All right. We will get the meeting. Um, call to order. Start with roll call. Director Anan Wubo >> here. >> Director Assad Lucas >> here. >> Director Batistelli >> here. >> Director Goldstein. >> Director Marsh Holen
>> here. >> So, uh, President Goldstein is trapped at the cap right now. Um, she will be here. said hopefully around 6:30 if everything goes as planned on the floor. Uh so we will move forward and
then when she gets here she will be taken over. So we will um move for approval of agenda. So I would recommend an action to approve the agenda as stated. So moved.
>> Second. >> Director Anan Wubo >> I. >> Director Assad Lucas I. Director Batistelli I. Director Marshian >> I. >> All right. So for those that are able to stand, we will stand for pledge of
allegiance. I >> pledge allegiance 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. All right. All right. So, we will move forward with the superintendent update and we have Deputy Superintendent Bobert here to give that
to us. >> Thank you. It's great to be with you all tonight. A quick acknowledgement of our superintendent's absence. Uh Chris is out in Washington DC right now with other uh state leaders uh lobbying our uh federal legislators and leaders
around interests related to public education in the state of Colorado. I think we can all agree that there's probably no one better to articulate those needs and challenges and uh we're thinking about him and wishing him well tonight. I also wanted to take a minute and acknowledge that a week from today
is administrative professionals day and in Adams 12 we are so fortunate to have uh scores and scores of really excellent administrative professionals. Our folks especially our schools are the first ones that our parents and students
encounter. Uh they're friendly faces. They're helpful connectors. Uh they help a lot of us in our leadership positions organize our work, follow through, hold us accountable um and just do a wonderful job of of taking care of all of us in the system uh and making us
look great. And they do it all humbly um and with very little fanfare. So the least we can do next Wednesday is to celebrate them. And there's no doubt that some administrative pos uh professionals have it harder than others. And I think I would be missing the mark if I didn't identify that the
person to my right, Stephanie Hicks, gets to support all of you, Chris and I. And that's quite a load, but you do it so well and we're so lucky to have you and appreciate you. So, thank you, Stephanie. And thank you to all the administrative professionals throughout
Adams 12. >> Sometimes it's like juggling cats or hurting cats, I guess, more like Right. Yeah. Minimally. >> Yeah. >> All right. Thanks so much, Bo. All right. We will move on with board of
education comments, recognition, awards, and vision. We will start with Ike. >> All right. Thank you, uh, Vice President Assad Lucas. Um, it's been a long time since we met, so there's quite a bit to go through. Um, and I will try and be
brief. Um, I've continued to have internal meetings uh with some of the staff here at the ESC. Most recently, I had a chance to sit down with Megan as well as Tim. So, had a good chance to take a look at how learning services and
HR works and really appreciate their time in taking me through that. Uh, two, school visits. I've had a chance to continue to visit schools uh that are in my district. Uh yesterday I had a chance to see Stargate, had a chance to see
Robin Green, Dr. Green, and uh I always drive by the school, but never have been inside of it. So I had a chance to see some of the construction, some of the kids uh they're preparing for some of them are preparing for a world competition in robotics. So it was fascinating as an engineer to to talk
about their design and and activities around that. I've also had a chance to go to Prospect Ridge Academy where April Wilkins had a chance to uh show me around the school. So, had a chance to see a couple charter schools for the first time. And finally, um, I went out to Washington Square,
Future Forward, and had a chance to get to know Marv and as well as TESS, uh, and, uh, really, uh, absolutely incredible all the work that they do, uh, in terms of preparing the kids for for being firefighters, EMTs, you name
it. Um, really, really good to see. I see the new America School tomorrow. Uh, and uh, so that should be a good experience. And um so that is what I have on the agenda there. In terms of miscellaneous activities, quite a bit of those. Um on the 12th, we had the
five-star community food bank um with Shannon Hancock and her team. We distributed something I wrote it down um 1300 lb of food to a total of 143 families, over 700 people. So, it definitely was a great opportunity for
the community to pull together and and support those of us who are challenged in these times of high inflation and the cost of everything going up, right? So, that was a really good experience. Uh, we had the Adams County uh mayors and community or commissioners youth awards
on the 19th. So, Mayor Coleman as well as Thornton Council um and Chris Russell were there to offer awards to various students in Adams 12 and that was really really good to see um and see all the kids get recognized for all the good
work that they do. Um I've had a chance to uh be involved in the awards season. So, we've had the various awards and I've tried to get to as many as possible. I' I've gone to the core award with principal pain I believe
it is um and the D and E award as well and um so that was it's really good to see the recognition of our certified and classified folks um because I mean we all have positions and jobs we like to be recognized and and they're doing
great work for our kids right um we had the Northland Coral um play which was um included a community theater in Stucky Stoie Elementary. Actually had some participants there and so the kids were
singing, they were dancing, they were it was wonderful to see uh someone who is is clearly perhaps you know older experienced um and and someone and she's with someone who's in first grade. So you get the chance to see the community
really come together regardless of age which was really uh really inspiring to see. Um so I had a chance to go there last weekend and see their performance. Um ah finally and and sorry I I can ramble
on forever. My wife and kids will will say that but I'm going to try and keep it short. Um we have something uh our first um soul uh dinner event uh standing for strength, opportunity, unity, and legacy. It's an opportunity
for the community to come together and as one and and celebrate our African-American community and and family and kids in Adams 12. Um it's going to be our first event on Friday actually right here at ESC from 5:00 to 7:00. We're going to have line dancing.
We're going to have singing. We're going to be playing games. So, it's going to be really a community event. Um and and Maria has been outstanding in in kind of shephering us through that. So, looking forward to seeing it. Um being a part of it, giving a little bit of a speech. We have 80 apparently 80 people signed up
to go. So, I thought didn't think it would be uh that warmly uh received, but it is. So, um, I'll provide an update on that, but if anyone wants to come, the entire community is encouraged. Soul food, line dancing, who could say no.
>> All right, and that's all I have. Thank you. >> Thank you so much, Alexis. >> All right. Well, thank you. Um, it's also legislative session for me, so I don't get to go out a lot. Um, but I was
able to go to a STEM lab mountain um or Thunder Vist Thunder Vista um basketball game, girls basketball game and that was a lot of fun and they had two teams. So um STEM got to play twice and they enjoyed that. Um and a
play at studio um and they just have a great program there. Um we I think those are really the only things. um outside of the capital I've been able to do. Um but I know that it's seam mass time. So I just wanted to
acknowledge all the testing and um that it is a lot on our kiddos and it is a lot on our teachers and I think that we need to acknowledge and give grace cuz that is just very stressful um testing
for all. And um I had more but I think that's it. I'm tired. >> Thank you Paula. So I have a few things. I've attended a couple of um the
interestbased bargaining sessions um with DTA and the administration. Um I also I have a somewhat lengthy list because it's been a while since we met. Um, and I hope you all had a wonderful uh spring break. Mine did not overlap
with my job. So, um, I attended Lee Koka's memorial service. Uh, it was really lovely. Um, for those of you who don't know Lee, he was our emotional support person over there before this gentleman. And it was really nice. His family invited everyone to attend here
in this room. And they had a nice display of everything his grandkids had made for him over the years back there. Um, and it was wonderful to learn new things about him. Like Jackson 5 was his favorite album and he listened to it all the time. And uh, he was a big
motorcycle enthusiast and most importantly it he was a great dad. Um, I'm so grateful to his family for inviting us into that space to to remember him. Um, and because I'll always sort of see him over there,
granting me grace when I'm always the person who shows up late because I had to use the bathroom. Um, so, um, yeah, that was a wonderful thing to attend. I also attended the elementary visual art show at the Front Range Community College. I always get to do grades three through five. It's one of my favorite
things to do. I love seeing the students artwork. This year, um, I noticed a theme around sort of a 3D buffalo painting where the kids would cut out a buffalo, paint it, and it's a fix it to paper against a backdrop. And that was
really nice. And then there were also 3D paintings where the kids made um, aliens out of clay and then used paper plates to make like half of a spaceship. And so it's always wonderful to see how the talented work that the kids bring um, to
those activities. Um, I attended the Northland High School food truck problem based learning presentations. So, this year, and that was very tasty. If you didn't go, you missed out. You should volunteer to be a
what are we when we do that? We're assessors, right? >> We evaluator. >> Evaluator. Yeah. And the problem that they explored was um how to bring more allergyfriendly foods to food trucks in a way that's still um affordable for the
food truck operator. And they actually had several food truck operators there as evaluators as well. And so um me having a son who can't have dairy and a a husband who can't have uh gluten, it was especially important. And there were some really tasty foods. I tried
something called a Korean hot dog I'd never tried before. Um, there was also some fried macaroni and cheese and that was kind of amazing to me and it was really tasty. Um, but yeah, the kids are really creative and they were learning a lot from talking with those people who actually operate those businesses and so
I saw lots of possibilities um for them in the future. Um, on that note, I want to invite any nonprofits or businesses who may be listening or who you folks in the audience may know, um, to submit problem suggestions to the North Glenn
High School STEM uh, coordinators because right now they're looking for more problems for their students to focus on. And they've done some pretty amazing problems in the past. They they've explored why attendance is going down among certain student populations, how to get people more involved in uh
civic participation. It's not just STEM activities. So, if if you're affiliated with any of those and you're willing to be an expert for that group, please do reach out. Um again, I hope everyone had a nice break and you came back rested. We've got graduations ahead and a whole
budget thing we're trying to figure out. So, it's going to be a packed month and a half. I have I I sense. So, thank you. Thank you. All right. So, yeah, it's been stated quite a while since we've met last um
spring break. Also did not I did not get a break. My kids lived their best lives that week. Um and then come back to Cass testing. So it's very get a break and then
go full force. Uh so as data we have our art show display currently going on at Front Range Community College. So we always get to select art and it's probably one of the hardest things I have to do every
year. Um seriously really is hard. Um, yeah, there we have such so much talent in our district and it's really exciting to be able to walk through the halls, through the library, um, and just get to see the amazing things that our our
students are capable of doing. Uh, with that being said, then we get to have our the district art ceremony celebration next Thursday here at the district building. So, if anyone is able to attend or if your art has been
selected, hope to see you there. Uh, we've had budget meetings, meetings about declining enrollment, which we will hear more about this evening. Uh
on last Friday, I attended the Westminster annual awards with uh with Lori President Goldstein. Um and four Adams 12 teachers were nominated for educator of the year and one of them was
uh James Hawk who was at our at our table. Um and he is a teacher at Mountain Range. But yeah, we had an educator. Man, I cannot remember all the schools now. Um, but yeah, four four Adams 12
educators. So, it was really exciting. We have some great teachers, great schools that serve the Westminster city, but all of obviously Adams 12. Um, yesterday I got to do go on a field trip
with my my seventh grader over here. She goes a century and is it is it family consumer science? What is the class? Yes. Okay. Okay. >> I call it home and I get I get shamed. >> No, it's not that any. >> No, it's definitely not that anymore as
I am informed every time I say it. Um but anyway, so uh their class got to come over and um view the uh culinary program and um talk about what that looks like for them
if they choose to go into that career, make crepes. Uh so it was really fun. She actually made eye contact with me and talked to me and even let me have a bite of whatever she made. So it was it was a win. uh because I was informed I was not allowed to talk going to. But
again, great ways of building and bridging that gap between our middle schools and high schools and letting students know those opportunities that they have. Um, and it really for me it kind of solidified
those choices that we made when going for the mill and building the programming for uh, future forward programming into middle schools because they loved it and they were so excited about it. and just opening up those opportunities for middle schoolers
um so once they get into high school they have a path and they have something to look really look forward to if they didn't if they didn't have that already. Um the last thing I really want to encourage people to do is if you have
not already sign up for the five-star 5K uh run. It's the annual I think it's May It's a little later this year than usual. May 9th or something. Um I'm guessing Lisa tried avoiding snowstorms
and weather. But yeah, it's it's such an an amazing um uh district event. Last year the weather was perfect. The year before there was a major blizzard the night before and so not as many
people show up as those of us that have been there every year. we were there and we ran it. Uh so, but yeah, it's just a great event. Uh goes to great causes and um and then we have the
uh what's the the scholarship award afterwards? The recognition the >> is it it's not BER? >> No, >> the Adams County um scholar >> award that's awarded by the county. >> Yeah.
>> Yeah. So, we get to award the students and um just recognize them and their hard work afterwards. So, it's just it's a great event. So, highly recommend registering if you have not already. Um and I think if you register by this Friday, I could be wrong, so don't quote
me. You're guaranteed a shirt. So, let that be motivation. All right, that is all I have. Um, we will move forward with 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 with the board
to Ryan Parker. A threeminut timer will be set for each speaker. Please keep an eye on the timer and kindly conclude your remarks when the time has expired. Uh we have one speaker tonight, Megan Cruz. >> Yeah. Yeah.
>> You can stand. >> Yeah. >> The mic. >> Push the button. >> We do need that for people watching at home. And I think there might be a button you need to turn on. Kim might help you with that. >> Hello. Perfect. Thank you. I'm going to use my phone and I might cry so I apologize. It's okay.
>> Thank you for having me today. My family. This is my husband Raymond and my daughters Moxy and Poppy. Moxy's the older one. She goes to Glacier Peak Elementary. She's in third grade. On March 5th, we had an incident at school where another child put his hands around
her neck and squeezed. Um, she immediately felt pain and when he released she could still feel him on her neck. She went and told her music teacher like we all hope that kids do. Um, the music teacher was a substitute
that day and brought that concern to her home grade or her home class teacher, Mr. Johnson. Mr. Johnson made the kid apologize to my daughter. She came home from school that day and was in tears and her voice was raspy.
I'm a victim advocate at the DA's office, specifically in the child victim unit, and I know the signs and symptoms of strangulation and the outcomes and the consequences of that. So, I knew it was serious. All of my advocacy went out the window.
I had no idea what to do. I consulted with some people at work. I called the Department of Human Services and I was forced to make a police report on a 9-year-old. Due to his age, they couldn't file charges. And my time's almost up, so I'm going to wrap it up really quickly. That child is still
having contact with my daughter despite the school telling me that there's a no contact order. They have characterized his contact with her as apologies and made it seem okay. They've made comments to my daughter that boys don't process the same way
girls do. Our family has made requests that both students get the fair education they deserve and be separated. There's a multiple different third grade classrooms that the other child could be removed to. And they've denied that
request. My daughter doesn't feel safe at school and we've had to pull her out of class. So right now she's not going to school which is something that impacts her and I'm just asking for your help. I know that there's laws. I went to try to get a civil protection order
and because of his age we couldn't do that either. All of this is gutting me. But I need my daughter to feel safe emotionally and physically while she's at school. And so I'm just hoping that we can come together as a community to make sure both of these students are
educated, supported, and safe. Thank you. >> Thank you for sharing your story, Megan. >> Miss Cruz, thank you for sharing that comment with us tonight. If you as a family have a few minutes, I'd like you to maybe connect with my colleague Megan
Kaine, who's our chief academic officer, so she could hear more from you and we could open up those lines and start to work through this. But thank you for making a comment tonight. Thank you. We are going to move on to the board committee leads and reports for Dak and
LR PAC. Um we'll start with Dak. >> All right. Thank you, Vice President Assad Lucas. Um we had our meeting on the 8th and unfortunately I was very cold and freezing my you know what off in Nova Scotia, Canada.
uh business trip to a wind farm. Um so I did not have a chance to go to the meeting, but uh the meeting minutes were sent out and um I think Bo, you're going to go through that a little later. Uh the declining enrollment discussion came up and uh basically the the district's
uh thoughts and and status on that was shared with the DAC team. It's public information. It can be uh taken uh can be reviewed by the public right now. Um, we also talked about mill levy override updates in terms of how the mill levy
override monies are being spent. Um, and I'll just read off some numbers. 25.1 million um still going to compensation, another 1.4 to student and uh safety and student mental health. Another 9.2 to
expanded learning opportunities um for for our students. And finally, uh, in terms of the bond, uh, some of the different bond, um, uh, monies in terms of how they're being allocated to the various schools was discussed, that's far too much to go through, but again,
it's public information. Please do uh, take a look um, on the district site and find it under DAC. If there are any questions, you can always reach out to the DAC folks. I'm the DAC leaison as well. So, that's all I have. Thank you.
>> Thank you. Is there a FAC report? >> Um FAC is meeting again tomorrow, but they met um March 19th and discussed um with uh they got a briefing from Margie on deferred maintenance um and facilities and then they will be getting
the the briefing on consolidation tomorrow and we'll be presenting to the board. I know they're looking for fact volunteers. So if anyone's online listening um to present to the board for May 6. So we will see them then. and I attended um the LR uh pack
meeting. So, there was actually been two since our last meeting because it's been a while. Um we the the March meeting was March 5th. It was the Thursday right after our last board meeting. Um and we met at the uh VMAC, the Veteran uh
Memorial Aquatic Center, just to understand more of the um operations of it, the building needs. Um a lot goes into that building, like a lot. Um and
it's a it's a beautiful facility. and uh and not even just for our students, but contracting out with other programs and teams. Um and there's just a lot to offer and even talking they shared even how to stay competitive um in order to
attract more people to rent it out. So, um yeah, we got to tour the facilities, uh talk to maintenance or the maintenance crew. Um yeah, it was a great meeting. The uh other the second
meeting the uh April meeting was the 9th, April 9th and um just talked a lot about what we're going to hear tonight with uh declining enrollment, school closures, repurposing um uh consolidations
like that. So yeah, so we will the presentation we got in LR pack is I assuming the one that we're going to hear here soon. So all right, thank you. Thank you all. I got to leave that on. I keep turning it off because I'm so used to doing
that. It's like habit after someone's done talking. All right. Um we will move forward for board business. The first thing on the agenda under board business is instructional materials presentation
by uh Miss Brady. All right. Good evening board members, deputy superintendent. really glad to be here this evening to talk about our recent instructional materials review committee. Um the purpose of this committee is to review instructional
materials for use in the classroom. And so you'll see that um we start first by making sure that those materials are aligned to standards and aligned to our Colorado academic standards or to the common core. And so that's the first step in this um process when our
committee comes together. And so we begin with that as our first kind of check to make sure that it's aligned. And then um in alignment with policy 6230, the committee works off of a consensus model. And so all of the materials that
you're looking at today, we didn't have any that we couldn't come to consensus on. So the second um bullet on here we don't really have to consider because we are bringing forward um a strong recommendation to you that all of these materials should be considered for
approval with um a wholehearted consensus approval. Um the committee was pretty firm that we believe that all of these meet not only Colorado academic standards but also that we believe that they should be utilized in the classroom. So, no need for our chief
academic officer to weigh in here. And um again, we really go through an identification process first to determine if whether a school brings it forward or whether it's our content team um bringing it forward in
support of a new course or program or whether it's just an update to a series that already exists. In what you'll see today, we have some materials that are brought forward by schools. when you're looking at novels and then we have um some materials when we look at the math
pathways materials those are actually brought forward by our content team. So you're going to get a little bit of both. No updates um and you are going to see some things that are part of a new course pathway with um the math materials
and the folks that serve on our instructional materials committee. It is a multi-shareholder group representing me as the representative for the chief academic officer, but we have building leaders from all three levels, classroom teachers from all three levels, we have
students who are our favorite part of this particular committee and then we also have community members. So we really strive to have a lot of voice in terms of do these represent the values and perspectives of our community um when we are considering these
instructional materials and like I I've already mentioned our first check is do we um believe that these meet the Colorado academic standards and that's our first um real kind of check for instructional
materials. The next is, is it aligned to what we believe are our students needs and the content and the data available based on what we know about our current curriculum. And so we definitely analyze that. And then we've got a rubric that
we look at that includes these other important components that um is it appropriate to the interest, ability, maturity level of the students that we're recommending it for? Is it aligned um to what we know that those students
are learning about in that particular grade level? Is it appropriate? Does it stimulate their factual understanding or their literary appreciation and align to aesthetic values and ethical standards for that particular grade level. And
then finally, um we want our students to have multiple perspectives. So we want critical analysis and controversial issues to be discussed in multiple perspectives. So that um critical reasoning and critical analysis. We also
want um especially if it's something in relationship to the American experience, we want various different religious, ethnic and cultural groups represented. And then we want to show fairness in relationship to those um different perspectives. So all of those components
are on the rubric that that committee um is evaluating when they are looking at these instructional materials. So you can see if you are looking at the evaluation we looked at some novels and
all of these novels were brought forth by 12th grade English teachers but when we approve them we are approving them for use in high school. So we go by grade level band. So, um, these five novels were all considered for high school. And then in the non-fiction
space, we looked at two resources for our math pathways. So, just to talk a little bit more about our fiction texts. Those again came from high school teachers who have all taken these to their school accountability
committees. They were on display in their respective high schools and their school accountability committees felt like yes, these are appropriate texts. They do provide windows, mirrors, and sliding glass doors into perspectives that our students um may have or could
be reflective of their experience or into an experience that our students need to have because they don't have that as part of their um lived experience. and they recommended that they move forward for district-wide approval. And again, our committee felt
like they were all worthy of approval. These are the texts and um no concerns about any of them. The one that was we did have a little bit of interesting um comment about is Woman of Light. It is a
Denver author and there was one review. You'll probably see in our notes that um it did say it was for an older audience. Um but again, this is a 12th grade literature course, but we are approving it for the 9th through 12th grade band
of students. So, I think it's just important that you know teachers know when it's um for an older audience. And then for math pathways, um, we are recommending to texts as part of the
work that's being done with the Colorado Department of Education, CDE has really identified that students um, who are taking math classes in high school, it needs to be much more aligned to their post-secary plans and to the college and
career um, work that they're doing, whether they intend to go to a post-secary institution and have a college major that is more in the humanities lane or might be more um
connected to a workforce um task that is not necessarily always calculusbased. Um you may have a STEM career but not every student needs to be on a trajectory of you know algebra 1 um geometry algebra 2
and then going directly into trig and pre-calc. So having more flexibility in that and so they've really started to talk more with school districts about how do you change your learning um to align with that. And so they've done a
lot of work with various different leaders in the math path pathway space, community colleges, post-secondary institutions, um the institution of higher education. You'll notice that there are um Colorado
math leaders on here and they really have um leaned into this space to say what should those math pathways be and they've ultimately gotten to a place that in our system it means students will
take integrated math one, integrated math 2, and then they have choices when they get to their third level of math. So they could take integrated math 3 and be on a traditional pathway if they are
interested in a STEM career which that would then mean that they take trig or pre-calculus and then they go to calculus or students may have an option of taking mathematical modeling or
exploring data science depending on their post-secary trajectory. And so the two resources that we were looking at were aligned to those two new classes, mathematical modeling and exploring data
science. And so you'll see a textbook that we were considering um for statistics and probability with applications and then an online resource called Mathematic, which we um piloted both of these this
year. The teachers really love them. They felt like they were both the just right resource. And then our committee when we looked at them, they really liked that they also had more realworld applications for students who might be going into these post-secary pathways,
especially if you were going to go, like I said, into a more humanities-based kind of post-secary um like major in college that you would have experiences that would be more
realistic um for your math classes in college and that you wouldn't necessarily have to jump straight into like an AP stats course. You could take this exploring data science before going into AP stats. So there's a trajectory
of learning that made a lot more sense. Um so these two resources um again were wholeheartedly recommended by the committee. So, I'm going to pause and answer some questions.
>> Any questions? >> Yes. Actually, thank thank you uh Kim for taking us through this. >> Yeah. >> Um I have a comment and a question. Um I love the idea of of looking at um kind of an application for math specifically.
in small story or little story um I took statistics in undergrad and grad and I hated both of them um didn't understand them didn't get them um and it was not until I got to to Ford Motor Company um about 8 years after I graduated from
from grad school where we started using statistics to solve engineering problems manufacturing problems in a Ford F-150 factory or talking to customers during customer labs that statistics made sense it was like a light went off and now I still I'm a senior director in quality.
I love statistics. Um so I really like Yeah, I know. I love statistics. Um but I really love the idea of of actually having applications in the real world uh to to statistics for instance in math. Um if we go back a couple slides, I
noticed that with the math one, what was it? Yes, math 3, integrated math 3, and then there was exploring data science and statistics. There was environmental studies under one, and there was environmental science under the other. I'm curious what's the difference
between those two. If if you can speak to that. >> Yeah, I think um that's the way that our state is really defining those trajectories and what a student's major might be and what would be appropriate coursework for that level, third level
of math. I think there's still a little bit of it could be either or in terms of a student might take exploring um data science and or they might be able to take integrated math 3. Um we're still
kind of working out some of those. You know, it could be in especially like with integrated math because some of those concepts are still integrated >> into what we have in integrated math 3. It's not a traditional just algebra 2 class.
>> Yeah. Um whereas if you're in a much more traditional approach to the way that you would teach a trajectory like algebra 1, geometry, algebra 2, it might be more linear and it might exclude some
of those um respective potential majors down the road. >> Sure. >> Or careers down the road, but because we still teach it in an integrated fashion in Adams 12, there still could be a little crossover. >> Oh yeah, that that perfectly makes sense. There's definitely going to be some overlap. Thank you, Kim.
>> You're welcome. >> I was just going to say um that I'm thrilled that we're adding um qu you know statistics and data analysis to this. Um, in that reflecting on my career as an English professor, I do
think that one of the difficulties facing people today and an important part of civic literacy is the ability to understand statistics because they're so often used in arguments
um, and people have a really difficult time >> comprehending like like Ike said, what's the point, Um, but they're so often used against us. So, um, I'm glad to see it. I would echo that as well. And we want students to see themselves as
mathematicians. So, in their third year of math to continue to take take it in their fourth year. Um, so to have some success and not tap out. So, what could be the option in the fourth year for for a student too? I did have one other follow-up question and it was about sort
of the approach of the textbooks because I did not get a chance to uh go by and see those but does it use the pro the inquiry based approach the problem based or project based? >> Yeah, lots of inquiry, lots of um applied and real life scenarios in order to get students thinking about the math
which was really exciting um and why our teachers really loved the both the online text and the traditional text. I have a question. So, some of our students are a little bit more accelerated now. I mean, the way it's
been, is there um a segue? Is there a way for that to happen in this particular >> Yes, definitely. Like, just because a student is accessing the third level of math, does it mean that that's happening in their junior year of high school?
Some students are accessing that third level of math sometimes in their, you know, sophomore year. >> Well, now, but with this new proposed, >> is that going to continue? >> Yeah, absolutely. And there's, you know,
there the pathway just continues on for them um based on whichever whichever pathway they they choose. There's still the continuation of a of math after that. I don't do math, anything, but um I'm excited for the books and I'm excited I
have two new books to read that I took down. Um and I was with my daughter at the library and she saw the I'm not your typical Mexican daughter, I think it is. And she's like, "Oh, they highlighted that at my library. I'm so excited to So like it is I I think we forget how
important books are to kids in this digital age." So I'm excited to see those. >> Thank you. Great. I also don't do math. That's why I became a therapist. However, I didn't research my undergraduate. Well, because I got a bachelor's of science where you had to do statistics and it was awful and I
almost failed. Um, but with that being said, I I I appreciate um this model and the pathways mainly for that reason because I think, you know, if I had it my way thinking back
at high school and if I had these pics, I'm like, well, I want to go into psychology or whatever, so I don't really need that. But you do as much as you don't want to because statistics is a big part of our job and research and data and so um but giving them in a way
that makes sense to them and that they can understand it and then apply it in a way that won't make them lose interest in it. Um whatever that that uh model or
that path is. Um, and it's just the highlight look comments about books. Same. I mean, even at the book fair or when we were at the middle school book fair fair, the our fourth grader even recognized like, "Oh, I saw this book."
And um, and just how important it is that we continue fostering that and exposing them at least understanding. So when they get to that secondary
um and when they are assigned to it, yeah, it's a passion. So thank you. >> Can I ask you for recognizing that >> um a couple of just logistical sorts of questions and you've told me this before and I apologize. Um but this only happens once a year in my defense and so
I always forget what actually happens. So, with this list of books, particularly if there's a a book that might have sensitive material, um there's always a guide or some sort of material provided to the teacher to help them understand that and make decisions
based on that. Correct. Yes. And at the secondary level, um, we ask our teachers to publish a syllabus where they also let parents know, um, which materials, especially with novels that they'll be using with their students at the
beginning of the year. >> Thank you. >> And there's an opt out, right, option? >> Yes, in our English language arts classes. Yes. Thank you Paula for asking that question because I know it's on the minds of people and though we we do approve these
912 I think the pieces that Kim mentioned ensure that both our teachers and our parents are making an informed decision on either end of that equation. So thanks for the question. I just had a quick comment on the the math piece very much aligned with our work right now to
create as much uh choice and uh relevancy for kids and there's often this perception that we have to choose between relevance and rigor and I think part of this process is we don't we can keep things rigorous and still find ways for it to be relevant to students uh so
that both of those happen in unison. This does speak though to the importance that we have really effective counseling teams and support teams to help kids make a informed choice and a smart choice about their pathways, but also I think supports our uh longstanding and
even amplified recently commitment to finding ways that kids can find themselves and what speaks to them in their coursework. So, I appreciate because the the level three has been a challenge, one-sizefits-all for quite a while. And I think this approach, it's
not again, it's not um dialing back the rigor in any way. It's finding ways for rigor and relevance to live in tandem. And I appreciate the work. >> And I think back to my own high school experience, if you wanted to continue to take math, there was only one way to go.
And this really gives kids options that they can see themselves in and thinking about how they continue that math trajectory. So being able to graduate from high school and say, you know, I really like math and I can do math um is
a completely different trajectory. There is only one other thing. Uh and sorry I'm so scatterbrained about the comments tonight. I'm looking at the three um different options. The one thing that's missing and I will admit I have mixed
feelings about it is artificial intelligence and um the programming around that language models that sort of thing. I do know it's going to be a big career um choice for a lot of people and so just having that there too for for the
counselors to under understand and help kids find those paths would >> Yeah. And these are just some examples of types of potential careers, types of potential majors. I think one of the things that we recognize in learning services is that we need to be thinking
about how AI fits into all of the different careers that are coming forward because it has to be part of integrated learning in every single industry and every single post-secondary option that we provide for kids. >> Yeah. to follow up with what Paul has
said when it comes to AI you know 30 years ago machine learning we would think it belongs in computer science >> but you're spot on Kim it it actually covers all of these topics all three areas so uh it definitely will be a challenge to incorporate it put some gu
you know guard rails on it and and make sure that we use it responsibly right >> yeah absolutely >> thank you >> thank you thank you all right just for For those listening at home, if you haven't noticed, um, thanks. Sorry. It
gets a little crazy about now under the dome, and today was one of those days, but thank heavens for the expressway. All right. Um, are we on to the next one? Operating
limit. Okay. Operating limitations 2.1 closure, consolidating and repurposing schools. I believe that we have a presentation for that too. >> We do and it's gonna come from right here. >> Okay. >> So, I'll be uh doing my best to uh drive
and navigate and share all this right from here. But, uh if you need to slow me down, please don't hesitate to do that. As was mentioned uh during some of the earlier comments tonight, the presentation I'm about to share with you is one that we have already started to share with several audiences in our
system. Our principles have seen this at their uh March principal meeting. We've shared it with uh LRPAC and DAC. Uh we will be sharing something very similar uh as we start to go out and do some uh interacting with uh our city partners
throughout the district and I think it's important tonight uh for you as a board to see that same message and be able to react to it. So obviously it's it's no surprise to any of us here at the dis or in this room or watching at home that we find ourselves in a period of declining
enrollment in Adams 12. And I think the first thing to note in that space is that this is not at all a problem that's unique to Adams 12 in any way. If you've been following local news coverage coverage nationally, you know that declining enrollment has had a broad
impact up and down the front range throughout the state and indeed nationally. And we always want to begin with what's what are the causes? What's the background related to to that? And first and foremost, the the piece that is having the broadest impact across all
areas throughout the state and the country is a declining birth rate. We know that the current generation of uh millennials and upand cominging Gen Z's are just having fewer kids. And if you look at the graph here that's provided by um the state demography office, you
can see uh kind of current and projected population growth in the state of Colorado. And what you notice here as you look forward is the largest age group uh largest expanding age group in our state right now happens to be 65 and over. Um
that is not a group that we serve in K12. uh as it expands uh we're happy to have been a part of their past I would hope but uh certainly not a part of their current or future. Simultaneously if you look at the bottom of this graph in the navy color there that's the 0 to
18 group that obviously is the group that we serve and and will serve and you can see that's a population that's actually in a slight decline right now. And even looking forward out uh 10, 15, 20 years from now, you see that that uh
decline levels off, but we never uh at this point are projecting growth forward. So that declining birth rate uh is really um the most substantial cause for declining enrollment here in Adams 12 um and across the front range.
It's reflected in that aging population, which really uh speaks to the the last two col uh bullets on here, which is a high cost of living combined with a really challenging housing market locally has a lot of people staying in place. What typically happens in
neighborhoods, um, especially in in urban and suburban neighborhoods, is your kids age, they grow up, they leave, you become an empty neester, and then it's time to downsize, and the next family comes in, and we have a kind of a regeneration of of school age kids.
Well, now because uh it often is not the best financial decision to leave your current home and buy another one um and find something that you can afford and manage with a mortgage rate. We have more of that uh aging in place and we certainly uh believe we see that in
several neighborhoods throughout our district. And then we're just seeing reduced state and national migration. Colorado is is not growing as it once was. Uh we also are wondering uh especially as I get to some data specific to this year if we've seen some
kids uh no longer attend school or go home because of recent uh changes around immigration policy uh in our country. So let's look more specifically at our decline here in Adams 12. So you you see our enrollment data going back to 2018
and projected through 2030. And I think this really clearly paints the picture of declining enrollment here in Adams 12. So this is a non-charter count. It's important to note that here we're just looking at our district managed schools uh prek through 12. Um and what you can
see is going into the pandemic although we were seeing a slight decline and had been seeing it was not extreme and it was more gradual uh less impactful. And then coming out of the pandemic, as you
look at that 2019 to 2020, you can see that's the first really significant drop in our enrollment uh where we have several thousand kids exit the system. Uh and they did not and have not returned since then. Over the last few
years uh since uh returning from the pandemic, you see more of that gradual decline again. And then if you look at uh last year especially, you see another significant decline. Again, uh we think these uh larger cliffs are largely due
to uh some of that aging in place and the immigration impacts that we've mentioned. But there's no doubt as you look from 2019 through today uh that we are in the midst of a pretty significant enrollment decline. And then unfortunately projecting forward, we
just see that continuing to happen um you know at 29,271 uh as of this October and we're projecting to or 28,613 and then if you go out to 2030 you actually see that we're just barely a
tick above 27,000. So certainly some uh pretty strong indicators of declining enrollment and impacts to us. I'd like to pause here historically just to talk about there was a time when I first came from the
school level to the central office in 2013 2014 we were still growing and growing to the extent that at that time there was some belief that Adams 12 may serve 50,000 kids at some point we never reached that point we never quite got
all the way with district managed to 40,000 but we we will not see a 50,000 uh service model as a district but it just goes to show it wasn't all that long ago that we were solidly in the 40,000 range and now we find ourselves looking forward and getting awfully
close to 25,000. So when you talk about declines to that extent uh it has a pretty big impact on the school experience and that's what I want to spend some time talking about. So first what does this mean just in terms of building capacity? So what this
slide represents here is uh given all of our elementary buildings and the capacity we have to serve students, what are we seeing as of this last October? Uh that capacity uh related to the number of students we have en enrolled. So when you look at
all of our K5 buildings and it's important to note that this does not include our K8s, these are K5 buildings only. Does not include preschool enrollment. uh we have the PA capacity to serve slightly more than 15,000 kids throughout those elementary buildings, but as of this last October, we were
serving about 10,500 students. That puts our utilization rate at about 69%, which means we almost have 4,800 seats that we could accommodate additional elementary students. Question often comes up here, well, what
what what's a what's a preferred capacity? What's that rate? industry standard tends to be around 85% as as a a school district. There's some pieces we move forward where that needs some context, but if you're looking for kind of what would be kind of a
standard, it's around 85%. Some people think it's 100. It's not realistic when we think about the movement of kids throughout the day, uh, but 85% is typically preferred. This graphic here, specific to the elementary level, I think really drives home the changes
we've seen due to declining enrollment. We often use the term rounds to describe how many classes at a certain grade level does an elementary school have. So, if you have three kindergarten classrooms, we would say you have three rounds of kindergarten. If you have four
uh fourth grade classrooms, we'd say you have four rounds. Back when we were working on our blueprint work about three years ago, we had a a variety of parents, uh, board committee members, board members, central office folks do a deep study of what makes a thriving
elementary school, what is the just right size that we would say that's a really robust and full experience for students. And what we discovered is that the three rounds at every grade level is the sweet spot. That's what you want to have to have what we would consider a
thriving experience at elementary. What you see here again over that same trend line is how many of our class our grade levels have had number of rounds. So what you can see in the red there is the number of two round classrooms we have
in a district has really skyrocketed since just before the pandemic and the number of those thriving three round schools has actually gone down a little bit and naturally we've seen a pretty big decline in four round schools and what happens at an elementary school
when you get away from that three round sweet spot and you have mostly two and in some cases our schools one round it has some pretty negative impacts on the experience of both staff and students in a building. When you're in a a three
round or a three to four round school, everything is just more robust. You have full-time teachers to support music, art, and PE. Um, you have robust teacher collaboration where you have two or three other teachers you can collaborate with. You have more dedicated staff to
support intervention, instructional coaching, social emotional learning. You have more people on your staff that will volunteer to do before and after school clubs. You have more people that will raise their hand to serve as leaders in a school. Uh you increase your chances
of having a full-time assistant principal or at least a half-time assistant principal. And obviously we have to have enough uh enrollment to secure enough interest for us to offer before and after school care for a building. So you get these uh these
levels of economy that really help a school thrive. When you get to two rounds or less across a school, you move into situations that are itinerant when we think about staff. So instead of a fully dedicated music, art and PE teacher, you might have those teachers
shared between two small schools and they are not full-time in either one of those schools and go back and forth. Uh you have less teacher collaboration. You have less opportunities for kids to be distributed in multiple classrooms because they connect better with a
teacher or do better when they're separated from another student. you have limited or again part-time support staff for intervention for social emotional learning. You end up having fewer after-school activities because you have fewer people that are interested in
offering them and then you tend to have a lot of the same people raising their hand to do leadership work and over time that can be pretty taxing on a staff. So when you get below that kind of three rounds per grade level, it really starts to have a negative impact on the school experience for both the kids and the
adults. As we look forward to K8, you see a slightly different story here and it definitely comes with an an asterisk. Uh we have four K8s in our system. Uh two of those are fully magnet at STEM lab and Holstrm. We have STEM Launch who
operates also as a magnet but does serve a substantial number of neighborhood students nearby. And then we have Thunder Vista of course which is a true neighborhood K8. Um because of the magnet components in three of those schools obviously we see a higher
utilization rate. Those schools fill to their capacity through interest every year. Um and uh that's what skews this number upwards to 90%. When you look at middle schools, however, you see a different story. Again, uh we have the capacity to serve
almost 8,700 middle school students across our comprehensive middle schools. As of October, we were serving uh about 5,200 and that puts us about a 60% utilization rate with almost 3,500 open seats for middle school. A little
caution on the 85% preferred piece that I shared with you earlier. Back when we were growing substantially as a district, we were also intentionally making decisions to build very big middle schools to accommodate that growth. And so
architecturally, Rocky Top, that was interesting. Rocky, let me back up a little bit. Rocky Top, um, Silver Hills, and Shadow Ridge are all large middle schools. Uh, and if we were to build a middle school today or
other districts that are, you would not build a middle school of that size. It was the right move when we were growing at that time, but because those schools are so large, uh, getting to 85% at those buildings is probably not realistic given our enrollment moving
forward. So, that 85% number can be misleading without that historical context. But still at 60% this is another place where uh we really have to consider the impacts. Wanted to share high school as well. You can see we're right at kind of that
ideal threshold of 85% serving about uh capable of serving uh 10,500 as of October a little more than 9,000. That put us at 85%. The story here of course is declining enrollment is just making its way to our high schools. uh because
of that declining birth rate uh being the driving factor uh the smaller classes are slowly making their way up through the system. And a data point I often share here is that our current largest class in Adams 12 is our current senior class. Our smallest one is first
grade but only by about 40 students compared to kindergarten. So that kind of just demonstrates the impacts of declining enrollment and why high school here to date has been largely uh unimpacted by declining enrollment. They're starting to see some, but over
the next two to five years, they're going to see uh the full effects of declining enrollment. >> Yeah, I have a question. >> With the way this is trending, what um
how is choice working? I mean as far as is it pretty much open everywhere or is it limited in some places? >> Y we have definitely seen as a result of declining enrollment more of our schools opening up choice seats. Um until very
recently uh you would not have seen high schools like Horizon and Legacy have uh open choice seats. Over the last couple cycles they have. Um and so the question around are we seeing more availability for choice? We certainly are what we
track really intentionally in that space is is where are folks choicing to and from. And so obviously it doesn't help our overall enrollment if the choice is just internal migration and I'm going from one school in Adams 12 to another
school. We're happy that they have an option to find something that fits for them, but that is not increasing our enrollment when we go from one school to the next. We also want to track those that who live in another district but have chosen uh to choice into Adams 12.
Obviously, that type of uh uh import is what we would like and hope for and we want to be able to have attractive options where we have space for uh families who are interested to be able to to come to Adams 12. Um, but choice
is certainly going to be a factor moving forward for us around uh how much we offer, how much we're able to offer to non-district students and and what's going to be the just right uh balance that we have in that space to ensure uh that we're meeting I think a variety of
different interests. That help? Okay, you bet. So um same but different when we talk about the impacts of declining enrollment at the secondary levels. So I actually had the opportunity to meet
with our middle school principles today because as I'd shared this presentation with other audiences they were sharing we really understand and it's clear around the three rounds piece being the sweet spot at elementary school. But what does that mean at middle? Is is
there a is there a comparison? Is there something we can use to capture that more clearly? And had a really great discussion with them today. And what's interesting what they shared with me is is the ideal spot for them is what they would call three core rounds. And what
that means is when you think about English, math, science, and social studies, being able to fill three full classrooms at each grade level of those becomes their sweet spot. So um we
typically in Adams 12 core and keep those together but their idea is that when you have three full rounds at those four content areas that is the sweet spot. So uh it's interesting that that three level across core classes kind of
holds at middle school. uh and that's what they would share with me. And what that translates to most typically is an enrollment that would be around 800 to a,000 with some variance in there. Doesn't mean if you dip below eight you couldn't be thriving. Doesn't mean if you went over a,000 that you still
wouldn't be thriving. But that idea of having three uh classes within each of those core content areas. Then they said that also affords you a full uh catalog of electives where instead of when they
can they shared that you can make it work at two rounds per core content still have a good elective catalog but not a lot of student choice. You have to tell students you're going to be taking this you're going to be taking this you're because there are limited options
within a schedule with only two rounds for kids to do it. But when you get to three, you have not only a full catalog, but choice within the catalog. So if you want to really focus on art or music or CTE, you're able to kind of opt in
versus having less of a choice. So same kind of concept, but as we think about thriving enrollment compared to low enrollment, the same things really apply. When you have a a smaller school, obviously what I just mentioned is an impact. you're going to have less
options and opportunities to pick the elective track that you're most interested in or less overall choice within an elective uh area for you to explore. Um there are also impacts at the secondary level where you ask teachers to teach outside of their
content area or their grade level because you're trying to make half rounds work. So where the ideal would be I have an eighth grade math teacher who just teaches eighth grade math. Now I have to ask that teacher to take seventh and eighth grade math. Two different
preps adds to the challenge. In some cases we have to look for uh secondary educators that are dually endorsed. So I have an endorsement in English and an endorsement in social studies. And therefore I'm doing a prep on seventh
grade social studies and seventh grade English. Again, not ideal when you're prepping two things. I'm thrilled that we have people in our system that are duly endorsed. I'm I'm thrilled that we have people that will raise their hand to do that. But when we're talking about a thriving situation, we'd rather have people teach
within their content, teach within their grade level. Um similar, we offer, and we're really proud of middle school sports. When you have a smaller staff, that means you have fewer people that will offer to coach the sport, be the assistant coach. Fewer
people that will say, "I'll sponsor the chess club. I'll sponsor uh a student affinity club." Um, fewer staff members tends to equal fewer opportunities for kids because you just don't have as many people to offer in that space. And then same thing when you get to a certain
size you don't have as much uh money within your budget to hire additional interventionists, instructional coaches, deans, social emotional learning specialists. Um and the exclamation mark at the bottom here I think is just the the most succinct way to talk about the
impacts of declining enrollment. Fewer students means fewer dollars and less staff. And that means really tough decisions on the part of principles and staffs to decide what to offer and what not to offer. And all of this um over
time uh really puts us in a place where it's difficult as a school district to maintain equitable experiences for all which is what we want. We don't want because you go to a big school or small school to really limit your experiences, but we have to have had to backfill so
much at small schools to keep us roughly equitable. And you know, with our resources continuing to become more precious and less abundant, we have to make some really thoughtful decisions around uh how to move forward in that space. And so, if we don't adapt, we're
going to see pressure and inequity uh come throughout the system. We'll see schools that don't have a thriving enrollment be able to provide reduced learning opportunities to students. They'll have full fewer dedicated full-time staff. Uh they'll have
part-time teachers, part-time assistant principles or no assistant principles at all in the case of some of our elementary schools. Uh and all of that means less folks to collaborate with, less folks to share the load, um more burnout over time, and I think uh we
don't do our our good work to use the resources we have to their fullest potential and be good stewards of those resources. So, our path forward has to be to ensure a thriving school experience for all students regardless of where they attend. And that means
making sure we have enrollment levels that support full staffing, full adequate programs, teacher collaboration, and full-time teachers, specials, electives, wraparound support. Uh we want uh families and kids to feel they're part of a vibrant community
where there's lots of opportunities to interact and connect uh within and beyond the school day. And then obviously we want to use our resources to their maximum benefit and make sure we are good stewards of that money. And so what this means for us is that we are
going to have to think about closure and consolidation as a school district. The only way we can continue to maximize those resources, ensure every student in Adams 12 goes to a school where there aren't limited offerings, where there are enough teachers uh to provide the
support is to really think about closure and consolidation. We have been lucky as a school district as you look around the front range that we have uh been able to um not reach this point as early as some others have. Um but it's pretty clear to
us now as you think back to that earlier slide on declining enrollment that the time to act is now. And so in front of you is the timeline that we've established that ultimately brings us to bringing a recommendation uh via the superintendent um to you uh early next
school year. September and October with recommendations around closure and consolidation. We're being really thoughtful about this process. We started months ago in starting to think about the data um and some of the guiding principles that would help uh
really um elevate for us what we believe are the right choices. Uh we're now in the the building understanding of the problem, sharing this deck with a lot of different audiences, connecting with city leaders uh throughout our five municipalities and uh Adams County uh
and starting that education process as well. Um the hope is that we will continue to revive uh our options and and be really clear on what we think is the the the most reasonable and responsible recommendation and get to a point where we can make announcements
and decision making in that September October time frame. We're conscious of that time frame very specifically because we think it will be critical over the months thereafter to be really thoughtful about all the processes that are necessary in that time. one no doubt
is grieving. Schools are um neighborhood uh keystones. There's deep identity connected to them. As an Adams 12 alum, uh I have great affinity for every school I went to and they are a part of my fabric and any school uh that that's
true and it's going to close. Uh we have to allow time to grieve that and there has to be time for the last of everything. It's also critical that we have a lot of time for new schools who are coming together to establish a new identity and have time for those uh
families and students and teachers to uh reimagine themselves in a new community. A small silver lining to the Thunder Vista experience was seeing uh what can happen in that space and we learned some things through the albeit a temporary
co-arrangement uh that will be very helpful for us as we go down that road. the time to handle the transition well and obviously to make sure we take care of our impacted employees and give lots of runway for us to take care of them and get that figured out is also
important. So um this weighs very heavy on us. Uh it's not going to be uh easy uh uh or enjoyable for any of us to go through this. Uh but it is the right thing to do to ensure that we have thriving experiences.
um for the kids that are in our schools now and will be coming soon. And I'm confident uh that through our processes and through the ways that we listen and engage as a system that we'll make a difficult decision as thoughtfully as
possible. So, uh with that being said, I'll pause there and take any questions or reactions and then we have another piece for us to talk about related to next steps. I think too um we've seen this go on in
other districts around us. >> We've seen some of the challenges that they have had to deal with and I'm very hopeful that we've learned from their >> uh I won't call them mistakes but just from their experiences.
Um because and I I think that this isn't shouldn't really be a surprise to the community. I will tell you we have been unabashed in our reach out to our peer districts that have gone down this road and to their credit they have been very upfront with the good and
the bad and the in between uh with their experiences and um sometimes you don't have the luxury as a school district of uh waiting on others. We will benefit there's no doubt from those who have walked this path before us on both both
what to do and what not to do. we haven't been shy about asking and our peer districts have not been shy about sharing that with us. So, I do appreciate that. Um, and we'll definitely leverage that and continue to leverage that as we move forward. >> And I also think too it's very important
that if we are closing a facility, what are we going to do with it? >> And um, you know, because we're closing a facility doesn't mean another school should come in because that's why we're closing it. We don't have the kids for it. So, I also appreciate some of the
ideas floating around of possibilities with some of the um extra real estate that we might have. That's obviously a big uh part of our interest in connecting with our city leaders is um these buildings have value
and um making sure that we have a solid plan for their use afterwards is important not only to us as a district but those communities in which they sit. And so we want to have those conversations and because you're absolutely right, Lori, having a plan
for what uh what may become of them is a part of this work. >> Bo, you mentioned that um you've reached out to some of uh government, local government officials. Has there been any feedback from them? Any initial thoughts, comments, concerns that
they've been willing to share with you? >> Appreciation. I mean obviously it they appreciate that there's lots of time for them to think about this and and providing them the gift of time to think about all the different implications and what might be interests of their
citizenry. So I think that's been the first and universal reaction is thank you for getting to us early. Um Lori hit the most common interest right on the head. They often want to go to and what's your plan with the building after what are you thinking after? And it
makes sense because none of us like the idea of of a vacated unused building that becomes something that I think is a magnet for behavior that a city district wouldn't want. And there's a lot of public services or at least potential for public services that might fit in
these buildings. So, I'd say most typically there's been appreciation, letting us know early and then what are you thinking about with these buildings is very much what they uh want us to engage with them and think through with them >> which leads us to the next part.
>> Let's transition. Does that sound good? So, as I shared with you at work study, um it's really important that you as a board um give the superintendent and all of us on the leadership team uh through your operating in statement some guidance around how we move forward with
these decisions around closure and consolidation. So, what's shared with you tonight in the board packet uh is an initial draft around some operating ins related to closure and consolidation. The goal tonight is to give you a first read, some reactions, discussion among
yourselves, questions for me. Kathy and Megan are in the audience. They're uh also here to listen in. Uh what we're just looking for tonight is some initial reactions, your discussion. This is going to reappear on the next and probably the subsequent meeting. Our
goal is that we come to consensus and you ultimately approve a final draft of these operating ins and guidance before your final meeting so that we can go into the summer uh and do the work that we need to to bring forth a recommendation. So, this is the first
pass. Uh, and we hope that over the next two or three meetings, we can revise this to a point where you as a board feel like it captures your interests and will provide the superintendent and those of us uh who support him with the direction needed around closure and
consolidation. >> Go ahead. Did you want to say something? Oh. Um, and I I've discussed this with Chris and Bo, too. Um, I think that, you know, looking at this for a first, you know, first blush,
it's it's kind of in line with what I'm thinking is, you know, we're a policy governance board and it's not our job to say this school or that school. It's the district's job to give us recommendations based on the information that they
gather. So, I like that the first draft of this um which might take some more tweaks to it, but maybe not. But, um that just says, you know, we will listen to your recommendations and these are the things that you will keep in mind as a district when making those
recommendations. I especially like the part about um similar um SPF. >> Um yeah. >> Any other comments on this? I'm just uh taking some time to to absorb, right? It's like, >> oh yeah, >> I read this earlier. I'm still reading
it. I'm going to need to just keep sort of meditating on it. I mean, one thing that could be helpful to consider what place this might have for the board as far as specifying that the
superintendent and we know in this case there are plans to do community outreach, but is that specification of community outreach something we want voiced in here because it's not articulated as the superintendent shall solicit community feedback?
So, >> I'm going to channel Chris here a little bit and if he wants to correct the record, he will two weeks from now. I I think that's a good discussion to have. Here's a piece that he's been upfront with and I think we've been upfront with and a lot of this has kind of borne out
again of what we've heard from some of our uh peer districts who've gone down this road. We want to be really careful in the engagement space that we don't create a situation as we move forward in this that pits communities against each other. And there's a really uh careful
line in gathering feedback and gathering perspective that's helpful in the guidance and the recommendations and the criteria, but that can easily be crossed around it should be them not us. Are you thinking about them or them or them? And
so the engagement piece is obviously important and the feedback piece and the criteria is important and so too I think is doing this in a way that doesn't create that uh situation where schools and communities and neighborhoods are
arguing for and against each other. >> And so when I say community feedback, I don't think going back to the fact that we don't decide the how, we just decide the what, right? Um, it wouldn't necessarily be a specific this is how we
see you doing this and it has to be done in this way or that way, but just an a statement that feedback from the community in whatever way the superintendent deems best for the situation is solicited.
>> Well, and I think that um fleshing out 4F, not to get too in the weeds, but I mean it does talk about minimizing the impacts on neighborhood and surrounding schools. I think one of the things as a homeowner or somebody that's living in the neighborhood, I would want to know is like, does that mean you guys aren't going to mow the lawn or does that mean
you guys aren't going to, you know, do these other things? So, I think that rather than feedback, just explaining how how that's going to be done is is going to be useful. >> So, maybe communication with with the community, right? >> Well, and even like again,
what will that building be repurposed for? I think that's a really that's going to be a really important um conversation to have with homeowners in those neighborhoods and stuff, making sure that it's something
that um you know, I guess fits in their in their neighborhood, in their community. >> Yeah. But you also have to be and it's important. I don't disagree. You have to be cognizant of when you ask a two pro a question with two choices, you're going
to get half with one choice and half with the other. >> No, for sure. you're not going to get a majority. You tend not to. I mean, I think back to school start times and uh calendar, >> right? >> Well, and I don't even think it's necessarily a choice. I think it's more
helping explain the thoughtful decisions behind that >> repurposing and why and why those decisions were made. Um, and communicating that. Um because I think sometimes, you know, when people um are
told something, even if they agree or support it, they're still upset like, "Well, why didn't we?" And so, if you can explain, "Well, we thought of this and we thought of that." I think it just it eases that into it, like, "Oh, okay." It's just more accepting. So, >> and even though you're going to be doing
the last of each monumental event, you also have to figure out how to put two different school cultures together or even three. I mean, however many
>> because school culture or the climate is very um >> evolutionary, I guess is a good way of putting it. Yeah. I think back to um when we have opened up schools over the years um like high schools where we've
opened up two grades because and we let those two grades ninth and tth grade develop the culture of the school or when we went to middle schools um and a whole bunch I was one of them. whole bunch of us went to high school and uh a
whole bunch of elementary I was a teacher not a student a whole bunch ofu teachers came up from the elementary school to the middle school I mean that was cultural shock for the staff too so it's just you know we have to just capitalize on what our what we know and
what we've done over the years just to you know make it as great of experience as possible >> regarding community concerns has there been any thought given to the knock-on effects such as housing value that the
community may raise as a concern think back to what Alexis mentioned um and have any other uh school districts that have gone through these this exercise uh been bought that concern and how did they deal with it? >> That's a great question. I don't know.
It's one that we can certainly ask. I I do know when it relates to when both ends when we are considering consolidation we want to make sure we've thought through any neighborhood impacts around traffic routes walking routes um
and obviously as we've discussed with the closure we want to be really clear that there's some value ad or plan to the building being there I haven't heard direct comments around uh home values But I think they're connected to both of
those around quality of neighborhood experience. But we can certainly do some outreach to uh some of our peers that have been out before us and see has it has it come out concretely around and what's the the adverse or perhaps the
beneficial effect this has had on home valuations. We'll check on that. >> Thanks, bro. >> Yep. >> All right. Well, we obviously will be having more conversations on the subject. That said, I I do want to specify just so that I'm not like it is a great
start. >> It is. >> Yeah. And I and I'll just the the the soak comment and take it in. That's very much why we're bringing it to you tonight. So, I would encourage you to soak on it. Share your feedback with with Chris and I as appropriate. uh we
will definitely be talking about it at subsequent board meetings but this idea is to give you an initial exposure and some initial discussion so that we can get to a place where we feel really good about a final draft about a month from now. Okay. >> Okay. Thanks. All right. Action item
proclamation AsianAmerican and Pacific Islander Heritage Month. Um, I will recommend an an action to adopt the proclam well entertain a motion to adopt the proclamation declaring May as Asian-American and Pacific Islander
Heritage Month and Adamsville 5 Surf Schools as presented. >> So moved. >> Second. Um I do believe that I was the um honor one
of the recipients today of the the seek culture who are part of the AsianAmerican Pacific Islander. Um they were down at the capital and they they brought us lunch and it was really good. Um but um you know there's a lot of different facets to this culture. um you
know, we've all um are familiar with some of the um cultures that have been blended with ours >> and uh it's great that we can um do this. >> So, oh, I didn't get the motion, did I?
>> You did. >> Who's going to mo make the motion? >> You did. >> Oh, we did. >> Okay. Okay. Any other discussion? >> Call the vote. >> I was just going to add that I I really appreciate you bringing up the point of this the seat culture. Um because
I think one time we were looking at data and we were trying to figure out why the data had shifted so profoundly and it's because well duh American the people people from Afghanistan are considered Asian and so they go into that category right and so it's just really a great reminder of how broad and expansive we
are being when we say this. So I appreciate that you mentioned that >> Asia >> is a big place. All right, you can call the votes then. >> Director Anan Wubo, >> I. >> Director Assad Lucas, >> I. >> Director Batistelli, >> I.
>> Director Goldstein, >> I. >> Director Marsh Holen, >> I. >> Okay. On to minutes. I will entertain a motion to adopt the minutes of the March 4th, 2026 work study session and regular board meeting as presented. >> So moved.
>> Second. >> Any discussion? Okay. Director Anan Wubo. >> Hi. >> Director Assad Lucas. Hi. >> Director Batistelli. I >> Director Goldstein. Hi. >> Director Marsh Holen. >> I Hey, on to monitoring reports. Um,
operating limitations policy 2.2, treatment of staff. I will entertain a motion to acknowledge that the board received a monitoring report as of April 15, 2026 for the period April 16, 2025 through April 15, 2026 and finds the
superintendent's interpretations are reasonable and supported by data that is relevant, justified, and complete. >> So moved. >> Second. >> And Mr. Griffin is on quue ready to tell
us about it. >> Yep. Good evening to the board of education to our deputy superintendent. Um, I'm here to just review um the treatment of staff monitoring report tonight and I think it's a report that um you've seen a couple times
before and so I plan to just overview the high points and um just really move through this year's results and then um for sure just entertain any questions you might have after the report. So this report is just broken down um within
seven items and uh the first item um part of the policy is where the superintendent is charged with um protecting against um wrongful conditions such as nepotism and preferential treatment. So every year within the panorama survey, we have some
custom questions um that um are captured each year and and we give this and we capture this within the panorama survey that we this year was given in January right after break and um the results are back in and we're seeing some really
positive trends and so you'll see some tables in pages two and three that really captures our custom questions that are related to these items. And so you will the first one you'll see a 80% favorable um rating as it relates to
staff leader relations um at 80%. And I will I will note I want to bring your attention that last year in 2025 we had some very high scores um historical milestones you know in many questions. And so um although the the scores aren't
as high as last year um they're still representing um very strong scores and positive trends um and sustained high performance throughout. Um the next question um really just uh a positive trend represents um to the
question about how connected you feel to the district's mission and vision. And um so there's some positive um trend scores within that within 62% um which year-over-year is just 2% lower than some of our highest scores that
we've received in that bucket. Um and then there's as far as um rights as an employee um and um fair treatment um through supervisors um we also see um scores of 91% and 88%
respectively. Um so due to those scores um I am reporting compliance into the first item. The second item is about being clear about performance expectations and value evaluation timelines. So we have used the state's evaluation system for many
years and um online is training is provided to administrators um um every year um and it's also available to educators and administrators and evaluators throughout the year um that they're able to take a look at that. So we have trained our evaluations um for
sure and we have consistency in approach and process and so within this item of evaluation I'm reporting compliance in that. The third item has to do with the internal grievance process. And so we
have custom qu uh a custom question um that shows a general favorable trend um and talks about um if the complaint was um if a complaint was not resolved um by the supervisual team that they that they're aware and they understand that
there's options to take the concern and complaint to the board of education. And so we're reporting that 8 86 86% of people say that they agree or strongly agree with that with that um with that analysis that they understand the
process and that they can take it to the board. Um we also collect um and track um from people if and when um there has been barriers and if there are perceptions of
retalatory or fearfulness um within um making complaints and so over the years there's a there's a question that we track that and um last year there overall there's 39 um there was 363
um people that um answered this question and in in the form of a free response and that's just slightly down from last year. Um but within that we've kind of just tracked some trends that I would just like to highlight a few for you. A large percent of people, 39% to be
precise, um responded in a left it blank or um just similar con uh just a similar answer um to that answer um that as it as it relates to the process. Um I will
also note that um 19% reported that they needed additional clarification of the process um and no fear of repraisal reprisal in that. But there was also um 16% um that talked about there was a
lack of faith or trust um within if they make a complaint if there's going to be any meaningful movement with that. Um majority of people say that they know how to make a complaint and uh most people responded. There were um about uh
11% of folks that said that they feel uh comfort within their administration and their supervision and they feel confident that um they would be able to handle um any situation through those means rather than raising the complaint to a different level.
So um being that most people um have said that they understand that they would make a comp how to make a complaint. I report compliance in this item. The fourth item has to do um with um the
u not allowing um reprisal against staff. And so this deals with our policies 8400 and 8410. And so I'm pleased to report some data on page six and also on page um
yeah just on page six and this information was reported to me by Michaela Bland um with who is our former Title 9 and non-discrimination coordinator but currently serving in the role of deputy counsel um and she's doing both jobs right now. So she's in
both of those roles. Um but um she has reported that we do have an annual process and um that that grievance process is outlined in master agreement and communicated out with staff and this year in the in the realm of title 9 our
policy 8410 um we had um three complaints this year um two of those complaints with no findings and there's one active investigation going on right now um in in 8400 um we have seen an increase in some of those complaints.
And so we had 12 complaints this year. Seven of those resulted in no findings and two of those resulted in some areas of findings of discrimination. Um overall um I do report that the district performance complies with the
policy in this standard. Um the next the fifth item has to do with appropriately training and equipping staff for for a foreseeable emergency situation. And um I was able to connect with Anthony Muk, our
director of safety and security. And on page seven and 8 um you will see that he has links for threat assessment drills and all the initiatives that are related to safety and security items. And um in my review of those items um I am
reporting compliance in that space. Um the final the next item or not the final but the next item has to do with um acquainting staff with the superintendent's interpretation. Um so it's a bit of uh you know it's represented in all the other items that
we've reviewed. Um so um I'm just going to go over that quickly and say there's compliance in that space. Um the the seventh item really kind of talks about ensuring that there is a culture and climate survey um every year process every year as a process for the
district. And this is what we're talking about with the um the Panorama climate and culture survey that I described a little bit earlier that took place in January. Um so on page 9 and 10 you will see trends over time and also um participation rates. And so, uh, over
time, um, we've seen consistent rates, um, and we had just a slight increase from last year, um, with, um, 69% participation for school-based staff. And, um, over the years, we've seen just um, just a bit of survey decline,
fatigue. Um, we've, you know, we've given this um, as you can see, we've given um the survey ever since, you know, 20 um, 2017. And um there's just some survey fatigue that we're seeing um within non-instructional staff um as they came
in at 43%. When looking at trends over time, I want to point out that um in some of the areas that we do have um a national um percentile range to compare to. Um and that's people taking the same qu questions across the nation. We're
seeing scores in the 80th percentile, the 90th percentile, and the 70th percentile. Um, so that's that's really good. It's good that we took it in January and um um those are represented within those scores. Um there's also
some trends that show a steady um representation of just really good scores and um some some deviation in you know from last year where I mentioned that we had really good scores. There's some that have climbed a few points and
some that have dropped a few but overall it's steady steady growth and compliance in that issue. um principal and AP survey each year. Um we also use a different measure and a different vehicle to really assess and
ensure that principles and APS have the opportunity to provide feedback here at the ESC to executive directors um cabinet and also to um Chris in our superintendent seat. Um we have um very consistent participation as outlined and
this year we had 108 um responses that were able to respond and I'm pleased to report that 90% of principles in the system principles report that there's an atmosphere of trust and respect with Adams 12 which represents a 16% increase from last year.
um the superintendent and cabinet members do collect that feedback and go over with the principles later in the spring. Um so overall with the final element, I report compliance and um Mr. Deputy
Superintendent, I don't know if there's anything that you would add. >> Tim, I think you did a nice job. Let's hear if there's any questions or feedback. Anybody? Yeah, thanks Tim. Well, thanks Tim for taking us through that. That was a lot
of information and good data. Um, overall it looks really good. Um, I had a simple question. Um, when complaints are made, uh, who carries out the investigation? >> Yep. We have, um, so we we we have a very, um, we we carry out those
investigations sometimes with the HR team. Um but depending on the nature of the complaint um in in the in reference to this report 8400 8410 um they start with our our non-discrimination
um and title 9 coordinator and um she selects a um a a member of the HR team or outside counsel um to be able to support us in providing that investigation depending on a multitude of factors um in in in each individual
case. >> All right. Thanks, Tim. >> I have a few questions. >> Yes, ma'am. >> Um, let's go back to the questions about the board and grieving to the board. >> Yep. >> Now that I'm the only one left on the of
the board that put that in there. >> Yeah. >> Um, board, do you see it as relevant? >> I absolutely see it as relevant. I was just talking with a group of um future teachers at CU Boulder for a panel and
they were astonished to hear that in their various districts they all have some appeal process that takes them straight up to the board and they were not aware of that. So I consider it relevant. >> Relevant or irrelevant. relevant
>> because my question is I guess my question is is that there's a chain to to grieve something and the board is really the last resort and um when's the last time we got grieved?
>> It came all the way up to us. when it came out. I mean, I guess, well, I mean, okay. I mean, maybe we should keep it there just in case. I guess it's one of those things that I mean, it's a good thing that we don't get grieved. Um, I know boards all over the place that get
grieved. Um, and then also do grieves get grie, you know, both ways. Um, but also, um, I did want to also ask, you know, this is very, there's, you know, 52 buildings in this school, and this is great to say overall for the most part,
but, we have hot spots in this district where things really aren't very well culture and climate wise. And what kinds of things um, do you guys do or does HR do to help with um, making those better?
>> Yeah, I think I think we work very closely with our leaders. Again, there is a process that we do ask building leaders to go through and um look at the data that is reported within the culture and climate survey and make a very specific action item. And we work in the
three team prong with um with our um executive director that's over that building, the HR partner, and um with the building leader to really make sure that we develop a responsive plan to really look at um some strengths and some areas of growth that we need to be
able to respond to. >> And is association leadership brought into that? Um yeah, I think it definitely um when we see consistent and and items that need to be looked at, there's been in the past there's been listening tours that come in where the executive the
director and the um association president and coordinator come in and really support those buildings on trend. So, thank you for highlighting that as well. >> Yeah, I would add a couple pieces. I think Tim's exactly right and I appreciate the question, Lori. I mean, I I think we do benefit from a solid
relationship and a and an open door where association leadership of of both employee committees routinely will go to Tim, will go to Chris, will come to me, will come to Megan, uh, and share perspective and ask questions, always looking for a constructive path forward
specific to these data. But we've had a longstanding process and Megan has organized it, I believe, coming up next week to begin where executive directors share with the superintendent and with me trends and patterns around the schools that they
support. Uh, and certainly where we see some of that outlier data, good and concerning, we have conversations around what is that connected to? Uh, and those are very robust conversations. Sometimes
uh concerning data has a very compelling story behind it and with the context it's understood and other times it is a signal for support and intervention to be provided. But I think that process where the executive directors uh along
with Tim kind of share that data, superintendent and I ask questions, Megan ask questions. Um and usually we have a pretty good idea of what the next steps are to either address the issues or to amplify good things and get them
implemented in other buildings. So we use it outliers in both directions. And I I do have some concerns on page 10 of some of the um trends are way below the national percentile. Um I hope that there's things being put into place to
try to close that gap. Um and also I I asked for the comments from the survey. I haven't seen them yet. >> Thank you for asking that. I um they are in the folders um that I shared shared with you with the scores. So in those
same folders I can reshare it um and make sure that um I communicate to get that. So um comments are included in those folders. >> I just have um a question about on page eight for the threat assessments.
>> Yeah. Um so for alternative went up slightly but I guess my question is for charters that's a big increase and have we um
uh been talking to our schools of trying to understand why that has been increased I mean is it um how may they're doing risk assessments and new forms is it how they're reaching out how they're connecting um how it's being reported
just because that's such a large number. >> Amira, I'll check in with Audrey around that. um their processes are their own of course in that we are supportive especially when there's really acute cases around kids but typically their threat assessments are own within I hate
to speculate but I will typically when you see an increase of that magnitude you've introduced a new tool and some new training that raises awareness and kind of fine-tune approach but I'll verify that and I'll after I consult
with Audrey let you know but my suspicion is they've done some training, they're using a tool and they're they're tuning in a lot more than they may have previously. >> Well, and that's what I assume too, like maybe outreach is different how they're um all that. And so just ensuring that I
guess so. Yeah. >> Thank you. >> All right. And I was going to ask a question um with regards to when we met with the teachers um and they shared with us some of their the
their successes and their pain points um at Adams 12. The sprint cycle came up quite frequently and so I'm looking at 2.2.2 too. Um, and I'm wondering to what degree, but I think it's mostly certified staff that specify what Well,
anyway, um, to what degree do those sprint cycles factor into the evaluation process for educators? Um, and what sort of impact do we think it may have had on some of the items on page 10?
>> So, I can take a stab at that um, question. So the sprint cycle is the intention of the sprint cycle is a teaching tool um to support educators in adopting and implementing new practices within the classroom context. And the
sprint cycle tool is utilized to determine based on our professional learning our next step of implementation where are we as a school in our ability and effectiveness to be able to implement that. And then that data is intended to inform the next either
professional learning cycle or sometimes it's just to provide some additional resources and support for individual teachers that are struggling um with being a able to do that effectively. Now it's separate from the formal
observation feedback cycle. And there is an ultimate time where we as a school if we've been working over the course of a school year to implement a strategy effectively for our students that there's a time where the leader is like the expectation is that it's implemented
now and then that is that happens during that observation feedback cycle and also then in the midyear and end of year final evaluation rating for an educator. >> Thank you. And then um I was also going
to ask a question about the um threat assessment outcomes just and this is again just a logistical question. Um so the process has not changed for elementary, middle, high school or our K8. So in Adams 12 other than the
alternative the way we do threat assessment has not changed in any way the past year. >> Correct. >> Okay. Thank you. Well then I think we have some successes there that we should celebrate. That's why I bring it up. Absolutely. >> Yeah. >> Um I just back to um President
Goldstein's point. I I'm curious if we could get an overlay of the responses, you know, by not necessarily by school, but maybe just like area they're in. Um and and the reason I asked for that is to have that data. um which I'm sure you
guys have um because we are about to enter a sticky situation and an emotional situation with consolidation and I would just be curious to see you know what what people are responding to next year if that's a continuing trend of a spot that isn't being dealt with um
in like the middle of the district or is it you know a response to a consolidation and just I think having that uh geographically would be really important when we're comparing this for next Yep. We can we can do that. >> Okay. All right. Uh we have to vote.
>> Director Anan Muebo >> I. >> Director Assad Lucas >> I. >> Director Batiselli. >> I. >> Director Goldstein >> I. >> Director Marsh Holen >> I. >> On to direct inspection monitoring governance process policy 4.7.
Cost of governance. um look over our budget here. Um and um we have a um update on from Feb the end of February of what we've spent. It's not like we really spend a lot as a
board. Uh but we do have to keep track of it and we have to be transparent about it. So, uh seems to me we're doing pretty good. We're not overspending. We're actually under budget. And uh one thing I pointed out to um when I was looking over this with Stephanie is uh
there is quite a chunk of change put aside for an election which we had last year >> which I don't foresee us really worrying about that next year including with a ballot question. So um that'll be um it just rolls back into the general fund.
So that's good considering I just had to vote on cutting $1.4 $4 billion out of the state budget. Okay. So, with that being said, um is there any comments or questions? I don't believe we vote on this. Okay.
So, on to the consent agenda. We have I entertain a motion to approve the consent agenda items E2 and E3 as presented. So move. >> Second.
>> Is there any comments? >> Okay. >> Director Anan Wubo. >> I. >> Director Assad Lucas. >> I. >> Director Batistelli. >> Hi. >> Director Goldstein. >> Hi. >> Director Marsh Holen. >> I. >> Okay. On to future agenda items. You'll
see that our next meeting is May 6th. And uh the topics for May 6th and May 27th and June 3rd are um they're right here, but where else are they that people can see? >> They're on >> they're in yours. Okay, you got it, too.
Okay. >> Um sorry, I kind of sometimes just have to punt back and forth. So, if there's anything that you want to um comment about or or change or add, um we're getting down to the end of the school year. So there's a lot of really important things on May 27th, but I will
not be at that that meeting. >> Okay. >> That's when I'll be in New Orleans that are uh uh presenting at the conference. >> Well, I will be here because session will be over.
>> Right. It's okay. I'm doing >> I would um hope to be able to join virtually for June 3rd because I booked a V post session vacation and I'll be in Palisade. So >> um >> but I can join >> Stephanie. How do we have that ability?
>> Do that. >> Okay. Well, that's the case. I might hopefully on May 2nd I can get here. Um and then you know we have graduations coming up. I was going to make a little video
today. I have the script ready. I didn't get out in time to come up here, but we're going to try tomorrow. So, um yeah, sorry I didn't get to share anything. Did Did you share about the um
Westminster and we had some four we had four teachers honored there. That was that was a highlight. >> Yeah. >> All right. Well, then >> gee, >> President Goldstein. >> Yes. I just wanted to make sure on the consent agenda I see two items that
I didn't hear were discussed or >> because it's consent, >> right? >> We did a joint motion. >> Okay. So, >> that's what I thought, but I just wanted to make absolutely sure. Thank you. >> Well, and if anybody wants to know, it's
the ELAD application and um personal actions. That's that's typically how how we deal with that. anybody's um can pull it out of the consent agenda, but it doesn't
happen very often, but you