001[music] Heat. Heat. [music] All >> [music] >> right. [music] >> [music] [music] >> Goodbye. Heat. Heat. [music] Amen. [music] Heat. [music] Heat. Heat. [music] Heat. [music] [music] Heat. [music] >> [music] [music] >> Heat. Heat. >> [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] [music] Heat. [music] Heat. [music] >> [music] >> Heat. Heat. [music] [music] Hey, hey, hey. Are >> [music] [music] >> you watching? [music] >> [music] [music] >> Heat. [music] Heat. [music] Woohoo! [music] [bell] Woo! [music] Woo! >> [music and bell] [music] >> Heat. [bell and music] [music] Heat. >> [music] >> Finger [music] you [music] happy. >> [music] >> to >> [music] [music] >> Heat. [music] Heat. [music] Heat. [music] Heat. Heat. Heat. [music] [music] Heat. Heat. [music] >> [music] [music] >> Good afternoon. Welcome to the
002work session for the board of education, Gley Evans, school district 6. This meeting will now come to order. Miss Lemon, [clears throat] will you please call the role? Director Ozari >> present. >> Director Bentley >> present. >> Director Campos Spitzy >> present. >> Director Edmonds >> present. >> Director Lamos Garcia >> present. >> Director Mash >> present. >> Director Roi >> present. All board members present. >> First item on our agenda is to review our calendar and it continues to be packed full of great things. Um looks like some of you are heading off to the legislative session. That's Aari, Lamos, Garcia, and Edmonds. Are you going as well? No, just the two of you. Who's going? Yeah. Okay. And we have that all set and registered. Excellent. Um, museum night for for a charter
003school of innovation. For those of you who haven't been before, it's sort of like a science fair. All the kids put out their projects that are on a theme and then they tell you all about it and it's fascinating. They have amazing projects. So, if you have a chance to go to that, that's a lot of fun. We have a couple school visits coming up. Um, Northridge High School bot bash. Do we need to RSVP for that one, Miss Lemon? >> Um, no. >> No. Okay. I don't know. Is there anything specific that you need are waiting for additional RSVPs from us or? >> Um, no. But I would like to mention the school visit to Billy Martinez on um February 17th. I would like to bump the time on that just a little bit
004to 1:10. I just found out today that at 2 o'clock. Um they're doing their the Colorado Eagles donate bikes for all second graders and they're delivering um that that day. Um and so then we can see the school and then at 2 o'clock we can um go and get to be a part of that event which is super cool. So um you'll see a time change on your calendars for that. >> Okay, great. And Amy, did the Gley Central visit change from February 18th to March 3rd? >> It did. It swapped um on the 18th. Um they were having their fresh um their uh class registrations and so that was not going to be a really beneficial time for us to get to see everything that they do. >> So yes, I did swap. >>
005Thank you. And then I'll just share that on February 3rd, uh, we, uh, Case, uh, the Colorado Association of School of Executives and some of us are going to go to Brentwood Middle School to recognize Nicole Peter Peterson as the middle school principal of the year. Um, there'll be an assembly towards the end of the day. That's why the 3:30 invite. And then there'll be a reception at 4:30 in the library. So, you could come to all of that. You could come to some of that, whatever works for you. >> And do you need RSVPs for that, Amy, or No? >> No. [clears throat] >> Okay. >> Awesome. All right. Moving on to board member comments. Um, Mr. Director Roi, would you like to go first? >> Sure. Um this has been just a fun
006week um in terms of things that we've gotten to do. I got back uh from California a week ago tomorrow um and had a good trip there and then um we went to the success in six awards which was a wonderful event and was so um just excited to see the teachers and just the work that they're doing and that was a really a nice experience and really positive. And then um the GAP graduation was um a lot of fun also. We that was a really a a neat event and so neat to see those kids and just uh such sharp young people and just looking forward to what's going to be going on with them. So that those have been kind of the highlights I think. >> Thank you. Director Layos Garcia. >> Yes.
007Yeah. Um I would ditto um director Roi um definitely attended the succession six award and it was such a great event to see and hear not just who was awarded but the people who supported them. So everybody there who was nominated were such a great report support for the people who actually won. So it was just a great environment. Um, so I enjoyed attending that and then the GARP graduation as well. That was really fun to see all the students and their excitement and especially their families excitement out in um the audience. So that was certainly brought some inspiration um throughout this week for me. So >> thank you, >> director. >> Thanks, President Mash. I uh did quite a few things since our last board meeting. I'll try to keep this short. Um I
008visited the middle level art show. Uh Brenda had commented about that at last meeting. It is very very well done. Our students artwork is displayed around the perimeter of the library at Riverside Library and it's actually very peaceful and reflective uh environment. They did a good job in setting that up. I also attended the Discover District 6 Academy as uh I'm sure President Mash may talk about that more on January 15th. I'd like to thank Tom Gribble, Sean Scribbik, and Wade Corless for their presentations. Uh they were outstanding and from what I observed, the presentations were wellreceived by the people who attended the event and there were a lot of people at that event. It was very impressive. On January 16th, I had the opportunity and and I I I have the honor to represent
009our board with the CASBY Legislative Resolutions and Advocacy Group. Uh Matt Cook invited me be a part of that and I accepted that invitation. He shares a lot of information in one hour. Um but in general I'll defer to our legal counsel regarding any of those legislative matters and updates because it can be quite confusing as I sometimes say in these meetings uh trying to understand all that information. But I do take notes and if you would like to visit with me individually, I'd be happy to share those notes with you. But in general, I defer to our legal counsel. On January 20th, I attended the McAuliff uh visit uh along with several of you and always I'm impressed by them. And then following that, I attended the student wellness spring meeting. I had the
010opportunity to speak at that. So, I'll just let you know that I shared with them that we as a board understand that student and staff wellness is not separate from learning. Our high graduation rate, which we are very proud of, stems from a lot of uh a lot of work on behalf of people throughout the district. And a lot of that is under student and staff wellness because when kids come to school prepared to learn and they don't have these worries on their minds and our staff don't have the worries on their mind. Our learning uh becomes much better. It's foundational to it. And finally uh just like uh my other two board members a big shout out to the six success foundation for their work. the dis the success in six awards is very
011impressive and I'd like to congratulate everybody uh who uh is up for awards uh that may not be recognized publicly uh all the time. Their work of course is very much appreciated and like matter a big shout out to the GAP folks and the next uh staff uh for them uh getting their kids to walk across the stage. That's a big accomplishment and we're really really proud of what they do. So that's all I have tonight. President Mash. >> Okay, we'll go over to Dr. Edmund. >> Doctor, that'd be nice. >> Is it? >> Oh, I thought you said doctor. I was like, well, maybe [laughter] someday. Um, so I mean it's it's going to sound very repetitive, but maybe I'll try to make it a little more personal. um got to tour Mclliff which
012was wonderful to be uh just to see all the hard work that they did there. It's great to see the the music class. So we visited the kindergarten class as they were learning just the the basic foundations of music of you know notes going up and notes going down. Some of those little things sometimes we overlook where we just expect mastery right away and there's little pieces that come to that. Um but just seeing how important music is and how important the arts are even in a school like McAuliffe that's a STEM school that he really wanted to um to emphasize that that arts are still very important to them. Um, and there was one in particular as a little girl, a second grader who said she talked about ownership, which I thought was really
013great to even hear from a second grader talking about ownership in her role at the school and and knowing that she has a part to play even in second grade to help not only those younger than her, but to also be there for students that are older than her. So, I just hats off to the the teachers and the administrators at Mclliff for what they do representing district 6 so well. we see it in the numbers, but being able to see it face to face was really cool. Um, success in six night, I'm sure it might sound similar to what um, President Mash will share, but it was especially special for me. Um, one just again seeing all the educators, but then seeing the elementary educator of the year, uh, Mrs. Kimberly Destry, uh, as
014a member of my church. I've known her for 10 years and I don't cry easy but the tears came really easily that night when she was recognized just knowing her story because it speaks well to what district 6 does for our community. She started as a mentor in a program called um kids hope that we run just providing mentorship at Shasheen. She developed a love for those students and for our district that went so far that she went to school to be a teacher and then her heart and desire was to go into rural to go to a rural school somewhere where there's a great need and she saw it here in our district. So she got uh she's a teacher at Scott and her heart is just obviously is seen day in and day
015out for the love that she has for her kids. Um so it was a wonderful night not only to see that as somebody that I know personally but also just to see all the wonderful educators and to see the support like had been mentioned seeing other educators, other teachers supporting their their fellow workers in this wonderful work that we do here at District 6. Um, and then GAP graduation of course was it was great to be able to be the board member that certified them and and accepted them. But just to see the hard work that all these students went through and I know the hard work that the parents had to do and the teachers had to do to get them walking across that stage um just meant a lot to to see that
016and be there and shake their hands and some of them man Dr. Pilch and I were talking some of those handshakes like they didn't even give me time to to to grip as well before they were crushing my hand. So, it was uh some strong handshakes in that school as well. But, um just a wonderful time for our district and I look forward to the summer gap graduation as well. >> Yes. So, I got to join um lots of you at Crystal McAuliff and um it's the second time I visit um that K through eight. Um it's their eighth year of 8th grade because they haven't always been a K through eight. So, that was exciting um to celebrate with them. I always learn something new as I as I go to school visits and
017this time it was highlighted that about 50% of the students at Christa McAuliffe are from open enrollment. So about half the school is out of boundary. Um and they have a little over 900 students. I don't think that number had hit me how how big of a school they are. Um I got to personally congratulate uh Principal Peterson about the fact that they outperform on Camass. you know, all of our local schools are ch including our charters in math and um English language arts and and just so proud of of the work that they do um with students who are more at risk than a lot of our students who go to the charters. So um kudos to his team and their work. Um the success and six awards always so heartwarming and yes everyone
018um who gets nominated. Uh it's just such an exciting environment to be in the audience and when they start describing the recipient of the award you kind of look around the room and you see like one corner that's getting really excited because as the description becomes more and more specific they already know as their the support staff of that person that that their person is going to be awarded. So, um, incredible work in the district. I think one of the speakers, um, described our our educators and support staff as heroes for working in district 6 and and I completely agree with that. Um, the GAF graduation always a highlight. It always seems to fall on like the snowy weekend. [laughter] Um, but it it was wonderful. The keynote speaker was Neesto Perez, who's the head
019coach of the Gley Central soccer team. Um, and works with the kids at GAP and Next. Um, and his speech was short and sweet, but he talked about the motto he carried his uh, soccer team with, which was why not us. And then he asked the students to apply it to themselves, the graduates, why not you? Um, and you know, why can't they have those success stories that they dream of? and um I thought it was beautiful and inspirational. Um I wanted to give a shout out to the Centennial Eagles for school board director month. Their fourth graders wrote me a whole bunch of thank you cards and they were, you know, directed at me, but really they're for the whole board and some of them were hilarious. Um my favorite, the most humorous was,
020"I think you should be getting paid for what you do." >> [laughter] >> Um uh and then today on a personal note, I've never had lunch with my children at school. And today, um their grandparents are in town. My parents are in town from California, and they wanted to go have lunch with the kids. I was like, let's do it. [laughter] And so we had um those 20 minute lunches that do feel pretty short. I'm like, stop talking, keep eating, eat, and focus. Um, but it was a lot of fun. The food I I brought them lunch, which I never do, but I got to see what everybody else was eating and um it was very healthy looking chicken nuggets and crains and fun mashed potatoes and all kinds of yummy stuff. Red bell peppers.
021I love to see kids putting that stuff on their plates. Um, so yeah, had a good time at Mer today. And then lastly, just wanted to excuse myself for the next week's activities which include our middle level principal of the year recognition um and the school visit to do Rios and Fred Chartis Museum night. I will be out of the country. Um my husband and I are taking a kid-free vacation for the first time in seven years. Um and we will be on a beach in the Dominican Republic. So I will be missing out. >> Have a great time. >> Dr. Bentley. >> Um, only one thing outside of what's already been talked about, but I I did um have our first meeting of the year with the Centennial Boseis group. It's a board of
022educ educators from boards of education, board of directors. It's just a a conglomerate. Not [snorts] much to report. They are also just kind of reorganizing from the election cycle. A lot of turned out members and [clears throat] and new ones. So, kind of get to know everybody and just financial updates and stuff there. um they're they're kind of in the same boat as everybody in uh nonprofit and government entities with just the federal funding being kind of up up in the air. So that's that's the majority of their stuff. Um Mclliff was awesome. The Petersons are a power couple. It's it's always fun to see them. Um success in six ws always touching just to to see all the the good stories. I think the the one MC she said that you know she she
023literally cried reading all the stories in with all the uh nominees. So, it's just a a fun night to be able to celebrate all the exceptional stories. And then GAAP is one of my favorites always the the winter and summer graduation. Just seeing the stuff that those kids overcome and and the the cool programs we have to kind of outside the box get uh these these kids that have, you know, a lot of times stuff out of their control and uh running their lives. You know, kids at work all day and and they need to take night classes and stuff like that. It's just fun to to watch them walk across and get their their uh certificate or their diplomas with the their parents and families and in tow. So, it's always a good time.
024>> Thank you all. Um I think it's just kind of fun to having the three new board members and and hearing all the things you're doing for the first time and kind of like a renewed I mean it's always fun for me to go to the schools as well, but fun to hear you guys um stories of your first times to different things. Um, I was just maybe going to give a little more detail about the Discover District 6 Academy. I'm not sure if you all know what that is. I I think is it it's a rebooted, right, Dr. Pelch? You did it in the past. >> Yeah, we did something similar in the past. >> Okay. >> Well, it is just um I think it's every couple of months and then members of the
025community sign up and they get a twohour, you know, um it's a whole lot of information. And this last one was from um special education services um security, safety and security. And then Sean Scribbik talked about not just sports but like all of our activities and just the breadth of what we offer in supports for our students, what we offer in activities. Um and of course we've heard from um Mr. Corass with all the different things we're doing to keep our kids safe and all of his dreams for the future to continue with that as well. So, um, and just a great group of of community members who added their own stories of of how their students have benefited from these different programs. So, that's a lot of fun. And then they get to it's
026at a different school every time. So, they get to tour that school. And, um, it was at Prairie Heights, so Principal Cooney got to kind of highlight some things about her school as well. So, >> I'm curious how big the group is. >> Like how many room? >> Yeah. 20 20 25. >> Wow. That's great. >> Yeah. >> And some of them are um folks known to me to already be friends of the district, but they're, you know, it's wonderful to have somebody on the real team in Gley to be telling people who are moving here, you know, how great our schools are and all the different >> options. And then, yeah, parents um and other industry leaders as well. So, yeah, really great way to get those good stories out there. All right. till
027our next item. I'm excited to learn about the elementary literacy deep dive that we've been doing and I'll [cough] turn that over to you, Dr. Pilch. >> Thank you, President Mash. Um, we'll get set up here. Jenny and Lisa will join us. Um, so Jenny Jensen is the director of elementary educa or elementary instruction and Lisa McGee is our coordinator for language arts and several other things in the district. Avid >> AVID and um so they have been partnering with me. They've really been leading this initiative. But I think you all are aware that several months ago um we made the decision to to go deeper on literacy and take a look at at our literacy work in the district here and look to what else we could do to support our teachers and our
028administrators more. Um so I want to walk you through uh what we're up to and um what are what why we're doing this and and what we're hoping to accomplish at the end of all of this. So, um, what you see here is our most recent Dibbles data. Do you want to talk about it, Jenny? I'll let you go ahead. >> So, um, we give our Dibbles assessment three times a year at the beginning of year, middle of year, and end of year. In December, we got our middle of year data. And this data is highlighting in the top bar students that are reading at benchmark, staying at benchmark, and moving into benchmark levels, so at grade level. and then our students that were moving out of the lowest performance level which is the well
029below benchmark level. Inside of the district [clears throat] bars, it talks about our growth that we saw. So WA is well above average growth and AA is average growth. This is compared nationally student by student based on where they started from their beginning of year testing. They are co cohorted into a group with other students that performed like them on the assessment and then at middle of year we get growth data to say how did they comp how did they perform compared to other students around the nation that started at the same level that they did. So we would always want to see average growth and seeing well above average growth and above average growth for all of those levels is very exciting because it means that we are making significant growth for our students
030as compared to other students that started in the same place. This is actually the highest growth that we have seen in our district um even surpassing COVID times which is exciting to see in growth. >> Thank you Jenny. And although um we're seeing this growth and we're seeing our teachers work so hard that we have we the finest educators I've ever seen in my career and they're working so hard and yet we see a disconnect between the dibbles data and the camass achievement data at third grade. And so we want to better understand that disconnect and that's the reason um we wanted to bring in some additional help which I'll talk with you all about uh this evening and share that work with you. But um so the we'll walk you through the next piece
031of data that is really our CMS third grade English language arts data um over the last three years. And so what we see um is that we're still performing um behind the state in achievement data and we're not at we're not those state averages yet. And um we're not seeing the kind of growth here that we would hope to see in relation to what we're seeing in dibbles. And so we want to understand that better and we want to understand, you know, what's going on behind that and what's getting in the way of of the students being able to to demonstrate what we think that they're getting access to. So Jenny, do you want to talk about this data at all? I think that something that's noteworthy inside of this is what we see um
032that the state they use language like recovery when they talk about um COVID till now in terms of data and I think we're seeing some recovery at the state level but for our achievement data in our district we're not seeing that rate of recovery that we're seeing at the state from 2019 to last year's 2025 CAMASS testing. >> Can I say something here? This is, I think, important for the new board members especially. This is one of the ones that we probably get the most feedback on as a board. The CAMASS scores, 41% of our kids are are only only 41% of our kids are at level or whatever, but the the way that these are scored is is pretty important for you guys to be able to understand. And it might take a couple
033times, but 50% is the state average. So, that's the benchmark. So, we're not It's not >> That's actually growth. That's actually when you're looking at growth. This is really Yeah. But you you're making a great point because >> this test is not testing literacy. Yeah. >> So when we say our third only 41% of third graders in Colorado, 42% of third graders in Colorado are reading at grade level. This is not just a reading test. This is the state the third grade state standard Colorado test. So they're testing the state standards for third grade. They're not just testing reading and writing. And so it's really important and and yes, reading and writing is in that, but it is not an actual um reading assessment. And I think that's important for people to understand in throughout
034Colorado. >> So the question is, isn't comparing dibbles to the seamass kind of like the apples and oranges? >> It is. It is. Yeah, it sure is. Absolutely it is. And that and so this is part of what we want to understand better. Um Mr. Ari, we just we want to understand when we see our teachers who have who have dedicated so much and our principles who've dedicated so much and our kids working so hard. Um, but we're still only seeing 24% of our students achieving at grade level in third grade on that that English that language arts test. We we want to better understand that. There's some other things inside of this that are important. We're saying, you know, by the end of third grade, this is what we have. Well, we're really not
035at the end of the third grade when we test kids, right? We test in April and we go through the end of May in school. So, we still have several weeks of school left uh when we begin testing our students. And so, um it's it is really complex and it's um we're we're digging in to better understand where we are and how we stack up not only in the state but but in the country. So, uh, what what we know is we believe it's a system issue. Um, because although we see really we are seeing, um, higher growth than we've ever seen in our district, we have more schools at performance level than we've ever had. Uh, we have the fewest schools we've ever had that are considered on the accountability clock in the state
036of Colorado. So, when you look at the school performance framework, we we are performing better than we have in in the decade that I have been here. And um we still [clears throat] know that only 24% of our students are testing at um a proficient or advanced level in the third grade test of the Colorado state standards. Um so we want to understand what are the barriers that we can remove as district level leaders. Um and how can we better support our teachers and our building leaders to do the work that we're asking them to do. this really important work. >> I'm gonna let you take this, Jenny, and talk a little let you nerd out a little bit on literacy. [laughter] >> Thank you. >> Um, so we actually showed this quote when we
037did the town hall with all of our K5 teachers. Um, and we just wanted to bring this about again because as Deerra mentioned, this is very complex work. Teaching children how to read is very sophisticated work. And I think it's really powerful when we think about this work as being a civil right and that we owe it to all of the students in our district to be readers by the time they leave third grade so that they can achieve all of the things that we've been talking about after third grade in their education. >> Now you may remember phonics from when you were in elementary school, right? And so let's talk a little bit about about reading um and and I and a little bit about you know what we know about reading and about
038phonics. >> So I really like this visual because what it's really showing inside of here is that 40% of all students are going to need direct and explicit systematic instruction in order for them to learn how to read. the curriculum that we have >> 15 to 20%. >> Well, the 40% thinking about the 20% that's in orange. Yeah. And the fif 20% okay that's in uh red down at the bottom. So, and we have 15 to 20% that we know from the research they would be able to learn how to read without having that kind of direct instruction supports. Perhaps you know a child like that. But when we think about um that those two categories kind of at the bottom, thinking about that 40% that's going to need that really explicit really systematic phonics
039instruction. Our curriculum that we have adopted supports the science of reading and teaching students how to read. Um our classrooms are supportive of the needs for phonics instruction. They have a block of time built in for that for every student, which is why we're feeling a little stuck inside of uh what are the other things that are preventing our students from being as successful in early literacy. >> And those of you who've been on the board and then for those of you who are newer to the board, we adopted uh new literacy curriculum programming three years ago. Um and so we're we're in that third year of that. Are we in third year full implementation now? So we have some schools that are in year four who piloted uh that first year. And so um
040and we think that probably that growth we're seeing on dibbles is related to that. But but even the schools that were in year four at this past testing cycle did not perform as well as we would have hoped with the with having had a new literacy program at the elementary um implemented for them. So, um we have worked with a company before called West Ed. And uh West Ed um is an organization um who we worked with about a decade ago uh to help us with our work around our English language learners. And they helped us to develop uh to first they came in and did something very similar to what they're doing now. they came in and um kind of audited the system, looked at what was going well, what what we could do
041better, what was missing um and then they helped us to develop a plan that we implemented and as a result of that we get some of the best results in the state around our multilingual learners. And so [clears throat] we have contracted with them again um to work with us and they are actually here this week and they come with a team of experts of literacy experts, special education experts, data experts because so they're looking at our data also. Um what else do you two want to say about West? You've spent more time with them than I have. Lisa, >> they have a very very thorough process um when they push into districts to support. And so it's been a lot of making sure that we're identifying the right teachers that we are going in
042to observe their classrooms. Um that we're getting in front of the stakeholders that are really going to give the perspective of um the the classroom teacher perspective, the readact, instructional coach, administrators. And so um their focus has really been on making sure we have as many voices involved in the process as possible um and just really giving us the varied [snorts] um experiences u we're talking to students as well. So it really it does feel very comprehensive um what they have us going through while they're here with us. Thank you. So uh I want to come back again to why West and why we are trusting them to actually come into our schools and peel the curtains back. um we we approached our multilingual learner plan with opportunities to learn and with from an asset
043orientation approach. And so I want to just want you just to see uh how not only have we seen our English language learners performance increase, but we've seen some big numbers that are making a huge difference in the system around our multilingual learners. We've gone from 41 students identified for gifted and talented in 2017 to 248 now identified. Um, our advanced placement enrollment has more than doubled in that time of of students who are multilingual learners. Look at our IB enrollment. And part of that's been programming at Girly West High School and how they've changed their programming, too. But you have to support the students in the right way to have them be successful. And then, of course, you're you're well aware of the graduation rate. um and um going up in the entire district,
044but but for our multilingual learners, you see similar kind of data. So um we know from the work we've done with West and you can see the graduation rate here, what has happened with the grad rate since 2017 when we implemented our plan with Westad to 2025 with graduation. um we have continued to outpace the state in terms of our on-time graduation rate for our limited English proficient students. And so, uh we have a lot of confidence in them helping us to get to the right place. And I have a lot of confidence in the people in the system because it's the people in the system that actually did this work before with Westad. [cough] Um we just needed some outside eyes to guide us. So, West Ed first came in on December 8th and
0459th and they they just went to six schools um along with some of our district team just to start to get a the lay of the land, a feel for our schools and a feel for the work in our schools. Um and so you can see those schools there. Um and that was really their first introduction to actually some of our classrooms here in the district. And then uh we met with them. I did the town hall with all of our elementary teachers on the first day back in January and shared with them this work and shared with them uh what we were about to do. Um and then Westad met with us all again last week to do some training. They've been meeting with Jenny and Lisa along the way um as well. And
046then they they have come in this week. We met with them first thing this morning to to get clear around the work and and why we're doing the work and how we're doing the work with them. And then they were in classrooms um this afternoon and will be in classrooms again tomorrow and tomorrow afternoon all week. Right. All week. And then they'll meet with us. There's a smaller team of us that um that I also am a part of that they will meet with on Friday afternoon to to do an exit and then talk about next step. So um it's it's really pretty extensive work. I think I'm impressed that Jenny and Lisa are so on tonight because they've been in classrooms uh working a very rigorous routine that today um getting into lots of
047classrooms and seeing and it's a very quick observation and you you can't let down for a minute. >> Yeah. >> And then um they they are they will be working um with the district accountability committee I think next week. Anthony >> Tuesday. Yeah. to uh to get some community and parent feedback also. And then there also will be leading some staff focus groups uh with administrators, coaches, um teachers and in different areas. And um some of those will be K5 teachers. We decided today some of those uh special ed and multilingual. The fourth and fifth grade teachers are feeling a little left out of this initiative because we we focused on K12. So it's third, fourth, and fifth. three and three K123. So fourth and fifth grade are feeling a little left out because they're
048saying we test also in C mass why aren't but we really it was just really about capacity and and expense uh and really I think getting to that early literacy and and figuring out what's [clears throat] missing perhaps um what's the lowhanging fruit and then what's what are the big uh pieces that we need to put in place around the early literacy. Let's see. And then we have a steering committee um that we are forming that's made up of of lots of folks from around the district and and lots of voices. Again, there'll be teachers K through five probably on that steering committee as well as administrators from some of our elementaryaries and K8s. Um and then several of us from the district as well. Um and then April to May, we'll they will have
049some findings and recommendations for us. Um, and we'll we'll begin to develop next steps and hopefully we'll have some pieces we can implement in the fall. Um, I need to say that this work is all happening alongside the continued implementation of the the newish literacy program at the elementary level. And so that work continues. We haven't stopped it. Uh, and we do believe it's it's the right program. Um, it is a state approved program. It's a program that Wested is familiar with. Um we know there could be some implementation gaps that we have that we we may they may find that we may need to address. Um but but we are continuing with our current uh literacy program uh as we do this other work with Weststead. All right. Um before I turn it go
050back to questions I want to see if uh Jenny or Lisa have anything else you want to share that I didn't get to. Please and Wes please feel free to come join us if there's anything you'd like to add. The only other thing I would add is while we're doing the observations all this week with a couple of members from the West Ed team, we also have a whole team of researchers um with West Ed that in the background are analyzing all of our data. So we have shared lots of building grade level data from lots of different assessment sources. And so there's also a research team that is simultaneously analyzing all of that so that we will have all the observation data as well as all of their analysis once we're ready to come
051together and and collaborate on what those next steps will be. [snorts] >> I want to start um the comments and questions just by saying how great it is that we are acknowledging a gap and addressing it and really trying to find um the root cause. So, I am I am thrilled about the West work. I can't wait to hear those recommendations. Um, and then I just have, you know, wonderings and you all know I'm a I express my thoughts out loud and so, um, I I wonder if we have increased growth because our kids come in so far behind and, you know, into the the prek through 12 system. Um, I think preK helps at least with the K, you know, when the kids who do have access to preK, especially district 6 preK, I
052think that, you know, they uh come in with a head start. So, I'm always wondering, is universal prek going to help? Um, district 6 increasing our prek capacity, would that help? Because I think it's great that we have growth, especially in that kinder year. Um but is it because the kids are just coming in so far behind and then what societal changes have happened to make make it so our kids are coming in so behind? Um you know is it their both their parents work so there's very few conversations and vocabulary vocabulary that they're hearing before they start at school. Um, is it screen time, right? Like screens are really easy babysitters and so there's um less engagement at home um as far as hearing conversations and and all that. So I do it I
053just wonder you know we have this increased growth but why is it because kids are so far behind coming in. Um do you do you want us to respond? >> Sure. Oh okay. I have more after that though. So >> So we are we are seeing um some of our children come in further behind than we ever have before >> and and we're seeing some of that um more pervasively in some schools. So there is more catching up to do and there is more opportunity for growth because of that. Um and I part of that is probably all the things you said limited preschool. um what might be going on in the home, screens, absolutely all that. And um these kindergarteners were born during COVID. >> So we we we don't have the answer, but
054we are pretty sure that when we look at at our students in K12 right now, we know they were probably dramatically impacted by COVID in some way. Their they were home, their parents were home. um or some of them were home with somebody they're not usually with at home. Well, because their parents were frontline workers and their parents still had to go to work. And so, um we we don't fully have an understanding of all that, but but [clears throat] it it would be foolish of us to not look at what was going on in our world at the time our youngest children were infants or being born or toddlers. Um we are still very hopeful about the expansion of preschool. Um what I'm hearing most recently is that uh the governor is recommending back
055to the 10 hours of preschool um a week. And so you know our big work is to really continue to work at getting as many of the district 6 families to enroll in district 6 preschools. That's that's our big work and and it's an effort we you know we continue we and we're opening preschool right now. So another preschool classroom. So, we are we are always building um because we do think preschool school makes a difference. No question about it. And we know that early learning and early literacy, I mean, parents are the first teacher for children. They just are. >> Yeah. Um thank you for those responses. Those were very thoughtful. Um yeah, I do, you know, with the CAMASS data, they compare the state tw. Actually, that that was really interesting to me.
056The 2019, 2024, 2025 comparisons at the state level barely changed, right? 2019 was 41% and then 2024, 2025 were 42%. Like barely a change. But then in district 6, you see this like huge hit. Um it's much harder to move the statewide cohort than it is just to move our local cohort just because the numbers are so big. I mean, you got to move a lot of kids to move that percentage. Mhm. >> But still it I mean they the state is shook up about the state cohort. They don't they don't see it as minimal that you know they're >> at 1%. >> Yeah. Yeah. >> Good. Good. >> It's a big deal to them. >> Yeah. Um, and then I I'm I don't know if this was the thought in the um focusing it
057in the K through three um grades, but I've heard, you know, the third the reason we focus so much on third grade is because before third grade kids are learning to read and after third grade they're supposed to read to learn. Um and so I'm glad that it is focused that way in those foundational years um uh to to do that work well. Um, and then my last thing is just a a comment kind of piggybacking on what Director Bentley said that it's easy to sometimes see those numbers and say, you know, public education is failing. Like, why are we giving tax dollars to public ed when only 24% of the kids in district 6 um are reading at grade level on the CAMASS? Um and and so I want to use that as a
058way to say public education in the state of Colorado has been underfunded for decades. Um and you know um hopefully there will be opportunity to improve our funding. And so it it's really easy to say that a system is failing when it's underfunded. Um so I can't I can't wait to see what our system can do when we are more adequately funded to help kids succeed. And I know when we go to um board of director events like CASBY um statewide events, they always ask the audience like what do you think it would take for kids to achieve, you know, for achievement scores to go up? And the answers are really easy. It's smaller classroom sizes, pay teachers more and and so but those easy but expensive, right? [laughter] those that comes with dollars, building
059physical buildings so we can make our classroom sizes smaller, hiring teachers um by giving competitive salaries. And so I I love this work. Um I I can't wait, like I said, to hear the recommendations, but I also understand our funding has to improve for us to make really big differences. So >> just a comment. >> Thank you. Mhm. >> Um if if it's all right, I would like to hear um Superintendent Tuttles's remarks, what he thinks through this. We've been dealing with this for a long long time, and um I'm really glad that that uh we're doing this work with West Ed, but uh just some reflections. I know that you think through a lot of this stuff, so if you don't mind. >> Well, thank you. And it's assistant superintendent. >> Assistant super. [laughter]
060Sorry. >> Don't put me at that role. >> Yeah. Um, no, I am so glad that we're doing this work. Um, as has been pointed out, we're getting some tremendous growth on Dibbles and that growth is compared to other people who start in the same place as us. So, it's not just to everybody, it's comparing us. So, we're we're moving kids. So that's a celebration, but we're not getting to the comprehension focus and the writing focus that's necessary for kids to be successful on CAMASS. And so what are the barriers? So I'm really appreciative of West being able to help us with that to be able to identify what are we doing well? What are the strengths? Because there's a lot of good things. I do think we have the right curriculum. It has a
061lot more comprehension focus in it than the previous curriculum did. So there's some really benefit strong benefits of the curriculum that we're using, but I'm looking forward to them being able to say, "Hey, here's the really strengths of the system and then here's some things that we can identify that can help move this system." So I do think having that external lens is going to really help. >> Thank you. >> Can I add one more thing? The other thing that you commented about, but Westad, those you've been a part of our system, we had a previous literacy drive that was very top down. It was driven entirely from top down. West is very intentional about doing collaborative with the teachers, with everybody. And so when you talked about all the people involved, it's not just
062them being observed. They're part of developing the action steps, taking their recommendations, and coming up with the next steps. So it's a very collaborative process. >> I think that that's great. That that's the way it should be. >> Yeah. I'm very glad that we're doing this work and I'm sure that we are going to find ways that we can improve. Um, please educate me, but my I don't have a real high opinion of the CAMS test and maybe that's from like I remember when it was CESAP and then it was TCAP and then it was it's like changed iterations so many times and we you know we always say it's one day one measurement. So I guess I'm just curious. I'm so glad to hear you say that there's like research team looking at all
063the measurements because I guess I'm just curious like do we actually think there is a gap in what our students are achieving or is it the tool that we're measuring with? Well, we have another assessment called NWA MAPS and we're seeing very similar data to CAMASS on that NWA and that's a national normed assessment or standardized assessment. And so I I do think um there is truth in the data. What I I don't know is um is it appropriate how the state of Colorado says if you don't um master these standards at this level that you're not reading or you're not writing at third grade level. So, for example, in Texas, if you are if you're in the middle, that middle rating, which is partially proficient, I think they consider you reading because you read,
064you can read if you got to partially proficient. You're just not fully proficient yet or advanced. And so, um, I think there's I mean, that's a conversation superintendent have started to have now with Colorado Department of Ed is what what's behi, you know, what really are we looking at with this assessment? Uh but we do see um we do see similar results from NWA >> and they take that one multiple times. >> Yeah. Three times a year. >> Yeah. >> Because I think there's also benefit to that because the student gets used to the format and >> Yeah. >> Yes. So, um I think it's we have [clears throat] we've had a heavy reliance on dibbles um and not as much reliance on the NWA and I I do think we're going to see a
065shift in more reliance on and more analysis of the NWA assessment. Well, and I think then when um reports go out to our community, the report they're getting is the the >> the seamass. >> So that's what they're hearing. Okay. So, >> you know, only 3% of our kids can read or whatever. So, it's it's a little bit just what goes out to our community and the report that goes out there and their um understanding of how our schools are doing. >> Yes. And to Kyle's point about the points and how the system works, uh, there is no system in Colorado that is at is at 100 points, even though it's a 100 point system. I think the highest achieving school is in the 60s in Colorado. So maybe low 70s now, but nobody's at
066100. And so it's um, it's, you know, it's a very complex system in how it's how it's scored and and how schools are ranked. And quite frankly, I I think it's intended to be punitive. I don't think it's intended to be supportive and and helpful and motivating. It is intended to be punitive. >> There there's no question about that. >> Well, and it's a moving target. It's an average. Yeah. So, every year it's the 50 is not the same number. >> No, absolutely. It's like for like even me that we talk about this a lot to just like try to grasp how you figure growth on a moving target is so ridiculous. This seems like a flawed system >> and it tracks directly with poverty. [clears throat] So when we look at the data statewide,
067you see the the results track just parallel with poverty and wealth. So, >> and then there's, you know, another criticism you hear sometimes is you're just teaching to the test. Like we don't just want our kids to do well on a test. We want them to actually have the skills. >> So, that's that's the other question of like is it a good measurement? >> But yeah, if it's tracking. >> Yeah. And you know the the and we can we could have a big work session just on standardized testing and our beliefs around all that. But the reality is this is the tool the state uses and we're going to get judged based on this tool. We're going to get ranked and we're going to get spanked based on this tool. We are and that's what
068it does. And so we h we can't we can't ignore it. Not in district six. You can't unfortunately. Yeah. >> We didn't get it thrown out, Natalie. Darn it. But we have ma they have made some changes to the accredititation system. Um and it like the the opportunity for us to do the request to reconsider and look at uh data from the early grades. So we were able to use our dibbles data to appeal to the state to reconsider our school performance frameworks at those two elementary schools that we moved up. So that's new. I mean that's new in the state of Colorado. And so they they are listening to us about they that they need to have more than just one measure especially at elementary. We have more measures at secondary than we do
069at elementary. >> Does WEDA day data go into that as well? [clears throat] >> Yes. >> And WEDA is for English language learners. >> It's the assessment for that is a separate assessment for English language learners. But those students also do CMSS, >> but in addition, they do WEDA. >> So, we're pulling them out of class right now to be tested on >> WEDA. We obviously have to have data. We have to measure that what we're doing is is correct. But yeah, and if the test is not great, we still just have to work with that. So, >> thank you for Yeah. Sounds as much as we believe in local control in Colorado as a state, we believe in local control. We do a lot of statemandated testing um for as much as we and
070and it's directly tied to our accreditation system and and how we get ranked by the state. So, there's a disconnect there, too, that I'd like somebody to come in and study of how can you in such a um a state where you you believe in local control and you you believe in pushing the power out to the local boards that you put this kind of control in the hands of legislators and state board of education leaders. I'm getting political now. >> [laughter] >> Yeah, we have our wish lists [laughter] of things to change. But >> what else are you wondering about or do you all want to share with us that you want to make sure we're thinking about? >> Well, I would I would be interested to see how our ELLL students do uh
071you know over the long run. And I think uh we do need to put a lot of focus in on that. >> If if English was not their native language >> and how that impacts their growth >> over time, >> it's very important. And along the same lines, and I I know I've asked in this question before and it's been answered, um but as far as our kids on um specialized learning plans and whatnot, do their scores come into the the testing as well? >> Yes. And is it all of them or it's >> we are our students who um are in our most intensive programs. So uh you know our our um very very low functioning students some of those students are taking an alternative assessment but that assessment is taken into account. >>
072The alternative assessment >> affects this the general cass. >> What else would you add Tom? Well, it's less than 2% of the total population. >> Okay. So, it's Yeah. >> Any other questions, comments? Thank you very much for >> to the updates coming down. >> Thanks, Jenny and Lisa. >> Yes, of course. And now we will welcome whomever is going to talk to us about the next two-year calendar. >> Yes. So I want to um w invite Christina [clears throat] Crane uh director in human resources to join us uh for this presentation. And I'll just do a little framing of this. Um so last year uh two years ago a 2526 and a 2627 calendar was adopted. Um, we made revisions in it last year in the 2526 calendar about this time of year last
073year. So the the 2627 calendar has already been adopted, but we're a going to ask you to make some revisions. >> It doesn't change the start and end date. It doesn't change spring break. Doesn't change the big things that parents really worry about, but it does change some things within. Yes. One day of a change. Yeah. And so, um, I want, uh, Miss Crane to walk you through, uh, the calendar proposals. And so for for [clears throat] new board members and and former longtime board members, just to remind you, um we'll give this to you in this work session, give you a chance to visit in a more informal setting about the calendar. Then she will do a formal presentation in the business meeting tonight as well. You won't vote on it tonight. It will
074come back for vote at the next meeting. uh calendar is one of the things that ha must have two reads at a board meeting uh by by our own policy. Um and that should be done um by before the end of February by our own policy. So with that, I'll turn it over to Miss Crane. >> Yeah. Thank you for the opportunity to talk to you about the calendar. Um it's something that isn't important until it becomes very important. So it's great that you have an overview. We do have a very well represented committee. Uh it includes um people from elementary, middle, high, K8s, that's both teachers and administration. There's district administrators. We include parents. Uh we have an athletics representative, athletics and activities uh representative. Um and many others. And so once uh we
075have gathered all of the information from those folks, we bring that together and use the consensus model to make any changes or updates. And we also gather lots of feedback on anything that we present. And so we'll be presenting to DAC tomorrow at the meeting. Um I met with the council of student representatives as well. So we have the student voice represented in this uh proposal that we're bringing to you tonight. And as uh Dr. Pilch mentioned, it is um coming to you based on board policy. Our policy IC and A requires that we bring this to you for approval every year. Um, and so we met beginning in October, actually were wrapped up very quickly this year. And so we completed our revisions in November. So we've had lots of time to gather feedback
076before bringing it to you. And so as we are um looking at it, I want to just kind of give you a comparison of what it is compared to what we are doing currently. And it's very very similar. Uh we have uh the consistency across the year, breaks fall in the same times. Uh we are continuing our Monday late starts. We will continue the October and April breaks that were introduced a few years ago. Uh they're long weekend breaks in both of those months and they have been very popular. So we're continuing that work. Um the one slight change that we have this year is that instead of winter break falling the last week of December and the first week of January, it's actually the last two weeks of December this year. It falls in
077the same place in the semester. So there's the same number of days before break and the same number of days after break. It's just where the calendar sits this year. So there's no change in that way. Uh here's a look at our information as far as student and staff start dates. That is all consistent with how it has been this past year. Same with our breaks as I mentioned. And so, um, again, staff come back. Our new professionals, our brand new teachers are coming back the last four days in July. And then our returning teachers start the beginning of August. Again, late start Mondays are continuing. So, that allows for um some professional development, but also some prep time and planning time for our teachers. Those Mondays are split between those two ideas. Uh, and
078as I mentioned, the semesters are balanced. So our first semester has 84 days. Our second semester has 86 days and begins after winter break. So here is a look at the 2627 calendar and you'll see in October the date that is highlighted. So the calendar you approved last year had a day off on October 19th and we are proposing to move that to October 12th. were shifting that day off up a day or a week, excuse me, uh based on feedback that we received from teachers. They wanted to have that vacation day for staff and students directly following the parent teacher conference day, which is currently scheduled for October 9th. So, this is the calendar that you saw last year with the exception of that one date change. Christina, maybe you could cover what the
079different colors and the different shapes mean. >> Sure. So, our gray highlighted days in here are the days that students attend. And we will have a separate calendar created once uh we have final approval on a calendar, but those are the dates that students attend. The days that are highlighted in black are our district holidays. Um the diamond days, which that date that moved is a diamond day. Those are going to be vacation days for staff and students. So none of our school staff or our students are in session on those days. Uh the flat bottomed triangle are professional development days and so those are set aside either for district or building professional development and the uh pointy bottom triangles are parent teacher conferences. So you'll see one of those dates in October and the
080other falls at the beginning of February. Uh let's see, we have a few stars thrown in there. Those are going to be our beginning and end dates. At the beginning of the year in August, you'll see our students uh 1st through 12th are going to start all together on the 10th. And then we have our preschool and kindergarten students that start on the 13th. That's the difference between those two days. Uh we have that noted again at the beginning of January when students return and at the end of May, the students last day. Um the other I was going to say I think there's one other symbol I didn't mention. Um in November the beginning of Thanksgiving week and then our long weekend in April we have kind of a double square identified. Those are
081the two trade days that we offer for our teachers for working parent teacher conferences. So because they work an extended day uh into the evening for parent teacher conferences, they are given a trade day for that time. And so it is essentially a vacation day for everyone, but it's considered um one of the 186 days of the teacher calendar. And so again, that happens in November during Thanksgiving week and then the long weekend in April. Here's a look at the 2728 calendar sneak preview. It's exactly the same as 2627. Um, so those dates are all going to track except they are going to be one day sooner because of the way the calendar shifts over time. Uh, some of the later days are actually two days sooner because it is a leap year in 28
0822028. Uh, so this is going to be the same here. Again, our semesters are balanced at 84 and 86 days. Here's a look at that calendar. And while the dates may have shifted over by one, the image actually remains exactly the same. So again, our winter break is the last two weeks in December, um Thanksgiving week falls in the same place as it does every year. Start dates, end dates are all um mirrored in this calendar versus the last. All the symbols are the same. Any questions? Do we ever um I can't recall. Do we ever put on the calendars when summer school starts or >> uh it's not identified on our calendars, but it does always start that first week in June. >> Okay. >> Typically, and I don't know if that will make
083a shift this year because we have a week >> in May. Um >> but that will be published plenty in advance. And that's actually true of both the 26 and 27 calendars. >> Okay. >> Um I just am curious. So it I totally get that it's all the same, but it does seem like it's a day we're go we're making kids go back to school a day earlier is could be the perception. And so then I'm looking to August 2028 and would that mean it would shift to August 7th like the first day of school? >> I believe that it does. So it just does start feeling like oh so kids are in school. >> Oh in I'm sorry you said in 28 yes another f a year further. Um we do follow this pattern
084of shifting a day earlier for five to six years in a row and then it shifts back a week. >> Okay. >> And so it just kind of follows um follows the calendar. So yes, in another couple years we will actually shift back to more of a mid August start and then we'll creep forward again before we >> Yeah. >> And then um the other the other item that is sometimes discussed is snow days. >> Do we have do we have buffers built into the calendar at all? >> Not in the calendar. Not in the calendar. We don't. But we do in our instructional minutes. So we we have additional minutes over what's required in the state of Colorado so so that we can account for snow days and cold days >> on that. >>
085Yeah. >> And we do have our October count person serve on the calendar committee as well. >> And so she is the one that's doing all of that reporting to the state. >> Okay. Good. >> And there was a year um in another district where the weather was just terrible for like eight days. And that year they actually gave waiverss to many school districts in the state of Colorado because that the districts went over their numbers of days um well they didn't have enough minutes to make up for the all those snow days they had to take. So there's there's some waiverss built in as well and and worst case scenario you could be in a situation where the you know the last month of the of the school year you come 10 minutes earlier
086to school. But we've never had to do something like that here since I've been here. You've done it. Not since I've been here. >> No. Yeah. >> Yeah. We did it once, right? >> Let's not do that again. [laughter] >> It won't happen. >> Who knows what the Colorado weather is going to do, but [laughter] >> All right. Any other questions or comments or anything you'd like us to consider? >> I I'll I'll just have a comment. Um, so I know director Bentley uh that he has advocated for the year- round calendar on on past meetings and I have flip-flopped. I used to like say yes year round and then I've gone to the traditional. I will say as I was trying to find vacation I'm looking already at our Thanksgiving break vacation. I mean
087it's crazy the rates go up like three times just because it's Thanksgiving break. And so I'm like, h maybe the year- round calendar would be nice and we could take vacation on a non-T Thanksgiving week when everybody else in the United States wants to take vacation at [laughter] >> anyway. But for now, I'm still leaning traditional. >> Yeah, thanks for clarifying. >> Well, we I think families and staff really appreciate the two-year and that it's largely unchanged, so they have some consistency. So, thank you for >> to everyone who serves on that committee and >> all the voices in the room. >> And I do want to point out my co-chair as well who's not joined me at the table tonight, but Miss Snider also co-leads that group. >> That's great. >> Yeah. Thank you
088for your work as well. >> Appreciate. >> There was a time the calendar committee was the worst committee to be on anywhere in every district I've worked in. >> Really? >> Oh, yes. [laughter] Well, we've we've gotten into a nice rhythm. >> Yeah. I actually had volunteers this year. >> Yeah. three three new voices. >> They can be really >> It is really hard and I think because so many voices have been listened to and we've explored so many options, I think that people are more excited about and knowing more about all the different things. So >> for our newer board members, it is a value of the committee to end first semester prior to winter break. Um that was not always the case here. Um, and so to do that, you do have to
089frontload enough days in August to be able to, you know, have a full semester of instruction prior to winter break. And then you look at 28, we're out by May 19th. Um, at in the way that the calendar shifts in order to get the semester's balanced and to get it in before winter break. Yeah, it's >> but coming back after winter break and taking finals at the secondary level is just really >> icky. >> Yeah. So, we we do we we explore a lot of different options and we get a lot of what if questions. So, what if we were to move later in May? What would that look like? And so, we do talk through all of those things before we bring bring this proposal to you. Um although we're still willing to obviously
090hear your feedback and guidance on that, but but there's a lot of discussion that goes into it and a lot of questions raised and answered as we go. It's it's actually a really fun >> The other thing you might hear um in the community, especially from educators, some educators, is have we considered a 4-day work week? Why, you know, some of our that some other districts in Colorado are on [clears throat] a 4-day week. Why don't we do a 4 day week? And we have explored that and we did consider that and um our board of education at the time and um our teacher negotiation team at the time made the decision that that is not the right calendar for district 6 at least not for most of district 6. Frontier um and university both
091are on a 4-day week. Uh Jefferson High School is on a 4-day week, but they they go very long days um to do that week and then that gives them Friday to catch kids up and Friday for kids to work. Um but the for the the balance of our schools, we really we've determined here that it is not the right schedule for kids in district 6. They need to be in school five days a week. >> We need more days of school, right, Mr. Bentley? Not fewer days of school. And not that it's um really related to calendar, but how has it been uh the times that school starts? How's that been going um with transportation concerns, issues, all that? >> We're in a I think we're in a pretty good space. Uh we, you
092know, we flipped so that high school has a little bit later start. So, elementary when the little kids are up early is the earliest schools and then high school come in next and then middle level um come in the latest in the morning and stay the latest in the evening um or in the afternoon. But, uh we did have to adjust times just a little bit uh because we couldn't get all of our routes run because they're the same drivers and buses for the most part that are running elementary and then they're going back out and running high school and they're going out and [clears throat] running middle level. So, but I think we're in pretty good shape right now. >> Very good shape. >> Especially, you know, when you are fully staffed and you
093have the equipment, the buses, it makes a big difference in running routes. >> That's good to hear. That's also a tough thing to work through. >> Bell times. We did [laughter] that. >> Bell times, right? >> We did that. Anything else you want us to know or you're wondering about? Okay. >> Thank you, Miss Crane. We'll see you in a little bit at the podium. >> All right, let's debrief the work session. Would you like to start, Director Camp? >> Sure. I don't um have much to say except thank you to our presenters. Again, very excited about the work um that Jenny and Lisa are doing with West Ed and and really can't wait to hear those recommendations. Um, yeah, thank you for a consistent calendar. I was with a friend trying to plan that
094Thanksgiving vacation and her school calendar wasn't up yet for Thanksgiving 2026. So, we were pretty sure what week it was [laughter] going to be then. But yeah, it was really nice to that it is a way to plan ahead um for for families and yeah, thanks for robust conversation. That was really refreshing. Appreciate it. Dr. Evans. >> Yeah. Uh it's it's just this is still great the whole learning process of all that is entailed with what makes the school district so successful. Um and it it's always good. I I was deciding whether or not to have it for the questions or just the debriefing, but I just really do appreciate the awareness of how much public education serves the entire family. Um, and really helps to break that cycle of poverty, especially when it comes
095to reading and just knowing how many just how important reading is for our kids, not only in school and that looking beyond Camass and all that stuff of just knowing that we're helping prepare them for life um is really important. And then the calendar as well. I think I kind of understand a little bit why the four day work or school week doesn't work for a lot of our families. And you know, it's just it's child care is hard. I mean, it's hard for families to be able to adjust to have to have an extra day with their kids at home. So, knowing just some of that work that goes behind the scenes. I'm very appreciative. I'm just excited for the work [clears throat] that we're doing. um and West Ed um coming in and
096just helping to make sure we've got our checks and balances is going to be really exciting to see just how that reflects in the future, not just Camass, but Dibbles and and just the reactions from our teachers. I really good. So, >> thank you, Director Azari. >> Well, I agree 100%. Uh it's it's it's got to center around what's best in the best interest of kids. So, uh, and their families. So, the calendar work is is deeply appreciated. And it's nice for those of us who've been affiliated with the district for a long period of time. A lot of work and effort has been put into establishing these calendars. And I'm glad that things are consistent and predictable in a in a large way. And um, focusing in on our reading and comprehension of our
097kids. I think that that work is ongoing and we'll continue to work as long as we're in education. We're going to keep working to lift those kids up and to have a a perspective of growth and I think it's great. So, I really appreciate all the work that folks are doing with these things. >> Garcia. >> Um, thank you Jenny and Lisa for the presentation. Um, I'm excited to learn more about West. I just um I didn't realize how much of an internal processor I was until I started hearing all the great things that we have and that we're learning. And so I just I'm excited to learn about how that works and how we can help our students become great learners in literacy. Um so I'm I'm just really excited about that. So I
098know I've said that a billion times already. Um and thank you Miss Crane for um introducing us to the calendar. um certainly learning about how people formulate their vacations and their ideas and uh parents having to work or not work and so that's important too. So thank you for presenting that at well so great great information. I I enjoyed it thoroughly. Thank you. >> Um just uh echoing just the appreciation for the work that's being done. Um, I guess especially in uh for me in literacy, it's just something that I think as a grandparent is very close to my heart and just seeing the importance of reading and um how that uh helps prepare kids for success. And I appreciate Mr. Tuttles's concept or comment about um that it's not only being able to read
099the words, it's being able to comprehend and um and articulate and understand the the comprehension of what is being said and then also being able to um be literate with that. And that's just a that's a kind of new thinking and new words for me in terms of how you look at teaching reading and and literacy. So that was real helpful. I appreciate that. and and also thank you for all the work that's done on the calendar and um as a former teacher's wife, I really appreciate the two-year calendar. That is just um a tremendous thing to have in hand. So, thank you, >> Director Bentley. >> Yeah, a lot of dittos there. Um one thing that just always kind of takes me back is is the complexity of the issues you guys are handling
100every day. you know, we tout the diversity and the and the broad range and bandwidth of different students, but it it just adds to the the problem of how to how to teach all the kids with one size fit all cap basically. and and to just kind of sit here and ponder as as you guys talk about, you know, 23,000 students with 23,000 backgrounds and 23,000 different multiple different uh complexities to to their learning environments and and their history and the way they learn and all those things. It's it's like the, you know, the world's largest Rubik's cube and and you guys are trying to solve it as as the answer is changing daily. So, it's it's it's very it's very impressive and it's very I mean it's just it's just an enormous amount of
101work and and it's um it's exciting, but it's also uh uh daunting at the same time. So, I just want you guys to know that that doesn't go unheard and unappreciated and and unrecognized even though we're just seeing, you know, tip of the iceberg in here. So, thank you guys and keep up the good work. >> Well said. I also second that. Um, yeah, exciting exciting start to this semester and excited to to continue to learn more and relearn it as a seasoned board member and um and watch you guys um take it all in. Thank you to our presenters and I [clears throat] think our work session is adjourned. >> [music] [music] >> of [music] heat. >> [music] [music]