Greeley-Evans School District 6 Board of Education Work Session 2-9-2026

001Number Heat. Hey. Hey. Hey. Heat. Heat. Hey, hey. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Yayoo. Come here. Yay! Hallelujah. Happy birthday to you. Heat. Heat. Heat. Heat. Heat. Heat. Come on. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat up here. Heat. Heat. Good afternoon. Welcome to the work session of the board of education of Gley Evans School District 6 on February 9th, 2026. This meeting will now come call come to order. Miss Lemon, will you please call the role? >> Director Ozari, >> present. >> Director Bentley, >> present. >> Director Campos Vitzy, >> present. Director Edmonds >> present. >> Director Lamos Garcia >> present. >> Director Mash >> present. >> Director Roi >> present. All board members present. >> Thank you. Our first item on the agenda is to

002review our calendar. Um so coming up we have the CASBY student date at the capital. Do we know who is attending that? >> Okay. And is there any additional >> Yes. Chief Information Officer Tony Czech, Assistant Superintendent Annette Overton, and then three students. Okay. And Miss Director Roi and Director. Okay. Excellent. And then those of us who are not attending the capital will go to the greatly central Cultural Assembly, which I am attending. Exactly. >> You are. Are you attending either one? >> Uh, no. I leave tomorrow. >> Okay. How about you? Are you? >> No. I >> No. Okay. So, all right. We've got representation at all the events >> out of town Wednesday through Sunday at a superintendent. >> Okay. Well, it's a amazing benefit of having a seven member board who can

003attend all of the things. Okay. And then on the 17th, a school visit to Billy Martinez. Um, Discover District 6 Academy. Uh, the chamber dinner. I'm assuming we have filled that table. Yes. Okay. Um, then call your attention to the Gley Evans Elementary Coral Festival as well. And then negotiations, which sounds like perhaps have not made it onto all of our calendars. Um, if you're able to attend even one day, that's beneficial. Sounds like we will have a majority of our board in attendance. If you are able to come, um Diane Gross, who who facilitates that, likes to have a conversation with each of us beforehand just to get to know us a little bit. >> We will want to do that even if you're not going to attend negotiations. Okay. Want to do an

004interview. >> Okay. >> All right. So, still sign up for that. That um link was in ew week. >> Um and then maybe if you have an opportunity to look at your board calendar um just verify that these other events have made it on there. Um, if you can RSVP as soon as you're able, as soon as you know that you'll be able to attend, um, a maybe is okay, but just make sure you get back to that later and and RSVP, yes or no? >> Where at the University of Northern Colorado will be will the negotiations being taken place? >> Um, Annette, where can you tell us where negotiations are being held at UNCC? Um they're in the when you go into the where the ballroom is that area. It's in the uh on

005the it's in the panorama room on the upstairs >> the top floor. >> You know, I'll have Amy send you all um those details so you have them. >> Thank you. >> Okay, we'll do that. Can be a little tricky. And parking. And you'll need parking pass too. So Amy will get that to all you all. >> Any other comments or discussion on the upcoming events? I was wondering about the Gley Chamber. Can we dinner? Can we bring a spouse to that or? >> Not for that one. >> Table's full. >> Okay. Thank you for asking. >> Um the chamber dinner. I know someone who knows a guy who has a table. >> So >> Kyle, can you and I connect then on the amount of tickets? >> Um what >> can we connect on

006the amount of tickets that you >> Yeah, I haven't invited anybody yet. And I don't know if you held me a spot. I was going to ask it, but I don't. Okay. >> Yeah. Have my own table. So, >> I confirmed that a couple days ago. >> Sounds good. >> We will move along to board member comments. And Director Edmonds, would you like to start us off? >> Me first. Yay. As I try to get this stuff going. Um, so let me get to my notes. Try to keep notes of things I'm doing. Um, first just want to say congratulations to the students who uh from Gley West, Gley Central, and Frontier who represented D6 at the All State Choir. I wasn't able to be there, but um I heard it was a wonderful time.

007Got to see the pictures, but just want to give a shout out because I know a lot of these students, several of them actually that I attend church with, I know work very hard and are very dedicated to just the craft of of singing and and music. And so, it's just wonderful to see that representation there. Um couple weeks ago, Fred Chartis had their uh museum night which is a wonderful time. I highly encourage board members if you have ever a chance to go to that to just see the um I mean it's really hard to describe. I think Natalie, you could agree with me to just like it's like a science fair and a play and like everything else rolled into one. Um and this this loop's theme was state which um just kind

008of that overall focus of what does it mean for just the the nature of state not just states but like the state of matter. My son did a presentation on the three states of matter. Uh he did an experiment with vinegar and baking soda to see a solid and a liquid that turns into a gas. And so he was very excited to do that. my daughter did uh or or someone another kid from my church did inventors from different states. So like they kind of take that idea of state and work it all around. Um, so it's just a wonderful time get to get to see um all those different presentations my my daughter did how the Colorado state flag came to be like the process of that like the 20 different steps kind of

009similar to things that get passed into law the so it just gives them an opportunity to learn about that. Their next loop is going to be on future which I think is going to be a really exciting thing to see especially since you know our kids are our future. So, how do these students everywhere from kindergarten to 8th grade interpret the idea of future? So, that is going to be coming up. More than likely, it's going to be maybe April, late April, May or something. It'll it'll eventually show up on the calendar here, but I do encourage you to go. And then, um, just had a wonderful time celebrating uh, Mrs. Nicole Peterson and her getting the middle level principal of the year. I think what was most touching for me was to see how

010much her students really do love her. um and that her leadership is contagious. And so a lot of those kids in that room really just understood that not only seeing her being a leader, but also she gives them the opportunity to be leaders themselves as well was just so cool to see. And then afterwards to have the small little reception and get to chat with some people who don't, you know, you know, don't normally get to cross paths with all the time. One of them being um the principal from Prairie Heights. We had a discussion that there's a longtime connection that her cousin used to be a counselor at a church camp I went to years and years ago. So, it's kind of funny to still just see those small world connections, but yeah, that's

011it for me. >> Thank you, Director Campus Fitzy. >> Um, so I flew back in yesterday, so I've missed all the fun these last couple weeks. Um, but I I am always paying attention to the news and headlines and um the going ons and so just wanted to highlight a couple of things that um District 6 did in partnership with the University of Northern Colorado. Um so on Saturday, February 7th, they had the Pathways to Success um which has been going on since 2011. So, it's a longtime relationship where uh sophomores and juniors from the AVID program and their families are invited onto the UNCC campus uh for a a morning and get to hear about all the opportunities at UNCC. So, was really excited about seeing that. And then on January 29th, um the

012UNC women's basketball team hosted um they called it District 6 Kids Day. Um, and a bunch of our kids were bust over to watch uh the women's basketball team uh play. Um, I know we had our photographer out there and the pictures were amazing. Um, so just wanted to highlight those two things and um, yeah, and I'm glad to be back. You director Ozari. Well, first of all, I had the opportunity to attend the CASBY winter legislative kickoff. That was on January 28th and 29th and uh went there along with director Lemus Garcia and with our uh legal counsel, Mr. Fall and uh we had a a lot of good conversations with our legislators including Scott Bright and Barbara Kirkmeer. And we were introduced on the state house floor uh by Representative Ryan Gonzalez. and

013we really appreciated that. So, um, a lot of positive relationships and I think it shows in, uh, their commitment to fund education in the state. I hope that continues. I also participated in the school board visit to do Rios and once again that was a very positive experience. It's a very warm atmosphere in that building and a lot of productive learning is happening there. as well. Uh, and on that same day, I also attended along with Weston the recognition of Nicole Peterson at Brentwood. What I uh found um positive was uh the behavior of the students in the assembly. It was it was very good. And it's always nice to see our superintendent have the ability to get the attention of hundreds of middle schoolers. Uh that's not easy to do. And uh it's very

014impressive. And finally, I attended the um Northridge High School bot bash last Wednesday night. That was also a very interesting event and it showcased the work of our robotics students from all over our district, our high schools, and several of our K through 8 grade schools. And um the the students were very professional in their presentations. Again, very impressive. It also also featured several of our colleges and universities and our law enforcement agencies who actively use robotic technology and equipment professionally. And I even had a chance to try to drive one of those robots and and very poorly. It it wasn't a good situation and it's actually kind of scary when that thing is coming at you or somebody else. Uh, so a big thank you to the Northridge staff and the kids for hosting

015that event. It was great. So that's all I have. President Mash, >> thank you. Director Ocarti. >> Yes. So um I attended the CASBY winter legislation kickoff um as well um with director Azari and I certainly learned a lot about the bills that are um will be presented to us or that may impact us. And so that was very interesting. Um, I talked to some of the state representatives. Um, I visited the capital. So, it was my first time visiting the capitol. So, as an adult, um, it is even as exciting as it would be as for a student. So, I was really excited to be able to experience that. Um, I also got to step on the house floor. Um, made sure that I didn't go down the center. So, they made sure that

016we understood that piece. So, that was um, a great experience as well. In addition to that, just collaborating with other school districts um, directors as well. That was really exciting too to be able to understand where their perspective is and understanding how they're viewing things from either the rules perspective or other areas. So that was um nice. Um and then thank you Amy for arranging that. And then for my business cards they came very handy that day. So um thank you for doing that. Um then I attended the Pathways to Success student conference at UNC with the ADVID um students. Um I learned some really great things about UNCC. Um, also there I felt like there was really great attendance and they were very excited to be there. They um got to have lunch there

017at UNCC, experience some of the information sessions about financial aid and what classes you might get into and what uh programs are available. So um I felt like it was a very good um conference for that particular day as well. Um and that is all. >> Thank you. Sounds like you're busy. Director Roi. >> Well, I went uh to visit Dos Rios. Um there's a few of us that got to go do that. And uh that was a really a nice experience. I enjoyed um the principal Amy and Jonathan. And then the I didn't catch the name of the gal that was the presenter, but they just did they had it all lined up to present to us about how you do IB with um elementary school students. And that was so interesting to me.

018And uh this was their simple um show of what a IB looks like in elementary school. >> Simplified is what they said. And I learned about what having agency means for uh students and that was very interesting. So and then they gave us a tour and it just was fun to see the kids in their classrooms and uh just you know teachers just working. so uh wonderfully with the kids. So that was good. And then um I also attended the um the thing for Nicole Peterson. Uh went to that and that was fun to be in a gym with all those middle school kids and that was really really a nice experience and they were very proud of their principal and proud of their school. So that was really good to see. And then I

019also went to the pathways uh to success um on Saturday morning at UNC and they just did a great job of presenting kind of the strengths of UNCC helping the kids understand that there's people there to help them um help them figure out how to apply for grants, how to, you know, uh decide on uh which course to take and all of that. So that was I thought the young man just did a great job of presenting and made me want to go back to UNCC. So uh it was that and there were a lot of students there uh particularly from West and uh Central and then Northridge and I think Jefferson maybe had one student there. So but yeah, that was kind of my my week with the schoolboard stuff. Director Bentley. >> Uh,

020the majority of everything you guys did fell on bad timing for me with my work schedule. So, I I don't think I attended any of those things with you guys. Um, I was driving in the middle of uh Nicole's uh celebration. So, wish her the best and appreciate everything she does for us. um was able to attend the uh Chamber for Common Grounds on on Friday and it wasn't a whole lot to do with the uh you know school board uh per se. it was there more in my my capacity as a private citizen and business owner. But um you know just just keeping up on the the goings on of Gley with Cascadia and all the different projects that Gley area has going on. Um it was interesting just to see how many of

021the questions were directly related to the property taxes and the school district boundaries and and things like that and and that that project is a net zero for us. um there there's going to be a lot of building and so maybe some open enrollment and stuff but as far as like substantial revenue it's not it's not really a theme for us but it was it was interesting that I would say at least 50% of the questions were centered around schools so just something to kind of pay attention to and then Prairie Heights Middle School had a middle school art show showcase and chili cookoff on Friday night I was I was scheduled to attend and I came down with the sniffles and I didn't think it would be wise to spread that via chili with

022everyone. So, just want to apologize to uh to those guys and tell them I'll catch them on the next one. So, appreciate the invite and I'll try to make something here soon. >> Well, it was a great week for um celebrations, continuing to celebrate with uh Nicole Peterson and we get to honor tonight as well. And it is just always fun to see the the kids in their natural environment and um they had a lot of great energy, but they um you know were so appropriate and all raise their hands of who's a leader in the room. So that was a great question and just get get kids realizing they're leaders from day one and from early on. Um Dos Rios also has a lot to celebrate. brand new administrator who and then the school

023jumped two levels um in one year and um seems like they really have a great grasp on the things that they're doing that are working well. I liked um hearing principal um Bram's ideas for building culture and just that that's something you do in big ways and small ways and seems like it's really taking off there at Dos Rios. It was fun to try to get the tiniest grasp on all the things that they do in IB. And I think over the last couple weeks, even though I am been on the board for seven years, I just continued to be amazed and odd at all of the ways that we support students, all the many It's just not having gone to education for the psychology behind teaching. It's it's really fascinating to see all the

024ways that we know students learn and how we can capitalize on that. So, really enjoyed that. Um, I also went to the common ground um, presentation kind of a for and against the 1A ballot measure and as citizens I encourage everyone to educate themselves on that. What I really was struck by is I know that there's been a lot of emotions on all sides of that issue and the the common ground meeting was just run really well. I appreciated Matt Estrin who was leading it just kind of asking all these questions like who's from greatly, who's new, who went to school here, who came for all these different reasons. And then like who loves Gley? And of course, everyone raised their hands and everyone feels passionately about the issue on either side because they love

025Greley and they want to see it succeed. So that's enormously positive and hopefully we can all just get around that piece. And then just kind of a fun personal thing, I um you know get to be a nurse for families having a new baby and for pediatric patients who are in the hospital. And I just always ask them like, "What school do you go to?" And then I'll be like, "Oh, I know Principal Reyes." And their eyes get real big and they're like, "You know my principal? Why do you know him? Oh my goodness." And so every time the kids are super excited to talk about their school and it's just it's just fun to have kind of >> siblings, right? You're not talking to the babies coming. >> I'm not talking to the babies,

026but they're, you know, their future. Yes. But yeah. No, I had a couple of big families. So, it was fun to have all the big siblings and give them all big brothers and big sister bracelets and things like that. So, >> have a banner month. Also, >> we have had a crazy Yeah, in February or no, in January we had 148 deliveries, but we like last year I think we had 128 and the year before that was like 110. So, >> we're growing. >> We're cranking up. >> We're going to need to build a new school. Oh, you >> we got we got award-winning water. >> But I always make jokes. I'm like, "Oh, you guys will be friends in kindergarten together." Anyway, yeah, we're we're having a lot of a lot of babies born.

027We had like four sets of twins this month, too. So, >> fun. >> Yeah, it's fun. I'll >> turn to plan a new elementary school. >> I'll turn them. I don't know. They all want to stay in. >> All right. Well, thank you all for sharing. Thank you all for attending as much as you can. And I know we have, you know, our personal lives as well, but we're having a good good representation at each of these and um appreciate our new board members working so hard to learn quickly. >> It makes a huge difference. >> Yeah, absolutely. >> All right, our next item on the agenda is innovation 2030 update and we are going to learn about our personalized learning plans and the Zello platform. >> We are. >> Yeah. So, um, we have

028assistant superintendent Anthony Osmus, uh, director of secondary curriculum instruction and assessment, Dr. Dean Andrews, and our career pathway specialist, Jordan Carlborg, joining us. Um, and it it's been a while since you've had an update on personalized learning plans. This has been a a piece in our strategic plan uh for some time now, and we've made some really uh nice progress, and we're really excited to begin to share some of this with you tonight. Mr. Osmus. >> Yeah. Thank you, Dr. Pilch. President Mash, good to see you. Members of the board, um we're here to give an update on personalized learning. We're excited about that work. And essentially, um this is a plan that connects a students unique interests and strengths to their long-term goals so that students are college and career ready. And so, this

029work really starts in kindergarten and it just goes all the way through their high school uh career until they graduate. U personalized learning is found within our um student learning and achievement focus area of our strategic plan and it falls under our first goal which is to provide a personalized learning experience so all students graduate on time and are college and career ready. We have two objectives um inside this work. Um the first one is align our systems to meet grade level requirements and graduation competencies inside of our inside of our personalized learning plans. And then also as always, we want to increase um student participation in career pathways and respond to industry, business, and community needs. Um all within um allowing our students to be um ready for college. This is our personalized learning

030action team. As you can see in here, we've got some great people that come to these meetings that lead this work and we thank them all for um their guidance and their leadership. So the Zello um Zello is the platform that we use and so you may hear the word Zello, you may hear hear the word um personalized learning plans. Basically personalized learning plans and all the work that we do is just found in it's housed in the platform Zello. So Zello is the platform that we use to engage our students in college and career readiness. It starts in kindergarten like I said and it really goes through 12th grade. students are encouraged to explore different careers already starting in kindergarten and um and they can move into different pathways and click some different interests

031and different choices. It is not designed to pigeon that pigeon hole them into one career, but rather expose them to lots of different careers as we know. Um, growing up, I just wanted to do whatever my dad did, right? Or or my mom did. That's what I knew. And kids tend to just follow in their in the footsteps of their parents. This is just designed to give them just a wider range of all the experiences and Zello is the way that we would expose them to that work. So for this presentation um Jordan Carl Carlberg will give us a highle overview of what kids experience at the elementary level and then Degan will share um how we use personalized learning found in the Zello platform for our secondary students. So for this part we'll turn

032it over to Jordan. >> Uh good evening everyone. Um so Zello is as um Anthony mentioned is a K12 um career and college readiness platform. At the K2 level, students um really experience that career exploration through games. Um they create an avatar. They heart careers that they might be interested in and then they can explore certain aptitudes towards careers um through games. The games range from a construction site to a hospital to um cleaning up a park. Um, and throughout that experience, um, students are able to go back into their dashboard and either change careers that they, um, maybe are no longer interested in or reheart stuff. And the cool part about Zello, especially for our K2 students, is as they start developing their dashboard and their profile, it actually follows with them um to

033the next slide, which is our 35 level. And that's where on those dashboards students really start to develop that that IAP that um individualized career um and academic plan and students are again not pigeon holing into careers but students are really going into and connecting school subjects to careers. And so there's an activity in in Zello where students are are harding um certain aspects. Um there's even if they like math, it goes back into and it says do you like fractions or do you like division? And so it really goes down into like certain subjects of math that they're interested in and then based on that it gives them suggestion of careers that might be career clusters that they might be interested in. Um it's a really cool platform then that once they have that

034profile set up that it really transitions into um that K12 lens um which on this lens once students are in they log in. Again, it gets into a little bit more into in depth on what a career might be interested in. So, it goes into earnings. It goes into um whether it's a four-year, two-year, or industry that's required. Um and then as students develop that, it really goes into developing that four-year plan of study. And I'll turn it over to to Dr. Andrews. >> Can I interrupt you guys here real fast? Is that like a fake slide? Because it says picking a good health insurance plan can be confusing and it's about like HMOs and PPOs. >> No. So that is an actual demo account. Um so this student has selected um something along the

035lines of a business or an insurance profession. And so on this K12 level, it actually shows like videos of like this is what a day in the life of an architect looks like or this is what a day in the life of a um whatever career field it is. And so it kind of goes it gets more personalized the more information students put into it. >> Yeah, >> that's that's fascinating. >> Yeah. We'll go through >> it's really cool. >> Yeah. And it goes very deep and and you can get a lot of information. We'll go through this whole presentation and then we'll come back and ask some questions unless you and I like that unless you have a question now on a specific slide then just feel free to ask it. >> Thank you.

036>> Yeah. So thank you Mr. Carlberg. Um, so thinking about that K12 progression and this IAP of students really exploring, there's a real critical milestone which happens at 8th grade and that's where students start developing their four-year plan of study. And what that means is they're working through and thinking about um what is my high school experience going to look like and start choosing classes freshman through their senior year. And so we've been working with our principles and counselors to develop our process to make sure that happens. And so that first piece was spring. This spring, we're going to be working with each of our buildings, our kids and middles, so that they can start working with their seventh and eighth graders. What we realized in working with them is that it's too hard to

037try to get that process done in just 8th grade because students really need to complete their four-year plan of study and know what career pathways they're interested in by the October of their eighth grade year because, as we know, that's when open enrollment starts. And so students then in November, December can open, enroll and choose a school that lines up with their career pathway. Um, and then for 2027, uh, then we believe so building that, uh, plan this year and then by 2027 we see our eighth graders 80% of them having their four-year plan of study and then the following year that we'd have 95% in keeping that going. Uh, Jordan talked or Mr. Carlberg talked a lot about this, but what really drives that four-year plan of study is students going through the process

038of exploring and finding out their interests and aptitudes. And so Zello does a great job of providing lessons and assessments that help students find out what they're good at, what they're interested in. And Mr. Carberg did a great job of talking through that. And so then they're aligning and thinking about, okay, so I'm interested in this career. Does that mean that I need to go to college? And so then they start looking at different colleges and universities and they can choose those and highlight the ones that have their particular career interest but also meet what they want to enjoy in the college experience. It may also be a two-year degree or a technical degree so they can see all of those pieces whether it's military service. So they can start exploring those pieces while they're

039in high school, whether it's NJOTC at Northridge or something like that. And so they're really identifying what their end goal is and then developing that four-year plan of study to align to those goals that they've set out. Um and then a big piece of this is students really um capturing highlights of the work that they've produced over time. And that's where their student portfolio, they will be uh putting their best forms of writing in there. Uh if they've done any work-based learning, they put that in there. Their FAFSA goes in there. um anything that goes in terms of college applications or industry certificates, all of those pieces go into their student portfolio and those pieces actually they can share as part of the college application process. They can send it to potential employers. So that

040portfolio really travels with them and it also travels through their K12 experience. So teachers know when they make transitions from fifth to sixth grade, 8th to 9th grade, they also get to see examples of student portfolios inside of that. And so given that highle overview view, we want to give you a chance to look at what the student experience looks like inside of >> Dr. Andrews. Let's let's just do a check and see if the directors have any questions right now before you go to the actual platform. >> Well, just one to what extent are parents involved in any of this? This is rel this platform is relatively new and so we don't have the parent um notifications turned on yet but you'll hear in the family partnership meeting tonight that that's part of the

041family partnership work is training the parents and so such as we train the parents on infinite campus and now blooms um Zello is on the list of things that will that we will train parents and then we'll turn on that part. It's just hard to send something if they're like what is this and so so it is our very next step is >> this isn't this is being developed as we speak >> currently in it >> students are in it is um so we started a little bit last year um this year is all students are in this and then now we're working out the bugs and then we'll turn on the parent link to to this so that they can follow along and and be able to see what maybe what possible career interests

042the students are interested >> just get worked into their like their day-to-day stuff. Like I'm just trying to think like how does a high do the high schoolers engage this and I maybe this is second part of this but how does this work with counselors because this sounds like a lot of stuff that our school counselors are working with. So, I'm assuming it's going to be an assist with what the school counselors are dealing with, but like how do you kind of work? >> I'll let Jordan talk about elementary and then we'll jump over to >> um in K through five and a little bit into um six and eight. Also, Zello's being really implemented into our current smart labs um our our STEM labs. And so those labs um as you guys have heard

043in the past when I've presented on those, those are really our career exploration at our K8 levels. And so that this plays um a pretty key role in that exploration where students are able to go in and explore. Um >> so there's like set aside time. It's not just like oh at your leisure. So there's actually instructional time spent >> correct have them work through this. Okay. >> Yeah. At a bare minimum it's 60 minutes a quarter. Okay. um of designated lesson times and then there's time for students to get in and explore in addition to like like I mentioned earlier harding their their favorite subjects or all that stuff. >> Okay. And then is it kind of the same in high school too like there's instructional time for that? >> Yeah. So during advisory

044is where a lot of that happens and then also our high school counselors will be meeting with our middle school actually going down to the middle and K8s to work with counselors around the development of their four-year plan of study as well. So there would be a huge partnership component that our counselors really were adamant about that that would happen as well. >> And I'm assuming this is true, but what's the length or the the translation for this like for especially students where English isn't their first so they might feel more comfortable? Like is there is it Google level where there's over a 100 languages or is it is that kind of limited? >> It's pretty close to Google level. Okay. Um it might not be over a hundred but um it's it's pretty close

045to 60 to 70 different languages um that Zello can translate into. >> Great. >> Wow. >> And this is for all the students. So students that are on uh in receiving special ed services >> absolutely >> will also be able to benefit. >> Yeah. So it's that same commitment as our graduation. Right. Every single student, we know where you are. We've got that personal connection with you to help you grow and understand >> a career you might be interested in interested in. and also um tied to our direct admissions. And so when knowing at an early age that we'll be allowed to go like we're already accepted into college, right? And so it could be an academic path or even the trades and and knowing knowing that you have these options and you don't have

046to think inside the box like think outside the box. What do what might you want to do and what's the path to get you there? If a student were to leave district six um for family moves or whatever or you or a senior and you attend to college, what happens to their items? Do they still have access to for a certain amount of time or >> after you graduate? You mean or after you move it to a district? >> Either if if you move to another district or if you attend college and then you are no longer level. It's tied to our Gley Schools email accounts and so if a student leaves different districts because there is we we pay for Zello and so if a student leaves another district >> um they they'll probably

047lose access to Zello um but then if they are a graduating senior they have access as long as their school's email is active. >> They could share their portfolio but that'd be the only piece. >> Yeah. >> And we do have most Northern Colorado schools now use Zello and so we actually um chose Zello because of that. And so, um, I don't know yet, but the the hope was that we partner with other districts. And so, I think we could almost share accounts down the road. And I'm not I'm not going to quote that, but the reason that we, um, chose Zello is to have that partnership with other districts around us. And I know we'll at a later presentation, we'll talk about, um, some of the work that we do around internships and how

048we're sharing some of the resources with Zello for that. Um, so there's a there's a potential. >> Thank you. This might tie into that. I had a community member say that they need district 6 to be up and running on Zello 4 like industry is that >> so we can give industry access to our students who are interested. >> Yeah. So some of our some of the partners are um are logging into Zello and entering their business information. Um right now because it's so new we're just keeping that with um just in district 6. Um but our other partners other districts are asking like when are you ready to share? And so I know that's in our short-term plan. What would you add to that, Jordan? >> Um, and Lisa Hudson, who's our new business

049communication liaison officer. I think I got that title wrong, but um it's a mouthful. Um, but she's actively now looking for businesses to get into Zello and create their accounts. We have like 360 students that have applied for um the summer internship. And um so if you have businesses in mind um we we are actively developing business accounts in Zela right now. And if you're interested at some point, we talked today, we were going going to have that in this presentation tonight, all that the staff side of what what uh Miss Hudson is doing and and other staff are doing to to build this out for business and industry. And then we said, "No, that's too much. This really needs to be personalized learning plans tonight, but if that's something you're interested in, you know,

050we could put that on a work session in the future if you would like to see that part of this platform as well." It's a very robust platform. Uh it it does more than I've I've seen in my career to to really pull this work together around college and career readiness for the school district as well as for industry. >> Who would you recommend we reach out to just if we have businesses in mind just to see if they've been reached out? >> Lisa Hudson. Lisa. So she's our business and community partnership administrator. Um, but she's right now she's um working with businesses and they're all creating a a profile on Zello and then we'll assign the uh intern to that profile. >> How do how do you guys not have an acronym for that

051title? >> I know, right? She needs an acronym. She does need an acronym. >> Well, and it was somebody at Common Grounds with the county who was asking me about it. So, maybe we could get that out to that group. >> Yeah. Our goal, our goal, we've been sharing this um sharing our plan with some of the different people that next year we'll be ready to go. This year really is our pilot year and so just trying to keep it tight and learn as much as we can and then we'll open up to other businesses. But what we're thinking in the future for the internships is opening up to Northern Colorado. So an opportunity in Windsor, an opportunity in in Fort Collins, and so um so more to come on that. >> I'm curious. So

052when I saw the presentation on our agenda, um I really did feel like we were at the at at the front of this with, you know, the Governor Jared Polus just combined what he's calling it postsecary and workforce readiness. And I was like, "Wow, District 6, we're like we're on it and we're starting in kindergarten. How cool." But then it's interesting to hear actually other districts have had Zello for a while. Um so I'm curious like is there a lot of platforms to choose from? How long has Zello been around? you're on our originating task force. >> There there is a handful of competition out there. I think the biggest competition in this area that we see is you science. Um but as Dr. Pilch mentioned, Zello is is pretty robust compared to the other

053um platforms that it's out there and um and it really is gaining regional support in our area. Um and what's really cool about our area is our area really is a regional um focused area. And so u we've got a lot of collaboration, a lot of partnerships and and Zello has worked itself into that collaboration >> and Zillow has is taking the place of a couple different platforms that we had. And so now all those are coming into one. >> Um the I I love that during your presentation you talked about how this is meant to do the opposite of pigeon holing kids into like a career. Um because so I know growing up like you're like you could be a teacher, a doctor, it was like five things, right? A firefighter. Um I do

054get a little concerned. So even last year my kindergartenner their class uh made a book of what I want to do when I grow up and and they publish well they didn't publish the book but it was like hard cover and everything. Um about half of them wanted to be YouTube influencers and a bunch and a bunch of others wanted to be professional athletes >> football players, >> right? So I'm like is there a filter? You can't hurt the YouTube influencer too many times. Um, so it does make me con concerned. So I guess like for me the a magical tool which I I hope this is would even a kid who doesn't think they would be interested in let's say engineering or you know STEM where girls are often underrepresented because they tend to

055gravitate towards makeup and you know style and I don't like is there a way that they do even if their answers are all not about >> you know robots and and mechanics that it will expose them to a variety of things. >> So, at the um eighth grade level and then again at the ninth and tth grade level, um there's two lessons. One that's a a matchmaker and then um it's essentially a personality test where students it's not it's not tied to careers, it's not tied to school subjects. The students are just answering questions like you would on an aptitude test. And then when it's all done, it compares those two and it says you have based on your answers, you have skill sets in this area and you have an aptitude towards these careers.

056And so what what was really cool is I used that feature when I was um sending out my my recruitment flyers for our teacher prep program and I pulled Zello data and be like you have an attitude towards being a principal. To be a principal, you got to be a teacher and so come like check out this program kind of thing. And so, um, I, it was funny on some of the emails that I got in response because of that because they're like, "This wasn't even on my radar. Why are you emailing me?" It's like, "Well, Zello's telling me that you have an attitude towards education." And so, I'm going to keep bugging. >> I actually I had that on my little notes that I take. I put, "How does Zello um like take you

057into being a superintendent or a principal?" Right? Like, >> so, thank you. You read my notes. I think the thing to remember is the the discovery lab, the smart lab curriculum is intended to expose students to lots of different interests and and so that's a place where the littles can begin to really explore um some other opportunities other than being a YouTube influencer. >> And I think our teachers can use this data as well. So if you see that quite a few students in your classroom have an interest in this um particular career path, you bring somebody in to talk to the class about it and go deeper. And so it's nice to have that data in one place to look at and then and build on that. >> Thank you. And I'm glad one

058of you it wasn't on on the PowerPoint, but you said in the sixth through 12th grades they do start getting exposed to earnings. So because I I made a joke when I you know my husband was looking over my shoulder and I was looking at the construction site and the hospital. I was like, what they should do is put a city and all the different places you can live in a city and all the different ways, you know, different housing can look and where do you want to live because you have to have a certain type of job to live in that neighborhood, >> you know, and so I know that's um that we should be, you know, making sure our kids are following their passions and not just a paycheck. Um, but a paycheck

059is part of, you know, like letting them know exactly um what the the financial potential is. So, I'm glad that you said in the sixth to 12th grades that they do talk a little bit about earnings and salary and and all that. >> It's a good segue. >> Any other questions? >> I was just curious. Um, I see that there is dedicated time, but can students, especially maybe like high school students, like just log on and play around this when they're >> No. Yeah. And it's designed, we'll show you just a little bit right now, designed for you to be able to get in there and look at what classes you can take and almost design a course. And so we'll we'll use that segue into the next part. >> You're welcome. >> So, the

060first thing we're going to jump into is the student portfolio. Uh and so what Jordan talked uh really spoke to in kind of the progression that students go through, you see how the lessons they take and the assessments start populating into uh their portfolio in their so they start to see these things. This particular student is creator and artistic, a thinker and investigative. And so they start developing those kinds of pieces. They talk about learning style and you can see how those populate. And then of course, you know, everybody probably wants to be an NBA player, you know, and all those kinds of things, but what are you really interested in? And so that starts populating inside of this as well. And I loved when you said that because I then here are the careers

061and here's your earning expectation based upon those careers. And they can dive in and click on those and get a deeper dive into it in the different places inside of that. You also get to see the save schools. So, u great list of schools here in Colorado and beyond. But the idea of like starting to really connect this is the career I want and this is how I'm going to get there uh via college and um maybe a trade school or something like that. And so they also within the platform can go explore uh those different colleges and universities or trade schools. >> And so the student has saved those schools. >> Yes, they have done some exploration goes this one meets what I'm looking for uh for my career goals and the experience that

062I want to have. Um, and you can see the different majors they can save, thinking about it that align to their interests and aptitudes. Uh, the one thing I wish it would do a little bit better job of, this is just a demo obviously, but it doesn't do a great job of showing how students could put their writing in there, put a music composition in there that they perform, things like that that really highlight their talents. U, but you can see how it really does lead them through the career career planning process. Um, you see this financial literacy uh board. uh they can put their FAFSA form in there, all of those kinds of things. And this is a great piece as well because you see these employability skills, so their workbased learning, they get

063to get to put their experiences in there. Any industry certifications, all of those kinds of things can live right here. And like we talked about, that can be sent out to colleges and universities or to a future employer. >> So when a high school counselor is working with a student, they're they have access immediately to this. So it can track scholarships. Yes. To colleges and universities >> and it's linked to the co common college app as well and so that they can have that inside there as well. FAFSA. >> Any other questions on this? >> I love the portfolio that >> when a student enters in the information, does it potentially help them develop a resume? >> Yeah, there's a resume builder in it and it uses this data to help prepopulate the resume. Okay.

064>> And then you show the credits to pick in the credits. >> You have that or are you done? >> And then I can go to the next one. >> Oh, very good. >> So then uh here's the next piece. So we talked about the four-year plan of study. And so what you can see and this is actually a fictitious 11th grade student at Central. And so you can see how these are the courses they took in 9th grade, 10th grade, 11th grade. Here are the courses they still need in 12th grade. And what's great is they have this bar around completion. So they know they need 22 credits and they've already completed 18. From there, what's great is I can then look at it and see the breakdown in terms of each of the

065different electives and core content areas where I still where I have all mine like electives up here, but then there are still some places where students need to fill in those as well. Um Jordan has also done a great job of working with our SIS team who's done amazing work as well to put all our career pathways and those courses in here as well. And so you can see, let's go to business and marketing. So looking at we have level one, level two, level three and level four courses for this particular pathway. And so you can see the level one course is personal finance. Then moving up to level two, then you would take these four courses. In level three, here are the courses and then level four. So it really guides students through that

066process as they've chosen a career pathway. These are the courses that you need to take. And so they can see their four-year plan of study really laid out there uh for them >> to take or choose from. >> Yep. >> You know how in college uh students will enter college with an idea of pursuing a major and then within weeks >> they're like I I don't want to do this. I want to do something else. >> Is is this designed with such flexibility >> that students can shift? >> Yeah. That's why you could choose you can choose the pathway and these are the courses. But if you switch gears then you then you're just choosing a different set of courses based on your pathway. So you still have the choice. You just um you just

067get to see all the choices that you have here. And so this allows you to dive in a little bit. Maybe meet with your counselor or your parents and decide which way you want to go and and which classes do you want to take. And you don't have to um stick with this track. Just you could also just pick and choose classes just like like my son who just graduated. He wasn't any certain pathway. He just took classes based on what he what he thought was interesting. So it still gives you full flexibility. >> So when it sorry when a student is going through this and they're navigating this and you know of course a lot of students are self-sufficient. Will there be like a popup that says hey now it's time to meet with

068your counselor or hey it's probably time to talk to your parents or I mean just to help them navigate that there conversations that maybe still could be had. >> Could be. There is communication tools in there. It's not quite pushing out like, hey, it's April and you should really be thinking about registering for fall classes yet, but counselors can communicate through Zello. So, they can create a group of students if they're working with a certain group of students. They can send out a message to just those students and say, "Hey, schedule a time to with me kind of thing." >> We just did that a few weeks ago also with Lisa Hudson. She just sent a message out to all of her students that were interested in a part in a internship and and sent

069a direct a message directly to them. So, we're having them sign up and fill out a and be a part of this already. All right, let's go back to next steps. I think back to presentation. There you go. And we still have a lot of work to do. And so, you asked asked a lot of great questions already. First of all, um just know this is relatively new and so we are just working on getting this figured out internally, but we do have to we will turn on the parent part and so thinking about next fall we'll we'll have some sort of a parent training plan and so next fall we'll um include that with Infinite Campus for parents and Blooms and now um Zello. We will continue to make um connections to our direct

070admissions. We've got great partnerships with AS and UNCC so students know that they have a way to get to one of those two institutions and more. Um but with all of the proofs that um will come to these two institutions and then also with the industry certificates and so you we um don't always have to go to college. We say college and career ready. And so like we will continue with the same kind of um certific certifications. And then um we just tie this to our freshman support work as well because we know that if our students get behind already your freshman year, a lot of times you don't have access to the higher level courses, the concurrent enrollment courses or um the the things that we offer in our pathways. Sometimes they take remedial

071courses rather than being pushed on. So that's the importance of our freshman support work that we talked to you a little bit about when we talked about the graduation rates. And so um you you're you should be able to start seeing connections with all of our presentations lately. And if not, look for those connections because we've been in this long enough now that our work um overlaps and and we find ourselves connecting in our strategic plan more than we ever have. >> Yeah. This wasn't part of the presentation, but you've brought it up um lots of times of about how Zello will help hopefully connect kids with an internship so they're not they're getting, you know, it sounds like this >> in a way it won't substitute, but it's definitely going to be complimentary to

072an internship in that like it walks you through like a day in the life of somebody who gets people health insurance, right? this is like what your actual dayto-day will look like and and so e even better if they get to have that real world experience with somebody in the community. Um yeah, it'd be it'd be cool to somehow I don't know I don't know on the platform itself is there a page where like if they're interested in an internship they can go and >> Yeah. >> Okay. >> Yeah. Um >> go ahead. they'll have uh Zello calls them opportunities and so students can access and those opportunities um can be turned on or off to certain groups and so like for our juniors we do a lot of work-based learning for our juniors >>

073and so the the juniors can go in and click on opportunities and then Zello is essentially like a job board like they can click multiple jobs that they're or internships that they're interested in and um either apply directly through Zello or Hart that and then the employer will reach out to them with employment process. >> Oh, I'm sure this is really early in the process, but um do you have an overall sense of the student response or um to that going through the the Zello program? >> Do you kind of student usage is um it's getting um when we talk about working through some of the bugs, we met with Zello. Um, I know students are in it. Um, but the the completion of the lessons really isn't reflecting in it. And after doing some

074digging into it and talking with Zello, uh, we've got students that are going through the lessons, but there's always a last page saying submit or done. And our students are like they're completing the activity and then they're just jumping on to the next thing. And so, um, our usage data isn't quite 100% accurate, but students are, um, actively in it and using it. Um, the K2s, they love Career Town and Okay. So, >> and then I would say at the secretary level, we just met with counselors last week and they're they're still trying to get their feet wet with this um too, but we um Lisa Hudson's a little bit ahead of this um with our internships and she's she is having a lot of success with connecting with students and and connect them directly

075to an internship opportunity. So, learning from her a little bit as well as as our counselors on what the next steps are >> and then we'll we'll uh just give you a um a front back information guide on on personalized learning so you can take that with you. >> Yeah. So, it just lines out what we just talked about and you can see how it progresses from career town all the way up through uh their IAP and then into student portfolios in that progression. I'm part of me is like, imagine if we had this growing up, right? >> I know. >> Crazy. >> Thank you guys very much. >> I really appreciate it. >> Thanks for the great questions. Thank you. >> Great job, you guys. Thank you. >> Thank you. Thank you. >> All

076right. And moving on to our legislative update. There he is. >> That means admit the legend. >> Thank you for even thank you for emailing it out before the meeting. >> Yes. Yes. And I'm sorry for the delay on that. So um and thank you President Mash and members of the board. Dr. Pilch, my name is Nate. I'm legal counsel for the school district. Um, have you all by chance had an opportunity to access the link to the fast democracy um, document that our lobbyist Ann Barkcus puts together that kind of tracks the legislation that's relevant to our school district. So that's the link that's at the top of the page and in the PDF you should be able to access that link. So um, if you haven't had a chance to do so, please

077do. Um, and if you have any questions on kind of how to access, you know, the bills and any questions you might have around it, just let me know. >> Is that the same as what the CASBY puts out there from the >> exact same software, >> the bill tracker? >> Yeah. And ours is pretty aligned with kind of what bills they have out there. It's just really more informational, but it also lists, you know, what entities might be in opposition or in support of a particular bill. It kind of gives you an idea of where people are at and then it'll give you copies of fiscal notes and any amendments and any other information related to each bill. It's super super user friendly. >> So it's Ann's notes though, right? >> Yeah, this it's

078Mendes, Barkcus, and Associates. >> Yeah, it's their notes is our lobbyist notes. It's not this. So it would not be the same notes Casby would have in there. >> Okay. Most likely. >> So which one would be the same? >> Which one would you prefer? Well, I would I would recommend I would recommend Anarcus' document for at least for our purposes, but I I mean, CASM does offer the same service. So, either way, you're going to get a lot of the same information. >> Thank you. >> Um, so I have shared a list of bills on this document. I know there's a lot of words in there and I don't expect us to kind of go through each and every one of them, but just wanted to share a few proposed legislation that is relevant

079for our purposes and then at the end we can talk a little bit about the federal tax voucher program if that works for you all. >> So at the top I have just board priorities. This can be kind of a a living list here. So please, as information comes out and you want to share, let me know and I can add specific bills to the board priorities if there's something you want to take a harder look at as we're kind of engaging in these conversations. So the first bill I want to discuss Oh, I wanted to also mention our discussion with um Representative Garcia Sander. We sat down with her for about 30 minutes when uh director director um Lamos Garcia met with her. That was really really amazing for her to give us that

080amount of time and really talk through this first bill which is 261050. She's one of the prime sponsors on this bill uh surrounding readiness plans which are required right now for all PK students. This bill would make it optional for students who demonstrate a certain level of proficiency on those assessments so that districts aren't required to create a readiness plan for everybody. Uh I think there is some value in uh legislation like this. Just know that this bill was heavily amended in the House Education Committee. It now provides for parental discretion in terms of creating a readiness plan. Even if their child meets all the proficiency standards, a parent can still request that readiness plan and the district would still be obligated to provide one. Uh, and it also kind of increases the standards for

081what is proficient in order to kind of avoid having a readiness plan. So, they're making it a little bit harder to avoid creating a readiness plan for everybody. From what I understand, if amendments continue to roll in for this bill, they might just drop it because it's going to end up looking the same way as what the law currently provides for. Regardless, I think this is an effort by Representative Garcia Sander to um make our lives a little bit easier for school districts. And so I, you know, we certainly appreciate lawmakers when they try to pass legislation like this. Uh I've recommended originally recommended a position of support. I think right now it might be in our best interest to just have a position of monitor. Uh and of course, if you have any questions

082or any recommendations in terms of what direction to go with that, just let me know. Well, I remember when we had the Q&A with the legislators, um, so she's coming from an educational background, right? And was talking about how overly burdened teachers can be with assessments after assessments and some of them aren't really adding anything, which I I would totally like if a kid is already proficient, like why do they need a readiness plan? And and so I can I totally see the logic between or so I'm curious who does the readiness plan? Is it the teacher? like at which level does that work happen? >> Is this like a kindergarten roundup type of assessment? >> Okay. >> Yes, it is. And so I don't we assess every kindergartenner >> anyway to determine who needs

083a readiness plan. And then the the system we use to test when they come in is also the system that writes the readiness plan. So, we're we're not certain locally how much of a burden it would lift off of us >> um until we actually see the language and and and >> what the intent of it is. Um but it so it's the kindergarten teachers >> the kindergarten teachers but for us because one just kind of creates like once they have this assessment because it starts with what an assessment >> and and then regardless of whether they're proficient or not on the school readiness assessment they still get an individualized readiness plan but the software is good enough. >> Um no I'm not certain about that. We may only do readiness plans on the student

084not proficient, but the tool that does the assessment also generates the readiness plan. >> Do it on all. >> Yeah, we do it on all kids. >> Yeah. Trying to cut out that we shouldn't be doing it on. We should just be doing it >> of workload because the system creates it for all students based on their readiness. >> Okay. >> And then somebody's having to figure out if they >> they need a readiness plan or not. >> So I think that's in other school district. So in other school districts maybe if their their software isn't as good as ours it would decrease work >> or they use a different program. >> Yeah that's correct. Yeah. So um we do it's an observational tool within the first 60 days for all kindergarten students that all

085kindergarten teachers do and then our TSO platform itself generates the readiness report within the platform >> and the plan. >> Yes. Yeah. Okay, thank you. Um, going on to the next bill. This is 1028 second language educational programs for high school students. Again, I have this as either a position of support or monitor. You can see I'm a little wishy-washy here, but really there are diploma endorsements now for um biiteracy. This would create another endorsement for bilingualism. And the bill also would kind of allow if a school district doesn't offer these diploma endorsements that we could work with outside entities or enter into agreements with outside entities who do offer these diploma endorsements. Uh and so it's structured in a way that gives us flexibility or gives school districts flexibility in order for students to

086pursue this type of an endorsement. >> I just had um like how does that how is that assessed? That has to be like an oral assessment because by saying you're not biliterate, it means you can't write in Spanish. Well, I'm just speaking in, you know, for the Spanish language, but so it would have to be like somebody just talking to you. I like I was just trying to imagine how an assessment for bilingualism would happen. >> I I wish I could answer that. I have no idea. >> Yeah. Like but you're absolutely right. So I don't I don't know that. So for um the international balorate assessment you have to speak >> and you have to read and write >> and that assesses bi literacy and bilingualism. >> Um I don't know I don't I

087don't know how they how we would do this but um it it seems it would be appropriate for us to consider it >> for the students we serve. >> I do think there's a lot of kids that are bilingual and are not biliterate. >> Sure. Um, and so for them to be able to add bilingualism, you know, even if they can't add the biliterate um, endorsement could still be like a a good thing to have on their diploma as an endorsement. >> Totally. >> So, yeah, I was just curious how that it >> I think we're going to need to monitor if there's is it is there an oral assessment you have to do and then who administers that oral assessment? So, we'll want to monitor that. Um, >> so would this be a change

088in the state standards then? Well, it' be a change in the graduation recommendations from the state. >> Okay. >> Oh, you certainly may. >> They currently do that for because we have over 81 different languages spoken in district. So, we don't have exam. So, we do a portfolio part of that discussion some of those languages that we can't find. So, it's already happening with >> Oh, it is. So we would just be so every student who's getting the seal of biistry is all already would qualify for bilingualism. >> Um yeah basically because they can >> but I think the other way around you could be bilingual but not >> biterate right >> the next bill 1141 discriminatory practices in public schools. We were expecting to see a bill like this and it essentially creates a

089new OCR an in-house instate OCR office for civil rights. There has been some anxiety and some concerns that the US Department of Education going away that the office for civil rights will also go away. And so there have been efforts by some lawmakers to essentially create a an OCR light in the state of Colorado. Um, I this bill just came out last Friday and so I don't even know if anybody hasn't generated any positions on this bill. I think it is a little bit concerning to add more compliance requirements when it comes to state and federal laws. This bill also changes the standard for harassment to a lower threshold than what federal law requires. So, we'd be kind of juggling two different types of discrimination and kind of assessing those under different policies. And of

090course training all of our staff to make sure that they're doing it exactly the right way and knowing which policy to follow. It can be a bit of a headache and I think a lot of people are getting a little bit tired of trying to know what to navigate and when. I would say that this district has robust trainings already in place to ensure that folks are not discriminating and if there is uh any situation that arises that we are addressing it promptly uh in accordance with our policies. There was a legislation passed several years ago, Senate Bill 296, that required some basic training as well as some policy development that this board did ultimately adopt. And it it can be a little bit of a headache and I'm not sure what this bill does

091other than create additional liability for us that already exists. So it would just be wonderful. >> I felt the spirit of the bill was that with the changes at the federal level and the office of civil rights, the OCR, that it wasn't clear if they were going to fully staff it, if they were going to have some backlog and so that enforcement of violations might fall, you know, because of underst staffing and so that this was a way to create a state level system where the enforcement would still happen even if it wasn't happening at the federal level. that I I felt like that was the spirit of it. >> That is >> and but but I so I'm like conflicted about it because I'm like okay but I don't have we seen that really

092play out. Is the federal government not enforcing you know having proper enforcement when there are violations? So I feel like I'd be in support of it if that were true if yeah the OCR is understaffed and they're not doing anything. Um but if they are if they're doing an appropriate job I don't see why we would need to replicate it or Yeah. >> Yeah. I that's a great um point. Um I just think I I think developing an entire new system of law and liability for kind of anxieties that are haven't come to fruition. Like we don't know exactly. I I I mean certainly OCR is still investigating click cases, but I mean certainly I understand that there are folks that are worried about that and you know giving people the opportunity to complain is

093is okay, right? And and I certainly don't want to diminish those rights, but at the same time, you know, my concern just as a lawyer is it just opens up additional liability. It gives folks more opportunities to file complaints through different avenues and hopefully they can get one that sticks. Um we would be of course be required to defending each and every one of those >> and it might be premature, right? Because it's like I don't think >> that's a better way of saying. Yeah. >> Yeah. So maybe in a couple years if Yeah. OCR is completely failing then this would make more sense. But >> and we already have the Colorado Civil Rights Division that is charged with enforcing uh discrimination claims in the state of Colorado. And there is a Colorado Anti-Discrimination Act,

094KATA, that we certainly are following as well. And so what this does, it's just unclear why we need this in addition to all that's already out there. So, but I but I totally hear you and I understand that. Yeah. Um, next is Senate Bill 004. This is expand list of petitioners for protection order. I just want to share this one with you. So, uh, if you know what extreme risk protection orders are, ERPOS's, there's kind of the red flag law. Uh, if an individual you have concerns about potential mental health issues, for example, uh, you could apply for an ERPO, which would limit their access to firearms. There's a 72-hour hold, which then can increase after, uh, judge is able to review the case. This would expand the list. So, right now, it's family members,

095people in the home could request an emergency risk protection order against somebody else. This would expand the list to educators and health practitioners who may encounter an individual uh that they have concerns about if there's weapons in the home. Um and of course this would enhance public safety. I just again as an attorney always am concerned about additional obligations for our staff. Uh this does include specific provisions around governmental immunity. If somebody were to not uh request an ERPO, there wouldn't be any law like lawsuit filed against a person or any liability. But nevertheless, uh there is the court of public opinion that still exists out there and why didn't you do this kind of attitude and a lot of fingerpointing. So I just, you know, in terms of training and the additional requirements that

096we're putting and burdening on people uh in our school system, I I would just recommend that we at least monitor this, if not oppose legislation like this. Wasn't there a similar bill proposed last year, the year before? >> Yes. >> Right. And it failed. >> It did. >> And so they're just reintroducing it basically. >> Yes. >> I I would not be like I would not be opposed. I I'm not speaking for the board. I'm just speaking for myself. True. >> Um so in healthc care and in education, something that we do uh we are required to be mandatory reporters is child abuse, right? We get trained in it in healthcare. We teachers get trained in it. So that's mandatory reporting. This is not mandatory reporting. This is optional. It's just if you have a

097kiddo, if I have a kiddo in my exam room who tells me they're suicidal and and they're not going to do anything about it and I can I would love to be able to put a court order and get rid of a gun in their home >> for a period of time. >> The problem is then you get a dad who's like, "You're going to take my guns because my kid said something to you in confidence. take my right away to defend my own home. Like that's because of a of a >> And so where's the lawsuit? Like I mean >> like why why do I lose my guns? Because you said my kid said something >> for a certain period of time, right? >> No. What if I had a robber enter my house?

098Why that's >> that same night just coincidentally? >> Yeah. >> Um >> my point is this is not mandatory reporting. And so I'm glad you brought up that there is immunity there that with this law it doesn't make it so you get in trouble for not saying something unlike right with child abuse you you get in trouble if you didn't say something and you should have with this it just gives you the ability as a teacher or as a health care provider to be able to protect a child um who you think is in danger. And so I I would definitely not be in oppose um I'm definitely leaning more towards monitor versus support. And so that would be my personal stance on it. >> I can get a read on kind of how other

099school districts are thinking about this bill and get provide some more thoughts back to the board. >> That would be helpful. >> It seems kind of redundant to me actually I guess because a mandatory reporter says a child is suicidal. >> Well, it just >> and it takes that takes that what do you do about it sort of out of your hands. What it does is it gives it broadens the scope of who can basically file a red flag gun law and get people's guns taken away no questions asked. >> Right now it has to be like a therapist or or a police officer, right? To do get a red flag through. So it just broadens this horizon. So right now our avenue is oh the kid told me he's suicidal. Report that to the

100police. Then the police make that determination. We don't have to worry about it. Now you got all bandwidth of personalities and people who go, "Hey, I don't think you should have guns in your house." You file that thing, no questions asked. They they come take your guns and then you have to prove that you're able to have guns that you've already already had. So it's like it's just such an incrimination and encroach on Second Amendment that there is absolutely no way I'd ever quietly let this go through. and let us support it. I mean, if it's a will of the board, then whatever, but as far as Kyle Bentley goes, there's this is a hell no. >> I appreciate the candid responses. So, thank you. Well, I I can continue to monitor this and I

101will provide more information to the board because I I think you both raised really important points about the complexities around this bill. Uh the next bill is Senate Bill 057, schoolboard elections dis director district residents. Um this also just recently came out and essentially it just eliminates atlarge voting for school districts for any school district that has less than 6,500 students. So Gleven School District 6 is currently an atlarge director district. So you don't have to live in any particular area. This would require director districts to be made >> and the vote would only come from those director districts, >> right? >> So, >> it'd be like city council the way we do city council. >> Yes. >> Yeah. I didn't quite understand this bill to be honest with you, what they were really going

102for. >> So, I I know the backstory. Um, so there's a very large district in Colorado and there are are residents in that district that feel like because everyone is elected at large in that district that feel like they are not represented on that school board. And so there was a conversation in this district about that and a conversation with the board and with one of their representatives, one of their legislators. And so that legislator thought, "Oh, well that that would be a good idea to run a bill so that every community is is represented and that the people who live in that community are voting for their representative. they believe this is going to die because they've circled back to that district and said, "Oh, no. We didn't really mean that." Um, but that's

103how this came to be. Um, I I think that we would struggle finding board members if this were in place here because very likely at least Natalie, Brenda, >> I know Michael when he was on the board. >> There was a bunch of us that lived in like five blockers and Terry would all probably be like in the same director district. If if you think about uh you know, I remember talking about this with Mr. Mr. Hayley and Miz, they would have been in the same director district. So, um I I don't think this is something we want to get behind. >> Um I I think it would be a dramatic change for our community. >> I would love for, you know, for that not to be a problem for somebody from every ward to

104want to run for school board. Um but it's just not the reality. And I mean going to even the legislative session that I went to in September, like there are boards who like have to beg people to join the board and who have been on the board for like 30 years. >> Nobody else is stepping up. >> That would be my concern. And so what they're also trying to change is that board members are are elected at large. So in most maybe all school districts even though you have to have somebody from different wards the entire populace votes on those candidates in in those districts. So they would change that also. So only it would be like city council and then maybe you would have an atlarge >> or two board member, you know, like

105city council does, but it would be similar to the city council >> because currently in Colorado, this is what the discussion was down there. >> School school districts have the right to decide what they are. >> And I was concerned that this bill would take that away. And then one of the legislators said, "No, that's not the intention of the bill that a school district could override that." But I don't that's where I was confused. Then what's the point? >> So that's it confused me. >> Well, what's what's interesting is um I'm looking at the list of people who have filed a position. Casby is the only entity that's in opposition to this bill. Um ACLU is in support. Most are monitoring. >> Case will oppose. Colorado Common Cause is in support. So kind of

106interesting. Heritage Action for America is in support. >> I'd be I'd kind of be curious across So we have 178 school districts in the state of Colorado. I'd be curious how they do governance like how they do their elections. How many do it like us where all the seats are at large? Is do some are some of them like well city council has a combination right? two of this our city council two seats are at large but the rest are wards I >> think so >> and so >> I'm not aware of any districts that only the people in the ward elect their people I'm not aware of any Colorado districts that do that but I there may be some I'm just not aware of those they're all they're still elected at large they just

107have to have somebody from each area of town >> Boulder Valley had wards though right >> yeah but we elected at large in Boulder yeah it was you were elected at large but you had somebody from Lafayette somebody from Broomfield, somebody from Central Boulder, somebody from North Boulder. Yeah. And then nobody, there were no at large candidates there. I mean, everybody was at large, but you had to have representatives from those communities. >> And I also feel for Miss Lemon, who uh helps run our elections, and I feel like this might be a little bit more work for you. But um that's that's neither here nor there. But we could see if Casby has that information around boards and how the how many Amy could check on that. Just email. >> And I guess they

108trying to protect the rural boards because they have the 6,500. Yeah. Cut off. They are. >> Um and just in the interest of time there, the one the last one on the last page there, Senate Bill 60, the youth mental youth mental health training bill for concussions. It creates kind of a training requirement around um coaches who have to complete an annual mental health education course. Uh I have kind of written out what is exactly in the bill for what the course on mental health must cover. Uh and then I think also most importantly is there's a notification piece for when a youth sustains a concussion uh and the potential psychological symptoms and mental health changes that may result from the injury. I think this is a great idea in practice. It would certainly require

109a lot of training for our coaches to go through. And then there's that kind of whole notice piece that comes into play and making sure that our coaches are saying the right things to parents when uh a youth may have sustained a concussion and the potential impacts that it may have on their mental health. So just kind of an interesting bill. This doesn't apply just to K12 entities, but it would be a pretty significant bill in terms of kind of changes with how we train our coaches. >> I'll weigh in on this just briefly. Um, we just had this discussion at my house last night about uh how many coaches coaches coaches already do have cons concussion training. They have quite a few trainings that they have to go to to be a coach in

110a school and a lot of um guys are getting out just because it's such a it's you know it gets almost prohibitive in terms of having people taking all the training and that kind of thing. So >> it it it's a lot it's a lot for folks and you know a lot of our coaches are just community members that are doing this you know because they enjoy it or you know and and again like not to not to diminish the significance of concussions and mental health and and certainly we want to make sure our coaches are trained on these things but at the same time just I think of administrative responsibilities and burden and what they may cause. Uh but nevertheless I think it's wise to monitor this bill. we could support something like this

111as well. >> I know um we skipped over to in the interest of time, but can we go back to the >> Oh, yes, of course. >> Um so, the early childhood local system consolidation. I really like this one. So, I my criticism of prek has been that district 6 does it right, but we have limited number of seats and then with universal prek, we opened it up. So there's all these other prek providers across Weld County, you know, in Gley and Evans, and the quality of those preks do not match the quality of district 6 preks. It is not the same experience. And I have friends who've had their children in both and we're like, "Oh, they teach them stuff when I put them in the district 6 prek." So anyway, account for me,

112accountability for the preks, like if we're going to put taxpayer money into universal prek, it it should be good. it we should be getting something for for those tax dollars and not just child care. Um so I really like the idea of accountability requirements including performance review, strategic planning and performance improvement plans. Um I see where it might touch the district where um the duties would include coordinating with school districts um and then the coordination would be around preschool services, kindergarten readiness and holistic family support programs. Um, so I I can see the concern uh as far as resources and time commitment for that collaboration. Um, but I would I would lean towards support. I I want our kindergarteners to come in better than they are coming in. And if we're going to do universal

113prek, we should be doing it right. So that's my two cents. >> Thank you. And was there I don't want to call any there there was a reason we were just kind of monitoring this sponsor. I don't know if you It's okay. I I can provide support. >> Okay. And I can certainly provide more information, but um that is that is something that we can consider as a position of support for this bill. >> Who who's the early childhood council like who's >> well that's run through out of United Way, but it's multiple community members. I would worry about the responsibility on them that could they really take that on. They aren't. I don't even They're not paid. I don't believe >> the LCOS. >> No, the Early Childhood Council. >> Oh, I don't believe

114they are. No. >> So, >> an unfunded mandate for people who already don't get paid. >> Well, maybe I So, I think I think there's just more to learn about this one. >> Yeah. And then, um, the modified administration of education assessment. Um, the next one on there, that one I'm opposed to. So it it opens the hole to minimize standardized testing. And so I I get like people hate standardized testing, but the way they want to do it is shortening the assessments or using sampling models, meaning like not all the students get tested all the time. They just do a sample here and there. But in one classroom like teachers have to differentiate like the kids are at such different levels even in one one classroom that I mean I guess if I felt

115like our kids were more uniform in a classroom then that would make more sense but when there's such discrepancy amongst the students even in one classroom I don't I think the sampling model um could hurt and shortening assessments I mean the shorter a test is the easier it is to fail it right you only need to get five questions out of the questions wrong to get an F. Whereas if there's a 100 questions, you know, there's more room for error. The margin of error is is um wider. So anyway, it that one made me nervous of of shortening and then using sampling models. I I don't know if in our district that would help our achievement data, >> but it looks like it is the district who decides and applies for an altered assessment. it's

116not put upon us. So, we still have it's just expanding our options. >> I I do think there is something to be said for more instructional time and less testing time. >> And so, I do think we we would want to see what comes of this. And um probably have another conversation with all of you all to talk about, you know, do we support this or not. Um I just heard about this bill on Friday. Um, I do think that there are some uh large districts that are going to support this bill because of the testing fatigue that that people are experiencing. I in between WEDA testing, CAMass testing, our own local NWA testing, our Dibbles testing. I mean, it is extensive. We we test a lot. So, I I think and then it's multiple

117grade levels, multiple types of tests. So, I think you could choose to um shorten what you do at certain grade levels possibly or limit what you do at certain grade levels or limit what you do in certain content areas. So, I think it's worth continuing the conversation. >> Mr. F, can you remind us like the time frame? Like these all just got introduced. they have like a lot of processes to go before there would be an opportunity for us to actually like weigh in or have our lobbyist. >> Yeah, it just depends on the bill. I tried to put I tried to kind of put where where it's at. So, this one was just introduced. I'm not sure if I saw it actually >> listed on a committee calendar. So, some of some of these

118are, you know, like the first bill we talked about that did pass the committee. So, it's on to House second reading. Uh, one of these bills actually made it all through all the way through the Senate already and we're down we're over to the House now. Um, so I try to put on there kind of where it's at and all and I can monitor to to you know when when the bill will be in front of committee >> so that we can kind of review it and then that'll give us the opportunity to work with lawmakers on amendments if necessary. Um, well, it's 5:32. I didn't know if we wanted to spend a few minutes talking about the federal tax voucher program. >> I think we should. >> Okay. So, um I don't know where

119to start with this, but I I don't know just kind of what questions you have. I can just give a really high level overview. So, public law 11921 created this kind of 100% tax credit program for individual taxpayers. You can send up to $1,700 to an SGO. That's a scholarship granting organization. the scholarship granting organizations that can pull all this money together and then they can issue scholarships that students can use towards private private school tuition. Uh ultimately that money that would have gone to the federal government to then be dispersed and appropriated as the federal government does that money is instead just going to be redirected to these SGOs who can kind of do what they want with this money and they can offer private school tuition. So that money is going to be

120diverted from um federal dollars to kind of private hands ultimately is where the money is going to go. Um there are a few concerns at least from public entity standpoint, public school district standpoint. Uh particularly students in rural areas um who are impacted the hardest by programs, voucher programs such as this. um you know, if if we're losing money uh for public education and it's going somewhere else, then where is that money going to go for those students? Uh and often in more rural communities, there's less access to private schools anyways. So, they really depend on the public schools that exist in their communities uh in order to get education. Uh so, where are they to get that education if they're going to get receive far less money, I think, is kind of their primary

121concern. Uh this program is going to begin in January 2027. Right now, the Treasury Department is issuing rules on how SGOs are to distribute money and whether or not states can place some guard rails on these SGOs. Uh everything we're learning now is that the Treasury Department is not going to have allow states to put any guard rails on SGOs. Um ultimately that they are kind of allowed to do whatever they want to do. uh and they're allowed to come from out of state into states um to hand out kind of these scholarships to these students who are going into private schools. Um states have to opt in to participate. We know that Governor Polus is one of might be the only Democratic governor right now. >> There was the North Carolina governor had oh

122>> mentioned that they would opt in if they were allowed to spend money in a certain way, but based on kind of the Treasury Department's rules right now, >> they haven't opted in. they're not going to do that. So, Colorado is the only state with the Democratic governor that is considering opting into this program. >> Um, so there is a resolution on your agenda tonight kind of at least notifying Governor Polus that district 6 is not necessarily in support of something like this, urging him to not opt in. There are some states that are still kind of waiting to see if they can what the Treasury Department's rules will be. Um, again, I'm I'm not optimistic that they're going to allow states to kind of, you know, put some restrictions in place for how this

123money is to be spent or where the money is to go. Um >> so what um Matt Cook had suggested and this is what you're talking about uh where Casby would wanted to lobby the governor to say that scholarship granting organizations would only be public schools in the state of Colorado. But the treasury says that you can't do that. >> So they're still in the process of developing rules. are expecting in the spring of 26 of this year to have those rules finalized. But everything that we're seeing right now is that they're not going to allow states to put restrictions on SGOs. >> Can governors So I know we're we're entering into a ginatorial election kind of can the next governor opt out or like once you're opt in once you're opt in, you're opted

124in. >> Well, it's an annual opt in or out. I don't that's not what we've been told. We have been told until the rule making is done, we don't know >> that that there there could be something in the rulem that would say you must stay in X number of years. Now maybe we've learned more since then or you've seen something different. >> I thought it was annual, but >> I haven't seen the Treasury's like most recent update. >> I believe and I I I also believe that if you opt out now, you could opt in at a later date. >> Yes. vice versa, but I'm not clear about if it's annual, but it very well could be annual. Yeah. >> Yeah. >> It just it it's almost un unimaginable to me that they're saying

125that you can take tax dollars and take it to any organization or any educ is it an does it have to be an educational institution or what does it have to be in terms of where the money can go? it. So, you would be you would be giving the $1,700 to a scholarship granting organization in SGO. And so, right, they would decide what to do. >> And right now, there's already organizations beginning to write their um own information that would establish them as a scholarship granting organization um all over the country. And do you know does I read in one article that the SGO keeps 10% and 90% is given to students. >> Yeah, there's going to be some administrative costs associated with running an >> SGO, >> which could be significant, right? >> I've

126seen estimated the estimated cost for this I was seeing was anywhere between 21 and 51 billion dollars a year. H >> I know that like the public doesn't get any say in this other than with their vote for governor. Um but I'm just I guess I'm confused like so if if an individual gives $1,700 then does their child get $1,700 or their child could get a full $21,000 uh tuition to a private school because they applied for a scholarship? >> Yes. >> Okay. So there's no guarantee though like if somebody's like I want this money for my child they may or not may not get it. >> At least that's what I how I understand it. >> Yeah. >> Seems very convolution. >> There's a show about this in Ozark. It's called moneyaundering. >> Okay.

127>> I think the you know the biggest I think the biggest concern in Colorado is we know that we are not adequately funded. um in Colorado when you compare the funding in Colorado to other states in the country and we would take that same pot of money and now we would dilute it more by spreading it out to private schools and private organizations. >> And so we do receive a lot of money from the federal government, you know, for things like title one funding, right? Um and if that were to go away, then states are going to have to backfill those costs. And in a state like Colorado where we're struggling to backfill >> anything, right, it's going to be a huge problem. >> Go away. >> So, it's concerning. I think I think the

128other issue is, you know, when we're talking about kind of private schools in terms of what legal requirements they are obligated to follow. Uh they're far less than what we are required to follow. Of course, we're required to educate all students, including those with disabilities, identified disabilities, English language learners, um you know, LGBTQ populations, for example, uh we're not allowed to discriminate. Uh but private schools don't have those same restrictions in place. Um and so if a child were to act out or be um a particular way, the private school could essentially kick them out of their school uh without any repercussions for doing so. Um which I think is a concern. But our obligation is to serve all students all the time. >> One other question and that is uh which also came up

129casby is that it's embedded in our constitution that public funds are not used for private schools period and um how would even how would this even be facilitated underneath under that uh provision in the state constitution? It's Could it even be done? I mean, >> well, and that and really that's why vouchers have failed twice in Colorado. Um, voucher cases have failed twice, >> even if the governor supports it. >> Yeah. >> Can it even be done? I mean, >> without amending it, I would imagine. >> Right. It would and it takes a vote. >> Federal law kind of trumping state law. >> And there's hope that uh Phil Weiser will will um weigh in on that. is the hope that the superintendents have. Um, we don't know. >> And the messaging from Governor Polus

130says he's worried that we're by not opting in, we're just walking away from money from money for our students and money for our state. I'm just trying to just share what his perspective might be. >> He didn't even have to make his decision this early. Like that that's I think what's frustrating is we don't know what the Treasury guidelines are. They're not finalized. like why are we jumping into something where we don't know how much flexibility there will be and if we can do guard rails and yeah >> if you could find out the answers to all those questions that be great >> so uh you know we will of course continue to monitor this um and as I mentioned there is a resolution on your agenda tonight um reflecting kind of the concerns that

131we have around this bill um I certainly can provide as much information as I get it as it comes up I case just recently produced some really really helpful information for you to follow. So I can pass that along. Um and yeah, any other questions? >> We can ask them in the business meeting as well. Yeah. Thank you very much. >> Thank you. >> All right. Let's quickly debrief that very meaty work session. Um and I'll start with you, director. Oh, I was just sitting here thinking I'm trying to think about what we talked about. >> Go first. >> No, just a, you know, very interesting, very helpful. Um, just becoming aware of some of the things that we're facing on on the legislative level and um, yeah, and I'm excited about the uh, is

132it Zello? Is how you say it? That that's just a fascinating uh, process. I I think that's so and again what um Brenda said earlier um like I wish we would have had this when I was going to school. It just would be such a helpful tool. So >> thank you. Director Lima's question. >> Yeah, I just ditto. I I'm excited about what's in stake for Zello and learning more about that um for our students. And then um thank you Nate for the update. Um I just am taking it all in and I just I don't know where to go right now. like it's just great though. So, thank you. >> Sorry. >> Same here. Uh it'll be exciting to see how Zillow uh rolls out and how the parents feel about it. And then

133once again, thanks to Nate. It's a lot of work and a lot of reading going through this legislation, most of which I have trouble fully comprehending. So, I appreciate his um viewpoints. >> Dr. campus. >> Um same on the career exploration. Just so cool and to see like you said all the connections between um starting in kindergarten and then going into like internships and then even beyond that to the workforce being able to access Zello and like offer our kids jobs. It's it's like blowing my mind that that can happen. Um and and yes, thank you Nate for the legislative update. Again, thank you for emailing it a little bit in advance of the meeting. um it's hard to digest all of that in in that in a small amount of time. So um thanks

134for keeping us a breast of everything. Oh, and I did want to also shout out to everyone who like you guys are attending all the events and I'm so proud of that and I want to just piggyback off of something director Bentley said. It's it's so nice to know that even if I can't be there and I, you know, I'm going to take a little vacation that somebody's going to be there or if our work schedule gets in the way that um that there will be representation from the board. Um so that's just a breath of fresh air from those of us who've been here for a few years now and have carried a lot of the the not the burden, the joy, but um yeah, the workload of of board work. So thank you

135guys for participating so much. just grateful that we have so many people who love our students really well. Seeing that in Zello and seeing the work that Nate does and and uh everyone just I really appreciate what they do. Yeah, Ditto uh Zello is is very exciting and and I'm, you know, very hopeful for, you know, the opportunities that can uh bring to our career pathways and kind of fine-tuning that process, maybe opening more doors or or not having us waste time with the other ones. Um I don't know if it would have been cool when I was a kid. I still don't know when I want to be able to grow up. So, you know, but hopefully it helps somebody figure that out. Um and then I always thank Nate for his hard work

136on this. he puts a a ton of time and effort into and it's it's pretty uh pretty substantial and and very important. Um I I just one more time can't re reiterate enough that I am a major proponent of the Second Amendment and I'm a shall not be infringed kind of guy and this is a definite infringement and there's no way that any any part of that will ever go over smoothly with me. So, >> well, thank you for the presentations. I love a good one pager as well. Helps to to just tie it all together for us. Um, and thank you, Nate, for Mr. Fall for all of that information. And I know Miss Sponsor is always figuring out the financial um implications for District 6 as well. All right. Thank you all for

137your honesty and robust conversation. Let's eat. And this meeting is adjourned. Eat that.