001Heat. Hey. Hey. Hey. Heat. Heat. Oh, hey. Heat. Heat. Heat. Hey. Yay! Morning. Hey, There you go. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Hey, Heat. Heat. which is surprising but that seems like a Fred chart. >> Good afternoon and welcome to the work session for the board of education of Gley Evans School District 6. This meeting will now come to order. Miss Lemon, will you please call the role? >> Director Zari, >> present. >> Director Bentley, >> present. Director Campos Spitzy >> present. >> Director Edmonds >> present. >> Director Lamos Garcia >> present. Director Mash >> present. Director Roi >> present. >> All board members present. >> All right. Well, we are going to take a look at our calendar and then specifically go through the graduation information graduation by graduation.
002Just make sure that we're all RSVPd to the ones we want to go to and or that can attend and the ones that we cannot attend. We will have that um in place as well. We do have one more school visit to Early College Academy. Um there's some special events, special Olympics um track meet, Dia de los Ninos at um Billy Martinez and Maker Leadership Discovery Night. Oh, we have a couple more school visits. Also Scott Elementary. Um once again, I'll draw your attention to May 6th, the D6 retirement celebration. That's a really wonderful way to celebrate all of our outgoing educators and their illustrious careers here in District 6. Um, okay. So, yes, please just take a look at those. As as always, try to get your RSVPs to Miss Lemon at your earliest
003convenience. Um, but then if you'll look at the other print out of all of the graduation dates, times, locations, and attire, that's an important one to take a look at. So, the first one, Jefferson on May 20th, 6 p.m. District 6 Stadium. This is business attire. So, what you wear to the board meetings is appropriate. Um, I have a TBD. I will not be able to attend that one. So, I will make sure I in appropriately pull up my calendar. Um, does everyone else's RCP look correct? President Mash, as we go through these, the board member who is in italics, those that is the ambassador who will read his speech. It's a short presscripted speech that I will share with you. >> Okay. So, Mr. Rosari, you are for the Jefferson graduation. Okay. Um D6
004online academy. Um is it Northridge High School auditorium? We will wear a regalia for that one. And Dina, you will be accepting the class that day. Um and looks like you are the the loan attender to um the Frontier graduation on May 21st. Uh, do you have the other TVDs? Does anyone want to change their >> President Mash? That does overlap. So, we have the D6 online ceremony at 6 and then the frontier ceremony at 7. >> Okay. >> So, I think you may want to >> Yeah. >> choose one. >> I think I'm a no. >> Okay. Sounds good. >> Yeah, you're a no. Thank you. Because you're accepting the class online. Yeah. >> So, said yes to online. So, I think that >> Well, I can I can switch over to Frontier. So,
005if we need if we need a board rep, if it doesn't work for Kyle or Robin, I can go um I can do Frontier. >> Okay. You really >> Yeah, I'm not going to go to that one. >> Okay. Well, I mean, I'll check I'll check my schedule. >> It's really your preference cuz I don't think that when when there is a traditional school graduation. I don't think the charters have any expectation of board members giving up their traditional school graduations to be at a at a charter graduation, but when we can be, we try to make it. >> Okay. Well, then I'll probably keep my ears. >> I think that's totally up to you. >> Yeah. Yeah. >> Sounds good. >> Uh, moving on. Friday, May 22nd at 9:00 a.m. at D6 Stadium wearing
006Argelia will be the Northridge graduation with Director Camposi accepting the class. I'm trying to open my calendar so I can update my because I have a couple of DVDs here. Um, >> that one is uh that one's for sure a no for me. >> Okay. >> Yeah, >> that one is a yes for me. ECA. >> oh, I'm sorry. We're on Northridge right now. >> Oh, on the 22nd. >> Okay. I am also unable to attend that one. And then yes, ECA that afternoon at 2 p.m. at the >> Ellie, you're a no at Northridge. >> Yeah. >> Okay. >> So, so Jefferson um is the only one of the traditional D6 schools that we wear business attire. All the rest we wear regalia. >> Um at EC, yes, ECA is an exception. They don't
007sit on the stage at ECA. So they wear they don't wear regelia. >> Oh wait I'm >> I think we do we do I am I'm considering the a actual Ames graduate >> which I also participate in. I apologize. >> Yeah you are absolutely right. It is regalia. >> Okay. >> My apologies. >> So director Roi we have you as a TVD for ECA. Did you say you wanted to >> I am planning on going to go. >> Um I don't have that one on my calendar. I might have accidentally hit declined >> or maybe not accepted it or whatever, but >> Okay, >> we'll we'll get you reinvited. >> Okay, thank you. >> Sounds good. >> Um Okay. And then Gley West, Saturday morning at Nottingham JNC wearing regalia. Mr. Bentley will accept the
008class. >> Yes, I absolutely will. >> Yes, you absolutely will. Um, I am going to be helping family members get to my son's graduation that morning. So, I will not be there. >> So, that means you will be at centrals. >> I will be at Central. I will not be bus congratulations to all the Spartans. I won't be there this time. Um, and then Gley Central um 12:00 p.m. also Nottingham Field also regalia. I will be accepting the class and I see that everyone else will be in attendance as well. And then university schools on Saturday at 7 PM. You could attend three graduations in one day. >> It looks like Doran and Dena are up for the challenge. >> I'll be there. >> Yep. >> Right. >> Okay. And then for I haven't attended
009a university graduation. Um do we actively participate in that ceremony? >> No, typically not. >> All right. Um, >> we typically enter with staff and and sit with staff. Okay. >> But there's no participation. >> Business attire. >> Yes. >> Um, and then Saturday, May 30th, the next weekend, Union Colony Prep. And again, Doran and Dina will be representing the board. Thank you for that. And then late a little later in the summer, June 19th, the gap graduation at district 16. >> I did not go far enough. That is a yes for me. Absolutely. >> Thank you. >> Yes. >> And I will be out of town that day. Sorry to miss. >> I'll have Miss Lemon reach out about Union Colony. I unless one of you know I I have never been able to
010attend theirs. Do we know um do you sit with staff? Do you do have any of you attended before? So, Miss Lim will reach out. I did when you're it was the you wear the garb and you do sit on the platform and accept >> now this says business. So let's um I'll have Thanks Wes and I'll have Amy check for you for you director and director Leos Garcia and see what double check about regalia and double check about where you you know where you join up them up and where you're seated. >> Um for the gap I'm a no. And then I I'm confused about there's one that I'm supposed to accept the class, but I am real confused about which one it is. >> Yes. >> I actually don't. >> You are accepting
011the class at the ECA graduation. >> Oh. which is on Friday, May 22nd at 2 p.m. And I will share that acceptance speech with you. >> Okay. Thank you. >> Do we get a copy of what we're supposed to say before the Okay. Thank Yes, >> you will. And they'll have one there for you, too, typically. >> Okay. >> Yeah. And for directors Garcia, it is a little challenging in the stadium because you hear the echo. So you just really have to focus on what you are reading and saying or you could I've never brought earplugs. I wonder if that would be helpful because then you could only hear yourself. But >> or Northridges. >> Okay. >> Yeah. Just so you know that that's going to happen >> because you start speaking in and then
012you're like what? >> It happens. Yeah. It comes back to you. So, you're like talking back to yourself. >> Mhm. >> You just have to get started and keep going. Yeah. >> And speak slowly, I think, helps. >> Just pretend you are your own child and you're just ignoring them while you're trying to have a conversation with another adult. >> All right. Is there any other discussion on the calendar? >> The the thing at Billy Martinez Elementary, it's just I I understand it's just pop in whenever you can >> type thing. Okay. So, where there's not a time that like board is >> sounds like it's an all day event and you just >> Anyone done that before and know if there's like a peak time that's like the most exciting? >> I don't I
013think this might only be their second year doing it. >> Okay. Well, I'm excited to see it in action. >> Um I'm I'm not familiar with the rising artists artists project. Do you know if that is Miss Lemon or Dr. Belch? So, this is a collaboration with um the I believe it's the dance collective and we have some of our gifted and talented students who will be performing there. So, Doran's going to speak at it. So, we're excited to celebrate some of our students and the opportunities that they have with these community collaborations. >> Okay, awesome. Um this is a ways away in June, but um the UNCC legislative wrap-up, I think many of you went to UNCC legislative preview. So, this will be a wrap-up. Here's what was accomplished. Here's what was tabled. Here's
014what some of it means for district 6 and higher ed and business community. >> Um the the various um lobbyists will and sometimes legislators will be there as well. >> The ones that said that education is off the table for cuts. >> Yeah. Well, so far they're seeming to be right. We'll see. We'll have that. >> Depends on how you look at it. >> Official officially official here pretty soon, right? When does the May 14th, >> Two more weeks. Okay. >> Um May 8th, which is a Friday, actually at the same around the same time as Fred Chardis um Chapel is having a performance of their ballet folklorico, which is like their Mexican-American um dance group. So that's at 6 pm on Friday, May 8th. 6 p.m. >> I'm sorry. Where is that at Brenda?
015>> At Chapel Arts Magnet. >> Thank you. >> We can get that on your calendars. >> Thanks. I hadn't seen that yet. >> Okay. Well, we will move on to board member comments and I will start with Roie. >> Um, yeah, not quite as much at this time, but since the last board meeting, I attended the city address um at the UNCC Commons and that was interesting. It was it was very controlled and contained would would be my comment about it. But yeah, it was it was uh interesting. And then um the visit to the nutrition services on Monday, April 20th was a great experience. I enjoyed so much seeing how they do that and the attention that's given to um making as much in-house as they can and using fresh foods. And so that
016was real really impressive. And then uh last Saturday, the 25th, I attended the Boys and Girls Club uh fundraiser and they did a real nice job with that. It's fun to sit with District 6 people and yeah, it was a good night. >> Thank you, Director Limus Garcia. >> Yes. Um similar things as Director Roi. Um attended the city um I don't remember the title of it, addressing the city of Gley. um which was very interesting um how they were at the table and how they shared um components of the city and then had a video um that followed it. I thought that was very interesting and and well represented. Um I also visited the nutrition um services area and that was so awesome. It smelled so yummy in there when they were cooking their
017food. Um so so great tour there. Um I attended the elementary art show. Um, I couldn't tell you the date because I feel like all my days are running together at this point. Um, I did um see a lot of the art that the students made and of course it's downstairs. I one of my favorite pieces of art is there was this paint container and they um put a picture on the top of the paint container and you could open it up and then it described or children shared um about themselves and I just thought it was so interesting um of how they framed that. So, that was one of my favorite pieces to see. Um, and then the Boys and Girls Club dinner I also attended. Um, I believe the person who is our
018state champion, I think it's Jesse, I think that his name, and please forgive me if I if I said the wrong name, but his speech was just so touching. Um and I jotted a couple things down that he said and um it just was really transformational for us to understand how impactful the Boys and Girls Club in lie of District 6, right? So they don't do it alone. And so for me it was just such an amazing opportunity to just hear one person's story when you know there's a multitude of stories out there just like him. Um so I enjoyed that as well. >> Thank you, >> Director Ozari. Yeah, I also attended uh several of those things that have already been reported out on the elementary art show for instance. Um but I'd like
019to just give a shout out to the folks that that put that on and especially the people that work down here at the the district who take care of the building. That's a lot of work uh to go through to set that show up, especially our elementary art teachers for what they bring to the district. That's just great. and it's attended by hundreds and hundreds of parents and uh kids and they're so proud to show showcase their art and show their friends and all that. So great photo moments that evening. Uh uh nutrition services visit. Uh that is that that was remarkable. Um, I don't think I've ever seen that kind of meal planning and preparation on an industrial scale like that outside of the military. Uh, my service in the military and it is
020run very efficiently. I was very impressed by that. I also attended the ROC annual awards night. I do that uh traditionally. uh that event I got to say the the ROC cadre and administration in Northridge uh they really produce an an event of excellence uh which celebrates excellence that's really great most notably it is a community event that involves many people have given of themselves in service to our country so it's a real touching as well I do need to report out uh I am the board member that attends the CASBY legislative and resolutions and advoc advocacy committee. I know that we'll have a legislative report this evening of some sort, I'm presuming, but Casby and Matt Cook specifically wanted to make sure that I brought this board's attention, and this is in Nate's report
021to SB26-176, the Civil Rights Enforcement. Uh please read that. Uh they really want to highlight the personnel liability for board members. If that passes, any board member acting under color of law, which includes every governance decision can be sued personally for alleged constitutional violations. So >> they're not in support is what I'm hearing. >> They're opposing that. >> Which what is the number again? It's uh SB26-176. It's in Nate's report. Uh so please please read that. And then finally, I also attended the Boys and Girls Club Elegant Night. I do like going to those events. Um and to meet with the community members that have the same commitment uh and dedication to kids in the community, it's really great. And yes, kudos to Jesse Granados for being named the Colorado State Youth of the Year.
022So that's it. Thank you, President Mash. >> Dr. Edmonds. >> Um yeah, just the um nutrition services. Very appreciative for what our what our nutrition services do every day. I think um Danielle had mentioned that they were at one point doing like seven or 9,000 meals a day and now they're up to like 22 23,000 meals. I mean, it's just it's phenomenal to think that that level of of work that they do every day. I loved the shirt that the gentleman was wearing with their recipe for the cheese sauce that goes into everything. um to see the scale of it, but also to hear just some of the, you know, hopes and and that's what I know we look for in these school visits is what the hopes and dreams are of these staff and
023what they're looking for and what they need and um to hear about the impact of the bond issue that got them a freezer. um the the the work that our community even though they don't get to take the tour to know the impact of their voting yes on bond issues and mill levy overrides can have a longlasting impact on what we do. Um and I just my I've always admired what the the nutrition services team does there and under the leadership of Danielle Bach. Um and then I got to watch uh Susle Jr. uh put on by Fred Chardis which was a beautiful story. Horton, here's the who is probably one of my favorite stories just because of the concept that a person's a person no matter how small. And I know that that can
024be used for different political things, but especially when you look at it from the educational standpoint of just knowing that like a person a student is worth fighting for no matter how small small whether you put a category on them of minority or not or maybe they're the only kid that speaks that specific dialect in their classroom that like that student matters. And so that's why I love that our kids at at Franchardis got to do that. I know it's a popular play within the district, but it was wonderful to just to see that work. And so I know there's a lot of plays going on. There's a lot of performances. And so just um congratulations to all the students that are going to be doing band concerts and recital and and all those things
025that they've worked very hard and and people in the audience really do are enjoying themselves when they get to hear you. I don't think there's many students watching this, but if they are, just know that your hard work makes an impact deeper than just than in that moment. So, it was great. That's it for me. >> Director Camp. >> So, I got to attend the Gley State of the City address as well. And I love your description. Very accurate. Very contained. Um, and I really did did like the format of kind of a table talk with the videos, um, rather than just the kind of one person lecturing. Um, but my favorite part was the very end. Tom Nent got to conduct the Gley West Orchestra and our Sophia Vasquez who we honored last meeting
026for uh, being a Betcher Scholar was one of the uh, musicians on the stage and proud proud moment. Uh, they sang happy birthday to the city of Gley. Um, so that was fun. Uh, the nutrition services visit. I'm always so impressed with Daniel Bach. She, you know, dominates the school lunch industry nationally and so, um, it's really cool to get the tours from her. Um, things that stood out this year, uh, that were kind of new things that I was hearing about. One was that um the nutrition department um has to do special accommodations for our charter schools because our charter schools don't have the same kitchen space and storage space as our traditional schools because some of them were built on in strip malls and things like that. And so the way they have
027to be good stewards of food so that food doesn't get spoiled and just give just the right amount um to our charter uh schools to make sure that um they're using their their supplies in a timely manner and all of that. Um she was very proud to show off the green chili roaster. They have an indoor green chili roaster with its own like ventilation system. Um which is pretty cool. Um she talked about how all the meat they get is raw and so they proc you know they process the meat um on arrival. And let's see um she also spoke about the transition students coming into nutrition services and helping individually pack snacks so that our kiddos in elementary school um get snacks um healthy fruit and vegetable individually packed snacks during the day. Um,
028and she said they really wouldn't be able to provide those snacks without the transition students helping out. So, that was um cool to hear. Uh, other things from the last couple weeks, my kindergartener came home with a a Black Hill Spruce um and this cute little pin that says assistant arborist for the city of Gley Forestry Department. Um, so they have the program called the giving tree. And so every kindergartener in the district gets a little baby black spruce tree um that my husband who overthinks things is like this thing's going to be huge. Like where does it fit in the yard? I'm like oh my god in a hundred years it'll be big. But I think we can handle it for 20 years in our yard. Ours is taller than our old our other
029house our old house. And it started out this big and I I didn't plan it too close to the house. >> It's very important to me. >> Okay. So he Okay, fine. He's got a boy. >> Um he's watching. >> Yes, that's right. And then I I think I heard you mention Director Roi before the meeting started um of all the prom pictures that are out on social media right now and I've really been enjoying those. And I happened to go to Pelleigrinis uh during Gley West prom night. So there was a lot of beautiful girls and handsome young men um escorting their dates and eating yummy peligrinis. So anyway, it's been a fun couple weeks. I had a question. Are we still getting the intercom or um we have paused inter some >> um
030but let's double check to make sure it's getting emailed to you all. I wonder if there's if that was a separate email that maybe hasn't been happening. So, we're not doing it every week, but it's been about every other week. So, let me check on it. >> Yeah, I think the last time I got it was March 27th. Okay, we'll check on it. See where we are. >> Vice President Bentley. >> Uh, yeah, I went to the city state of the address also. Um, it's nice to see a bunch of familiar faces and they did a great job like Director Roi said of keeping it contained. Um, they I we I got to see the uh design of the new district building also while we was there. So that was fun to see a bunch
031of the the renditions of all the buildings downtown that they're they're looking at. Um uh April 16th I and our board representative for the Centennial Boseies. They had their monthly meeting. Um not much to report back on on that. They're kind of the same way. Everybody looking at re reducing their budgets and saving money and cut cutting costs. Um pretty typical it seems like. And then I also was able to turn to attend nutrition services. Um the only thing I think that nobody's mentioned is the the expansion of the farm fresh food program that they've taken from $2,500 to $500,000 in supporting local farmers and bringing in fresh produce. So I think that's something we should cheer for a little bit too for sure. It's uh pretty cool to see a program like that implemented.
032So that's all I have. Thank you all for sharing. And I have missed a lot of events. I I scheduled my work schedule around all of the track meets. And unfortunately, my senior is having surgery this week on his football injury. >> So, we're not going to those track meets. But anyway, thank you all for um I guess excusing me as I have a senior. I want to don't want to miss anything. Um the one thing I did get to attend was the celebration of life for the Twitans um for Bob and Betty and I knew you know just the tiniest piece of their impact in Gley and I didn't know really much at all about Betty. So it was really fun to hear their beautiful marriage where she had some of the ideas he
033had the the ability to to make them happen with his um professional capacity. Um, but it was really fun to hear their impact in higher education district six. I knew that they were responsible for kind of helping to revitalize downtown, but I'm pretty sure saved it, you know, just really um had that passion and that that the downtown is the heart of the city and it needs to flourish and has have just jumpstarted so many small businesses. So, that was a really beautiful tribute and I'm glad that I got to be there. And one of the things that stood out was that this person said that they had never heard Betty say a mean thing about anyone. And I was like, I don't know if that could be said about me, but I would love
034that to be something that someone could say about me in the future. So, um, just yeah, they just sounded like amazing salt of the earth people and so thankful for the ways that they have >> there's a live stream link that I'll get to Amy and we can share it with you all if some of you want to watch it. I think this the uh first few speakers that spoke of their early life and how really they became so philanthropic was just really a beautiful story told I think. >> Yeah. Absolutely. So yeah, very well done. Just like a a nice journey through their lives and all the different aspects of >> of their giving. So yeah. All right. Well, thank you for all of your comments. Um, we will move along to an update
035on our math curriculum. Thank you, Director Mash. I'm I'm happy to invite uh Anthony Osmus and Dean Andrews to and I think John Fisher up with us. John is our coordinator for mathematics. Dean is our uh director of curriculum assessment instruction at the secondary level. Um, and then you all know Mr. Osmus. And so we are facing a a new math adoption and uh we bring that to you tonight. This presentation will be more of an interaction where you'll have an opportunity to ask whatever questions you'd like to ask and even if you have questions about how we do curriculum adoption since I know this is new for some of you all and we haven't really walked through the adoption process with the newer board members. So feel free to to ask those questions tonight
036as well. and then we'll get into the the regular board meeting and do a presentation again. And in that meeting, we will be asking for your approval for us to actually adopt this curriculum and to spend um the budget that it will take to pay for this curriculum. >> So, good evening, President Mash, members of the board, and Dr. Pilch. Thank you. And you introduced uh Dr. Dean Andrews and John Fischer. Um but we um and I'm Anthony Albus. I'm just going to say this is my last time presenting I think as assistant superintendent of secondary and so I think all future presentations will be assistant superintendent of elementary in K8 and so this would be a great way to end it on such a great curriculum and so you can click that um our
037current math curriculum is called CPM or college preparatory math and that's our current 6 through 12 math curriculum. um we could no longer use that curriculum because our licenses have expired and they're actually building a new curriculum. And so because it's so new that prompted us then to go through the whole process to look at um multiple um kinds of curriculum to see what is our best fit. Um as we started this process, we want to look at a couple things. One, um we're looking for something very rigorous for our students. And so rigorous at the standard um as well as tools for our teachers. And so tools for our teachers that tell us did our kids learn the lesson for today. So did they learn? And we want to be able to know um
038if they learned or if they did not learn. Also what if they didn't learn? And something that had tools for our students if they didn't learn and how do we go back and and fill in the gaps um so that they can access highle rigorous coursework. And we don't want to forget the students who already have that mastered. And so how do we extend? How do we does it have enough extensions for our students to be pushed higher than grade level? So that was all some of the criteria that we talked about right away. Um we're going to take some time this work session to um not only tell you about the process but also put some of the materials in your hands and just let you look at it and then ask any questions
039that you might have. So with that, I'll turn that over to Dr. Dean Andrews. >> Uh thank you, Mr. Osmus. And so, uh, we had a truly incredible group of educators come together for this adoption process. As always, um, we had 18 math educators. We had six administrators. We had one teacher of multilingual learners and an instructional coach. Uh, 10 of those, uh, teachers were high school math teachers, as you see on this slide, and eight of them were middle school math teachers that you see on this slide. And so truly as you see these are just incredible folks that we are so privileged to have in this district to do this work. Um before we get to the recommendation I want to take you through as Anthony talked about the process. And so uh
040like Dr. Pilch said many of you are familiar with this is a process we follow. This has just been tried and true for us uh to make great decisions and bring lots of input into it. And so this started back in August with the preparation process. And we always start by going through embedding materials uh through ed reports which is a independent nonprofit that uh evaluates highquality instructional materials. So they are great resource used nationwide by districts to help support these kinds of processes. Uh we also looked at CDE's vetted materials for mathematics for mathematical curriculum and we also uh asked surrounding districts what they were using and kind of the pros and cons of those as well. Uh John also uh took our committee through the latest research in mathematics education and what really
041moves the bar for student achievement. And so with that uh they established their beliefs and evaluation criteria so that when they looked at instructional materials they could see how those materials would actually support the highquality instructional practices that they have to employ uh to support student success. In October, uh they began narrowing uh down the different uh materials. And so they started with our analyzing instructional or assessing instructional materials rubric. And we first looked at CPM, which is as Anthony said, our current instructional resource. And so through that, they were able to really get a good lens of what are the strengths and weaknesses of the current resource we have uh for our students and teachers. We also have new standards here in 2026. Um and so they studied the new standards and made sure
042that the resources would be in alignment with those standards. Um and then from there they narrowed down to five instructional resources that the committee uh reviewed. We brought uh all of those five vendors in. We engaged with them so that teachers after uh looking at paper screens and going through that process, they could ask deeper questions. So if there's something they didn't find through their paper pencil review, they were able to ask questions and find out more about those materials. Through that, they uh narrowed it down to three um different resources. And so that's when we started in November and December the pilot process. And so we had pilots across our system uh where teachers were able to use the materials directly with students, get feedback from students and their own experiences by putting those
043um curricular materials into play. They also were able to based upon those experiences go back to the rubric and look at their scores and see if they needed to adjust them based upon their inractice experiences uh with the curricular resources and how students were responding to them as well. Uh we actually had over uh 500 students provide us feedback uh which was fantastic to get their feedback as well. >> Was this is this where they engage the whole class or they picked particular students to do that >> with the class? So they did the lessons with the classroom? Yes. Thank you for asking the question. Um so then uh once they had that opportunity to go through those resources then it was we had an opportunity in January and February to get more input from
044the community and other stakeholders. And so uh the materials were here on display in one north. Hopefully you all saw them there. We also pushed out in social media so uh people had digital access to the resources and can review them uh digitally as well as those were pushed out uh in that format. >> Did you get a lot of feedback from that? like not get a lot of feedback from the community. >> Okay. >> But it was there. So just that was known that it was there is available. >> We pushed it out as much as we could and >> um Yeah. >> And as part of our adoption process, no matter what we go through, we always give time for the community to give us some feedback. >> Right. >> Yep. >> We
045also um all of our math teachers were given access to the material. So they were able to provide feedback as well, not just committee members, but other math teachers as well. Um when we in February we came to a final decision, we reached consensus and all of those things from the rubric scores, from the feedback from students, from other teachers, uh all of those things were taken into consideration uh as they came to consensus on our uh the final resource that we're going to bring to you here in a minute. Um from there the committee took their recommendation to district comm uh curriculum council and uh the council uh also provided the recommendation for you to act on tonight uh for formal adoption uh for this curricular resource. As you can see these were the
046three that we narrowed it down to. Um and you can see that illustrative mathematics at a 4.27 on a fivepoint rubric really stood out as that. and student feedback also really pointed towards IM or illustrative mathematics as well. And so our recommendation we are bringing to you this evening or will bring to you during the um the business meeting is Illustrative Mathematics 360. Uh it is brought to us by Imagine Learning is the vendor that puts all the package of the workbooks, the professional development and then they'll also provide us with access to digital licenses for both teachers and students. And so the total cost is $1,290,15040. I always love the 40 cents that always um and this was budgeted in the 2025 2026 MLO budget. >> Um I don't know if there are any
047questions now or >> and this brings our whole system now K12 in alignment. So all of our students now K12 will have one curriculum and so that feels good as well. >> Absolutely. We can do some questions here and then uh Mr. Fischer will dive into this a little bit with you maybe for some additional questions. But do you have anything right now? >> I was just going to ask you said that you got um great feedback from students. What about the math teachers? >> So um math teachers also so all different stakeholder groups. Our math teachers also uh that were not on the committee also said IM was the strongest resource as well. >> Okay. Did they give us a deal for using the K through5 material? It's >> a good question. >> I
048will say there was a lot of negotiating uh that went on to get to the 1, uh 290,000. The initial quote was over 1.5 million and we were able to negotiate down uh to get it without losing any of the resources or any of the support. >> And just so I can understand, so this is a this is a cost. We buy it, we own it, or is there an is there an annual cost to this? This is a seven-year uh adoption is what we're this is what it would cost for seven years to get all of those resources. So like the workbooks, we will get workbooks every year for all of our students through the life of the contract. >> We pay this upfront and then it goes >> Seven years. Okay. >> Okay.
049Mr. Pressure, you want to >> do you have any questions about the the process >> and how how this comes to be? We we are trying we are striving for a seven-year adoption cycle. That is that is what is the recommended limit that you would want to go. The longest you would want to go uh over a decade ago we might have had even 12 15 years between curriculum adoption. So this was a big part of our first mill levy override and then the renewal of our mill levy override was to have an ongoing revenue source so that we can continue our curriculum adoptions and and maintain an up-to-date curriculum. we have had to pause it a couple of times or because as you can see some content areas are very expensive. >> Um literacy
050being the most expensive content area and then and then in some years though we can adopt some of the elective area curriculum in several elective areas in one year if we're not doing another major core subject adoption. >> I'm curious. So to me like math um I don't know how long like algebra existed right since like the word >> isn't math just math >> right isn't math just math like how is there an update like you know there's no like new numbers >> you are speaking Mr. Fischer's magic language Dr. Campbell. >> So, so I am curious just because I'm not in, you know, in education the way you guys are like what evolution you've seen, what changes, what's new. >> Good segue. So, so my step would be that math isn't changing, but the
051world's changing. And so the ways that students are going to use math is changing significantly. And whereas, you know, I was one maybe you you also had a teacher in high school that said, "Well, you're never going to walk around with a calculator in your pocket." Well, now we do, right? And way more than that. And so we have to the the the skills and competencies with the same mathematics that students need are shifting. And so um that's why the resources are changing is to align with a changing world. >> And I think we'll go into >> Go ahead. So what I've got in the packet for you here is just a small collection of a few examples of what Mr. Osman was talking about in terms of the needs for supports and extensions for
052students. This is not everything, but without getting too deep into the weeds for you, I wanted you to just have a sense of what uh what this resource contains for our teachers. So, I've got a couple examples here of instructional supports that are provided uh before instruction, during instruction, and after instruction takes place so that we have lots and lots of opportunities to support students needs u as they're learning and going through the units. Um so the first example is before instruction and you'll see on the the back side of the second page that this this support um hinges on a preassessment given to students before the unit. It's optional. It's certainly something teachers can can choose to use, but it will give them a lot of power if they do give it to their
053students. Um and as you as you scroll down and you see uh on day five, you'll notice that instead of starting with A1, which is algebra 1, it starts with an eight. So, this is showing teachers exactly where to weave in some previous grade level content as they go through their algebra 1 unit to support students if they scored a certain way on the assessment or the assessment showed particular needs. This is really helpful because a lot of curriculums approach remediation in in the sense of a few weeks of instruction before we start our algebra 1 instruction. But this is different because it says no, we're going to start with algebra 1. No matter what uh learning gap students come in with, we're going to start the unit, but then right in time when students
054need it, that's when we're going to provide the support that we see that they need through the assessment results. That allows us to stay a lot more on pace for grade level instruction um and to still support students up to the level of grade level instruction. >> We hear sometimes teachers will say, "Oh, they have so many gaps." We'll say, "Well, what are the gaps?" I don't know. But this this may answer that question. So with this pretest um we can say what gaps do they have? Well, let's go back into the data and so that we can be very targeted and specific with what we're offering students to scaffold them back up to grade level. So the next example I have for you is there are a few kind of just snapshots of what
055support might look like for a teacher who's teaching the curriculum. This resource is um widely regarded as the industry standard in terms of what grade level instruction looks like. In fact, there's several other organizations that use this resource as the bar to show people what does grade level instruction look like for different courses and grades. Um, so we know that it's rigorous, but the other challenge is well, can we support students up to that level of rigor? And that's where um we see some of the some of the different things that are provided for teachers here. If you look in the sidebar uh with the orange heading on the that next page, you'll see just the the authors of this resource have identified several known anticipated struggles that students will have or misconceptions they may
056have as they're going through a lesson or a topic and has provided teachers right there some ideas of exactly how they might address that. Um this is work that teachers do in their planning anyway, but the fact that this is here gives them a jump start and accelerates them through their planning. so they can focus more specifically on student needs. Um, so that's one small example. What I appreciate about it is on the next page and you see that same orange heading, you'll notice that it also tells teachers where not to slow down and provide additional support. So for this example, it's showing where it it tells teachers that even if students have not mastered this yet, you don't need to slow down because they're going to have some more chances in upcoming classes. Those
057signposts are really important guides for teachers as they try to maintain grade level rigor and support students to mastery. So those are some in lesson supports. Um and then the next page shows you some supports provided for after instruction has taken place. Often times an end of unit assessment is an autopsy. It's not formative. But this tool uh is a support that helps teachers take whatever we learn about student learning from an endofunit assessment and then take action on it. It gives them specific ideas of where and how they can support students um in the upcoming lessons and units. That is again planning that teachers do anyway, but this accelerates them through that and just gives them a really really good foundation to build from. So, those are some a couple different levels of support
058that are embedded in the resource. Um, the last page where you see the red plus sign and the are you ready for more, this shows one of the brilliant ways that extension is woven into this curriculum. It's not a separate book. It's not a separate program. It's in every single lesson in the workbook in front of every student so that students who are ready to take on more challenging problems that go beyond the expectation of grade level already have it right in front of them and teachers can direct them to it and support them to it. Just a a really great way to help all students get what they need from a lesson. >> Staying within this curriculum, especially as you kids have kids moving like K through five and then they go up to
059six. Mhm. >> Um, is there like a a need for each like does each student have like a math profile or does a lot of that really get covered in those pre-ESTs where they they test them and they say, "Okay, this is what they've carried over from the lesson in fifth grade. Here's kind of where we start in sixth grade." >> It's a really great question. It's one of the advantages of being K12 in the same instructional platform, same curriculum, is that the data that we have from student learning from previous years will still be accessible in that platform. So, we'll have a lot better information. We have that information now, but now it's going to be at their fingertips in a familiar platform to >> And is that classwide or or like each student
060like they can say, "Hey, this student seems to be struggling with this and they can go back and look at that students like data there or is this kind of like grade level by grade level?" >> Yeah, that's a great question. I think um based on the way that this is working in our K5 right now, because we don't have it 612 yet, uh teachers are able to see previous archived data for the students they currently have in front of them. Okay, >> according to some limited research that I just conducted, I'll ask you the question. Okay, I'm sure you guys have discussed this. So, >> it says uh while praised for fostering mathematical discourse, some users find it fast-paced, requiring significant teacher preparation and supplemental practice resources. So, can you talk about that? >>
061Totally. So those are two different uh components. One is um teacher preparation and the other is practice. So I'll address them both. The first one, teacher preparation. Part of the reason we've gone with a specific vendor we have is that they have a lot of resources compiled for teachers that the curriculum itself does not come with. So this is an open- source curriculum, but it's packaged by a vendor that gives us a lot of additional resources. Those are things that can address uh some of the planning burden to give teachers more time to dig into the content because the content for teachers is uh developed in a way that may be unfamiliar to some of them or less familiar just in the way that it unfolds. And so the fact that we will be able
062to hand them slides to use during class and hand them some of these planning supports um reduces some of the workload and allows them to focus in on some of the other components. The other piece of that though is we are aware of the need to really provide some deep professional learning to and so we have a plan to support our teachers in not only learning the curriculum itself but learning how to to use it with our students. And so we've built a plan that's going to um allow our teacher leaders to be in classrooms in district six classrooms around the district and working with specialists from the curriculum resource to develop professional learning for all of our teachers. Um so that's the first piece. In terms of the additional practice resources, uh this this
063publisher does give us some additional practice beyond what's already in the the source curriculum. Um and the there's other emerging tools. Uh we we currently have as a resource, a supplemental resource in math that's uh something that our teachers are already familiar with and using for additional practice. So that will still be available to them. um and we have um priority standards identified that help focus that additional practice, but there's also emerging AI tools in the platform that will continue to provide different practice opportunities for students. >> I want to just stamp what John said. So any curriculum has that will have way more than you can ever teach in a year. And so that's part of what you're saying. And then what we have done is we have prioritized standards. So these are the
064standards that are more important. We spend more time here. We still teach all the things majority of the things but these are the materials or these are the standards and the skills and the standards that we will teach more than everything else. And if I'm understanding correctly what you have presented is that this mathematics curriculum will be throughout the system. >> K12 >> right so vertically will be able to become better aligned. Is that correct? And that that will also um that will also address this uh prep teacher preparation uh problem. >> Correct. >> It'll be more aligned so we can have those vertical conversations. And I think the priority standards will help us stay focused and so that we're not just searching for materials for all of the standards, but here are the ones
065that we need to spend more time on. and those are the ones that we spend um we we interact with those standards and those skills in our data meetings and our planning meetings. And so it'll help us stay focused and not have to feel like we're searching for everything. I could add a couple things to that. I think the K12 coherence is a really big deal for our teachers and our students. We've heard from teachers in the past as students transition from elementary to middle or middle to high school that well that curriculum says it a different way or they show a different representation for this. And this will clear up a lot of those incoherences. Um the other thing is I think of our K8 principles being supporting a curriculum because the design structure
066is similar across grade levels. They will be much more empowered to support their middle school teachers. >> And that's um a comment I comment question. So in 6th through 12th grade, the math teachers are math teachers, right? They're not necessarily teaching other subjects. Um, and it's a hard to fill position usually our our math teachers. Um, and so I'm curious if human resources uses this as like a selling point for our district of like, hey, we use illustr illustrative math. Um, or imagine I am or whatever as a way to make the job sound better. So, it typically would not be human resources that would know all the little ins and outs of the curriculum, but what they're very good at is bringing principles along to recruitment fairs and having principles on site that they
067could grab a principal to talk to somebody. And then they, you know, over time they develop some knowledge about our curriculum and they will certainly, they're all here tonight. They will certainly know we just adopted a new math curriculum and we have IM math K through 12. They will certainly know the basics of that. But to really draw the candidate in is is the role of a principal or an assistant principal probably when it comes to curriculum. >> I just know in in my industry like the platform we're using is a huge selling point like >> you know if a job has Epic as what you're going to use every day >> that gets to the top of your list real fast. Um >> so I'm curious if like math teachers are also looking like
068what curriculum are they doing? >> Oh are they? I think math teacher nerds will recognize the name and I think it will definitely attract teachers that have students best interest than mine. Well, as far as the process, I'll just add that u being that I've been in the district for a long time that it is this is a very good process that we use in the school district and I appreciate you incorporating the voices of teachers that are in the room doing this every day. So, thank you. Well, and I might add that this even though it does bring us into K12 coherence, which is is lovely from my seat, it was chosen independently by the teachers at the secondary level as the best resource available. So, um it's convenient for from some st standpoints,
069but it was also chosen by them. >> Thank you for the presentation. Yes, thanks for answering all our questions. Great questions. And >> I'm just grateful we didn't have to take a math test. I saw the question I saw the questions on the last page. just like that. >> Yeah. Thought about taking a sample preassessment, but >> I think I really appreciated your answer of math isn't changing, but the way we use it, that that makes a lot of sense to me. And um >> I did do a a mentoring program. Sorry, just quick little um mentoring program kids hope with a with a student at um Shasheen and we were like solving the same problem and she did it completely differently than than I did. Um but my understanding is is to just to
070the concept of math literacy of like what like you can carry things all day long but if you don't understand what that actually means. So anyway, I think I think I don't know. Maybe the way I learned math was just like here's how you do it, so just do it and then maybe you understood it, maybe you didn't. But >> so yeah, anyway, I appreciate that answer. That was that was helpful. >> And I appreciate that the idea that you go back that there's a way to catch when kids are not getting those foundations >> is that I think that's what happened to me. They lost me when they started substituting >> letters for numbers. do not get that. So anyway, >> well and you we all know we're going to lose some of it
071over the summer too, right? Like and when it all builds on each other, you're going to need a little refresher on whatever piece. So yeah, that's that's built in what concept you had to have mastery of to in order to understand this next piece. So yeah, >> thank you. >> All right, thank you. >> So we do not have Mr. Fall with us this evening. He sent us an email with his kind of updates. Um, Dr. B, you said maybe you had a little bit to add yourself. Get over there and I'll get to that email if you have a if you have a computer. >> I appreciated Director Aari mentioning um the legislation that Casby wants board members to be very aware of. Mhm. >> Um so what you see before you that I
072think is um first I'll just point out that they will adjourn on May 13th. So we're coming close to the end here. Um as you look at um the school finance act, you can see a lot of detail there around the school finance act and how the funding has been determined. Um, for us, I think there's no new surprises there. Uh, there continues to be the phase out of TREP, the elimination of ascent. Um, I might ask CFO Megan Sponsor if there's anything she wants to add to any of that. >> No surprises. We like no surprises. Um, and we want to stay on top of that. I think then the next big piece you see that we are a monitor slashsup support in um is uh excuse me I just lost my computer just
073rolled no the next piece is the oppose and that's the civil rights enforcement that director was speaking to um I think that's really important um I can't follow my document online I'm sorry so I I hope you will follow up on that and then can we just scroll back up um to uh the ballot measure question and this is the cut the ropes that Dr. Campos Spitzy had asked about a couple of weeks ago. Um but Senate Bill 26135 uh state public K12 education funding. So this would refer a ballot question to the voters and you can see that it it refers to a Taber to lifting the Taber cap. I would point out um that the bill would not that this would not raise taxes. Um it it slows down what would be refunded
074by Taber uh should there be the revenue the excess revenue to have Taber refunds. Um they're calling it a positive factor which I think is interesting because I I think it's going maybe we should call this a positive factor instead of a negative factor. So they are calling it that. Um, I think it's important to point out we're not talking about a significant windfall here for K12. If you look at that, this would mean for a district of 89,000, it would mean $9 million. Uh, a district of 57 students, it would mean $440. So, we're not talking about a windfall of dollars here. I don't know if Miss Sponsors had a chance to look at what it would mean for district six, but I think we could kind of scale down that 9 million. I'm
075guessing to that would be about two two and a half million for us, which is not a windfall. I mean, it's those are real dollars, but as you know, uh we are seeing a a far greater increase in that in in just our insurance costs and our increase in um >> maintaining steps and lanes far greater than that. So, I think it's important to know that, but I also think it they are dollars um and and they would be a new funding source for school districts. It does have a 10-year cap on it. So, um I presume it would go back to the voters in 10 years if the if state law has not changed by then around school funding. Um it is not guaranteed year-over-year. If for some reason the Taber revenue is not
076uh in excess then in those years school districts would not receive the dollars. Uh Nate mentions here the slush fund dispute and you can read that but the dispute is that um approximately 75% of the revenue retained would not go to K12 but could go to what um Democrats are calling the children's account and I think Republicans are calling you know a slush fund that there's no accountability. So, as of now, the bill does not specify that where that other 75% of those uh dollars would go. The I think the hope would be it would go to prek, um child care, higher ed, or health care for for children, but I don't I don't think we know yet. Um and I think there's still amendments to be made in this. um there would be no
077maintenance of effort, meaning that there's no promise that whatever the state provided the previous year that they would provide at least that amount the next year to school districts with this. Um and I think also means that that doesn't that wouldn't stop them from using these dollars as general education dollars as part of the state funding formula for public education. And um what else would you add, Miss Sponselor? Anything else you want to add? It's we're starting to get more clarity. This is the most clarity we've had so far around what what would be in this legislation. Uh so again, it it's legislation to be passed to refer what you see here to the ballot and then voters would vote in November um to consider this. >> Um >> I have a question. Mhm. >>
078Um, okay. So, is this ballot measure only for retaining 2% of the of the Taber? >> No. >> Surplus? >> No. I think of the surplus that's retained, 2% would go to public education. >> But do we know what percent where that we would be voting on to retain? >> Totally. >> I don't think we know. No, we haven't seen that. >> Right. >> But only the 2% of whatever's retained would go. And is that because that's all they think could be supported or why is 2% so small? Why not five? Why not 10? >> I don't know. I don't know. Um I don't know. There are some who speculate that that it's uh you know that if we're going to do something with a Taber cap that we need to solve more than just
079one problem in the state of Colorado being K12 funding and that we would need revenue for other uh programs and needs in the state of Colorado. So there's some who think that is the reason >> and they don't well the way Fast Democracy was wording it before it says like no more than 2%. So it might not even be 2%. Correct. >> I think Nate had mentioned that before too. >> Yeah, that is correct. >> But why is I guess why is this a separate bill? Because where's the where's the bill? >> So the bill is to get it referred to the ballot is what it is. So this what so there's two ways to get something on the ballot. One is to have the legislators refer it to the ballot, which is what this
080would do if it passes the legislation. Um, and the other way to get a new measure on the ballot is by gathering signatures. And so this would prevent the signature gathering to have to occur. The legislators would just say put it on the ballot. >> Does this bill do the whole Taber cap and has the education piece in it or are there two separate things? >> No, it's all the same thing. Okay. This is all the same thing, >> but it feels like I mean we've talked about it before. It feels like they're selling it as this like solution for K through 12, but then using the money like the majority of the money it sounds like for other things. Like that's I think that's what bothers me. feels not genuine like like they're using
081K through 12 to like buy people's hearts, you know, or like buy the votes because that sells, but then the money is not going to get used for K through 12. And I I think those are questions that we still have. I I do have a a superintendent meeting for the front range this Friday. We also have a case legislative call. Uh so hopefully we'll continue to learn more as we you know we come together as professional groups and can hear from our you know hear from bridges and others around this. >> I mean it's not nothing but it's it is not a it is not a solution to a significant shortfall in K12 funding. >> Not as it is written right now. >> Yeah. And I think the heartbreaking part is it could be
082it could do more and it's written in a way that it's it it's not doing more. It seems so >> Casby is in support of it though. >> Yes. And I think and case is supporting cautiously with with the hope for amendments and I think we would want to support. I mean it it's more money than we have if we don't support it. >> It's an optimistic support. >> Yeah. Yeah. >> Hoping the rug doesn't get pulled. It's more than we have if we don't. Um, then the civil rights enforcement, we mentioned that already and I I hope you'll you'll consider reaching out on that. Um, and then you can see that he's provided us just a brief summary of several other bills. This first bill is about um asking those of school districts, well,
083all districts to document how they're spending the additional dollars through the new school finance act that went to at risk students. And so, uh we have been a monitor um on this, waiting to see what happens, cases and oppose. Really what we're watching for is are we going to be expected to complete a whole another set of accountability around the spending of those dollars? We feel like our school improvement plans, our district improvement plan should be documentation enough of how we're spending dollars for atrisisk students since much of our district improvement plan focuses on improving student achievement for our students who struggle the most. Uh but we're still waiting to hear more on that. The next bill we're we're also in monitor. Uh this is the bill that would require school districts to uh ask
084not only for charters to participate but ask them to present a proposal and then to share those dollars with charters uh through a bond issue which we did. Um but we we shared based on the facility master plan and the needs across the system. It wasn't you know we didn't do like we do with the mill levy override which is a per pupil amount the charters receive. We we didn't do that with the bond issue. we based it on the actual needs of the different sites. Um, so we're watching that one closely. We're still trying to better understand the off-campus courses and concurrent enrollment programs as Jenny, who's our director of concurrent enrollment and CTE shared with me before the meeting. She's sitting behind you, Natalie. Uh, that it's all concurrent enrollment. So, we're still
085trying to determine really what this means. I guess the thing we're really looking for, as you can see, is fiscal implications because if it means that when our teachers are teaching, we have to pay tuition. That's going to be a gamecher for us on what we're able to pay for because currently when our teachers are the teacher of record and they're teaching it at the home high school, uh we're not paying college tuition and the university is not paying our teacher or the community college is not paying our teacher, but the student has the opportunity to have that transcripted on their transcript as either college >> as college credit. So Jenny, anything else that you've learned on that? I think it's a higher ed situation students and their numbers. I think >> we'll keep watching
086to see. >> Yeah. So, we'll pay attention to that. Um and then the next one, uh we are we are a support to monitor on this. It's uh this would be a a bill that would require school districts or organizations that receive dollars as a result of the scholarship granting organization opportunity um that there be some guardrails around that where they would need to follow um non-discrimination and disability law to to receive those dollars. So, we'll continue to watch that. I think that's is the least that is the least we could expect. >> Yeah, I am surprised we're not just fully supporting that one. There's a support to monitor. >> Um I well partly we we want to see how how it fully lands. Um case is still working to try to to get some
087additional amendments in it to actually make it a little tighter even. And so that's really why we're there. But we would support I mean we are support I think unless you you all have serious concern about that. >> On the preschool initi >> because that would >> probably affect this >> influence this. Yes, it would. >> So do what questions or comments do you all have? Um, we still don't um we're still waiting for additional amendments for the ballot measure before we would potentially come and speak or or support in person at the capital. >> Yeah, I think so. And Aaron Snder, our president and our girly education association asked if it was, you know, if they should operationalize and go speak. And I think I I think um I don't know that it's going
088to be necessary. I think it will just pass. >> It's It likely will pass. It's sounding like uh and we want to be certain to what it means for us before we really get out there in a big way. >> Okay. >> Put a pin in that. >> Okay. >> But as you know, Director Mash, from having been on the board for several years now, I mean, there could come a time where it's like this is going to be heard on Thursday and, you know, a couple of us need to go down. I mean, it could happen that quickly. We'll see who's available should that happen. >> Right. >> We'll take former president Ma or former president Matthews. He he probably does a lot of time to be flexible. Right. He can be flexible. Join
089us. >> He can be found >> office. Yeah. >> All right. Any other comments on legislative updates? >> All right. Thank you for handling that piece, Dr. Absolutely. >> Gave me enough. I couldn't mess it up. >> Just read what I wrote. >> Yeah, I couldn't mess it up. He took such good care of us. Yeah. >> All right. Well, let's debrief the work session and we will begin with director campus. >> Um, informative. I I will say I'm disappointed with the cut the ropes. like I just feel like it's a missed opportunity that it could do so much more for K through 12 and but you know um yes and uh and thank you so much for the math curriculum presentation is excellent and I agree with director Azari that the process is is
090is so good for student input, teacher input even outside of the committee. So thank you for the presentation Dr. Edmond. Yeah, grateful for uh all the work with with getting a K through 12 structure. Um going all the way back to my Susical love of a person's a person no matter how small a student matters. And so providing a curriculum that I kept hearing how great it's going to be for the teachers, but I think it's it's equally going to be great for the students as well, just to feel that familiarity and the comfort, especially as they make a jump from fifth to sixth or 8th to 9th to have something that is is somewhat familiar and maybe make that transition from each level of school a little bit easier. But um just understanding that
091always things are changing. math will always be math, but keeping in mind that um you know getting out of my well this is how we did it and it worked just fine um to understand that things are always changing. So I'm grateful for our teachers uh for doing that and um appreciate Nate even though he can't couldn't be here and he's not feeling well you know as the time ticks down and his his role shifts um really grateful to have this. So hopefully we get to see him a couple more times and he can give us some good news come May 13th. >> Thank you, Director Ozari. >> Oh, uh just um reiterating what's already been said. Uh thanks for the work on behalf of all the district staff in regards to the curriculum and
092uh for Nate and Dr. Belch for presenting the legislative information so clearly. Appreciate it. Thank you. >> I would agree. Um same uh with the math uh curriculum presentation. Uh appreciated the style of involving everybody. I think that's so important to just have information from all aspects. Um and then the legislative updates is I always find that very intriguing. So I appreciate the links and the ability to dive in myself. >> Dr. Roi. Um just yes to what has been said in terms of appreciation for the work on the math curriculum that a lot of time was put into that and a lot of um study and checking with people in the district. So that makes us feel a lot more confident in um moving forward with that. So I appreciate that and and uh
093appreciate the um updates on the legislation. >> Yeah. Uh, ditto. Um, thank you guys for all your hard work. Excited to get into graduation season. >> Yep. I I also agree. Um, excited for the continuity and the consistency with the math curriculum and legislation. Yep. We'll see how it all shakes out. So, thank you all. This meeting is ajourned. What would be great is it Heat. Heat. N.