i would like to call to order this regular meeting of or special meeting of the Boulder Valley School District Board of Education for Tuesday April 15 2025 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
role chavez medler here nik here when Linua here Raj Paul here Sergeant I'm recording Kitty by presence i see her
i'd like to turn it over to Beth Nisik to read our land acknowledgement this morning boulder Valley School District resides and operates on land that is the ancestral homeland and ajustly and illegally taken territory of the Ute Plebuan Arapjo Cheyenne Apache Navajo
and 48 other tribal nations historically tied to this land who have called this land home since time memorial 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 bbsd is aware of the many indigenous peoples past and present and their dignified nations and cultures who care for the 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 BBSD's responsibility to educate ourselves our communities and our students so 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 Beth i would like to remind everybody
that the mission 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 is there a
motion to approve this morning's agenda moved by Beth seconded by Alex laura can you please call the role chavez yes medler yes nikk yes quinn Linua yes raj Paul yes sergeant yes
anger yes motion passes board members today we have one topic on the agenda we are taking an indepth look look at BBSC strategic plan and UIP i will turn it over to Dr anderson for introductions thank you board president Raj Paul members of the board uh excited to be
with you here this morning as we take a deep dive uh into UIP implementation measures doing some progress checking um and then aligning that to our all together for all student strategic objectives uh with us today we have Dr
da Cruz Dr gyos Chris Bre Dr dings uh and Senate now who is going to uh be able to speak to some of of the the implementation and where we are as a reminder to the board and the public that UIP uh is a two-year plan our
strategic plan circuses is more of a five-year plan and so uh we do have some progress to update but certainly still work to do and we I'm sure we'll have great conversations around that and so with that I'll turn the presentation over to Dr david Cruz good morning President can you hear me
okay okay good morning President Rajpal and members of the board and uh of course Dr anderson so last time we were all at this table together in February we shared midyear data around literacy and math we launched and reviewed the
KPI dashboards and the updated draft of the scorecard and throughout this process the board has provided us with really thoughtful feedback which we appreciate and have incorporated and of course everything we're doing is iterative so we look forward to continued
feedback so as Dr anderson said we have a a bigger team with us today so in addition to Claire Jonathan Chris and I who have been at this um conversation with you several times we also brought Bianca Gyos our executive director of
strategic partnerships and Senau director of student support services who oversees behavior responses discipline restorative practices and bullying prevention among other things so Bianca and Senna will be providing additional
context for the updates of two of our strategic objectives today we're going to be discussing this morning the UIP implementation measures in the form of a progress check for each of the algether for all students strategic objectives as
you know our UIP is more clearly aligned with our strategic plan than it has ever been and it's a two-year UIP and so we have many things in progress some things uh each at different stages that we're going to talk more about today and these
are all two-year implementation indicators or milestones slide three uh the implementation measures are we think of them as those adult moves that lead to enhanced student outcomes and I remember
last spring uh President Rush Paul suggested when Jonathan and I were giving kind of an endofear strategic plan update could we take a look at some of those leading indicators and we incorporated that into our UIP implementation measures and so we're
really glad to be talking about those today our UIP names actions and implementation measures for each of those strategic objectives that you see on the slide and that we all know really well um looking at grade level standards
tiered supports post-secondary preparation and well-being and inclusive practices which have those headlines that we'll be referring to more throughout this throughout this morning so let's get started uh we're going to get started with the first strategic objective that
we call no limits and it's referring to grade level standards and instruction the excuse me of course right when we get started this happens with my um what you see here are the actions on the left so
we're going to be following this pattern throughout the presentation actions on the left implementation milestones on the right and as we go through each strategic objective and the progress checks we're going to pause for conversation after each of those so that
you you'll have an opportunity to engage interact ask questions and we'll be able to just have discussion about it so the actions that you see here that we committed to are collaborative planning in the form of DDI for planning for universal instruction and
differentiation increased uh professional learning around culturally relevant pedigogy and um culturally compet cultural competency alignment to the depth and rigor of standards in our instruction
and the implementation of curricular materials specifically thinking through new curricular materials um at high school and middle school in math and ELA and world language the implementation milestones
that you see here I'm not going to read um because we're going to detail them on the next slide but we're really looking at depth of knowledge and professional learning so let's take a look at those on the next slide and so again this is the pattern we're going to be following
um you'll see that we're going to refer to the actions and implementation milestones and then take a deeper look at what is in place in terms of progress at the time so looking at the implementation milestones you see that
they are in progress um the in terms of DO or depth of knowledge we committed to increasing the percentage of classrooms where audited student assignments are predominantly requiring a depth of knowledge level three or four and that's
in the demonstration of skill and understanding to complete the task and when we think about the instructional core it's comprised of student engagement teacher knowledge and skill and the rigor and relevance of the content but the center of that is the
task or what students are actually doing and that's where we're looking for depth of knowledge so because we're in the beginning stages of learning of depth of knowledge we've begun with our leaders so our academic directors our school leaders so
principles and assistant principles that's where the learning is taking place because of course our school leaders are the implementation leads at their school so they're carrying the learning forward to the staff at the school so we engage in this learning during
PK-12 and um during that time we've had two of our three do learning sessions that were slated for this year with our leaders and these have been led by our academics department have been very engaging learning experiences very hands-on experiential for principles APs
and academic directors we also committed to at least 10 hours of professional learning around standards culturally relevant pedigogy and cultural competency and you can see those hours
that are outlined in that bottom blue box um and and what I what I I want to emphasize that what we're striving to do is merge cultural competency culturally relevant pedigogy with academics work because this is how we better ensure
that every student can have academic experiences that are grade level that are engaging that are affirming and meaningful and this is how we truly create the conditions for learning without barriers for every student so while we have had and do have dedicated
professional learning around inclusive practices some of which have been led by Fuetta King we also have been really intentional about integrating the content the concepts and practices of
academics and culturally relevant pedigogy so that they are more merged and more of an integrated experience that we're striving for in the classrooms so you can see here the hours um that we have had district focused professional
learning and what you see in the asterric at the bottom is that there's a lot of cultural competency training and professional learning that's happening at the school level but what we are um accountable for
is what we are providing as a district district initiated professional learning and so that's what you see here And you can see that um we're really again working to embed standards delivery with um
differentiation with affirming meaningful practices for students that we think of as being culturally competent in the classroom some of the approaches to professional learning as I've said have been PK12 that's when all of our school leaders and academic directors come
together for learning and and we've spent time learning about released um CAMASS items and the standards attached to those and really looking at where we have been strong in our outcomes around particular standards and where we h we have room for growth in particular
standards and every school has their own report from CDE that shows exactly that and so that gives our leaders an opportunity to focus on their school level needs as well and then we've had specific explicit DO or depth of
knowledge training um we've embedded this work into working with our leaders around standards and teacher evaluation and having those constructive conversations for improvement uh we've had late t late
start time dedicated to meeting common goals and that's ongoing every month our instructional leadership time together has been very focused on leading um through the instructional core depth of knowledge um connecting it to evaluation
for teachers and we've provided targeted instructional coaching and new this year our teachertoteer um program where we have teacher mentors and teacher mentees is providing job embedded professional learning that is
again incorporating not only standardsbased instruction specifically at elementary right now in literacy but also doing that in ways that are delivering grade level engaging meaningful content and so that's been a really amazing new add-on new layer to
our professional learning this year additionally our leaders have leadership look fors in these areas so they know that as a system we're learning together and we're looking for particular leadership moves that we're all getting better at and that our executive
directors are coaching when they when they come into schools as well so we're going to pause here for questions and conversation on this strategic objective and the implementation milestones remember any questions for Dr da Cruz
alex and then Jorge uh yeah um can you clarify for us how many days of PD the teachers and administrators have that's either like district admin district directed or school directed or individual directed i'm just trying to put the the amount of time that we put into this in
perspective of the total amount of PD that's a great question so per the negotiated contract the district um has three well three half days so a day and a half of district-wide professional
learning that we can own if you will and direct and then one Wednesday morning late start a month can be district directed and so that's not very much time i appreciate the question and and
that's why um we really strive to optimize the time that we do have and to embed these concepts in the best ways that we can so that we can um so that time can be really well used and then of course you didn't ask this question but
also principles are then engaging in professional learning that they direct at their schools they have school directed time but in terms of district directed time it's not very much and how much is that school directed time uh helped by the principal so that um they
all I have to think about that I believe it's another three days total and that tends to be divided out into um half days i'm sorry a day and a half divided into three half days that tends to be how it plays out so and then three
Wednesday mornings a month for late start and those can be professional learning time sometimes principles use staff meeting time if there's an agreement by the staff for professional learning but those Wednesday mornings so
district owns one and school owns three and those can be professional learning they can be time dedicated to datadriven instruction either learning or implementation which um principles have done an excellent job of capturing that time for additional DDI learning and
application and it can also be used for it's also being used for um time for multi-tered systems of support either application or learning as well i'm going to piggyback on that question and then pass it over to Jorge so with that district-led
time I'm I'm assuming since we have a goal of 10 hours that you're taking attendance and tracking to tracking that or how does that how do we know if we're getting to the 10 hours or not another excellent question so with our leader we're we're track we track it we take
attendance with all professional learning including with ourselves and so our leaders for district leadership team for PK-12 for instructional leadership meetings sign in that's the way that we take attendance um same with teachers when we have professional learning days
teachers also now sign in so that we can understand what the participation level is of teachers engaging in professional learning and so our human resources and professional learning team track that and are in touch with school leaders
about attendance at their school um so that we have an understanding of the percentages of folks who are and are not engaging in the professional learning is that the question you were asking that is and then like let's say somebody
happens to be sick on a day that this is going gone over is there opportunity for them to to re-en re-engage or engage with the content that they missed around some of these standards that the depth of knowledge or cultural competency competency related PD yeah opportunities
or excellent question and that's tricky because we have dedicated time carved into the school year for professional learning and if teachers don't attend that and if we were to offer makeup sessions because we can't oblig obligate
them to work outside of contract or to leave their classroom during a school day let's say um we can have opt-in sessions uh and so that's our ability around that there have been some times
when our academics team has required some makeup sessions for instance with new new materials and some required professional learning that is absolutely necessary in order to implement those materials um when there was a
significant percentage of teachers who did not attend there there another required session was created and so we're working with what we can around some constraints and are definitely aware that
um it's very important for folks to be present in order to learn just like we say about our kids thanks Laura Jorge sure when you say significant percentage of teachers don't attend sometimes when that's happened what does significant
percentage mean we have had days of professional learning [Music] when 40% of teachers took um a day off that day for instance that's a that's an
example thank you i I want to follow along a similar vein um you're in year one of this progress right um is this 10 hours over two years or this this year is this um like we're making progress right so
is this like a two-year plan a three-year plan it's based on schools given this question about teachers is it better sense to not just we've done it at the school and we're done or is it more about do we need data sort of percentage of our teachers as to make sure that this is being implemented kind
of just understand what the markers are and the goal and what the timeline looks like and how much time we actually have definitely hearing a strong valuing and agree with that valuing of um participation in professional learning and so yes this is a two-year plan so
this is 10 hours over two years and largely because of the the time uh the layout of time that I've described and we're we're purposely
planning repetitive content so that for instance if some folks were not present during the content delivery then um much of that content is going to be infused into the next session for instance with culturally relevant pedigogy that's
never a oneanddone and so how we deliver um for depth of knowledge um in culturally competent ways in ways that are you know affirming and meaningful that is being infused into the content delivery over time and so we're hitting
a lot of the same key points and it's also critical to have folks present in order to learn because even though we are intending to be repetitive if if someone's not there they're still missing the learning um
so point well taken and um in summary we're being as intentional as possible around ensuring that folks are present to learn but also in ensuring that what
we are building in terms of professional learning is um meaningful engaging varied but also consistent enough so that the message is consistently being emphasized throughout the professional learning we're also
looking at some other you know opportunities that are again voluntary but opt in outside of contractual hours if teachers want to engage in those we've you know we we have some um book
studies around uh uh equitable education for all students that many teachers have opted into these job embedded opportunities like teachertoteer have been a big hit um we'll be able to continue that pending federal funding um but that's
definitely been something that teachers have been very engaged in and enjoy learning from their colleagues and we were very selective in the mentor teachers that are taking the lead on this and so more opportunities like that that are really meaningful engaging and
voluntary if you will um they seem to be wellreceived and engaging for educators at the same time we also want to optimize the few hours that we do have that we can provide that more consistent messaging and and
professional learning around did that answer your question yeah thank you um and and then I did have a another question because you made the distinction between cultural competency and cultural relevant pedigogy and moving beyond just inclusion to really thinking about how we do that in our curriculum and I think that's an
important distinction especially given the inequities that we see in our um academic results c can you speak a little bit to more to that distinction and why it's so important are you asking about what we're what we look for in curriculum or are you asking about how we deliver curriculum
kind of what it looks like in delivery and why it's important to have that culturally relevant part to it yeah we definitely emphasize that um we're looking through an assets based lens at the gifts and the assets of the
beautiful diversity of students that are showing up in our classrooms and how important it is for us as educators to understand the the circumstances the lived experiences that our students are bringing to the classroom and to
consider how we are engaging in ways that are meaningful that can be connected to through a variety of cultural lenses that are not onedimensional and that um that offer a
place for all students to connect into the content whatever that content may be and and that is what we think about as being culturally competent and and really looking through that asset lens i would say that as a system we're in the beginning stages of that systemwide and
so I'm I'm certainly not here to say that we are there when it comes to these practices we have a lot of learning yet to do as a system and you know we have educators who are on a broad continuum of understanding about delivering um
experiences and and cultivating experiences in this way that are meaningful for students and that are really assets focused and and working hard to shift any deficit thinking around um student experiences
um and um perspectives and and as I said lived experiences that they're bringing into the classroom And so that's why we've lifted this up as a really important endeavor for our system because we know that students are having a variety of experiences in a variety of classrooms and we'd like to create more
consistency in that so that all students whoever they are can feel that they have a place where they belong they find meaningful and where they can connect to the learning in ways that they can make
their own and so that's what we're striving for and um emphasizing that by no means are we there yet you know we've I think we've this has been a journey in BBSD that has been initiated in many ways over the
years over decades and done in many different ways and we've really determined how important it is to integrate um cultural competency with content so because when they're separate I think I've said this at this table before when
they're separate they don't necessarily show up in the classroom in ways that students can see experience and live as I'm seen and I belong here and um I'm seen as a strength for who I am and
that's that's what we want to that's the classroom that we want to curate across all of our schools that Thank you i know it's a process and I think it's great but I think that that part you just at the end right that link between the content and and the experience I think is really important so thank you i appreciate the question
thank you Dr anderson thanks Laura for um you know really getting uh more in depth on on some of these uh issues i will say that can you go back a slide this first
um this first goal I think is incredibly important uh you know if you know we've we've done a lot of work with our instructional infrastructure trying to get folks on the same page and um you know what what
and we're starting with some professional development which is really where you need to start and I think that we will it'll be uh incredibly useful for us when we get to the next place where we take some baseline and gather some baseline data on what classes at what
schools are kids being asked to think right and and I think that you know looking at the tasks is the right way to go about doing this uh you know are we um because really this this really um
will will quantify for us what are the ex expectations in classrooms right are we just asking kids to recall regurgitate information or maybe a step beyond that covering skills are we asking them to do some strategic
thinking get extended thinking connecting critiquing assessing those higher level skills um and where is that happening in our school district right because um when we get to a place where we expect that of each and every one of our kids right is where I think that
you'll begin to start to see uh more and more kids is um going beyond the minimum of the standards and we talk about this idea of teaching to the depth of the standard you can cover concepts and and and the miss
um I think where we miss sometimes is that you can cover contents but you haven't taught the standard to the depth of the standard uh and and depending upon the the subject area a lot of the standards spiral right so you might have the same standard third fourth fifth grade but getting incre increasingly
more complicated uh and if you're not looking at the depth of the standard and the depth of knowledge uh then you could be teaching the kids the same thing year after year after year without challenging them and uh and so I do think that this is a a very different
look at how do we make sure that we're providing challenge and rigor to each and every one of our kids uh but because we've been able to kind of figure out a way to quantify that um I think it will give us another look into who who's getting challenged in our
system how often and where uh and then bring a level of an awareness where uh you know these introductory trainings that we do are important but when you set an expectation um I do think that the engagement um in those types of
concepts and training whether it's at school level or at the district level will deepen and so I'm I'm really I really like this first one i just think it's uh it's different um and appreciate the team and the work and and just rolling this out at a pace where folks
can accept but I would say that uh you'll see this again i mean even after the two-year cycle is up I think that there's tons of work and opportunity um here uh but I do think it's the right way to think about how are our teachers using our
core curriculum challenging all kids in their thinking two more quick questions and I'm aware of this the length of this presentation so we should keep moving absolutely um I just wanted to comment and kind of ask a follow-up question i loved that i heard the teachertoteer
mentor um situation i wanted to hear a little bit more about that how many classrooms do we have that happening in i think the job embedded um professional development is absolutely essential and incredible so just want to hear a little bit more about that yeah we're really excited about this so we envisioned over
the summer creating this um way to lift up some incredible teachers in our system and allow teachers to learn from their colleagues and so we um have two so we started at elementary because we wanted to start very refined and then
scale out as possible um so we have two teachers at each grade level K through five across schools across BBSD and they are the mentor teachers and they actually came together in the fall and
created the vision and mission um along with Chris Bre and Katie Mills our director of professional learning and the um the curriculum if you will for this based on just some foundational values vales that we shared
with them and then the invitation was put out to teacher mentees to participate either to self-identify or for principles to identify and so um I don't know the exact number of teacher participants we have okay Chris is going
to look is looking it up but they have now had opportunities to go into the teacher mentees have gone into the mentors classrooms observed observed um we started with language arts only so
observed into reading lessons and and then the teacher mentor facilitates a debrief for those who are with those who are observing her so it could be a couple teachers at a time in fact on March 18th when we all visited Cole Elementary um two of our teacher mentees
were in one of the teachertoteer classrooms I think it was second grade and then after the debrief um teachers teacher the teacher leads share some tips and tricks some resources and then they schedule a time for the mentor
teacher to go into the teacher learners classrooms observe them and give them some f friendly feedback for improvement and the what we've already heard from the the teacher mentees is how powerful this has been how much they're appreciating not just time to observe
and be observed and get feedback but also getting additional resources understanding and tips and tricks and so that's one of many reasons why we hope to expand this into middle school next that's our goal we're um you know we're following kind of the federal
conversation right now about funding that we're we're currently using to to that that enables us to have this opportunity and so we shall see about next steps with that we're hopeful 16 teacher leaders across 16
participants thank you across eight schools yeah it's an excellent beginning and we're we're pretty excited about the possibilities within this so you know if funding in that in the way that it's currently being funded doesn't work out we can probably envision a different way
to continue continue this um this is all super exciting and I'm incredibly supportive uh I've also been having conversations with parents in the community um who have students are identified as gifted and talented and
have ALPS and they are another part of this you know the differentiation and maybe this is in the next section more but I'd be curious what that that increase in the percentage of classrooms with the audited assignments what does that mean in a classroom where 30% of the kids are gifted and talented and
have an ALP and are we are they getting if we're focusing on getting people up to three and four and a bunch of people in the classroom aren't up to their grades current grade level three and four what's happening to the kids that are ready to go further according to their ALP and how do we do both of those
things at once in big classrooms yeah you're definitely describing a need for growth in BBSD and that is in the area of um all teachers all educators understanding what is in the ALP and
providing enriching extending differentiation experiences and so within the professional learning that we're shaping differentiation of course is not just scaffolding and supporting toward the standard but also beyond the
standard and so I would say again we're definitely in the initial stages of that learning as a system and it's not an unknown fact that the state um provides very little funding for um staffing and
and programming for gifted and talented students and um and so what we know is that there's a need for enrichment in the classroom and extension in the classroom as well we can't rely on solely on the FTE we have
available for um gifted and talented advisors and so as we work through differentiation as datadriven instruction works through differentiation for students who have needs to move toward the standard we
also are very aware of the learning that needs to take place and the continued development around enriching beyond the standard and and even deepening that DK level where needed dr henderson and then Alex just to expand on that a little bit i mean I think this is it right like
like this is is what um what we'd be striving for is that our talented and gifted students I mean all students but certainly talented and gifted students have those opportunities frequent opportunities to extend whatever it is the concept that's being taught to to to
get into deep thinking uh you know it comes to this idea of differentiation and you know for for us I think we'll have gotten this right where all kids can be served in heterogeneous looking classrooms versus homogeneous looking classrooms like like
to get gifted services you don't have to be pulled out with all other gifted kids to do things and I think that uh if you take something like this systemwide that that this is the scalable answer for us um and uh but it's part of the rhythm of
the teacher of the lesson planning of the DDI where it's not just okay who's not meeting the standard like how many kids have we moved beyond the standard right and and be able to connect their thinking in other ways uh so you know if
if you were to look at gifted programming that's more of a pull out type of a model which happens across the country doesn't happen here um when they get into those environments they're focused really on that strategic thinking and extended thinking you know
projectbased right creating critiquing assessing evaluating synthesizing information and uh and and for us to get where we need to be to support all learners that has to be we have to have the training the framework the understanding and the ability for all of
our teachers to differentiate regardless whether a kid chooses a neighborhood school a focused school um some other type of program that they should be able to get that in every classroom across the district alex uh thank you i'm I'm I'm reassured
by that leadership and the and the value and the priorities that we have um and also sort of sobered by the things I hear from people of parents of of kids are trying to get stuff done and I'm I know that what what we measure is what's important and so you know that goal is great to get kids up to level three and
four um but making sure that doesn't get lost as that's the purpose is to get kids up to that and and not have the district prioritization on all kids and especially in the conversations I have I mean I think in in many levels the gifted and talented framing and language is is counterproductive honestly the
resources shouldn't be considered the $200 we get for gifted and talented it should be the $15,000 we lose when they leave the district and so it's $15,200 that we have for students who have ALPS and if we're not providing
that service we don't have those kids and we lose the 15,000 and the 200 so um I think that's where supporting and this is for the second part is like how do we support the implementation of the true you know uh differentiation so that all the kids are doing well and then how do
we tie that into our work on dyslexia and our work on our neurode divergent policies and the the twice exceptional kids within that group there's so many ways we can identify the kids whose parents are really frustrated that their kid is bored and then acting out because they're bored and then everything else
is is more complicated until they leave to go to Macintosh or Bixby so I mean I I just um encourage us to think about what we're measuring the incentive we're sending to the principles to emphasize the that DDI is for all the kids and MTSS includes multiple tiers that aren't
always related and that um uh and I realize that's really hard and we as a as a board are directing the the highest level of prioritization and you as the district administration are figuring out what to prioritize with very limited hours to work with principles who then
very limited hours to work with the teacher so this is like pushing something super heavy with a very wet noodle so I mean I but I do want us to not lose track of all the kids and I think the framing of kids with ALPS as gifted and talented and then talking about the resources in terms of the
incremental resources is wrong they're kids with with unique needs that need to be addressed in our a multi-tered system of supports who have a little bit more money than the average student but it's all the money that goes to each of those kids because often if the parents have
the resources to have gotten them over identified which we do then they often have the resources to lose leave our district and then declining in enrollment that's bad for everybody else too so I just want to speak to that okay Dr anderson and then Kitty and then we we really we're only on slide five and
there's 50 slides so then we're going to really move on okay um I I appreciate that Alex i I appreciate the the view of that all of our resource should be so to support all students and I I do think that you know
as we work with our community around how do we serve gifted students how do we serve uh twice exceptional students how do we serve students with special needs how do we serve multilanguage learners how do we do that in heterogeneous environments versus folks thinking if I
don't have a homogeneous environment then my kid isn't being served right um and and when you think about inclusion I think inclusion can go both ways right so students with um special needs want to be included in regular classes but students with that are talented and
gifted should be also be able to be served in those classes so um you know for some people depending on where they've come from or what they've been used to right that's probably a change in thinking right uh but I will say that this measure while it wasn't like
embedded in there solely for gifted and talented kids I I do think that this is the solution right that you if kids are being challenged um with their thinking within core content and then we give opportunities appropriate opportunities to accelerate when kids are thinking
well beyond the standards that are at grade level and know and understand that content and are ready for more challenging and and rigorous content that you know we've done a lot of that we'll talk about math acceleration and how we've actually over the past couple
years have done a really good job of of creating more accessible pathways not just for parents who can open enroll to the school that happen to have that happens to have enough kids to have an in-person teacher um so it's that acceleration and then and it's that
thinking that I I do believe come at the core of serving um all kids but especially students that are identified and gifted and talented and just as a reminder gifted and talented isn't you know some kids are gifted and talented in some areas and not others right so you know I think that I just want to
keep that in perspective which is why the ALPs are important just like IEPs are important just like 504s are important um but it's the core classroom i think that we will have arrived if a kid can show up to their neighborhood school with whatever teacher they get
and can get access to the the type of of instruction that challenges them and gets the best out of them each and every day and so you know to do that you have to have the strong instructional infrastructure quality curriculum opportunities to extend and deepen
thinking as an expectation and so uh you know again I think that this this depth of knowledge is is is something that takes a little bit of time to become more common uh but we've proven that we can do it it just takes some time and focus and so um do appreciate the
conversation around this topic Kitty so I have a comment about the um high absenteeism at some of the PD um I and I'm I understand that there are
times when PD is not relevant to experienced teachers because we've offered things that perhaps they already knew and I know we're working on that but I would really like to see us come up with a way to ensure that the teachers do come and attend the PDS it
you know it's part of professionalism but when we're talking about something as important as what we've been talking about here we I just would encourage us to think of a way because I know there's the contract that gives them certain
rights and the quality in past PDs perhaps but I just want to put that out there because this is crucial just to be clear um you we don't have any we have not collected any information that would lead us to believe that that that
teachers are are not coming to PD because it's not they don't find it to be valuable which it could be the case we don't have that evidence but I I my my instincts are that it is more about time than PD i think that you know for for many of our our everybody right even
around this table board others right time is the limited resource we're all wrestling with right and so um I know that teachers some teachers have taken those days off to be able to grade papers to be able to do other things related to their job and they take their own personal time to do those things so
uh I do think it's challenging I mean we're working in good faith with BVA through thisou and um knowing and understanding that we are really trying to provide learning and that I think that all professionals especially educators are wrestling with this concept of time and um to the extent
that we're able to come up with some solutions I think that that will be helpful uh moving forward but I just wanted to be you know it's it's just tricky I I do think that time is the is the limited factor that folks are wrestling with as they make some of
these choices and decisions Good morning board president Rajball members of the board dr anderson thank you again for having us this morning um I'm going to follow a similar struct structure as Dr taylor Cruz through these slides as well we're going to focus in on tiered supports what we're
calling the next best step initiative um and really this could be broken down into three three major focus areas here number one is our application of MTSS specific to academic intervention um then also how are we documenting what data and information are we looking at
and then where are we within our implementation of DDI those are the three major buckets there so MTSS and the focus on MTSS is a new for BBSD what I would say is a benefit of our strategic planning is the intentionality to which we're approaching MTSS uh so we
have ongoing professional learning and I think what I what you'll see here is um the benefit of an intentional step in how we're addressing the specific needs within schools around all five areas of the multi-tered system of support that they're
implementing so we want to be able to see that we have um evidence of MTSS within those schools we want to think through the accuracy of the documentation and then ultimately at the end of next year we want to see 100% of schools hitting what we term core implementation of datadriven
instruction so as we take a look at this we're in progress on both of these milestones so 100% successfully document evidence of MTSS our wonderful director of MTSS Shannon Gamble is leading the MTSS team in individual conversations
with each of our schools to identify those specific areas where they feel like they have the resources that they need that they're able to um do the best practices that we've laid out within MTSS within each of those essential components identify areas of growth we
can document that we can understand exactly where each school is and that is going to give us the baseline information we need to be incredibly intentional with our professional learning with how we're providing resources to those schools with ensuring that they're able to look at the right data to make good decisions on behalf of
students um all the way across the board so that's the level of intent that we are aiming to get to and those will be completed at the end of this school year then what you'll see is it's really a step one and a step two step two of that would then be as we see um a heat
map as you will of where we see gaps or where we see needs within those different areas of MTSS we'll be able to provide supports to it um we're also going to be able to see where the data is sufficient where we feel like we have the right tools where we feel like we need to provide additional support to
schools to document those things well to make good decisions so uh step one is having a comprehensive look where are you at within each of those different sections step two is how can we make sure that you're being very intentional with the data that you're looking at within each of those areas so both of those are in progress
uh and you're going to hear more about the uh intervention and how we're increasing in that moving into next year as a part of this two-year plan and then finally 100% of schools reaching core level of DDI so we have talked about the DDI rubric in previous
sessions with the board uh this is a differentiated support we've seen a lot of success in targeted support of DVI implementation in BBSD we're continuing with that model so you'll see that we have our strategic plan support teams targeting support for 10 schools we have datadriven implementation specialists
targeting support within 10 schools professional learning around 90-day plan structures and how we are specifically aligning those to support uh schools with leveraging DDI moving forward and then we have the UVA cohort expansion with this year uh being able to add on
Pioneer Coline and Uni Hill I'm sorry for the 2526 school year and for this year having Casey Anjivine and Broomfield Heights Middle School so that targeted approach around supporting the implementation of DDI ultimately resulting in all of those schools being a core implementation by the end of next
year elenia and then Jason thanks Chris uh can you tell me a little bit more about when this professional learning is occurring is this occurring uh when it's schoolbased and the
principles guiding it so we we have leaderbased professional learning around multi-ter systems of supports from a structural standpoint how are they leveraging their time to make sure that they can have good leadership team meetings what data are they able to pull what are they able to
look at how are they facilitating those structures so that's a leadership professional learning i think what we're going to see is the ability to go a level deeper and differentiate that support moving into next year as we identify the specific areas as a result of this endofear consultation that that
Shannon Gamble and her team are leading this year jason then Alex um maybe along similar lines just on that second goal about uh audited um intervention records and accuracy can you can you give us an example i think you started a little bit
what what's what would an inaccurate record look like versus an accurate record like what are we aiming for what is what is not kind of what is missing currently yeah it's a great question so uh I think there's a couple of different ways to look at it it's very much tool
dependent so I think we look at middle school and some of the tools we had with read 180 and math 180 we're able to look at some of those identify data that supports where they are along the progress through that through that intervention so we can look at that holistically but that's not the case necessarily at all grade levels so
depending on what that intervention is by classroom it may vary how they would document the progress being made on that so there's some consistent practices I think that we can work towards but it also is dependent on the tool so we would say is this the appropriate tool that we're leveraging do we feel like
it's useful if so this is the consistent documentation that we want to be able to see to be able to support you in that or do we feel like there's a need in that area so it it it does vary a little bit by tool um and then also depending on the intervention itself there there could be different things to be
documenting within different platforms so we want to create some consistency around that as a result of this initiative and I know it's hard and it's also part of the professional development but if you if we ask kind of average teachers about this section on imple on
intervention records do you think what do you think the response would be obviously school dependent you know I know this is ongoing professional development and in progress goal but do you think the average teacher would understand what this means and what they need to document and what they mean what you mean by these tools i I I think they
would say something similar to um what I just said around tools so I have had the opportunity to sit in on some of the MTSS consultation meetings which this is obviously a part of those conversations um and I think one of the sentiments is I don't know that we have the right tool or if we have the right tool is this the
right thing that we need to be looking at uh in order to make great decisions for it so uh those are questions I think teachers would have they would say I don't I don't depending on the level maybe I have the right tool maybe I don't how do I know um so I I think that would be the sentiment that I would hear
um and then I do think that there's documentation that's happening throughout the system around these interventions as well and so it's just coming alongside schools to say what are we doing with that data to help you make a best informed next decision on behalf of kids um uh again very impressed by this and
realize this intelligence and the smartness behind focusing on these schools to make the change i'm curious um you know MTSS and DDI and these approaches are things that have been around you know for 15 years and are part of standard best practice in
American public ed so in our other 41 or 46 schools depending on how you count it how many principles on their own are working with their teachers on their own to also implement a strong MTSS and DDI system that are not part of this these cohorts of our focus
what cohorts are you so we if we have a strategic plan support team in 10 schools um I'm curious what what the status is outside the strategic plan cohort schools in terms of these practices and support like a just a
overachieving principal would want to do with their overachieving staff and our greatly you know we have so many great employees so what happens outside the target yeah so there's 10 schools that are receiving it from the strategic plan support teams we also have 10 addition
that those are 10 additional schools that are receiving specific DDI support and then I would say overall we have had professional learning with our leadership team across every school around the importance of what an MTSS structure needs to look like and how they can work with their staff to improve whatever those structures are um
so that's that's the first layer to it um and as I said I I think the the thing that's really exciting about this to me is that it allows us to get to a level of intentionality outside of general MTSS best practice and talking about universal tier one through tier three
and being really specific with what are the areas with the implementation of MTSS within the specific essential component that we can support you with that we can help you stand up that maybe isn't there or that you have questions on um it allows us to get to that level which I think is going to bring us from
good to great and then one thing I would add to that is that um a 100% of our schools have engaged in a structured conversation like an interview if you will around their MTSS practices so that's been gathering baseline data and
from there we'll know what differentiated support schools need and also it gives us an understanding of exactly what you just asked which is which schools are are at which schools are principles leading this work and then also
um 100% of our schools are engaged in the DDI conversation because our executive directors are in schools checking in on where schools are with the DDI implementation rubric and so even schools that are aren't in a cohort
or not on a case load are are um similarly or consistently involved in these conversations and the investigation around what additional support they need where they are and where they're going next i have a question about um the DDI
rubrics when we were visiting schools some of the school leaders reflected on how they thought that they were doing with their DDI rubric and while that internal reflection is important there is some external I'm assuming executive
directors or somebody's coming in looking as well and then if there's not an alignment between how the school perceives they're doing and maybe how the executive director or a district administration understand believe that they're doing what what happens in those conversations in between to make sure
that you know we're as we're as we're embarking on this that we continue to be aligned in in what that process and what it I'll start and let Chris chime in so they have become a collaborative approach now the very first assessment was a self assessment that we talked
about last spring and since then it's become a collaborative approach so the executive director the MTSS director the director of teaching and learning as well as the school leadership and others are engaged in the assessment of where the school is and and then if you're if
the school is in the um strategic plan cohort then we have those folks who are also engaged in the conversation so it's there's more of a checks and balance in place now it's not simply a self assessment and um and then you had a second part to your question yeah it was
if the if it was a self assessment and an external assessment and those weren't aligned there was a mismatch between what the school thought they were doing and then um then how does that conversation look like to make sure that we're moving in the right direction they understand where their deficit is or in
ways that they thought maybe did not believe that they had a deficit yeah our executive directors and our strategic plan support team administrators as well as our directors of teaching and learning are doing a great job of asking questions and providing prompts and
asking even for evidence of application of particular tenants within the core implementation and so with the uh request for evidence really comes that system of um the difference between self
perception and actualization is there anything you would add to that Chris um per usually you took the words right out of my mouth i I would add the term artifacts so when we look back to the uh implementation uh guide that resource one of the things
we anchor to are those artifacts that we can look at not just uh say the DDI calendar that you have created that's specific for your school but we can ask some good questions around like how does this compare to some other DDI calendars where do we see some differences where do we see opportunities for growth in that so every one of those conversations
even outside of those that have a DDI implementation specialist or a UVA cohort or a strategic plan support team person sitting with them even outside of that they're having the conversations of I see the growth area from this exemplar this artifact to this part um and
getting better every day thank you for that Alex um uh I have one more question for thinking about layers of how people uh can understand what we're doing and how well it's going um I'm really curious
what you would tell a parent about what they would observe in their child's experience so when the kid gets home from school uh and talks about their day that would let them know how well this is working um for a student like what would a parent ask about of their teacher or their principal and what
would they ask their kid about and have a sense of uh how well this is working terms from a parent perspective how well data driven instruction and MTSS are working definitely um inquiring
about investigating interest levels of students interest based opportunities um you pointed earlier to you know students who are bored we're definitely looking for the opposite of that in students feeling that they're learning things that are meaningful that they're engaged
with that they want to talk about and you know as parents we know that those are indicators that our students are are interested and engaged in what they're doing at school when when our educators are utilizing
datadriven instruction students who are either need extension and enrichment are having opportunities to go deeper with the content and students who are struggling or having opportunities to um
access the learning and so I as a parent I would be looking for indicators that my student was either feeling challenged and interested or feeling successful however the the questions about that you know are asked at the dinner table or in the car
follow up to that and I know we'll get to the social emotional learning and the the wellness stuff later but I'd like to connect those two ven two circles in the ven diagram to get to the students not being anxious not being bored not acting out not disrupting other students learning because more of them are
engaged and um I just I just think that's a great part of the goal to get to is having no kid come home and all kids can say uh nothing i didn't learn anything today that's sort of being a kid but having them be excited feel the excitement have them not come home ready
to burst because they were masking all day or you know the kind of things that we want to see that parents would see and go "Oh this is working this working in my school." So nice and and I'll just I think you'll be pleased to see that we do have simple or similar action items within NTSS around
valued and included as well to reflect that dr anderson has has anybody picked up that this UIP is not like others you've seen or others that this that this district has uh has written and turned in
before you know as we're getting into this nuance detailed high expectations supports measuring monitoring the accountability setting the expectations i just wanted to just I was just like want to recognize this moment of the
depth of conversation we are able to have today uh um I just think it's the sign of a solid UIP that actually sets high expectations pushes people to do their best honestly answers how well we're doing and looks
to provide the supports to get folks to do better in all these areas and so I just thought I'd I mean I thought figure we have plenty of time Nicole so I just thought I'd start to commentate on kind of what we're going through i just think it's it's just it was just I think it's a neat moment of evolution for this
district as we think about this UIP how it's working how it's how we're monitoring it and so just appreciate everybody right let's talk about post-secondary preparation or what we've um entitled
defining the destination so we're really um this UIP these UIP action steps and implementation milestones are in response to the UIP root cause that we investigated and indicated on the UIP around limited work-based learning
opportunities which we're expanding although we we do have continued growth in this area some of the key actions that we identified to expand work-based learning really are experiences at the foundation of the expansion and are also indicated on the state of Colorado
workbased learning continuum of best practices um and they are to publish paths of coursework for students based on career interests to establish and expand career exploration opportunities in PK through 8 and to promote
opportunities and monitor accelerated math course enrollments which um I'll talk about in just a moment um we're going to look at the implementation milestones on the next slide but what you see is they're they're summarized here as those
published pathways the um 100% of schools offering one or more career exploration opportunities in the 2526 school year and what you don't see here on the implementation milestones is one for promoting um opportunities and monitoring advanced math course
enrollment and the reason for that is because that's work that we really initiated last year and so it's a continuation of that work this year and um Jonathan's going to speak more about that in terms of data but I wanted to explain why you don't see a matching bullet there and you didn't on the UIP
either so let's go to the next slide i'm going to let Bianca expand on all of this but just as a quick summary of the implementation milestones on this strategic objective in terms of publishing three or more pathways um on
the district website and referencing those in secondary course registration materials we're developing those this year in conjunction with our bond work and in alignment with the development of our CTE expansion um we have two high
we've had two high school leadership work sessions on this topic which Bianca will talk more about in terms of career exploration in PK through 8 we made tremendous progress on this this year um in short Bianca is also going to expand
on that but in short we've increased our elementarymentaries participating in Dare to Dream activities from just one last year to 14 this year and our goal is that all elementaryaries will be participating next year that's that's been really big work on the team's part
we've launched the platform to support career exploration and tracking the BBSD platform for that we've had professional learning with our leaders on CTE expansion on creating career exploration opportunities and tracking work-based learning
so the work in postsecary preparation has really included a lot of leader professional learning as well um and those have included in instructional leadership time on decreasing disproportionality in advanced courses
um learning at PK12 around advanced coursework and career exploration we've had a couple of sessions on that cte pathways uh work sessions with high school leaders and then of course our dare to dream expansion at elementary schools so Bianca is going to be providing additional detail about our
work in this area she has a lot of content to share so we're going to pause after she shares before we dive into the advanced mathematics coursework enrollment and then Jonathan will share that and then we'll pause again so that way we can um dive into what Dr gagas is
going to share all right good morning everyone uh thank you Dr dea Cruz um thank you Amala before I jump into the details of how we are on track to have more than three CTE paths published on district website and referenced in
secondary course registration materials i'd like uh to take a moment to briefly talk about how we're giving a fresh look and feel to what we used to call career and technical education or CTE in BBSD we are now calling CTE
accelerate through accelerate pathways in BBSD students have the opportunity to accelerate their future accelerate their career accelerate what they are passionate about and are prepared to succeed in life after graduation
um back in the day when we were in school um the old vocational education programming used to target um specific students who at that time the adults maybe thought oh they're not college um bound students um and today accelerate
is for all students because all students in BBSC are capable of thriving in rigorous courses that prepare them for their futures where students earn industry certifications and college credits um get hands-on learning experiences through courses and uh
workbased learning opportunities as well um as the board is aware thanks to our voters we are expanding and improving spaces where students engage and accelerate pathways in BBSD along with the beautiful new spaces that
are being built we have had uh two planning sessions with high school administrators and we'll have a third session in May to finalize designing and publishing CTE pathways and ensuring um that they are referenced in secondary course registration materials we will
have a final session with high school administrators in May and just a quick summary of what is included as the requirements in accelerate pathways is that um students have to have access to high demand high wage careers through
that pathway and so the way that that's defined um for high demand careers are those that have an average above average job demand statewide um h for high wage careers are those that are above average wages statewide as well um another
requirement is that courses um are CTE eligible through the state approved program um and so there's several requirements there that um our CT director works with high school principles on as well um in addition a
pathway partnership must be established with at least one business entity and um uh pathways also must provide the opportunity to complete at least one of the four quadrants of grad plus and
within the first um academic year of providing a pathway all pathway teachers u must obtain an ac um applicable CTE credential that's um governed through uh the Colorado Department of Education and
then of course students um should have the opportunity to earn industry certifications if that is available within the pathway thank you Amala next please um and uh Boulder Tech is also
getting bigger and better since uh 1967 Boulder Tech has served as the career and technical education center for Boulder Valley School District while it has also always served as an important facility for students in our community our program is involve is evolving to
meet the demands of our current and future workforce needs look at these photos amazing uh next Amala please um today we are proud to unveil Boulder Tech's new name which is Apex
as you know apex means the highest point which truly reflects our program's mission to help students to reach higher and farther and they can in most trai uh higher and farther than they can in most traditional settings um so through
hands-on career focused experience experiential learning students are able to accelerate their career and their future so they can succeed in whatever they choose to do once they graduate from BBSD apex will continue to build on
Boulder Tech's history of empowering students to gain industry certifications earn college credit and participate in hands-on work-based learning experiences um at Boulder Techch we currently offer 14 diverse programs in a variety of
industry fields uh with the upcoming bond renovation work we look forward to expanding so that we can provide new offerings in health science aviation and aerospace manufacturing and computer science and we will begin to transition
to our new name with full implementation set for the fall of 2025 but you can join me in starting to call it Apex um if you'd like as of today um we do have a video to show you all that Amala Oh
Chris that Chris will play for us [Music] we're at the Boulder Tech Center in the collision repair department this is our scenario room for the EMS program this is the construction trades uh shop
we're in the welding facility at Boulder Tech [Music] bulgar is going to become Apex it is a definite name change that we need to have happen i think the
rebranding is so cool because Apex kind of means like reaching a peak and I think that this school is about reaching a full potential because you get to explore all the things you're interested in some of my students for the goal of the district and the school is that realizing that leaving here means that
you've left at the top of your field the top of your education that you've kind of hit the apex cinnamon rolls i'm learning so so much here i'm OSHA certified and carpentry certified right now I'm aiming for my
plumbing certificate right now I'm taking an internship doing some construction management stuff which is super duper cool it's really fun to be able to try something new that you wouldn't necessarily know you like until you try it i think it's a cool way to get your feet wet some of the benefits
are college credit internship opportunities apprenticeship opportunities work-based learning higher level education critical thinking skills teamwork managerial experience that's just what I can think of off the top of my head it makes them feel good about
themselves and that's what we need i've got students that weren't considering college and now they are and part of it is that academic push that we're doing on them in their lives right now and they're like "Well maybe I can do college." Now I know what I want to do i'm thinking about construction management i know where I can do it i'm
planning on going to CSU and I know that it it pays well so I think that's awesome every day I just look forward to coming here because it's like I chose what I wanted to do my students are so just excited to be here and they're really passionate they really care and
it gives me a lot of hope for the future i love this place without a doubt we are about to go through a big renovation that's awesome we are starting construction in March i think it's really cool that they're getting so
much support from the community for a program like this when our new space is ready it's going to be big and bright and open there's going to be four new health science programs and they're all going to be located down this hallway these
walls over here are going to be coming down to make a nice bright space for our teacher academy over here is going to be aviation and video production and over here is going to be computer science this unused space is going to become an extension for construction
outdoor learning and a space for students the way I see the new uh designs and all that kind of stuff this place is going to look great i think we're showing the students that you're going to get a quality education here you're going to get something that's going to allow you to not just find a
job something that's going to give them their passion to enjoy what they do every day oh yeah we're just getting bigger and better year after year don't we want to go back to high school thank you all right um so a key element
in the creation and publication of accelerate pathways is students ability to earn industry certifications some of the top industry certifications earned among students in BBSD include and this is districtwide not just at the um Boulder Tech Center or Apex is visual
design uh using Adobe Photoshop Autodesk um High School of Business and obviously certificates in the skilled trades so this um slide shows um our our our certifications and the students earning those certifications we do have as you
can um see from these numbers uh students earning multiple certifications um so this year we have launched the use of Pathfinder software via BBSD's single sign on portal pathfinder is a
personalized career exploration tool that provides students with an opportunity to learn about and participate in career exploration using a cohesive platform we are excited to continue to align BBSD academic opportunities as well as outside career
connected opportunities in a userfriendly accessible environment that benefits students pathfinder is a one-stop shop for students to explore CTE pathways career and work-based learning at the um at their fingertips as well um so you can see here um that
we've had um districtwide 6,500 students at the elementary middle and high school levels access career exploration opportunities um this year uh all CTE teachers have been trained in Pathfinder
and all middle school counselors have been trained as well and we are working closely with industry partners so that we um can list career exploration opportunities for students through Pathfinder as well dare to Dream provides as you all
know um elementary students with career exploration opportunities the BBSD workbased learning coordinator puts together turnkey career exploration activities that fosters the opportunity for elementary students to explore various career paths uh schools partner
with parents and community members to have experts from different industries come in to talk with students about their career and the path they took to get there we know that children need to be exposed to a variety of careers beyond what their family has access to
so Dare to Dream plants a seed among students so that they can know um that they can become anyone they want to become in the future and they need to be able to know what skills and education they need in order to access those goals that they set for themselves uh uh as Dr
de La Cruz mentioned we have gone from one founding school which is Flat Irons Elementary School to 14 schools this year and next year all elementary schools will engage in Dare to Dream where we will have opportunities for students to learn v uh about various
career opportunities and have the chance to meet professionals in various fields and our high school our elementary principles are very excited about that they've been um sharing best practices and um are really excited about that as
well um okay uh this year about 1/4 of middle school students had a direct career exploration opportunity and one/4 of middle school students also worked on their IAP via Pathfinder uh through site visits career days
discover your dream challenges uh middle school students and IAP activities students are able to anchor in what they are passionate about what kinds of problems they want to solve and what kind of career pathways um they want to take in the
future um board members you have a handout of Colorado's workbased learning continuum it looks like this the continuum demonstrates activities that occur in part or in whole in the workplace providing the learning uh providing the learning with hands-on
real world experience the continuum includes on the left side examples of how students learn about work and in these opportunities those are coordinated by educators on the right side of the continuum you'll notice examples of students learning at work
and these uh opportunities are are uh coordinated by businesses the number that you see in orange is a combination of BBSD initiated and student initiated work-based learning experiences outside of the school that go across the
workbased learning continuum um so how have we and BBSD supported more work-based learning opportunities um we have expanded the number of BBSD courses connected to work-based learning and 265
students are engaged in those courses with that said this is still a great area for growth and opportunity for us as we move forward in uh the two-year in in year two of our UIP while we are building some additional courses
to help us track these experiences from two courses last year to eight courses this year we have more work to do to ensure that students engage in work-based learning opportunities that align to their career aspirations and will support them in becoming more
prepared for post-secary uh graduate success um so all of these celebrations and accomplishments are happening because of our grad plus framework and on that note I'll take uh the time to share a few celebrations in each of the four
quadrants and we also have um folks from our grad plus team here they're here and I just want to give them a quick shout out thank you for all that you all do um you're doing fantastic work for students thank you all right so for um the seal
of biiteracy the graduating class of 2025 will be the sixth group of B BBSD students to earn the seal of biiteracy 620 students earned the seal of biiteracy in 17 different languages in addition to the five world languages and
ASL that we offer in BBSD students earn in the seal in Chinese Filipino Hindi Italian Japanese Korean Polish Russian Thai Turkish Ukrainian and Vietnamese this slide demonstrates the proportionality for the attainment of
the seal of literacy among uh various groups of students the use of the STAMP assessment so standardsbased measurement of proficiency assessment a general language proficiency assessment in reading writing listening and speaking
has um allowed BBSD to increase the number of heritage Spanish speaking students and heritage speaking students among various languages to qualify for the seal of biiteracy students have also demonstrated a high level of language in
those not taught in BBSD the stamp assessment allows students to demonstrate their ability to understand speak read and write in their home language which um as you all know in BBSD where we are bilingual and proud so this is a something that we're very
proud about um BBSD truly values bilingualism multilingualism among students and their strengths and talents talents as well the graduating class of 2020 um and that's it sorry I have that
again all right so a little bit for college uh before graduation um I believe you all have heard about um KIPP testing before but the college level examination program or KIPP test is one of the many
ways in which students across the nation can earn college credits and we're doing that in BBSD as well kipp testing is governed by college the college board and has been in existence for over 50 years nationwide scholars are able to
take the test in 38 subjects 34,000 colleges across the US award students college credit based on the their test score results these tests are similar to the AP tests and that they are governed through the college board and are accepted at most post-secondary
institutions for college credit here in Colorado all post-secondary institutions accept KIPP exams for credits the KIPP test um increases access to college as students can earn up to 16 college
credits accepted at as I mentioned all public state institutions and that then makes them qualify for one free year of college tuition via ascent which I'll talk about a little bit more in upcoming slides we went from one testing site
last year to three testing sites um this year um in DVSD we began leveraging KIPP testing by continuing to elevate bilingualism as a superpower giving students access to taking the KIPP test in Spanish uh two years ago we had 14
students pass the Spanish KIPP test at Centuris High School all of these students earned a minimum of nine college credits based on their test scor also made them eligible for um the ascent program uh which we know is a free year of a free year of tuition um
at participating colleges last year 150 students took the KIPP test by the end of the school year 75% of the students testing are students of color and nearly all students um are the first in their family to go to college by passing this
80minute test our students can earn up to 16 college credits or nearly a minor in Spanish upon entry into college this year 300 students will collectively earn more than 2500 college credits before they graduate from high school and
Impact on Education has generally generously offered to cover the cost of those exams so of course we always want to say thank you to Impact on Education for making that possible um and I just want to mention really quickly I have had um the opportunity to personally
witness a a young uh one of our BBSD students and Latino student um come out of the club testing she And the nice thing is that you unless unless you have the writing portion you know right away what your score is and how many credits that translates into but um last year I
had the opportunity to um have one of our Latina students um come out of the testing she's a first um generation high school graduate and a first generation high um college attendee and just to be able to witness her mom congratulate her
and and give her a hug and say that and to know that like that one test um opens up an immediate pathway to change the trajectory of her life um she's finishing her first year of um college and she's and she's continuing on so
this this is uh really fantastic um for our students we're so proud of them all right um so BBSC students are accessing and thriving in college before graduation um it is one thing to access college credits while in high school
it's another thing to have such a high pass rate check that out 94% pass rate this is a huge um testament to our educators to our students and all of the hard work um that they're doing um so
you can see that BBSD students are taking nearly 1500 college credits and I just I couldn't be more proud of that pass rate okay as this slide shows the college before graduation program continues to grow very dramatically
a major benefit of this rapid growth is that college opportunities are now more accessible to our students than ever our main focus is in bringing these opportunities directly into the high schools this year alone the number of BBSD teachers who are teaching front
range community courses increased by more than 2.5 times through a series of CDE grants we have provided nine teachers with tuition reimbursement to cover the cost to uh gradu of graduate coursework required to meet credentiing
requirements and check out those savings if our students would have gone out to Front Range to take these courses on their campuses they would have paid around $1.2 million um so um thanks to having our own BBSD teachers
credentialed students are able to take these courses for free um this slide demonstrates student grow group group participation increase and concurrent and dual enrollment and as usual we always want to make sure that we provide the disagregated data as
well um as this is an important um data point for us in our district um and so I mentioned a little bit before about um Ascent so Ascent is a state funded program that allows students to access a free year of college tuition and fees at Front Range
Community College Metro State University of Denver and we have a new partner at Northern University we have partners at Ames Community College Front Range Metro State University University of uh Colorado Springs University of Northern
Colorado and Western State University um and so we have had a dramatic increase in students participating in Ascent a program of course um where if students earn nine college credits before they graduate they are eligible
to participate and um um be able to have their first year uh paid for so what how how that works is the students stay enrolled with us in BBSD they still walk um across the stage and still get to do their right of passage of um having
their graduation ceremony etc but we hold their diploma because they stay enrolled as BBSD students as a fifth year um student and then we get state funding for them and then we pay the community college rate for those students um but we are keeping an eye on
this program as the funds um available from the state could be affected by future funding shortfalls and so in our communication with families we've let them know that you know it's important to have a backup plan but as of now it's still in place so but we're keeping a a
close eye on it uh next slide please um so in one of the things that we want to be able to u mention is just what this means for students as as we can see here
we've had a 95% um student eligibility increase in BBSD and so for us this is important because it doesn't just mean that students are eligible for a free year of tuition this is epic because 9 77 of our
graduating students have earned a minimum of nine college credits while still in high school which think about that um when we were in high school most of us you know were we had our high school credits and that's great but we want students to have more than that so these students have proven to themselves
that they are scholars capable of engaging in rigorous college courses the research is clear on what this means for students um these students are more likely to enroll in college within one year of high school graduation and
persist through college um these students are more likely to earn a credential a degree or a certificate compared to students who have not earned uh college credit before graduation these students are more likely to have higher earnings after completing their
post-secary education and of course these students have saved um time and money and we know that the research also shows and we've seen it personally as well that students increase their confidence as they're prepared for the
demands of college as well okay um you all remember last spring we began celebrating our students who are graduating with more than a diploma um we have um the previous slides indicate all the grades and the
various opportunities within the grad plus framework that prepare students to graduate with more than just a diploma but the following slides um demonstrate this year's graduating seniors accomplishments at the highest level of achievement of each of the four
quadrants thank you um so students will be recognized for achieving the top levels in each quadrant by being recognized at graduation with a grad plus medal and a corresponding pin to which quadrant they were able to achieve in so for example students who have
earned college credit with um the college credit pin have earned a minimum of of three college credits students who have earned the industry certification pin have earned a certification that is recognized by the Colorado Department of Education um and as the board knows the
seal of biiteracy is nationally recognized and det and determined by standardized national requirements and for work-based learning these are students who have completed a work-based learning course with credit or have completed a verified work-based learning experience through a CTA program or the
swap program or the transitions program or a workbased learning tracker and portfolio okay thanks Chris all right as you can see although Grad Plus is in its third year we continue to celebrate students
achievements in the Grad Plus framework we are up from 75% from last year's class of 2024 to 86% of the class of 2025 earning um a grad plus achievement
so this is um this is a testament to the work that uh we're doing to to create the right conditions for students to to thrive and achieve in all four quadrants and we're excited to continue to um
improve and grow and make things bigger and better for our students all right and so with that we're happy to take um questions or engage in a conversation as well thank you for that Bianca that was a lot of information board members I'm sure we're
going to have a lot of questions selene I saw your hand up go first and then I believe Kitty congratulations to you and your team a lot of really strong work here um wondering if I could go back to slide 14
on the accelerate pathways and I hope I heard it correctly that we have industry partners we're required to have an industry partner in each of those pathways is that correct yes is there a way um just when we see this in the
future to list who that industry partner is because I certainly would like to be out in the community thanking them for engaging with us absolutely thank you yes we can also include who are the um the folks who serve on the advisory
boards as well because um all accelerate pathways have to have an advisory board comprised of a minimum of 51% industry experts and so we can include that as well so I never cease to be impressed by all
of the work we're doing on Grad Plus so kudos to everybody working on this i think that really helps make us a standout district i've got a couple of questions [Music] um so in terms of um students getting
industry certifications and I know you there's you I'm sure you don't have an exact answer to this but I'm wondering how long if students waited till after graduation and then they pursued these certifications how long would that take
them approximately approximately a year a minimum um some programs are two years but definitely a year so we're saving them that much time and during that year they would have to be working and so I think that's great um what is IAP
um IAP is the individual career and career and plan okay thank you and um on the college before graduation I know we you know future funding is never
guaranteed would a funding cut prevent us from I mean I know it would prevent us from paying for a year of tuition but would it how would it impact our concurrent um enrollment and the ability to earn college credits in
your standard four years of high school can you say that again okay so we were talking about not knowing for sure about the stability of funding for paying for college for ascent for yeah for a scent would that
impact what happens during the first four years of college when kids can take um have concurrent enrollment and get college credits you're asking at the university level no so the kids kids our high school
students can now enroll in college courses in high school yes and they get credit for that they can get can they get more than nine credits or is nine the most yeah so students are earning 36 college credits 40 college credits
before they graduate from high school 20 dr anderson's son I think is graduating with like 20 my son's graduating with 37 it's So would future funding cuts impact that or would we still be
able to do that so I think that the program that is probably in the most danger of not continuing the ways that it has is ascent right so I haven't heard of anything this year right uh yeah well yeah the full year of of college if you earn nine
college credits in um high school i have not heard of any cutting for the community college system to prevent some of the concurrent enrollment uh programming i do think that we'll have to take that on a year-to-year basis i sure hate to see that go away um I
won't comment more bye bye Alex um I just want to add uh I'd add more rounds of clapping and standing in ovation if we could but I'm I'm so excited to see the growth and the and your leadership uh is amazing to have
this level of um improvement and increase i'm really excited about it um I have a couple questions for the students who are participating um in the apex programming what's the mix of uh what's the mix of their of their enrollment or during the day like
how long are they there versus in the high school and then how varied is the uptake from our comprehensive high schools of students who participate at Apex right so they spend half a day and there's transportation from all of the schools so they either come for the
morning session or the afternoon session one of the fantastic piece well there's so many fantastic pieces about Apex um but what makes it possible for students to spend half a day is that there's embedded high school graduation requirements so students can earn um
English credits math credits science credits elective credits um as well and then the second part of your question was what's the how do the comprehensive high schools vary in the percent of their students that do math and do the
apex program um I can get back to you on the exact percentage um but we do have students from all schools participating including students coming from Netherland as well follow up on that is um uh I'm really
interested in um I'm also another follow-up question for me would be you know what's the uptake of students who are doing the CTE or or whatever we call it in the comprehensive high the accelerate within the high school programming versus at Apex and um and
part of that for me also another follow-up question would be you know what percent of the students participating either at Apex or Accelerate are going on to four-year colleges because I think we can communicate to parents and families how advantageous this is for students
regardless of what pathway they're they're choosing and address historical stigma that's totally inappropriate in 20125 about doing stuff this cool and this exciting so I mean I think we have uh progress to make with with families in the community about how advantageous
this is about the long-term trajectories of the students i have a friend whose uh eldest child you know got her uh medical certification she went off to college and aced it with a year of credit before she went is in the Peace Corps now and will be in medical school next fall I'm pretty sure and she took advantage of
this stuff and that's you know one of those uh students coming out of a comprehensive high school that people would have thought oh what do we do to prepare a student to be a surgeon as soon as possible it's like well take advantage of Accelerate and Apex you know so it's not uh anyway I'd be
curious to get the numbers that sort of help communicate that to the community definitely do that but yes we see that with our students enrolled in Accelerate programming throughout the district and at Apex where students um are enrolled
as undergrad students and are working in a job that's related to their long-term goals um and so it really helps accelerate their access to their future goals and career um and it it gives them
experience that's relevant while they're still in undergrad school and so th that's just one of the many um um benefits that students have um all the right questions i I do think
that through um grad plus we have blended for our community what it means to be successful um and that that we have lots of kids who are earning multiple certifications right like a hard number that we could give you is how many kids get college
before graduation and industry certification or pathway completion uh we would you know how many dual uh um credentialed students do we have we can get that for the board and uh you know it's just the work that our our grad plus
team has done I think long time in the making and uh and and some of the most impactful work I think we've done as a school district because you can see with your own eyes kids experiences changing i was at the Boulder Mod factory last week with some other superintendent
showing off our work in Accelerate and Apex and uh we got a chance to talk to a couple kids who were building homes for Habitat for Humanities and uh you know the the question superintendents would say is are you going to be a carpenter and they're like no I'm not going to be a carpenter i really enjoy this i
learned a lot of skills right but I'm going to probably go to a college and do something completely different it's just this idea of of the kids in BBSD want to learn how to do stuff right and at Apex you can learn how to do stuff um and our model I think
is is unique and different than maybe some other districts who went out and spent large dollars on bonds for a specific site because we have a blended program between new facilities at all of our high schools and then other
facilities at Apex uh we we're reaching I think a wider range of students with these pro with these programs and just really really proud of the work that continues to happen and just want to thank our educators over at Apex our educators that are going through the
process of getting credentialed so we can offer those college classes in our high schools that is a gamecher i want to thank our part our partners at Front Range and all of our business partners that are making this come this this vision come to life and especially with
impact who was right there with us from day one helping to accelerate some of these ideas uh through through some some some uh partnership and funding so uh just lots to celebrate here and then Jason thank you for the presentation i mean
it's just amazing work seeing how it's grown so fast so thank you for that work from everybody um you you know it I really appreciate the partnership with the community i think that's so integral right for students to see what they can do with what they're learning in the school but for the exciting part for me
is well an additional exciting part for me is the early work being done in elementary school and middle school playing those pathways and that interest because I think that speaks to our want us wanting to have more in-depth work on this on the standards and for students to see the pathway of where they can go starting in elementary school because I
think that's where we need to kind of reach our kids because that's where they're they're bored right and and they want to do stuff that's challenging my son got a chance actually my son and my daughter um the fifth grade class at Pioneer got to go to see the engineering wing at Centaurus and they came back so
pumped and so excited and talking about math and computers and and I think that's you know that connects the dots for us right the in-depth work the standards and then seeing where you can go with it so so I just want to say thank you um yeah I'd agree with everyone about
just what an incredible program this is and we all should proud and thank you for everything you've done i guess to that end I don't think very many people in the community know like the extent of what we offer and so whether it's kids or families and I don't know you know I' I'd be curious to know when we um kind
of first introduce these options for kids i feel like every middle schooler should get that video that we saw to see kind of what's available in every family so I don't know you know what orientation that would be or where this is in our in our promotional materials um but I feel like you know we we know
about it and now we've learned a whole lot more about it but I don't really think you know people I've talked to in the community they're like "Oh I didn't realize we had this X Y or Z program." And it's like yeah we do and we have that even more and it's even more impressive and so whatever we can do to kind of embed this throughout middle
school orientation or as kids are going into high school or even as Jorge said you know the more exposure you know at the elementary level the better i think this is like such a you know such an incredibly unique aspect of things we do as a district and I think more and more kids really would want to and should be
aware of what we can offer dr anderson at this great point Jason I think that's why Dear to Dream is so critical in our elementary schools right and just you know like had shared um we'll be at every elementary school next year this year at half the elementary
schools and so um that is the entry into the Grad Plus framework i mean I think that Grad Plus has a strong brand you know and I think that that we're really building on that brand through Accelerate Apex you know the honoring of of students at graduation and it just
gives us a very succinct way to talk about what we want beyond a high school diploma for our kids so I think Dare to Dream Week will be a really important piece to really getting this information out to our entire community because I do think that that that the kids in high
school um are starting to really get it and understand it i mean remember this is only like three years old so uh um which is is just even more incredible so uh but I do appreciate the fact that uh it's important everybody knows and understands uh what they can get when they come to BBSD
and speaking to that a little bit I think the dare to dream is the right is the first step i've heard from folks in the community that have gone to elementary schools and shared their careers with elementary school students and they come back knowing more about what Grad Plus offers and they are so
excited to be able to you know be in those classrooms and share their expertise and lots of positive feedback from the folks are engaged there and I think um all middle schoolers this year had the opportunity all eighth graders had the opportunity to go to Apex campus and see that and then they come home really excited so as every year I think
it is continuing to grow and that excitement really generates i think one thing that has allowed us to expand so rapidly is how quickly our staff was able to integrate these opportunities and these offerings into their classroom
my kiddo came home this year and sophomore was like "Hey sign this paperwork i can get college credit for my math class last week I guess I'm taking an industry certification exam for visual arts and design great he's like what do I do with this i'm like I have no idea but eventually it'll be really exciting so I think even when
kids don't know they're signing up for classes that offer these opportunities they are there receiving them and then there are folks that are seeking them out specifically so kudos to all of our staff that are willing to take this on at a pretty quick cadence and embedding
it into classes that already exist that kids think that they're taking for fun and then they come up with like oh this might lead to something I could do it in a future career or it's giving me that second second look at what does school mean and what does the future hold for me so kudos there
um one question I have is with Pathfinder do parents have access to some of the student results in there or within their IAP i know that's one thing like um NViance in Nviance i know we you
could fill out a form and get access to your students NViance accounts in high school but for those younger like secondary students in middle school when they're doing this stuff is there any way to for parents to see to get information from that that that will be available in the
future it's not um embedded right now but we can add that feature in the future again that to Jason's point something else I would allow our grown-ups to know what's going on is if whether they're looking at anything within Infinite Campus if that pops up
like "Oh my kiddo has a did this thing and showed a career interest in XYZ that also helps not only them support their students but support the work that we're doing with Grad Plus." And then with the dare to dream you know we talked a little bit earlier about how time is
everybody's most precious resource and I know some of our early adopters have been really eager with the Dare to Dream programming h how does that fit into their schedule and what are the trade-offs to make this happen so um it's it's really not a I would say a
tradeoff i I would say that um given the fact that um Jodie Bennett does turnkey activities and it's not a heavy lift on the schools there's lots of time saving um with that as well and so um it's really about a series of activities that
happens within a week or you know even better a framework for being able to problem solve in within whatever students are learning that's applicable to how does this look what does this look like in a future career that's really the gold standard of what we want
to be able to get to um but um you know students rotate through specials or or library or things like that and so that's a really uh fantastic way of being able to schedule that in so maybe instead of a student going a class going
to the library um that week or that day they're they're sk um rotating in um during that type of time as well and so we really make it flexible so that students and families and staff members don't feel like they're giving something up and we make it really easy for them
because we know and appreciate that it's important for the students to be able to continue to access their grade level standards um and you know what what they're what they're learning um within within the week thank you for that Alex
um I I have a I have one sort of big question and one sort of nerdy in the weeds question i uh my big question would be um what obstacles this is such a celebration of this great achievement and I think as a as a public official
part of the job is just honoring and promoting the things that are working really well so more people know about it and people have the energy to continue it um but what are the obstacles and challenges to continued growth and improvement in this stuff what's what's what do you wish was easier and what do
you wish the district could do to help this go more that's a that's a big question um I would say that like anything in education the more we're able to
systematize um pieces into the fabric of everyday school the better outcomes we're going to get and that goes with everything that we do as a district and so I would say that that is a continued opportunity
for us to have it become more and more a part of the fabric of what happens on a you know at school and the the lens that we use so that it's so that it goes beyond like oh this is a week where we're doing this but it's really like a lens that we're um looking at how when
we're solving math problems when we're engaging in science class when we're writing a paper right and so all of those pieces I I believe that that's a a long-term goal for us to really have um Grad Plus become a a fabric of what we
do that goes across all um subject matters um and of course we're continuously keeping an eye and a focus on our disagregated data because we want to make sure that we are continuously
um ensuring that we are um tapping students on the shoulder and making sure that we're encouraging them and guiding them and coaching them because we know that all students are brilliant and capable and that they can achieve when they have high ex when we have a high
expectations and set the right conditions for them to thrive and um provide the supports in place so that they can so that they can achieve our high expectations that's another piece follow up on the sort of concrete thing
how does uh the current increase in the college credit integrate with the historical IB and AP and concurrent enrollment programs in in the you know higher ed institutions how do we make sure the community is not thinking of this as a zero- sum game um and that
this you know we really are accentuating the additional opportunities without challenging historical ones you know I would thank you um for that question because I would compare it to kind of like how we've moved from the old votech
to um accelerate and CTE and how it's for everybody i would say that in our community we are working on making sure that students and families and teachers and everybody that we all see the value
of concurrent enrollment and that they are that accessing concurrent enrollment is just as important and just as fantastic as AB and IP um because in the past in our district um maybe there was
this view of like one is better than the other right and so we've come a long way in making sure that um students and families know and educators know that college credit is college credit and depending on what your strengths are what your interests are where you want
to go to college sometimes concurrent enrollment makes more sense like for my own child who's going to CU he's he he pursued um concurrent enrollment so 36 college credits so that he could go to CU instead of AB and IP uh pathway and
I'm not saying that AB and IP pathways are are not also fantastic but for my own son who's going to CU that that's what made the most sense for him and so really being able to educate students and families and educators on that depending on what your pathway is um we
have fantastic grad plus um TOSAs at the schools that are able to sit side by side with students and families to say like actually Alex if you would be great in this course and this is why because this is what what your interests are so yeah Dr anderson
and correct me if I'm wrong Bianca but our AP numbers have increased absolutely so our A I I do think that that folks are seeing is well if you bring in all this concurrent enrollment all these programs that we've spent all this time and effort and energy building will be
compromised we're finding new and and and different ways to engage kids in college credit and so our AP numbers have increased our IB programs are continue to be able to offer the things they've always offered and uh you know
hundreds if not thousands of more kids are getting the opportunity to get college credit in in in in subjects beyond math and English and social studies and science my own son's getting a business course from CU succeeds and think that his his
um uh sign language American sign language teacher was credentialed and he was able to get credits there and to your point like you know he would bring home a thing say hey I can get college credit for this class dad would you sign it like yeah I will sign that uh thank you and um uh so it is uh but I think
we've gotten over the I think we've gotten over that initial worry because I will say board members four years ago before grad plus was a thing and many of you know this story we engaged a a a group to help us try to expand and diversify our AP and IB coursework
through a series of book studies and interest surveys and identification of students who we felt like who could be successful but weren't in the classes and then after enroll student enrollment happened that year after spending a year um leading that work our numbers didn't
change at all that's when we were convinced that the system needed to change and so that is what we've done and the results have just been uh has been just uh makes you feel really good about what we're doing here in BBSD board members any other questions on
this particular topic i was asked for a short comfort break um so this would be an organic stopping point if we're done with questions on this particular series of information so five minute recess and we'll reconvene at seven after welcome back everybody to this
very exciting and important conversation on our strategic plan and unified improvement plan and we are going to be moving on to math acceleration with Jonathan Dings yep so as we round out the third of our four strategic objectives conversation
Jonathan's going to be providing updates and some data around accelerated math and then we'll move on to our fourth strategic objective which will also be a media conversation so uh in in Boulder Valley uh as we we see on the next slide we we we offer
some some on-ramps to mathematics acceleration uh with with the the the idea being that by by gaining a year somewhere towards the end of elementary and the the beginning and middle of middle school that that that it's then possible to
take algebra in eighth grade or even earlier um the the the on-ramps that that are offered are typically at fourth sixth and seventh grade uh and number of these have been been around for a very
long time uh um uh so fourth and fifth grade being compacted into one class and taken by kids at grade four has been around for well decades uh and and has and we've seen that here here in terms
of some offerings over time that included uh um uh uh the the possibility of taking that course online right which now is the method by which the most kids access that they're also five schools
about where or there's an inperson ver version of of that being given um and then this this idea about this seventh grade course being uh uh a compacted seventh and eighth grade one that is now
a possibility as a relatively uh later in middle school we realized on on on-ramp right for a kid who takes regular sixth grade math and then recognizes the possibility to accelerate in grade seven by compacting grade seven
and grade eight but the model that's newest finally I I get get to right is this idea about taking one and a half years worth of content in one year uh and then taking the complimentary piece one and a half years the year the year
after and it's this this um model uh that's been around now a couple years that we can look at in terms of some of the progress that's that's that's being made so if we look on the next slide uh what we see right is that uh there are
there there bars on the on the bottom here blue yellow and green that represent taking a grade level math course sixth grade seventh grade eighth grade um and by a sixth grader seventh grader or eighth grader right so what we see in the 23 to
24 year is that there's a bigger number the bigger percentage rather of of kids taking that kind of grade level math than there is in the 24 25 year the current year uh and then if we look above to see where's that difference
coming from uh we we we see that the piece of it we're seeing is essentially advanced math too uh right so that's the course that's the second half of seventh grade and eighth grade taken by a seventh grader typically in the
advanced sequence though could be taken by a sixth grader also right um but the uh but what we see then zooming in to learn a little bit more about this seventh grade cohort on the next slide uh all
right we've circled what that is advanced two sorry on this next slide right we've just zoomed into seventh grade and we're seeing that it's relative it's not not as many kids taking the seventh grade math course in the bar that's yellow u but a
substantial number higher kids taking advanced math two and that more than offsets the number of kids it's a lesser number of kids taking eighth grade math in grade seven because the ex acceleration model we have now is this
okay so zooming back out but going to the next slide uh um we can look at this by race ethnicity also uh and and the and these these are for for the the groups that that that are large enough
to to to show the data by sixth through 8th 8th grade right um and and what we see uh right is that there there's a there's a in every every every every group the the top part of the green bar
right which is the the kids below that are all tip in the green bar yellow bar and blue bar at the bottom are taking a grade level math course right but in every one of the cases where comparisons
are made by group it's it's a a a decrease in the the num number of kids sum total across sixth seventh and eighth grade uh taking the on-grade level math course and an increase in the
red bar uh again showing algebra 2 so so we're seeing that this pattern holds uh not not perfectly evenly across groups but that but there is a a pattern there that way maybe a
a smaller gain for Hispanic students relative to other other groups and then on the next slide uh that we have uh we can see that that for TAG students on the right in particular there's a a a
there's a a bigger decrease in the number of kids taking on grade level math uh and uh um leaving an in increase in the other areas but that it's more even across the other groups and I put a little asterisk
on the freaking a reduced lunch number knowing that we need to update that uh once we have our system uh updated that way um so uh and with that uh we're ready
for questions and comments thank you for that Jonathan Molenia and then Kitty thank you for the presentation um where I continue to be disconcerted on
this is the virtual component of the fourth and fifth grade advancement and so from what I heard you say there's five schools that have that in person so are we
enabling or rather how are we enabling other kids to get that in-person instruction because I suspect that all of these numbers would rise if we weren't expecting that to be a virtual class for fourth and fifth as you named the large majority of
schools students are participating in the virtual option and the reason for that is because the large majority of schools um do not have the FTE to make or the way the grades and ability levels break out at the school level and so there's not additional FTE being
allocated to schools for advanced math which is why um we are actually I I hear you on your concern but we are actually very glad and excited to be able to offer offer this virtual option because more students are able to participate this way you know of those
few schools who are able to offer it on site i know at least of one for whom they just have this very clean even break in um at their grade levels of students who are advanced and students who are on grade level and so that has enabled them to offer a really clean
just with two rounds a really clean way of offering um advanced opportunities but that's very rare and that's why we initiated the online or virtual option and um while I hear I I hear your
concern we do continue to get positive feedback about these options and the class offerings and instruction continue to improve year-over-year and so that's the model that we have at this time we don't have increased FTE as you know
dr anderson than Kitty and Jason i've heard the same I' I've heard the same concerns and uh you know to the extent that we continue to adjust and think about our models I think that that's important um you know I will say that because
we've created like three different moments in time where kids can move forward if there's a parent who doesn't feel like they can handle it virtually it doesn't mean that they're foregoing their opportunity to advance to the place where they can complete algebra by
the end of 8th grade uh which can get you to calc AB or BC depending on how advanced you are um and so uh I do think it's something that we continue to to to look at and understand um but I've heard it I've
heard it too and I wish I could tell folks yes we could solve that problem uh but the FTE that it would take to do that equitably uh I mean you'd have to have you know 10 10 15 more people right a couple million
dollars uh so I think I am encouraged on the fact by the fact that um you know when you start to think about you know our racial subgroups they're all making gains in the number of students that are ex that are advancing in math that was not the case before we changed the system uh but you know what would that
in-person support look like if it's not a full-time in-person teacher uh is there some potential there i think that that's something that we have to continue to think about uh but uh but I just want to acknowledge I've heard that and acknowledge the fact that the system has changed we are getting more
equitable outcomes because we've changed the system more kids are getting opportunities um and we know and understand that kids especially kids that are stretching themselves to accelerate right uh that they that that in-person support um they're finding
that they need more of that and uh we don't have a solution for that yet so I just have a comment on this the presentation part of it is that I'm I find this a bit overwhelming in terms of the amount of information and trying to
distinguish between the colors and what do they all mean and it actually for me makes it a little harder to internalize what's the trend here but I also have a question what is PI excuse me PIB oh preb okay got it as soon as I
said it I out loud I figured it out okay that's all I have to say thanks um just back to the point raised and Dr anderson covered you know I think we all have the same concerns and also understand the reality of the funding and what that you know what it would
take to have in person at every campus or more more schools but given so given that um you know I have a kids in different grade levels and this has been an option for for my oldest son but we didn't pursue it but I I'd love to know so I don't actually know what this looks
like uh I'd love to know what um the student experience is like for this and how for those parents and folks in our community who have these real concerns about this option you know how can we um I guess alleviate some of those concerns
by by um highlighting what's different from pandemic era Zoom calls um and I think that's the concern is like we all live through that we all know what that's like we all know how challenging that was both for students and teachers how is this better how is how have we
improved on this what is the student experience like given that this is probably our reality for the near future at least great question i visited some of these classes last year and um it was very different from what we think of as
pandemic time learning in that in the during the pandemic students were alone for the most part at home in a one-way learning environment um online and what I witnessed in the schools that I visited was that we have so there's a
person in the room with the students u typically either the I saw the GT adviser I saw a a parah educator um and it was a small group of students in a space
together and the teacher was delivered learning to them as a group but then they had time to take off headsets interact with each other do some live engagement there was whiteboard work there were they were interacting with
the GTA or the classified um staff person who was in the space so um and then there was some one- on-one conversation with the teacher and like checking work live so it was very different than what we think of as the virtual learning that happened during
COVID and much more engaging and I appreciated that I saw kids take off you know headsets and have time to problem solve with each other they were comparing work and so you know it's it was a very engaging experience from what I witnessed at I think I went to three or four different schools
to to that end do you think I I wondered because I think you know we all have these concerns we remember what it's like and it's not it sounds like it's not like that and maybe for some kids it still is but I wonder if it's a branding thing is if we like it's really not a virtual entirely virtual and I think people see that and they immediately
remember that experience and say I don't want that for my kids and they're not it's gonna going to be harmful and so maybe there's another way to talk about this um and I don't know what that is but like a hybrid virtual or hybrid option you know where you're still getting interaction with other kids you're getting you know direct direct
instruction with the teacher and you're also getting the accelerated content through the ver the virtual option and so I think you know a lot of parents like myself included and a lot of folks we know did not pursue this option because we didn't really fully understand what it's like so I I think you know maybe some some education in
terms of you know what is actually being offered and then also clarification that it's not virtual and so maybe it's just the name change i don't know dr trainers i I do think that there's there's an opportunity to um you know
think about you know how could we put together a video or something of what it could look like but then also to know and understand like as parents as parents of like nine and 10 year olds like what are you trying to do like are you trying to get your kid beyond calc
BC to like a differential equations course in 12th grade or whatever comes beyond calc BC because I mean that's the path that you're deciding on at nine like like this is what we're talking because because if you can jump in so so my son did uh six and seventh
one and a half years that worked out great for him um got him to calc you know he probably wishes he wasn't in calc right now because he's first the exam but uh you know you know maybe some more video around what's at stake and what is it
that you're trying to do uh and then what does this do like so you know theoretically you know what percentage of students need to take a math in high school beyond calc BC right um but it's hard because when you got elementary school kids you don't want to give you know pass up on opportunities I think
what I've seen is sometimes what happens is kids will stretch themselves to go to this super advanced opportunity and it's really hard and so uh and um so in any event more communication for sure i think that that that would
would definitely help but then also communication on what does this mean and what's at stake with this decision i'm going to hop in and then I saw Jorge and Alex in Elenia's hands come back up and I just want to piggyback um when you're coming in at this point it's hard you
you're coming with some preconceived notions right i had a kiddo that had to take a bus to a middle school to get advanced math and miss specials and miss social studies every day of fifth grade so that option is not great either the access increasing access were not and it
used to be schools had to have the right number and sometimes they would hold kids out of that right number or they'd force kids into that right number to make the class work so there there were things that were really problematic with the old option as well and so I think messaging is hybrid but we were trying
to solve some very specific problems and increase access and I think that's something that we were able to accomplish without those really big trade-offs right we want kids to not have to spend time missing other class opportunities to get what they need for math so there's no perfect solution we've never had a perfect solution and I
think that's just important for the community to understand and to Dr for Anderson's point I think you know when we show these math pathways to elementary school students and their families mostly and middle school students we don't talk
about where you end up and as a parent of a high schooler who whose kiddo and and their friends got on this math pathway early on I know so many people are like "How do I get off of this math pathway and what is the point at this what is the point anymore?" and and and I wish I would have
known like what farther down the road it really means and why and is it is it important or is it not or is it just like this feeling of like I want my kid to have something and we're not doing a great job of extending enriching so we think our only opportunity is to accelerate whether that's the right
thing for the kid or not and so I think this conversation needs to evolve on all the things we're doing to support kids whatever their needs are wherever their needs are acceleration is one of many tools and that it really is not a comp competition with your school community
it's about what's best for your kids and what does it look like when you're in high school because not everybody needs like differential equations and theoretical math in high school uh and they may not want that anymore but then colleges are kind of looking for those four years of math and so prepping early
like this decision might land you somewhere there's off-ramps but those offramps become increasingly hard the farther down the pathway you go and so when we communicate about all the options communicating that I think is really important uh just so people are really clear and then there's a point at
which we can no longer offer math so then they'd have to take it at CU or take it elsewhere so the math thing I think is really complicated and there's no one right way for every student and I'm glad we have on and off ramps throughout there and then one quick question and then I'll come back to my
other ones do you feel like the increased the increased number is a direct result of the curriculum that we purchased because the curriculum is embedded to have one and a half years in with that that accelerated that um compacted option like the curriculum has changed and is designed with the one and
a half years in mind do you think that's attributing to some of the increase in your charts um I think so i think that this model works better i think this model allows for an easier on-ramp to trying
something that's not two two years into one but one one one and a half um I think we'll know more over time about how this how this works out and I guess I would I would even go so far as to uh
propose that if people know that there's a good middle level option in sixth grade that's that's one and a half years um and you know that that maybe that will be the thing where we say "Look if get getting to algebra in eth grade is good enough then let's be okay with
elementary not having necessarily the place where you work really hard in grade four mostly on your own to do something online in a class hopefully in some small manner." uh and and then so but but I I think it's uh I
I think that that that we will learn more about what this is over time but uh the initial results are at least somewhat promising um and that as we look at these over time we also need to
know that there's movement within courses in the year right so while we show these on-ramps as if it's at the end end of the year but even looking at these data Um with more time I would fine-tune these even a little bit more and make a rule for determining if a kid
was in the was in advanced one and then went down to sixth grade math which which way did that kid get counted so there's some imperfection in this also but I I think this is really encouraging the year and a half or Alexia
thank you i I appreciate the discussion around the um opportunities to go in and out of these tracks i think the fear of my parents is if I don't get my kid on the track now they're not going to get back on there again and I have to do this right now um and and I get that you know and it's confusing because I remember
seeing that chart for the first time with the arrows and going back and forth and I'm like I got nothing here i don't know what to do with this the first time I saw it so I think it's I think that communication part to parents is so critical about the opportunities and that there are that there are trade-offs right in terms of things that you miss
by doing this in terms of other things uh at at the same time you know I think it's great that we're um seeing some increased participation but there's some groups here right the ones that often get missed right um multil- language learners kids and IPS free reduced lunch
um the Latino group that we're not seeing that participation so I'm interested in hearing a little bit more about how the system has changed what gatekeeping looks like and how these opportunities are being communicated to parents in terms of getting in because you know I've seen people like oh I want my kid to get into this but you know they're not quite there and so how do we do this and so I'd like to understand
that process better and how that's related to some of these numbers a little bit i'm wondering if it would be appropriate we have our outstanding steam director and math to her here but rather than call them up on the spot I'm wondering if it would be appropriate in the interest of time to be able to um
provide some of this information as a followup and that way our academics team can weigh in and they're the closest to this work would that would that work yeah that'd be great thank you um uh I'm also um excited to see the the
increase um and uh I'd be really interested to uh find out what the parent and the student perceptions are of the experience because it looks like a dramatic change over the last um just the last couple of years so I think we have a lot of affected families and kids
who we could ask and say how did this go um I think in terms of presentation just one thing to simplify it to to Kitty's point which I'm really sympathetic to myself i'm I look at slide 37 for example and um like I think it would be easier to put the blue and yellow and
the green together into sort of at grade level and then we that makes it easier to see because what I see there is a pattern frankly of increased gaps between white and black and white and Hispanic um and uh Asian and of two races and so uh by having accelerating
disproportionately amongst those subgroups uh same for FRL and multil- language learners we are increasing a gap uh um and so that's that makes me lead to another follow-up question for
another day but what is what is the education that's happening in one through grades one through three that set kids up for this and what are the trajectories of where they're actually performing um like on the third grade math tests that we have in benchmarks
that let us know that hey we need to um be thinking about our tier one instruction of Hispanic and black and students or student and FRL so that they're in a better position to take advantage of whatever our cool new improved acceleration opportunities are so I I look at this and I I see a um uh
definitely a glass that's that's half full with great uh increasing the access to it but I want to know what's the student and family experience of this which will help us educate them about the trade-offs and the issues with the opportunity so I'd want to know I want to go find out what they're saying and
then I'd want to find out okay well so our Hispanic and our FRL pickup of this new opportunity is much less than uh the other students what's the deal behind that and then what in our tier one instruction for those populations in the earlier grades could lessen that gap
over time and I don't know that there's time to address all of those things but that's what I see in this data dr anderson and then Elenia ju just a couple things to point out um we're adopting a new math curriculum for elementary school i do think that that's
a big step in the right direction um I do think that uh you know understanding parents experience is is important as well and then um but I think you know what Jorge said is really important you know how do you know if you your kid
needs to do this or not and and moving away from the hysteria of my kid is my kid's always gotten great grades here's this opportunity right you could have all A's and not take that opportunity because it might not be right for you because the environment that you have to
learn in is very different than the environment that you'd had to learn in previously so but if you want the in person at middle school you'll get it right and you can still get to where you need to be so some communication i do think you know Alex to your point you
know how are kids showing up ready in math um do we have a curriculum that's being consistently implemented with fidelity where kids are being challenged not only just the computational but they be able the application and the the thinking right going back to our first grade level standards i will remind the
board that this past year more kids were on grade level or above grade level in math than ever before on CMAS and so we do have some leading indicators that you know things are overall generally going pretty well but um I think those are the things at the next level but it's you
know it's this p it's this I remember it as a parent my wife and I like okay what do we do here right because I know if if we don't making a choice when they're nine changes a choice when they're a lot of pressure right so uh I I do
think that we have some work to do there beth um just to add to the questions and I I love all the points you just made Dr anderson as well as my colleagues um but for another time I think Jorge hit it the question on the the head there gatekeeping and then identification of
students who are eligible for acceleration how are we looking at that i remember there being some kind of very subjective measure of you're accelerated in math and you're I don't really know the details on that and I think it'd be important to look at um when we talk
about GT GT identification as well as acceleration opportunities for students the other data point I'd be interested in looking at in the future are success rates for different entry points of the pathway um you know I hear stories of
kids that take algebra 2 or algebra 2 3 in middle school have to retake it in high school or like there's there are pain points where all of a sudden the the ex some acceleration paths leave gaps that create hurdles and challenges
for kiddos further down the line and so I'd be curious to know as we can as as we follow the if we could follow the kids through to see how successful they are in different types of acceler you know acceleration points or whether it's you know Cass tests you on your grade
level content no matter what grade you're in something to help us better understand and then inform the conversation with our community around the the opportunities and the potential pitfalls for for different acceleration options
okay thank you for that that wraps up our questions on math for now we'll come back to those okay board members um I'm very aware of time so I will try to keep up the pace as we walk through uh this very important value that the board uh our
staff our community hold to ensure that every student that walks into one of our buildings feels valued and included um I'd be remissed if I didn't mention that there are many things that contribute to the overall well-being of students as we all know uh the daily practices that our educators engaging with with students
the evolution of lesson plans to ensure that they're as engaging as they possibly can be our office professionals ensuring that those class that those um environments that students walk into feel safe and welcoming for everyone all of those contribute to this there's a few things within the UIP specifically
that I want us to be able to highlight and talk through uh three things in particular one is our work around discipline and our accuracy of assigning disciplinary resolutions to student actions uh so the framework that we use and the guidelines that we provide to our school administrators and support of
how they respond to behavior incidents that take place in their school uh some steps that we are taking uh to ensure that equity remains a focus uh for all of our buildings as well as some ongoing professional learning that you've heard about within the other objectives as well i think you'll notice a couple of
different areas throughout this objective that you'll see some redundancies in terms of action steps around how this aligns to MTSS as well as our focus on professional learning but feel free to jump in if you have specific questions on those so first off we have a district-wide
focus on well-being this is in progress we do have uh we completed the be well surveys in the fall as you all know and we're anxiously awaiting the results of that analysis and those recommendations to help in help us inform some next steps in terms of where we can focus and
improve um but in addition to that um we have equity goals that are being implemented in all of our schools this year so at the beginning of the year in the development of our unified improvement plans for each of those schools or 90-day plans we asked explicitly that we identify equity goals within each of those plans we talked
about what some exemplar equity goals could look like and how they could do that as we transition into next year with our 90-day plans we're going to be very intentional with highlighting the successes of those equity goals within schools so that that building leaders can see how those were drafted the
action steps that were taken and how they can build off of some of that success so building on those equity goals currently and into the future but that was completed this year this is again a redundant slide you see these numbers before in terms of professional learning and the breakdown
there and just another reminder that these things around cultural competency uh we are being really intentional with embedding those in every opportunity that we can so you may not see the direct numbers in terms of this is a district-wide focus on this but it is embedded in other professional learning that we're providing as
well and then an increased use of restorative practices so although you might not see a specific target outlined within our UIP on restorative practices we do know that it is in the interest of the board as well as our staff to ensure that we're increasing continuing to increase the use of restorative practices throughout our district so
you'll see if you're a staff member of BBSD you'll see weekly updates around restorative practices uh from our restorative practices coordinator uh information on how best to access those restorative practices resources in a toolkit um with there's school specific support that's being provided um and
then on consistent ongoing updates to resources around restorative practices that schools can take advantage of uh additionally all safety advocates and CA and campus safety and security monitors have received uh restorative practices training this year as well so again
continuing that progress all right so in terms of increasing accuracy to disciplinary resolutions uh there's a few things that I want to highlight here number one is that we have quarterly meetings quarterly vortex meetings that our legal
team our safety and security team as well as our amazing director of student support services an hour um leads where they are providing information on policy updates to providing information and examples of what accurate discipline
codes in response to uh specific behavior incidences look like as well as even giving some time for them to look at their specific data to identify where they um see where they can complete data and and where they can um calibrate with their peers on how they're how they're
coding specific data in it so those quarterly meetings have proven to be very helpful for our building leaders we also have internally monthly behavior data meetings where we're focused on looking at some behavior data and identifying some trends and seeing what support the system needs in that the new
guidance document which we refer to the discipline framework which is two things it's the guidance overall for discipline as well as a matrix that we're going to dive a little bit deeper into and I'm gonna allow Senna to walk us through that a little bit more uh and then really just a shout out to to Sennon and
her entire team for how responsive she is to building leaders is um she is on call 247 responding to building leaders as they have questions or if they just need someone to talk through um and and identify what the best course of action is as they um are responding to certain
incidents and so I think her ongoing support and that team's ongoing support has proven uh to be really helpful as as you'll see here in a minute i'll transition into this adherence percentage which this is a new measure that you all have not seen yet that we
have um identified this year that helps us determine what a baseline is for adherence to this new discipline framework uh so I'll also invite Claire Sims our uh senior data visualization designer to talk a little bit about how
that percentage was created uh but I think we're going to be uh I know we're really proud of of the work that we've done in terms of aligning uh discipline practices uh across the system so with that I will hand it off to Senon to talk a little bit about the actual discipline
matrix and give you some examples thanks Chris um President Rajpal members of the board I'm really excited to be joining you today and excited to talk to you a little bit about our discipline framework but first I want to make an important connection for you about why
discipline is included in in our valued and included part of the strategic plan um because dealing with discipline is is very much a um it's a very human holistic child sort of approach so it's really important that it discipline and
when students make mistakes it's handled with compassion consistency accurate procedures and policies and of course then with an equity lens and culturally responsive practices and approaches and I think also too if all of us as educators in
the room members of a community if you have children in your family we all know that kids are going to make mistakes and we want them to we need them to that's how we learn that's how they develop and as humans as adults we even continue to
make mistakes so we know and expect that that's going to happen and of course we are teaching expected school behaviors reviewing them reinforcing them all the time and yet as children learn and develop they are going to make some mistakes that need some support and some
consequences as well so when a school leader is supporting a student in a situation where they've made a mistake violated a policy have you know misconduct how whatever you want to call it um what is so essential is that they
take into the context of what happened who are the students involved what are their abilities or disabilities or specific um situations they may be facing that played into the situation how many kids are involved and exactly what happened and so it's really
important that we all think about discipline as a both and type of situation um meaning that we've got to look at um the art of it which is again who are the children involved and what do they need to repair
the harm to reenter the community to maintain that sense of belonging which is what we know prevents kids from making the same mistakes again and the science piece as you know like following policies and laws and procedures for documentation for communicating with
families things like that so I I ask that we just kind of hold that art and science piece or um some members of our team have called it support and consequence the both and piece as we look at the discipline framework and think about some examples I'll share with you so you can see um there are
five color-coded levels of the framework level one very low-level things that we expect our educators to handle in the classroom or in the school setting so you could yeah think of these as low-level low frequency not that big of a deal kind of things level two behaviors would be
things that would get referred to the office for some support of a school administrator and that might be they have a morning conference coaching conference with the student or the students involved contact parents or caregivers um level three is ramping
that up so there would likely be of course a referral to the office but then maybe a more formal consequence from the school administration and level four then is kind of a guaranteed formal consequence like a suspension things like that and level five thank goodness we don't have
very many of these in our system but these are things like immediate safety risks that prompt you know immediate call to law enforcement things like that next slide okay so at the top of we went over the the five different levels and then Chris
if you'll hit um we've we're going to I'm going to talk to you about three different examples of real um discipline codes that we use because I want you to get a sense of the continuum of how how schools would respond to the various
infractions so a violation of the BBSD dress code we want classroom teachers to handle that maybe an administrator gets involved has a little coaching don't wear that again or wear something more or whatever that may be um so a level one and two response is what we would
expect and when we see that in the documentation we know that that would be adhering to this framework peer conflict this is a good one so if you think a minute a minute about all the different ways that a peer conflict can look especially if you
think about like a five-year-old versus a 16-year-old and how many kids are involved and what was the conflict about was it something like a really simple disagreement about whose turn it was on a swing versus you know a passionate philosophical you know disagreement too
so a peer conflict can look a lot of different ways and for that reason the response from the school administration might need to be lighter more intense have a bigger or smaller consequence depending on the children involved the context around it and whatever is the
lesser intervention to help them learn again restore safety repair the harm and re-enter the community and their relationships in a good and positive way then the third example is fighting which of course we all understand means you know physical contact maybe there's some
injuries definitely unsafe so those responses if they're level two three or four from the school administration would be considered adhering to the framework okay thanks for those on there Chris um so okay so just real quick
um just these other visuals on the slide you can see that if we noted that there was a fight documented at a school but the response was only level one we that we would know gosh we need to look into that what happened um because level two
three and four would let us know that that the response from the school was adherence to the framework now cla will talk to you about how we're measuring Thank you um so I'm excited to be presenting one straightforward number today instead of a whole dashboard
um to talk about um so what we did was we looked at um all of the incidents that took place between the first and the end of the third quarter um of this school year and so that was 3,141 incidents overall um and we would
code those based on whether they were within that adherence or not so for each incident um looking at what happened per the codes that we had just showed um did that fall into that expected range within our framework or not and it could have been higher or lower um and so what
we found overall for that time period was a 96.6% 6% adherence um so I think overall you know this is showing that for the most part we are seeing um that the responses detailed in the framework and within that matrix um are fitting
and making sense to the practices that are happening um a couple notes here so you know this is as we've mentioned the first year of this new framework implementation um and that is being launched within a landscape of policy changes and um just
complexities as well um this is also live data and so there's ongoing cleanup efforts so again when we see that um that percentage and those incidents that are not in adherence those are opportunities for coaching um for looking more specifically at the context
of what those incidents were who was involved um and just further um conversations refinements and reflection on practices um okay that's what I have thanks so I'll just build on this a
little bit because uh in addition to uh the data being live uh there being new codes from the state that we need to make sure that we're training our administrators on so they just know they are coding things accurately in addition to all that this is this is year one of the framework so anytime we roll out
anything new uh we anticipate learnings we anticipate possibly adjusting um identifying where where people see alignment where they don't where they are confused by certain language uh so the fact that we're at 96.6% of over 3,000 instances I think is a huge
testament to Sen and her team it's a huge testament to our safety and security everyone who is contributing to not only ensuring that principles have a solid understanding of the coding but that they also have the ability to calibrate with one another and remain consistent across from school to school on how we're responding to those
behavior incidents which is the primary outcome for that so just um big shout out to Sun and team thank you for that update board members any questions or comments for the team on the well-being indicator dr anderson and then Jason
i um I am Can you go back to that one number this is six years in the making uh I do not know of another district in America that has taken on the efforts that BBSD has taken on around disproportionate discipline in
transforming our entire system from consistency among schools to a framework to the matrix to the restorative practices work to the adherence to what our expectations are uh this is just one little number in one
little blue box but I will tell you that this this just represents just incredible amounts of work and focus and uh and I look forward to continuing to get better but I just do not know um of another district uh that is even
touching disproportionate discipline um I think that unfortunately in a lot of places it's they they look at it as something they just have to accept to keep order in their schools which is not true and that zero tolerance and very punitive consequence is the only ways to
keep kids safe which is not true um and we're proving that um in reducing the number of of suspensions increasing the restorative practices maintaining very safe environments in our schools and continuing to dig into and approve and
so um I just felt I feel like I just need to say that for our public to know and understand that I don't know of anybody doing this in the ways that we're doing it has invested as much time and so I just want to you know thank our team um and and again I think as as a
lot of the work that we're doing a model for others to follow um if they have the issues that our community has had of the issues around massively disproportionate discipline massive inconsistencies biases personal biases infiltrating processes that should be about helping
kids learn from their mistakes and and and improve i mean to the point six years ago Hoy and I were involved in the development of that original matrix it has been a a minute um and I'm really 96.6% is
outstanding one question I have is when there is a range of potential discipline codes that that schools staff could input sen are you and your team looking at like as you're getting those you're saying "Oh this is a four maybe it could
have been a two let's have they're both within range but maybe the particulars of this situation as you're looking and help supporting schools along the way to improve their adherence are you ha are you having those conversations at all and how are those going?"
Yeah yes and yes so that's um when when Chris referenced just my on call availability for schools so um when they need a thought partner like here's the situation here's all the details um I'm able to thought partner with them and really think
through yeah what is the context who are the kids involved if this if these were different students would you respond the same way um we're having those conversations just one-on-one individually all the time um I also have convened a high school advisory group this year with assistant principles from
um the like our big comprehensive high schools and we have gone through um they really self- selected what they are seeing as like the most common behavior things that they're dealing with and so we talked through exactly how are you how are we all responding in the first
offense second offense third offense within this framework within the board policies and so that we're again for reasons of equity and fairness and also just doing right by each kid that makes a mistake um we are just kind of again I
love the word calibration calibrating to make sure that we are responding the same way um within the same context and so both on an individual level and then um within our system too we're working on that and I hope to our I know our middle level leaders are asking for the
same kind of group next year so I I plan to start meeting with them to do that same calibration because we I I do see you know some differences in our middle school data that I'd like to shore up thank you for that and thank you for also acknowledging that kids are going
to make mistakes and it's it's developmentally appropriate to make these mistakes and we really supporting them through that learning opportunity that mistakes can provide is really important and I'm glad you're going to roll it out to the middle schools i think that's going to be extremely helpful and I think messaging again this
helping our community understand how this process works and it's like the the vortex meetings and the constant communication it is we're all trying to improve we're all trying to get better and we're doing a pretty darn good job of it along the way and I think you know
elevating that for our community members that have felt felt different iterations of the our discipline practices along their throughout their experience in BBSC that we're we're it's a work in progress and we're getting there but communicating that out so people feel a little bit more reassured
i I will say that that precision is incredibly important it takes a family one experience with one person in one incident to lose faith in an entire system if it's not done correctly right like like I just want to put this into perspective which is why the level of
precision that we've taken is so important um and uh and so again like every incident matters and you know this calibration and and really shifting uh you know just the mindset around what consequences and restorative
interventions are for right um uh I I think is just is really really important but it is just if if if a if if something happens and a parent has a a bad interaction with one person in our system uh it it can compromise their
trust in the entire system alex yeah I would um uh I know we don't have enough time today but I look forward to uh sort of continued um information and dialogue with the board on on these topics i think um if it's not in our prioritization list uh for
sometime soon we I think we should um explore it more um I mean as a board member uh I deal with of those 3,000 plus incidents um many of them involve somebody else who um uh was treated poorly by the kid who's subject to the
discipline and so um the folks who are emailing and calling me are um uh having that negative experience uh or the kid who's subject to the discipline is the one who's been subject to the bullying and then they're acting out and that's what gets them up to a threshold in which actions taken so I'm I'm really um
interested in understanding in a more nuanced way what the student and family experience is and what the experience is of all the parties subject to the incidents that lead to the discipline um uh cuz I I think we probably do have more to do and if if we're getting 29
out of 30 cases right in terms of adherence then is that 3% that generates all the grief we get uh when I talk with you about what the executive directors and stuff are doing they're they're spending a disproportionate amount of time on a small number of incidences that go very sideways so like what
what's what's going on in that negative experience that leads to the bit going sideways and how can we decrease the frequency of that because it seems like a huge opportunity cost when we have um the high-profile or conflictual or
latigious versions of this um and then I would add this is continues to be why I've repeatedly suggested that we need to up our communications game um with materials that are appropriate and that can talk about what the experience will be for all the parties um when some
disciplinary thing does happen uh because it it does seem to me from a governance perspective uh we deal with a disproportionately small number of cases that have gone disproportionately badly um and it involves not just the person who's subject to the discipline but everybody who was party to the issue in
the first place i know we don't have time to go into that today thanks for that Alex board members any last questions before we wrap up this portion of today's agenda thank you so much for this presentation
i think understanding what what is happening along the way to meet our goals of the unified improvement plan is of importance to this board and our community it's not just the what we achieve at the end point but what are we doing along the way that's really really moving the mountains for our students so thank you for including the
implementation metrics update board members um our final agenda item of this afternoon is executive session may I have a motion lenia I Lenia Quinland await make a
motion pursuant to CRS24-6-424B to convene into executive session to receive specific legal advice about federal certification requirements and pursuant to CRS 24-6-424B to receive specific legal
advice on the charter school renewal and contracting process and pursuant to CRS24-6-424E1 to determine positions relative to matters that are subject to negotiations developing strategy for negotiations and instructing negotiators
regarding negotiation of charter school contracts is there a second seconded by Beth Laura can you please call the role chavez yes medler yes nisnik yes quinn
Linua yes raj Paul yes sergeant yes anger yes motion passes this concludes the public portion of today's agenda board members we will convene in Glacia room and officially adjourn our meeting from there after executive session is over but for the public we are adjourned
from your perspective