uh as a district has been the vision for AI in district 51. And so um Jen and Jackie share a little bit about the work we've been doing as far um being a part of that um elevate AI pilot, but then also some of the work
125that we want to do moving forward around what is creating a vision for AI and district 51 expectations and things of that nature. I thought this was really interesting. Um on the next slide, u this was shared recently. So um top 10 gen AI use cases from 24 to 25. And so and this is not just adolescence, this is everybody. But um if you look at the top three uses of AI in 2025, the first one is around therapy and companionship. The second one is organizing my life and the third one is finding purpose. Um, I think uh much like with smartphones, social media, I think I have concerns with um what some of these tools are being utilized for and they're things that in the past were were social interactions. I I if I
126was going to look for companionship, I would look for that from an person versus the amount of um time students are now becoming friends with chat bots. And um if I'm going online to AI for therapy, am I actually getting the information that I need? Um or am I getting this information? Um finding purpose through AI? These are just concerns. Um and so we're having a conversation as a district around um how can AI be used responsibly for staff um for students, but also how are we educating students on the use of these tools? Um and again it's that question of like should you just band it all together or do we teach them responsible use of the tool? And so, um, Jen and Jackie will share a little bit about that journey we've been
127on so far, but also some of the work that we're looking forward to doing, um, this summer and next fall around trying to create a vision for AI for our school district, um, so that we can make sure that we have staff that are trained well on it, but also that, um, students are um, utilizing it in a responsible way and it's not being misused um, for some of these potential uses that you're seeing up here on the screen. So, I'll let them talk about um, some of that work we've already been doing. I was just going to go back to this real quick. If you can see, this is from 24 to 25. And so what will 26 look like? AI is just moving and evolving so fast. And um one of the uh
128a person that we're going to work with that I'll talk about is just how are we keeping up? But when you go from generating ideas in 2024 from number one to number six and companionship um I think we saw some stats um just a couple weeks ago that are just coming out and um over 50% of our um adolescents are using chat bots for companionship. So it's something that we need to be aware of and we know we need to how fast it evolves. So we need to try to stay in front of it. So like Dr. Hill said, we've been working with CI in um AI elevate and what we've been focusing on these last couple years are essentially in two buckets. AI and application and AI support for educators. So you can see
129over to the left AI application D51 is integrating AI as an instructional support tool with more than half of the educators actively using AI across all grade levels. And then AI is primarily supporting communication, enhancing lesson planning and different differentiation. They're using tools for IEP developments and scaffolding and um multilingual supports. Um then the other AI support for educators on the right. This work has been supported through professional learning on AI available by request from our AI fellows. with CI we had the opportunity to um to pay some a number of they were mostly artosas that were AI fellows. They learned about different tools um to use for AI. We paid them then to share that learning through classes. A number of our our teachers took advantage of those classes to learn more about the
130tools that were um available for them to use. and D51 educators also have access to AI technologies and tools that ensure um safe and intentional use. One of the um platforms that we use is called Magic School and so they um have opportunity. There's also just being a Google um subscriber. There are some AI tools that are involved with that. So that's what we've been doing. We've been building a foundation for a more meaningful integration and seeing positive early impacts. The next phase includes defining successful implementation um with how we measure classroom impact and strengthening alignment and ensuring consistent responsibility or responsibil use across the system. Um this year with TLCC if you all remember our TLCC is done every other year um it during even years. So 2026 was a new TLCC year and
131this was the first year that um CDE incorporated IIA questions I'm sorry AI questions IIA is another subject that interim assessments um AI uh questions with TLCC. So you can see on here um uh just a real quick overview D51 is below the state average in the AI categories. Um we did learn that that there is strong staff interest and we do have some early use but there is need for clearer guidance and increased professional learning. So you can see those results. Um these are favorable. It is on a a four-point scale. um TLCC where our regular panorama is on a five point but this is on a fourpoint and there was 53% favorable response for the use of AI with our staff and then the support for our leaders and that was a that
132was definitely lower and that was 37%. Um so use is high but not alignment. Um for example when we broke down some of those questions 61% of our teachers are already using AI primarily for planning like I had mentioned. Um and then we have only 35% provide guidance to their students and only 29% of our teachers felt um feel prepared for AI integration. But we do have strengths we can build on. 80% of staff feel they understand the ethical risks bias privacy and integrity. 53% say that they um have the need they have needed infrastructure. So they have the devices and connectivity and the access to AI. Um, and there's moderate comfort with AI tools. That's about that 53%. As you can imagine, we have multiple generations as teachers in our system. And so there
133is, [clears throat] excuse me, different levels of comfortability with AI. Um, but this data helps us understand the gaps and the opportunities and are shaping our strategic next steps. So as we think about where we need to go next, our focus is really about building coherence and momentum across our system. First, we will establish a que a clear district vision for AI in teaching and learning so everyone understands the purpose, the direction, and how it connects to our broader goals for students. Second, we will develop clear and practical guidelines for both student and staff use. This ensures consistency, clarity, and confidence in how AI is used across um our classrooms. Third, we'll invest in targeted professional learning um so our staff feel prepared, supported, and equipped to use these tools instructionally. Fourth, we'll build leader
134capacity. Our principles and system leaders play a critical role in supporting implementation. We want them to feel confident leading this work in their buildings. And finally, this is really about a shift moving from individual use um happening in pockets across the system to intentional systemwide instructional integration. And this is how we take that strong foundation we're already um have and turning into meaningful consistent impact for students. One of the um we've got a shift that we need to to look at. You can see on the left what we have been focusing on and where we need to focus. Um, we want to avoid, Dr. Hill has talked about this a couple times this evening, that cognitive offloading so that all of our students are doing that thinking. Um, so as we continue to work together
135on AI in education, we'll need to be intentional about building that strong foundation. We've spent time over here on the left on what AI is and what it is not in the context of teaching and learning. We've clarified both opportunities and risks. We've prioritized digital citizenship, ensuring students use their tools responsibly. And we've begun strengthening our AI literacy across content areas. And of course that work matters because it's created awareness, a shared language and a strong starting point. But our next step is to define the work and what we need to do. We went um we want to ensure that AI is not just something we use but it is something we use well and intentionally. This means leveraging what we already know from the science of learning. You heard um that Dr. on C-SPAN
136saying we know so much already on the science of learning as well as the science of teaching and learning and how are we using that in the terms or through the lens of AI. It means elevating the skills that matter most critical thinking, communication and problem solving. It means continuing to prioritize relationships, connections because great teaching will always be grounded in those connections. And to help the um guide this next phase, we are going to introduce um a pretty simple framework. Um it's called guide gui and it's going to help us anchor and how we think about AI um in instruction. So we want to show that AI is not something again like I said we use but we use well and intentionally. It means leveraging what we already know regarding the science of learning
137and it means elevating those skills. So to help this um to help us guide um in our next we're going to use guide to help anchor in how we think about AI instruction. So G ground learning in standards. I do want to share an activity that we did um with ILT first. Um we we we tried to identify what is it about artificial int intelligence or AI what do we want to promote and then what do we want to protect. We did what an affinity process where we gathered and generated all of these ideas and then we used AI when we generated these ideas and it came back with the idea of guide and essentially those five um concepts are what came out of what we wanted to protect and what we wanted to promote.
138So the first G grounding learning and standards AI should always support grade level expectations and the Colorado academic standards. It's not about replacing instruction. It's about strengthening it. You use technology with purpose. We are intentional. AI is used when um it enhances learning and not just because it's available or replacing. Integrate with integrity. We want to make sure that we model and teach responsible use, academic honesty, transparency, and ethical decision- making. D. Deepen engagement. AI should help us increase student thinking, not reduce it or again replacing it. Supporting um inquiry and creativity and deeper learning. And finally, E explore innovation ethically. We create space to innovate while staying grounded in what is safe, appropriate, and aligned to our values. So as we move forward, guide becomes our anchor, ensuring that our work with AI um
139stays focused on what matters most, strong instruction, meaningful learning, and positive outcomes for students. So this is just the beginning. Like Dr. Hill was saying, we are going to partner with um an individual who actually was a teacher. She started as an elementary teacher and she's gone through education. and I think her last educational stint was as a CEO and she now works for a tech company, Lenovo. You might have heard you've heard of them and they are um sharing her with um pretty much the whole nation and she's going to come and help us and identify what does guide what does the guidance for guide look like. which is going to help facilitate because we have so much to learn about AI and how are we pairing um that science of teaching and learning
140to ensure that we're using AI appropriately and intentionally as staff as the adults and with our students. >> Yeah, I um I just want to reiterate that idea around like not wanting to get into cognitive offloading. So we don't want to create a situation where our kids are just replacing the learning that foundational learning that they need because they can easily just type it into a um platform and have it do that work for them. And so we need guidance for student use but also for teachers. We were at a um event recently around a this um individual was sharing how they they were using it at the elementary level and um they were talking about a writing project and you know the kids think about when you did writing in elementary you you're making
141a book you draw the picture and then you write about it and they were talking about how it takes so much time for the drawing portion of it they don't get to the writing as much and so we use AI to generate the image and then the um can spend more time on writing and like and at first glance that sounds like a really great idea but then I questioned when you're replacing that act of the kid actually drawing um the the fine arts aspect the struggle like all like is that actually better for that student foundationally and fundamentally to replace that with AI and so I guess it was kind of eye opening for me of how many times you know I'm someone who tries to look for tech first like what are the
142new things that are coming out and so do we have situations that are maybe happening in some of our classrooms where we may think that this tech is actually enhancing learning for kids and maybe it's not. And so we feel like it's incumbent upon us as a district to um go through this process to figure out um what those practices, best practices are, what those protocols should be so that we can better educate um you know, our staff uh and our our families and our students for how we want to integrate this in the best way because it's here, students are going to use it. Um but how do we make sure that we're using it in the right way as a district? And so again, I'm proud of all the work that we've already
143done around training teachers and and folks around the use of it. Um, but we felt like we need to take a step back and actually have some deeper conversations around the vision for AI in the district and what the um foundation should be around that those guide principles so that we can help train and share that with our staff moving forward. So um we're excited to work with the the individual. she actually was um at the last Elevate AI meeting that we were at um and shared some really great information and data and so we've worked with her or partnered with her um to to facilitate this process moving forward. So you what you'll see is um ideally by the end of the fall semester we've been able to go through that process with essentially
144like a task force uh to come up with those those principles to present to the board. So, that's a lot, but if there's any questions about AI in the district, but then also um edtech or the cell phone, happy to answer any of those questions. Right now, a lot of work still to do. Can I [clears throat] ask what um work has been done around privacy in AI like not uploading your face to AI to generate a cartoon or your Whoops like um sensitive details or or things like that. Um because I I I mean I see it on Facebook, right? We see a lot of generated pictures and I think wow where did that fake go into the after here? And uh I just want to make sure our students obviously are protected in
145that way also. >> Yep. So we we block most AI programs unless it's one that we've approved for use and magic school AI right now is approved for school or for student use and that's the only one that's available okay >> to the students. Um there was some talk of about um Gemini which is the Google um they're in discussions right now about letting students under 13 use it still. So they have not okayed that. So the only thing right now is magic school AI and that's the only thing that's um approved and teachers create the um the AI um talking modular uh that would that they would use with their students. So they give it parameters and some things around um what it can do. So it's a it's a great tool for us
146and like I said it doesn't allow you to upload photos and things of that nature. >> Okay. Thank you. Now, I will say, you know, having a kid on a cell phone, that's something that we don't control. They can definitely do something like that. >> Yeah, that's also the second part, making sure that we're teaching our children. And I know that's some that's parent work, too. You know, like that's things that parents have to do, but talking to our students about how AI is a tool. Um, and that it there are consequences that come with using it. like like I know I keep saying the picture, but I you know I have a young child and it's just very scary to think about her face out with other people and who's using it for god
147knows what. Um so I think that's just something that I think as we bring things into our classroom that we are also teaching about those things and making sure that students know how to stay safe and private um and that the internet is forever. Although I don't know where my MySpace is and I don't know where all those pictures are. But um I would say now more than anything things are forever online. So >> and I will say this as things start to as things pre keep progressing they keep adding AI things and so people should understand that. One of the big things we're looking at right now is um we use a tool called Smart Sheets >> and they wanted to embed Claude into it. Well that's great but Claude will start learning off
148of the data that we have in there. So, we've got to be real mindful about what we allow and what we don't allow in the district. >> Thank you. It's really It's really refreshing to hear that. Not that I didn't think that you guys were thinking about it. It's just sometimes nice to just hear it. So, >> um MySpace was like the worst because you had to pick your top 10 friends on there and like everybody could see it. It was really bad. Um >> but here I was at, you know what, 15 coding music into [laughter] into an into some page. But anyway, lost all those skills. Well, the other thing that it's interesting you bring that up because students when I talked to the student advisory groups, they want I think they want
149some um opportunities to have conversations around responsible use of as well. I I mean some of the students without me even prompting it started bringing up the environmental issues around data centers and the use of water and it's like they're already starting to have some of these conversations and so um we definitely want that to somehow be incorporated in this as well as like there's using it but then also the implications of using it as well. Um, but yeah, I was I was kind of taken it back when the students started bringing up those issues around every time I put a search in there, it's using this much water from data centers. I was like, well, at least the kids are already having those conversations. So, um, but yeah, we we uh only utilize certain
150programs in the district. Now, if a student again, if they have their own personal device that they're using at home, um, they can access things that we don't necessarily block. Um, and then you know to Dan's point, we were given some presentations around how you can even use some of these devices um to not have it have and I'm going to do a terrible job explaining this, but it doesn't access um AI in the sense that like right now if I typed into to claude on here, it's just accessing all the information that's out there in the data centers versus kind of having like a closed loop almost and only giving access to certain things and it's controlled through our our we can actually um kind of monitor what they're getting access access to. So
151those are all going to be important conversations as we move forward because it is moving so quickly. >> What are the financial implications of this? >> We spending on this person is it? >> So the um so the the work that was mentioned earlier with the training that's all been grant funded and that was funds that we were we didn't actually go out for that grant. um Elevate AI was um federal dollars I believe and they um asked eight different districts to partner and so we were one of them. So that has all been grant funding and then even the work that we're doing moving forward. Um this individual it's part of their organization's mission is to provide her for free um to districts to work through these things. Now, obviously, if we ask her
152to go deeper on some of the work, there may be some costs, but we have some grant funds left um that have to be spent by December um in that Elevate AI grant money that we could use to to hire some facilitation around this, but we haven't had to use any general fund dollars so far. >> So, two two things. I know there's been um so when I was kind of obviously interested in the district exploring AI, I got blasted for um because I think at the same time um Elon Musk X was getting um blasted for the pornography that AI was getting. And obviously we don't allow our kids to access porn on Chromebooks. So obviously you guys would um be having the same parameters. So, I mean, I don't know if you want
153to speak to just again some of that safety and security like Director Cole was speaking to with um but we're obviously not going to allow our kids to obviously gain access to inappropriate material um you know, as we're we're using this as an educational tool. >> No. And and that's actually a really big thing that we definitely take a look at anything that we're going to allow to our students and really dive deep into it. Um the one of the big things that we make sure that we do is we sign a data uh protection addendum. And what that does is it states that at any time I can ask for my data to be deleted and that they don't share it with anybody and that anytime I can go look at their data data
154infrastructure and see where it's at. Um that's huge for us and just the piece of mind to know that our data is not getting out and getting learned. But um that's that's something that we we take very seriously especially with categories and stuff. If there was an AI that did have porn, if you if if we were to allow something to open it up, as soon as you type in a word that it's identified, you'll see that we catch it and it stops it. Um, obviously there's some holes in in anything that you try to do. And so we do a lot with talking with teachers and hey, this site didn't get and so we block it. And so that's how we find things that get in um with things that maybe don't get tagged
155as being adult. >> Yeah. No. And and that's great. I just I just want to assure our community that like you guys are on it and that we're constantly watching it and even with the new technology that we're going to we're going to be very mindful about protecting our kids from from anything explicit, right? You know, um that they be exposed to. I um and then I think the second the second thing I'd say is in relation to the writing and picture drawing balance is that there's so many studies about um kids' brains developing um in just in being able to write. And so while AI is such a great tool, I think we can't be rem to to say that that's a tool um you know to to be mindful that we use and
156and that we allow our kids to to have that kinetic connection between writing and drawing and doing all those things which I know you guys are I'm preaching to the choir but I I think it's that balance that Dr. Hill was definitely speaking to that we can't um we don't always need to take the path of least resistance, right? Because then I don't know that we're necessarily serving the student well um in giving them the best education um as far as with the data that we know how kids really learn and what really cements >> and and what would we put on our refrigerators? >> I know I know we'd have no great >> three fingers and yeah >> very good. So thank you. I just wanted to touch on those two things about safety
157and security and and also just the balance of of letting our kids just be creative and write and have that connection with pen and paper. >> I was speaking with uh last year with a a young man named Fruda and his whole concern was that he does he's not sure if he knows how to do research anymore because he just clicks and it gives him the answer. So he goes, "When I go to college, am I going to be able know how to research and look things up?" Then he also discussed about he goes, "I don't know if I I'm losing the ability to be able to use a pen and pencil to be able to write because I use computer all the time. So I don't write anymore." And then lastly, he said if
158when I take uh math test and I have to use a computer to do math and there's a concern that we could be cheating and it's so hard to do the math and put everything in there in a computer. He goes, it'd be so much better if we would just use paper and pencil and show the work that we did. So, I mean, he brought up all these stats on why all the screen time was not beneficial for students and how we need to sort of slow that down an awful lot because he said we are not he says it is not helping us grow and thinking wise we just we are not thinking anymore. We just hit AI and check something and it gives us the answer. He goes, "So, we are not growing."
159>> I that that's always kind of a push back, too, is that, well, if we don't if you ban all these things, then kids aren't going to know how to use the technology later. And um that's why we we want to make sure that we're not saying that these things are never going to be accessed, that we're never going to have technology in our school buildings, but how are they using it responsibly? And you know, I I have more of a fear of kids not being able to read before we start talking about whether they have the tech skills that they need for the workforce later on. So, those are things that obviously are real and we need to make sure that they learn those skills, but we also need to make sure that we're
160not um I guess ignoring those foundational skills that that kids need and we're not again offloading that to these tools um and misusing them um for for students as they're develop developing in our school district. So, it's it's uh but it is moving so quickly and we just want to make sure that we're having these conversations and I mean in many ways we're all kind of behind in education on this. Um but we don't want to wait to just have that guidance be given to us. We want to create some things within the district that make sense for us and then again have that um training and consistency across um the district. >> Question. >> Yeah, I'll keep it short because I know everyone's probably getting tired. Um the the only thing I would just
161comment on that really hasn't been commented yet is uh family and community support. Um you know, I don't even know what Director Cole and Dr. Hill were talking about just then. And I think there's lots of family members who may not know what's happening with AI or how to use that or um how to be a part of the work that district is trying to do. So just not forgetting um I I think there could be certainly a campaign in our community around these topics but it needs to come with uh good information and understanding about AI and how to use that. Um, and then I just want to say how much I appreciate all presentations on all three areas of a focus on student learning and student well-being and safety and thank you for
162that. >> I don't want to drag this out, but had one thing that I think might help uh President Chavez and I. So, when I worked in the district was security, I think it was the first year that I was on the board. I was at Central High School and there was a girl that was really upset that we were like doing this whole thing with phones the very next year, right? And she's just like, "I'm so frustrated." And I'm like, "Well, I want to ask you one question. When you were in middle school, how many behavioral issues, how many fights, how many social media things were related to disciplinary actions in the district?" And she's like pretty much every single one of them. Like it was always some sort of social media something, somebody
163was using their cell phone, it fed the school. I think it would be helpful if we saw the data related to that like how as far as discipline goes how many incidents aren't directly connected to >> yes we do have that data that would be yeah um Benell and his team have been working on that I mean and we can share that data with you because ever since the cell phone um policy implementation we most certainly have been looking at that. So, academic data, well-being data, and discipline data. >> Perfect. That would be great to see. I think that would help us with the decision-m factor quite a bit. Yeah. >> Anything else? >> Thank you all. >> Thank you. Okay. Audience comments. >> Yep. Unless everybody everybody's okay. Unless you want to take a
164break. We're good. >> All right. So, we are ready for public comment and we have two people up. The first is uh well, we have Sarah and Megan Gray. I'm not sure if they're Are you doing it together? Oh, okay. All right. So, yeah, come on up. So, you have three minutes for your comment. And when you get to one minute, that uh light there will turn yellow and you'll just know that you'll have one minute left. >> Yep. You um thank you for allowing this space. First of all, I want to say how much it's so clear that you guys care for our kids. I don't come to a lot of these. should as a parent and the love and care for our kids is very very clear. Second, I want to thank Dr.
165Hill and especially Casey for speaking about the social media piece. As a parent, I'm fully on board with Belabell. I think it's really damaging to our kids and my kid back there is one of the only kids in our grade that isn't allowed to have a phone. I got my first phone my senior year of school and I survived just fine. And thinking about capability, you know, um someone brought up, you know, what are if we do this ban, how are our kids going are high schoolers going to figure out how to make plans? That really is concerning as an employer that our high schoolers can't figure out how to make plans on how to meet after lunch or whatever that looks like. So I think really empowering them in their capability is um amazing.
166So what I really came here today to talk about and this may be the wrong meeting for this is um the old Fruda Middle School. Um there is a lot of plans for that and I have been working with a team on what that can look like and we were throwing some ideas together and some of these ideas are an old folks elderly community with a preschool with community gardens and just this idea of connection and capability and wisdom being shared because our elder generation holds so much wisdom that isn't being shared because of the disconnection. And so I as we move through the process of what it could look like and meetings, um we have a team that we're putting together to try and figure out what this looks like. But just putting my
167cards on the table there that um we're our hope is that it doesn't get developed in houses and you know more population that type of thing. But instead big community gardens, elders, learners alto together and this model is being done across the nation. It's very very success successful and just helping you know everyone feel more capable connected you know and contributing back to the the community. So that's basically it. Thank you. >> Thank you. Next up, we have Lisa Cast. Good evening board. Lisa Casto, uh D51 parent, volunteer supporter here again about rural schools. uh very much like Fruit of Middle I suppose except that uh the board has voted to demolish the old gateway school and there is I I haven't been elected as a representative of the community or anything like that but
168I I'm confident in saying that 100% of the people I know in the community which is a lot of them that's very small do not want the school torn down. We knew immediately when people came to do the mitigation for the asbestous and nobody wants the school torn down. Nobody wanted the school to close. That's not something that our community wants. It's not. And so it feels like it's big government coming down on, you know, rural little small towns to to continue with the thought that we should demo the school. Nobody asked us. No one considered what the community wanted. It is a it's detrimental to our community to have the school closed as it is now. They they have if if people do come in, they they get to put their kids on a
169bus for an hour and a half plus to transport them down here for what we deem as a quality education. And we don't have any access to the school that we pay taxes for. Like there's nothing that our community is asking for this school board to hear us. We don't want our school torn down. We never did. No one ever asked us about that. We never heard anything about it until it was, "Hey, this is happening to you." And we don't want our school torn down. We want options available to us. I would be I would use the building. I would run our food bank through that. We're not able to have a food bank right now because we don't have a building. I I would do all kinds of different things. Uh and and
170paying the school district a very large sum of money is not really something that we as a community feel like we would do. What would we get out of that? We pay you $400,000 for one building and then we face restrictions on where we can be because it's still on the campus for the for the gateway school and I did see on the superintendent report. I do appreciate those things by the way that that the you had an executive session about the vacant land in Gateway. You know who cares about the vacant land in Gateway? The people who live in Gateway. You know who cares about the school in Gateway? The people who live in Gateway. You know how I mean just a small sliver of what it would be like would be if you
171all decided that you were going to work for an entire just a week to drive to Gateway and set up at the Gateway School and do all your work from the rural school district section and and and then drive back home afterwards just for one week. experience what that feels like for your body to get in a vehicle and drive that far and then deal with the internet and the outdoors and the whole thing and experience what that is like for our kids and how old they should be to be transporting themselves down here or getting on a bus to come down here for school. We're asking that you hear us. Thanks for your time. Let's take a five minute break. Thank you. If we look at that, it's uh 11 A is licensed administrative
172personnel action. It's all the individuals that resigned and terminate termination and new assignments. Administrative new hires is uh has Nikki Johnson as director of site leadership and Tricia Swanson, director of early childhood. And then there's a gift from the public. We have $27,70 in grants. There's a $2,250 uh that's going to the learning centers at the Rock at Rocky Mountain, Fruitville, and Pear Park. Those are the consent agenda items. Do we have a motion in a second to accept them? Motion to accept the consent agenda. >> Yep. >> Approve the >> 11. It' be from 11 A to 11D. >> Second. Any discussion? >> I just I did want to It's really hold on. Point of order. Um consent agenda we don't discuss unless you want to remove an item. Sorry. I'm sorry. Yeah. So
173if you want to remove an item, we can remove it and then vote on all the other consent items and then vote on a separate item. So do you want to Okay, sorry. [laughter] >> Sorry. >> Thank you, Andrea. >> Sorry, I feel like a Debbie Downer if I do that. >> Mr. Chavez, >> approved. >> Mrs. Cole, >> yes. >> Mrs. Evansson, >> yes. >> Mrs. Heights, >> yes. >> Mrs. Woods. Yes. >> Business items is policy KF community use of school facility sack and reading adoption. Do we have a motion in a second? >> Motion to approve policy KF the community use of school facilities. >> Second. >> Discussion. Anything discussion? No. >> Yeah, we Well, I had mentioned just last time that this was um uh we had gone over this uh
174I was on the subcommittee with Clint, so we just had gone through these fee schedules and then this use. So, um this is just tightening all of that up. So, this is a making these policies more clear for our community. >> Mr. Chavis, >> approved. >> Mrs. Cole, >> yes. >> Mrs. Evansson, >> yes. >> Mrs. Heights. Yes. >> Mrs. Woods. >> Yes. >> Is a future. Next one is future meeting agenda items. Do you have any items you would like to be you would like to discuss in the future? It's always open to talk to Amy, uh, Brian or Vicki or myself also to let us know future meetings. May 5th. That's interesting. We'll have taco Tuesday and Cinco de Mayo at the same time. Uh May then we have another one on May
17519th. It's a board business and then we also have an executive session at that time. Also we have the next is an executive session pursuant to section 24-6-424H color revised statutes regarding the matter of individual students for expulsion appeal pro purposes and where public disclosure would adversary affect the person or persons involved. Those presence will be Director Chavez, Director Heights, Director Evansson, Director Woods, Director Cole, and attorney Miss Tammy Everett. Can we have a motion and a second to go in executive session? >> Motion to go into executive session. >> Second. >> Any discussion? No. Then vote. >> Mr. Chavez, >> approved. >> Mrs. Cole, >> yes. >> Mrs. Evansson, >> yes. >> Mrs. Heights, yes. >> Mrs. Woods, >> yes. Thank you all. We're need to discuss the expulsion appeal to vote on it
176on the two individuals that we just had executive session on. Uh do you want to uphold um both of them or just one? I move to uphold um both expulsion appeal or move to ex move to uphold both of the expulsions. >> Second. >> Mr. Chavez >> approved. >> Mrs. Cole. Yes. Mrs. Evansson. >> Yes. >> Mrs. Heights. Yes. Mrs. Woods. Yes. >> We have a motion to adjourn. Oh. The board will uh issue a statement and send it to the family at a later date. >> Right on. Thank you. >> Thank you everyone. Everybody drive home on safe.