Mark, are you there? OK, Nicole, go ahead and talk. Hi guys. Can you you hear me? Yes, we do. Thank you. Excellent. Thank you so much for your help. Hey, Lauren, can you speak? Hi, guys. Good, you're good. Thank you. You're alive. Thank you so much. Thanks. Can you hear me? This meeting is now called to order. Roll call, please. Vice President Konz, here. Director Wilburn, here. Director Yanez, Here. Director Payne, Here. President Shandy, here. The pledge of
of Allegiance will be led by Director Wilburn. Welcome to our Board of Education meeting tonight and thank you for your patience getting started a little bit late, it's a night where we have many sick people and systems that aren't working as normally do. So, thank you for your patience We're excited to start our gathering by celebrating the outstanding faculty, staff and and students of D20. Their hard work deserves our recognition, so we encourage applause during this celebration time so let's get started. Tonight we have Discovery Canyon Campus Elementary School
Discovery Canyon Campus Middle School and Discovery Canyon Campus High School here for our board spotlight. Fun facts about DCC: the only Pre-K though 12 Public School IB continuum in the northern hemisphere. They have 7 extended learning opportunities intentionally built into their DCC campus, and they are IB for all. The elementary school, for three straight years in a row, they have scored 80% or higher on their SPF and no other school has achieved this in the district. That's remarkable. Great job. Great job. I was looking at the wrong
person. Middle school. They have earned the John Irwin Award for the last consecutive 6 years Well done. Class of 2029 boys basketball team was our first ever to go undefeated in our 7th and 8th grade years and won the Impact championship in 2024. Wow. That's awesome. High school, they are celebrating the 10th anniversary of their Thor Wars launch. Very cool They have two state championships in boys volleyball one state championship in girls swimming and one state championship in boys
and girls golf. Excellent. One of their high school athletes, Ashton. Prechtel, thank you. Yay was drafted in the 2023 WNBA draft and it'll have to tell us when you come up. Like who she plays for now I don't remember who she got drafted by. Overseas now. Very good. OK, so please join me in welcoming Stephen Scott from DCC Elementary School, Veronica Layman from DCC Middle School and Matt Mitchell from DCC High School. Please come forward, yay. Hi guys. So we are very happy to be
here tonight. Normally we would bring our children, but our children are are currently at our K12, part of Thor Wars, they're at our Carnival and we didn't want kids to have to pick and choose, so there are students there. Our high school students are leading that and our young, young students are experiencing it and it's a really cool thing We'll start with a video, if that's all right, that we had some students speak and just show you a little bit about our campus. I am PAX and I am part of Thunder and Chesby. I have the best principal
and because we are a strong community. Hi, my name is Jay Cheller. I'm an eighth grader here at DCC. And what makes me a part of DCC is doing theater with the theater department. My name is Ella Donlin, I'm in 8th grade and away and I'm part of DCC is being in student council. I help organize pet assemblies and fundraisers I get to talk at PIP assemblies and then I think it's really fun how we erase your points. Hi, my name is Quinn, I'm a senior at DCC and I love being part of Thunder
Country because it it's given me a lot of things it's given me community, it's given me Family, people to look up to and people I can be role models for and it's given me opportunities. It set me up a lot in my life before I came to high school, I was kind of, I don't know, like, Not sure what I want to do with my life but it is it's given me a lot of opportunities and kind of putting me in the right direction for what I'm going to do for the rest of my
life, yeah. Hi, I'm friendly and I love being a part of Thunder Country because it is such a diverse community and we get to have so much fun. There's something for everyone here and it just really incorporates everything with community and I love that it's K through 12 because that just keeps us integrated with all the the grade levels and all the ages and it just allows us to have so so much fun as a whole school and bond and kind of just be able to experience our high school experience and allow the middle schools and elementary school experience there too.
Hi, I'm Talon and I'm proud to be part of the Thunder because we have amazing academic teachers and great extracurriculars and best of all, we have the best principal in the district. Fact So we are the Thunder we do a great job in in our classrooms. Again, the elementary school's been three years over 80% on the SPF as a parent of one of their former children, she's well prepared Our middle school's six years in a row John John Irwin award, Our high school has been above a 74 for the past 2
two years, 11% gain in the past two. Our kids are prepared for college. Our kids are prepared for experiences and we highlight that video because we not only bring every day in the classroom, but our kids have the opportunity To have great experiences and become well rounded IB learners and who are prepared for the world. Excellent hype video. Excellent. So very good. Thank you very much. Appreciate you being here on car on the carnivals and we'll try to do a different schedule next year so you're not having to choose. So thank you
for being here. You were dismissed and go be your kids. Thank you all. Thank you. Mrs. Ruckman, are there any updates to the agenda? No, there were no updates to the agenda. Members of the board, are there any items items you wish to move from the consent agenda? Are there any discussion items to be added to the agenda? May we have a motion to approve the agenda? Moved. Second. Roll call, please. Vice President Konz, aye. Director Wilburn, aye. Director Yanez, aye. Director Payne, aye. President
Shandy, aye. Board members, does anyone have anything to share for board comments tonight? All right, Director Wilburn. I do. I want to share an experience I had earlier today and I hope this gets out far and wide. Had a great experience with a young man named Ryan Malloy. Ryan is the owner of, let me make sure I get it right, Lawn IQ. So at our home we live in Western Colorado Springs Northwest and our yards getting it's like 50/50 weeds/grass at this point, it's,
I wasn't happy. Had the same lawn care company for the last five or six or seven years. Things seem to be getting progressively worse So I decided it's time to make a change. Jumped on the Internet, let my fingers do The Walking. Those of you who are old enough to know what that reference means, and called a couple different local contractors. One came this morning at 10:00 today, young man named Ryan Malloy and he brought an assistant with him, a helper, and he pulls up and we walk the grass and I was very impressed with his knowledge of Weeds and fescue and what nitrogen levels? I mean all that he
he clearly knows his craft and I ended up hiring him and he's going to start taking care of our grass so we got to talking. He has all this technical knowledge. He's talking about things that I might as well be Greek, right? I don't know anything about nitrogen levels, and I asked him about his about his education. And you said, well, I'm a District 20 graduate. I graduated from Pine Creek I said, really? He said, yeah. And we got to talking and, this is a young man who we finished he graduated from going to read his his bio that I had. He knows I'm doing this. Hopefully he's watching right now. This is a young man who graduated D20 K through
12 and Made the decision rather than going to college or university and dropping $120,000 which is, I'm not not speaking against that, but it isn't for everybody. Decided I'm gonna learn a trade. Became an apprentice working for a lawn care company and learned the trade and then decided OK, I'm gonna purchase the tools of the the trade that I need, become an entrepreneur, hang up my own shingle and make my own way in the world. And he's doing it very successfully. He pulls up to my house. This this morning in a a Ford F-350 quad cab pulling a trailer with one of those 4 door Razor
$50,000 This is a significant investment, right? But that's what he needs to get out into different ranches and spray his stuff and And he's doing very well. And he brought a helper with him, so he's got a payroll, right got an employee and he's just making his way in the world. So Ryan Malloy. He attended, I attend. I went to Mountain View Elementary School, then to Challenger Middle School before graduating Pine Creek High School. In 2005, I started Lawn IQ in 2021 after spending 18 years working with a great family-owned business in Colorado Springs. Always
my biggest goal to be self-employed and I was lucky enough to have great mentors, I now have a beautiful family with two little boys and we moved into D20 to give our boys the same opportunities we had. Our oldest now attends kindergarten at Encompass Heights. So this is a young man, I'm guessing he's early 30s or something like that. Just rolled up his sleeves and said I'm gonna find a way to do it. And he had the foundation. To grow in accounting, to grow in marketing, To grow in learning his trade, to figure out how to do all these things. That was all put in him in D20
schools. And I so appreciated that young man and his story and And I hope that forms the heart of everybody in our district that we are. And my kids all went to college. They all went to university. That was their path. Isn't everybody's. And this is a kid, a young man who's doing very well in life. And he got started in kindergarten, right here in D20. So ups to you, Ryan. I hope you're watching wherever my camera is, and I appreciate you That's great testimony to what our great schools are doing as we celebrate it, our staff, faculty
and students right now. So. Director Payne, sure. You know, I'm so proud of our community and sometimes life takes me across the country for different reasons, but it's funny responding to Utah. That I had the opportunity to meet young people that had graduated from District 20 schools and that had experienced a tragic event there, but also felt like their mindset and knowledge that they learned here help them get through that. And so it is really
nice to see like there's this 1° of separation that we find. And in light of that, Jinger and I had the opportunity this week to go if you're going to talk about it, but but I thought it was just a great opportunity because it just reminded. Me that we needed to go watch and experience a lockdown drill here and how we prepare for those things and how we do it in a way that young people feel safe but they understand the process and our teachers and our employee. I mean everybody at the school did just such a
fabulous job. I don't know if you want to weigh in Jinger, but. You are OK. So I sorry about that. I just wanted to say it really inspired me because I do think we do it really well and it just reminded me by going and experiencing it first hand, it's something that we should all remind ourselves periodically because we never know when we might be faced in that situation. Very good. Thank you. All right, Superintendent Haberer. Very great, yes. So great happens here in D20 and we have several celebrations and I'll make some
connections to our strategic plan as well. So up first I asked principals you know to share the celebrations that they have at their school, so Rampart High School, the National Scholastic Press associated Association named Association named 17 high school news broadcasts from around the nation. As finalists for the prestigious pacemaker Award, so congratulations to Rampart High School's KRAM for making this list. And it's very hard to get on this list and they're the only program
program in the entire state of Colorado to be named as a finalist. And the winner will be announced in November And then Rampart also sent me some other wonderful celebrations 1 one of them being that they hosted their home cross country meet on February. Or excuse me. Friday, September 26th and the girls varsity team took first place out of 20 teams, which. Cross country is not an easy sport We also have an Air Academy mountain bike team I love that action shot. I think that's pretty cool so
So congratulations to them. They recently took home the division first trophy. The team competes in the Colorado high school Cycling League and races against other high school teams from across the state as well as a few teams from New Mexico Mexico, Wyoming and South Dakota. And the team includes students from Rampart, Village, and Air Academy High School. So what a great way to bring our students together across the district and And thank you to the team mom, Shay Lorigan, for her beautiful photos. She really did take some great photos there. Extra
yard for teachers award 3 Academy District 20 teachers have been been selected as recipients of the Extra Yard for Teachers Award, a recognition Represented by the US Air Force Academy. Athletes in partnerships with the college football Playoff Foundation and it's out of more than 600 nominations submitted by parents students and community members across the Pikes Peak region, just 12 educators were chosen to to receive this honor, with five of those being represented by
D20. So congratulations to Eric Coram from Discovery Canyon Elementary School, Andrew Schwecker from Antelope Trails Elementary, Tim Brubaker from Academy Endeavor Elementary School and Nan Hargett from Douglas Valley Elementary School. So each of those teachers got $1000 check to purchase classroom supplies really supporting the the innovative ideas that they're doing in their classrooms. As you know, we hosted the board of Education Candidate Forum where each of the seven candidates had an
had an opportunity to share their vision for public education and a huge thank you to the communications team. They did a wonderful job setting this up. As you know, it was live streamed and there is a recording available on the district's YouTube channel If anybody who didn't get to see it wants to watch it, they can. And again, a huge thank you to Matt Meister from FOX 21. He really did a fabulous job Hosting that event. I had a chance to go to the Pine Creek High School football game It was a perfect night with the weather
Got to see good football action against Cherry I was, I want to say Cherry Creek, but then Karina reminded me there's only one Creek and that's Pine Creek, so they've just been calling that school Cherry so So I just, I know the Tom Trombone danger zone, which we also got to see in action at the staff rally, did their wonderful present. And the high school marching band was there and they really did a fabulous job. So it was a wonderful night. Also had
a chance to go to Discovery Canyon campus their their fall play, which was, “Something Rotten”, and it's a take on Shakespeare, and it was wonderful Director Amy Keating, a huge shout out to her for a wonderful performance from her students. Academy high school we're rolling. We brought staff members together to start brainstorming on what. Could what are some of the features that they think are important for the new Air Academy high school built so none construction was there and so is HCM architects so
So it's super exciting to be started on that project Mountain View Elementary school honored staff by having a day of for students to dress up as their favorite teacher and and grow Graham Odell dressed up like Officer Patrick Gruder. He looks ready for action there. Who is a school off resource officer at Mountain View? We are spotlighting the great work from Special education and one thing that we really celebrated as a district was the huge growth that we saw with our special education students on who have Ieps with
C Mas and so C-mas English English, arts and math with the median growth percentiles of 49 and 48 and 50 means that students are growing at least one year for one year of instruction. And when you consider that students who have IEPs often come in very far Behind that's really incredible that they grew as much as they did it could get so close to that 50% per which is again one year for one year of instruction approximately and it really just reflects that continuous
process. We put some good progress monitoring tools in place like IXL and the professional learning that we've been doing. We've really focused on special education education. We've done extra PD with our para Indicators as well as our teachers and just have ongoing trainings. So I'm just really proud of all of our teachers and with special education but very excited about the academic growth that we saw with our middle school students this past
year. So also academic excellence as you know I'm still still a visit schools and I'm always taking walks with principals. We go into classrooms and then we come out and we talk about what we saw you know what were some of the strengths and if you were to give give feedback. Back to that teacher, what might be some questions or wonders that you would have? So these are the schools that I went to this between the last last board meeting and this one it was was really fun at Mountain View I've got to sit with their 5th grade team as they were doing their PLC and they were looking at data as you can see their
their computers open and they were talking specifically about which which students needed. A special MTSS or differentiated support and they were saying OK when we have their time. Where kids at grade level get support from all the different teachers? Which teachers or which students were put into different groups based on the skills and the data that they see. So that was awesome to see this group in action. And just like me, Becky is going out to all the different schools and asking them about their budget and seeing what support they need and And she also does some work with junior achievements. So she was
also at Mountain View Elementary School at 3rd grade doing a lesson on our city. Which had to do with money choices and way to pay for things and how money really flows in a city and that it does not grow on trees, right? Rampart High School. I know, what a concept, right Still trying to teach my sons that lesson Rampart high school got to see some kids in action in a in a math classroom where students actually get to be groups and they problem solve together they're given a problem and
And what I like about this method is that the IT makes their visible learning because they're putting up on a poster and you can actually actually see and hear the problem solving as it's happening, which is which is harder to do when students are kind of hovering over a piece of paper. And then it was also national Hispanic Heritage Month, so it's super fun they're playing playing loud music, wonderful Latin American music, and inviting students to dance in the square, as you can see down below. And if you you did, you got some candy.
I was almost brave enough to do it, but I just couldn't quite get myself to do it. I went to Discovery Canyon which was really fun, and that is a parent Discovery. Camden. Namenja Pesovich and the two of us had a chance to listen to You can see over on on the right they were redesigning emergency rooms rooms. And what would be the best way? Where would you put the nurses station? Where would you put the X-ray facility and all of that and really talking about flow of patients and.
It was awesome. The students did a great job and part of it too is talking about new innovation. So it's fascinating to hear all the new innovation that's happening with the medical profession So I definitely learned a lot and I'm hoping to get to to go back and next time they do presentations Prairie Hills Elementary School, this is kindergarten and the kindergarten teachers, Deanne Evans and you can see students were working on letter sounds and also looking at where do you see?
Some of these words and letters in the books that they were at looking at together and how does that create comprehension for them as well. So that was really fun to see. Village Middle School, our new principal, Mike Wador is just knocking it out of the park. The student I'm sitting with there he he is an accomplished pianist. He totally plays by by ear and he can sit down and say he can hear something and play it, which I think is amazing Like I have to look at every note to be able to play. And he was also showing me on IXL how he's setting goals
for himself. And how that really is motivating for him 'cause he sets the goal and then IXL gives him that infer feedback back. And he said that he found that really motivating and I I couldn't pass up the parachute opportunity. Kids were giving each other affirmations and then we we got to shake the parachute afterwards, which was super fun. I had a chance to go to the Superintendent conference at CASE and every time I go, I end up just connecting with colleagues and Speakers. I had a chance to talk to a parent actually, who was
one of the business partners there about about her experience at Chinook Trail Elementary. She loves it there and just really had a great affirmations of the great work they're doing and had some good suggestions as well for district level things so I I always take away good information from the people I meet and the the connections I make and they did a great job of doing legal and legislative updates. And a huge, huge thank you to all the
folks who put together this military resource night we had had over 500 people that flowed through here. When I started. There was hardly one in there. And I see Megan back there. Thank you so much. What you guys did was amazing and it and within I don't know what was it 1/2 an hour, it was wall to wall people. And the event was sponsored by our military and family life counselors. And they as provide valuable support to D20 schools. And we had 27 vendors there which included the red
Cross, which generously gave away 108 coats to to military children, the Shake Shack provided burgers and ice cream, which I think was totally one of the hits of the night for people. And while Mission BBQ though served up a delicious BBQ dinner. So I know there was a lot of of, can you just stand up? Can we give Megan a hand for that? So Megan Garland-Evelo. She does does the life counseling, is one of our school liaisons Julie Hendrickson, assistant director of counseling and Andie Ruskin all just and Monica
Wilcox, who also works with our elementary schools from the military counseling department that you guys and Andie, thank you to just give Andie a hand. She's here. You guys just did a fabulous job and I visited with different military military families and I just heard such positive comments. I said how was your transition to D20 and they couldn't say enough about how quickly they were contacted. They were invited in by principals and that just immediately they they felt part of the D20 family. So that was was and they loved the opportunity to be with other families
besides just the families in their schools. So that was a great event, I think think we decided we're gonna have to look at a gym next year 'cause it got pretty packed there in the atrium. All right, there it goes. We had a wonderful, we had our first business partner roundtable and it was awesome as you can see see, there's Glenn in. He was sharing about We had a lively discussion. Every teacher gave a presentation about their program. We had Jonathan Bluff from DC High School who talked about engineering
and what his program was doing. Mitch Burke did the biomedical program and I'm going to ask each each one of those to come to a soup update over the years over this next year to do a presentation. They were amazing. And I think it would be really good for the board in our community hear about the wonderful work that they're doing. Doing with our students Steve Erickson from Pine Creek talked about his computer science program and Tiffany Davis talked about at Pine Creek her multimedia program, and it was interesting
with hers. We even started talking about what's the role of AI with the media production and you can see Glenn there is just a really talking about how businesses it's a how they're using AI and we just had these. Full conversations. I can't wait for our next one and we also had two students there and one of their feedback that I I thought was really important was they said you guys you need need to start talking about careers early
They said elementary, middle school students they need need to be thinking about their careers early. And I thought that was really interesting coming from students because we've been saying that that, but our students are realizing that as well. So I'm thankful that we have Portrait of the Graduate and all the great work we're doing there with that. Our engagement meetings were also very were awesome we again again Jolynn, thank you as just like yeah, you just like the main show all the way through this month pretty much but she she did a fabulous job talking about our
our performance framework, our strategic plan and just like the board asked for you know, we started that rough draft of the parent right and responsibility in our groups. So we've asked every single one of our stakeholder groups. To give us feedback on it, and it has been amazing. We have gotten so much really good feedback I took the students. The students were the really the ones we said for a while that had the best feedback. They were really focused on for the safety part that we needed to add some mental health
mention of those kind of services in there, which I thought they were pretty passionate about that which I appreciated. But then the classified staff like they just knocked it out of the park they had so had so many great suggestions because they have parents. And community members and they hear the questions and especially the parent responsibility part, they just had some good suggestions. So Mark's team took notes on that. They also had a QR code where they could give us more information about it And so we're hoping in November for the study session we can bring that feedback back to you and maybe bring another draft based
on the feedback. So we can just make that really an ongoing kind of document with the goal, you know maybe being in December that we have that finalized. We've been. Telling them that we're looking at putting the parent right and responsibility in the handbook, so it's part of what's signed and we've had classified staff and teachers that both said said put that at the very beginning and then go into the staff handbook because it's so important to be outlining that for parents so it it was really very, very helpful Just wanted you guys to know it's really important for our
stakeholder groups to know why we have the groups and again, to share important district initiatives, receive feedback. A strategic plan or any of the significant topic and it says identified by the district, but for two years we've been asking for what are the What are the topics that they want to cover? And it's usually on budget, safety, certainly student achievement. So we focused on student achievement this time and we also talked about some of the collective agreements and norms that we have for those meetings had a chance under
under community connectedness. It's important for me to be out and connecting with our community. I'm a board member on the Pikes Peak Workforce Center, so I went to their meeting and it was really exciting to hear they're putting together a cohort. Of bringing businesses together to see how can we. We better connect with schools, both the colleges and as the. District level schools and I offered to you you want to host something one of those cohorts here let me know know and we can maybe partner with them. I was also invited to to go to by Anne Cesar to go to the UC
Health had it caring for our community open house and that was was really good. They talked about they're one of the only programs in the state and maybe even close in the nation. They were the first to come up with. Philanthropic. Philanthropic donations for EMT's and the fire department to actually carry blood with them to like a you a car accident and they just I think they said they said the number of lies that they saved just because they had blood with them, but they're also
also concerned with the state and the city for that matter, having some budget constraints. How would they be able to continue that program? But they had other. They had other states visiting their program and I think they said LA now wants to do a full program like that after seeing the wonderful statistics they had. So and as you see, health is 1 one of the hospitals that are located right here in our district. So it was fun. I made some good connections with some of our And here is the lockdown that we were we did at Chinook Trail and
I was so impressed. So really kudos Rich, to you and your team. We we called the lockdown and then we literally went to every room and Rich had the same. What did you say again you say again every time? This is law enforcement or. Yeah. Yeah. Yeah. But I mean, we went into classrooms in the dark that kids were quiet. They were in different areas based on where that would be most safe for them. And I, it just was so smooth. So I know you've done a lot of training and kudos
to the principal there too, as far as the work that she's done with her kids. And it was great to see that and I look forward to to going to an elementary and a high school and seeing how that goes. But such an important and I also appreciate the the way that you Rich and the security team. Really standardize those trainings across all schools That's been huge and you could see the outcome of that which which was really great to see because safety, as you know, is our one of our top concerns here in D20 and that's it that's my Sup update thank you awesome all right we need
a motion to approve the consent agenda agenda as Agenda as posted. Moved. Second. Roll call, please. Vice President Konz, aye. Director Wilburn, aye. Director Yanez, aye. Director Payne, aye. President Shandy, aye. All right, there are 10 people watching the live view stream right now. We're gonna take a 10 minute break and we will be back to begin the business section of our meeting. I'll get here until public. I have. One minute. Yes. Yeah. All right, Welcome back. Thank you so much. It's always
incredibly inspiring to begin our meeting by celebrating the hard work and achievements of our D20 students faculty faculty and staff. Now we transition into the business portion of our meeting, a time for thoughtful discussion and decision-making Out of respect for this focus, we ask that applies be held during this part of the session as we shift to our attention to the important work ahead Thank you so much. All right consent agenda are there are no items pulled from the consent agenda, correct? That brings us to written reports, annual monitoring
report for executive limitations policy 2.1 treatment of students. Does anyone have any questions or comments? All right. Is the superintendent's interpretation of the policy reasonable? Is there sufficient evidence to determine compliance for each section? Are all sections in compliance? Recognition of exemplary performance or concerns regarding performance. Would you like to see any additional different evidence or any or should any part of this policy be changed changed in the next monitoring report cycle? Do you see evidence which is extraneous or no longer necessary?
OK. Annually annual monitoring report for executive limitations policy 2.2. Treatment of parents and the general public. Does anyone have any questions or comments? Is the Superintendent's interpretation of the policy reasonable? Is there sufficient evidence to determine compliance for each section? Are all sections in compliance? Recognition of exemplary performance or concerns regarding performance. Would you like to see any additional different evidence or should any part of this policy be changed in the next monitoring report cycle? Do you see any evidence which is extraneous or
no longer necessary? Annual monitoring report for executive limitations policy 2.3. Treatment of staff. Does anyone have any questions or concerns? Is the Superintendent's interpretation of the policy reasonable? Is there sufficient evidence to determine compliance for each section? Are all sections in compliance? Recognition of exemplary performance or concerns regarding performance. Would you like to see any additional different evidence or should any part of this policy be changed in the next monitoring report cycle? Do you see any evidence which is extraneous or no longer
necessary? Monthly financial report through August of 2025. Does anyone have any questions or comments? Sustainability of improvements shown in student performance frameworks. Does anyone have any questions or comments? I have one if nobody else doesn't. All right, so with that sustainability of improvements shown in student performance, I know we saw a lot of different jumps and different points earned for school performance frameworks from year to year and things like that and I just, I need a little more
information and. Can you inform me more Basically I'm why do you see? Why do you see the jumps? Absolutely. So tonight I gave you a couple handouts at your seats. So the first one I just so you'll recall when we looked at the district performance framework, there's a very complicated page that has all the cut points and I provided you 2 examples tonight that we're going to look at as well. And so that is a complicated document to look at. So tonight
I gave you we prepare. A document from the assessment team just to help our schools have a little bit easier view of the different pieces to our sea mass and our PSAT SAT scores So we received two different sets of scores. 1 is based on accreditation. So tonight when we look at a school performance framework, that's what we're judged on for the accreditation process and that's what that scoring system is. There's 4 levels. The other piece of information that we see often represented is meets and
exceeds or how our kids are doing. More from the media looks at a proficiency level, and this is really to provide an instructional level of teaching for the kids. So it looks at each each standard that students are learning, learning at a particular grade level in a particular content area and then how can we better better support them so we get those two different sites, two different sets of data and information when we start looking specifically at the school performance framework, so
So tonight for the it's going to be a little harder for the public. To follow along, but I'm gonna try to keep us all on the same page. We are gonna take a look 'cause I think and then I have a a little small funny story Mrs Allen was trying to help me with with our presentation and she came up with this. Great analogy around football and how we play a game. So I went. TC's already laughing, 'cause she knows my level of expertise. When it comes to athletics. So I went home and I said to my husband I need some words, I need some vocabulary for for. He's like, you're gonna need a different analogy.
So if you'd like the fun story, Ms. Allan, is your person tonight, I've got the facts for you and the information. I tried to be a little more creative but that is just not gonna happen for us. So what we're gonna look at right now is I took the name of the school off of there, but yours does have the school information. It's a real school in District 20, but it'll just help us look at why these differences occur So when we look over time, we would not expect to see the exact same score every year. Our best hope is we would see improvement, but
there's a lot of pieces and a lot of criteria that goes to building these frameworks. So I'm going to Click to the next slide. So this compares so at your seats seats, I also provided you 2 years, there's 2020 and 20. Oh, here it is already lost mine 2024 and 2025 for a particular school. So when we look at the cover sheet for this school on the left hand side, we see 2024, we see that the school. Received a score of geez louise I'm gonna have
to look because I can't see the screen tonight. 98.6 Thank you. I'm like whoa, that's concerning concerning. No, the 98.6 then we saw that in 2025 the school had dropped to a 74 So please know this is something that we spend a lot time in learning services our PSSGS our PSSGS, our principal supervisors work with our principals very closely to to identify these differences. But you really have to start looking so on this cover cover sheet we see the two indicator ratings we have academic
academic achievement. So when we think of achievement, we think about how did those kids do on that test in that classroom. It's an average score of every student who took the assessment that day. When we look at the second indicator, which is academic growth, gross is growth is looking just like Superintendent Haberer shared tonight around our special education data, growth is looking at how students did over time. And so we would expect expect to see. Them grow at least a year's worth of growth So on this framework in 2024 we see
see that we exceeded in both of these categories in 20 2025 on the cover, we see that we exceeded in achievement. So students are learning those grade level standards but we see that the school was approaching and growth so we we did not see as much growth from these students as we would have hoped or anticipated. So then when we open what I fondly refer if you've been able to listen to any of my present. To the guts of the school performance frameworks and so we start to
see some differences so if we look look at 2024, we will see that there are several color bands represented and we'll see that all of these show up in the exceeds or the meet category to the far right, we see those color bands one column to the left of that are are the points that were possible and the points that were awarded in each of those categories. So there's a calculation that goes with that piece that looks at achievement, and then there's a second calculation that looks at growth. So when we look at this, we
we see that there were similar numbers of students who took these assessments in 2024 and in 2020 But when we look at 2025, which is on the right hand side we see differences. We see some of our subgroups showing up that we did not see the previous year. So there are things called inside. Yes, ma'am. I can't raise my hand. Yes, I like how you raise and they didn't show up because they were less than 20, correct? So there were less than. So the end sizes is what they refer to that so for for academic achievement, it's less than 16 and
and for growth it's less than 20. And we call that personally identifiable information. The state wants to make sure and we're protecting students information that if there were only three students in a subgroup or one of our groups or maybe 10, we might be able to to identify who that student is by that smaller number. And so they protect that information. So in 20 2024 we see that we did not have have students or minority students did not have a score in growth. For ELA, for English language arts or for math so
So we see now that subgroup is performing differently and so that changes the scores and changes the calculations. Now is this a a school that we would want to focus on? Why does growth look lower than Do we want to put instructional practices in place to ensure that there's rigor in the classrooms? Because what growth could mean because we see that students are exceeding or meeting the grade level expectations, but they're not not growing enough. So we might need to increase the rigor or increase the that they're teaching standards and enriching those students more than just
sticking to those grade level priority standards. So is it safe to say because we didn't have the data from 2024, because we didn't have a number of students that hypothetically it could be, it could have have been pretty much the same as 2025, it just wasn't documented in the same way because of the number of of students? Absolutely. The subgroups could have. We do know that English English language different. It's not. Maybe right, We'd want to look further. We We do know we want to look at that student group of all students.
Because they did perform in an approaching and the year before they did performed and exceeds OK. So we do see a discrepancy there. But when we start to really look at the guts the the insides of these frameworks, it really starts to show us more more information about the subgroups and then the other thing that came up a lot in the last few weeks with the engagement meetings is could the the same student be represented in more than one subgroup Absolutely. I could be a student who's on free and reduced lunch. I could be a student who's on an individual education plan.
And so those students might show up more than one time in that data data as well, OK. That was great information. Do you have any other questions? Go ahead. Did you have more? Did I? No. OK, I mean so also no is Is there? So there's a there's a sliding scale somewhere in all of the scores as well, right? Like so there's so there's different ways to look at the scores. When we look at achievement, it's an an average. So it's not a sliding score. We're looking at their scale score, so if we were to go pull out our handy dandy cheat sheet, it would tell
us where those scale scores landed when we look at So the state accountability does not look at these Prof. Levels so the bottom of the sheet that I gave you when I was called the the purple, they're kind of blue, kind of purple. That's where it really starts looking at instructional level and standards and that's when we we start talking about where kids were meeting exceeding an expectation and what's their instructional level on the state standards that we we need to focus on. Does that help? Yeah, No, that's good. And And I think it's just proof that you can't just take a number and, you know, take it
for face value. You have to dig in to information like that, like subgroups or what. What makes the difference? So thank you. I appreciate that. So I have one more thing that I just I wrote myself a little note that what this does is it really highlights our ability to be accredited with distinction for 17 years when you look at all those subgroups and all this data and information it it would be very easy for that not to happen. And so the work I appreciate Ginger saying Jolin's done all these presentations I only present present the data. It's our schools, it's our principals and our
our teachers and kids that are working so hard to make that happen. But we would not be accredited with distinction without all of these pieces being in place. And I would take on to that the systems we have in place right, because we just brought all the principles together and then they came together again. They did that root cause analysis, right? So they looked at the data and they said, OK, what do we think are some of the causes for the data we have? And then you have to ask the question, pick one of them and ask the question why five times? And you have to dig deeper and
and deeper. And then you start to say, OK, what's in our control, What's not in our control, what's not? Look on what's not in our control, what is in our Control and then they are able through that analysis to say we're not just gonna say, oh, we think it's this and go do something. It may not be and And I know today they had a chance to talk about their root cause analysis so I'm looking forward to going to the elementary meeting tomorrow to tomorrow to see what they came up with. Absolutely. And all that work what comes next is our unified improvement plans and so
plans. And so our schools and the district have been writing those plans that we submit to CDE as well so. Good chance you'll see me again. Thank you very much. Appreciate it. All right, that's takes us to F. Administrative Policy Updates from the Month of September 2025. Does anyone have any questions or comments? I have a comment if I OK, go ahead. So I would like to make a comment about policy IGLR2 which has to do with Library books and Amy and I had
a good conversation yesterday. I'm just started talking about we have this Bill of Rights and responsibilities for parents and how can we really use that as a lens when we can when looking at policy and of course, stay aligned with state law. And so I would like to propose. And I talked with Kathy Nameika around this with for this policy. Could we take some of the language that we already have for the
parent rights and responsibility and shared commitments and just put it at the top so that parents know that they are absolutely our most important partners and what the beginning of this says and it wouldn't have to be word for word word, but I thought if we could, we'll probably take this back this back to our PPRC process. And add some of this language because what it says in the beginning of ours is an Academy District 20. We are committed to honoring the rights of parents and promoting parental involvement in the district district. We believe parents and guardians are the students first teacher and
that parents and our guardians have the utmost and 1st priority in terms of leading their students educational journey And so I think we'll probably we'll take a stab at at that. I just thought about your suggestion and I just started started considering that and thought, yeah, we should. Wherever we can just keep enhancing that important important commitment that we have to our parents as partners in their child's education so that it that's there to look at, but we'll take it back and put it through the process to add some of that language. I appreciate that. And did you say the
the specific policy or just in general? Yeah, it's it would be right at the beginning of the policy of IG LR2IJ LRI LRIJ. Yeah, very good. Thank you so much. I think it's important. We made that resolution and we're making the parent rights and responsibilities so wonderful. Thank you so much. Listening conversation. All right. Presentations 2025 Delegate Assembly and legislative resolution discussion I just wanted to give you guys a quick update on. One of the There were a handful of things that we
voted on, and I thought that there was one thing that in particular let me find the right page here that. Was really interesting was. A district proposed to. Pull out all of their alternate education campuses from their overall. Performance rating and things like that and their in their argument for it was here we are trying to include these flexible online programs hybrid education
education, personalized programs, drop in centers, things like that and the benefits of those, but they're they felt like they're being penalized for doing that. Because those scores are typically lower or whatever, so they had asked if we could pass where those campuses would be pulled out I thought that was a really interesting conversation that could also impact us it the measure did not it it failed, but I thought it was just something to think about for future too. It's like, would that do
us well and our students or not really? Is that something we want to you bring up in the future? Or not, but so that was really the biggest one. There was 1 honoring low control on new charter school application appeals to State Board of Education. That one did did pass so. Yeah, that's all for the Caspi delegate and legislative resolutions, so I also, I did want to make note I didn't realize Colonel Herndon Herndon is online, he they are in government shutdown
shutdown. And so thank you Colonel for being here with us and I I apologize for not recognizing you sooner So presentations, ELA and writing curriculum. Superintendent Haberer, Andie Ruskin and Karie Ebbens. come on up. Good evening. Thanks always for the opportunity to talk about literacy in District 20 tonight. We just have an update for you concerning in particular writing, but of course literacy in general. To start. Oh, gotta push button. There we go. So a little background last year, yeah, I think you're
all aware we did a book study as a district district. Results now 2.0 by Doctor Mike Schmoker. And a part of that book study, really highlighted and confirmed for us just the importance of writing. And the slide demonstrates or has down some of those bullet points of why writing is so important in our K12 education and through that book study and the discussion and the goals goals that we have for the district, we really landed on this
this goal of ensuring that all of our students write 40 minutes a day. Every day. So that is the goal that we're working from. And as you can probably imagine writing 40 minutes a day looks very different from kindergarten through 12th grade. That said it's still a really important activity for all ages and grades, so we like to highlight or take take this moment to highlight, just this idea that really in our elementary schools to frame this instruction a little more that most of the
the focus is on learning how to write, learning to write well, starting right from letter form. Send to paragraph construction and so on, and then as we move into secondary, just like with reading, right, there's a little shift and it's more of writing learn so as our secondary students write it's it's really to struggle with their content or you more complex and apply the content that they're re learning through that writing process they learn learn even more about the content that they are involved
in. So with that, I'm going to share. Just from our different. Levels elementary, middle and high high. Some of the resources that we use and the practices that are in place. And it's just good to have that idea behind you When we talk from kindergarten through 12, you'll see a shift and even the resources and practices. All right, so again, that foundation that that goal is to have 40 minutes a day of writing K12. And we'll start with just the elementary school, so on the left you'll notice the resources that are found throughout
throughout our schools. Many schools use the same resources some use different. Actually the top, I want to say about 6, their resources that we use are actually. Are reading and writing programs so they they support both reading, writing. On the bottom of that list, it's more writing specific programs. We do want to highlight too that that these are resources. So we teach standards and we teach students but we use the resources to help us along the way. So there's nothing that we might do cover to cover word for word, but we really like
to teach students where they're at and what they need along the way and make sure that we're addressing those standards. So then the right of the slides also kind of highlight some of those specific practices that we put into place throughout the content areas. And please just jump in if you have any specific questions. Moving to middle school again you'll notice resources move away from actual programs to more structures and processes that are secondary and middle school teachers
can use across content areas, for example clear is the method used through many of our middle schools and it's that it's a process of writing that can be applied in math and science and social studies and and of course, language arts. Again, the practices I what I like to see and I was so happy to hear from our teachers again that even though our kids are getting a bit older, that practice of modeling is still in place and it's a lot of the teaching about how to write well is still occurring in
in our middle schools. And then, finally, our high schools you'll see those resources, I think grow even more in part because when you look at our high school courses courses, they start to vary even more and with every content area area, there's different resources that support that content more specifically and better. And so our our high school teachers pull from a lot of different resources. I also appreciated hearing from a lot of our Department chairs, how they're working in their
PLC's to really determine what practices are resulting in the best learning and achievement. So it was nice this opportunity was great 'cause I got to really connect with some of our our high school teachers even more. And again, those practices across high school and again, I'm encouraged that that these are practices that occur across content areas, not just in language arts. And then finally the walk through form that our CNI and literacy team created collaboratively with input from teachers and literacy
literacy experts. But this is a form we started to use last year with our school leaders so that we could walk through all classrooms and just start to gauge what is the need How How can we support teachers in increasing writing if that is a need need? What kind of resources can we provide? Some of the things that are highlighted. We don't just look at Friday as happening, but how rigorous is that writing. We really found that there was a need to define you wouldn't think, but actually to to define what is writing 'cause there's all different forms and
annotating. And again, we wanted to recognize in classrooms when we're in there, writing may not be happening in that moment that we were walking through the classroom, but but you can really see evidence. Of writing happening throughout the classroom and of course all the kids materials. So we use that as well. And that's all we have for you tonight. But welcome any questions that you might have. I think that's incredibly helpful to know how we are implementing the writing piece of what we're striving to do. And I just found
that really incredible and helpful. So thank you so much for sharing it. Does anyone else have any questions or comments, Missus, Missus President Chandy. Yes, Director Yunez sorry, I'm really sorry. I'm not there in person and I apologize apologize for not sending any questions ahead of time. I just have not been feeling well. I was wondering about. As someone who is a writing major said, no one ever right like that's everyone thinks that's just this terrible thing to do, but it is not. There are some
certifications in technical writing that I actually consider technical writing at one point. As a career path and I just was wondering if we have ever thought about that for our high school students and looking into some of that. I I'm literally saying as much as I know about that that, but that might be kind of an interesting offering. And then I really value what you said about prompts that are meaningful, I think when I taught 6th grade English you can be be the teacher that's trying to and I was.
Have kids write more. And make it fun, right? Like I'm just trying to get kids engaged. I'm trying to have kids and And I think there's a place for that piece of creative writing But the explicit teaching of. Types of sentences. I have to call out Tess Livingston, who literally taught me how to teach kids how to write. She's at Encompass Heights now. It's very You have to be consistent and you have to be explicit in your instruction and so it can be feel a little overwhelming and but
One of the things that comes up in conversation, I think often is. Grammar. Grammar instruction. We're not teaching kids grammar anymore. They don't understand parts of speech. They don't understand types of sentences, I notice not only in the programming, obviously we use. We actually used IXL in the vocabulary area back at Woodman Roberts years ago, but. Certainly no red ink and other programs. Teaching grammar is embedded in our standards and I think think there's a lot of information out there about
how best to teach grammar. In context is what I always kind of come back down to and I just want to know. I just am curious as to kind of the feelings around that specifically that you came across really at the elementary level. We continue building that, the layers of that onion. But what did you see at the elementary level and kind of the state of the Union on that piece? I have some thoughts and then I'm even going to have my partner Karie talk a little bit because she was just in a building not too long ago and I know
know she can speak to this as well. Yes, I agree with everything you said. So teaching grammar within embedded in writing content right? And subject content area is the the best way. That said, there's also a lot of isolated activities that I think you see more of an elementary to lay that foundation and have some. Practice. But then that application piece is huge if that information is going to stick. So that is definitely a belief, especially I would say as again, we teach students
how to write. I think that I also want to just comment there's s one of the book studies that we've supported many of our secondary schools with is the writing Writing Revolution. If you've heard of that story, it's a great book by Natalie Wexler and Doug Lamov and it really It gives really hands on examples of how to teach writing within your content but really to draw attention to how syntax and grammar really emphasize
your message and communication. So again, it's that within context, but teaching and emphasizing the importance of grammar So we again, we have a lot of middle schools in particular that voluntarily have asked for support and training with that resource. Can anyone talk about a little more about? Well, I just would say I agree with everything that you just said in terms of especially in the elementary level it's a layered approach for grammar instruction, right? They are getting very explicit instruction through what you might consider the reading part it's often
embedded within the reading resources that they use. But then we look look for transference in the writing piece and that's really where they are getting the feedback based on the rubric. From what they are writing, so. That's all I really have. That's fantastic. I'm actually listening on Audible to the right writing Revolution. What book is that? Yes, I'm listening to it. It's hard. I really should be highlighting it. I feel like I'm cheating by listening to a book on writing and not writing, but thank you for that 'cause I think there's a little misconception that like
we just people like to make sometimes those generalized blanket statements like like we just don't teach grammar anymore, and that's really not true It's. When you major in writing, you get to take advanced. Grammar, I don't know 2000 or something and you're re diagramming sentences that take an entire page, and while that might not be the same approach. Although I would say that it is a valuable exercise to do it at least a little bit. That it is happening and I think that's just the message that people need to hear. And often I think I've run across people that have questions about that and have asked me about that in the past. So thank you So
much for clearing that piece up. And for the attention 45 minutes of writing a day, I think I need to start doing that again. And not just emails I heard journaling is really healthy thing today. Thank you, President Shandy. I wanted to ask because this often comes up with AI in the classrooms and digital you know, we have little digital natives running around and I'm not one of them. And I was just curious, is this a strategy to kind of overcome that by going back to those writing skills and pen to paper or
is this on their computers? It really depends on the grade level So we shift around typically third grade from writing on paper and pen to producing paragraphs technically on the computer. Not to say that our third graders 4th graders, 5th graders, so and so on are not physically physically writing, but that's really when they start to learn the the process of typing and practicing typing their works on the computer. But just because they are typing.
Does not necessarily mean that's associated with AI. We still are looking for those independent thoughts and critical thinking of even our smallest learners. No, that's wonderful last little little question and this is so selfish to me, but are we how are are we doing on teaching children cursive so So cursive is one of the things in 2010 when the Common Core standards came out, that's what. Colorado content standards are based off of cursive was actually taken as the standards. And so it is no longer a standard and so it's not something that
that we prioritize in our school at this time, especially with the shift towards that typing piece. And then here's a question. Do you think that? And here's where I'm really proud of my children went through District 20, but. When they don't learn cursive and when they are handwriting things, is there any thought? I mean even if it's not part of standards is is there any thought that there's a benefit to making sure that that's part of what we teach children on the cursive side? Even I sure I just being old fashioned yeah, no and it isn't a standard and it's not something that we necessarily track closely
That said, I can also off the top of of my head name three schools that I know still provide opportunity for students to learn So usually in in 3rd grade and of course like I would need to double check as far as where all of our schools stand because not potentially take this time, but. And many do it's but it's more of a kind of independent practice time the the worksheets that you trace, whereas I know Carrie and I were talking when we were in school, we had our teacher up on the overhead and she, you know, we were, it was
a little more intentional and explicit, so there is work happening. I just not necessarily broadly and not something we've closely tracked and other pieces that I know. Course I if I put my dyslexia hat on, it's actually something something that we do explicitly teach. To our students who are receiving dyslexia therapy because that has research shows it actually helps with reading and understanding texts when they can have that continuous flow of writing
rather than kind of the Start Stop that comes with printing. So that's happening. Well, thanks for considering that because I did recently get a thank you note for my Air Force Academy graduate son. And I had to laugh because it was printed and it just reminds me. My girls probably took more attention to learning cursive maybe because they were interested and I just. I do feel like that's a skill set that reflects on you for for the rest of your life. So anyway, it's just a thought not a testing but old fashioned
fashioned thought now it's good. Thank you. All right, Thank you, ladies One quick story. One quick story as you guys are celebrating celebrating D20 grads. I recently was on a trip in Alaska and my husband took a helicopter ride. Out of Juneau onto Mendenhall Glacier and he came back from that ride and told me it was a DCC grad. No way. Yeah, 2019 grad from DCC So small world, but exciting and very cool thing so share thank you for sharing that we always love to celebrate our
to celebrate our D20 graduates, so thank you. All right, Mr. Belcher, how many people have signed up to speak speak during public comment Section 1? We have one speaker. The Board welcomes public comment on issues related to the operation and conduct of district schools in accordance with Board governance policy GP 4.4 for members of the public who have registered to comment at tonight's meeting. The Board has reserved 2 public comment sections The first public comment section is for individuals who are speaking on specific agenda items in ASD. 20 students ASD 20 students will be called first, after which
individuals will be called in the order that they appear on the sign up sheet. The second public comment section. Is for individuals who wish to speak speak in a a general topic, not on the agenda. Individuals will be called in the order that they appear on the sign up sheet. Each individual speaker will be limited to two minutes of comment. Individual speakers may not see their time to other speakers. Please keep in mind that students often attend board meetings Speakers remarks, therefore, should be suitable for an audience that includes kindergarten through 12th grade students out of respect for all
all students, all speakers, please refrain from cheering, clapping. Snapping or speaking out during public comment The board president will recognize each speaker and may interrupt Warren or terminate a speaker statement that is unrelated to the operations or conduct of the school district or disruptive to an orderly, civil and or productive meeting. Examples of comments that may be disruptive to an orderly, civil and productive meeting include obscenities or profanities comments that that constitute harassment on the basis of one or more protected classes or personal attacks against any individual that
exceed permissible criticism of school operations or personnel in their professional capacity. Finally, as a reminder to all, present the board and staff generally do not respond to public comment. This is our opportunity to hear from students, parents and patrons. The Board may discuss public comments later in the agenda or on future future agendas. Our first speaker is Mr. Eddie Waldrop. Hey. Hello. My name is Doctor Eddie Waldrop. I'm AD Twenty parent and a candidate for the D20 school board, and I'm very happy to follow that presentation. That is a outstanding book and since I'm getting ready
ready to read probably about 500 pages of student writing this semester semester, I hope that a lot of people learn from it. I am in favor of the current code of conduct and decorum for the board and hope that those codes of conduct are maintained there There have been numerous times, numerous times I've sat in this room to hear anything from peaceful prayers. Calls for Concerns not in schools to outright vitriol and ad hominem attacks. Going through the process to be a candidate for the board is open my eyes to some of what you have gone through. Therefore I'd like to express my appreciation
for you have all contributed to our Community. Board President Shandy and Treasurer Wilburn thank you and I appreciate your commitment to the students and stakeholders and know your continued service will be be undertaken with fidelity and diligence. It's appreciated. Vice President Konz and Director Yanez, I was hoping to see you guys here tonight, but Hope you guys hear me well as your time to the board comes to an end. I'd like to thank you for all that you've done your your time and dedication to our students and our community, and wish you all the best as you move forward in the next chapter of your lives. Director Payne has been a distinct honor to get to know you and run alongside
you during the selection season. I think you've done an outstanding job with your time on the board and came into the board at a critical time when challenging and courageous decisions need to be made. My esteem for your knowledge and leadership has only grown over time and I hope to sit next to During the next 10 years, elected members to represent the constituents of our great district. Thanks again to all of you. All right, the next item for board consideration is governance policy. 4.4 board meetings. One second while I get myself. All right, so some of the suggested language changes.
That you can see came from. I just want to give you all just a little bit of history and how came about putting this language in there. Is it conversation with legal counsel and whatnot organic organic conversation? And. I came to the point where I said to Superintendent Haberer I actually have no intention of stopping anyone from reading a book from our D20 library, and I think any book, any resource
That belongs to D20 we should be proud of. And we should be able to read from those microphones and if it's a problem then maybe they don't belong in our district. Is my perspective of it. So then the reaction from the legal attorney was like, are you willing to put that into your policy and so so that's why. That proposal is here before you today. Is to add some language to that sense of. That reading from materials
is not. Considered disruptive in the sense that. There are materials. If you will so. I'm I would love to have a conversation about what your thoughts on all of that. Do we we want to add that to our policy? Yeah, thoughts. I think you make. A very good point if it is available to our our students and our schools then then restricting it from being read to our Parents, stakeholders, staff members, board members, what have you in this room seems.
Hypocritical is not the right word. Seems odd so if your intention as president for as long as you are. Is to allow a parent or whomever to come to the board meeting and read from materials that they have located in our schools. This boardroom is a part of our schools. The EAC is a part of our school. So I mean we're. Or one big family. So I have no problem with it. I think it's a good addition. I think it's a good revision. Here's what I think some of you I had circulated from my my colleague and friend. That's the chair of the State Board of Education
for Florida. One of the things that had occurred was asking a Superintendent to read from the podium on a microphone a book that that had been complained upon that was found in his school. And the point that they made is if you're and he said the Superintendent said. I can't read that. I can't read it out loud. He's like start with paragraph one. And he's like, I'm not comfortable. It's not appropriate. It's not appropriate for the audience here. And what it did bring about some real
realization to say if it's not appropriate for the audience here at at an adult meeting, how is it appropriate for a school My question in addition to your comments since we can have have this candid conversation, is if they're going to to be able to read that here. Do we feel confident in and I appreciate in learning about about all this that there is that policy that's been put forth. I think that that a lot of people have been looking at is D20 created a policy Do we feel and it's a question for you
you, do we feel like there's an internal process to review the books that are on our library shelves to make sure that we are constantly doing that wedding process? And that's just my question, if you could kind of go through And Tacy Killingsworth, I'm glad she's here tonight because she was really over as we were working through and putting together. I think we have one of the best processes in the state. We were asked by CASE to do a presentation on the process that we've put in place here. And thank you
to board members. You guys gave us feedback as far as if a book is challenged, we have a really good process. And as you know, that's what the new law says you have to have have a process in place. We're very proud of our process. And So that's one part of the piece. The other piece is around the wedding and the selection of books and tasty. Do you want to talk a little more about that process? Yeah, I'm glad I'm here too. So we have a pretty good process in place in terms of the wedding out of books and also the selection. And so when Carol Bramshreiber came
on as the district librarian, we worked together with all of our school librarians to put together and And it's a packet that I could get you a copy of. I don't obviously have it here, but we worked through what What should we consider? And we looked at other policies. We looked at a lot of different things to determine what are the criteria that we should be evaluating books on. And so she her and her team put together a whole packet and it
walks them through how you review each book, whether you're buying it or you're wedding it from the library. And then they have a lot of PLC timed when they come together and like, look at books together because we want to try to be consistent. Possible across our schools and then Carol, because currently we don't, not all of our librarians are certified staff. Some are classified so she goes to every school and sits with them and talks through the the process and you can imagine that our libraries have thousands of
of books so she helps them determine like how do you put a put a rotation in which part of your library if you will, you review this year or first semester, second semester depending on the size of the library. And so again I can get you a copy of of that process just as a follow up to that. I know we are putting some of those on a young adult section depending on the age appropriate when we we start getting into high school. So they're determining that. How are they determining that and access to that? So same process if
you will because the criteria outlines with like like how however they're rated if you will. And again, I don't have it in front of me me, so I can't remember it by heart, but however they're rated if it's for like they look at reviews from from different publications. Is it for 13 and above or 12 in years so So they look at all of those things and make that determination. So some books that might be appropriate for a high school. Would it be in an elementary or a middle school? Right. And then they have it in their library, a space for that. I would not be able to speak specifically to everybody well and
was well, I'm asking you that I'm trying to pull it up and of of course I'm fumbling. My fine motor skills have been lost in my frantic frantic ability to try to pull it up. But one of the things I did notice notice was that in your rating that included literary literary content. And isn't there like a standard for that you're looking for? So to further that question and this is a question that's been posed to me, there is an online. Resource of books that are available in our library that might not be completely accurate as to and I
or it is it? I'm asking you if there's an online source of what are in our school libraries is that verified and validated to say these books are found on the library shelf and that that that's another question. Then I have one more question if you'll allow me. Yes, there is a source where we update that. So like. Carol would be able to run us a whole list of books that either have been or currently, and then you'll see also we don't necessarily for our purposes when we look, we don't
t take them off so we can see which ones were weeded out, but we have a updated list and every time we order books and we go through that process, we enter them into that system. So do do you ever receive free books that you haven't ordered? No. Are they all specifically ordered by the district Most are specifically ordered. We do have. When we have our scholastic book fairs and things like that, we still take those books through the process because it's important. Even if we earn the points or the money for that, we still take them through the process to make sure they make sense to be on the shelves
for kids. OK. Nope that thank you very much. I just made some clarity on that because the policy you hearing it in writing and allowing you you to walk through that process of what we do internally versus what a parent or someone else might find on a a bookshelf or see online. And do you think it's really clear for people that look at what's online available in our book shelves, you think it's pretty pretty accurate or clear? OK, absolutely. Thank you for that. I think we went down a different rabbit hole. Sorry we did, but
that's it's fine. It does pertain. And just a follow-up question to that, that's the Juliet system, right when you can look up books that are on our because because there's caveats to my my saying I'm not gonna stop someone from reading a book that's in our libraries. And then there's more discussion. There's also teacher libraries. There's also other other resources, there's curriculum. So I, we need to define that too. But one of the caveats to that is that in some form or fashion, Superintendent Haber would have to
figure that out. Sorry that it has to be verified. It has to be verified to be in our library. Specifically what library, because I don't want anyone bringing bringing in any book. It has to be AD 20 book, is what I'm saying So we have to be able. Yeah, for the policy. We have to be able to verify it. So. Exactly where it's at, so that's why I'm asking. Absolutely. And Carol. So Carol has access to all the library systems that she could verify all those lists to To your point, teacher library stuff is different, that's I mean
even though it's entered into our systems, it's not on our our student list. Like that would not be something that would be there. But yeah, she could verify all of those lists that it is AD 20 book and in fact what libraries it's in cause the same book won't be in in every single library per se, right. And is that list available to the public? I don't know that. I mean, how does the public know what books are in the library? I think they can go on through the system fallout system and be able to I said Juliet, OK and and be able to look what's in there. Yeah. OK
thank you. All right, so back to our discussion that would be 1 caveat. The other caveat would be that there there has to be some type of prior notification so that I can give the public. Time to decide if they want to leave or not. Because I don't want to in any way put ourself at risk for harming somebody else for not giving them that that time. So. With those caveats, said the premise of the idea is. If it is AD 20 book resource curriculum, then it's going to be allowable
to be read and for their two minutes in this this forum because again I believe we should be proud of the books that we have in our district and if it it can't be read here, maybe it shouldn't be in our library So Mr. Saccoliti, will you please bring up 4.4 we can read the proposed language? 4.4 President Go go back one Yes, ma'am. Director, Vice president Konz, thanks just while he's pulling that up I just wanted to
to echo your point and your and your secondary point that you just made. I agree with you that. If the books are in our schools, they can also be in our boardroom, but we do have to be cautious of when we talk about kindergarten through 12th grade Students may be present or listening. There's it. It's a challenge to figure out how to vet. That and or and or give advance notice if a book is in a high school and we have a first
grader in attendance, that it's just a concern. Yeah, no, we would definitely have to figure out how the logistics of that would work to notify the public in attendance that if they choose to leave or choose to stay, they know what they're what they're getting themselves into. So with those caveats, I wanted to read. Thank you, Vice President Konz, I appreciate the feedback. So if if you will go down to 4. Keep going. I think it's F. Let's see here. No, hang on one second.
All right, keep going down. To the Keep going down please. Is that? Is there another page? All right, hang on. No. This isn't the amended copy. OK. So. OK. Do we want to just? Do we want to work through it tonight and figure out the language or do we want to move it to the next meeting? There's a couple of other items on 4 point I want to talk to talk about as well. Correct. Do we? Do you have it on your computer? Hang on. One second while I pull up. How about? How about we take a 5-minute break, let me pull it up and we'll be be right back.
All right. Thank you so much. I appreciate. Appreciate your patience. All right, so. We aren't voting on this tonight, so I do want to continue discussion. Right now we're and we're we can decide whether or not we want to vote on it next month or not, but so so under 4F. Sorry, under 4H. Examples of comments that are likely to cause a disruption include but are not limited to two so you can you read all of that. So then At the end of that, After capacity my my suggestion was to add something like.
Notwithstanding the foregoing, reading from district library resources or curriculum materials is not considered disruptive in and of itself. So something similar to that is my suggested Addition to H. Notwithstanding the foregoing That meaning meaning that whole F right there. H Sorry, I'm so sorry the The whole H and then after H notwithstanding the foregoing reading from district library resources or
or curriculum materials is not considered disruptive in and of itself. So that's my proposal to add for that. Again, we're not deciding tonight We're just simply discussing. Is there any further discussion on that particular sentence, President Shandy Vice Vice President, cons? I see where you're going with that It's a great start. My thought a few minutes ago was that. If we want to get real specific. Something to the effect of,
It's hard to quantify different obscenities and inappropriate stuff based on age but something if someone's going to read. From a resource please. Give a preface of that in your public comments and the time will be stopped for. However many seconds your time will be stopped for any students who wish to. Not be present for the reading, I think. I think that if we decide to
do this, Superintendent Haberer would have to figure out the process for sign ups to somehow delineate that there's a book being read so that it can be verified and that the public can have the appropriate amount of time to exit the room. So I don't personally think that we need to have that in the language, I think that's a process for Superintendent Howard to figure out, but I am open to discussion. I like it going in the sign ups as the separate options so I mean
mean, not that I maybe it's a third section of comments or some, but that's yeah, that's the how that's Superintendent Haberer so, but thank you I I do appreciate that. President Shandy. Director Yanez. Yeah, I echo that as well well. That was actually. Vice President Nicole Konz I was going gonna say the same thing. But in addition to that, I think we did a lot of hard work around. Parents adjusting children's access and
opting in and I think in order to. Support the work we've already done around this that piece piece would be important. And if that's Superintendent Haberer’s, how I just want to make sure that the policy also doesn't leave any holes in regards to that where someone says, well, it doesn't say it in the board policy. So therefore like somehow somehow it's not enforceable, right? I can read whatever book I want that that's just kind of my.
My 2 cents on that piece you You mean You mean OK? So going back to H, Yeah. So going back to H. I mean, I'm already saying it has to be a district resource. No, I'm talking about the rating and making sure that it's that disclaimer is understood given Yeah and I just wanna make make sure that even if it's not in board policy policy that that's still enforceable. If it's an administrative. Policy. Just so that we don't catch ourselves in a situation where
that can happen. OK, so we could seek our legal counsel on that in between now and voting for it next month if we decide to do that. So yes I think that would be wise. Yeah. Thank you. OK, very Thank you. OK, very good. Great discussion. Anything else before we move on? President Shandy. Vice President Konz. Are we Are you talking about moving on completely or just over other parts of this policy, other other parts of this policy, so know if we're good adding that sentence as I've
read it for now, I'll have Ms. Ruckman do that to the policy and then then we can decide if we're voting on it in November or not. OK. Thank you. I just wanted to mention that many of us board members have Been approached about the option for public comments during special meetings. We received another e-mail today and we've we've talked about it before. As a question. So I kind of wanted to hear the board weigh
in. I personally think it's great to be consistent, especially if there's decision items on a special meeting. To allow for public comment, the only Situation I'm thinking of is if we're doing a Interviews for filling board seats. Vacant board seats? That wouldn't be appropriate. But I want to hear everyone's opinion about allowing comments during special meetings. Do you happen to know off the top of your head which for Which for is
it L? It's L. Like Larry? Yep. OK all All right. So my first question would be do do we have a historian? Can anyone tell me why historically we don't do comments during special sessions? Nicole, I get our Director, Vice President Konz, Let me turn to Charmers time time. Do you have any idea? I really don't chatted briefly about this earlier, but. I just couldn't recall it ever being an issue before
and I think we've had some Necessity for a few special meetings lately in addition to our regular meetings because of pertinent, timely decisions that needed to be made So just in my 4 years know that's a very short time in this this district. I don't know why that would be the case, but it just was not an issue. Mr. Belcher, may I ask you a question? Of course. You are Mr. Consistent, right
Like, no, we just, This is why we do it. We want to be consistent with messaging. We want to whatever whatever, whatever if we get into. Making decision meeting by meeting meeting decisions for special meetings I mean your thoughts on that because there are times it's it would be appropriate and then there are times like if we have to fill a seat or something like that when it you don't really public, public comments really aren't appropriate. So generally what are your your thoughts about adding public comments comments to special sessions as the.
I think, as special meetings have included some more recent decision items, I think it could be appropriate to open it up, but you might bifurcate this item and say something to the effect of public comments maybe taken at special meetings where directors are not being being appointed or superintendents are not being interviewed. Something to the effect of personnel or Votes on a person. OK, Superintendent Haberer? Yeah I would say that. I like that idea of public comment. Maybe instead of it that they can't that they
they may be appropriate because especially I think when there's decisions being made during special meetings, to me that would be the qualifier for one of the major things that that we would consider and I think think if we put that in there, then it would be good. To give some examples of when we would definitely. And I think when you're gonna make a decision that is an an important time to have public comment That's one I think that comes to mind most importantly, or if we know it's
a topic that. We've already gotten some feedback on from the community and we think that there is a desire from the community to have a discussion around it. That's good I like the may be option. Any other thoughts, President Shandy Director Yanez she should meet you The one I kind of looked at Robert's Rules quickly and there's no specific rule pertaining to or dictating public comment in special meetings, but the general principles that the special meeting is limited to transaction only the business for which
it was called. So it doesn't look it looks like while it's not required if the body chooses it's deemed appropriate. Right. OK, so it might. It might be another. Thing to get some legal counsel on we'll add that to our list for this policy, alright. So I'm just going to, are you good, Director Wilburn, did you have something you wanted to add? You may have just. I like Superintendent Haberer's suggestion of adding the word may on this one, barring some legal hurdles, which I don't
really see, I think less is more, I think simply replacing will not with the word may. Solves the problem and not getting into a laundry list of this type of meeting. Maybe we will that type of meeting, maybe we won't, yadda yadda yadda. The public is smart enough to figure out where public input is probably appropriate and probably not that type of thing I think less is more like a simple change we allow people speak in. Capacities that don't have anything to do with human resources that don't have have anything to do with hirings and firing, stuff like that. People can figure that out. I
think that's the solution. OK, again, assuming 16 attorneys don't yeah, open and say you can't do that. OK, I will add that to our list for for me to discuss with legal counsel. So OK, if is that, are you good with that Vice President Khan? So I'll move on to the next 4.4 item. No, that's perfect. Very wise. Less is always more. I just you know me. No thank I appreciate that. OK. Next item for this is has to do with 4.8 and four point F.
I know I have been approached voicemails whatever. I know several other. Just people have talked about. Expanding the sign-up window. It is currently runs from 7:00 AM to 1:00 PM on the day of the meeting on the district website. I know the feedback I have gotten from constituents is you know, I work. I can't get to my computer during that time or whatever. So I think I'm definitely open to expanding it to a 24-hour window
maybe like noon on Wednesday to noon on Thursday, something like that. Mister Belcher, does that give your team enough time to do what it needs to do if we close the window at noon? Thursdays it would, and that additional time would also help if we have to do some parsing around potential library materials and vetting in that area as well. So that could be a that's a really good point. Yeah, alright discussion. What do you guys think about a 24-hour window Wednesday to Wednesday to noon, Thursday to noon. I think that the 7:00 AM to 1:00 PM is unnecessarily
restrictive. I always have. For the very reason you cite. And I've heard that too. I'm at work unless I can get off and get to my phone on lunch break or whatever. If I don't get it done by 1:01 then I can't speak and that's not fair to me. I think 7:00 to1 is just too tight of a window if Mr. Belcher's team can handle a full 24 hours, I say we we give the public 24 hours or it's close to it as we can. Thank you, Director Wilburn. Anyone else Director Payne. I agree. I think it's important. I mean, it takes 24 hours to check in for my flight
so I think that's just fair. Yeah. And as long as we can we have the capacity to manage it. Probably the fairest thing thing to do. OK. Anyone else? President Shandy. Director Yanez? I concur. OK, All right OK, so I so let's work on language real fast. So Mrs. Ruckman, those wishing this so for Those wishing to speak must sign up electronically between between noon. Wednesday noon. Wednesday noon. And Thursday noon.
We can. OK, we can figure it out, all right? We don't have to work through that right now. So that will be a change to both 4A and 4F. Well, Director Wilburn, the principles of unintended consequences So if we're changing it to may speak for special then then rather than saying Wednesday, we might want to save the day before. Because the meeting might not be in a Thursday. If it's a special session, exactly, yeah OK that, yeah. 24-hour window. I could just be 24 hours before what we're
gonna see noon has to stop at Mr. Belcher's gonna figure that stuff out. What does? OK, we'll fall over the fence into his yard. Oh alright. I have nothing further. Does anyone have else have anything further on 4? I hate to say yes, no, it's OK. Director Payne is and I would go back down to H if you don't mind, Mr. Saccoliti, If you could go back to H1 of the things that when we look at this and in our work session today. It doesn't really include when we look at
behavioral patterns or behavioral threat assessment. Thank you We really want to be consistent that we have language in here talking about prohibited nonverbal behaviors in board meetings, specific tipsy intersexually explicit gestures or displays I think are important or aggressive or intimidating posturing I I was just thinking to like bring this up to the 2025 era and and include that the same kind of language that we would use in behavioral threat assessment. Should be included here. Yeah, Director Payne, would you be able to send
that to Cheryl to what you just read? Because that would be, and I mean, I can just kind of go through like the general thing can. I'm happy to do that offline if you think that that's easier is is just sending a draft, but it should include harassment heat related symbolism. I mean that's where we are in this country right now so. And disrupted non nonverbal conduct threatening or stalking behavior is also something something that we should include in there. So I would be happy to send that and then we could maybe review it for the next board meeting. No, that's great because there are
a lot of postures or hand signals or whatever that can be made that are very disruptive that aren't included in this language. So, OK, All right If you can, Director Wilburn. So this sounds to me like a study session in the making. Maybe we hash this out like that. We have Carol and we have Casey probably Mr. Payne for some law enforcement background and some things things like that. Maybe we need to get this agenda items scheduled. OK, study set study study session for November. Thank you. All right. Thank you team. That's a great. Conversation. All right, we need a motion to
approve Resolution 297-25 Approval of school accreditation status. Moved. I second. Discussion please. No discussion. OK, roll call ,please. Vice President Konz, aye. Director Wilburn, aye. Director Yanez, aye. Director Payne, aye. President Shandy, aye. All right, we need a motion to approve Resolution 290- 25 Change to Capital Asset Amount and Executive Limitations Policy El 2.5 Asset
Protection Policy provision statement 2.5 point 9. So moved. A second. Discussion, please. President Shandy. Director Wilburn. Actually, I do have a very Becky Allan type question if I can. Remember for the life of me where it is. So the move from $5000 to $10,000 steep is. Seems perfectly logical to me. In fact, I'm surprised it hasn't happened already. This is easy. So is the $10,000 retroactive to items being currently depreciated or only for new purchases? One the policy is implemented which it was just recently so
so anything prior we'll just get it done this year that it's 10,000 we've already looked and and in this fiscal year we haven't had anything yet yet of that nature. So that way it'll be cleaned for the fiscal year. Perfect. Thank you. All right, any further discussion? Roll call, please. Vice President Konz, aye. Director Wilburn, aye. Director Yanez, aye. Director Payne, aye. President Shandy, aye. All right.
Mr. Belcher, how many people have signed up to speak during during public comment Section 2? We have 6 speakers. The board president will recognize each speaker and consistent with GP 4.4, comments will be curtailed if remarks or behavior becomes becomes inappropriate, the Board President may interrupt, warn or terminate a A speaker's statement that is unrelated to the business of the school district inappropriate for K through 12 students, or disruptive to an orderly, civil and and productive meeting. Thank you for your cooperation as As we call you up to speak tonight, please feel free to come to the front row if you are next on deck. Our first speaker is Kimberly Crevier
Crevier, and our second speaker is Richard Brown. Good evening, members of the board. My name is Kim and I'm the parents of three great D20 kids. I've never spoken at a board meeting before, but can no longer stay silent while you all ignore the real issues happening at our school. My daughter is an eighth grader at Chinook Trail middle school. She and her friends have faced repeated harassment and intimidation from a new student. This student has been telling people which girls are on his rape list and sexually harassed his teachers in his original pod. Leading to a pod reassignment into my child's pod where the
behavior has continued. Despite multiple serious incidents, the student remains in school and my child is now afraid to go at Legacy Peak Elementary my son was threatened with with violence by another student after multiple meetings with school and and district leaders, including Miss Tacy Killingsworth, we were met with defensiveness instead of real action. Principal Paris has a long history of lying to concerned parents and has created a culture of secrecy and fear among staff and parents. What I'm describing isn't an isolated
case it is a growing pattern of inaction when it comes to student on student threats and misconduct parents who raise concerns are dismissed, while students who repeatedly in danger others are allowed to stay and yet one of our our own board candidates, someone who calls herself a school safety expert, focuses on hardening buildings instead of addressing the safety safety of what happens within those buildings you can can install all the cameras and locks you want but if students don't feel safe from the behaviors of other students, you you failed at the most basic.
Quick level of protection if one of my children is harmed by a documented abuser, I promise you the action I take will to be pursue every legal and administrative remedy available to demand transparency and to hold those who failed our children fully accountable. I have two requests tonight Conduct an immediate review of these specific cases and of the District's threat assessment and harassment protocols and within 30 days. Thank you, your time is up. Our next speaker is
Richard Brown followed y Brett Dayberry. Richard, are you in the room? Our next speaker is Brett Dayberry followed by Leah McFann. Four months ago, at the June meeting, I welcomed Susan Payne to the board. At that time, I recommended you sit down with Amy and Derek to get the text for the ACA non legal name change policy. That currently reads does not require parental approval. Changed to read does require parental approval I also noted that your window of opportunity to make a difference with short because after the summer break it would soon be campaign
season for the November board elections. I then noted that this change due to you being being on the board, would either be made or not, and at that point the voters of D20 would know who to to support or not. Well, here we are four months later with no change to the ACA. Meaning the district can approve the name change for a student without the parents approval. Susan Payne, you have failed during your this window of opportunity you were given. In my opinion you do not deserve
to be voted onto this board. The voters of D20 aren't looking for an Aaron Salt 2.0 to be on this board. Like you, he spoke a lot about parental rights and he didn't vote, but he didn't vote for parental rights. If you were for parental rights, you would have been endorsed Mom’s for Liberty, one of the top parental rights organizations in this area and in the country. The two candidates on the D20 ballot who have been endorsed by Moms for Liberty are Cynthia Halverson and
Eddie Waldrep. And unlike you, both of them would change the ACA to include parental approval. The ballots drop soon. Vote for parental authority. Vote for Cynthia Halverson. Cynthia Halverson and Eddie Waldrep. Our next speaker is Leah McFann, followed by Bernadette Guthrie. Hello Leah McFann, teacher in the district Tis the season for school board elections and with that comes right on cue. The teacher targeted smear campaigns so in in the spirit of the season I've got 2 lists for you list
one things that the board and some candidates claim are problems in problems in our schools, politics in the classroom, boys and girls sports indoctrination, failing PE too much DE DEICRT and SEL to teach the basics. List two things that are actually. Problems in our schools. Lack of parent support vaping and drugs, bathrooms being destroyed, bullying racism, no district backup on discipline and not enough resources for a special education students. How many of
you have really been inside classrooms lately? Because if if you had, you would see that teachers are pouring everything they have into kids before school, after school during lunch, during their supposed breaks. You'd see kids learning growing. Creating. Finding their voices and building the foundation for their futures. Now imagine working yourself to exhaustion every day for those kids, only to come home to political Flyers blaming you for failing schools that that aren't really failing, by the way. We're tired
we're frustrated, but we still show up every single day because we believe in our students, in our subjects, and in the future that we are helping build. That's what's really happening in our schools and no campaign campaign ad can erase that truth. Thank you. Our next speaker is Bernadette Guthrie followed by by Emily Von. Here tonight to talk about something this board and cabinet claims to value, but really rarely demonstrates transparency Recently, we've heard board members and administrators accuse parents and community members of weaponizing Quora, as if asking for public records is
an attack. Quora isn't the weapon. Secrecy is. If this district conducted itself with openness and integrity, parents wouldn't need to file record requests just to understand the decisions that are being made about their children's education and whether those children are in learning in safe and healthy environments. Instead were charged illegal fees for board minutes your own staff has admitted are readily available. We're stonewalled or ignored when we ask fair questions and most outrageously every board meeting video from the last five years was quietly scrubbed from the district's YouTube channel with no notice and no explanation
even though there are videos on other topics from over a decade ago That was the public's only window into your governance, and you shut it. Why would that be? And the lack of transparency doesn't stop there. In election years past, the district has hosted multiple candidate forums to inform voters. But this year, just one that wasn't even put on the district calendar until the day before, despite outreach from the League of Women s Voters and even a DAX subcommittee chair, the district didn't even respond. Why are you afraid of voters being informed? And let's not forget that our students no longer have opportunities to engage
with forums because one of your current board members didn't know how to behave in front of children. At a student forum and ruined it for everyone else. It's about a board. This is about a board that claims to serve the public while systematically hiding from it. You are accountable to us, the public, and it's time that you start acting like it. Our next speaker is Emily Vaughn. Emily, are you in the room? Richard Brown, are you in the room? That concludes our public speakers. Thank you. Was our business this evening focused on activities that promote and honor our mission statement, our belief statements and our global end statement that reminds us that all students will have the knowledge, skills and character
necessary for successful transition to the next level and and upon graduation will be fully prepared for success. Did the board hear information tonight that would require the review or revision of a policy? Yes, GP 4.4 which we have those modifications and we'll look at next study session for for November. Did the board hear information tonight that would require a new policy? Not anyone, I do not believe. Did the board hear information tonight that the board would like to include on a future agenda and that GP 4.4 after
we do the study session and President Shandy, Vice President Konz, thank you. This is perhaps a minor issue, but the more I thought about about Director Payne bringing up cursive, It was, I was fascinated, I think it was Mrs. Ruskin that pointed out that there's s research that Cursive is actually assisting and helping our dyslexic students. And I just thought that was perhaps something that we could dive into on a future study
session because There just seems to From what was presented, a correlation between the lack of cursive instruction and increase in dyslexia over the last 10-15 years and aside from the fact that know what Director Payne saying about all the benefits of cursive of being able to read historical documents. Know there's all sorts of benefits anyway it just grew on me as the meeting went on that it might be something we want to hear more about because.
We certainly don't have to stick to the state standard minimums in our district, and there's a lot of things our students can handle to be more equipped. OK, let's put it on November study session as well. I'll look at that when we do agenda setting and see what that study session is looking like. Vice President Konz, did you also want you had one point you had had mentioned cell phone report, like what are we we doing? Do you still want to do that? No, it was actually the administrative policy update came out the day after I asked that.
And state, statewide and district wide, we have that prohibition. So we're all good. Thank you for asking. Yeah just wanted to make sure, all right, there is no executive session tonight, so this meeting is adjourned.