##VIDEO ID:0MBporFTzpQ## I'd like to call to order the special meeting the Boulder Valley School District Board of Education for Tuesday December 17 2024 board members May attend and participate in board meetings by electronic means in accordance with bbsc policy bmea and state law Laura can you please call the RO here medler here mnik here Quin Lin AA here Raj Paul here Sergeant here anger thank you now like to turn it over to represent board member queena to read Our Land acknowledgement this morning Boulder Valley School District resides and operates on land that is the ancestral Homeland and unjustly and illegally taken territory of the ute pan Arapaho Cheyenne Apache Navajo and 48 other tribal Nations historically tied to this land who have called This Land home since time immemorial we acknowledge the atrocities committed here including the painful history of genocide forced assimilation and efforts to alienate the indigenous inhabitants from their Homeland supported by the policies of the United States government excuse me bbsd is aware of the many indigenous peoples past and present and their dignified Nations and cultures who care for the land with strength and resilience bbsd recognizes the histories of the land in Colorado and the survival of the many nations that carry their oral Traditions into the present it is bbd's responsibility to educate ourselves our communities and our students so that we can embrace the wisdom and knowledge of indigenous peoples and actively stand together to address injustices in offering this land acknowledgement we affirm and honor the history wisdom oral traditions and resilience of indigenous people and recognize the responsibility to care for and appreciate this land together thank you elenia I'd like to remind everyone that the miss of the Boulder Valley School District is to create challenging meaningful and engaging learning opportunities so that all children Thrive and are prepared for successful civically engaged lives good morning everyone thank you for joining us we're glad to have you observe and participate in our meetings at this time I would like to call for a brief moment of silence and recognition of the school shooting that occurred yesterday the lives lost and um the injuries both physical and mental incurred e thanks everyone hopefully in the not too distant future that will no longer become a reality or be a reality for our students and our staff at this time I'd like to see if there's a motion to approve today's agenda move by Kitty seconded by Beth Laur can you please call the RO Chavez yes medler yes nnick yes Quin L NOA yes Raj Paul yes Sergeant yes anger yes I'd like to make a note that it is 904 and board member uner just arrived thank you motion passes as indicated on the agenda for this morning our first order of business is for the board to convene an executive session do I have a motion for this for second yeah I hor Chavez make a motion pursuant to CRS 24-6 d424 F to convene an executive session to discuss Personnel matters regarding the superintendent's evaluation process specifically the superintendent's midyear evaluation in pursuant to CRS 24-6 424b to confer with an attorney to receive legal advice on the Grove Elementary at bwan Charter School application process do you have a second second seconded by Kitty Laura can you please call the rooll Chavez yes medler yes nnick yes quinin AA yes Raj Paul yes Sergeant yes hunger yes motion passes board members we will now convene in the glacier room we will now begin the prioritization and our first information for this evening which is the a looking a look at the BBC's qualitative uip strategic plan implementation metrics and data with that I will turn the microphone over to Dr Anderson for introductions thank you board president Raj Paul board members it's great to see you all this morning for our third in our sessions of uh deep dive work session around uh strategic plan uh and our uip we we're joined with a bunch of new members from our team today we have Dr dor Cruz and Chris BR as you um are familiar with we also have Joel Rivera and Chris feedler who are are administrators for our Str strategic plan support teams which is a new um process and support that we're providing this year um as a reminder to begin to replicate some of the support that we've provided to our high support schools um all throughout the district and create the coherence and consistency that research will uh will and and our own performance will tell us is what we need to continue to close achievement and opportunity GS and so excited to have everybody here today we've got some some time built in to have some conversation a little more qualitative I know that we've done a lot of quantitative deep deep Dives we'll do a little more qualitative work today we're scheduled to go for about an hour um and then after that we're going to be turning to some policy work so with that I will turn the presentation over to Dr D Cruz Laura thank you Dr Anderson good morning president Raj PA members of the board um and Jonathan dings is on his way to join this as well uh because he'll be supporting the conversation this morning so as the board knows in August and October we had the opportunity to be at this table and let you know um and to provide feedback about the alt together for all student strategic plan as well as our uip strategic objectives leading measures and the dashboards being built and as far as data Cycles go as Dr Anderson indicated we don't have new student outcomes to share today because of the point where we are in the school year and Claire has been working diligently on getting all dashboards up and ready so that next time we're at the table with you we'll have updates to share there we're also really glad to have our strategic plan support team members um in the room and also to have our strategic plan support team administrators at the table with us as Dr Anderson said um since we'll be talking about the work happening in cohort one and beginning to forecast the work for cohort 2 as well and two out of three of our um strategic plan support team Specialists are also in the room in the audience um and we'll be highlighting their work as well so the updates that we'll include today are focused on the Strategic plan and the uip implementation as well as a scorec card that we've developed that we'll be talking with you more about um that relays metrics and leading indicators and we're also really pleased as I said to provide additional information about the work of our strategic plan support team inclusive of the overall structure of the support and the plan and the day-to-day work in schools and then we'll be pausing for a question and answer opportunity with Chris and Joel what we'll be sharing today is um as Dr Anderson said really more qualitative um than quantitative we have some information to share in regards to each of the four strategic objectives that we're all becoming very familiar with no limits next best step Define the destination and valued and included and as always we'll be pausing along the way we definitely invite the board to ask questions and to be in conversation about the content as we go before we dive into the scorecard and provide more context I do want to mention that there's even a different kind of scorecard uh more or less that I've had the pleasure of keeping mental notes on and this is coming through school visits and I've been in many classrooms first semester and I'm I'm just incredibly pleased to share that I've seen lots of evidence that our consistency um and oural parents and really staying the course with our strategic plan is paying off not only our student outcomes lining up to where we want them to be but in all the important um artifacts that we want to see in classrooms including practices um Visual Evidence teaching and learning uh students really engaged in having ageny around their learning is uh incredibly seing to see as well as using the curricular material use of materials and resources in the instructional Playbook seeing the instructional Model come to life and also seeing the outcomes of datadriven instruction forming what's happening in school so as you can imagine I was really excited to share that with you because it's um it you know they say it takes about three to five years of consistency in expectations and Leadership to really see the outcomes of that and I would say we're really seeing that in classrooms now so we're building capacity in our schools and in our class rooms and our Educators in a variety of ways from our schools team and our executive directors to our academics Department to our strategic plan support team and in fact something new is happening today we have a teacher leader cohort that's meeting right next door it's called teacher to teacher and it's another opportunity for some lead teachers to help build capacity across our system that I'm sure I'll be sharing more with you about um as it develops and all of these align directly to the allog together for all student strategic plan so on to the scorecard we know that we have our strategic plan we know we have our uip um and these can be accessed um online and on the CDE website and we have our public metrics dashboard we have new dashboards being built um but we also know that it can be helpful just to have a snapshot of the work that we're doing what we're tracking that's really easy to access visually and to understand so in the spirit of that we developed a simple scorecard with two elements the outcomes that we're aiming for in terms of student outcomes and the leading indicators that we're monitoring in the adult behaviors that will lead to the student outcomes that we're also tracking so we're going to share that scorecard with you today Chris bre will walk us through it and Jonathan will provide some context explanation about the data such as the targets for improvement and the baselines and with that I'll pass it over to Chris and Jonathan good morning board president Raj Paul members of the board thank you again for having us um as Dr D the Cruz said I'm just going to orient us to this visual uh this scorecard is new uh but the targets within it and the action steps within it are not they are uh going to mirror what you see within our district unified Improvement plan um and really the way that we wanted to lay this out is a very uh easily accessible quick to reference on where we are making progress within our strategic plan and specifically the targets that are in the uip so you'll notice that we aligned it uh based off of our four key objectives so this first section here under No Limits you'll see that we have our 2420 targets both around achievement and growth they are broken out based off of the different percentage gains for specific groups just as we outline within our district uip we've listed out those groups there in parenthesis so you could see those and then as you move to the right across the scorecard you'll see that we have a status indicator there uh that can change from Gray to when we do not have data available to yellow or it's in progress and then agreen with a check workk through it as as we start to achieve those targets also you'll see that when we have things that are have a gray indicator there you'll see when we anticipate having that data available and when we can update this for you all the way to the right is where we have links to the specific Baseline data and when you look through that we highlight very specifically the uh the Baseline data that we are referencing so that you can see both uh the targets for year one as well as the targets for year two then at the bottom we have as Dr dor Cruz mentioned our leading indicators there uh these also as a part of the action steps within our district unified Improvement plan the unified Improvement plan is a two-year plan so I wanted to make sure that you were able to see that the leading indicators across those two years but we will update them and check those boxes as the work um is embedded into our system and know that if they're not checked that is something that we are continuing to work on uh throughout the course of this uip if I could just make a comment Chris I I just really love how we have our outcomes align with our tactics and our results all in one place to see uh where you're not having to shuffle through you know multiple documents to figure out are we doing what we said we'd do and is it working in the ways that we'd hoped it would yeah and that was exactly our goal because we know that um as you indicated these These are easy to access and navigate and um while everything is available through the CDE website it's definitely more time intensive and cumbersome to track that way although anyone can um I this might be a great opportunity to pause for questions or comments and also I want to invite Jonathan when the time is appropriate to talk to us about the targets and the baselines thanks for this and piggybacking on what Dr Anderson said I think it's great to have the leading indicators along with the Target and I like the Baseline data being included as well because it's nice to see where we are coming from as we're moving moving ahead one CU point of feedback yellow and green make sense for stoplights the gray does not necessarily make sense and so I just wonder if there's somewhere where you can indicate what the colors mean at for the status like gray means yellow means red means just so if public at they as they're viewing our documents is Crystal clearer on what the the color indicators mean that's excellent absolutely members questions comments for so at this time before we move forward well I I suppose Chris you could also just skim through that we have one of these for each of the four objectives and then give Jonathan an opportunity to talk about baselines and targets yep so again on these slides that you have available to you uh we broke it out this is for the next best step we have that Target we do have some in progress data available for you to look at there as well as the three leading indicators that we're tracking so similarly for Define the destination and then finally for valued and included so with that I'll turn it over to Dr dinks president rajaul members of the board Dr Anderson um so the the manner in which targets were set is is a manner that's fairly consistent with how we've done in the in the in the in the past uh in that we've uh taken uh taken an ambitious Target right something that that if we had attained it it would it would reflect a real achievement um and we've divided the targets up into uh setting higher targets for groups that are not uh achieving as high or growing as well or who have rate Rate rates of something positive like a work rated Varian that that aren't as high as other other groups uh or in the case of uh metrics around something negative like an out of school suspension uh the the group that has the the higher uh percentage of that we set more ambitious targets for uh for the for the groups where we want to see gaps close and we set what is still an ambitious Target for uh what that would mean overall for other other groups and particular um I'm happy to walk through these but our basic logic has been to focus on groups uh an achievement where we have a a big enough end big enough minimum size U and uh um and in terms of what we're looking at that way um I don't know if it's useful for me to say more about this uh or uh looks like there's a hand up on the Alex yeah thank you um uh can what are the ends that we're currently dealing with with out of school suspensions or by school um I guess I rais the issue because in the long run dealing with a one quarter of a percent Point decrease these were we're dealing with pretty small decreases in order to achieve the goals and it would help me understand how what the N is and and it leads back to me uh well that's my first question great um so so as as far as the um the the the the the the idea about a quarter of a percent being a a big enough amount um uh it give given that we're currently sorry we were in the last year in the Baseline year that we that we set 1.3% of students overall received an and and uh out out out of school suspense iion uh this this idea about a a quarter of a a percent uh is that it makes up a very big fraction of that one one3 right it's uh roughly uh uh 19% of that um amount so so while the target isn't isn't a isn't a big number the the amount we're working from to basically start with is that one and and so as far as ends go it's the the ends of the whole student body right um so so we can pose it that way but but I think as far as um given that there's been a certain level of system change in advance of this right this isn't our first year of looking at out of school suspensions um I uh this this amount represents something that's uh worthwhile and is uh half the the the reduction that we're aiming for uh in in groups that that that have suspension percentages out of school suspension percentages of two and a half percent almost three three three um if if I can I think in the long run um I this is where I'm glad to see the restorative practice practices added as a measure because I do think um given the changes the district made in previous years on AOS school suspension we're dealing with the tapering end of the curve and that um I ask about the end because it would be good to know how many kids we're talking about it would take to achieve the goal so is that like if we got 20 glass suspensions we' achieve it or five um and that for me um might bring some more attention to the other things like the effectiveness of the restorative justice um implementation so uh I'm I still understand that that's a significant an important goal to pursue my concern over time is that we may be dealing with a tail end of a goal that isn't driving as much substance of change that we might get if we addressed some other aspect of our um discipline system uh and that's where having the ends and stuff and understanding at a school level basis might like might comfort me that we are not measuring something down into infinitum um when we get to the one quarter of a percent goal yeah so so the so the the the Baseline of uh of one three three three three three percent uh was was uh 3 71 students uh who had one or more out out out of out of school system suspensions uh so when we're reducing that by about uh one one fth right uh we're talking about uh 70 students about and potentially 10 students 10 students if all our high schools were the same uh 10 8 to 10 students not getting an out of school suspension is our goal right which is significant and those are real kids with real things going on I'm just wondering what how that relates to other numbers of kids involved in our disciplinary system that affect them and perhaps in disproportionate or inappropriate ways like so how many how many other what's the numbers of some of these things would help me understand the scale of it but I'm not saying those need to be in the dashboard I'm bringing that forward as a board member wondering about our um o like the next level of this like okay what happens in a school like Fairview are we talking about having 15 lessons um out of school suspensions and are there other aspects of the discipline that might be more more impactful lania then Beth I don't know if this is working it's in and out um on the restorative practices I'll Echo what Alex said I'm glad to see it's on there and that we don't just have that one metric of out of school suspensions um and I think the next iteration that I'd like to see um that I would hope for on restorative practices would be targeted toward recidivism because that's what restorative practices while they're there to help in the moment um they really are there to prevent recidivism so I love to see the increase in the practice being used but I'd like to see if it's impacting recidivism I had this exact same conversation with our team uh and uh and and learn something I think that that's really important for us to to know uh implementing restorative practices is difficult it takes time and it's kind of like implementing mtss in the sense that there's a journey to get to where you just started to where it's culturally embedded and reliable and systemic and uh to the extent that until we get to a place where we have a mass of of schools that are implementing our restorative practices in the ways that we would have hoped I think at that point is when we would look to recidivism uh when we when we talked to our team and we pushed on this a little bit the the hesitation was is if we start to look at recidivism as a um as the the goal of the restorative practices yet we haven't reached where we want to with restorative practices it could give you a false negative that could potentially push energies to stop doing something we know is good and right so with you hear that and I do think that as we think about how do we assess how restorative practices is going that we could use a similar methodology that we've used over time uh with mtss where where there's a rubric and we begin to start to assess uh and understand where schools are in the implementation of that and then get to recidivism but ask the same question so yeah no I I totally totally understand your point Beth and kitty I was going to take us to something different is your thing about recidivism let's go to that well it's not exactly about recidivism but so I think I'm hearing you say that restorative practices are not being universally applied is that correct or am I misunderstanding you no I think the expectation is is universal and the implementation is at different stages at different schools I would say that uh um to to the extent that you would then say look we're doing this exactly the way we want it let's see if we're seeing re recidivism because we have restor of practices the way we want it which should reduce recidivism uh so uh I think just schools are at different places with the implementation um of restorative practices expectations are set but you know all of these things because we're not just you know looking at one data point we're looking at multiple data points around a big idea um that folks know and understand the importance and the promise of restorative practices to be able to reduce uh the recidivism and ultimately the suspensions um but if you were to say to me Rob do we have restorative practices at every one of our sites exactly the way they want it the answer to that is no um nor should we expect that you know to to low us point three to five years really of of working through things it will get and some folks are getting better at it than others uh and so we're working on that and working on the information on that and so I like like I shared I think the next step would be for us to assess How Deep The How Deep The implementation is at our certain sites and that's something we can report out to you all in different at at a different time thank you that would be helpful Jorge and then we'll go back to Beth yeah just a a real quick point I appreciate um Dr Anderson's point about there being a larger discussion about what the school climate looks like and what the mation looks like because the restor of practices don't work without the trust and without um that sense of of uh engagement and feeling a part of that community so I think it's part of a larger conversation about the ways in which we're kind of addressing the school climate um the sense of belonging um to really reduce the number of inst to be begin with before we look at recidivism so I think it's not it's making sure that our implementation of our suspension and disciplinary models are fair and that they're being applied correctly and so I think the implementation part for this one is really critical before we start to see things on the back end and just reducing the numbers um so I appreciate that focus on the conversation well said perfect closure and um I want to transition us a little bit I really appreciate this conversation I'm trying to digest this as any member of the public might and I wanted to ask a couple questions about the next best steps section um I clicked it's the only one of our sections that has the status of yellow and so I was clicking it to understand what might have changed um so just walk me through what we did to move the needle under that section and how I would know what we did but using this scorecard ask question specific so like I clicked on I look at this you know like okay proportionality and special education okay that's yellow okay great let me see what what the district's done to move the needle and so I clicked on next best steps uh next best step Baseline right um and I can see that we have our targets but for me it brings up the question of like okay so clearly the district did something to move the needle but I'm not entirely sure what was done does that make sense so I'm just trying to understand what has happened to to make it yellow and not gray the questions about specialist so let me give half an answer and then we'll let Chris give the the other half um so because we have some actual data there that we can show we attempted to put some level of judgment on it and when we have a couple metrics going not the way we want and we have one being about level and the other going the way we want but being complicated because there's been a change in the way data is gathered around uh managed in a certain way around fre um I think a color coding that wasn't positive great everything's good was was was going to fit but I think a color coding of red that were cons concerned about everything wasn't wasn't the right thing either uh if we had more color Shades to work with I guess this would be a little on the orer side of yellow um but I think your question also is about what was done yeah so great question um and I I think to Jonathan's point we actually when we were playing with the scorecard it was you know do we want to try to indicate some sort of percentage of things that are our progress towards that goal and that became I think confusing for for the visual right uh in terms of what we've done I think an added Focus that we've had all the way from the mtss process all the way up um that's that has been multiple years in the making right right so even though we are very specific within the district uip and the action steps that we've taken that you see listed there below um we had this has been an ongoing Focus around the support of mtss and the identification of students and ensuring that we have the universal supports in place um so I think we're seeing the benefits of that as well I think if you were to look at this and we had the data available you would see a yellow across multiple areas of that showing that we have progress in different areas it's just a matter of the data not being available to provide current and just to flush that out a little bit more our mtss team as well as our Special Education team members consult pretty intentionally with schools around identification potential identification um how you know how the mtss process is engaged when considering the path for students and what they need and so we're seeing a dial shift a little bit with those kinds of consultations I love all of it um my my my question really is more just I'm more Savvy because I'm a board member right like I know all the great work we're doing with mtss and all of that my concern or my point would be how if I am a you know person in the community do I know that we've done this great work at mtss how do I really understand that that's what's moving the needle I wouldn't get that from looking at this I would look at this and be like okay so they've done something to improve proportionality special education I'm not entirely sure what's happened I see that it's yellow I would want to know what that what happened that's why I asked that question so I don't know if there's I don't know if we don't want to put a if we don't if we want to I understand why we don't want to put a check mark because we're not like arrived do you see what I'm saying I just want to make sure that there's a real connection between progress and people being able to understand oh this is specifically what they're doing to make that progress I and I for me this doesn't draw that line does that make sense I think it's a little tricky I hear I hear what you're saying I don't know that there's a direct correlation with one strategy and the progress and and listen on this indicator right I think there their focus are on both sides of this issue there are some folks who have have come to us and said you've made it too hard for my kid to be able to get into special education services right and on the other hand we don't want these things to be disproportionate that we owe it to kids in their General Leed classrooms to provide tier 2 interventions and instruction necessary for them to be able to learn and succeed so I mean I think that there's been process changes that have been made Beth I think that mtss is is being deeper implemented I think that our tier one instruction is getting better with our instructional model and the things that we're doing um so so it's hard to just say if we did this one thing it happened there I do that I do though think that um as we begin to make a more sophisticated scorecard there could be a narrative of the work that's happened and some success stories to that where this could be a launching point maybe where if you click the icon on next best or something like maybe that there's that's a potential improvement over time it's just I think you'd have to have some narrative there and it would be um it just it's you know like a lot of the things it's the it's the combination of efforts that creates the Improvement it's not do this that happens and just to piggyback there I actually think if for a lot of our public and our stakeholders any of the language that we put in if they are not living this if they they don't have a student on an IP or if I not some of it might not make any sense at all so some of the narrative might actually make things more complicated and create more misunderstanding like mtss is hard to unpack for people in education it's hard for those like for if you aren't aware to also unpack that too so I think there is there definitely would be a balance um on any narrative because the work is complex and there's a lot of different levers that are being pulled so I'm gonna go Jorge Kitty Alex unless Beth you have a followup I think I get M confusion a little bit because it's saying yellow we're making s progress but none of the lead indicators are marked off and so it's confusing saying okay so which is it it can be both but then you have some data there it looks like there was progress in terms of IEP percentage reductions for free reduced lunch and is that why there's a why it's yellow yellow but I can see why that might be confusing if you're just coming going okay nothing's marked off we're not have data till the end of the year for next year but then why is it yellow I think and I think that's the point you were trying to make yes I'm hearing that input as a potential consideration of what kind of markers might we consider besides just a check mark to indicate we're making some progress in some areas and or what's a very minimal not a narrative but a very minimal explainer about where that improvement's coming from so I'm a little bit confused by the way this is presented because I didn't realize that at under you know in The Narrative of the proportionality and special ed where it says respective groups make up and then the numbers I thought that was saying um what it is now but that the goal correct the numbers are current percentages the numbers in the narrative the current percentages of students with I APS the numbers in the column is the current percentage of um each of these subgroups of the students on IEPs okay so the the respective groups make up that's not the goal that that's the reality yeah that's where the data is so um just just to to so our black students make up 1.9% of our that's the target yeah that's the target yes okay that's what's confusing is this the the to to make move into to be towards proportionate that would be the goal okay that's not clear I think we're looking at two different things are you I don't think we are believe what kitty is referring to can you go can you on the screen to the yeah I'm yeah where it says proportionality in special education that's what I'm looking at next slide under next best Stepside and so the language Jonathan that kitty is asking about is respective groups make up 1.9 28.3 15.6 and 40.1% of students with I APS right the the the the the in the intended meaning of that language is that's the the Target and it's under a column which we can't see because we're on the third or fourth page right that says the 2425 goal uh or Target sorry um so so that this is and I totally agree we can improve the wording of this so it's not as confusing uh but the the The Narrative is the the Target and the Teeny print in the column is the current data so then when you click on the next best steps Baseline then that will get you to a to a chart that that that that has the Baseline data and the target but not the current data okay so and and and the and I and I'm you know and I'm working to think of this as a companion to a dashboard that that was the topic of our last work session that will be launched soon uh and and uh you know trying to figure on how we how we get the right level of making it simple enough so it can be be accessed succinct enough that it can be looked at on a page uh yet also not confuse people so so how did these numbers we I'm looking at District spring 2024 Baseline and two you know going down 2.5 2.9 2.6 and so on how did those relate to the numbers back on the the um previous document at 2.4 31.4 16.4 you'll you'll you'll you you want to go to the next best best step tab of the of the Google sheet and and and then the numbers will line up for the for the targets oh okay I yeah I didn't see those at the bottom there that that's why I'm confused so then what does the okay I don't know how to get back to what the other page was or what the first thing I was looking at that's not it um what was that no oh Li okay no no that's not it no that's a different one altoe no no that's it yeah yeah I don't understand that then those are different measures that's a disproportionate use of right right that's why I saying that's not the same thing yeah I'm just confused um I think what might be a little confusing is that some of these will have because it's will be a live dashboard point in time like our current stat we had a baseline this is our current status and then we have our targets that are in the future but because not all indicators have a currently updated metric I think that's where it gets confusing of like where we started where we are where we're headed um and I think maybe that's some of the confusion on this on this um particular one because it is our only one with that point in time data and and and we have we have a few other things to go through and don't want I want to make sure that you all have time and I know Alex has a question uh we have some work to do on on this to create some of the clarity and we can we can follow up with any individual board members who want to walk through that and Nicole to your point as population shifts change any point in time if more kids enroll less kids enroll you know some of these things can get impacted potentially not by the things we're doing but by just the nature of how enrollment runs which is sometimes why it's hard to give in goals versus percentage goals so uh yeah yeah I mean the more precise we get the more complicated that these things can be uh but it also is clear on what we're actually doing and trying to do Alex and then we'll move on yeah I have a I have a couple pieces of feedback and a question I mean I do think a return button once you get into the Excel table I don't know how to get back to the original document either so having a return button everywhere would be really helpful um in terms of the presentation for the clarity I would really link link your numbers and the narrative to the group rather than using the respective groups and then have it people have to go back and figure out what the order is to attach things to one another um but to the discussion we just have really agree with Nicole if we look at the next best steps data on um the stuff it would be really good I think to somehow have someone look at it and understand it better if you included like what is the proportion of the student of that type why is that the baseline or why what's what's the disproportionality so without knowing what the proportion of students that black students are um then you can't really know and if you add proportion add some more columns so that you have proportion of overall enrollment and then proportion of IEPs then Bingo suddenly the disproportionality makes sense um or likewise you could do it uh if gaps what we're talking about you need to make sure to include the comparison group so as long as we're doing spreadsheets and we have the data and we're dealing with someone who wants to go look at a spreadsheet my bias would be towards including the data that makes it more intuitive for the user and that includes showing the proportion of Black Or Hispanic students and or showing the proportion of students that aren't Black Or Hispanic otherwise um uh you're just dealing with the numbers and you can't really intuitively understand it um oh and then I don't want to lose it from the the last piece um and the discussion of restorative versus the percent of kids getting restorative practices versus recidivism I would just make the point that on strategic plans I think we really are looking for the outcome goals that motivate incentivize people to move forward and do the process things and I understand that we have a lot of work to get a lot of process done and so what that's makes sense to me of why we would have the restorative goal in the Strategic plan now but I would say I I agree with lenia that maybe adding the recidivism goal is better um to have it in addition so that we know the end goal so that we can motivate some people in schools to know hey you got to get your recidivism down let's do the restorative justice and the board's watching your recidivism as well um so I I would kind of vote for including a real outcome goal rather than using process goal like the percent of restorative justice in in in place of the recidivism that the restor of justice is trying to get to sorry I'm a little late on that one but uh just wanted to get that out there Dr Anderson I appreciate that feedback um and I hear what you're saying around the recidivism I would say that when I've seen efforts to reduce disproportionate discipline fail across the country right uh it is because there's a hard line on the numbers without the culture shift and the other practices like in a lot of places the Strategic plan would be reduce suspensions and then what happens is all the same things happen and then schools get the message I can't suspend kids and your suspensions go down and then chaos goes up in schools because there isn't that level I think that that's the watch out on on that piece to just deal with those things um um individually I hear what you're saying um Alex on you know accountability really comes from hard numbers and and long-term outcomes um and also long-term Improvement comes from shifting that culture as well um I just you know I would hate for folks to begin to conclude that restorative practices doesn't work because uh you have recidivism and I think that that was the cautionary tale as we started to dig into this uh we can continue to look at this and and really appreciate uh the the the feedback on the proportionality in special education I think that we've got caught up in the Federal designation of disproportionality as a goal uh versus more comprehensive um look at disproportionality which is what Alex was kind of referring to on you know if something's disproportionate and if you don't put in context that in if you five kids move then you're not disproportionate anymore than you know what's actually happening thanks for your work on these scorecards for the sake of time um was there anything else or should we move on to strategic plan support team this is really helpful feedback we're definitely going to spend time debriefing we've all we're all taking notes on the input and we'll make those modifications as where they fit and bring them back to the board next time we're together and we're ready if you are to move on to talking more about the Strategic plan support teams and schools which is a very Innovative step that we are taking speaking of really fleshing out leading indicators uh the work in our schools in cohort one is in full swing with 90day plans and action um progress in data driven instruction mtss standards based instruction we've worked really closely with the spst uh teams to uh we meet with them regularly we discuss progress in schools as well as what kind of support is needed in schools and um how that's going how it's being deployed how it's being carried out as we strive toward elevating the school experience through the Strategic plan support teams so heading to the next slide as the board recalls the first cohort of schools is comprised of the 10 schools that you will see in a moment on the screen yep yes these 10 schools and I won't name them for you um we've definitely talked about these schools with you um over time and as we um since we have our strategic plan support team here today Chris and I are just going to share a little bit about the structure let's go back to the structure there we go so we have our on the right side you see the structure we have our strategic plan support team uh with um each having a case load of schools and that's made up each team is made up of a strategic plan administrator they are at the table with us today and the intention has been to have an instruction Behavior coach and a data driven instruction coach for each of those um teams we have had difficulty with three attempts now in hiring a second instruction Behavior coach so we are being um agile and how we're supporting schools and this has really is driving us to be even more specific about a deployment dashboard that we're meeting with the team about this week regarding making sure that we're being very precise about what schools need what support and um our goal is to have 10 schools engaged in being a strategic plan support team cohort every year is there anything more you want to add to that Chris no I think that sums up the work that we've had uh we've had a lot of celebrations so far I think with the implementation of this as we um started a little bit later we're going to have the opportunity to start sooner with our cohort 2 school so there's going to be a transition period where we'll uh be able to launch in some of that planning ahead of schedule which is going to be I think really beneficial for those who are have the benefit of being a cohort too uh even with the timing the way that it was I think we have some great celebrations with the current work that we're having in the 10 schools of cohort one um and Chris and Joel I'm sure we'll be able to share some specific examples of that as well and so just a refresher the role of the data and instruction specialist is what you see here really to co- facilitate um datadriven instruction mtss meetings as needed to provide professional learning strategies resources to coach and support uh and model for teachers as requested and um to really support the development of and the carrying out of the 90-day plan and the role of the behavior and instruction specialist is very similar but really focused on supporting modeling coaching around um how to best approach and address bringing out the very best in our students in terms of their behavior and ability to attend in uh class and and so again we have two of our three team members in the audience today Jane and Shelby are here and we so appreciate their work I'm sorry Jane is not here Laura and Shelby are here Jane is um she was with a school yes sorry about that Laura so we can go to the next slide um what you see here are um the expectations that have been conveyed to the cohort one schools as the board recalls the superintendent has a goal around an annual goal around um the work that's going to be done in these schools and setting non-negotiable expectations so in terms of datadriven instruction mtss years one and two what you see here I won't read the slide to you and standards based instruction the first expectation that you see here for schools in cohort one to get to core implementation of data driven instruction by the by Spring of 2025 is unique to the cohort one schools we've also conveyed to all non-charter schools the expectation to be moving along in mtss implementation which we are we are we have built an infrastructure around we'll talk to you more about that next time we're together and the expectation for all schools is also to to provide standards based instruction for all students in every school and so let's move to the next slide um we're not going to go deep into the datadriven instruction implementation but Chris is going to walk you kind of over a overarching understanding of it yeah this is also a follow up to the last time that we met um and I wanted to just outline kind of the key sections within that DDI implementation rubric that was shared with all of you again it's broken down into culture assessment analysis and action and you'll see that we're really intentional with the language within each of those categories of foundational core and deep uh and how we you a school May progress through foundational into core uh and then potentially even into deep implementation those four categories culture is around the establishment of a leadership team the understanding of the why the work is taking place the schedules that are in place to support the work the PD uh that building leaders are making time for with their staff in order to make sure that DDI can be successful um the assessments that their standards aligned that they're planning with the end in mind with the assessment in hand as they have those conversations around what the end goals are with students then the analysis so um analyzing the Mastery of the standard um and then identifying opportunities to Rach based on the Mastery and the progress of students are making towards Mastery of a standard and then action which is the teachers use that discussion use the the outcomes from that that meeting uh to inform their next step with students and how they're going to retach and and provide those those right instructional strategies for students as they move forward I just wanted to highlight that based off of the conversation that we had last time together uh so you guys had a really strong understanding of of the purpose of that implementation rubric and how it's being used uh part of the intense support that our uh strategic plans uh support teams cohort one schools are are benefiting from is being able to have that companion guide alongside with this datadriven instruction implementation guide uh which is identifying opportunities resources uh that support how they can improve within each of these areas uh so no matter where a school is on the D on DDI implementation we're helping to identify areas so that they can they can improve within that implementation uh so very excited about the work that's done from that um so far with the team do we want wasn't sure if we want to pause here for conversation we're also going to be um giving an opportunity for a question and answer um session with Chris and Joel okay so let's go to the next slide um before we transition over to Chris Fiddler and Joel I want to share that um we at our last meeting with the cohort one principles uh this is just a bit of the feedback that they gave us they really feel like the Strategic plan support teams are helping them to pick up the pace of the important work it's been very helpful to have 90-day plans um and help with their uip and the thought partnership uh for clarity of goals and systems really empowering to have the instructional coach with their team um principales indicated that this validates the work that they're doing as well as gives them thought partners and a chance to dig into and go deeper into datadriven instruction and R teaching and to move at a faster pace um and I want to let the board know also that we'll begin engaging with the cohort 2 schools during spring semester and then during the summer Leadership Academy they're going to have a extended opportunity work session to begin building their 90-day plan so they're going to have more of a head start than the schools that we're working with in cohort one we've really been building that infrastructure this year so we can anticipate what we're going to need to do to hit the ground running with cohort 2 and um and then all schools in cohort one will continue to have a light touch to continue building that capacity for sustainable change throughout next year and some of those schools are in a state where they'll be ready to be Mentor Schools for the um the schools coming up in the next cohorts so that's a great uh segue I believe to Joel and Chris and I want to just open it up to um any questions that the board may have for Joel and Chris and if you don't have questions they can certainly describe the work they're doing on a day-to-day basis thank you for that presentation Dr de Cruz board members any questions I have one question can you explain a little bit how the support you're providing School administrators is similar to or different than the support you're providing teachers and who is responsible primarily for training up School principles you do that together uh good morning Madame President board members good to see you this morning thanks for the opportunity to be here uh so it's structured in such a way that Joel and I provide mentorship and coaching to the principles and then the Specialists are doing the heavy lifting around uh coaching teachers and leading the DDI DDI conversations helping plan those uh activities uh we're doing a couple coaching Cycles at uh at aspan Creek um so again the structure is Joel and I Mentor the principles and then the Specialists really take on that work in the buildings and then a follow up to that um as new staff happen to matriculate into schools say next year there's new higher Staffing changes from the cohort one who's responsibility how does how do those new teachers that haven't engaged in the work in the previous year come up to speed I mean that is part of our our work there is like the sustainability of it um luckily with the uh with the DDI implementation rubric MTS Implement implementation rubric I mean there's a clear guide for principles now so like shout out to Nativity and Shannon and their team for putting that because it's really allowed us to zero in on what are the systems that need to happen so that it can continue and if you look at the DDI implementation rubric one of those things is ongoing professional development um with uh with the strategies that you know that were putting in place through the 90day plans right now um and it h and and you know those systems do continue and happen with all of our UVA schools in particular you know that training that happens because you know the turnover that happens there is um you know it it does make an impact so you have to consider that when you come back to school and have that but if the systems are strong the systems are in place the leadership team's on board the leaders are on board um then that that that preparation happens starting right now I mean we're having those conversations talking about the spring 90day plans um it's like how do we sustain this work this just a big one for us moving forward with the course and like Laura said we're going to have you know a light touch with those schools uh to continue that but hopefully the leaders take that on as we move forward Alex yeah uh um when you think about trying to get the schools moving along on this um what are some of the obstacles and the F question is is there anything we as a district could do that would make it easier for the schools to make this progress like what what's the big thing that makes this hard and what what do you wish you had to make it go better I mean for me uh you know what I've seen you know this year with the five schools and I I would imagine I can speak for Chris as well and also in the past I mean time is just always a concern like it's a question of like how do you build this in with the schedule um you know the infrastructure that's set like what does that calendar look like what are the meetings what are the minutes we have to meet with the particular curriculums um you know how do we fit that in where does it happen it's always a conversation we have is like how can we do this effectively with the staff um but you know guiding them through the leadership team to make those decisions together you can find that opportunity within your schedule to make it happen because we've seen it already and if I could add just a celebration so uh you know these 10 schools were notified in really in August um and I'm sure you know they're all performance schools very different mindset than some of the schools where you had UVA in had more intense support um the principal should be commended for the way they've embraced the process they've been wonderful to work with um and if I can you all should be commended for chasing this for all kids um given the success that Boulder Valley has had globally in the aggregate how you should all just as as a prior superintendent looking into bould Valley for many years you should be commended for the way you're chasing this work for all kids and then Joel hit the hit the nail on the head for me so one of the resources that we all share is time and it's Boulder Valley has the same amount of time as everybody else does try to get this work done um but as far as challenges if I'm honest I was apprehensive about how the principles would receive us but they've been to a person fantastic to work with and and you should expect that in terms of their care for all kids so they're committed for that other obstacles getting ahead start as we head into cohort 2 um so people can prepare to do some of that planning as they head into the school year um that that'll be beneficial as we get into the next cour board members any other questions Dr Anderson just want to take a moment and say how proud I am of our team and uh I just I I really appreciate our principles our teachers for embracing these ideas um I appreciate Laura Chris Jonathan Joel uh Chris as well uh you know we're on the brink of something special again we're coming off the best year that I think academically in many ways as a district we've ever had and we're continuing to improve push get better our people are embracing it because I think all of us know know and understand that we won't have arrived until every kid gets what they need out of our school district and so I'm just really proud to be in a place that not only says that but does the work to make that happen and so I'm just really really excited about the about our teams about the work we're doing about the consistency the best practice the progress that we're making and the critical eye this board is having on this work to make sure that we have the resources um and that that there's the appropriate level of accountability to get to where we want to be seeing as there are no further questions I'd like to thank the entire strategic support team for being here today and for your tireless efforts to help our staff do what's best for kids with that we'll moving on to our next item on the agenda this morning which uh Pol is policy action items the first action item the board will be um taking is on board policy a and neurod diversity Kathleen I will hand it over to you thank you board president rash paaul we are um finally here today as the board knows our community began work on this neurodiversity policy oh my goodness many many many months ago um what is returned for the board for Action today reflects not just the great work of the many parents and Par participants in the autism advisory Council but we also received a significant amount of feedback from teachers from community members so the board had studied this policy in June we uh published a updated Redline version that was rolled out to the community for additional feedback we did have 26 comments that were submitted through that process the policy was also posted on the board's website with a feedback form made available um really the the the takeaways from that feedback and they are attached to the board agenda item um the Takeaway on that feedback is that we really had a lot of um interest in returning some of the language from the original draft so the draft that's provided to the board tonight is the language from June that has been now updated to reflect that input we also changed some grammar board member Sergeant you'll be glad to know there was some feedback about the grammar of this particular policy to use an active voice to make sure that we weren't doing things to people and we were being very specific um I really want to thank a number of people in our community that provided invaluable input um I will come up short if I try to name everybody but I know that uh Jenny is in the room I apologize I didn't have my glasses on to see you earlier nice to see you but a lot of really important feedback from many across our community so this uh policy is now presented to the board for Action board members do we have a motion move by Beth do we have a second second of by Jason any discussion board members Jason then Alex um I don't have a whole lot more to add to what Kathleen already added I'm just really uh grateful to be here and thanks to all the folks in the community who've LED on this um and just proud to be part of this District uh another example of us uh leading and innovating you know when it comes to policy for what's best for kids so thanks for your work on that thanks to all the Advocates and parents and uh just glad to be it to this point Alex and then Beth yeah I I just want to reiterate the thanks to the community for all the input on this and to the patience of everyone involved um I will I just also want to add thanks to Kathleen and the staff um I think the the nuance and attention and trying to figure out how to um address all that input was done uh really um very thoughtfully and I like I like where we have landed in a way that I believe will um be supportive of uh every everybody in our community and also I you know I look forward to um eventually understanding what the changes are in our schools for our kids that come out of this um I think a bunch of the feedback focused on what what happens when you do x what does this mean and I think as a policy document this is at the right level of specificity and um I just know uh that we're I I look forward to um the same community that gave us feedback continuing to partner with us as schools figure out uh what to change in their practices and what we need to change in our support structure to make it all work so I'm very excited about the extra time we took to get the input I think we've um got it to a good a good place and I'm um very thankful for the community and our staff for getting us here always the problem with going last on this but I feel the exact same way I am so grateful for the work on this I can recall about a year ago conversations with Jenny and other um community members around this exact topic and this is something that's near and dear to my heart with my background in special education and and working with the neurodiverse communities across my career and as a as a parent um so I'm really proud of the work we've done here and thank you Kathleen and to your team for this I think this is as Jason used Innovative work and so it makes me proud to be part of a district that's that's keeping this at the Forefront and similar to what Alex said I too I'm looking forward to seeing what changes and what things come from from this because I think some good stuff will happen so keep the um commun communication cycle coming thank you so much doesn't look like there are any other comments so Laura can you please call a vote Chavez yes medler yes nnick yes Quin Lin waa yes Raj Paul yes Sergeant yes anger yes motion passes board members our next item on policy action today is the revision of recording of policy igda to policy jja do we have a motion moveed by Kitty seconded by Jason any discussion on this board members I'm very excited to be able to eliminate a few exhibits and regulation as we continue the really important work of managing our policies having a manageable number is part of that so thank you for all of your hard work on this policy Kathleen and then I'll turn over Kitty so I just have a couple of questions I mean I think I know the answers to them but so if we have a student stent Le group they are responsible for finding an adult to supervise them is that correct but not to participate yes board member Sergeant you're identifying the law that applies um to our secondary students when we're looking at their ability as they are becoming closer to adults and exercising their Democratic rights that they have the ability at that High School level to form student Le groups and in that case they're governed by the equal access act so the technical details of how they come up with a supervisor and that work is done at the school level but you're correct that when it's a student-led organization the adult can only be there for that supervision and safety element they can't actively lead that group control what the students do or otherwise really Direct the group and I did notice that it said if it's a group that has a religious purpose that the adult who's supervising can't participate even if they also practice that same religion that's correct nor can a outside Community member regularly attend or otherwise significantly influence or direct the scope of that group and I know it also talks about you know group um you can't have negative behavior coming out of the student well any of the groups but it would be more likely out of a student L group um and that's do we did do we know what the schools are doing to monitor that and there's a reason I'm asking this is it because and this was back long ago my daughter was bullied by members of a student L group and so I'm not suggesting that schools are allowing it but I'm just wondering what sorts of things are in place thank you for the reminder about bullying I think anytime we talk about that topic we want to make sure that our community knows that they can make a report on their school or the bbsd website certainly it's our expectations and I think one of the reasons that we really allow student groups to be formed at the high school level is all of our expectations around the student code of conduct would apply because they are in a school activity even if it is a student L activity so we expect that same supervision across these activities and the same reporting structures where we are relying on our students and our staff members to let us know immediately if there's any conduct of concern so that we can respond Alex and then Jason yeah I just want to Kathleen thank you again this looks this looks really strong um for big picture is this updates us to recent litigation in Supreme Court cases right so this puts us aligned with what um would be modern jurist Prudence on these sorts of issues right that's my assumption yes that's correct we hadn't reviewed this policy since 2003 so we had about 20 years of of um experience and jurist Prudence to consider um I may have missed an earlier discussion on this but on page two the third item here participation in the group is required for a particular course can you can you give us an example of something that's required an outside group that is required for any course and that seems I don't know the law around this but that does seem um uh inappropriate for us to require participation in group for a course so this is part of that body of case law that really distinguishes between student Le and school sponsored academic organizations the intent of this section is really I think to give principles a clear way to distinguish between the types of groups that are being formed like everything else we have to be really clear on what the identity is and the purpose in order to make sure that we're applying the proper procedures so this is intended perhaps to cover something like I'm thinking about Deca but that's in another example participation in the group is required for a particular course I'm looking for my high school principals in the room there's uh you know um wind onsemble I think that there's maybe some some uh potential Performing Arts you know marching band and is is is uh uh but you know there's you know as as a parent of a band kid there are things that part of my son's grade as part of going to the Pops concert and there's other performances because the band can't participate if everybody doesn't show up in as optional in these types of events ktie so I have a followup question on that so because my kids were in Performing Arts as well so that's considered a group or an after or um a school sponsored academic organization instead of just part of the class it can be and some of that would come down to the course description itself and the activity itself on uh this policy on page one does bring together the school's sponsored activities that would include as Dr Anderson mentioned choir or newspaper I think we saw our amazing students at the honor roll last week so it's some of these activities go beyond the scope of what you can cover in an ordinary class and that might be when there's a related organizational piece Jason so just to that on that would it make sense then to say it's required uh for pres course as written in the course description I just feel I'm you know maybe just some clarity there around um you know obviously there's are great examples of what what would include that but I feel like there's needs some added language here to make it clear like you know it's it's spelled out ahead of time you know the kids have to go to these concerts or do X Y or Z is for this course and I don't feel like that language is clear maybe just to me I don't know but um it looks like it's an additional requirement but I'm not a lawyer so I don't know I think that'd be fine honestly and I do I do think it's important when we make commitments that we're signing up for to really understand what the commitments are and I know not all of our board members have kids in second in high schools yeah but they do make that abundantly clear when you are in those classes like if you want honors well you're in a certain like program there's an expectation or the new they they do make it abundantly clear to to folks so I will just add that out if you don't have a high schooler yet it might feel fuzzy but it's not quite so fuzzy in practice so as a practical matter we have a motion do we need to make an amendment to this to continue to approve it amen yes if the board wanted to accept that what we've done in the past procedurally is if there's just a small language change we've added that to the motion voted on amending the motion and then voted on the original so Jason since you put that forward I would encourage you to make that motion and whether you want to give specific language or leave it to the discretion of Kathleen is your call all right so I make a motion to approve this policy with the you have to move an amendment oh to amend this policy um based just give Kathleen the authority to adop to um improve it based on the conver our conversation it's totally not clear but so you're moving to amend the motion to add language to that bullet point three um at my discretion to address the requirements for outside participation be included in the course catalog or descriptions that sounds right yeah it wasn't that much better but I made go at it yeah z a second seconded by Beth four members any further discussion on this item Laura can you please call the vote on the amendment put forward by repres board member anger Chavez yes medler n yes Quin Lena yes Raj Paul yes Sergeant yes anger yes motion passes another motion on the floor is to approve this policy as reflected in the amendment language that was just passed we don't need another motion be because that's already happened but board members is any further discussion before we call the RO sing as AR Laura can you please call a vote on this policy Chavez yes medler yes nnick yes Quin Lin AA yes Raj Paul yes Sergeant yes anger yes motion passes our final action item today is the retirement of policies ig- R ig-1 IG da-2 IG da- E3 do we have a motion move by Kitty seconded by Beth board members any discussion on the retirement of these four policies seeing as there nlow can you please call the vote Chavez yes medler yes nnick yes Quin L NOA yes Raj Paul yes Sergeant yes anger yes motion passes our final item today are is a policy study item we have board policy bdfc athletic Review Committee and I will hand it over to Kathleen thank you so this board policy we are bringing forward as we do with with policies that we know just as a time we need to clean up even if they haven't been um included as a specific priority for the semester this will be a new policy and it follows the board's attention to its advisory committees from January of last year the board will remember you revised all of your B policies at that point we um updated the umbrella policy around advisory committees which is board policy B DF in 2017 the board had formed the athletic Review Committee but we never had the adopted written policy that serves as the board's charge for this committee so this item's presented to you on study tonight the content of this policy aligns with all of the board's other advisory committees so we have BDF which is your umbrella policy and then I think we have seven advisory committees the um Personnel performance evaluation Council the career and Tech advisory Council the district drug abuse education and prevention Council Community Bond oversight and long range advisory committee so this will join those other board advisory committees and some of the language has been proposed through the work of the athletic Review Committee who has proposed a purpose we've identified the committee responsibilities and the membership um and then like I said align the appointment process the meeting structure and recommendations to be consistent with board policy BDF board members any questions or discussion lenia I might suggest um on our committee responsib I abilities there I think it could be cleaner um probably bullets five and six with the addition of a couple of words to Bullet one could just be more concise um bullet one you could just add teamwork and Leadership and I'm not sure if there's anything else that is encompassed there I guess maybe increasing participation but I think that's already covered so I think it cleaning that up would be good um the other place that I'd like us to be really clear is we'll know our Title Nine rigs will change and our Board of Education policies will probably be the policies that will be um the more informative if we get title n regs from the next Administration so do we need to say something in this that says that we will um go to the highest and best policy when looking at that Kathleen that's just a question how we word that um on on bullet number two yes I think you're reflecting the tension that um a lot of school districts I think and public agencies are feeling I do I do agree with you I think it makes sense to specifically reference Title 9 here and also to um have some language about the committee's responsibility to stay current and make sure that we're engaging in those important updates kind kind of a along some of laneous feedback it it seems like the bulk of this probably came from the board athletic Review Committee itself and its establishment documents I feel like some of the language isn't quite aligned with how our policy language reads and could use some cleanup um even thinking about like the purposes and quotes I just think that there could be some improvements there and it is hard in retrospect not having a policy that governs a group that was established in 2017 to kind of do that look back and yet think about present day concerns and needs uh in this policy so I haven't really known how to wrap my brain around some feedback I'll give it some more thought but I think looking at it through the lens of more of our other policy and how the language could be made more concise and clear so our general public that is not part of ethletic Review Committee understands I also um you know with the membership part being I'm just wondering how currently our community member matriculated up there hasn't been for a while to my best of my knowledge an open call for participation in this community or committee sorry and so how how that um how how that comes into play and how even just the language around the membership diversity just some some questions on how that is H happening in practice that that committee is reflective and can understand the degree to which they do reflect and understand diverse perspectives around that membership component we actually have two community members now oh and so if we want to let's put two but we have to and certainly the membership this is a board advisory Council so this is at the board's discretion I did originally pull some of the language by modeling our lra committee and those committees are much larger I mean they're suggesting that they're you know up to 30 people and including quite a diversity of and I can understand a point to which like a committee is so big depending on its its task at hand it might be ineffective but so I think hearing that hearing that this doesn't entirely reflect current practice allows us a little bit more opportunity to think through what the board expectations or desires are for this committee Alex has his hand up and then it was Kitty thank you um yeah I'd be uh I'd be up for um well a making any changes that the committee would like us to make and understanding if they have any proposed changes I'm I'm assuming as this comes to us that we don't really have any additional changes that the committee itself would propose that's one point number two um yeah I would think on the on the membership um certainly we should reflect current practice and having additional Community voice seems like a a net win to me using Sports analogy for it and then I guess I'm curious maybe if there's any current overlap between our Title 9 advisory uh group and this and if and I might be interested in suggesting that we have a designated member of this group that is a member of the title 9 group to ensure that there is um uh cross understanding between the two groups and also some sense of goals As It Go goes forward can I ask a question on that how has that worked in practice when we have the because the title 9 advisory committee is actually a superintendent advisory committee it's not a board advisory committee and so how has that worked in practice um in other situations where the different committees are established to advise entirely different groups of individuals board versus superintendent yeah I'm trying to think of whether it's happened at all honestly I do think that it's a topic of conversation for the title 9 advisory Council as to how they are able to interface with other organizations within our district and um on the tial 9 staff advisory Council that's a meeting that I I attend and lead with Community Partners all of those meetings so there's certainly crossover between staff currently we also have board members participating on our Title 9 Council who also participates with the athletic Review Committee and that's board member Quin Lin NOA I don't know if you'd like to weigh in on this topic I do think that it's Our obligation as staff when we are charged with oversight or leadership responsibilities around Title 9 to make sure that we are occupying the spaces where those conversations are happening and that we're connecting that feedback so that we can bring Dr Anderson and the board um coherent recommendations and perspectives on how things are currently operating I think it's an a great idea Alex and I and I wonder um because you may not always have a board member doing both of those if you put a one person [Music] from I guess it just depends on on I'm going to think on it I'm actually not going to make any suggestion here that I think we should put until I think on it more Kitty and then Jorge so my suggestion if we wanted to change this to address diversity issues is to either say A you know Arc is comprised of staff and voluntary members of bbsd community including but not limited to or when where it says one Community member put at least one Community member and then that both of those would leave it flexible Dr Anderson and then Jorge I think this committee is interesting it it was formulated uh in the interim between while we had an interim superintendent before my arrival I guess the question that I'd have is is this should this be a board committee or should it be a superintendent committee so certainly so this is so that so committees that I would put together would advise me to make recommendations right and board committees would divise the board on making board decisions I I just it's F if if if this if this stays the board committee it's fine I think anyone who's advising us right to what extent I mean you'd have to go back to the history on why this thing was formed at that point in time in the history of the district but to what extent is the board or athletic decisions coming to the board for anything so uh you know to the you know I I I do think that that you have to there are things that come up in in athletics especially High School athletics that get squirly and need attention and need folks to come together and figure out uh the question for you all to complicate I'm good either way it just feels like it's it was a committee that was maybe built at a time when maybe there wasn't there wasn't an appetite for a superintendent to pull together a committee and so the board pulled together committee but I I wouldn't I wasn't here uh but in any event to the extent if the board were to say this should be a superintendent committee we we would certainly I would Embrace that and we would we would staff that and make that happen or it can stay as a board committee I just don't know what what um what decisions you know how why it sits as a board committee I think is is a question I actually think that's a really good point and part of us bringing forth this policy is because it's been referred to as a board committee and I felt a high degree of discomfort I mean even they presented at casby that it's it's a board advisory committee um and I felt discomfort that we have an advisory committee that is not codified in policy so that is how this policy came forth is because it's always been referred to and because board members sit on it now typically board members do not sit on superintendent advisory committees we can attend we aren't active members and so I think that could be you know a potential point of discussion as well I don't jumping on this sorry poor hey um I actually don't think that there's a lot of reason for this to come to the board I think our the board members because this is particularly high schools not our board members don't all know exactly the Nuance of this very specific um number of schools so I could see it being a superintendent advisory committee and I think um I I would be open to entertaining that at which case we would not need a policy at all but we would have to rethink a little bit then um I would just be wondering because I don't want to also set precedent for board members do not are not appointed to and do not sit on superintendent advisory committees we can show up like we can show up to Youth Equity Council meetings we can show up to Capital meetings but we aren't active members and so that's like the one Nuance I would just want to um figure out lenia and then I know I'm still coming back to you given that Nuance I would like it to stay I I don't want it to be a superintendent I think that the that the participation of board members prior to me has been very important to that Stacy's participation was very important to that committee um well it remains to be seen of my participation as important but um I do definitely know Stacy was um and I will say that the only thing that in my one year of sitting there that I've seen a vote on and I don't know if it was a straw pole I don't really remember um was waivers and that never seemed to get to the board not only did the recommendation not get here I don't think any of the information got here so if it is going to be a board committee then perhaps we should be receiving a report oh yeah let sorry Dr Anderson Kitty is your question the same are you is it relevant to this conversation yes then I'll go Dr Anderson Kitty and Jorge when this conversation is just thinking of the logistics of this right so if that committee makes a recommendation to the board on something I disagree with I mean because ultimately they're making decisions that are going to impact budget they're going to impact Personnel they're going to impact certification they're going to Impact Sports like like we can try to figure out a way where there's a consistent board liaison like I know that that's kind of been the way that it's been but if the athletic Review Committee is wrestling with a topic and they're not making the progress that we would hope that they're making or they're recommending things they're not advising with me or we have a representative here it just feels like you could get recommendations from a board advisory committee that wouldn't align with the superintendent's recommendation so not be or maybe would I couldn't tell you I mean like I mean ultimately I think that that is if we're going to start to try to tackle things in regards to Athletics and makes changes that then you're expectation as your loan employee would be to implement these changes it feels just like there's some things that are out of sorts in terms of the ability to know and understand what's happening there or being um having a superintendent or the superintendent's designity leading that committee even though I know Harry does lead the committee a little bit but it's a board committee as well like we don't is it's not a chair and co-chair that are voted on it's staff that's leading the board committee it's just there's just a lot of things that I think that I'd want to think about to think about what do we want what do we want this committee to do and then how do we structure it in a way so the board has the right Insight board involvement can become important ter in terms of board policy that might have to change or budget like I think that there's a place there I just if they were to there's a very good chance they could recommend something like the way like you know they're they're wrestling something and they may or may not know and understand the space that they have to make a decision and if it's a board committee it's more like a kind of a vote versus a superintendent committee they could give feedback then I bring recommendations and just thinking about that too our checks and balances are policies and think of the volume of policy we have around Athletics that we're currently studying or Title 9 or so if you have those checks and balances in place I think there could be an inherent conflict if they're advising us and then we're also implementing policy without it having to go through the alternate Channel um Kitty Alex Jorge so I didn't realize that any board member on a committee actually participated that we go in order to just be there to Lia back and forth so this would sit outside of what board members do in other committees um and considering that they don't bring us anything that we need to vote on it does seem to me we don't need them as a board committee and it seems to me as board committees we need everything that's required by law and then committees that the board decides and again nobody here was on the board then we want them to advise us on a decision we are going to make like the long range planning committee and we don't make decisions on athletic stuff and it's except for the now two community members it's all staff and a board member so I would definitely be in favor of making this the superintendent committee Alex Jorge and then Beth yeah I'm I'm with Lenny on this one I was around in the district and had um kids in high school when this was created and I'm familiar with some of the circumstances that were going on and the pressure from the community and the board in order to deal with some issues um uh so I support lenia on this one I really do believe the integration between the title 9 advisory committee and this committee is key because some of the things we're actually trying to address in our Athletics involve inclusion and M creating safe places for all our students uh um and I believe we just enacted a policy that had Title Nine implications that would have implications for um Athletics as well so I I don't understand that that these would be things the board doesn't act on I look forward to acting on things that would influence Athletics like in the other activity so I'm in favor of maintaining it uh where board members serve on it I would point out that when the board liaison go to Dak they do give a report but they engage and feedback with them and then ideally they sit down at the table and figure out what's being talked about in the sub work groups of the Dak for example so um I'm not I'm not in favor of instituting um anything that isolates the board members from our committees in our community and I think that we can juggle the multiple hats that go on I think Lenny has done well I think Stacy did a great job so I I have no evidence that Stacy uh failed in her role while being on that committee while it was being more at hoc and I don't have any evidence that Len's involvement in the title 9 and the athletic committee has been problematic for us so I think changing it to make it a superintendent thing is is unnecessary and um I'm in support of uh keeping it there and I'm in support of expanding um people from the community uh so that we could get some more diversity in there so that if people from the community have things that they'd like to see change that they'd have more voice at it and I'm confident that all of them will be adequately staffed and that eventually things would percolate up that the superintendent would be able to act on and that the board would be informed by so that's where I'm coming from no I I appreciate the discussion because I wasn't really clear on the role of this committee and what it was doing and how it fit within the current structures so I was appreciating the back and forth to try to get a sense of kind of where we're at with it um and and the fact that we hadn't had a report from that committee if it was a advisory committee to the board because I was a little confused about what this committee does and its role and where it fits um and so I'm still kind of trying to process that part of it in terms of where it makes sense um and what role it serves um but as far as if they are could be community members MERS then and they are going to be addressing things like diversity represen the community then we having more than one makes a lot of sense and thinking about depending on where it fits maybe longer than one year terms I don't know what the startup is in terms of like ability to jump right into the conversations for community members with this sort of committee um so if it might make sense to have like two-year terms and have some kind of rotation but the bigger issue is is figuring out where this committee should fall and and what issues it's addressing in my mind um similar to what you just said Hy I appreciate this conversation um although I've almost lost all of my thoughts because it's like you have to keep keep it all in your head initially I really wanted to hear from lenia because of course you're the one that's living it experiencing it and I think it's a huge asset that we have you we happen to have you on both the title n and the um the athletic Review Committee but that may not always be the case what I heard Kathleen say earlier is that that information flows through staff not through community and or board members correct so I would want to find a way to keep th that information flow codified and solidified for us because I think that's extremely important that title 9 and athletic Review Committee be talking to each other so I think that's point one for me um I think we're fortunate to have lania in that role right now but we may not always have that um point two is I think Rob made a lot of um excellent points in saying the history of this committee I I have never to to be honest really been clear on why the athletic Review Committee is a board committee I didn't know um I think you've done a great job I think Stacy did a great job I I think I would be leaning towards having it be a superintendent committee because I hear Alex's concerns of um forget the word you used but it was kind of feeling like that we are frozen out or left out of the conversation I don't I would not want that to happen either um I think and to correct me if I'm wrong a superintendence committee we can always attend at any time there's just not the same level of obligation to report back to the board or act on information in the same way is that correct like we're not getting we wouldn't be frozen out of it because that is really really important as well just want to be clear I'm never freezing any of you all out of anything just be clear to the public I know that you all know that um that is not how we operate we work as a team I just think that and I'm happy to do whatever the board wants to do like like look this is H this this committee's gone for six and a half years no issue uh to the extent that they've made the progress that that we would have hoped or some would have hoped I mean maybe maybe not I think you've got a committee that's made up of mostly staff members with one board member in there that is serving as a board committee um with a committee that has decided by and on themselves on what they're going to work on and do uh you know I just it just if if this wants to stay as a board committee I just Rose the I Rose the the question because the reality would be is as a board if you have a challenge or you want something to change or improve with Athletics you would make that a goal of the superintendent right and then as a superintendent then what I would do I would be responsible to listen to people and then potentially take that advice or not and make decisions to move things in different directions but uh but maybe that's it's I'm I'm good either way I think that we can continue to have the committee I think Stacy's done a great job I think elania has done a great job this is no way shape or form saying that nobody's that board members haven't done a good job I think that you have right but the the question becomes the Dynamics of the committee and the change or improvements if that's the goal of the committee then those would come through me anyways you would say rob you know why haven't you improved this and I would say well Bard this is your committee I would say like I but like I said I'm good either way yeah one thought then Jason then Alex the other thing I'm thinking about a little bit is because most of the board advisory committees they are there are not so many staff members that directly impact an individual students existence at their individual school so you have the district county ility committee has District staff that oversee that it's not a high school principal that that oversees that elra it's District staff it's not so I could see a situation in which individual parents might have individual concerns or struggles at individual schools with individual leaders and they might that might become a challenging dynamic in a way that are other board committees that that doesn't that isn't the case because I don't my athletic director that I have an issue with I don't have that direct access to as a community member so the structure I think the structure thinking through that for me is is important and I would hate for anybody to be end up on that on any of our committees because they feel like they can directly make somebody's life challenging on a regular Cadence Jason and then Alex kind of to your point Nicole and Dron you mentioned that this is heavily staff and you know I just want to bring it back to that part of it I don't know what is it what structure makes sense whether it's superintendent or board committee um it seems like it's working well doesn't seem like there's a reason to change the existing structure but I'm just I look at this list and I see it's heavily weighted towards High School interests and athletic interests and whether it's one or two community members that does not seem to you know in the in the following sentence provide understand diverse perspectives and I think we really need to focus on the membership and not so much you know maybe we just have a handful of principles and athletic directors and have a broader representation that's not so much in the interest whether to Nicole's point about people you know using this for their interests or for their for a particular goal um that's the concern here is that this does not um this is heavily weighted towards what is in the best interest of high schools and Athletics and that's one perspective it's not the perspective of what I think a Review Committee should be Alex and elenia you're muted Alex sorry can you hear me um I agree with what Jason just said um I believe um expanding Community involvement might might be good um it depends on what kind of issues that have evolved I would make the distinction between it's one thing to be um liasing to a group and be in the room and it's another to be part of the group and I think there's a utility to having the board member be part of the group and able to be actually to engage I think that will deepen the board member's understanding of what's going on and way just observing can't um so I I think I support them being a member I think we can handle the subtlety we've handled the subtlety apparently for seven years without really it being a problem um and at the same time figure out a way to uh diversify the participation ultimately my goal is to um influence our a athletic programs in a way that lead to more kids participating and enjoying it and uh having safe and fun and growing experiences and I I believe diversity from the Community might help us uh move in that direction and I think involvement of a board member um deepens our understanding and insight into it in a way that we wouldn't get otherwise in the meantime I don't think the the current governance flowchart of it has been problematic so I don't see a reason to change it I might suggest I you know the way that I perceive it has operated because it is so heavily staff oriented is it almost almost operates like a staff meeting um and if we had more Community membership we actually could have more of a an lra feel where there would be some reporting back um and that so that would be one option to send it toward more of an lck feel but then it would operate less as a staff meeting um and I am glad to liaz or participate I will do either of those happily but I do really hear what you're saying rob that I don't think that this committee has come forward with a recommendation to the board um I would be glad to come to you with my report from going but that's not the same that's not what El's doing elra is a community that is coming to us with recommendations so I think it's just existed in kind of no man's land or no woman's Land Title 9 compliant um but I think it probably is ineffective the way it is now I will say that so what this brings up for me is the the board deciding what we need a committee any committee to do um are they going to exist because the Board needs to make a decision about something or for a different purpose and if it's not if the the raise on debt isn't to advise the board on decisions the board typically makes because we this isn't on anything we typically make um decisions on um that doesn't mean this committee shouldn't exist but then you look at where does it sit and what is the purpose of it and it could be since nobody here knows maybe some staff folks know why it was convened in the first place okay well I don't know well anyway if Alex if you were in on those conversations that would be good for us to hear at some point but maybe it's a chance to think okay here's a committee what do we want them to do do we want to change what their mission is and then decide where does it sit but I think if it's not reporting to the board for the purpos of us making a decision that doesn't mean we don't want to hear from them but then they don't need to be part of the formal structure of advising the board which means if it we want it wants to change up they want to change up or we want them to change up we don't have to have a policy change in order to do that and it gives I think a lot more flexibility but I think this is an opportunity for us to say is this you know do we want this group to do what you know I don't even know exactly what it is you are doing or is there something else or does the group want to say here are some things we could do but it looks like we have an opportunity to either remake or add to um this group and have them do something that we all agree on is a meaningful thing for them to be doing I agree Kitty I think taking the time to really understand how this committee operates in current context and the value that they are providing to our school district as a whole is an important step and we might need to pause and give a little bit more space for that and I I do think I mean for me personally sitting here today it feels like more of um Equity committee where they do come and present on updates in the work but we're not necessarily it's not work that we're always voting on and yeah Equity council is a superintendent advisory committee so just the way they operate at present the way I you know the way the board makes decisions and what the board makes decisions on for me that's kind of where I'm leaning but I do think and I don't know that it's the board board's it's entirely the board's responsibility to understand what where this needs to go I think giving staff some time to think about what is the goal and the purpose of this Community Committee and how it can really make the biggest impact in the work that superintendent Anderson knows the board is trying to accomplish and that our current policy updates are clearly accomplishing you know what is the purpose of this committee to day and in the next decade and and so um looking at the clock again I wonder if that is a an opportunity just to give the staff some time to think about what what might how might this operate best in the context of the district and the conversation we're having today lenia I agree that that needs to be something this staff digs into because I don't think elra is elak has Community leaders am I correct and this is led by staff and it just does not lend itself to being [Music] um much more than a staff meeting and certainly I don't and that's great every staff meetings need to occur but I think it needs to have a specific chart charge and then we need to have some Community engagement and once again happy to just Lea whatever works but I kind of do lean toward letting it be a superintendent committee Beth and then Alex this dubils nicely with my question so if it were a superintendent committee would we have a greater opportunity to solicit uh involvement from the community I think that's something we keep kind of circling around and coming back to Jason's Point Len's Point can we get more Community involvement if it's superintendent it just you know I think that we have to ask ourselves what's the problem we're trying to solve right is there a problem we're trying to solve with Athletics are we just trying to get folks together to talk about the emerging things that are happening in athletics remember chassa dictates a lot of what we do with sports right um it it dictates a lot of what we're doing for sports so if the board were to say to me you know Rob here's the problem we're trying to solve we feel like the community should be more involved in how we structure and fund and support athletic programs right then getting Community input you wouldn't have all the principles and ads in the meeting right like like I don't typically go to board um committee meetings because as soon as I show up I'm the superint like it's a power Dynamic it it defeats the Dynamics of the purpose of what you're trying to do and if I do show up to some committees like Equity counselor or others I'm there as a participant I'm not there as a you know because they have a chair and a CO typically board me board committees have a chair and a co-chair there's an election process there's a way to say how many people are we going to have in the community what backgrounds are we trying to put together and then what are the things that we're going to talk about does the committee get to drive the agenda or you know or these are the you know do you put that in the policy these are the things that we'd want you to think about and consider uh so it's just it's one of those things if if the board would like to keep this as a board committee if you feel like it's functioning in the ways that you would hope that it would I would say that is great if there are other things though that we're looking to deal with or or figure out or understand or gain perspective right you would probably have to a think about you know if it's a board committee what does that look like how do you want them to report back to you right if it's a superintendent committee what do I think that needs to look like what information advice do I need based on the direction the board has given me in regards to Athletics Title 9 what have you so I just think that it's a little bit clunky it was built during a clunky time for the district if we I'm just being completely honest and it feels like it was a board committee set up to be a superintendence committee in a board's committee kind of a kind of name that's what I mean but again I uh I just share that as advising to you knowing and understanding that we can I we can make whatever you'd like to make work um but if you were to trying to do some other things Beth I think you would if we were doing this now which we have a bit of an opportunity because it's not in board policy right this is how we would advise Alex in lenia yeah no I really appreciate this conversation this is helping me get a good understanding of what we have and where we're going I think my initial reaction to thinking about this as a board committee is I do have an interest in our athletic programming and offerings being reflective of uh of inclusive in approach and um compliant with Title Nine but not just compliant but also leveraging that to make a better experience for all our diverse students so for me Millennia happens to be the vend diagram overlap in the circle between the person who's in the Title Nine group and the person who's in this group so if by becoming the superintendent uh committee instead of board committee we lost that overlap I would be uh concerned but I I really like the direction of this discussion because I think it gives us an opportunity to say hey what what's the purpose what how should it be structured uh it makes a lot of sense if it's mostly all or all staff to have it be a superintendent committee for sure and then figure out where the recommendations are coming from um and I guess as we if we open up the discussion to like what's the reason for this and how should it be structured to achieve that reason then I think we can talk about um more participation but if we were to narrow the purpose and say hey this is to handle operational issues in the schools and create efficiencies by understanding across Sports then yeah we don't really need to make it a big um commun community-driven process if that's not the goal so I I I don't believe that we make everything a community-driven process because that's always better there's things that we need to efficiently operate superintendent can work with his principles and athletic directors to solve that we don't need to have everybody involved in and then there's questions that are pretty fundamental and directional um where having more community and more Nuance involved in the decision making makes sense so I agree that I don't think we know where we're going yet but I would just state that I want to if if we have the opportunity want to make our Athletics inclusive and I want to take care of um all our title n concerns and I want us to be smart about it that's where I'm coming from so I'm totally up for curious to see what we do next and uh I really appreciate the discussion today uh I flipped back and forth at least three times on this about what kind of committee I think it should be um what I do know is it's not there is no clear mandate for it and what I would like to do and I think it would be in our best interest as a community that uh does value sports but also really values equity and we have a superintendent who embodies that consistently and knows that that is what we care about um I think we need to let staff dig in and figure out what the charge of this committee is and where it lands and then we as a board can navigate that PO members this is a study item so there's no official vote but there's a lot of head nodding in um that that is going to be the next best step thank you so much for the discussion well that concludes our business for today board members and so with that I motion to adjourn [Music]