001Heat. Heat. Heat. Heat. Heat. Hallelujah. to heat. Oh yeah. Come on. Heat. Heat. Heat. Heat. Heat. Heat. Good evening and thank you for joining us for our business meeting for the board of education of Gley Evans School District 6 on April 27th, 2026. This meeting will now come to order. Please join us for the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Miss Lemon, will you please call the role? Director Zari, >> present. >> Director Bentley, >> present. >> Director Kipos Spitzy, >> present. Director Edmonds, >> present. Director Lamos Garcia, >> present. >> Director Mash, >> present. >> Director Roi, >> present. >> All board members, present. >>
002Well, our school year is rapidly coming to an end. Um, if you don't have anything to do, you can find something to celebrate or a sporting event to attend pretty much any night of the week for the next three or four weeks. Um, couple of highlights I'd like to point out. We do have a student art show here in our administration building. Those pieces will be available to enjoy um through Friday. Um I also wanted to uh bring your attention to the arts magnet gala at Gley Central High School. Uh that will be tomorrow evening at the Union Colony Civic Center. There is a student art show that begins at 6 and then um the visual uh the the dancing, the singing, all of the um bands and choirs will begin at 7 p.m. So
003I just received an invitation. So I wanted to share that with all of you. Um, I also wanted to uh direct your attention to our district 6 website. We'll have all of the information of all the different graduation um ceremonies, their locations, their times, and then this year uh we are beginning a clear bag policy for all of our special events and this will include our football season in the fall as well. Um, we want to keep all of our families and students and community members safe at these large events. So, please find the details on um the prohibited items, the types of bags that are um will be allowed into those special events. And at this point, we will move on to our special items. And we'll begin with superintendent's honor role. >> Approve
004the agenda. >> Oh, just kidding. First, we'll approve the agenda. >> I move that Oh, go ahead. >> I move that the board of education of Gley Evans School District 6 approves the agenda as presented. >> Second. >> Thank you both. Is there any discussion on the motion? Seeing none, we will take a vote, please. Director Ozari, >> I. >> Director Bentley, I. >> Director Campo Spitzy, I. >> Director Edmonds, I. >> Director Lamos Garcia, I. >> Director Mesh, I. >> Director Roi, I. Motion carries 70. >> All right. Now we will move on to you, Dr. Pilch. >> Thank you, President Mash. Uh for tonight's honor role, I am very excited to introduce our Daniel Scholarship recipients. And this is such an exciting time of year for District 6 where we have so many
005celebrations and and so many recognitions throughout the district. And tonight we have actually three Daniel scholars that we will recognize. I want to tell you a little bit about this prestigious scholarship. Uh this year 205 seniors were awarded this scholarship from four states, Colorado, New Mexico, Utah, and Wyoming. And so our students are competing with a four-state region for this prestigious award. Um and three of them are coming right from District 6. What the Daniel Scholarship does is it provides a four-year full ride college scholarship to to select um high school seniors. And these seniors need to have tremendous potential, strong character, really big dreams, and and come with excellent recommendations uh to get this award. they will receive full cost of attendance at the partner schools or up to $100,000 uh total at other
006schools across the United States if they they choose a school that's not a partner school with the with the Daniels fund. Um, these students also have the opportunity not only to get the dollars and I believe I believe you still get a a computer and and all of those supplies as well, but you'll als they also get um intensive development throughout their time as a scholar, coaching and engagement opportunities so they are prepared to be highly competitive and to be sought after employees in the workforce and and ready to give back to their communities hopefully right here in Gley, Colorado. Um, so this year I am proud to bring three honores up to the podium to be recognized uh for this scholarship and I I'll ask you to join me please if you would. I'd
007like the three 2026 Daniels scholars to join us. First from Gley West High School, Nadia Adam. Hi Nadia. I'm just going to have you stand there for a minute and I'm going to introduce the other scholars and then I'm going to come greet you all and I'm going to see if each of you want to just say a little bit about yourselves. Okay. Um and then I want to introduce from Girley Central High School, Palmer Namek and also from Girley Central High School, Brian Perez Ramos. No, Brian. No, Brian. >> Not yet. Okay. Maybe if we talk long enough, he'll come. Okay. Um, so I know that Nadia, you plan to attend CU Boulder and planning to double major in political science and economics and plan to become a lawyer. I'm hiring a lawyer. So,
008I could you can how fast can you go? Um, we're hiring one here in the district. Um, and then Palmer, who many of you may recognize from the Success Foundation where she mced the event. Uh, Palmer plans to attend Elon University in North Carolina to pursue a bachelor's of fine arts in musical theater with a double minor in music and dance. Yes. And then Brian, he plans to attend the University of Colorado Boulder to major in computer engineering with a goal of working in Colorado's very quickly moving high-tech industry. So with that, I want to recognize the students and and give uh you two young ladies a chance to speak. >> Do you please go? >> Okay. >> You're the theater major. >> I am. Um hi. Um I just want to talk quick about
009how much the scholarship meant to me. Um so I'm actually a twin. Um, I have a twin brother and we both are Daniel's fund recipients this year. Um, which is super exciting. Um, we worked all year applying for scholarships because we really, really, really did not want to have any debt going into our career forces, especially I'm going into such a unknown path with musical theater that I could not go with debt on my shoulders. So, that is just a breath of fresh air. and also other family circumstances. um this scholarship has just meant the world to us and I am now able to go to school um for free because of the money that this has given me and I'm just so thankful and yes um I just want to thank um district 6
010and all of my teachers for the endless support. Um, this scholarship does also mean a lot to me um to pursue my dreams in becoming a lawyer and hopefully giving back to my community. Um, and I'm very proud to represent District 6. Come take our picture. >> Thank you. Congratulations. >> Well, congratulations to both of you and thank you for being here so that we can see your faces and hear your plans. and um we're very proud to have you represent district 6 as well. Um our next special item is our project teacher teach teacher find recognition and I will invite Mrs. Overton to the podium. Good evening board of education and Dr. Pilch. We're here tonight to talk again as we do annually about the project teacher find. I'm going to uh turn that
011over to Dr. Matthew Thompson who is our HR director in charge of doing project teacher find interviews. >> Well, thank you, Annette. Uh sorry that's a little short for me. So, well, I appreciate everyone being here for us to celebrate what is our 38th year of Project Teacher Find. This has been a wonderful collaboration uh with the University of Northern Colorado and our school district to help identify and celebrate uh students of ours in district 6 who are aspiring teachers. And so we have two I'd like to invite them to come up and I understand they've got some family with them too. But we are here to celebrate you. So uh Gabriella Hernandez who's a student at Gley West High School as well as Jonathan Rios Roman who's also a student at Gley West. Uh,
012please come on down. I have a few words to share about you. So, Miss Gabriella is also a member of our teacher cadet program and uh when she goes to UNCC, she'll be exploring liberal arts education. Uh, what she had to say that really impressed our interview committee is this. Uh, every child is capable of growth when met with patience, structure, and understanding. I'll create a classroom where curiosity is protected, effort is celebrated, and students feel heard and valued. Teaching, reading, and writing matters, but building relationships that give children the confidence to believe in themselves matters more. I'm not simply choosing to become a teacher. I'm choosing transform limits into opportunities and overlooked potential into undeniable success. One classroom can shape a lifetime and I intend to make mine unforgettable. So, congratulations, Gabriella. Jonathan Rios
013Roman is entering into u the sports and exercise science physical education program. He says he hopes in the future he'll be able to be a role model, a mentor, and a good person in his community. Uh, one of his teachers, Rich Madrid, who's a business teacher at Gley West, says, "Jonathan is widely regarded as one of the student leaders of our school. He leads not only through words, but through action, modeling integrity, responsibility, and inclusivity in everything he does. Academically, he's maintained excellent grades while challenging himself with a rigorous course load, proving uh his commitment to learning and intellectual growth. So congratulations Jonathan and the Project Teacher Fine Scholarship is a $2500 renewable scholarship for all four years. Uh and both of these students have also received numerous other scholarships through UNCC2, but we're here
014to celebrate them as future teachers. But um again, let's congratulate our future teachers. >> If you don't mind, we have one comment from director Kempo Spitzy. Um so I I'm finding out you are both going to UNC. Is that right? And then I'm just curious like what moment was the moment that you were like I'm going to be a teacher. That's that's my calling. >> Um I would definitely say when I joined the district's teacher cadet program like immediately the first day um of the semester I felt welcomed. I loved the environment and I knew like that's where I wanted to be and that's the type of classroom I wanted to create for others. Um, I found out when I started coaching flag football, I had a kid who, uh, came up to me at
015the end of my practice. He told me, "Uh, thanks for everything, coach." Uh, kind of brought a tear to my eye make, uh, knowing that I was able to make an impact on the kids around me at such a young age. Going from ages, um, from middle school all the way to high school. It's a tr transition. So I want to be able to make an impact on them positively and make sure that they can follow a good path and make a successful career and a better person of themselves. >> Thank you very much and we'll be looking forward to approving your employment in District 6 in about four years. Our next special item is our Gley Creative District coloring book presentation. And I will welcome Louisa Anderson to the podium. Hi there. I'm representing
016the Gley Art Commission. Uh we every year for the last 10 years, in fact, this is our 10th edition of our coloring book that is specifically designed. Uh this uh last edition was actually created in-house. Uh the drawings were done by uh the staff member, the city staff member who also is responsible for the maintenance of our numerous art pieces throughout the city. So uh his name is Will and he's a tremendous addition to the staff and the Gley Art Commission. Um I brought the coloring books with us this year. So they are here. Um these are some extras that we had. So, I would like each one of you to uh be able to take one home for you, whether or not you have a third grader. Uh, every third grader in district 6
017and in the city of Gley and Evans actually all received uh a coloring book. There's also curriculum that's attached and sent out for our third grade teachers to use some of the the um objects and projects that are here in the book. Uh there's a scavenger hunt usually that's attached to this as well where stu uh students can go and find all the different uh sculptures and murals that are uh in the book. Uh also it is produced in both English and Spanish to expand our reach for third graders throughout the district. So uh these are for you to share. I'm so glad I have them this year and thank you very much for the opportunity to get to present these. Did you have any questions for the Gley Art Commission? >> Thank you very
018much for being here. This is another wonderful partnership with a with a local entity here in Gley and uh I'm sure that our third graders are thrilled and you know as they're a second grader they look forward to that the next year. So, thank you very much. >> All right. Thank you. The next item on our agenda is our superintendence report. Thank you, President Mash. Um, as we wind down here in April and and just have really four weeks left um before we we send our students across the graduation stage and we send our children um home for the summer or to summer school or to other activities for the summer. How many weeks is it? >> I don't know. It's 12 days. 12 days according to a senior. 12 days according to one of
019our seniors. There you go. You should of course they are counting the days. Um I I just want to speak a little bit about how grateful I am for having been able to serve and to to watch these students grow uh for 11 years now here in district 6. And um truly I'm honored that I'm I'm been here long enough now I'm at a point where I I know many of our families and many of our students and it's just a joy to to see our students and families and to see the students excel in the way they do and to see students achieving in a way we have never seen students achieve before in district 6. It's just really an honor. And having said that I want to remind you all I started out
020as a classroom teacher. I taught eighth grade language arts. Palmer, I whispered to you that I was a theater and English major in college. Uh my mother was disappointed I didn't go to law school. She'll watch this meeting and feel really bad I said that, by the way. But she was disappointed for a long time. And then the more she heard me talk about my students and about being a teacher and how much it mattered and that I was going into administration because I wanted to impact more students than just the ones in my classroom. And it mattered to have good principles to impact the good educators so they could do the work for their children. And then it mattered to continue to move so that I could be in a system where I get
021to have systemwide impact on thousands of kids and watch students like those we recognize at every one of these meetings um who have overcome lots of things um to to be where they are as they graduate from district 6. It's truly an honor and I hope just telling you a little bit about my story might encourage some of you who've been wondering about switching careers or about uh what your first career will be or what your next career will be that you will actually think about education because I can't imagine anything that would be more rewarding than having served in this way. So, thank you. >> Thank you, Dr. Pelch. And for some reason, I just can't remember to introduce our students when we call the role. So, I would like to welcome Sarah Venegas,
022who is a senior at Early College Academy and has 12 days of school left, and also Dominic Madrical, who's here today. What? I don't know what year you are. >> I'm currently a junior at University High School. >> Okay. Well, welcome. Thank you for being here. And as we will now receive um an update on our strategic plan, sometimes we get to hear from our students. So, I wanted to have their names in the room before we get to that part. So, an innovation 2030 update on climate and culture goal 2 systems of support. And I will welcome Tammy Brandon, our director of student and staff support, Deb Hec, lead school counselor, and Rachel Hirschman, our wellness coordinator. Thank you all for being here. >> Good evening, President Mash, Dr. Pilch, and members of the
023school board. It's a privilege um to share with you an update on um our climate and culture goal two as part of our um I 2030 plan. Um we'll also be sharing some aspects of our systems of support for students and staff. this work aligns with our district mission and vision. Um and in in relation to um the values um we believe that diversity is a strength that we build positive relationships with students, families and communities. We promote access, opportunity, and choice. And um our goal focus this work is when within the area of climate and culture and specifically in um D6 cultivates a safe, healthy and inclusive learning environment for all embracing our diversity and engaging all stakeholders. So this goal two is specifically around um supporting the social, emotional and physical well-being of
024students and staff. Within the goal, we have two objectives. The first one focuses on supporting our students, ensuring a sense of belonging and providing support for learning so all students are career and college ready. The second objective is focused on staff supporting the social and emotional learning practices as well as improving staff social and emotional wellness. We have three outcomes that are allowing us to monitor the work in this arena. The first is at the school level knowing that each school designs a plan to support the social and emotional learning in their school. Knowing that this focus will look different in our different buildings. The second is that students will respond positively to their well-being and their well-being is supported at their school. And the third is staff will respond positively that their well-being is
025supported in the workplace. Um our actions to date are we are going to continue to implement the approved curriculum including digital citizenship bully prevention and social emotional and behavioral competencies. We'll provide professional development for staff to support the students with the four competencies um traumainformed practices and also restorative practices. We will also also continue to update and communicate current district and community resources to staff support wellness, provide training to our district leaders to support adult wellness, continue to administer the panorama survey, and now I'm going to turn it over to Deb to talk about the student portion of the school. Okay. This is going backwards. This is where I Okay. Um, so we're going to focus on the outcomes outlined in I2030. First, the inclusion of social emotional learning related action steps within each school
026in their unified improvement plan. This outcome illustrates the commitment from each school to meeting the social, emotional, and physical wellness of students and staff. Um, as you can see from 2023, we've met that goal at 100% for the last three years. Um by 2026, district level data will show that students are at or above the 60% favorable on all social emotional learning competencies as measured by our annual student survey. Um, Panorama's competency and well-being survey is given to all students in the spring and then again in or in the fall and then again in the spring, grades 3 through 5 and grades 6 through 12. Panorama's well-being survey is given to staff in the winter. The four social emotional competencies of self-management, social awareness, self-efficacy, and emotion regulation are ser surveyed through Panorama. The survey
027asks a series of questions for each of the competencies. Each question has five choices with the two top choices being favorable. So it'll be a strongly agree a agree and then goes down to a somewhat. Um a percentage of favorable response is given for each question and then average for overall competency. Some of the questions that are asked for self-management include during the past two weeks, how often do you allow others to speak without interrupting them? Um, how often do you get your work done right away instead of waiting for last minute? Social awareness. An example is during the past 30 days, how well did you get along with other students that are different than you? Also, how clearly were you able to describe your feelings? And self-efficacy. How sure are you that you can
028complete all the work assigned to you in class? And when complicated ideas are discussed in class, how sure are you you can understand them? Emotional regulation example of once you get upset, how often can you get yourself to relax? Or when things go wrong for you, how calm are you able to stay? So let's take a look at the survey data we have from the past fall of this year and spring as well as past years. Um so just to orient you to this slide of a lot of different colors. Um the f this is our grades 3 through five. The first is um our 2023. So the the fall is the blue and then spring is red. 23 24 is yellow and then green. 2425 is orange to teal and then uh 2526 is
029light pink to or light blue to pink. showing patterns of improvement um in the majority of categories from fall to spring. This improvement can be correlated to the strong culture and climate and student wellness work done through the multi-ter system of support process. The fall data informs our staff of areas of need for students. Counselors along with administrators use this data um and data points to create tier 2 small groups teaching SEAL skills. Another data point from Panorama is the approaching favorable category which is not identified clearly in this graph but those are students who are choosing that third option. So they're choosing somewhat or um sometimes they're not 100% favorable but they're not unfavorable. While we have met or exceeded the goal of 60% favorable for social awareness and self-management, self-efficacy and emotion regulation
030continues to be below the 60% goal. But the approaching positive in those areas is 30% of our students in each of those categories. Um, we will continue to utilize our SEAL curriculum and datadriven tier 1 and tier 2 interventions to support improvement for self-efficacy and emotion regulation to be able to move students from approaching to favorable. Now looking at our grades 6 through 12 again the data is from those um 23 22 23 23 24 25 and 25 26 school years as we saw in the 3 to 5 data we have met our goal in social awareness and self-management and self-efficacy and emotional regula regulation continue to show a need for growth. the approaching favorable for emotion regulation is 32% where in our self-efficacy it is 40% showing that we have students that are very
031close to that that threshold. Um I've talked about how counselors use this data to drive tier 2 and tier three interventions. I want to share a story about one of our high schools that use this data this year as a tier one intervention. They noticed students reporting much less favorably in self-efficacy, not even the in the approaching but in the lower area. And they wrote a student outcome goal for the school to increase that by 4% in the spring. They delivered SEAL lessons provided by Panorama to address self-efficacy with all their students and saw an 8% increase in the spring. I think this shows the benefit of very intentional tier one interventions such as using the playbook of lessons that is provided by Panorama. And now I'm going to turn it over to Rachel Hirschman,
032our wellness coordinator to talk about outcome staff data. Thanks, Deb. Lastly, the third and final, but I would argue equally important outcome data is a focus on staff well-being. We have a lofty goal for 90% of staff that complete the annual panorama survey will respond favorably that their well-being is supported in the workplace. Here are the staff well-being survey results for the past two years for our sitebased staff, operations staff, and teaching staff. Sitebased staff includes staff such as social workers, counselors, and health services. Operations staff includes staff such as nutrition, facilities, and transportation. And then teaching staff is pretty self-explanatory. This is a custom question that we added two years ago to ask staff if well-being is supported in their workplace. This shows that those that reported they are extremely supported or quite supported.
033And you can see for sitebased staff the blue bars last year last January uh 2025 they are 77% said that they were um extremely supported or quite supported and then that went to 71% this year. For operations staff last year it was 76% that went up to 79%. And then for teaching staff stay staying really um even at 60%. And I just wanted to share with you some of examples of things that we are doing to support staff in the workplace. Things like bringing wellness events to their building, making it really convenient for them. Things like chair massage, acu wellness, mental health support, and more. We also provide district-wide programs year round, which are we're seeing increased participation in some of those. One of the most popular is Walktober where we compete with neighboring school
034districts, the staff in those school districts to see who can get the highest number of steps during the month of October. We had nearly 1,200 district 6 staff participate in that. This year we've also been doing some um district leadership team DT train the trainer presentations in collaboration with other innovation 2030 groups. And this gives our district leaders the tools and resources to bring wellness back to their staff. I'll share some more resources that we have for staff in a moment, but first I want to share more data. Here are the some staff well-being survey results for the past four years. Again, this is for sitebased staff, operations staff, and teaching staff are the different categories. These questions weren't on the teaching staff survey um until 2023. So that's why you don't see the blue
035bar there. Um, some examples of the questions in this section. There are 14 different questions. For example, during the past week, how often did you feel worried at work? During the past week, how often did you feel happy at work? And during the past week, how often did you feel frustrated at work? Those are just some of the examples of the 14 questions in that section. You can see here that the numbers for this section are typically in the upper 60s to 70% of uh that's the percentage of staff who selected a favorable answer choice across those different 14 questions uh throughout well-being. And then these are more examples of those 14 questions. Some real highlights that I wanted to share. This first one during the past week how often did you feel excited at
036work? So this is the percentage of staff that responded almost always or frequently that they felt excited at work. For operations staff, you can see about 60% sitebased staff in the upper 60s and then teaching staff in the low 90s that um that they were excited at work. Next up, how much does your work matter to you? And then this is the percentage that said it matters a tremendous amount or matters quite a bit. And you can sit can you see uh mid to upper 90s for all of our those different staff levels there. And finally, how meaningful for you is the work that you do. This is the percentage of staff that responded extremely meaningful or quite meaningful. Again, in the mid to upper 90s across all of our different staff areas. So, you
037can see the purpose is really strong um that pe that staff are feeling the purpose of their work, right? And then finally wanted to share with you um oopsies close. Sorry about that. Um it it didn't quite show up on the slide, but the a couple different resources that we have for staff. We have a work site wellness committee that meets monthly and we discuss innovation 2030 work. We plan, we evaluate staff wellness resources and programming. A few that I want to share with you. The first one is Wellable. Well is our new wellness platform. It's available as a website and also as a app that staff can download that just launched this school year. It includes a monthly theme on topics ranging from sleep to finances. Plus, it has ways for staff to earn
038points by taking action on tasks like um watching doing an exercise video that they have on there. There's mindfulness videos. Um they can track steps automatically if they have a smartwatch. And then depending on how many Wellable points they earn for the month, they're included in a monthly drawing for incentives. We currently have about,00 staff that are active on Wellable. Next up, I want to highlight NICE Healthcare. This is available for all employees on district medical insurance as well as their dependent. A nurse will come to their workplace, their home, or other convenient location to provide integrated Oh, there we go. Thank you. uh primary care services and even includes tools like a mobile X-ray machine. All at all of that at no cost to the employee. And we've had so much positive feedback about
039this resource. Staff really really love it. For example, a teacher was recently telling me that she was worried her son had injured his wrist. And they were able to schedule an appointment with NICE and have the provider come to their school within 24 hours and actually do an X-ray on site. and she just talked about what a relief it was to have answers to her concerns so quickly and conveniently without having to miss work and without having to pay anything as well. Another employee said, "The ease of nice is astonishing. If a family is all sick, they take care of you all in one appointment." So, lots of great feedback there. The utilization rate from as of late 2025 was 20.1% which far exceeds their target of 9%. And then finally, the last resource I
040want to share with you is about resources for living, which is our EAP, our employee assistance program, and it's open to all district 6 employees and their household members. Provides them with access to eight free counseling sessions per issue per year. They can also call 24 hours a day for in the- moment emotional well-being and support. One of our work site wellness champions, we have these staff members, work site wellness champions at each of our sites across the district. This champion shared with me just last week, I am a huge supporter of our EAP. I am forever grateful for the support it has given me to be able to access therapy with someone at least once a month. And just today, right before I came here, we received our EAP utilization report for the last
041quarter. Um, which is well above their over uh it was at 26.4% which is well above their overall book of business of 4.4%. So this level of engagement really reflects the strong awareness and value placed on this program. So again, these are just a few examples of the support provided by our work site wellness program as we strive to achieve that I2030 goal of employees favorably reporting that their well-being is supported in the workplace. The website is also listed on this slide. Encourage you to check that out um for additional information on resources that we provide. And then this summer, you'll once again be receiving this year's version of our annual wellness report that we provide to the the board of education and the community each year. Finally, we are excited about our next steps,
042which will include continue to implement the SEAL curriculum and monitor the impact with the Panorama survey, create and provide staff wellness training for district leaders to take back to their departments or schools. And like last year, we will start the school year with a district-wide professional development supporting students and their learning 3.0 0 for all certified and school-based staff and continue to implement district-wide wellness programming for staff. So, thank you for uh listening, for your time this evening as we provided an update on our I2030 culture and climate goal number two, supporting the social, emotional, and physical well-being of students and staff. And we will take any questions that you may have at this time. >> Thank you very much. Um, I have a quick question and I'm sorry if it was in a previous
043part of the presentation, but the supporting students in their learning 3.0, could you speak to what that piece is? >> Sure. For the last um two years, we have uh presented to or trained trainers to present to um our teaching staff and certified staff and classified staff. um trauma-informed practices, restorative practices, um behavior intervention strategies, um all those things that they can um use in their classroom to support students. So, >> yeah, >> you director Azari. >> Yeah. Again, I apologize if you've talked about this in the presentation, but uh what are the percentages of the let's just say staff members that take the survey versus the number of staff that we actually have in the district? >> Yeah, that's a great question. I do have those numbers here. >> Yeah, I I recall seeing
044them. I just can't >> Yeah, >> I can't find it in my >> Just look those up for me >> in my documents. >> See, >> sorry to put you on the spot. >> No, that's okay. Um, so for operations staff we had 685 responses, sitebased staff 393 and teaching staff 1,819. So it's a very good representative sample >> I'd say. So staff >> and then um in general because we're dealing with the the human equation, these percentages of course will jump around from time to time depending on the circumstances at the time. But where I get concerned, and I'm sure other folks do, and I'm sure you you're concerned, is when we have really a a low percentage versus higher percentages in other categories. So, we we just take a look at that one
045category on the one slide during the past week. How often did you feel excited at work? and in and in uh the teaching staff it's in the 90 percentile but in the operations and sightbased staff it's in the 60 percentile range and so it forces the question as I look at Dr. pelts. Why? So, I I apologize to bring that up because it kind of puts people on the spot, but it's an important question. >> No, it is an important question, Director Rosari. And we actually talked about this very question uh in cabinet last week when we when we reviewed the data. And so, two things. One, I think that we would want to sit down with some of our operations staff and do a focus group and dig in on what's behind that. And
046the other thing I will tell you is um when you look at operations and when you look and it says how much does your work matter, they're scoring it very high. How meaningful is it? It's very high. So I don't know how excited um one of our grounds guys is to go out and mow or to fix a a broken sprinkler head when it's really pretty still cold early in the morning. I don't know how excited they are about that, but I know that they know their work matters and that it's meaningful to them. So I I wonder about that and that's you know I think we need to ask our ops people. Kent wants to say something. >> It hasn't changed from one year to another much though either. >> No it has not
047changed. >> It has not changed. So I do think it's worth digging into. Uh Mr. Henson. >> Yes. >> Come on to the podium sir. >> We we talk about this a little bit and the operations staff is very dedicated. Um you know they they come to work. We have very low turnover. Um, they come to work every day and they don't >> They don't take vacations. HR is always yelling at me because they don't take their vacation time. >> Okay. So, you know, we have to force them to take vacations, but really what what gets them excited if you ask that question would be hunting. >> I said this, you know, things like that get them um excited. But um they're very very dedicated and so you know how much does your work matter?
048Um, we talk about how and they all know that all their work matters because it helps reinforce uh student learning environments in the district. And they're on call outs. They get called out at any time of the night for a water leak or or something. On weekends, Friday at 5:00, I got a text from a school. >> They had a irrigation leak. Got to send someone out there. So um so we have talked a lot about that and when we do celebrations at operations uh it's like okay come on get in here um we're going to do this and I mean they're just they want to work and so that's kind of what we it's not a struggle. We just know what they like to do and that's they're dedicated and they like to work.
049So, but we'll work on we'll work on it. And >> and you wonder uh how the response would be if the question was how often did you feel rewarded or how often you know was your work rewarding or how often did you feel engaged at work? Um I think excited is a work a term that we use a lot with our typical educators with the classroom teacher. >> Yeah. They're also very collaborative uh with each other. We have uh jobs that have people working from different departments across if if you go out to transportation which includes that on their uh pin ceremony day it will rival any building district or department in the district. It is they're crazy >> and we want to keep asking them. >> Yep. >> Thank you for that input Mr.
050Hansen. Director Campos Fitzy. >> Um I was curious about the student data uh for both grades 3 through 5th, third grade through fifth grade and then sixth grade through 12th grade. Um we're seeing those self efficacy and emotional regulation numbers being low which um you all pointed out. I'm I am curious. We only go as far back as 22 to 23 which is all kind of postcoid. I'm curious if if we were doing the panoramma survey before CO and how these numbers compare pre and postco >> I don't know the answer to that. >> That's okay. So we were doing the panorama survey. I don't know if the questions were the same questions and then we paused panorama for a couple of years there. So, we did not do the spring testing in the spring
051of 20 and then I don't believe we tested again in 21. So, you'd be going back to uh the 201718 school year. >> It I'd be it just be it's like a curiosity question like >> we'll look and see what we have and we we can share with you what we have like did the pandemic affect kids emotional regulation and and feelings of self? >> I think we know the answer to that. Um, I I will say as a parent of little ones in elementary school, they come home with these social emotional learning lessons. Um, some that have stood out to me. My children, you know, sometimes aren't we have interesting relationships where I let them voice their concerns like they were little adults. But one of them told me, "Mom," and this is my
0525-year-old in kindergarten. He said, "You are not listening to understand. In school, we seek to understand first and then to be understood." And I was like, "Whoa, that's cool that you learned that." And that you knew what that meant and could apply it to their mom. Um and then and then around internet I just really appreciate um the education our kids are getting from such a young age as to what it means to access age appropriate internet content content and they come home with that. And so um I just think the work y'all do you all are doing is so important um especially in the postcoid era that we we are still in and recovering from and um and just grateful for it. Thank you. Director Layos Garcia, >> I appreciate the data that you
053shared and that you asked the question because oftentimes if we didn't ask those hard questions, even though the answers might not be what we hope them to be, it allows us to be able to work on some of those. And I especially appreciate the continuation of wanting to do well and continue to ask those and the um work site wellness support. all of those components feel like it is really an added positive to those staff people who utilize those pieces and I think those are so important. So, thank you for sharing that. I'm not seeing any other comments. Um I do have one other question. I think you mentioned that the survey data helps to inform um your tiered systems of support. Um, I guess I was just curious like my understanding is that's maybe
054for like an individual student, but it seems that maybe it's more of a culture of like our students are lacking confidence or something. That's what I see self-efficacy. I I have confidence that I can do the assignments are assigned to me. So, I guess I'm just curious, how can we affect because because it might not be the student that's acting out or who is requesting additional supports if it's 60% of our students. So, just curious what your thoughts are about that. And I'm not trying to get in the weeds or any I just I'm curious how we can deep dive for for that. >> And I think that will likely be a part of our supporting students in their learning 3.0 I know to talk to get teachers to talk about um this task may
055seem hard but you have it. We can work through this together and build those scaffolds in so that then they're able to see, oh yeah, I can do that when initially maybe it may may have looked overwhelming and not doable, but with a little bit of scaffolding and a little bit of support, they were able to do that and to use that language with them just like we do with parents as well. >> Okay. Well, thank you so much for all of that data and for being here tonight and sharing that with us. I'm gonna toss it back to Dr. Pilch for a quick addendum to her superintendent report. >> Thank you so much, President Math Mash. I appreciate that. Um, I am honored to introduce I see in the back row there, one of
056our latest hires, our new assistant principal at Twit Academy of Pre-Engineering, Shawn Miller. Would you please stand up so we can recognize you for a minute? And Sean, I'm so sorry. I did we miss your parent, your children and your mom. I mean, your wife, their mom, your children, and their mom. >> Okay. I hope they're watching at home. So, uh, I want to recognize Sean for for having been selected to serve as the next assistant principal at Twiton Pre-Eng Engineering Academy. This is a position that was vacated by Cassie Guy and um we are so fortunate to have Shawn in our system. He he was a longtime teacher at Girley Central High School where he served as department chair um and was a leader there in the math department. And then two years ago
057he decided to to try another level and see what his impact could be with some younger students and he moved over to Twinton Pre-Engineering Academy where he's taught the middle school mathematics there. um and he he's already serving as a a team lead there at Twitton and has has taken his uh a leadership space there in Titon and has filled in a lot this past year when administrators had to be out of the building. So, we're really excited to have him come on. Uh Sean also serves as a valued member of my teachers advisory council that I meet with month monthly. He's one of those members. And you know, teachers who choose to do that, they come um every month and it's not something we compensate them for, but they become the adviserss to the
058superintendent. And I will miss Shawn on that committee, but he can choose to join my leadership advisory council if he chooses to. So, uh we appreciate his deep dedication to District 6 and his deep love for students and and his belief in what our students can do here in District 6. So, I look forward to your approval tonight. Thank you very much. Congratulations, Mr. Miller. It's It's fun to get to meet all the new the new folks joining our team here in District 6. The next item on our agenda is our public participation. As a board, we welcome the comments of community members and we dedicate a portion of each business meeting to provide an opportunity for the community to present brief comments. Our speakers are limited to two minutes for comments. Our board members
059typically will not respond, but we may ask our district staff to do so. All written testimony or handouts must be submitted to the board secretary, Miss Amy Lemon. We ask all speakers and those in attendance to conduct themselves in a dignified and non-disruptive manner. Cheering, snapping, clapping, and other distractions are not permitted. Anyone who disturbs order may be required to sit down or to leave the boardroom. Speakers are responsible for their own speech and should refrain from profane or obscene remarks. All remarks must be suitable for an audience that includes kindergarten through 12th grade students. This board is committed to providing a safe environment where all members of the school community are treated with dignity and respect and we expect all speakers to exercise their speech rights responsibly. Our first speaker this evening is Miss
060Elelliana Loose, Gley Central High School. Thank you, Miss Loose. You will have two minutes. Um, good evening members of the board. My name is Elelliana Loose and I'm in 10th grade at Gley Central High School. Thank you for letting me speak tonight. I am here to talk about the growing issues within the world language pro program at Central and why they concern me greatly. Next year, our school will have to turn down 250 students who signed up for the our world language classes. That's 250 students who made an effort and will be turned down because there simply isn't room. This is happening because of many reasons like the complete cutting of our German classes, leaving 78 students displaced within our world language program. Along with overload accommodations no longer being offered and difficulties hiring a
061third Spanish teacher. A few years ago, the world language program had five full-time teachers. Next year, there will only be three. I want to be respectful and I understand I don't know the full situation but I know its outcomes for me and my fellow students. It is required to take one world language class by the Colorado higher education admissions requirement. Many of us also wish to attend universities that require two to three years of language. We also along with that lose easy access to the AP language classes like AP French and opportunities like the seal of biiteracy that require you to take four years of the same language which open doors for our students in the future. And finally, beyond our grades and hopes for college, these classes help us grow in our own language
062and understanding culture at a deeper level. As a school that celebrate culture, it's celebrates cultures. It saddens me to see our program in this state. I am grateful for all the opportunities that the world language program gives me, but it's hard to utilize them when they aren't very accessible. Thank you for your time. >> Thank you, Miss Loose. Thank you for being here. Our next speaker is Miss Courtney Loose. Thank you for being here. You will have two minutes. >> Thank you. Um, I need to be transparent that I'm here because uh Ellie gets credit in her US government class if she convinced me to to come speak in front of the board. And so I thought I would come share something that I'm passionate about and it turns out it's very timely uh because
063you'll see. Uh my name is Courtney Loose and I am a co-founder and lead collaborator at the Fred Chartis School of Innovation. Um, and I'm here tonight to express my sincere gratitude on behalf of our school and the students we serve. Um, I always appreciate this district for its continued and meaningful commitment to students social emotional well-being. As a building leader, I see firsthand what it means when students social and emotional needs are being met. They show up ready. They're engaged. They can learn. And that doesn't happen by accident. It happens because this district has made it a priority, which allows our school to make it a priority. I want to acknowledge the district's dedication to hiring and re retaining high-quality social workers. The staff we've had supporting our students at Fred Chartis are always
064exceptional and that is a direct reflection of this district's investment in recruiting and keeping talented professionals. Equally important is the training and ongoing support that has been provided to them and the training and support that's been provided to all staff members in our building. That preparation allows our team to operate with confidence and competence to meet the needs of the students we serve. I'm also grateful for the investment in things like the Panorama survey which allow us to find out where our students are at and what supports they need. Because of all of this, the vision, the partnerships, the people, and the training, we at the school level level are able to focus on what truly matters, which is ensuring every student can walk into their learning environment ready to learn and grow. >> Thank
065you very much. Thank you for being here. Our last speakers this evening are Nicholas Jenko and Palmer Namek students at Gley Central High School. Thank you. You will have two minutes. >> Hi again. Um I'm Palmer Nemik and I'm a quadruple emphasis in the Gley Central Arts magnet program in voice, band, dance, and theater. >> Uh my name is Nicholas Jenko and I'm an acting emphasis. I'm in 11th grade at Gley Central. Um and we're leaders in our school's community. uh for my US government project. Also, I wanted to come here and talk to the board about something I'm passionate about and that's our arts magnet program. Um I came to Central through the arts and so did all of my family and we've had nothing but positive experiences. Most of the people in my
066life that I love and things I love to do come directly from the program. I've gained lifelong friends, mentors that have my back and guidance for what I want to do in the future. I don't think there's ever been anything in my life that's been more welcoming. I came to Central four years ago for the arts magnet program and it honestly changed everything for me. I've been able to take classes doing what I love grow as a performer and I still have a real high school experience making friends getting involved just enjoying it all. What makes the program so special is how many different kinds of artists brings it together. We have visual arts like photography, ceramics, painting, drawing and graphic design and also so many performing arts opportunities like band, choir, theater, orchestra, dance,
067directing and tech. There's something for everybody. >> I'm going to one of the top musical theater programs in the country at Elon University. And I credit a lot of my success from the guidance from our arts magnet teachers. They push us, support us, they actually care about helping us grow. The friendships and connections I've made through this program mean just as much and have shaped my experience in the best way. >> If you want to see what our program is really capable of, please come to our 20th anniversary arts galla. We are celebrating 20 years as an arts magnet program and everything we've built together. It's tomorrow at 7 p.m. with an art show starting at 600 p.m. at the UTC C. Tickets are $2 and you will see everything from student led performances to
068pieces from our spring musical, The Drowsy Chaperon, along with band, choir, dance, and original acts students have created. >> Also, come to our uh next week, come to our senior stage production, You're a Good Man, Charlie Brown. It's at 700 p.m. and tickets are $8. >> Thank you. snapping. >> No, sorry. No snap. No snapping or clapping. Excuse me. All right. Thank you for coming to speak to us and share your passion for for Gley Evans School District 6. The next item on our agenda is our consent agenda. This is an action item that will require a motion. >> I move that the board of education of Gley Evans School District 6 approves items as presented on the consent agenda and authorizes the officers to sign any and all contracts. I second. Thank you both.
069Uh, is there any discussion on the motion? >> Seeing Miss Lemon, will you give us a vote, please? >> Director Zari, >> I. >> Director Bentley, >> I. >> Director Campo Spitzy, >> I. >> Director Edmonds, >> I. >> Director Lemos Garcia, >> I. >> Director Mash, >> I. >> Director Roi, >> I. >> Motion carries 70. And um the next item on our agenda is to cancel our board meeting in June. This is an action item that will require a motion. >> I move that the board of education of Gley Evans School District 6 cancels the board of education meeting scheduled for June 22nd, 2026. >> Second. >> Um this board meeting exists in case we need additional time to discuss our budget or our master teacher con contract. And we believe that both
070of those things will be able to be completed with our our first June board meeting. Any discussion on the motion? Seeing none, will you please give us a vote? >> Director Zari, >> I. >> Director Bentley, >> I. >> Director Campos Spitzy, >> I. >> Director Edmonds, >> I. >> Dr. Lamos Garcia, >> I. >> Director Mash, >> I. >> Director Roi, >> I. Motion carries 70. And the last item on our agenda is to adopt a new math curriculum. Uh, this is also an action item that requires a motion. >> I move that the board of education of Gley Evans School District 6 approves the adoption of the secondary math curriculum as presented. >> Second. >> And Dr. Pilt, will we be having a presentation as well this evening? Yes. >> Yes. I would
071like to invite uh the same team up for the presentation that you saw in the work session so that we have it for our public. Thank you. Mr. Anthony Osmus will begin the presentation and then his colleagues will join him. like to challenge his team to match Palmer's excitement level behind me. >> Fat chance. >> Right. So, good evening, President Mash, members of the board, Dr. Pilch, and our um council of student reps. My name is Anthony Almouth and I am the assistant superintendent of secondary and K8 leadership. Joined tonight by Dr. Dr. Degan Andrews, our director of secondary curriculum instruction and assessment, as well as John Fischer, our coordinator of K12 mathematics. This presentation provides an overview of the secondary math curriculum adoption process and final recommendation from the adoption committee and our district
072curriculum council. This is a core curriculum which requires formal board approval which we are seeking following the presentation. This adoption would bring our math curriculum in alignment K12 which um which brings us a lot of excitement and so I'll turn this over to Dr. Anders to get us started. Thank you Mr. Osmus. Uh the focus of this adoption process is three-fold. Ensure high quality, select materials with strong evidence base and full standards alignment. Engage in rigorous and a rigorous process. Use a structured multi-phase review and make it inclusive, bring in voices from across the district, including teachers, instructional coaches, administrators, students, and the community. The committee included 18 secondary math educators, six administrators, an instructional coach, and one teacher of multilingual learners. One person that you will not see on this list uh stands behind
073me, and that is Mr. John Fischer. He is our uh K our K12 coordinator of mathematics and I just want to point out he did a magnificent job of leading this process and a lot of the work he did behind the scenes is unseen but I do want to recognize in front of all of you the incredible work he did in guiding this process and so I'm going to turn it over to him so that he can take you through an in-depth view of the process. John, thanks Dr. Andrews. I'll take just a moment to walk you through each stage of the adoption process. So, in August, we pre-screened potential resources using ed reports, a thirdparty nonprofit, and guidance from the Colorado Department of Education. We then formed a representative committee and using input from
074all district 6 secondary math teachers, collected the previous spring, established a set of guiding beliefs to focus our evaluation process. In October, we conducted a deep analysis of our current resource CPM to identify strengths and gaps. We also reviewed the updated Colorado academic standards for high school math. In November, vendors presented their programs to the committee to support deeper evaluation. We finalized the AIM rubric as our primary evaluation tool and narrowed five potential resources to three finalists. Next, we implemented micro pilots of each resource across multiple district 6 classrooms, collecting both teacher and student feedback. In January, materials for all three finalists were made publicly available for community review via social media and in person at the administration building here. All secondary math teachers were also invited to review the resources and provide feedback through
075a survey. In February through April, the committee reviewed all layers of feedback, continued its analysis of each resource, engaged in additional vendor discussions, and updated their AIM rubric scoring. Through the consensus process, the committee reached a final recommendation. In April, we presented that recommendation to the district curriculum council. With their support, we now bring it forward for board of education approval this evening. Three resources advanced to the final pilot stage and were evaluated using the AIM or assessing instructional materials rubric scored on a five-point scale. First CPM uh the third edition is the newest iteration of our current resource. The committee voiced appreciation for strong embedded instructional practices but felt that the spiral design made it more difficult for students to consistently attain and demonstrate mastery of standards. Next, illustrative mathematics. The highest scoring resource.
076It demonstrates strong alignment to standards, a rigorous problem-based approach, and robust teacher supports. It allows teachers to build on instructional practices established with CPM uh but within a structure that more clearly supports mastery and assessment. Into math from HMH was the lowest scoring of the three. While it met baseline expectations, the committee found during deeper review and piloting that tasks were more heavily scaffolded, which at times limited opportunities for higher level thinking and sustained rigor. Overall rubric scores combined with feedback from both teachers and students during the pilot provided strong support for the committee's final recommendation. The adoption committee recommends Illustrative Mathematics 360 from Imagine Learning. The package includes the printed workbooks for all students grades six through algebra 2, full digital access for both students and teachers and professional learning support from from Imagine
077Learning. The total cost for 7 years is $1,290,150.40. Uh thanks to our community, this is a fully this is fully budgeted within the 2025 2026 Milvy override. And at this point, I'd like to just again thank the committee members who participated in this process and the significant work they did over this eight-month process. Um thank you tonight for your consideration. uh board of education. >> Thank you very much for that presentation. We have a few comments or questions. Director Edmonds, >> uh first I just want to direct anyone watching uh this business meeting that they can look at the work session beforehand. They presented this uh allowed us to ask great questions and they provided um wonderful answers just to better understand the process. But I think one of the biggest things I do want
078to point out is just the the report that you guys gave of how helpful this is going to be for our teachers to have a congruent from K through 12 mathematic curriculum that students going from fifth grade which is K through five right now is on this that we're going to bring 6 to 12 on board and it's going to create um more consistency but it's also going to be great for our students as well to not have to go from one system and then they have to jump to another one where they're learning different terms and focuses. Um, so I I think this is just a wonderful opportunity for that. But then also I do want to point out again um and I'll take every opportunity I can with this is to show that
079the funding source of this being that mill levy override that when our voters say yes to mill levies when they say yes to bond issues this is what we're able to do. We're able to bring new curriculum curriculum that as they reminded us that math is always math but the way we teach it is different. And so having those dollars that we so badly need to provide curriculum like this is because of our voters. And so this is an impact not just of what the committee's done, what we do as a board, what our teachers do, but it's also our voters and community saying yes to D6 every time we come to them with something like this. >> Thank you, Director Campbell Spitzy. Um, I'm not sure if you brought it up at at the
080I'm getting what we talked about in the work session confused with the business meeting, but did you mention at this meeting that our current um curriculum is expiring and that's one of the reasons for adoption of a new curriculum? Did you say that? We did not say that here, but um this wasn't our first choice to purchase a new curriculum, but our but CPM is expired and so we could no longer even access the digital content um with it anymore. And so um they are updating to a brand new curriculum, but that opened the door to just look at all different sorts of curriculum and that's not the one that we went with. And so we're glad that um if we had to purchase something, we glad we can go through the whole process, but
081yeah, we could not go back to our our current curriculum. Thank you. And um I just also want to mention something we talked about in the work session, which is that the ideal is for us to update our curriculum every seven years. Um and what we're buying with those $1.2 million is a seven-year um access to this curriculum. Um yeah, and that you guys were able to haggle down the price because they wanted to charge us more. So appreciate that. And uh one of my questions of the work session which um director Edmmonds already mentioned was um I asked well why why does our math curriculum need to be updated? What's changed about math? Is there a new number I don't know about? Um and so I really appreciated the response um which you are
082free to give again during the business meeting. >> Mr. Fischer would love to say that again. >> Great. Well, thanks for the question and it was a great question. Why update math curriculum if math doesn't change? And we just pointed out that the world is changing for our students and uh we need our students to not only have a love uh and appreciation for the joy of mathematics but also to be informed and empowered citizens and to be able to contribute to a 21st century economy and so a different set of curriculum enables them to do that in new ways. >> Thank you very much Miss Venegas. >> Thank you President Mash. So yeah, I just wanted to give a little bit of a student point of view of why I think this would be
083so important. Right? So I've taken up till calculus one and I can tell you I was not the best at math. Let me tell you, I was not good. And I think part of that was because it was a little bit difficult to retain so much information, especially with so many different platforms being used in order to teach you the different math. You were using something different in elementary school and then in middle school they're like, "Guess what? we're introducing this different one and it has different categories and how to use it and then once you're in those college level classes something completely different. But I think what can help about consistency is to retain that information and to connect math together because that's what math is about is it kind of just stacks one
084on top of the other and if you can't stack one part then it's going to be difficult to understand the rest of it. So, I think having that consistency throughout um K12 math and just building that up builds our students up even more, especially those who are advanced at math, which can be a little difficult to retain it, especially with those accelerated math courses to get them advanced and just having those connections can be really good for our students in the long run. So, I think this will be great. Thank you. >> Thank you very much. And Mr. Madro, we'll hear from you. Thank you, President Mesh. Uh, first I want to say thank you for your speech for today. As well as I would have to agree with my constituents and everything else in
085that regard. as when I was younger in elementary school all the way through middle school, I had difficulty as I would move between schools and everything else like that and relearning math curriculums as I personally struggle with that as well as having to build a new foundation each time on how I learned math as well as like even different schools have different stylings of how they taught math as well as like being able to learn is something that was really a struggle especially for new students and I do believe that this can be helpful especially for kids that are progressing through the different like age limits and years and even if they're transferring through the different schools it remains similar in their regards. Thank you. >> Well, thank you very much for answering our questions
086prior at the work session. Um I just want to call out that I think that the process is very robust. um seeking all of our stakeholders, teachers, uh students, and the public's uh opinion. You got some additional student perspective as well. And um so thank you very much. And again, a thank you to our voters for our mil levy override that allows us to update our curriculum and remain um you know with the latest latest and greatest for our students. So with that, we will take a vote. >> Director Zari >> I. Director Bentley, >> I. >> Director Campos Fitzy, >> I. >> Director Edmonds, >> I. >> Director Lamos Garcia, >> I. >> Director Mash, >> I. >> Director Roi, >> I. >> Motion carries 70. >> Thank you for joining us for our
087meeting and best wishes to all of our students and especially our seniors in those last 12 days. This meeting is adjourned. Heat. Heat.