with the role. >> Director Anan Wu >> I >> here. >> Here. >> Director Assad Lucas >> here. >> Director Batistelli >> here. >> Director Goldstein >> here. >> Director Marsh Holen >> here. >> I will entertain a motion to approve the agenda as stated.
>> So moved. >> Second. >> Director Ananubo. >> I. >> Director Assad Lucas. >> Hi. >> Director Batistelli. >> I. Director Goldstein. >> I, >> Director Marsh Holen. >> I >> I will entertain a motion to recess for
executive session to receive legal advice regarding an offer to enter into an oil and gas lease pursuant to Colorado Revised Statute 24-6-424B and to discuss negotiations for that proposed lease pursuant to Colorado Revised Statute 24-6-424E.
and two to receive legal advice regarding Colorado law on milibby override sharing with charter schools pursuant to Colorado revised statute 24-6-424B >> so moved >> second any discussion
>> director Ananubo >> I >> director Assad Lucas >> I >> director Batistelli >> I director Goldstein >> I >> director Marsh Hen >> I >> All right we'll be back. >> It's All right.
All right. We will um come we've come out of executive session. We're back in public. The pledge of allegiance. Rise if you're able. I pledge algiance to the flag of the United States of America and to the
republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay, superintendent update. >> So, uh, good evening all and our large
audience. Thanks for being here. Good to have you in the house as we get ready for the holidays. I'd like to start my time tonight by showing a video. It's one that Lori and Amamira have seen at the public education and business coalition gathering uh last month or so.
The evening to elevate educators was the event. There were lots of folks in the K12 space gathered that evening from throughout the region and frankly from throughout the state and there were a lot of highlight moments that night but I would submit that one of the best
moments in the night was when PEBC put on the video that you're going to see now and it features Kate Claver who's the principal at STEM launch who's been developed uh as an educator in part through PEBC resources and support
earlier on and she speaks eloquently about her work and then there's lots of students from STEM launch who speak about some of their learning activities as well and there are some good laughs and I think it was just a great connection with folks about what our students are up to in learning at school
and I would just finally say that STEM launch as we look at lots of school-based performance data not only do they have interesting uh projects and an interesting story to tell that you'll hear in this video, but they consistently on other kinds of
measurements on CAMASS, reading and mathematics in particular, they demonstrate consistently strong growth, solid achievement, and they're the strongest performing title one school that we have on our system. So, I just think it's a nice feature to see what kids and schools are doing. And u with
that, I'll look to Bo and Stephanie to get the video going. These are the students who will help create the jobs of the future. What we do is try to bring them rigorous, relevant, local learning when possible, so they really see how these problems
show up in their own lives and feel empowered to help solve them. Hi, I'm Kate Claver, principal at STEM Launch K8. I felt fortunate to meet a colleague who told me about the PEBC teacher residency and that was a great
fit. I felt very challenged and supported in a good way. We had really hard conversations about equity and identity and these reflection opportunities to really think about our core values and who we wanted to be as educators. And so something that we talk
a lot about is making sure that we have access for kids every day to high quality learning. So the area around the school really consists of a lot of lowincome families and a lot of families that are bilingual
or speak mostly Spanish. So by building the STEM school in this area, we really brought um career opportunities and different exposures to students that they might not have without this STEM school. So for example, if they're
learning about life science, when we think about hyperloizing problems, having a destructive beaver family in our school backyard is the perfect problem to consider. Back in third grade, our school discovered that there was a family of
beavers behind the school, which was causing a few problems because of their dam. It was like making all the water to go overflow. And if it had froze, it would have like broke the pipes, which was a very big problem. Originally, the school district just wanted to get rid
of the beavers, no matter if they if they had to kill them or send them away. We did not want that happen because all animals have life and all of them feel pain and we don't we want them to have a very healthy and safe environment. So with the seventh grade um and third
grade partnership, they helped engineer some coverts that would divert the water in a way it's called to so they wouldn't continue to dam it up and it worked. And so they've moved down stream a little bit and we saved the beavers. So the kids were really thrilled.
>> It was a very fun project. I was able to socialize with other kids and we got to go see their habitat and what was really happening which was a very fun opportunity. >> The kids were invited to speak at Beavercon because they were seen as true experts in the field and so that was really empowering for them and to be on
the CU campus and to think about what they might do someday with higher ed. >> My favorite part of the whole project was definitely getting to see the Beavers and what they have accomplished. >> I learned a lot of problem solving. I memorize how to spell the word beaver.
>> PBC has very empowering professional learning and some of the workshops that we've really benefited from and trainings are thinking strategies along with minds on math. The highquality training we've received through PEBC has impacted our culture and the rigorous
academic learning we're able to provide. I think a big takeaway from PEBC professional learning has been this effort toward a clear consistent vision to really move our students forward. >> These people have exposed me to so much different opportunities.
>> Being here at STEM launch allowed me to kind of get used to doing like STEM projects. Like whenever we do a project here after we' finish our experiment, we would have to critically think like what did we do wrong? Uh what did we do right? If we ever did this again, how can we change it to make it more accurate? It's so nice to be able to
take what I know, expand on it, and then see how I can apply that in real life or in future careers that I want to go into. >> So, if I do really well in high school overall and specifically through my biomed pathway, opportunities for college get set up for me all throughout
Colorado. And that's really helpful for me getting into college. Not only do they see how they can make a difference, they also see different careers that they could eventually see themselves in one day. And it's important to build that early on. It's
not like high school. They think about what they want to do, but they're really thinking about it from a young age. >> When I grow up, I want to be a children's psychologist. >> I want to be an engineer when I grow up. >> I want to be um an artist when I grow up. I want to either be the president or
work in construction. >> I want to be an oncologist. I've always liked the idea of helping people. >> I really connected with computer science. >> I really want to be a trauma doctor. I want to work in an ER where I can take action, be quick, and really help when
people need it. So, a few things I'll say uh following that video. My favorite part is the kid who talks about I either want to be president or work in construction. Uh lots of things you could probably say to expand on that. I'll clarify and I think uh most of the board members know that
uh the the assertion that the district wanted to kill the beavers is partially true. uh that our facilities group just felt like we don't know what to do with these guys and we can't get them relocated elsewhere like I thought we would likely be able to do the Carl
Parks and Wildlife Department said no we're not going to be able to help you out with that which surprised me and so the students found a much different solution than I expected and a good one. Uh and I think that was probably one of the more fun board meetings that we've all had. I think there was an excerpt that was displayed there from that. The
other thing that's on my mind is how STEM launch is one of many schools in Adams 12 that's really changing um opportunities for kids and giving them the opportunity to live a much different life than perhaps their parents, other relatives, grandparents have lived. I
was just looking at some of this free and reduced lunch data from STEM launch uh that I'll be sharing with you all in email afterwards and STEM launch 67% of the kids qualify for free lunch and about another 11% qualify for reduced
and sometimes I think we toss those terms around and people really don't know what they mean. So to qualify for free lunch this year for a family of four in Colorado, your gross annual income has to be less than $42,000 a year for that family. To qualify for
reduced lunch, you need to have uh a gross family income for this family of four of less than60,000. It's actually less than $595,000 a year. And so you just think about the intense struggle and challenge about paying either rent or mortgage, your
utilities, food, clothing, all the other things in life that are just basic necessities. It's a big struggle for lot lots of families in our district altogether. 57% of our kids in elementary schools this year qualify for either free or reduced lunch. That's 54%
at the middle school level and 51% at high school level. And so, um, I'm excited about what's happening at at STEM launch. There was a speaker at a recent board meeting who said, "We need more Stargates in Adams 12." Frankly,
what we need are more STEM launches. Given the demographics of our community, we need more kids who are in uh really high intens highintensity challenging economic environments and living situations to get hope and more
importantly, opportunity through what they learn at school. and STEM launch is doing that and lots of other schools are doing that in our system. So, wanted to share that. Um, I'll share more about where we stand in terms of free and reduced lunch. Sometimes people ask, why does that even
matter anymore? Because under some of these more recent state adoptions, students have access to free breakfast and lunch at all of our schools regardless of their income. The reason it matters, I think, is multiffold. One of the reasons it matters is that we get
additional funding from the state under the finance formula to serve kids who are identified as at risk, which is commonly measured by free and reduced lunch status. And it's in the ballpark. I don't see Gina here as my lifeline of
$1,100 to $1,200 per student per year. So there's significant resources that come that allow us to better support the needs of students. So continuing to measure where our families are at and have them submit applications is important financially. And it's just also important for us to keep track of
how our community shifts. When I started this role 16 plus years ago, our free and reduced lunch percentage for a district was around 30%. We're now around 55%. And with that comes uh the correlation
between economic status and educational outcomes for kids is well documented throughout our state and country. And so being mindful about those changes in our community and being prepared to respond in different ways than we have is really really important. So I'll share more of this data with you. Be happy to answer
more questions about the broader profile of free and reduced lunch through uh email or at the next board meeting. The other data thing I want to share with you relates to some of what you've heard in this fall season that's been complicated in lots of ways. I think for
many of us the biggest thing that we know about the fall was this big push to move forward with 5B and to ask our community to invest the $39.42 million in our community in our schools so that we could better compensate staff, add more programming, do the other things
that we called out there. But the other really big heavy lift uh that we've talked about some in this setting was around some academic change and developing an academic roadmap that's in place throughout all of our schools, elementary, middle, and high school that
sets big goals around student attendance, which has been poor after the pandemic. Reducing the number of student suspensions and expulsions because those have been significant for a long time here in other places. improving academic growth and achievement across our schools,
improving the sense of belonging of students in our schools and their reflection on their ability to do the most challenging work that's assigned at schools. There's a lot of goals there and a good bit of the strategy behind that is in doing sprint cycles over a
six week or so interval where you focus on something in a school. Whether it's closing your lesson in an effective way to cement why we did this, what you've learned and what you need to take away or having lots of principal evaluation and observation of teachers to help them
get better in their craft. It's been hard work and it's not always been wellreceived by all. I know board members have had some reach out and say our new middle school language arts curriculum. My perspective is that they're not fans. Either um they don't like having a resource that they're
asked to use or they may have questions about the rigor or the content. They may have qualms about how it was rolled out and how they were prepared to use it. There's been concerns about principles being in classrooms a lot more frequently and are we being micromanaged? Does the district not
trust us? All those efforts were borne out by data that shows that we had lost our competitive edge that we had going into the pandemic, which was that Adams 12 was growing kids who were like uh when you were looking at kids across the
state like our kids where they started each school year, our growth was really super sized and we were doing an amazing job of growing our kids and adding great value each year and we had lost that the last four to five years after the pandemic. That was the why behind some
of these changes and now we have some data that shows uh that those efforts are paying off. We do a map assessment fall, winter and spring to assess where kids are at and and making grade level progress in language arts and
mathematics. And we have anywhere from 82 to probably 90% of the data that we're going to have from this winter administration at this point. There will be some schools and kids who will do some math and ELA assessments in early January when they come back, but we have
most of the data back. And what we see now is that we're at or above the 60th median growth percentile measured measuring our students against not just students in Colorado, but across the country in their progress at
every grade level in both content areas. were at 60 percentile or high higher in every content area and grade level except for seventh grade language arts where we were at the 59th percentile. So feeling really positive about that. Our
math performance is just absolutely amazing. We're anywhere from um the 62nd percentile to the 69th percentile. The 62nd was at sixth and seventh grade. The 69th percentile was in first grade.
And those uh year-over-year uh differences are huge. We've grown anywhere from 8% uh from the prior year to 17% in terms of median growth percentile year-over-year. So all that hard work which uh is still a work in progress. None of us would say
that it's all perfect and dialed in exactly the way that we want. But I think these efforts to set goals uh to work in common throughout the district and then have grade level teams, content level teams throughout our schools, all lock arms to get better on really
focused parts of good instruction and supporting students is making a huge difference. and I look forward to being able to share more data with you as MAP is fully administered and then uh probably most likely next August really strong we hope and predict Camass um
student achievement results and growth results. So wanted to share that. I think it's a nice way to finish the semester to know that there's some tangible evidence showing that we're going the right direction. That's it from me tonight. >> Thanks Chris. All right, Board of Education comments, recognition, awards,
and vision. We'll start with Ike. >> Thank you. Um I've been in my position for about oh two weeks now, but in that time um I've tried to uh make an impact. Um on the third I had a
chance to visit the student and family resource center and meet Yel Reed and and her team and they do absolutely amazing work. um is someone who uh my mother was a teacher and every once in a while they went on strike and we would
need uh financial as well as food assistance. So they bring hope to folks who desperately need it. So that was inspirational to see. I also had a chance to get involved with a
problem-based learning uh session at North Glenn and that was really good to see some of our our fine young people actually looking at how to solve problems especially with my background in quality and in engineering which actually I'll fast forward to a
couple days ago I went to uh STEM launch and I had a chance to participate in another problembased learning exercise and One of the kids, the young kids on the video was actually part of a team that presented to me. So again, it was
pretty exciting to see the kids learning how to solve problems. That's something that I look for when I hire people and and look for from my team. Um I've also tried to look internally in terms of learning about the district. So uh last week I had a chance to meet with the
finance uh team as well as the risk team and understand how the district works. And this week I have a chance to meet with uh equity and engagement as well as mental health. And so I'm just going to kind of march through and try and learn
all I can about the district. So um a lot to do and I'll start putting together a plan in January to visit 13 schools that are in my district. I know everyone's like a lot because it's it's it's aggressive, but I will try my best.
But it's it's been wonderful. And and to cap it all off, CASBY was wonderful last week. It was a great opportunity to meet a lot of other school board members, understand the process, understand what we do, and and how to make a difference. Um, one thing that was inspiring was just meeting so many folks um from rural
communities and understanding that we have more in common than we don't. Um, and being inspired by that realization. All right. Thank you. >> Thanks, Alexis. Thank you. Um, I wanted to start
um by expressing my condolence to the Rocky Mountain um family elementary. Um, as many of you know, I always talk about my mom being a par professional and she was in the classroom with Peter Zeltz. So, I've known him uh mo most of my life
and um his passing is sad and premature and um I can say a loss for a lot of students cuz I watched him for more than 20 years and and the students he touched um the lives of and and he will be very missed. So, um my condolences to his
family and to Rocky Mountain community. Um, I had a chance to attend the FiveStar Foundation breakfast um with a couple up here as well and um that's always a great event and great to see the work that they've done. Um I also
attended the North Glenn PBL um which was interesting. They did the cell phone ban which I was prepared for. They wanted to ban 70 year olds from driving which I was not prepared for. Um but but they had a lot of unique
ideas. So um it was I agree it was it was really great to see them. Um and then obviously um we went down to Casby so we'll speak about that later and thanks and I hope everyone has a good holiday. >> Thank you Paula.
So it's been busy. Um, as Alexis mentioned, I attended the FiveStar Foundation's annual holiday breakfast as well to celebrate the good work they do to raise funds to provide additional learning opportunities for our students um, and to recognize the new members of
the FiveStar Foundation. I also attended the North Glenn High School Civics PBL because it's uh, hits me right in the heart because they're solving problems that really exist in in their world. Um, and the other thing about problem based learning
that I really love is that it it helps us assess what's most important to learning, which is not what can kids remember about what they've learned. It's what can they do with what they've learned. That's the most important component. And I think problem based
learning is a really great way to to showcase that. So, um, some of them had smaller ideas and that's good, too. One person wanted to put a stoplight in at STEM launch because it would assist with traffic control. Um, and the largest idea is a somebody wanted to advocate
for putting a national cap on personal hygiene items, putting a cap on how much they could be the costs could increase. And I thought, wow, that's a big problem. Um, but you know, I appreciated their ambition. And then my favorite project was a student who wanted to find
some way to allow the use of headphones and YouTube in at North Glenn High School. Um, but I thought it was strong because he was specifically trying to speak to the root concerns of teachers and educators who support not accessing
YouTube and not having headphones. So, um, and that is near and dear to this English professor's heart. Respond to the people you're arguing against. Um, I attended the CASBY with everybody else and I'm still trying to recover at this point. I feel like we were basically all
just family and we're sick and tired of each other right now. Um, because we've spent so much time together. Uh, but the highlights were I attended the PEBC's presentation on their seven different teacher um, uh, preparation pathways and that was really interesting. they are
starting to get into the apprenticeship world too, just providing support for uh districts that might be interested. Um I also attended Director Goldstein and Superintendent Gdowski's presentation and they did a great job. Um I attended a presentation on schoolboard governance
and special education needs which I found to be uh really um interesting and noteworthy. Um, and the Kathy Ghart uh did one on postworkforce readiness from somebody uh in the Colorado Department of Education. I can't remember her name,
but they were all very interesting. So, yeah, it's been busy. Uh, I'm hoping to start recovering next week. We'll see. So, thank you. Thanks. Oh, I did have one other thing. Um, I wanted to thank North Glenn High School for making the process of getting
accepted into their program, their STEM program, so special for the kids because my son came home today and he said, "Mom, I got a golden ticket." And he was thrilled about it. And that's a remarkable thing. Mr. Griffin knows my son. He does not get thrilled about much. He gets angry about a lot of
things, but thrilled not so much. But he came home and he was like, "We have to open it together." And so we had this big show of opening it up together, holding up his certificate, and I have an actual smile of from him in holding up his certificate for a picture. So I
just I thank the North Glenn High School um STEM program for making it so special, for making it feel so um so he felt recognized for all the hard work he did and that was the really important part I think. So thank you.
Okay. Thanks. I'm here. Good evening everyone and thank you for being here in person online. Um it has been a busy couple weeks. Unfortunately, um this time of year
work-wise is crazy for me. And um I made a commitment saying I'm going to take Fridays off from work so I can um dedicate to going to schools district activity. Um and that happened two
Fridays of the semester. So, I'm hoping that I can make it happen next semester, but I definitely get into start getting into schools again because I really miss that. It's one of my most favorite things to do and I have not been able to do it. Um,
I was not able to attend the foundation holiday party again because of work. Um but yeah, the the great work they do, the partnership, and especially this time of year of um making sure
kids and families have the resources that they need, the food that they need. Um, one of the biggest stresses I think I shared this last board meeting of that we see an elevation of behavior right
before long breaks is because kids um have a lot of stress and anxiety about not having a consistency um during that time and I know the foundation really helps supports that.
So does great work. um attended CASBY which we'll talk more about later. Let's see. Um I think that was the major step. So, I really want to give my condolences
because um I am not able we were supposed to attend Pathways graduation today and it's one of my most favorite graduations to attend because of the just the I mean all of our kids work really really hard obviously but um our
pathway kids put in a level of commitment and perseverance that is really admirable and um it's one of my most favorites and I'm so sad we were able to reschedule it to Friday but
I'm unable to attend it on Friday due to a work conflict but um so I'm just want to give my uh congratulations to all the kids who've worked so hard and have
beyond earned their um this day for them and diplomas. So, kind of just to elaborate on what Chris shared and kind of what's been said is
again I always say how I'm biased and I get that, but we really do have one of the best districts. Um, and I think always are striving of what's working, what we can do better. And one of my
most favorite quotes from Maya Angelou that I try to live by professionally, personally, but I believe that our, you know, district leadership, uh, district personnel live by is do the best you can until you know better. And
then when you know better, do better. And I truly believe that is what we strive for as leadership. That's what we do. Um, I see schools doing it every day. The video of STEM launch shows that. Um, and so I
just want to say thank you to everyone in our district, our certified staff, our classified staff, our leadership for truly making the difference for our kids and setting them up for a future of success. So that's all I have. Thanks
everyone. Happy happy holidays and new year. Thank you. Um, so I would like to also um give my condolences um with the passing of Peter Zilts. Um, I was a special ed teacher in the district back
in the day and with him and not at the same school, but we, you know, we interacted quite a bit. Plus, my daughters went to Rocky Mountain Elementary and I did a specialed internship at Rocky Mountain with one of his colleagues. And so I've known him for a long time and and I known that he
has struggled for a long time too. And I think I I was um I went to lunch yesterday and I walked to lunch with Francis. I'll just tell it was with Francis. And I walked cuz it was really close. And I was walking home when I got the text uh about Peter and I was kind
of look at my phone, walk on the sidewalk, not really paying attention. And this guy rode by me on his bike and said, "Excuse me. I thought, "Oh, I should be paying attention or I'm going to get hit by a bike." It was Steve Frank, who's a social worker in the district, and and he stopped and kind of gave me a hard time. And then he said,
"Did you hear about Peter?" I said, "Well, that's exactly what I was learning when you came by me." And we talked about it for a while because um he'd worked with Peter and he was he he was he's not assigned to Rocky Mountain. He's just over there helping them navigate through this because we've all
seen how Peter um it kept it we think it just what kept him going was coming to school with his he was wearing oxygen you know for years now and he wasn't very old um I he was young but he had been struggling and um I know so many
kids who benefited from having him uh as a teacher. He was an effective needs teacher and um Alexis's mom was a parah back then too when I was a student teacher back there and and it it's just you know it's going to be hard for the
Rocky Mountain family. Um okay so uh since our last meeting um oh I I got to go do a ELA middle school um hung out with the middle school principles while they did their sprint
cycle. It's called EL AHQIM. I don't know what that stands for, but um >> quality instructional material. >> Thank you. Uh so they were doing their new um language arts curriculum. And so, um, I was with a group of principles and we went and spent a short period of time
in a couple of different classes and then we debriefed and and it was really, um, good conversation, um, with every middle school, um, being represent being represented in the room and talking about how they're navigating the new curriculum and and what they're seeing
and the challenges. And so, it was really it was really fun to do. Um, and then, um, I'm just kind of cruising through my calendar real quick. I got to go to, um, the FiveStar Leadership Academy had their annual panel discussion that Chris
and I are always invited to along with a couple of House and or Senate representatives. Um, so we were at Century and it was with Representative Jackie Phillips and Senator Scott Bright and we talked about our interactions
with each other and how legislation affects us and how they um, you know, how they see legislation and it was always there's never enough time for that whole panel because the questions just keep flying. Um, but it does give a lot of insight to the people in the
leadership academy about how the legislature affects the school district in terms of funding and regulations and such. And I always enjoy doing that. Um, and then CASBY. Um, oh, and then on a
Saturday, um, I went to, uh, well, air and I went, it was, uh, at the church on >> Colorado Boulevard with the, um, can the Tamal people, the the ethnicity, they're they're Indian, >> uh, you know, from the country and they
so like India has all these different regions and they actually each region has its own language and its own culture, but they do have a lot of similarities with each other and they had um, really good food and they also did a lot of performing in their native language. The kids learned their native
um language and they honored us. They they thanked us for being there and then CASBY. So, we'll talk more at the whole agenda item. Okay. >> Yep. So, one of the things I neglected because of my enthusiasm for the beaver
deceiver in the video uh was to acknowledge that this will be the last board meeting that you'll receive the guidance of Mr. Phil Spare as general counsel and I think we all uh have acknowledged our sadness and Phil's imminent departure in a variety of other settings leading up to today. But I just
wanted to say publicly and on the record that you've been outstanding counsel both to board and to staff and you've helped us through some tricky and challenging times uh in this space and you've been calm, steady, wise uh and
supportive to all of us on this day as in critical roles throughout the system. And we're going to miss you a lot around here, Phil. We plan to stay in touch. Um but thanks for a job well done. Thank you for your kind words and thank
you for the opportunity to serve Adam's 12 five-star schools. I've enjoyed it >> and I want to apologize for the rest of the board not saying anything up until this point because we just don't want to face the fact. >> Um and I just >> I prefer to say in the background thank
you. Well, yeah. And I've had the opportunity and pleasure and privilege of working with you in a couple of different roles for me and that too. I mean, you've been here for so long and um it's just not
going to be the same without you. But I wish you I'm sure you're going to enjoy yourself and whatever you do. And I mean, who am I to say it's you can't retire? All right. Uh-huh. All right. Uh, public comment.
>> Good evening. The board welcomes public comment to learn about the preferences and concerns of the Adams 12 five-star community. Each speaker will have three minutes. Please use the microphone and state your name and city of residents before beginning your comments. Please give any handouts or information you
would like to share with the board to Lee Koka. A three-minut timer will be set for each speaker. Please keep an eye on the timer and kindly conclude your remarks when your time has expired. We have one speaker tonight, Vita Malma.
Good evening, President Goldstein, members of the board, and superintendent Gaddski. My name is Vita Malama. I'm a parent in Adams 12, Thornton, Colorado. I am here to speak about the instructional materials transparency and parent access across the 7th grade health curriculum. I support
comprehensive age appropriate health education. My concern is not with the subject matter itself, but with how instructional materials are selected, communicated, and made accessible to families and whether district policy and Colorado academic standards are being followed in practice. During the
instruction of the seventh grade healthy decision-making unit at STEM lab school, students were shown a video titled Let's Talk About Drugs. without advanced notice to parents, without access to full instructional materials, and without an opportunity for review or discussion ahead of time. The video
included graphic imagery, including portrayals of cocaine and heroin use, drug preparation and injection, overdose imagery, drug paraphernalia, and environmental cues associated with drug environments. Explicit portrayals like these are not required to meet Colorado
7th grade health academic standards. Students can demonstrate understanding of addiction decision-making consequences and health impacts through age appropriate non-graphic instructional methods. This content was not disclosed to families in advance separately. During the same
instructional period, lesson 10 content originated from the eighth grade band was used as part of seventh grade instructions. Parents were not informed that the eighth grade band content would be used. While the origin of this content was later confirmed, district staff stated that the content itself was
unchanged. However, the publicly available materials did not match what was viewed in the instructional envir binder on campus, raising concerns about grade level alignment, consistency of materials, and transparencies for families.
When I requested access to instructional materials and documentation, I was informed that some materials could not be shared due to copyright restriction, even though they are publicly available. Clear documentation has not yet been provided showing how this content alies with aligns with grade level bands or
Colorado academic standards. Because of informal requests did not resolve these concerns, I submitted a formal instructional materials complaint and an official FURa and Koro request. I am still awaiting complete responses. The need for repeated inquiries underscores
the importance of clear proactive systems for parent access and curriculum transparency. It is also important to note that may I while I may be appear to be the only parent elevating these concerns not because other families are unconcerned but because many parents
lack the time access or contextual knowledge to navigate a system that presumes persistence. Transparency should not depend on one parent's ability to investigate curriculum structures. I'm here not simply to raise concerns, but to ask for restorative
remedies, including advanced parent notification, and access to materials, clear standards, alignment, documentation. >> Ma'am, your time has expired. >> Thank you. >> Thank you. >> So, Miss Malama, I just want to thank you. I saw your written complaint uh
come through on my email today. I just think your approach there and again here tonight's been constructive and thoughtful on helping us uh work through and explore opportunities to get better and how we're being transparent and informing parents to make informed decisions for their children. And I saw
that Kim Brady, our executive director of curriculum and instruction has interest in reaching out and maybe already has to try to get a meeting set with you. I just wanted to also mention another person that I'd like you to at least meet briefly which is our deputy superintendent Bo Fulbert. He's done
some work in the past around our our health and human sexuality curriculum and he's just another good person. Given some of the frustrations you shared about like working through bureaucracy is a way I might describe some of what you shared. I just would love for you to have a a personal contact that you leave
here tonight with so that um we can be sure uh to be responsive to some of the issues that you've raised. >> Thank you very much. I also do have a formal written um statement that I would like to submit as well. Okay, thank you. Um, board committee
liaison reports. Do we have a DAC report? >> We do. Oh, Ike, did you Oh, I'm sorry. director on Yan WuBebo. Did you manage to attend it? >> Yes, I did actually. I >> will give you the stage. >> All right.
>> Um, yes, we had a in-person DAC meeting um last week and uh we just kind of closed out the year in terms of uh putting our our plans together um specifically around the the SAC and getting data back on the SAC meetings
that are occurring. also uh getting the uh questionnaire out to the principles. Um that also is just about completed and there's a I can't recall the timeline for when that will be done. Um and we
also talked uh quite a bit about um who would be coming in to to speak at the next meeting. Uh we al for instance we had Gina a couple weeks ago and um and uh so yeah we're we're from what I saw um the transition also to secretary
occurred so I am free of my responsibilities um and so yeah I think that's that's those are the main highlights to be honest with you in terms of the deck. Good. >> Thanks. Okay. Debbief of the CASBY 85th annual
convention. >> Um basically if we just yeah you want to go down the line and share our thoughts, our experiences. >> Sure. I can start. Um some of the uh I actually attended uh the session that uh
princip uh president Goldstein and and superintendent Kaddowski hosted um along with Steve Lash and uh it was really a good session in terms of understanding how uh how the district along with the
the board and and the and and the union um work well together. Um, one thing that I I've kind of in terms of training that I've been in is I I've seen a lot of uh conflict between those almost three co-equal branches of of
government. Um but um I was in a training online and I remember the gentleman closed the training uh by saying that you know there are some good examples of of how uh school districts uh board of education or or school
boards and and the union work really well together and Adams 12 was mentioned. So that was really great to see >> I think because you were late after I got done talking. >> Exactly. Exactly. Um so like I said before CASBY was was really eye opening for me. Um meeting
other school board members, other superintendent. Um you know one of the best sessions I did uh participate in was a session by um Steven Constantino and uh I really took to heart what he
said. He said uh reaching out to not only the the children but the parents as well. it it's kind of a package deal and uh that's one thing I took to heart and I think quite a few folks took that to heart as well in his individual session as well as when he addressed the entire
CASBY uh CASBY community. So I think that's pretty much it in terms of high level items. Thank you. >> Um Alexis >> um so I attended a few sessions. Um we
there was one on um basically looking at data um from one of our great firms, Mellan Strategies, um that has done some of our polling and um he really it kind of became an infomercial for Adams 12 and
how great our CTE um programs are, which I very much agree with. Um and so other districts were um very much listening to that. And then um a lot with the changing of um the new bills that have
come through on um curriculum standards and and workforce. Um and then also the new change in um how schools are evaluated through the department of education. And so those
were really interesting and and work I know that we've done. And I don't know about I didn't get a chance to talk to other board members at that one specifically, but I do appreciate um the transparency and the partnership we have with our turnaround schools and um I
think they're really responsive to our questions and um yeah, I I that's not an easy position to be in, but I I appreciate them. So that was a really interesting one to be in as well. >> Thanks, Paula. So, I have already
mentioned some that I attended. Um, I forgot about the discussing part of it later, but I'll go into a little bit more details. And I remembered one I attended um Littleton Public Schools did a a session on um converting one of their schools um into a community center
and that was really an an interesting um journey to follow with them and how they receive community input. Um the other what what struck me about the um Adams 12 DTA
presentation as I was listening is um in regards to IBB or IBS or whatever abbreviation you prefer to use what it seemed to do is sort of it change it made things more transparent and I think that when you use processes that make
each stakeholders's position more transparent there's more ability to understand each other and respond effectively to each other um in ways that try to you try to mutually support each other. So that was just one thing I was thinking of as I was listening. Um
the and the the other one that I attended was the special education one that stuck with me. There were a few tips and strategies they offered for being a better advocate for special education um at the board level. So
all right. Um CASBY is always a great uh opportunity to get continued education network. um couple of the sessions I went to that
thought were I mean not necessarily even introducing new information but just reinforcing what we might know or introducing something new on top of that um there's a couple family engagement ones that
attended um with some great discussion and again just getting different uh perspectives and viewpoint what might work in other districts. Um and so it's just
really critical right now. As we know, family engagement has declined since CO and um we also know through research and data that um when
we can engage with families um kids succeed and have higher levels of success. And so we definitely want to uh do that and meeting families where they are because also when we have parents that are
working two two jobs um our families that are have multiple obligations that that can be hard and it's not that they don't want to do that. It's just they have barriers and so it's just meeting them where they are. And so there were
some great discussions about that. Um, you know, we're going to be talking about it next, but superintendent evaluation went to a breakout session back with both over and it was not at all what we had thought and so um
unfortunately did not get uh information that we were hoping to get, but we learned about a new tool that we could utilize if we chose. Um, couple other trying to look through
here. There's a lot there's a lot going on. Uh, oh, I uh did attend the delegate or the business meeting as a delegate. Um, just to clear up a couple resolutions that we did not
uh vote on or clear up at the delegate assembly in September. So, that's always a really important part of CASBY. not very well attended except by delegates and maybe a few uh board members but um it's a really important part of CASBY um
you know voting on new members board of directors voting on any new bylaws and so it's just a very um critical part of the process also attended
breakout session about the current financial and future financial state of uh public education and funding. Um, so that was very
enlightening even though we know I think feel like we're already very informed by um, Gina and leadership of and Aaron of um, what to expect and explaining it
to those of us that school finance is like a foreign language. So yeah, um you know, great keynote speakers. Casby's always really thoughtful about who they bring in and really hitting
the theme of uh the um sessions and so yeah, it's always great to be able to attend. So looking forward to next year's.
>> Okay. Um, I just have to comment about our first keynote, Hamish Brewer. He had us all dancing and singing and and you know that's a good thing because you get a couple thousand people in a room um that you know they're sitting here. You really do need to move. It's hard to sit
still for a long time. And he was he was really interesting. He had a he was a principal and back in like Virginia and he had taken a school from really low performing to really high performing and that. So it's very inspiring. It can be
done and he did it and he sh he told us about it in a way that was excite you know which is very engaging. Um yeah I uh Chris and I did our session on the union and we were joined by Steve Lash and Kevin Vic the president of CA and I
thought that the um the room was very interested in hearing what we had to say and they asked very good questions. Um, and it when you looked out at the beginning of CASBY, since I was on the CASBY board, I was up on the stage looking out and they had, well, how many
of you are new board members? There were a lot of new board members. And just talking to people around the state that I know, um, there were a lot of changes in a lot of boards for the good. And so, um, I really look forward to see as at
the state level the the things that these boards will be able to do. Um I um too went to the one on the community engagement and I also went to one with Lisa while she talked about her um project of trying to get it done and
um then the last speaker too she was engaging um she had faced some hardship in her life and talked about how she had gotten through it and how you know when you're faced with difficulties how you can get through it and positively and and with a you
excitement and enthusiasm. So, um yeah, it was a it was a different CASBY for sure for me because um I did step off the board. Um there's other things in the works. Stay tuned. But um it was it
was a good it was a good and it was good to bond as a gel as a group too because you know we're a different board. Every time you change a board member or two or three, you change your board. And that's important, too. And we'll talk more about that. Okay. On to superintendent
evaluation tool. Um, I don't see Tim's name on here, but Tim, are you going to help us with this? Thanks. Um, superintendent evaluation tool. Um, interestingly enough, we've probably been talking about this for 16 years,
maybe. And, uh, now we're just trying to get it jelled. Um, and so Tim, would you like to tell us what you what's going on? >> Absolutely. So, um, as you mentioned,
um, I, you know, I hear, um, Amira mention that the CASBY was not about superintendent evaluation. So I'm pleased to let you know that this one is >> Yay. >> So um um so what what I understand is that we've been really just admiring
this need for a few years now. And so um there's been many members, board members of present and past that have really just expressed the interest in looking at a couple of options. And so there has been um just a few options put together
for you just to look through. And what I would like to do is just to do a highle overview and really just open it up for questions just kind of going over the model. Um what has been presented is not any type of exemplar type of model but just to provide us options in terms of
policy governance and other standardsbased ways to measure superintendent evaluation. And so, um, I'm hopeful to just go over those and hopefully you've had a chance to review and look through those. And, um, I'm happy to answer any questions. And I
feel like our time um when we walk away tonight and and look at these different options that are available within there. Um there's just a few um questions that may be helpful to consider in terms of what are some things that you like? What are some things that you do not like
about it? Um is there something that we can just adopt straight up or is it something that we just want to blow up and start from scratch? And so as we kind of walk through um again I'm not going to be very detailed but really just do a highle overview and then at
that point um we can talk about next steps and I am grateful and happy to be able to walk us through this process at any time as we move forward. So, we'll start with what is labeled as um a New York option, which is something that was
brought forth to prior past boards um by a past board member. And um that option has been um just modified for just some options that would fit for us in Adams 12. And so the first model is just an
evaluation tool designed to align with the existence govern governance work that we already have in Adams 12. Um it draws evidence from monitoring reports, financial oversightes, um um uh district performance results and then also
community feedback and it's um reviewed throughout the year. And so rather than being a single event, it creates a clear annual cycle that supports accountability um transparency and goal setting. Um so um that is um that model.
Um it's organized in five organizational um core domains in terms of relationship with the board, community relations, staff relationships, business and finance, and district results. And the
way that this um is envisioned is that it creates options that we can just incorporate some of all what we have embedded within our monitoring reporting process. Um so I'll pause there and see if there's any thoughts, questions or if you just need time to digest that and
process. >> Go ahead. >> Um thanks Tim. Yeah, I'm curious, are all those different factors evenly weighted or are some weighted more than others? Just curious. >> I think when in each individual model that model in New York, they do weight
them at different weights. Um, but we would have the option of really adopting and aligning to our performance standards that we have here in Colorado and we could put different weights to it. >> Great question. Thank you. Um, the thing I liked about this one was that
it's not overburdening in terms of um, having to do a lot of writing. >> It just gives you a rubric and you decide where on the on the spectrum of the rubric your superintendent is performing, >> right? >> And kind of like a kind of like when you
write an essay in class and you're scoring it. >> Yep. Absolutely. >> Yeah. And I agree and that's what I I mean even the all of the um samples that you sent um I mean this is probably the most uh
you knowformational and um but I think having a rubric where yeah it's lined out like lawyer was saying reduces the subjectiveness of evaluating um and Uh, so yeah, I think it just
helps us kind of align what we're looking for, how how we view it in a more straightforward way. I think I would just need time to really reflect on the categories of that particular rubric to feel to determine
if they're in keeping with um, you know, the vision of the board. Uh, the other thing is I do appreciate that rubrics can help um make decisions seem less subjective. One of the reasons why I would want to look at these categories is because some of the items in here
seem like you could use really subjective judgment to evaluate someone with. So, I'm looking at district image and I can imagine um an antithesis of me taking a look at the district and coming up with a very different conclusion and
myself. But, you know, so we would need to talk through what's the what's the evidence that would need to be um provided to support that and what does it look like to um have an effective district image. So, how how do you how do you come to a determination that it's
effective or not is what I mean. So >> yeah, if we were to adopt something like this, um you know, my suggestions would be that we link it to some of the the the reporting that we do throughout the year so that that would eliminate some of the variance in terms of us
evaluating and the subjective nature of like some of those categories. Well, and because what I guess how I took it is these were just samples and so we can kind of pick and choose from these or like you said just create our
own categories as well but it's just having a base to start from. >> Correct. >> Yeah. >> So I'll just share some uh historical perspective on this that may be helpful. I think superintendent evaluation in Adams 12 uh in terms of formal written
evaluation there hasn't been any for about 15 years. I did have a couple of formal written evaluations early in my tenure and we're happy to to pull those and share them with you all. They may be helpful just to see how it was done once upon a time. But the evaluations that have been done uh from roughly the
period 2000 through 2010 were marketkedly different than how they had been done before that. And it was all anchored in the transition of policy governance. What policy governance theory says at least is that the board should only evaluate uh the
superintendent or the CEO's performance against meeting the ends that you've stated around academic achievement whether it's student growth, student achievement, reducing uh gaps or variations between subgroups, graduation dropout rate,
robustness of curriculum that's provided to all. you have ends about those kinds of things and there's lots of operating limitations which policy governance theory would say is also appropriate to evaluate against is the superintendent basically uh making sure that we're not
violating those things about following the law maintaining enough money in reserves compensating staff uh in a competitive way against the market dealing with families and students and staff in fair ways etc. And so what happened as we went into policy
governance is in those early years Jim Wigle was uh the architect of a lot of those policies very invested in policy governance theory and it yielded in the policy governance era an annual evaluation that was usually a one-pager
and it was prepared by the board's executive assistant so Francis Mullins for most of those 10 or so years and the task was to fill into a template that said the superended and it's mostly complied with uh the expectations of the board except for the places where you
reported non-compliance on a monitoring report. So she would create a tally sheet of in this report in March we said we didn't comply with 2.1.3 and in this one in April we said we didn't comply with 1.1.7 and so it was just really a
regurgitation in a summary format of the monitoring reports that you all had received during the course of the year and I received one or two of those early in my tenure and then I believe we started to head into a space where board members felt like yeah it really feels
like a big waste of time for Francis and it's not very meaningful for us either and we've just really drifted away from doing that at all and I believe the board uh and myself are really operated under a more informal understanding that that theory aside if I'm not meeting
your expectations hopefully I'll know that you'll either tell me or I'll have intuition and say am I meeting the expectations or not and I'll either step up and do it along with my team or not and then you'll have decisions to make it the performance is unsatisfactory.
We've done that for an awfully long time. Um I think um there's a lot of stuff I could say about superintendent evaluation. I'll just share maybe uh one other piece that was interesting to me and that was a session at CASBY that I
attended that was uh led by Michael Hanosa who was the superintendent in Dallas for a long time two different chunks of time very highly regarded very effective urban systems are not easy 150,000 kids there
and one of his uh comments that day was the superintendent evaluation tool was changed in his second term of office there because here to four he said the board would meet in executive session for five or six hours. They'd all debate it. There was a lot of contention and
divisiveness in their board a lot of the time in his first term and they'd come out and say you're you're doing okay. You're doing good enough. You can keep your job for another year. That was his kind of uh summary of how it went down. And that's my experience more in Phil's
uh spot for lots of years about how evaluation discussions would often go. What he said uh really changed things in Dallas was to get basically to an evaluation that weights three things. Student achievement, superintendent's
management of the finances of the district and the resources of the district and then a measurement of staff student family satisfaction. and they weighed at 60% on student achievement and those academic metrics and outcomes,
20% on the financial stewardship and 20% on stakeholder satisfaction. And his comment about that change was by adopting that format and those weights, Dallas moved from a district of entitlement to a district of
accountability and that there were a lot of transformative changes that happened. I don't believe we're a district of entitlement. I do think uh that the way you evaluate your superintendent also has to align with how we evaluate other staff. And I've always resisted some of the systems
I see in place where there's different evaluations for the superintendent and goals that you can achieve. And if you do that, you get all these bonuses and performance pay. I've always believed I'm not afraid of those things. that actually kind of welcome it, but only if all of the staff in the district also
shared in either our successes and those set of expectations or not. Um, so I'm rambling a lot, but I just wanted to add more flavor. If there's quick takeaways, I would suggest that I work with Steph and get to you the old evaluation document that we used to do. I think
it'd be good to put your eyeballs on it. And then a second piece is um we may dig into a little bit more of what Dallas has done because I think sometimes waiting things really uh is important. There's a lot of things right now that we report to you on and monitoring
reports and being in a place of perfection across them all I don't think is really as a practical matter your expectation or mine. But there's probably some things that if we fall short, you may say we need to make a change in this role. And just thinking more about how we wait and prioritize
those things as an expectations tool. I think there's lots of opportunity there. And as I've said before, Chris, it's not about your evaluation. It's about the next superintendent's evaluation, which hopefully isn't for a long time. But we
do want to think about that because you have been exemplar and and you know, you have done what's expected above and beyond. And so we we don't have any we don't have anything negative to to hold it against, if you know what I mean. You
don't have anything that's not proficient. I mean, you you know, you can look at the teacher evaluation and it's, you know, it's it's, you know, the different categories of teacher. Um, but you can't really do that with the superintendent. Um, so, but anyway,
we'll just keep working then. Um, >> hopefully we'll get something. >> And I mean, just to kind of go off what Lori was just saying during that superintendent evaluation session, that was not what that was. Um, I was looking
through some of those samples and I was I was thinking like how would I get and again it was just me but you got rated very highly on those samples that they that they um did share and or that was shared with us. And so yeah, like I mean
just to echo Lori said is um you might be our the guinea pig for the next superintendent. I think we all uh have interest in and there will be value in developing something because there's another uh aspect of this which is there is
provisions of state law that require certain portions of a superintendent's evaluation to be public. That was another thing that Michael Hinosa talked about is in the first term because so much of it really uh I think was subjective and personal and probably
within these protected things very little of his superintendent evaluation in the first years was public and then once you get into things like money and academic achievement and stakeholder satisfaction probably 97% of it was public and I think in these roles and
just given the way our society is around transparency I think there's value to having this is how we evaluate it and you can all look at it and you can assess whether we're really being honest and u holding our person accountable or not. So I'll quit talking.
>> So the can I just add one more contribution real quick? I like the rubrics. So if the decision we're trying to make right now is the sort of gist and style of what we want to do. I like the rubrics. I'm okay with waiting categories. And then I would like to see
um sup is it superintendent Hosa's um model from Dallas. Is he still a superintendent? >> He's not. He's in the consulting circuit these days. >> But if you look him up, as I did here as we were meeting, you'll find websites and there's ways I've met Michael a time
or two. We could probably reach out and say, "Can you give us whatever was in place in Dallas in the past?" and also your old um evaluation. >> Yeah, >> thank you for doing the research and giving us different models. I appreciate it. >> Thank you. Um and I'm available to
assist and um I'll be working with Chris to really get that information and and work as we move forward to redefine and um that mold. So, thank you so much. >> Thank you. >> I had I had one final question. Okay, >> Tim, in terms of everything that you
took us through again for the next superintendent, and this may be a silly question, but if there are any areas that are not satisfactory, is there like a PIP process or something like that? Just curious, just don't know.
>> So, for teachers, uh, for example, there's lots of things that are statutoily based about what a performance improvement plan looks like. For classified and certified, there are master agreement things that spell it out. For administrators generally, uh there
are protocols that we follow in terms of improvement when somebody um has areas of growth or or improvement. In the superintendent landscape, really you can go wherever you'd like in that space. So, I think there'd be a lot of flexibility to say
this is uh the top priority area to get better in um and here's how we're going to measure it and here's what we would like you to identify in terms of action steps and supports and all the rest so we could absolutely do that work together. >> Thanks, Tim.
All right, on to annual review of bylaws. something we do every year. Um, doesn't mean we do a lot of changes every year, but um, you have the copy in the packet. Um, Phil,
>> yes, according to our bylaws, it's time to review the bylaws. So, um, we do review these each year. Um, we used to have to review them in December. Now, we have a little bit of flexibility there.
I noted that we made changes in 2021, I believe, and 2024, and I reviewed them this year, and I don't have any specific recommendations for change. I think they're working quite well in my opinion, and um I don't
have any recommendations for change, but you've fulfilled your duty to review. All right. Anybody else have anything to say? >> Okay. Thank you. >> We talked that one a lot last year. Yeah, I did. All right,
then on on to the draft legislative platform. Uh, we all filled in our uh submitted our suggestions and um Stephanie put it all together. Is there any I will Well, back up. I have to do
this by way of Robert's rules. I will recommend an action to adopt the legislative platform as presented. So moved. >> Second. >> Second. >> Okay. Now I'll say that uh Stephanie took all our recommendations and put it
in there and cleaned it all up and here it is. Is there any comments or um because we did talk about last time any comments or uh questions? Okay. >> Director Ananubo. I So, did we have a motion? I'm sorry.
Okay, >> I actually remembered to do it. >> Uh, director Assad Lucas, >> I. >> Director Batistelli, >> I. >> Director Goldstein, >> I. >> Director Marsh Holen, >> I. >> Okay. On to classified um our visit with
the classified folks. Um, it is going to be on January 14th at CSEA's office, which is on Rosanna Street. Um last year's questions are here. Um
usually what happens is you ask a question and then it just goes wild after that. But we just need to have a few conversation starters. Um, looking at the four questions that we asked last year, is there any questions or comments about these questions
or changes or something that you'd like to add? Just for um Ike's sake, because he wasn't there last year, when we meet with CSEA, uh, the classified, they have a representative from each um, aspect of classified, like they'll have somebody
from nutrition, somebody from custodial, somebody from transportation. they have like their executive committee and so um they're all in buildings or facilities and they are the ones that represent their people and answer the questions
that we ask them. Um so comments have have there been any suggestions from them? Have we asked Paul and um >> okay
well then if there's nothing um to change we'll just go from there. Okay. Um minutes. I will entertain a motion to adopt the minutes of the regular board meeting of
December 1st, 2025 as presented. >> So moved. >> Second. Any discussion? >> Okay. >> Director Ananubo >> I. >> Director Assad Lucas. >> Hi. >> Director Bastelli. >> Hi. >> Director Goldstein.
>> Hi. >> Director Marshen. >> Hi. >> I know. >> All right. Consent agenda. The consent agenda does not have a consent motion. and it just has two
separate motions. >> Oh, yes. >> Right. Okay. So, I'm going to do the first one. Recommend. I will entertain a motion to approve the personnel actions as presented. >> So, moved.
>> Second. >> Okay. >> Director Anan Wubo. >> I. >> Director Assad Lucas. >> I. >> Director Batistelli. >> I. Director Goldstein. >> Hi, >> Director Marsh Holen. >> I
>> Okay, on to the expulsion appeal. I will entertain a motion to approve the district administration's agreement with the student and family to resolve the expulsion appeal from the November 19th, 2025 board meeting. >> So moved.
>> Second. >> Director Anan Muebo. >> I. >> Director Assad Lucas. >> Hi. Director Batistelli. >> I, >> Director Goldstein, >> I. >> Director Marsh Holen, >> I. >> Okay. Future agenda items. January 14th, CSEA meeting. And our next board meeting
is until the 21st of Janu. Our regular board meeting is until the 21st of January. And we have um various agenda items listed. Um, uh, monitoring report. We have the amended budget presenta a resolution
because we make our budget in uh we approve it at the end of June and then we uh Gina goes in and shows us how it needs to be changed and we approve it um in January. >> The one amendment I would make to that is I think we're likely to add a meeting
on January 7th. >> Oh yes. >> To address an oil and gas matter. So, it'll probably be very very brief and a single topic, but I believe we're going to need to convene on that date. >> Yes. Thank you. And um
we are working on a um special community engagement board meeting on February 4th. Um we um uh air and I met with um Raquel and Joe and we started talking about what that will look like. And so stay
tuned. take a moment just to wish everybody a safe and happy holiday season. Um, spend time with the people you love and um, enjoy the time off from school.