Board of Education March 3, 2026 – Work Session

001Um, we will start with a pledge of allegiance. Uh, Mrs. Heights, would you do the pledge of allegiance for us? We have bond projects progress update. Good evening, board. Thanks for having us tonight. Just another quick update on the progress that we've um made uh over the last couple weeks with um Fruit of Monument High School and our priority improvement projects. A lot of work happening and we're we're excited to get started. So, Micah, why don't you take it away? >> Yep. Of course. Uh hello again. My name is Mike Adams with Dynamic Program Management. It's good to see you all here. Um thanks for having us. As always, uh just have this slide up front. A reminder of the different buckets that everything is falling into. Uh in the bond there's the Central High

002School um and Fruit of Monument High School projects which are about half of it and then the other half roughly is the uh what's known as the PIPs or the priority improvement projects. Um so the PIP's phase two is uh scheduled work for this upcoming summer and um as you can see over there on the left there is a lot happening um this summer I believe there were nine schools this last summer in phase one 11 schools here this coming summer so a lot of safety improvements fire sprinklers fire alarms asbestous abatement um and the like where we're at with that project right now. I'm trying to remember if we have Yep. Um we've got uh a little bit more detail here on the next slide, but before I jump into that, um so far

003about $2 million has been spent primarily on design, investigation, surveys, uh geotech reports, stuff like that. um with uh a total budget of about 37 million and so far the the um budgets are coming in around 28 million. Um but that doesn't include soft costs, uh contingencies, design fees, uh furniture, everything like that. Um summer milestones, I've got that in the bottom right corner just as a reminder. uh quite a few of the schools for the uh this summer's work are getting out um two days early and then are starting school a day late. And so we've uh um just got a matrix there detailing some of those dates for um move in, move out, everything like that. Here on this slide, uh recently completed um construction drawings were finished uh in the months of

004January and February. Those were broken into three different packages and they are all now at 100% um complete. Uh furniture design was also recently completed and uh procurement uh RFQP is going out tomorrow. Um and so over the coming weeks we'll be getting proposals from furniture vendors for all the furniture happening this summer. Um, also in progress, the contractors are working hard on getting some um, uh, CD estimates put together. Uh, we're expecting pricing from two of the contractors here this week and the third contractor next week. Um, and then aside from that, just a ton of coordination going on, getting ready for the summer. Um, and move out coordination is uh, top of mind right now for everybody. And what really kind of kicks that off is um right now the the general contractors

005are working on the shop drawings for the fire suppression systems which will really kind of determine uh how much furniture needs to be moved out this summer or what can be shifted around um and remain in place. Upcoming this spring break there there's going to be some test helical peers done at West Middle School. um West Middle School. Uh part of the design is a um like a ADA lift elevator addition. Um they're in between the two buildings. Um and so some testing needs to be done for the deep foundations and so that's going to happen over spring break. Um, abatement kicks off uh towards the end of May as as well as general contractor um mobilization. Uh now we'll talk a little bit about F Monument High School. Um uh the overall construction schedule

006is set to start in May. And um as you can see there, a good portion uh both the additions are supposed to be done uh this coming December. um with a you know fall uh Christmas break move in so students can start using those spaces January of 27. Um and then the >> um the the renovations uh to the CT and science areas take place next summer. >> Total project budgets about $24 million with about um a little less than a million spent to date. recently completed the construction drawings were also finished for that project as well as a furniture design. Um that furniture design is going out in the same package as a PIP furniture tomorrow and the construction documents. Um Shaw is currently putting together the estimate for that as well. Um so

007pretty concurrent process with the PIP projects. What do you think of the wall designs? >> Yeah. So, some fun fun renderings. Figured real quick we just talk about uh a little bit of what to expect at the the school. Um starting this summer, you'll see on the right there um Shaw's kind of site layown that will take place over on the west side of the school. Uh some of the parking is going to be uh taken up um and fenced off. Uh Shaw's construction trailer will be over there on the west side of the school. You see the site uh the science edition um there on the southwest corner of the school. Um and then this is a little picture of what's going to be happening on the east side of the school. Uh the

008F area getting fenced off for the CTE edition and a little bit of parking being taken on that side as well. Just want to jump back and make sure I didn't miss anything. Um, but no, I think we we covered everything here. Um, the last slide, just a uh just kind of an overview of what parts of the project are going to be happening when. So, um, I know it's brief, but a lot of design and investigation work going on right now, uh, with things about to kick off here in the coming months. You guys have any questions? >> Yeah, I just had one question about the um sorry I don't remember the term that you used in the first slide about the work being done at the elementary schools around opportunity rooms and some

009of those would are those complete >> the opportunity rooms. Mhm. >> So, there's a couple different phases with the opportunity rooms. Um, schools that were the highest priority design is done on those and is in for permitting right now um with the construction uh about ready to go. I think they're going to be starting on it here right away. um opportunity rooms that weren't as high priority um but could be fit into this summer. The design is is ongoing for those and and they will be done this summer. Um but the the first the highest priority is about to kick off >> and some of those second round opportunity rooms Eddie and his team are managing those projects. So they're not running through the um the contractors. Uh Tony I think Tony may be taking

010charge with some of that. Um just to talk a little bit about um lessons learned. Micah talked about shop drawings that um that we're getting back for fire sprinklers and how that helps us with moving and getting all of that done. Uh we learned a lot the first year and and we moved a lot of stuff uh the first year and I don't think we're going to have to move quite as bit quite as much stuff this year. So that that's going to be good for everybody. >> Yep. And uh as far as meetings with the principles go, um Eddie and Tony have been meeting with each of the schools that uh are having work this summer and they're they're going to have three meetings, I believe it is, with every single school um to

011talk through moveout procedures and um and so and the general contractors will be a part of that final round of meetings um just to make sure everybody's on the same page. >> Cool. This this may be out of scope, but Mike Clinton, this might be a question for you, and you don't have to answer it right now if it's not part of it. You said three meetings for the move out. Will there be anything for move back in also >> or will those three meetings move out and move in? >> Yeah, that's a good question. Um, we do have the meetings. They've already started those meetings with the staff and and they have them scheduled. Um, maybe Eddie can answer that. I don't know if Eddie if you have an answer to whether or not

012you guys are doing a a a meeting for moving back in. >> Um we don't have one. Our we have a drop dead date of July 24th I believe for contractors to be out. Then our IT folks will be in hooking up aquaores doing all those things. So our goal is to put the room back exactly like they left it. So when they come back in, all they have to do is unpack their things and be ready to go. >> Great. As someone who has moved out and moved into a classroom at least eight times, moving in is super hard also. So I just was that was just on top of my mind. >> Correct. And that's why we do these three meetings to start that is start the move out process early um so

013we can get that room as soon as we can u for the summertime and then you know that those things will be moved back in and your room will be set up just how just how it was. >> Correct me if I'm wrong Eddie but part of that process on the move back in is pictures of the room as it was before. >> Correct. >> And then a diagram as well that's correct so they can put stuff where they want it and then it just >> it'll be there when they show back up in there. >> Yeah. Yeah. So, when our contractors are done, then the custodians will be in and they'll do all their cleaning and they'll clean the desks as they put them back in and then they'll be ready for class. >>

014Perfect. Thank you. >> Thank you. >> Anything else? >> Great. >> Thanks. >> Thank you guys. >> Thank you. >> We'll now go to strategic plan update staff wellness. bites. >> I'm okay. I can sit down. >> We can go down. Good evening board. I'm Jennifer Marsh, the chief academic officer, and I have the pleasure of teeing up, setting up, and introducing tonight's strategic plan group. It's our well-being and belonging staff wellness group. And um I am going to ask everybody, we're going to move my right, to introduce themselves. Hi, I'm Sharon Collus. I'm one of the elementary school directors. >> Dan Benell, executive director of student services. >> Zornman, uh, district wellness coordinator. >> I'm Connie Mack. I'm the benefits manager for the district. >> And Sue Guadnola, risk manager. engage, equip, and empower.

015Um, as a reminder that as mentioned many times, our previous uh strategic plan presentations on the 2530 plan, our mission and vision remain unchanged from our previous strategic plan. And also unchanged are our core behaviors and our graduate profile, which outlines the essential skills that each and every student needs to thrive. All right. In our new strategic plan, there are four focus areas, uh, each with two priority areas. The data story we're about to share focuses only on well-being and belonging of our staff. We'll review our progress to date while clarifying the goals that were established for 2030. Tonight, we'd like to share some long-term staff wellness goals tied to the results of the staff panorama survey, which we just took at the end of November, the first part of December, specifically in the areas

016of belonging and well-being. These goals reflect our commitment to creating a supportive, inclusive, and healthy work environment across Mesa County Valley School District 51. Goal number one focuses on belonging. By the year 2030, all schools and departments will demonstrate an increased and favorable responses within the belonging domain of the staff panorama survey. For district departments, the target is to increase from 74% to 79%. For schools, the goal is to increase from 72% to 77%. Belonging matters because it reflects whether staff feel valued, respected, and connected to their workplace. When staff experience a strong sense of belonging, they are more engaged, more resilient, and more likely to remain in the profession. Goal number two focuses on well-being. By the year 2030, all schools and departments will demonstrate an increase in favorable responses within the well-being domain

017of the staff panorama survey. Departments will aim to increase from 62% to 67% and schools from 60 to 65%. The well-being domain captures staff perceptions related to workload, stress, and whether the district supports their mental and physical health. Improving these outcomes means moving beyond short-term solutions and toward sustainable systems of support. Progress towards both goals will be supported through district-wide wellness initiatives, leadership practices, and school level wellness champions, all aligned with our district wellness policy and what you will hear about tonight. These are not simply survey targets. They represent a long-term commitment to strengthening our culture, supporting our staff, and ensuring our schools and departments are places where people feel they belong and are supported to do their best work. In order to achieve our goals, we are focusing on the strategies which were developed

018by the strategic plan community task force that included community and staff of D-51. We have combined the five areas that the community suggested into three general strategies. We felt the three groups versus five groups made more sense, especially when the amount of overlap that still exists within the remaining three. Here are the three areas we created from the five on the previous screen. Wellness champions and wellness teams, staff recognition, and leadership practices. We'll now share about each of these areas. School wellness, school level wellness champions in our district play a key role in supporting the implementation of the district wellness policy and the strategic plan goals in alignment with the policy. Wellness champions help ensure that each school's environment and practices promote student and staff health and well-being. They serve as a liaison between their

019school and the district wellness advisory council by supporting wellness initiatives, encouraging healthy behaviors, and assisting with monitoring and reporting wellness related activities. Through their leadership, wellness champions help align the entire school environment with district wellness goals and foster a culture that positively influences physical, mental, and social wellness across the school community. This slide highlights some of the amazing things our wellness champions are doing in their buildings. The first bullet highlights the cultivating resilience resource based on the book Onward by Elena Aguilar. This resource provides staff with monthly learning around topics such as optimism, self-care, focusing on bright spots, resilience, and courage. The other activities listed support staff wellness by promoting physical health, stress reduction, connection, and morale through movement opportunities, mindfulness resources, recognition, and community building events. Together, they help create a supportive workplace culture

020that strengthens resilience, engagement, and overall staff well-being. Leadership practices. Our five-year goal is to have a comprehensive leadership framework to share with leaders at all levels. Our framework will encompass components from the other two groups within our task force, staff recognition and wellness champions and teams. Each of these bubbles represents early components we've put in place to bring coherence to how we support leaders. We created a panorama well-being and belonging data protocol to support meaningful reflection and action, not just data review. We developed a crisis support toolkit so leaders have clarity and shared guidance during high stress moments. And we shared the all- one health leader toolkit to enfor to reinforce that leader well-being is essential to sustainability. Together, these components help us learn what leaders need and guide the development of a more comprehensive

021framework moving forward. So for staff recognition, we have established a five-year goal to develop a district-wide staff recognition program. Over the past year, our efforts have focused on gathering data to inform this initiative. A questionnaire was distributed to D51 staff to better understand how employees perceive recognition and value. We identified existing recognition practices currently in place across our schools and departments and consulted with other organizations regarding their staff recognition strategies. Additionally, we reviewed the five languages of appreciation in the workplace, which emphasizes the importance of understanding effective approaches to communicating appreciation within an organization. Using this feedback, we have begun developing a recognition framework and anticipate finalizing it in the coming months. The goal is to implement the program districtwide for the 2627 school year. The monthly benefits and wellness newsletter serves as our main

022communication tool for driving engagement for overall wellness support and activities. It touches all dimensions of wellness highlighting resources available to both employees and health plan members. It includes a dad joke section. Then there's lifestyle related pieces such as healthy recipes, the monthly action for happiness calendar, tips and reminders about our benefits, health education topics, pullth through promotion for D51 sponsored wellness events such as uh the staff wellness challenges, meal prep classes through CMU Tech, Elevate Kids Fund Run and kindness and contagious spirit week are examples, as well as monthly health webinars sponsored by All One Health, our employee assistance program vendor. The bottom of each newsletter features easy access links to our employee assistance program, our benefits guides, and to our employee wellness website on the staff internet, which houses all of these resources and

023more to support staff wellness. The January newsletter featured an article titled Leaving over 4,000 pounds behind us, which showcased the jaw-dropping impact of our GLP-1 weight loss program for participants over the past year. The GLP1 program for weight loss was launched in January of 2025. Members could elect to participate at any time for zero cost. We currently have about 160 health plan members participating and a recent survey for employee participants demonstrated the benefits go well beyond the loss of pounds. Over 4,200 pounds in one year, an average of 30 pounds for those who have been on the program longer than six months. The total number of pounds lost tr is truly an amazing outcome. But what the employees shared beyond their physical appearance was astounding. Members reported no longer being pre-diabetic. They no longer have

024high blood pressure or high cholesterol. One said they were on three blood pressure medications and now they're only on one. They reduced joint pain and improved mobility. Two said they are postponing or no longer needing knee replacement surgeries. A teacher mentioned she can now stand and walk around her classroom and engage with students without any pain. They no longer have sleep apnnea or need to take antacids on a daily basis. The program features virtual providers via an online portal. Participants reported that their providers were compassionate and supportive, giving highquality care, and they said the program was easy to use for appointment scheduling, requesting refills, and communicating with their provider. I could easily have filled five or more slides with testimonies from staff on how this program has impacted their overall well-being. You can read the

025highlights under staff voice. This program's changed my life. One of the best benefits the district offers. It would be devastating to lose this program. Thank you for supporting staff wellness. It's saving my life and I'm also saving money on other healthcare expenses. Clearly, this program is meaningful and continues to bring value to our health plan members. From the health plan perspective, this program is a powerful representation of our potential to save thousands, if not millions of dollars over time. It's a win-win for our employees and the health plan for sure. It's one great example of a program supporting staff wellness. Everything we've talked about today, from the wellness champions to staff recognition, ongoing development of leadership practices, and all of the wellness programs and services that we offer our staff at every level makes a

026difference. How do we know they're making a difference? Well, hot off the press, I can share some very exciting news that impacts financial wellness for our own health plan members and the district's budget. Due in part to the various wellness programs, the cost containment programs that our members participate in, and the performance of our health plan in 2025 and trending for 2026, I'm happy to announce that we will see a 0% increase in our premiums for 2027. So far, we're the only self-funded school district in the state reporting a zero increase. Others are mostly reporting double digits up to a high of 44%. So, selfishly and confidently, I'd say what we're doing is making a difference. But now, I'm going to turn it over to Amy, who's going to share what our employees are thinking

027about overall staff wellness, well-being, and belonging. In December 2025, all of D-51 staff were invited to complete the Panorama staff survey. We had an overall response rate of 88% which is above the national average response rate of 65 to 70% for an organization of our size. The Panorama staff survey consists of two surveys, one for school employees and the other one for department employees. Each survey has a well-being section and a belonging section. The belonging section consists of three questions on each survey. How well do your colleagues in your department or school understand you as a person? How much respect to your colleagues in your department or school show you? Overall, how much do you feel like you belong in your department or school? For departments, belonging improved from 74% to 75%. For schools, belonging

028has improved from 72% to 74%. The well-being section is made up up of 14 questions. Are you engaged, excited, exhausted, frustrated, happy, hopeful, overwhelmed, safe, stressed out, worried? How effective do you feel at your job right now? How much does your work matter to you overall? How satisfied are you with your job right now? There's an additional question. What has helped you in the most in managing your stress? For department survey results, overall well-being was once as high as 79% back in the spring of 2021. Since then, we've declined, but this year, we have improved from 62 to 63%. For school survey results, overall well-being was once as high as 68% back in the spring of 2021. Since then, we've declined here also, but this year, we have improved from 60 to 62%. By investing

029in belonging, well-being, and sustainable systems of support, we are building a healthier, more resilient District 51 for our future. Thank you. Do you have any questions? >> I just invited to the caramel apple. >> The same thing to serve. Oh, I think it's just um I just have to say it's really impressive. I just thought think that how impressive the menu of uh wellness activity. So, wow, that was and truly a model um I think certainly for our region it sounds like across the state. So, wow, that's impressive. I appreciate all the data and all the treats and goodies and not just treats and goodies, but really it's it's solid. So, thank you all for it. Just shows I think a demonstration of how much we value our staff from top to bottom. >> Question

030I have. Um Dan, when you were giving when you were giving out uh the scores for the schools and the departments, >> uh is there a way that you can give us those scores for each school one of these days? just tell us where each school is at with um wellness uh and belonging so we can see what where each school rates. >> Yeah, I mean obviously we have that data. Um this is um this is the aggregate data that we typically you know bring forward um in this but um certainly just like any of the other presentations where we've got panorama data we can certainly get in and look at each individual school. I mean if that's if >> Yeah. And I think um yeah, you're right. We we can pull it up. I

031think we can share that with the board. I have worries about putting individual school data up on this at a public presentation, but I think that's definitely something we can share um with the board and then those schools share it with their own staff and and have a discussion around it. But we can definitely get the board um by school. >> Thank you. >> Um so I just love that our insurance premiums are not going up like since the first time like being on the board. Um, that's fantastic. Um, yes, I think that's worth a round of applause. I know. I mean, that that is a trickle down effect or however we want to ripple effect, however we want to explain that. Um, that just helps us in so many different ways. So, um, that's

032just a testament to so many things. Um, I actually had a lunch this last week at St. Mary's and you know I think health care is really shifting in a lot of ways to actual health care um instead of sick care which is really about how we do treat people so that um and actually somebody at St. Mary's was talking about how we actually treat people to death like you know we're treating them till they actually die instead of actually treating them until they're cared for. So, so well done because those testimonies are really powerful for people to have like longevity of life, but just like better quality of life. I mean, to get up and interact with kids in the classroom, to have better interactions with their families. I mean, it that's what life

033is about to just those moments. And so, just well done. And then just the incentives and all the other things that just go around actual wellness, right? So, you know, your heart, your mind, your soul, everything. So, well done. And we're all about saving money at this time. So, thank you. That's such a that's so so amazing. So, well done everybody. That's awesome. Great news. >> More questions. Thank you all. >> Academic data presentation. A cat. I feel bad that I've been saying callus this whole time instead of callus. It's sharing callus. Only took seven years to figure that out. Sorry. >> You guys can sit here. Good evening. I'm Jennifer Marsh. I'm not done yet. Chief academic officer. Um I have the opportunity to tee up uh this presentation tonight. A couple of our

034board members have already had the opportunity to see this data um and requested that we um bring it back or bring it forward this evening and that is exactly what we're doing. So this presentation was done at um the access opportunity community advisory team probably about um maybe a month ago. And so here's the opportunity that we now get to share um with all of you. So on this slide, you have seen this slide before, but on this slide you see our district performance framework ratings over time and the steady progress we've made. From 2019 through 2023, the district has rated the in the improvement category with growth moving from 52.7 to 54.3. And in 2024, we advanced to accredited at 58.2%. And in 2025, we strengthened that standing to 61.4. That upward trend matters.

035It reflects consistent work in the classroom, stronger systems, and clear focus on student outcomes. Improvement did not happen by chance. It came from disciplined attention to instruction, monitoring progress, and holding ourselves accountable. While while we are now firmly in accredited status, we know the work is not finished. Our goal is continued steady progress so that every school and every student benefits from highquality teaching and strong academic growth year after year. We routinely share achievement data, but tonight our team will share growth data from our diverse learning groups in effort to grow our understanding of different um student data. I have to hold the thing. Okay. Well, good evening. I'm Curry Newton. I'm the director of assessment. Thank you for having me. So this slide summarizes our academic achievement um from CAMASS English language arts. We

036also have math and science there. So across the subjects and the student groups you can see down go reading down green indicates areas where we're meeting expectations. Yellow shows areas where improvement is still needed. And you can see the different groups of students that are highlighted and measured. What's important to understand here is that overall achievement is meeting the standards for all learners grouped together. You can see that all were meeting. Uh however, results are not the same for every group of students. Some groups are performing well while others need additional support. This data helps us be honest about where to focus our efforts so resources go where they are most needed. So this achievement tells us where students are right now in relation to meeting the standards. Growth tells us again how much progress

037they're making over time and that's critical. Jack, you'll talk a lot about that. This slide shows that overall at this level students across the district are making expected growth in both English language arts and math. Many groups are meeting growth targets and few are approaching them. Growth again matters because it shows learning is happening even when students start at different places. Growth precedes achievement. So this highlights that we are on track, our students are growing and we have more work to do specifically with our students who have IEPs. So now we're going to share several data slides and I want to share with you what you're looking at. Okay. To start to orient you uh the slate the slides will all display student growth in English language arts. You'll see math. It'll be across elementary,

038middle school, and high school. And the data that you're looking at is based on last year's state uh testing. Camass for elementary and middle middle school. PAT and SAT at the high school. So within each subject and school level, the results are disagregated or pulled apart to show performance of the specific groups of students. The this slide includes students eligible for free or reduced lunch, students with individualized IEP or individualized education plans or IEPs, English language learners, students identified as gifted and talented, and our overall student population. So this horizontal line that's going to be on each slide represents uh 50 the one year of academic growth and it aligns with the state's expected growth standard. Our district's goal is straightforward. Every student regardless of background should meet or exceed the state's growth expectation each

039year. We're committed to ensuring our students can compete with students across Colorado. This next slide is uh the second group of diverse the diversity groups. This is um the students for our minority and non-minority students, Hispanic students, students identifying as two or more races, white students, as well as female and male students alongside all of our students. Again, the horizontal line is the 50% that represents one year of growth. And at the elementary, you can see that the groups performing at or above the state's growth expectation with overall district growth holding at the 50 mark. This tells us our core instruction is moving students forward. At the same time, the difference between the groups remind us that steady improvement requires focus and follow through. The takeaway is here is that growth is happening but our

040responsibility is to ensure it's happening for every student in every classroom every year. >> This work closer. >> Yes. Come closer closer. Can you hear me? Okay. Okay. So, I think this data is and was compelling to look at recently. Not because it's timely. It's almost a year old. So, this is March and next month students in our system will take their endofear standardized assessments and we'll have this data to look at again in the fall. It's uh compelling data because it's growth data and that's what Curry was just describing. And we're in the habit of looking at our achievement data and celebrating our achievement data, but we think the growth data is really important to be sharing publicly, to be talking about and looking at regularly because it tells the stu the story of

041each and every student. And so that's our mission and our vision. It's it's all students, but it's each and every student. So, how are we doing uh in supporting and growing each and every student? And some people would think, well, that doesn't show up on your SPF. That's too big a that's too big a goal or a data point. But what Curry just outlined is that it does. It shows up on every one of these lines. That's where you see growth reflected and that's where you see each and every student reflected. So we think it's awfully positive to see all of that green where growth is concerned for our diverse groups of students. That's represented on two slides per testing area because there are too many groups, right? So every time we look at one

042of those areas tested, you're seeing two slides of data. In fact, you have a lot of data in front of you. And something that came up for us uh as a team looking at it about a month ago was just the importance, the significance of that line, as Curry just described, the 50th percentile. Because where growth is concerned, what's our promise to each student, to each and every student, that when I'm in third grade, I'm going to learn and master what I'm supposed to learn and master in third grade. And if I'm behind at all, that means I need to learn and master everything for third grade and whatever I hadn't mastered in second grade. Growth data is important because the 50th percentile represents a year's worth of growth. So if I'm going to close

043any gaps that I have as a learner, I need to make more than one year's growth in one year's time. And in fact, research would say virtually any gap can be closed in three years with consistent rates of growth of more than one year's time. So three years, I can close gaps, but it's got to be all three years in a row. So if I have gaps and I'm in fifth grade, I need to make more than one year's time growth in fifth grade, in sixth grade, and seventh grade, and I could be caught up entirely by eighth grade. That takes a lot of consistency at a systems level to support students in closing persistent gaps, especially the sort of gaps that we see with diverse groups of students. And so what's celebratory on any

044one of these slides would be when you see those green lines above the black line that's running horizontally. That means making more than one year's growth in one year's time. So, what we could do is move through these rather quickly to see patterns. Patterns were the green lines, whether they're moving up or down because you'll have a burst of growth. I'll show you an example of that. That's followed by high achievement and then the gra the growth is lagging again. But consistently, you'd want to see growth above the 50th percentile because that means we're closing gaps for students and that's just critical to the ways in which we serve. So what's positive here is that you see that growth above the black line. This is for um grades three through five English language arts. And

045so you see generally a positive trend line and exceeding the 50th percentile. This is the same set of data. It's English language arts grades three through five. Different diverse groups across the bottom. Here's math grades three through five. And when we were looking at it as a team, one of the first things that we talked about as a group was like, "Oh my gosh, what happened in 2022? What do we need to do to get back up to 2022?" But in fact, our achievement in math is the highest we've ever seen as a district. District 51 last year exceeded the state in all three grades in math. Um, grades three, four, and five. That burst of growth led to high achievement. It has to stay above the 50th percentile for us to continue to have

046gains. And if we really want to close those big systemic gaps, you'd want to see another burst of growth. So that's math 3 through five. Still math three through five. This is middle school English language arts below the line for growth. This is ELA. Still middle school below the line. This is middle school math. Uh this is something that we mentioned at the beginning of the year when we were looking at our middle school data. What do we see? What are the patterns? We see increased growth in math, not yet achievement. This data is really promising for middle school math. Terms of growth, it doesn't mean that we've closed achievement gaps in middle school math. This is high school English language arts. English language arts. There we go. the same set of data math for

047high school and again high school math. And so our proximity to that 50th percentile is a really important target and that's a target that not only our building leaders know but each each and every teacher knows. We're really attending to our students growth data at midy year. Teachers have been working in short cycles from midyear to now. They know that state testing is next month. Uh and just how important it is that students are making growth in short periods of time because I can make a lot of growth if I know what the target is in the next two weeks. What must I master and learn in the next two weeks? How will I know if I've learned it? How am I going to monitor and check on that? Students met it. These students did

048it. I'm going to retach it. That kind of cyclical work has been part of the consistency that Jen described in helping us make lots of growth in our system to see higher rates of achievement. And again, we do a good job of talking about achievement, but we think it's awfully important to be talking about the growth data. And so this is a summary then of that achievement. >> Yep. So again, as um Jackie shared, we've been talking about and reviewing that growth data because we all know and we've said this a number of times that growth precedes achievement. So it's important um context in in knowing and understanding those bursts and how it leads to achievement. So I want to summarize now our achievement data for 2425 last year knowing that it also sets the

049baseline for our 2530 strategic plan goals. You can see we'll start from the at the left. Um in the primary grades, we continue to meet all three of those ambitious dibbles goals. In intermediate grades, our students are exceeding the state, five of the six from literacy and math measurements on CAMASS. In middle school, we see that positive growth and we're gaining momentum, but we're not yet meeting or exceeding the state on the CAMSS measurements for achievement. And at the high school level, we are meeting or exceeding the state in six of six of the literacy measurements and three of six and the math measurements. And then of course our celebration, our graduation rate is improving and sits at 83% just shy of the states 84. The data we just heard about helps us to see

050some inequities still exist. And our core beliefs help us determine how we respond. We know that a cohesive approach to core instruction is essential for equity and growth. The four core beliefs of our teaching and learning framework create a shared vision for what strong instruction looks like in action. In practice, this means we are working to build consistency in professional learning, walkthroughs, backward planning, and instructional coaching. When we reinforce these core beliefs consistently across our system, we believe we can support all learners to make accelerated growth and to have access to rigorous classroom instruction. That also means we are intentional about how we support different groups of students to access learning. Next, we'll walk through very generally some of the supports we have in place for different types of D-51 learners. To begin, D51 receives

051Title One funding. This is federal funding used to provide additional support to schools with higher numbers of students experiencing economic barriers. Currently, these funds are being used to increase access to grade level instruction, to extend targeted learning supports, and to invest in staff and resources that promote student success. In our approach to students who require individualized education programs or IEPs, inclusive learning environments is kind of where we believe we can best make an impact. Whenever possible, students learn alongside their peers with support. It's designed to remove barriers rather than limit opportunity. Our focus stays on helping students engage with grade level content while recognizing the path to access may look different for each student. D-51 supports students with advanced learning needs by providing meaningful challenge, promoting continued growth beyond early achievement, and expanding identification across

052diverse backgrounds so all students can remain engaged and challenged. Finally, D-51 supports multilingual learners by providing dedicated English language development alongside access to rigorous grade level instruction while promoting collaboration between classroom teachers and language specialists or CLLD teachers. We recognize multilingualism as a strength and ensure students receive targeted support as they build academic language across all subjects across all learner groups. Our goal is consistent strong core instruction paired with intentional supports that remove barriers and expand opportunity. By aligning our practice to our core beliefs, we work toward a system where every student belongs, engages, and grows. Thank you for your time. >> Before you ask questions though, um we I neglected or Dr. Hullchoff, would you please introduce yourself? And >> my name is Lana Hullshoff. I am the coordinator of culturally and linguistically diverse

053education. >> Jackie Anderson, executive director of teaching and learning. >> Check. Good. >> I'm good. >> Thank you. >> Is there any questions? >> Uh, it's not really a question. Um, I just want to say thank you for taking the time to share this out. Again, I was part I'm with Jose. I am on that AOAT committee and there was just some really rich discussion around this work and it felt like the rest of the board deserved to also have this rich conversation. So, I hope we're not able to have that kind of conversation here. Um, I mean, we could if we really wanted to, but I hope that we as a board can reflect and think on some of these options. And I I'll send some of the thinking prompts that we had for

054that meeting that aren't in here to the rest of the board so that we can kind of go through that if you if you'd like. But I just found this really profound and a lot of the conversations um like you said the growth burst and how that connects to achievement that was a constant question that came up. Um so I thought it would just be really nice for and Jose did too to bring this over to all of us for us to see. Um and I hope we can get this a little bit more frequently like I I find that this is an important to our work as governance when we are monitoring the strategic plan, monitoring policies and curriculum as they become up for adoption. Having this background information is really important to us.

055>> Thank you. I really like that you discuss growth >> versus achievement. >> Yeah, >> I really appreciate that because that makes a real big difference. uh when you showed it to us when we all met in the committee that made a lot of difference. I also appreciated Jackie that when you gave your strategy on how you improve the growth that was a really the first time I ever heard the strategy and that was really nice to hear and it made a lot of sense to me. So I really thank you all for the work that you do. Thank you. >> Thank you. >> Just a question and thank you guys so much for presenting this to us tonight. Thank you guys for asking for it to be presented. um with the upcoming testing when

056will the data from this year be available and be a we be able to see it side by side micro so actually uh the state has pushed um to expect it right away almost April May June early June which is earlier than we've ever received it before um but it'll be embargoed until the state can uh do theirs in August September but we'll have the student results and be able to act on it >> but will get achievement first. >> Yes. And it does take a while to get growth. There is more um calculations with growth. So growth won't come as >> quick as achievement. But we'll have overall results early. >> Okay. >> Dibbles though is more ongoing. There are the there are the three beginning, middle, and end >> for K5 and then

057there's some progress monitoring in there. But uh which is not on this part not it's just mostly C mass here but there is dibbles for is it K5 >> or K3? No. >> Well, it's K3 and available K5. >> Available K5. >> So and and that's not necessarily available to us right away but there is a little bit of data there for us to look for you I say us for you all to look at to guide your thoughts to. >> Yeah. I think the only thing I was thinking about is with recent cuts and um how you see that impacting this work or growth or do you >> that was one of the >> Yeah, that was one of the pieces that I presented when we um all of senior leadership presented with Dr.

058Hill. we have crafted and we are sticking to those um systems, those rituals and routines and keeping that academic calendar as one of the things that I shared it. It has been looking very much the same year after year and so we've been um we've had that opportunity to um design and keep to that rhythm and those routines and we'll have to continue to dig in on those. Um, of course, Jackie's team spends a lot of time in ensuring that everybody knows and understands where um, teaching and learning and how it needs to happen. So, we will continue with those same structures in expecting the same results and outcomes. >> I'll give a specific Sure. >> example in secondary math. We've had 11 positions open in the last two years and seven of the folks

059that we've hired have been alticensed candidates. And so seven of 11 candidates in secondary math um are alternative license candidates who might need more support as they enter the field both with the content and the pedigogy. And so we can use our existing staffing to think about how we offer more targeted support. And so this sort of data informs the work that we do. And I think by being so connected to our achievement data and looking at multiple sources of data, we can be pretty targeted in our support. But it might mean shifting resources to areas of need um versus only thinking about what I provide universally. >> And just another point of interest, the majority of all of our I alt licensed folks have been at the middle school level. So while Jackie has

060mentioned um math, but in science it's probably predominantly the largest even over math. are science teachers or alt licensed. Um, and so we've really been using this. And the other thing I wanted to share is I think you all know, but we really use our data as an opportunity to inform and then make plans on how we respond. And again, it goes back to those rituals and routines of when we're looking at data, how are we responding, how are we um that PDSA cycle, and then how are we adjusting? And we continuously do that that continuous improvement um pattern and we share everybody's data with everybody. So we don't hold it or we don't put it give it to somebody in a folder by themselves or expect them to look at it. We all look

061at it together. We study those bright spots. We try to learn more from the folks that are seeing growth um and that achievement and we we share those successes with all. >> I was just going to define alt license like for people that maybe don't know. So you're saying people that didn't go through a traditional four-year college program they went >> from other careers, right? >> They have degrees. >> Yeah. >> Was all licensed? >> That was all licensed. >> I was awesome as in classroom. But it is a lot. It is a lot to not have those four years and then be thrown into a classroom. So they need a lot of extra support >> and and the content to understand the math standards and mathematical practices. It's a high demand >> in middle

062school. Understand middle school. >> I was a middle school principal. >> So it feels like the growth is really strong in the grades three through five, right? Um and so we would in theory say that's gonna >> absolutely >> in with highly qualified staff receiving them in middle school. >> Just had a conversation with a middle school principal and I said, "You know what? What's different?" And he said, "Wow, our sixth graders >> are the highest >> our sixth graders." And so we do expect with the other conditions that we just shared, but then the the level of teaching and learning and growth that has happened in elementary this year's sixth graders, it's been exciting for our middle school principles. >> I'm sorry, one more question. It's not a question. I just kind of want

063to point something out. I think you kind of alluded to it. if one of y'all could mind going back to the CAMs uh math elementary either one because there's that there's that boom that you were talking about Jackie. Yeah. >> So, in 2022, there was that growth boom and then it looks like it it drops. But if you were to overlay that growth boom with achievement, >> achievement, >> you would notice that it gets closer to achievement and then therefore it's not necessarily a growth dip. It's the need for growth is not as intense. It's they really if they've closed somewhat of a gap, they don't necessarily have as much to grow. then you plateau and then you need to grow again. Right. >> So in and you mentioned this is important for governance and

064for curriculum. So in this same window teachers it wasn't the first adoption of our of bridges. Bridges I think has been in place since 2020 but right but >> there was co and so um teachers were seeing great success with bridges. So much so that we readopted bridges as our math resource without running through a nurseiness selection team because we saw such high increases in growth and achievement. If you were just looking at the trend line here, you'd say, "Well, that was a bad idea. Look at how it dropped." Well, no. Growth is still above cons for growth to have such a boom in 2022 and still make more than one year's growth in one year year's time for all of your diverse groups. That's impressive growth which leads to all-time high achievement. And so

065that's why this data takes a bit of support for helping people who aren't used to it read it and understand what it means. Um, but for educators, this is really promising data and it's a call for another burst of growth. We use data to inform so many of the decisions we make. And I'm going to talk about CRGC, the curriculum resource governance um, committee next, but the program evaluation. So when Jackie talks about um there wasn't reason based on the data, based on the feedback from teachers and then the academic growth and achievement data suggested we don't need to change just to change. We're actually seeing success. Our teachers like it. Our our students are learning. So do we need to go out and look for another resource or do we stay with what we

066have? But that decision isn't made until all data or all rocks are are turned over. I I think just the last thing I would say it's always heavy on my mind is when we think about um the learning that happens and the skills they need to move but um you know the end target being you know how are we preparing students for graduation around thinking and problem solving and um because not all of those groups are below state average. So then you know I just wonder about the challenges in curriculum and professional learning for staff to think about. I mean you look at the just that growth area there and you have several groups that are above too but anyway just challenges for curriculum. >> Sure. >> Yeah. two things come up for me and

067one is um some mindset work that we've done the last four or five years and it was spurred really or captured by the opportunity myth. Something that we've anchored in systemwide is that belief that all students can achieve at grade level and beyond. And that that is our first and primary moral obligation to make sure that we're challenging students with grade level grade level assignments and that we believe students can and that we scaffold to help students get there. If student isn't there, if there's a gap, then we scaffold still to bring grade level material to them. That's a strategy that you saw on those later slides. That's helped a lot with growth and achievement and that ensures that all students have a strong foundation. At the same time, you would couple that with robust

068options work and at high school in particular. We want to make sure that students are successful in core content in ninth and tth grade. That all of this leads to success in ninth grade, especially ninth and tth grade where now you start accessing more and more of those options side by side. And so we can increase those options when students have uh both interest and some readiness for it. And I think that's what's really promising about the work that we've been doing is this growth is leading to proficiencies. We're doing that alongside robust options work. We're not trading one for the other. And I I just I'm really proud of being in a system that prizes both. You know, >> ju just to add, when you go back and you think about the very first

069graph and you could see how we've made those gains in the last well, the last five plus years, um it has been our focus to ensure back to the opportunity myth that our students have access to grade level appropriate um grade level um assignments is what the the uh article says, Right. But it's we could not intervention our way out, meaning throwing more interventions or more time. We knew that we had to strengthen our core. And we've been able to do that with pedigogy and having high quality resources. And that's where we've strengthened. And so we can continue to see those bursts. And now, of course, we have to include interventions, but we're not intervention our way out. So when we have a third grader not at grade level, we're not giving them second grade

070work. We're not continuing to spend more time in intervention. We're ensuring that they're spending their time in their grade level coursework or classwork so that they can make that growth. And it works. And it works. Thank you so much. Thank you, ladies. Yeah. Yeah, we could have a You want to move down one and then we'll let Amy and >> it's a it's a seal curriculum. >> Yes. Must be messed up. Hello, I'm Jennifer Marsh. >> I'm the chief academic officer of District 51. I am also um the the facilitator for our CRGC, our curriculum resource governance. Um, I think as you guys know, um, Jackie and I make a great team. Yeah. And with CRGC, it's that that governing body. And I'm going to share a little bit. I know some of you know

071um, a little bit. I'm going to have the opportunity to share more and then Jackie and the and I'll have everybody introduce themselves before we start. Really talks about that working with our teachers and our expertise. So with that, I will go ahead and start. Do you guys want to introduce yourselves first so that we don't forget? >> I'm Len. >> Yeah, >> probably. >> You could do the better. >> Okay. I'm Len Bordon. I'm an MTSS specialist. >> Good evening. Amy Frasier, director of social, emotional, and behavior services. >> Jackie Anderson, executive director of teaching and learning. Before we begin tonight's presentation, I'd like to briefly frame the process used to bring this recommendation forward. District 51 uses um a structured governance model called curriculum resource governance committee or CRGC to ensure instructional resource

072decisions are thoughtful, transparent, and aligned with board policy and district priorities. The CRGC begins by analyzing current resources and determining whether an adop a need for an adoption exists. When a need is identified, a team of teachers and content expert researches and evaluates potential instructional materials, gathering feedback and evidence from classrooms and stakeholders. Those recommend recommendations then return to the CRGC system level re review before being brought forward to the um superintendent and then to the board for consideration. This process is important because it balances teacher expertise, strategic oversight, and board authority, ensuring that instructional resources adopted across our district are standards aligned, fiscally responsible, and focused on improving student outcomes. Tonight's recommendation is a result of all that collaborative, and a comprehensive process. That was an overview. I'm going to go into a little

073bit more detail. The CRGC serves as a transparent, collaborative district-wide system designed to ensure that instructional resources used in D-51 are high quality and align to our key grounding frameworks, including board policy, the strategic plan, Colorado academic standards, and our teaching and learning framework, while ultimately supporting tier one instruction and student strong student outcomes. This governance structure is important because it creates consistency and clarity in how curriculum decisions are made. It ensures in alignment to standards and district priorities, promotes transparency throughout the decision-making process, and supports equity across schools and grade levels. It also allows us to be efficient and responsible with resource investments. um maintaining coherence across programs and classrooms and ensure instructional materials are grounded in research and um responsive to student needs. In short, CRGC helps ensure that curriculum decisions are intentional,

074collaborative, and focused on improving learning for every student. Um, core CRG responsibilities include establishing prioritized PO processes for curriculum resource decisions, setting direction for curriculum revisions and adoptions, overseeing certain subcommittees, including our instructional resource selection team, our ERSY, which you'll hear much more about tonight. communicating processes and decisions to our stakeholders, identifying risks, opportunities, and resource needs, and then ensuring all materials align with standards and the district frameworks. CRGC membership includes teachers and administrators from elementary, middle, and high. Curriculum specialists such as ELA, math, science, social studies, um, content specialists, CLLDE, representatives, G, GT, and special education. We have directors and executive leadership from the departments of teaching and learning and student services. and then I am the um facilitator and the administrative support of this process. So an overview of how that curriculum process

075works. First are our needs analysis. The CRGC evaluates current resources for alignment to standards, our our unified curriculum and our D-51 teaching and learning framework while determining whether existing tools continue to meet student needs and reflect current research. And then based on this review, the CRGC decides whether an adoption is warranted. Second, the second phase is recommended a recommendation and selection. An instructional resource selection team or an IRS is formed to review the materials using criteria aligned to board policy. The team narrows options, gathers and analyzes data and develops a recommendation that returns to the CRGC before we bring it to the superintendent and then bring it to the ultimately to the board for consideration. Third is the implementation um process. Following approval, the district provides professional learning. We d we uh disseminate those materials

076and align supports and then we monitor progress during the roll out. And finally, ongoing ongoing evaluation. We review alignment and student achievement data annually and conduct formal evaluations at set intervals to ensure resources continue improving student outcomes. This cycle ensures that instructional resource decisions are intentional, transparent, and focused on continuous improvement. So just quickly that resource adoption process it goes from the CRGC to an IRS the instructional resource selection team back to the CRGC and then to you the board for consideration. Um board final improvement under board policy IIIG the board of education holds that final authority for adoption of instructional resources. The superintendent through me and this team bring forward a vetted recommendation for the board's consideration and approval. This process again ensures decisions reflect classroom expertise, district-wide coherence, and board governance responsibilities. The

077remainder of this evening's presentation will focus on the recommendation and selection phase. As pre previously mentioned, an instructional resource team or an IRS, I think Lenny calls it an URST. Yeah, she calls it an URST, um, is formed to lead the detailed evaluation of an instructional resource, drawing on the expertise of educators and content specialists. Using established criteria, um, the team reviews and narrows potential resources, gathers and analyzes data, and develops a recommendation grounded in classroom experience and evidence. At this time, I'd like to transition to Len who will walk you through the URSTs or the IRS's work and findings related to the K12 SEL recommendation before you all this evening. There you go. Thank you. >> Okay. Well, good evening. Thank you for um letting me present the recommendation for the district's K to2

078social emotional learning curriculum. Um, tonight I'll walk you through why this work of building skills for academic success, workforce readiness, and positive school communities matters, how the selection process was conducted, the research and evaluation behind the recommendation, the anticipated impact for students, and next steps. Our focus is on ensuring every student develops the skills outlined in district 51's graduate profile, not just academically, but socially, emotionally, and professionally. The 2025 strategic plan student opportunities graduate profile goal is that by 2030, all students will demonstrate skills aligned to district 51's graduate profile as appropriate to their grade level. The vision is to truly implement our graduate profile in a way that we've been unable to do before by moving beyond isolated disconnected efforts and towards systemic skills instruction that ensures every student receives consistent universal training in

079essential skills that are integral to success in life and career. Tonight, we're fulfilling a key action step in year one of our 2025 strategic plan, which is to present a recommendation for highquality tier 1 social emotional learning curriculum resources that would deliver this systemic life and professional skills instruction across our K to2 system. The curriculum being recommended tonight supports this goal by explicitly teaching skills such as self-management, collaboration, responsible decisionmaking, and perseverance. Our district's mission is to prepare each and every student for their brightest future. To help us achieve this, we rely on the Colorado Academic Standards, the Colorado Essential Skills Standards, and the evidence-based frameworks that align with these standards. for social emotional learning or SEAL as we call it. We rely on the castle framework and the Colorado essential skills. Castle's framework is

080recognized as the gold standard for developing the skills that drive academic achievement. The Castle framework is embedded within the Colorado Essential Skill Standards. These standards strengthen students as communicators, problem solvers, empowered individuals, and community members. These are not extracurricular concepts, but rather critical skills that are requisite to learning. The curriculum being recommended tonight focuses on the universal skills of kindness, responsibility, and respect. Skills that align to our Colorado essential skills and graduate profile. Research consistently shows that high quality instruction leads to improved academic performance, increased student engagement, stronger peer relationships, reduced behavioral incidents, and greater long-term workforce readiness. Research is continuing to confirm a 2016 study by Cunningham that found that eight in 10 employers say social emotional skills are the most important to success and yet are the hardest to find. This adoption advances

081our graduate profile by ensuring district 51 students build the academic foundation and social emotional competencies necessary to succeed as communicators, problem solvers, and responsible community members. So, I'd like to just let the board know that two slides in your printed packet have been combined into this slide. Um, and this is just to better align with the chronological timeline. So, the content remains the same. Um, they're just um sorry, they're just presented in a different order than your copy, but all of the content is the same. So during the spring of 2025, the district's curriculum resource governance committee or CRGC that Jendis talked about reviewed a district 51C needs assessment which included a fall 2024 staff survey. The needs assessment and staff survey which had over 800 respondents showed a reliance on various unadopted resources which

082was creating a fragmented and inconsistent approach. The CRGC committee voted in favor of initiating the process to identify high quality evidence-based curriculum materials to recommend for adoption. The process began with an 18 memberCle instructional resource selection team or URST that was charged with studying and evaluating resources. The URST team members included elementary, middle, and high school classroom teachers, elementary, middle, and high school counselors, teacher specialists, and administrators, as well as 504 and behavioral specialists, and an instructional coach. This design ensured multiple grade levels, schools, and perspectives were represented. To increase transparency and community voice, the process included district and community process observers who monitored the process and functionality of the URST and made recommendations to facilitators on ways in which it might improve. Once the URST team was selected, they met over a series of

083five meetings throughout the fall semester. Within these five meetings, standards were reviewed, resources were evaluated, and they were scored on an evaluation rubric, and the team came to consensus on resources to bring to the district's curriculum governance committee. In January, two public openhouse nights were held to allow the community to view and give feedback on the selected curriculum. In February, the curriculum resource governance committee upon reviewing the URST process, the resources, and community feedback came to consensus on bringing a unified K to2 recommendation to the board of education. The evaluation rubric used by the UR team to evaluate each resource was the same rubric used in all district 51 curriculum adoptions. Each of the four curriculums under consideration were evaluated using a comprehensive rubric that included alignment to state standards and district 51 priorities, evidence-based

084and specific rigor, assessment, technology, and whole child development. This ensured objectivity and alignment as resources were evaluated. Okay. At the direction of the district curriculum resource governance committee, the curriculum being recommended for a unified K to2 adoption is kindness in the classroom from the random acts of kindness foundation. Kindness in the classroom curriculum is designed to explicitly teach core SEAL skills, foster positive school climate, and build empathy and responsibility while strengthening homeschool connections. The next series of slides will share the Earth team's evaluation data, a general overview of the curriculum, the anticipated impact for students, and next steps. The scoring on the evaluation rubric was completed by all members of the URST, both elementary and secondary. As a reminder, the evaluation rubric used by the team was the same rubric used in all D51based curriculum

085adoptions with a content section reflecting researchbased best practices for SEAL. The graph on the left is the scoring for the overall section of the evaluation rubric. The criteria in this section measures alignment with Colorado standards, district 51 mission, vision, teaching and learning framework, and whole child development. kindness in the classroom had very strong agreement that there was medium and high evidence of alignment with overall criteria. The graph on the right is the scoring for theCCL specific criteria on the evaluation rubric. The criteria in this section measures alignment with evidence-based best practices and approaches. Again, kindness in the classroom demonstrated strong agreement with predominantly medium and high ratings across the evaluation criteria. The one exception was criterion seven, traumainformed practices. The team took cl time to closely review and discuss this due to the scores being

086widespread in this specific area across all four of the curriculums being evaluated. Through discussion, a key point emerged. Trauma informed in this case means principles that focus on safety, consistency, and building relationships. It does not mean engaging students in a way that specialized staff do, such as school counselors and mental health providers. When we drew this distinction, these low marks became a non-issue. So the random acts of kindness foundation states that the kindness in the classroom program was created to integrate intentional kindness skill building with the development of social and emotional competencies. The curriculum is fully aligned with the castle 5 core competencies and is and is on the castle program list with the highest design designation of castle select. Being a Castle Select program means it has met or exceeded all of Castle's high

087quality criteria, proving it is evidence-based, classroombased, and effective at improving student outcomes. The curriculum is grounded in peer-reviewed research in positive psychology and pro-social behavior. This alignment ensures we're using nationally recognized best practices. Kindness in the classroom curriculum is utilized by thousands of schools globally and its efficacy is documented through research and reported shifts in school culture and behavior. A cited study by the University of California, Berkeley found that children who receive lessons in kindness and empathy show increased cooperation and pro-social behavior, ultimately fostering a more supportive social environment. Data reported by participating districts consistently indicates positive impacts across key metrics for climate behavior and well-being. Student surveys report a measurable increase in students sense of belonging, safety, and overall positive school climate ratings. Participation is linked to an improvement in student well-being in areas

088such as self-reported happiness, emotional regulation, and peer relationships. And schools report reports a decrease in bullying incidents, disciplinary issues related to conflict, and overall student aggression. This reflects both prevention and proactive skill building. The curriculum addresses skills relevant to career readiness, emphasizing competencies such as accountability and integrity, collaboration and communication, as well as professional ethics and resilience. This curriculum directly supports academic success by fostering focus and perseverance, conflict resolution, and personal accountability. It also supports workforce readiness through building skills and a mindset for collaboration, communication, professional integrity, and resilience. These are the same skills identified by employers as critical for long-term success. Within the kindness in the classroom units, students learn and practice caring, courage, respect, responsibility, integrity, and inclusiveness through the lens of kindness. These themes align directly with district 51's graduate profile. Kindness

089in the classroom lessons follow a structured model. Share, inspire, empower, act, reflect. Students do not just talk about kindness. They learn the skill, they practice the skill, they apply it in real context and reflect on their growth. This creates sustained learning rather than being one-time activity. Connections between home and school are critical. The kindness in the classroom program provides at-ome extension activities, family conversation guides, and community kindness initiatives which reinforce and enhance communication and connection between school and home. Now, I'll turn this over to Jackie who will share an implementation overview and details about the community feedback opportunity. Excuse me. Uh so this resource is designed as tier one universal which means that all teachers would implement it. The question is always when and how and our instructional minutes currently hold space for this. So

090we have instructional minutes that are common across schools. 15 minutes are allocated at the elementary level. We sometimes call that our morning minutes. And so this is a resource that would be used during that time. When we did the needs assessment, you know, Len already spoke about this. There's a lot of variability in terms of what teachers use, uh, resources that aren't adopted because they are looking for support in this way or resources that they make themselves. And this gives us something consistent, universal, and tier one. And that's the same thing as norming on behavior across your school, establishing we call them SOPs, uh like the rules and how we get organized and how we operate for the day. And that's really important to have in anyone building and across a system so that if

091and when there are needs beyond tier one, core, common, we can address those um more effectively. Our implementation will really focus on what's core, what's universal at each level. those same minutes that I mentioned at elementary, that's not how it works at middle school or high school. There are advisory periods and so it would it's quite a bit of work then to take this resource and develop a scope and sequence. Uh which order of units, which lessons because we wouldn't have time to teach all of them, to what extent, how many days of the week, all of that happens. guidance for teachers, a plan for professional learning, a timeline for first sharing it with teachers, beginning of year plans. All of that happens after adoption, not before adoption. Um, we'd also want to think about

092how this adoption integrates with other initiatives. For example, we're updating um our grading and reporting tools, our progress reports. There are learning behaviors that go with that. And so, we'd want to make sure that we're aligned, that we're not saying two different things to teachers and families. So if and when there is an adoption from the board then we begin our implementation work and it would include these things that are bulleted clear expectations guidance for families and staff scope and sequence communication to families and then updated learning behavior rubric as I just mentioned. So we want to align. So quite a bit would happen between now and beginning of year to help uh parents and families be aware and to help teachers and schools get ready. Uh we you know we had an open house.

093We want to create more opportunity for the community to review the resource and to provide feedback and we thought it would be important to do that in an organized way. So, we've put together a form um that members of our community might access and fill out and so that members of our board could see all the feedback in one place. So, beginning tonight, we would launch a flyer so with a link so that people could both access the resource. It's digital and it's publicly available. You don't have to have a a password or anything like that. You could access the resource, look at lessons, and provide feedback. Then, the board would all have one place to go to look at community feedback. we'd ask that you uh invite people to use it too as as

094you get questions and then uh we'll share a sheet with you so that you can see the feedback as it rolls in and then we'll compile it in a way that's more readable when that survey closes. So we could share that with the board again on March 18th because we know you'll consider this adoption again on March 24th during that board meeting. So between now and then in the next two weeks, we'd like to create a structured way for the community to give feedback on the resource. >> She says, "What questions do you have?" >> What? What questions? >> What my questions? What questions do you guys have? My heavens. So, I want to say first off, like I I appreciate you guys finding a universal resource so that our teachers aren't using 15 different

095resources across the district. It makes it more uniform. Um, one of the things that I've heard across this, and I'm I'm we might see this more as some of the uh surveys start to roll in or whatnot, and some of the community has an opportunity, is just making sure that families remain partners in the process and that parents have a full visibility into what's being taught. And so, I guess I have a couple questions. And so, I see that there's going to be a link for them to see like the full um the full curriculum. And so I know that it's free and it's available online so that parents can go in, they can take a look at whatever is particular, but one of the things that we always talk about when we adopt a

096curriculum is that we'll determine how it's implemented or how it's going to roll out or when it's going to be taught and things of that nature after it's adopted. And so I think I think that's one of the things that in my head I'm like, okay, I know you guys are the experts, but then I'm just like, well, how is it going to work? You know what I mean? And so, um, some of the things that have just come to the forefront in this process was I've had some parents ask, uh, how will they be kept apprised of like what units are rolling out or what topics are being covered as they're coming up? >> Yep. There's for one, I think the resource itself equips us to communicate with families routinely. So that that was

097mentioned maybe you could go back to that slide the family engagement components of the of that and as you mentioned we make a commitment to making that public facing what we call our UCI unified curriculum instruction and assessment plan. It's all on our web page. So this too would have a UCIA that names the scope and the sequence. So if there are six lessons in this modu unit not module if there's unit if there are six lessons in this unit we won't be able to teach all six but the three that we are teaching we'd name and you'd see it on our UCIA and then it's all public facing so right now everybody can see everything it's true that we won't we do not have the calendar and the bandwidth to teach all of it

098we'd name it in our UCA and that would be public facing and then that's partnered with the communication tools like the letters and the and the kits that provided here and it would want to match our learning behavior rubrics so that as families and students are getting feedback it's aligned. >> Yeah. >> And so if if there's something that pops up and a parent's uncomfortable with a certain lesson or something of that nature, >> is there an opt out process? And if there is, what would an alternative activity look like for the student? And I think that's part of the that implementation team. They'll go through it that again more experts while our teachers were the experts that identified we provided the process and the um resources to review. Now that they will do a

099completely different team will come together and decide how those units what's that scope the sequence and those pacing. Um and again there would be outward facing. So parents can come in just like they could in math or social studies. Do the same thing with this opt out. I guess we don't necessarily have an op opt out is for assessment and it's our state assessment. We most certainly would want that as an opportunity if a parent doesn't know, understand, or has some questions that is an opportunity for them to talk to the teacher. Well, what are you teaching? How are you teaching this? Again, the beauty this is all outward facing. you can get on not only on our um website, but you'll be able to get that on um going through the the um the

100resource itself. So I I I guess I I wonder like an opt out process or it's an opportunity for communication to learn more and to understand if and we need an alternative um lesson at that time. We can figure one out with uh if there's one already there or is it something that the the parent and the teacher can determine and decide how to move forward? >> Not to jump in but maybe a source of clarification. I remember there was a policy either recently readopted or adopted about um opting out. I think it was about books like if there is a book that's being read in a class and a parent chooses that they they don't want their child to read that book. Is that policy just about books or is it also about lessons?

101Because I'm wondering if that's where this >> this but this is a I think this is really important and important for our community here. This is a core tier one resource adoption for instructional minutes that already exist. And when we adopt a resource, we're a unified district, so everyone implements it. What we have now is no resource and everyone doing their own thing with different public publicly available resources. What this provides is that consistency. So we don't have opt- out forms for core resource. What we would consistently point people to do is contact your teacher. What are your concerns about that lesson? what might you need to know about that lesson? How will it be implemented? Can we do something to support your student differently? But if you said like, I'm opting out of morning

102meetings and morning minutes, it's part of our instructional minutes. It's how we establish routines. It's critical to learning. It's requisite to learning. So, we do think it's really important that our community engage with the materials, that they look at them, that they provide feedback, and that it's part of your consideration. That's certainly what CRGC did. There were they gave a lot of time to this process to put in front of you one unified resource that they feel is important for teaching and learning critical to teaching and learning and reflects our community's value and values and interests and so now that question comes to the board so that you might answer it yourselves um but the process here has been lengthy both with the IRS and CRGC to put in front of you a resource that's

103both high quality that's very much needed and is now your discretion to decide whether or not that becomes core But it it would be core. Yep. >> So just one more question just because it just popped in my brain. So I know that we have the the QR code that's going out so that people can go in and give any kind of feedback now. Any of the feedback that was prior to that will that also beed in that? So it'll come to to the board as a sheet and I'll make a separate tab on the sheet for all feedback that came from the openhouse and then you'll see the running feed of anything new. And I guess I do have one more question. Was so I know that this the 6 through 12 was presented

104this was was this also presented during the open house for the K through? >> Nope. because that was a different resource that was initially presented to CRGC and through CRGC's process it became a unified adoption. So that's a gap in that set of feedback and it's all the more reason we want our community looking at it over the next two weeks. >> Y okay I would clarify but I would clarify that's actually one of the roles for CRGC too, right? I mean, >> I looks at all of that, but then CRGC is kind of the other overlay to to look at the community feedback and to look at the resource and kind of bring all that together and then ultimately decide whether they're moving something forward to the board. And so, I'd say they actually

105really did their role. They did. Yeah, that was part of my reasoning to remind everybody what that process was. We've had this process vetted by an outside um an outside organization and said how thorough and thoughtful and many districts don't have a process like this. And so CRGC while our our grade level content experts, um the the CRGC really makes sure that those processes are being followed and they have to an URE leader who I do want to say a big thank you to Len. Um, I know that she was nervous in doing this and she really leaned into wanting to know and understand how an IRS works and I think she's done a great job and Amy with their support. Um but it was that opportunity that has been um evaluated by an outside

106organization that said it's pretty it's very not pretty it's very thoughtful and responsive in including feedback having the process and then including those uh that those opportunities for feedback from our from our community and our teachers. I just I I think my point is I just want to clarify that just because they didn't take the like a certain recommendation from originally the whole point is for there to be additional sort of like critiques I guess from the CRGC. You know, I guess when when previously before I was on school board, I was on planning commission. And so at the city level, you have surveyors, right, that come and present to planning commission. And then planning commission's job is to kind of really evaluate and scrutinize what the city planners are doing before the the planning

107commission basically pushes that forward to city council. And so I kind of equate it to kind of the same level, right? is like URI is kind of like doing their job and then you know CRGC is having to kind of look over all of that again before they're going to you know basically push it forward and just kind of do that. So I don't want the public to think that like because CRGC looked at something different and decided to go with a universal um you know recommendation that anything was wrong. It's just like this is this is just part of the process. So yes, I just commend them for looking at all of it. I like this resource. So, I've dug into it already. So, and I've really scrutinized it. I mean, you know, I

108do. Um, I like it that it's resilient. Um, because I think, you know, just a a lot of what I hear from the business community is that we, you know, they want, um, you know, they want workers that will show up, look people in the eye, um, you know, just, uh, be, you know, be present. And so I just I mean I I mean from from even just the elementary level to the high school level um I just think that this really kind of is well-rounded and um and I just think I like that is it is has some continuity to it. So I mean I'll go back through and look at it again just to double check it, but I I am impressed with the resource so far. So I'll try to keep it

109short. Um, I really appreciated the home connection piece, by the way, and I think it does solve some maybe questions. Um, I think, uh, what, um, Director Evansson is saying is real that families just want to know and understand and that's a really great way to to have that connection. Um, I really appreciated the rubric data. I don't know if it's URS or URSY. Sorry. Yeah. But yeah, but I thought the rubric I mean, wow. Um, I also looked at the resource very carefully. Um, you know, I don't usually say this, but I'm going to say from a previous classroom teacher and a special education teacher and a building principal, I just can't say enough how important it is for teachers and buildings to have this in their hands. Sometimes we forget to talk about

110all staff. So in a building when you need systemic um systems for kids to understand what the expectations are and actually teach kids how to do things when we sometimes think they should know that and they really often don't. You know all kids. Um so we just can't forget our custodial staff, our nutrition staff, our volunteers who come into the school to help. So, I'm I'm looking forward to hearing that um hopefully help schools across the district. And I haven't really paid attention so much to secondary resources and I also was really impressed. Um we just have to remember it's tier one or core and um some kids will need more and I know we'll do that. Um, I don't love the name of the random acts of kindness or the kindness, you know, I

111just think it gives a a sort of a poor impression of really the work that's in the curriculum and I think if anyone has concerns about, of course, we want everyone to be kind. Um, it's much deeper than that and I appreciated um, having access to that. So, I hope if anyone hears the, you know, well, I want, of course, we want our kids to be kind, but it's so much more than that. So, I appreciated that. Um, yeah. So question is, you know, I haven't gotten around to a lot of schools, but some of the schools who have some pretty solid systems in place, and I just wonder through this rolling out, um, if you will be considering how that interfaces with schools that have a WOW system in place that's working really well

112for their population. And I also understand that kids move around and we've always had that, but could you speak to that? >> Yeah. So, it's sort of the reverse of the needs assessment. It would happen post adoption. Now, here's what we're suggesting for implementation. What's the impact to your school? What would change? What would be similar? What would be different? There is an expectation that it becomes your core. U lots of schools have different acronyms through their PBIS. This isn't asking you to change your acronym or your PBIS system. it's the implementation of it in your core setting. So those minutes or your advisory, but the reverse of a needs assessment to understand implementation will be pretty important. We wouldn't run that till post adoption. And just to give a little bit of more insight,

113you bet. we have um pockets of excellence, but what we found through that needs assessment and Amy started that probably almost two years ago with surveying and and digging in. We know that across our system, it those were more few than not. and our teachers were longing for that opportunity to have something they didn't have to worry about finding themselves or asking their principal to pay or trying to continually to pay for new resources. So, we knew through that needs assessment that this was the opportunity for a core adoption or a tier one. >> Okay. And the last thing and you touched on that Jackie is um you know staff I just think of the stress for staff to feel like how am I going going to do one more thing >> and that's real

114even though you can say you have 10 minutes here and 15 minutes there and I guess two things I think about and and I'm saying this more just for all to hear is really effective teachers just automatically do a lot of this and we have a of really effective teachers, but you just do that all day long. But I hope that as you roll it out, I guess a wish would be um for those teachers that really feel stressed about one more thing that there will be face-toface support and um implementation as this gets pushed out. Yeah, you know, I love the big group that we have in CRGC that we meet in this space and they fill the room and there's strong elementary representation on that team. And coming in to even our final

115convening, I think that was foremost on their mind. They said it often and out loud, I can't do one more thing. And that was their when they all voted with high consensus to move this forward, that was something they turned around and said, this doesn't feel like one more thing. This feels helpful. And so I think we want every teacher to have that experience as we share it with the system once we begin implementation like this feels like help. >> Yeah. >> And you get that same feedback from um middle and high school just thinking about how it might occur advisory classes and it almost seems like in elementary school since they have those kids in that class all the time it's easy for them to fit it in where they can I don't want

116to say that it's not easy disregard. You know what I'm saying? Like since they have the same group of kids all the time, if they have five minutes there here, they can be like, "Hey, so remember this morning when we talked about this and then kind of fit things in." But I just think about like an advisory teacher trying to fit it in. >> Yeah. >> And then it's just like, "Okay, >> I know you guys have 5,000 other things and I know that you need to be getting math done and you're working on English, but >> you know, so I just wonder how that would look and did you get the same feedback?" And um this got louder all of a sudden, but in high school that's somebody's job, multiple people's job is to

117design the advisory curriculum, to write it, to share it, send out the email, make sure everybody has it, train people. It's a lot of work on staff in our high school buildings and middle school buildings to design and redesign the advisory curriculum year after year after year. So they're they're very much looking forward to it. Yes. And I mean, and you may not have this answer right now because I know that there's like the developmental stage afterwards on how this is implemented. Do you have any idea at middle and high school level how many minutes a day or a week this? >> Yeah, we have minutes too for advisory, but they're they're not as consistent at middle and high. Like the range is different from building to building and the lessons wouldn't be every day.

118So, while there's enthusiasm for it, people are excited for it. they also want to preserve, but I need two days a week to do the building stuff, to do the stuff that's getting ready for homecoming and getting your Tigra portfolio ready. And so there'll be a balance, but we won't convene that implementation team till post adoption. We try to be careful like not getting people too excited for something that hasn't happened yet. Um, so but most questions come down to implementation. This happen this is what happens every time. The details of implementation, I'm sure it'll come through in community feedback. We welcome all of that. that so that our implementation can be stronger. It's just that we don't go about implementing yet designing. Yeah. >> And I just want to say thank you. I appreciate

119the transparency with the community feedback, you know, more than anything else because I think in the past we've been like, well, what did the community say? Yeah. And so it was kind of given in like a summary to us, but the fact that we can log in and we can see it as it comes through like I really appreciate that and I appreciate that transparency through this process. >> Thank you. >> I was wondering should we take a break? We've been on for since four. Yeah. So, let's let's take a fivem minute break. >> By the way, Grand Junction High School just won their basketball game. Won round of eight. Hi. >> Hello. >> Was that one? >> All right. Thank you all for letting us have a break. >> Alex, we're yours. All right.

120Good evening, board. How's it going? Um, glad to be here. I was telling President Chavez that I woke up this morning in Durango, did like three hours of good work there, then drove over Red Mountain Pass. That was gorgeous today. I'm going to tell it was a beautiful day. It's scary how there's almost no snow, but it was it was fantastic. But I'm glad to be here tonight. We're This is like a closing the loop on some work we did in early January um on two and some of the uh both the work we did in early January. Then what uh I had conversations with each of you individually and that was a lot of fun. I really enjoyed hearing what you guys want to get and there were I thought really clear themes that

121emerged. I bet when you read the documents that I sent you were like oh I said that and I said that and I said that. What is true is many of you said those things and that's really really cool to know that you're as aligned as you are. So um this is what I propose to do. Um we're about to finish the setup. I put five minutes for that and we're gonna do it in two. I know you guys still have more work to do after this section. So, um, so I think we're gonna do two rotations kind of like we did before and I'm going to assign you. It's kind of neat. I I loved how you guys were working together. We're gonna you're have an opportunity to work with a couple other people

122on the governor's team over the next 24 minutes because I think it'll be I think four minutes per um thing to look at it. really what we're um doing at this point. You don't need to say what you like about it because you said all the things that you liked about it. This was my syn uh I'm trying to say the word synthesis. This is my god I can't say >> synthesis >> of the great ideas you had there and but I probably what I always say is it it's possibly wrong and it's probably incomplete but if it's right you don't need to put anything down. So what we have there is a big bo a big box for change. If there's something that you don't if you don't like a specific word you can

123get that word smithy. I don't like this word. As you go around and you see each other's work if you agree with that put it like a check or a star. If you disagree with it say I like that word because because we want to we want to know like what is the what's going on there. If everyone's like yep I love change that word to that and you star it. That's easy. If there's a disagreement, then we'll have more discussion. And if there's anything that you remembered that there was a theme that I didn't catch and it's missing, just put it down and add. So that's everything here is right or I agree with these changes, but we we left out this. Let's add this idea. Um remember the the first rotation are the

124ones with the red stars. And then the second ro that was the purpose, core core values, and roles. Um, that's the that hopefully will be what will eventually replace what is on the side of every board meeting. That's what it's like a um that's like the why of the board. This is why you guys show up to be board members. This is your purpose. Like what roles why you want to um be on there because you're doing these things and why you show up is are your values. Then the second thing was what do you want to get done over the next two years as a board. That's the what. And then when we finish this, we'll sit down and have a quick discussion about the what I think is the next step, which is

125talking about the how. Those are the agreements, the norms and agreements that a board can have that help operationalize your behaviors and the way you show up as as board members. Sound like a plan? Okay. So, these are the um groups on this poster over here. I'm gonna have Dr. Hill and Vicki. So, Brian and Vicki at that poster down there, we're gonna have Andrea and Jose Luis. And over there, we're gonna have Barb and Casey at those posters over there. And we're just I'm just gonna have you doing quick four minute rounds at each poster. And let's see if that if that's good enough. Start only on the star posters for round one. Then we're going to reroute for round two. Four minute timer. And I didn't bring a speaker. music. All right. So,

126that was th I I'll uh if I ever wanted to be a superintendent again, which I don't, I would be like I'd be down to be a superintendent around these values, these goals, these purposes, and these uh goals. I just want to let you know. I don't know about this guy, but I actually I do know about that guy. Um the these are pretty these are pretty um they just they I think they bring a lot of energy and they're they're really focused on the right thing. Now so that's the why and the what um what I would propose that we do in the future because this is hard to do at a evening board meeting. I don't know if you guys have a practice of doing a retreat. um it would be probably here.

127It would still be publicly noticed, but just to say we're just going to do a retreat and the only thing we're going to work on is developing our board norms um and our agreements so that you guys can actually talk about how how do we want to work together and do this work as a team because you've got this two years to go. And um there's a I've I've got a like a I wouldn't bring a blank sheet because it would take days and days. I would start with a um a propos because a lot of these things are pretty standard. This is how we want to do it. And by the way, you already have a set of norms that are but I'm be honest and I think my colleague helped prepare it. When

128I read it, I was like, "Okay, this one's about communication. This so what I would do is organize them into like maybe five categories. norms around how we do meetings, norms around how we do communications, norms around and you would have categories and these are our agreements inside that category. When when um when the media calls, this is how we respond, things like that. Um uh uh so I I proposed that we would do that. Meanwhile, there were a couple other things that were mentioned that I I would just be real excited to work with you on. One was um a couple different sticky notes that I noticed I don't know who wrote them said we should be doing a board self-evaluation which is a high quality practice. I've supported several boards and building that

129and then come up with like a what I would always say is a bianual like twice a year you and it's really easy. It's in a Google form and you present it publicly. This is what our aggregate we say this is how we're showing up against the things we said we're going to do. And once now that we've got these, it's easy to build a board evaluation because you said this is what we said we're going to do. And then you're basically just kind of every once in a while saying to each other, how are we doing on that? And then doing that. The other thing is I know that uh uh the superintendent evaluation process could be something you guys could look at and talk about too. This is by the way March 1

130when I always when I talk to boards about superintendent evaluation has just ended. So, um, super everyone else in the school district is evaluated July 1st through June 30th, but a superintendent is on a different schedule because he's the only one that's got it in his contract. Almost every superintendent does that. You have to let them know on January 15th whether he's going to be renewed or not. So, that's the end of the evaluation cycle. Um, so kind of what usually happens is you are going to be we do want you around again, Dr. Hill. So, now we're going to go into our yearly evaluation for improvement. If if you as a board say we're getting rid of this guy, then you don't have to finish an evaluation process for a superintendent. He just leaves,

131right? Um so um that's another thing that um I'd be since we're right on schedule at the beginning first part of it and then his midyear is actually most people think a midyear for a superintendent is um dis uh September 15th. It's a weird it's a weird thing, but most most boards don't do this. So, I just want to let you know that when when um they're on a different evaluation cycle, it's like um March 1st to February 28th or 29th. So, that's my proposal is like um uh if you want to continue doing this work that those would be the next steps. You guys could certainly do it by yourself. I'd be more than happy to come and help you do that work as well. So, I can absolutely provide you with a proposal.

132Yep. Sorry, I just asked if you could provide us with a proposal. >> Absolutely. I'd be I'd be more than happy to do that and then we can we can explore how that is. Um, and of course we could continue doing them during work sessions, but I just want to throw out there that many boards will do a retreat around those items while you're fresh in the morning and you separate them from the the day-to-day business of the district. >> I'd be up for that. Yeah, I was when I my one-on-one with Dr. Hill, I was like I was kind of disappointed that we had other agenda items. Not that those agenda items weren't important. They are, but it was it's also like I wanted more time to be able to delve into those other

133agenda items, but also this one as well. So, I would be in support of a longer like workday retreat or something or other. >> Agreed. >> Thanks, board. >> Thank you. >> Always a pleasure to work with 51. Don't mind me. I'm just going to like take pictures of everything. >> Uh, next thing is business items is the internet contract and the displacement due to budget reductions and declining enrollment resolution. Uh, could I have a a motion in a second if you guys have read it all? Motion to approve the Saggra internet contract and a motion for the displacement resolution. >> Is there any discussion? >> Well, who wants to second it? >> Yep. Second. >> Second. >> Thank you. Any discussion? >> Um, I did have a question. I almost hate to say that

134on the SEGRA and maybe Dan, you can answer that. Um, can you help me understand what the schools and libraries program what that means. >> That's the >> That is the -ate program that we use that gets us back 60% of the cost um refunded back to us. It's a it's a rate program and it's for libraries and schools. Um and it has certain um definitions around like where you can use it with data that goes to the school. Um then you can LA a couple years ago you could purchase um computers around it. So, it's just it's a it's a grant program that federally helps um school districts and libraries provide data and computers to their um to the people that are customers. >> Okay. And that's just part of the contract. >> Um

135well, so the contract is is written and the - gets you 60% back of that of what the cost is. Um there is a there is definitely a a I watch it all the time. Um it's a fedally funded thing, so I'm watching to see if it's going to get cut. Right now it looks pretty safe but there is always a there's always a capability of of having that being cut. So we watch that very closely. >> Yeah. >> And that's all the discussion and all of them. >> Uh yeah. >> Yeah. Yeah. >> Well, I would just >> We're gonna do an evaluation on you. >> So, Amy, there's doesn't appear to be any more discussion. You want to take a vote? >> I would I would just say that if if anybody's curious,

136um just the displacement resolution is in the packet for people to read about, which is just correlates to the presentation that we had a couple of weeks ago. um you know the board had directed uh the district to just look at where we could do budget reductions um and so this resolution just coincides with that presentation. So just so that the community is clear on kind of what that is. So that language is just in that resolution. >> Thank you. And those 27 non-probationary teachers, those are within the not I don't want to say the list, that sounds weird, but that was those teachers and instructors that were in that presentation that was given to us last year. I see Nikki nodding. So, okay. Just wanted to make sure. >> Yeah. So, I just wanted

137to make sure we clarified that. So, >> thank you, >> Sammy. >> So, do you want to vote for both of them? >> Yes, for both at the same time, please. >> Everybody okay with that? Okay. Mr. Chavis, >> approved. >> Mrs. Cole, >> yes. >> Mrs. Evansson, >> yes. >> Mrs. Heights, >> yes. >> Mrs. Woods, >> yes. >> We have future meetings on March 24th, a board business meeting. We also have an executive session at 4:00 on that day. We also have another uh meeting on April 7th. It's a board work session, and we also have an executive session at that that date also. So, uh, we'll go into executive session now. >> One of those has been changed >> this afternoon now. >> Yeah. >> Oh, I'm sorry. >> Um, the executive

138session on March 24th will be following >> following >> um the meeting now. That changed just before that. >> That's right. Thank you. Uh, so we have an executive session now that we'll be going into. is Tuesday, March 3rd, 2026 and and the time I'm sorry, read the wrong one. Pursuant to section 24-6-424AB, call a revised statute for the purpose of receiving legal advice on specific legal question regarding the purpose use of districtwide owned property for an outdoor wilderness program to include legal considerations with those with such operation use and operation and liability matters. individuals that will be attending is uh myself, board president, Andrea Heights, treasurer, uh board treasurer Vicky Woods, board vice president, Barbara Evston, board director, Casey Cole, board director, Brian Hill, D-51 superintendent, Tammy Everett, D51 legal counsel, Nikki Joyce, chief

139human resource officer. Jen Marsh, chief academic. Whoa, this isn't the same one. Hold on. Uh, I'm sorry. From Tammy Everett, it goes down to Clint Garcia, chief operation officer. Jennifer Marsh, chief academic officer, and Miss Melie Tojo, chief financial officer. >> Yeah, the just to be clear, the only one that was on the first list that won't be in there is Nikki. So, Nikki won't be in this one. >> Y, >> I move to go into executive session. >> Second. >> Thank you all. >> This vote real quick. approved. >> Mrs. Cole, >> yes. Mrs. Evansson, >> yes. >> Mrs. Heights, >> yes. >> Mrs. Woods, >> yes. >> No, we can adjourn if we can adjourn in the other room. We'll >> in there.