Good evening. And I love to see this standing room only crowd here. Wow. Thank you very much. I'm going to call the February 25th board of education meeting to order. Uh, all matters noticed on our agenda in any category may be considered for action as listed
and any item not so noticed may not be considered and items listed on this agenda may be considered in any order at the discretion of the chairperson. But I got a feeling we're going to go in order. Uh, first up, let's do the pledge of allegiance. If you all could please stand, remove your hats, and Star is
going to lead us in the pledge of allegiance. Oh, next up would be our roll call for attendance. >> Madam Secretary, >> Director Raone Alvarado >> here. >> Director Tracy Alvarado >> here. >> Director Melinda Carbajal. Director Ashley Khan here. Director Tom Green. I
am present. >> Director Starto >> here. >> Director Rachel Wilhelm. >> I'm here. >> Mr. President, you do have quorum. Thank you. >> Thank you very much. And director Carbal is excused for this evening's meeting. Uh the board this evening is going to governly observing policy governance
principles with an emphasis on outward vision rather than internal preoccupa preoccupation. Encouragement of diversity and viewpoints. Strategic leadership more than administrative detail. a clear distinction of board and chief executive roles, collective rather than individual decisions, and future
rather than present, and governing proactively rather than reactively. Uh, next up would be approval of the agenda. Do I have a motion? >> Move to approve the agenda dated February 25th, 2026 as presented. >> I'll second. Motion from director Ramon
Alvarado and a second from Director Wilhelm. Can I have a roll call vote? >> Director Raone Alvarado. >> Hi. >> Director Tracy Alvarado. >> Hi. >> Director Ashley Khan. >> I. >> Director Tom Green. >> You betcha. >> Director Starto. >> I. >> Director Rachel Wilhelm. >> I. >> Motion carries. Thank you.
>> Thank you. And I And again, one of the reasons we have a crowd is we're going to do some board recognitions this evening. Uh the board would like to recognize uh some students and staff uh state and national winners and these accomplishments accomplishments occurred during the fall and winter of the 2025
2026 school year. First up is our Brighton High School yearbook students. YAY. And let's let's learn a little bit about it. The students uh who produced the 2025 Brighton High School yearbook placed in 11 categories in the National
Quill and Scroll yearbook contest. Class A schools. Uh and those are schools with 10,000 students or more. They earned four first place awards in cover, captions, theme copy, and photo essays. Four second place awards in student
life, current event coverage, uh beginning designer, and alternative presentation coverage. won third place award for theme development and one honorable mention in sports feature photos. Uh our program won second place in uh writing and design overall. And
the students who currently attend BHS and were invited here tonight include uh and I'm going to have you all stand and you guys can even talk and tell us a little bit about this experience. Isaiah Leon, Riley Dohy, Sammy Granado.
Yeah. Uh Corey Kessinger. Gavin Federokco is in the back. Sophia Cespedas and Wyatt Dingis. We also have their yearbook instructor
here, too. Thank you very much for showing up. Uh, we have certificates suitable for framing. Uh, I'd like to hand those out, too, right now. And guys, please have somebody step up to the mic here and let's talk about your experience. >> And screen you're on. >> Yes, ma'am.
>> Hey, everybody. How's it going? Um, first off, I'd just like to thank Dagel um for creating such a wonderful community, such a wonderful staff, and uh I think honestly having a place for creativity to grow. I will say if it wasn't for Dagel, I probably would not
have found my love for having a camera and I don't know where I would have been without him. You know, um the my love for camera has found my future, my career, and how I love to bring the voices out here. And this yearbook was definitely a way to voice what is in the
city, what is in the community, and hopefully I can uh help voice people in the world. So, you know, thank you to Dele very much. >> You're a great You're a great speaker. Good job. >> You're you're a great speaker. >> Oh, thank you, ma'am.
>> Who else wants to speak about this? You guys are all award winners. Well, again, congratulations. Uh we're so proud of you and uh uh you guys continue to win awards for this yearbook. So, you know, this the bar is way up here and you guys continue to meet it and exceed it and so
congratulations. It's a beautiful yearbook by the way. And uh let's see if we can't get the other high schools to start, you know, stepping up to the plate here. Come on, Mr. Dele. Come on. You can do it. >> Thank you again. Congratulations. And uh you guys
>> just one request. Could you please give me a loan loan me a copy because they've never seen it. >> They've never seen the yearbook. And I'm like, you have to you have to check it out. It's it's absolutely >> incredible. I we probably shouldn't do it during the meeting because they
they'll be they'll be doing the but but I'll I'll return it. Who do I return it to? >> Do you I just want to make sure they can see it. It's pretty >> He just said we could have it. Wait a minute now. Wh what what what what's what's the price?
>> Well, he treats it like gold. I think it is gold. So, congratulations. Thank you very much. Uh and your principal is going to want to get a picture of all you guys together and showing off your awards. So, don't make sure you don't leave and you guys don't get to leave until the end because we bought you cookies. Um so, congratulations. Another
round of hands. And uh from Quist Middle School, uh we also have the Colorado Middle School Art Educator of the Year, Aaron. Not Jen Nap. Are you here? Come on up here.
>> First, I want you to speak. I want you to tell us about the struggles of how you were able to motivate all these middle school students so that you get to be the art educator of the year. Thank you. >> Right. Well, thank you for having me here tonight. I wasn't aware I was gonna have to say anything. Um,
>> yeah. >> It's quite an honor to be here. I'm thankful to 27J for the opportunities they've given me. Um, for those of you that don't know me, I started as a parah in the district about 10 years ago at Southeast Elementary teaching art. My background is not in education, it's in
architecture. And um after being a pair for a few years, I went back for my alternative lensure and um had the opportunity to teach at VCON Middle School and now I've been at Quist. I believe this is my seventh year at Quist. So um thank you for the opportunity. I love middle school. I
love being with those kids and um uh I love my job. So thank you. >> Thank you. Wait, there's more. >> This instructor isn't here, but we want to make sure that he is recognized. Riverdale High School, the civics teacher of the year from the governor's
office. So, Tyler Or if he can't uh come back for another date, uh I would like him to know that we really appreciate it. And boy, 27J schools are doing something right when we have these uh award-winning
yearbooks, these award-winning teachers. Uh it just shows you that we're uh putting on some pretty good students out here. So, thank you very much. And again, congratulations to him. And we're gonna have a we're gonna do this again in June, too. Well, we have more students recognized. So, uh, thank you
very much. Appreciate it. Moving on, but again, you guys can't leave because we have cookies. Uh, we have the appointments that we're about to make for the 2022 Mil Levy Override Oversight Committee. Uh due to the resignation of committee members Susan Worth and Rianne Collins,
uh the board of education has appointed the following members uh to the committee. Joey Ortega from the north planning area, Todd Gilchrist, the atlarge representative for Brighton, and Andrea Dante. Did did I get that right?
>> Yes. >> Thank you. I thought I did, but they just throw these names at me. Uh those are the three. Do I have a motion? Move move to appoint Joey Ortega, Todd Gilchrist, and Andrea
>> Dante to the 2022 Mill Levy Override Oversight Committee. >> Second. >> I have a motion and a second. Can I have that roll call vote? >> You bet. Uh, Director Raone Alvarado. >> Hi. >> Director Tracy Alvarado, >> yes. >> Director Ashley Khan, >> yes.
>> Director Tom Green, >> you betcha. >> Director Star Trujillo, >> hi. Director Rachel Wilhelm. >> Yes. >> Thank you. Motion carries. >> Congratulations to those three. We really appreciate you taking the time out and be willing to represent your district on these really important committees that help determine uh where
your school dollars are going. So, thank you very much. Uh next up is going to be our appointment to the 2015 2021 bond oversight committee. And due to the resignation of committee member Troy Whitmore and the election of Raone Alvarado to the 27J board of education,
he looked there's a future when you start on these committees. Uh the board of education appoints the following members to the committee. Chad Murray from the north planning area, Patrick Riley, the atlarge representative, and Erica Ben, the uh alternative uh the
alternate representative. Uh do I have a motion? Um, I'll move to appoint Chad Murray, Patrick Riley, and Erica Ben to the 2015 2021 bond oversight committee. I'll second. >> Got a motion from Director Tracy Alvarado and a second from Director
Rachel Wilhelm. Can I have a roll call vote? >> Yes. >> I Tom Green. >> Yeah. >> Director Star Trillo. >> I Rachel Wilhelm. >> Yes. >> Motion carries. Thank you. That alphabetical order is getting you, isn't
it? Congratulations to those three again. We really appreciate you. And if you are here, can we have all six of those please stand? Joey Ortega, congratulations. Dilris, congratulations.
Uh, Andrea Date, congratulations. We finally get to see you in person. Uh, Chad Murray, are you here? Yes, sir. Patrick Riley, thank you, sir. And Erica Ben, she didn't make it. Again, we're still appointing you. You're going to
have to make it to the meetings. And we will have a great reception. Willie, you'll have a chance to meet them and maybe give them your priorities or uh beliefs of where you would like to see these dollars go. They're the ones who make the recommendations to the board. And uh we really appreciate their uh devotion and time uh service. Again, all
volunteers. Uh next up would be our superintendence report. Super. Are you ready? >> Sure. >> All right. Please take over. >> Uh I will be as brief as I can because I know I'm standing in the way of cookies and then going home. So uh and and I'll apologize uh uh for the audience is is
every time I do this, uh it's kind of a walk through what I've done in the last month, right? Like the things that are the most important places I've been, it's impossible for me to catch all the good going on in the district. It's just it literally is. We hear and social media glamorizes the
few small things that are going wrong all the time. But every day in so many ways, kids are just blowing me away with the great things that we have in the district. Kids, teachers, educators, parents, cooks, everybody. So, uh it's it's hard to catch it all, but uh I got
a chance to go to Prairie View High School and do lunch. And if you've ever gone to lunch at a high school, uh this is one I would recommend. >> Your slides are not up. Uh, oh gosh, I didn't push my screen up. Let me push that up. Okay. Nope. Now I turned it off.
>> Had it for a second. >> I went to Fairview lunch. It happened to be uh Valentine's Day. It was like the coolest thing. The kids were actually uh this is the Olympics. They were doing Winter Olympics and kids were timed Olympics to see if they could get through. And then out of nowhere, a group came and serenated me for a
Valentine. Somebody valentined me and so they were singing to me and I was like, "How cool is this that in the middle of lunch you just go in for a quick meeting and you come out and you get to watch kids do Olympic events and you get to be sung to." So that was pretty awesome. Uh we've had uh so many cool things happen
in uh CTE and one of the coolest parts is this crosscontaminated uh collaborations they're doing. So this last week at Riverdale Ridge, they had a art team that was selling the bowls in the middle. And if you bought a ceramic
bowl that the kids made, you would get a free bowl of soup with the the ceramic bowl catered by the catering department. And it was all ahead of a basketball game and the whole thing, all the proceeds went for food, food for hope. So, you've got business, culinary, art,
uh, basketball, and and a great cause that's our good partners in Food for Hope. So, I just thought and and it was happened to be senior night. So, I was just like, man, that's about everything in one event one night. So, really cool stuff for that. And and we have a lot of cool collaborations happening like that. >> Let's not use contaminated when we're
talking about culinary. All right. >> Yeah. The cross contain. Yeah. Good. Good call. Good call. Uh I got a chance yesterday the Brighton Unified basketball. If you ever have a chance to go watch our unified athletes play, it is a heartwarming experience. Uh
incredible sportsmanship by our kids and uh from partners to to to referee. You can see the student referee down there. Just a great allaround time. Recommend going to that. Uh this is Nubia Garcia. She is one of eight students in the US and the only
high schooler in the country to earn uh the dream scholar award uh that you get through um uh the gateway to college program. And so it's it's one of our programs. She's a student at Prairie View High School and at Front Range Community College and Gateway to College
in that partnership. And she's one of the she's the only high school student in the nation to get this honor. So pretty cool. If you were to click on the link, I'll send you the point. You can read all about all of her her plight, her incredible rise, and all the things that she's doing. That's amazing. One of
our many scholars in in 27J. And then because we were doing awards, here's some future maybe awards. Uh we have some statebound sports. So if you look, these are a lot of kids. We had six girls from Brighton High School go to state. 10 boys go to state just to go to
state. What an honor. Uh you see Matilda Ruby. Uh she won three-time state champion. 155 beat a four-time state champion. Uh Juliana Sandival uh got fifth place. Tony Tfano state champion at Brighton High School. I the 11 is
their grade. So you know that they might come back and do it again. >> And then and the weight is 113 pounds. That I don't ever remember weighing 113 pounds, but that that kid is the state champion. Uh Ethan Bravo Packer uh was second place. That's that's
heartbreaking to be second. Alan Quitana third. Keith Robinson uh was was in fifth place and so boys wrestling overall took fourth place in in state which is was pretty cool stuff. So good good for the bulldog boys.
>> And one of those amazing things about Matilda is like her average uh pin time was like less than a minute. Yeah, she was you didn't get to wrestle her very long. She's really a good wrestler. >> It's pretty impressive. and she actually chose slided her weight up and down to to so she could wrestle against this the
three-time state champion, right? So, like she she's challenging herself. So, pretty cool. Uh the Prairie View wrestling, if you look, they had uh two girls and five boys go to state. Uh Jaden Quas is a junior girl, 43 and0. She is the 115 pound two-time girls
champion for Prairie View. So, we have two girls uh that won championships. to second place and Renee Hudson and then Joseph Vhill uh he was fourth place and then Riverdale had a bunch of different places fourth third and fourth but there they are Shayla Truland and Zack um Ness
and you see a lot of 9101 in here so we have a chance to have some more state champions it's just cool to be a part of that and then if you didn't know the boys basketball is playing Friday night I will be at Brighton High School they are hosting this is the first time since
like 1954 that They won league. Uh the Rocky Mountain Conference. They were undefeated headed into that. They're 22-1. That's exciting to go. They're a good team. They're fun to watch. Prairie View Boys uh was second in our conference, which that's pretty cool. Two of our two of our own district schools. Uh they played Balor Christian
yesterday. They did lose handily, but we're still celebrating the fact that they got to go to state. It's an honor to go. And then uh Riverdale Ridge Girls, if you didn't know, they are also really, really good. Uh, and they will be hosting Chaparel Saturday at six o'clock and I'll be watching those
girls. And if you don't know, Brianna Cretendan, she became the highest scoring player in Colorado basketball history. So, when you think a good career, I I played basketball. And in in high school, I scored like uh 1,600 points. Oh my god. That was a record of
my college. Brianna scored 4,000 points. Over 4,000. points in a career. Unbelievable. Highest scoring girl or boy in the history of state right here at Riverdale. So, that's really cool stuff. So, >> couple leadership positions, you know,
uh wanted to keep you in the loop of those. Last time I announced Fabricio this time, uh we we hired Rocky Vista, Alana Morales. That's a great hire for us. She's been a principal at Boulder High School and she wanted to come back to 27J. She was originally from here and
then said, "I I got to come back." So, we're excited to have her back. And VCON and Overland, we close out this week and so we hope to have good we're only as good as our leaders and our staff and we hope to be getting these positions filled soon. Uh, and then I wanted to
just to give you an update on financial landscape. Um, the governor put out the bud the financial proposal uh and our total programming uh being two $291,939. I'm just trying to give you an estimate of what the SOT does. Um the governor
and the governor's plan is kind of doing some things in the state funding landscape. Um they have a total program fund if fully funded that would give us a a funding balance of $34 million. That's if they were able to fund it. And statutoily
we are supposed to amendment 23 says that we're we have guaranteed this is supposed to happen for education. Uh it has happened the last couple of years. uh that did not happen last year and they're $1.2 billion dollars in the hole
this year. So they are expecting that they will not be able to fund schools. So I'm I'm I'm I'm putting this out here just because I want everybody to know. They don't want to tell the world that the governor doesn't want to tell the world right now that we are not funding. Um so they have a proposal that we maybe
will fund this proposal at 50%. Which would bring our total to that. We would be fine with any increase. But then they're going to take out something they've never used in the state of Colorado. They're going to take away our specific ownership tax. So if you are
own a car, a truck, uh any vehicle you bought recently, you pay a little tax on there. You don't really pay attention to it. Some of that tax comes to the local school district for the local share of taxes. They've never included that in the state funding formula, and they're thinking about reusing that this year to backfill the money. So they will be
telling on the news we are funding schools by the law and then they'll be cutting on the other side by reducing to 9 million. And this was the latest estimate Stacy and I just got it on Monday that they said that our proposed impact would be a reduction of our
budget by about $5.5 million. They will fund it at 50% and then they will reduce it to 9 million and we will be undercut just a little bit. So, I tell you that just because we're heading into budget season. You will see districts around us. This is not unique to 27J. We've
whined for years about how broke we are, but every district in the state is hitting this. You will see Jeff Co is cutting $40 million. Uh Fort Collins Pter School District just announced that they are going to riff. Um many districts around us will start making noise around budget and budget cuts.
We're all really serious about that. We will not be in a budget cutting posture. The board has done an exceptional job make maintaining a fund balance that's healthy but going forward we are spending more money than our revenue is bringing in as you can see in evidence like our you can't keep paying
inflationary costs of all the things that we do in our district and lose money and still be financially healthy. So I'm saying two announcements tonight. One is that we are not in a cutting posture in 2017. I don't want Mr. Dagel thinking I got to go to Boulder or something like no man we're we are good
right we we are not cutting anybody but I also want to be completely transparent to our community that we are you never want to be in a position where your expenditures are exceeding the revenue that you come in and thank thank goodness for a fund balance but we are spending that down and so I just wanted
everybody to be aware of that. Uh I got a couple community engagements this this week um this week and next. Uh tomorrow I'll be at a superintendent panel at the state of city in Thornton uh with business leaders talking about CTE and the programs that we are doing among superintendents and it's really a fun
story because we get to go against Adams 12 and and Mapleton and and our CT story is way better. So it's like I'm sorry to upskill up update you on this one Chris but uh we're kind of killing it. Um, and then I got a Commerce City, two Commerce City groups, a Commerce City uh, civic group that I'm meeting with next
Wednesday to talk about 27J and and they're really excited in Commerce City because we're building Rocky Vista out there. I got a leadership Commerce City event. It's a half-day event if you guys are interested in coming. Uh, that will be at Prairie View and that we're going to do half day give them orientation of all the things thinking classroom CTE
and and and and even all the growth that's coming out in that area. couple uh public comment. Uh we we we always engage. You ask me when the public comment comes that we will follow up. We do follow up and then I always want to give an update to the follow-up. Uh uh uh the the gentleman who was continuing
to asking us about our bathroom use and wanting to have a bathroom policy that really he's wanting to clarify what a boy and a girl is that goes into the bathroom. Um we follow the law. I want to be clear about that. I also he said last time that we are breaking the law like Denver public schools. Denver
public schools was under titer 9 investigation for not having the equal number of boys and girls restrooms. They've repurposed a girls restroom and to a genderneutral bathroom reducing the equity between boy bathrooms and girls bathrooms. That was this the law legal
case. We've never repurposed a bathroom. We're not doing the same things that Denver did. The second thing about that is he said other school districts around the state. I could only find one school district around the state that is did clarify that policy. That was Falcon School District 49 in Colorado Springs.
And just this last month, ironically, when he was saying this, the board um repealed that decision. They they chose to redo that decision and they were getting over concerns of of Colorado Anti-Defam U decimation act. So, I wanted you to be aware of that as you're
informed of his complaints. And then uh Carla Ryder uh leaned in with the reading one. We are in the process of upgrading uh uh read plans. The state is interested in this and and I I love when we get public comment that really helps us get better and this is going to be
one we're going to re keep thinking about this and how do we build in communication protocols so that our parents really do understand all the data that we give and that they have access to read plans and understand what that means. So, don't want any confusion to be out there and and we will listen and when we when they get it right, we
got to lean in and make sure we do better. So, um with that, that is my report. Mr. President, >> thank you, Super. Or are there any questions? You guys want cookies pretty bad here, huh? >> I'm sorry that was that was fast
>> but effective. Uh at this point, we're going to take a little break. Uh, and I would encourage you all to introduce yourselves so that you just met some incredible award winners. You we've got some new committee members. Uh, let's have some crosscontamination, I guess.
Uh, >> photo >> and Michael has photos. So, if we could get our award, let's get our yearbook guys up there with your certificates. Let's get your photo. Uh, let's get our teachers of the year up there. Well, at least one of them. And, uh, and then our new committee members, too. Let's get some photos so we can put put them on
our social media sites and brag about you even more. But again, encourage yourself to have some cookies and some lemonade and uh talk amongst yourselves and let's recognize all these great people that were here this evening. Uh we love to see you here and so thank you for coming. So we'll resess we'll be
back in like 10 15 minutes. All right, we are reconvening the uh board of education meeting and next up on our agenda is our matters of public comments. Uh the board will now hear public comment on the following topics that have been indicated on our sign-in sheet. And a reminder, this board meeting is a business meeting held in
public, not a public meeting. The board hears public comments to learn about the preferences and concerns of our community. Therefore, tonight we will listen. We are prohibited by state law to take any actions on the items because law requires formal public notice prior to any action on an agenda item. During our next meeting, if appropriate, we
will consider your comments in our discussion. We will ask that the superintendent attempt to find an answer for any of your questions by then. Of course, the board welcomes the comments of our community members. But to ensure that everyone will have the opportunity to participate, we have a few ground rules we ask you to follow. Anyone
intending to address the board should sign in on the speaker signin and I'll call the uh speakers in order which they signed in. Uh speaker's comments are limited to three minutes. We ask that you refrain from making complaints or negative comments against individual students or district
employees. However, we cannot prevent you from doing so. Such complaints and comments should be addressed first at the classroom or school level and then have still unresolved to the superintendent. A disturbing good order by inappropriate language or gestures is grounds for removal from the meeting. We thank you in advance for your
participation tonight and a live stream recording of the public comments will be available on South Dakota or SD27J.net for 90 days. Uh first up is Deborah Meyer uh in the district and she would like to speak on some various issues at
Brighton High School. Debbie, thank you for coming down and your time will start once we uh introduce yourself. >> Okay. Hello. Um thank you for having me here today. So um I'm happy to hear that
other people's experiences here are positive. Um unfortunately that's not been the case for my family. Um, it started here. First, my kids entered elementary school. We were prohibited from going to our own home school. Mr. Pierce, when he
was in his alternate role, helped us get into North Elementary. I have twins. They allowed one in and not the other. Um, and I did move away from the district for a few years in middle school. And my biggest mistake as a parent is to allow my children to go
back to Brighton High School. And I'm not going to say any names, but how it's been there. It was great freshman year, and now it's been, and you guys need to be aware of this because it's a revolving door of the principal left
after freshman year, teachers, staff, and students. It's a revolving door. Over summer, my son was a varsity player on the football team, and I did address these things to the school, and I did try to address them to the district. I
got no response. Um, the varsity boys were given Axiom helmets. All the boys got it except my son. My son was at a CU event and he was mocked by the coach. Sorry, you're not getting one in front of all of his peers. We had to buy one.
Earlier this week, the school refunded my money for that Axiom helmet, but still damage was done by the mistreatment of my child. Um, in fall, in fall, the school received a recruitment letter for my son. Brighton
High School did not deliver that letter to my son until after the fact. They gave it to him in January after that recruitment opportunity had passed. There was no apology by the school. There was nothing, no attempt to make it right.
Um, they just kind of mocked it off. apparently they don't deliver mail there to the students because the coach is not there full-time so they don't have an alternate person to deliver the mail. Then I was fully upset when um we dearly
loved the girls basketball coach there last year and several people staff um the athletic director there and some of the teachers um said he told me he was fired and I was if I find him I'm going to tell him
that. That was not an appropriate thing to tell me that a member of your staff may have been fired. Um, on January 3rd, a girl's basketball coach sends my daughter a private text accusing her of lying. And I have a copy of that text
and I forward it to the school. Again, there was no response. I forwarded to the district. There was no response. Um, he should not be texting my daughter. I was so disturbed by it. I pulled her from the team. Then January 23rd, and I have a copy of
the transcript. I went to pull my kids from the school and there's been some other things that have happened since and I did post some things on next door um and it seemed like since then retaliation has started against me and
my family. We want to move and we I have another residence and it seems like we cannot move because the district and school is preventing us from move moving. So, I don't know. I don't expect anything to be done here tonight, but
you guys do have my contact information. As my kids go to school, Mr. Pierce knows who I am. I would hope somebody could reach out to me um because we're trying to relocate to a different area and um I don't want my kids going here. And that's really all I have to say.
>> Thank you. I appreciate you coming down and uh super I'm very happy that's not the experience of other families here, but how it was for us. And again, um, Michael Clow is going to come talk to you, I imagine. And, uh, super. I hope we can have some followup on that next month.
>> Thank you. >> Uh, next up would be Janine Runa. Please step forward. Welcome again, Janine. She's here to talk about literacy. Um, good evening. So last month I spoke to you guys all about the national reporting series called Sold the Story.
The podcast investigates how reading instruction across the country moved away from decades of research and why aligning instruction with science of reading is so important to other student to student outcomes. Since then, I've spoken with Mr. Pierce and I understand that he and members of the district literacy team have started listening to
or have completed the podcast. I sincerely appreciate the time and openness it takes to engage with this material. that willingness to listen matters to families. I also also appreciate Carla Ryder following up with me as well. I know that changing
instructional practices, systems, and materials takes time, but as a parent of middle school of a middle school student who is still on a read plan, I want to be honest in saying that time is not something families like mine feel we have to spare. When reading challenges persist year after year, the impact
compounds academically, socially, and emotionally. I'm also a parent member of the state dyslexia working group as well as a parent of a child with dyslexia and recently one of our meetings we participated in a dyslexia simulation and I want to share why that experience
was so powerful. The simulation wasn't just about struggling to decode words. It was about what it feels like to sit in a classroom knowing you're just trying as hard as everyone else but still falling behind. It showed how much extra effort it takes to complete tasks and appear that appear simple to others.
It highlighted the frustration and inconsistent progress, the anxiety of being called on, and the exhaustion that comes from working twice as hard just to keep up. Dyslexia isn't only about learning how to read. It's about confidence. It's about whether students feel capable, supported, and understood in their classrooms. When students don't
receive instruction aligned with how their brains learn, the message they often internalize is that the problem is them, not the system. That is why I want to make a suggestion. This dyslexia simulation can be requested through the International Dyslexia Association, Rocky Mountain branch, or Colorado kid,
which is Colorado kids identified with dyslexia. I understand there may be a fee, but I truly believe it's worth the investment, particularly for literacy teams, district leaders, and board members. Experiencing even just a small about small amount of what students experience can deepen the understanding
in a way that data alone cannot. Thanks for your time and your willingness to listen. Oh, the um international Sorry, my brain just went blank. It is the International Dyslexia Association.
There's a Rocky Mountain branch and then Colorado Kid. So, it's Co K. Um they also offer it. So, they have trained staff who are able to do it. It's just sometimes hard to get those people in one place at once. Well, if you could
share that out with the board, I appreciate that. Thank you. Thank you again, Jenny. >> Thank you, Carla. Next up, we got some students from Stead and uh Reese Wrath is going to speak for the whole group, but I would like you guys
all come on up here and sit down. We had a study session where we talked about uh that uh renewal for this dead school, but these guys wanted to be represented, and we're glad you guys could come down. We always want to hear from students. So, Go ahead, Reys. You're in charge.
>> Hello board. Um, I am Rhysa Harrath and I am here with some of my classmates at the Stee School and we just want to say thank you so much for considering our renewal application and for your support of STE. We all love STE so much and think it provi it provides a really
special educational option in our school district. And we just want to say thank you so incredibly much for for supporting us in our school. Our dream would not have been made possible without you all. >> Do you want to introduce some of your fellow students that are here with you? >> Yes. So, I have here with me a couple
student ambassadors. We have Caleb, Lex, and Kobe. And then we also have our some freshman, Payton, and a sophomore over here, Maddie. >> Thank you guys for coming down. We appreciate it. We'd love to see you guys here. So, appreciate your support. Thank
you again. And again, that'll be an issue we'll be reviewing later this evening. Thank you. >> Uh with that, our public comments section is concluded. Uh next up would be our consent agenda and all matters listed under the consent agenda or operational matters about which the
board has governing policies implementation of which is delegated to the superintendent. They'll be enacted in one motion by category in the order listed below. There will be no discussion of these items prior to the time the board of directors vote on the motion. Uh any member of the public that wishes to discuss the consent agenda
should have notified me ahead of time. They did not. So therefore, our consent agenda will be uh a approval of the board of education minutes dated January 28th, 2026. Our study session and regular meeting and our February 11th, 2026 candidate interviews for the bond
oversight committee and mill levy oversight committee vacancies. Uh the results of which you saw earlier this evening. And item B, approval of personnel items on the memorandum dated February 18, 2026, which was a compliment confidential uh attachment. Do I have a motion?
>> I move to approve the consent agenda as presented. >> I'll second. >> Motion from Director Tracy Alvarado and a second from Director Wilhelm. Roll call vote. >> Director Ramon Alvarado. Hi. >> Director Tracy Alvarado. >> I. >> Director Ashley Khan.
>> Hi. >> Director Tom Green. >> Of course. Director start >> I. >> Director Rachel Wilhelm >> I. >> Motion carries. Thank you. >> Thank you very much. Next up would be our governance process that supports our glo global goals. Uh our board of directors will uh provide a little bit
of summary or comments on the meetings that they attend as part of their uh duties as uh school board members. First up would be the ownership linkage. Uh Director Alvarado, do you have anything to report? >> Um yes. Melinda and I met and have some great ideas that I think will be um
pretty valuable for the next couple of linkage. So, we're just going to connect with um Will and Lan and get those on the agenda. >> Thank you very much. Uh next up would be our board of education uh group uh directors treeill. >> Um Melinda and I have been talking
through text, so having a little trouble connecting, but we're still getting work done on on what that looks like for what we want to have for education. >> Thank you very much. Uh next up would be our facility planning and advisory committee. Uh our meeting was postponed uh for this month, but we do have a
meeting uh scheduled April 1st and at that point we are expected to finalize our boundaries uh for our middle school and high school, the new boundaries uh that will be in effect. Uh Rocky Mount Risk Director uh Alvarado, >> nothing new.
>> Nothing new to report. >> Thank you very much. the 27J believers. Boy, I'm excited to hear what you guys have to say. Director Star Trill and Director Ra will >> actually have our meeting tomorrow to pick our candidates. So,
pay attention. It's going to be great. >> We are excited and I'm excited that I won't have to stand up. Uh I'm going to miss it though. Uh the Commerce City and 27J school use tax. Director Ramon Alvarano and Director Wilhelm.
>> There was no meeting. Uh but uh excuse me. Uh uh I think you might have skipped the capital facility fee if you want to go back to that one. >> Uh okay. Well then how about the capital facility fee foundation? Director
Alvarado, Director Khan, Director Trillo, any one of you three that have something you would love to say about it? >> Uh yeah, there was a meeting February 5th, 2026. Uh there was no quorum though. Uh next meeting uh we'll select the officers that were sort of
recommended at the meeting. Uh they presented us with the November December 25 reports, financial reports and the January 2026 financial report. Uh that was little discussion over that. Um over that 3month period there was 265,000
that was collected. Uh currently the cash balance is 6.8 million and um so far there's been over 20.8 8 million that has been that has been collected and currently there is two millions slated for the Talon Rich Middle School and the Rocky Vista Middle School.
>> Thank you very much. Uh now since I again I can do this in any order I want. That's part of the uh the How about the 2015 2021 bond oversight committee? Director Alvarado Raone or Director Tracy Alvarado?
>> Yeah. Um it was a great meeting. We talked a lot about the K8 option and there was a lot of support for that and um just getting to see all the updates on our new schools being built and everything we're doing. So went well. >> For some of those that were not present
in the study session, you want to kind of go over a little bit of what what we're thinking about? >> Yeah. Yeah. So, part of the bond for the um 2021 bond program was a number seven middle school in the district. And Terry and his team have been working hard to
kind of evaluate what our needs are and enrollment. And it's looking like we don't necessarily need a middle school, but we want to do our responsibility to fulfill the bond and what we're going to build. And it looks like we could have a great opportunity to put in a K8 um down
in the south side of the district over um near Rocky Vista. now where it's going to go. Um be looking at uh opening on 2030 2031 school year I believe is what we're looking at and in doing that in lie of a middle school it's actually
going to save the district some money and we'll be able to further invest into Rocky Vista and um making another classroom wing over in that building. So um some great opportunity to have kind of a model of what we have with Discovery over on the opposite side of the district. It's been something really
popular that parents are looking for >> and again we still fulfill that promise that we made to build a middle school because it would there'll be a middle school as part of it. So, Director Alvado, anything else? >> Thank you very much. Appreciate that. Again, I'll keep the our public informed. Uh the voters are the one who
gave us that opportunity. Uh the next up would be our mill levy override oversight and that would be Director Raone Alvarado and Director Wilham. Either one of you have anything to say? Uh yes. Uh met on February 10th, 2026. Uh various charter schools including
Stead uh representative showed up to kind of show us how the funds are being used. So a lot of great information we were able to to that you shared with us in that meeting from safety to capital projects to salaries. So a lot of good information how those funds are being used. Uh
the communications team gave us an update on sort of like a a report on ROI for example is you know how this the commun how is the community being shared uh these funds are being shared what can we do with those funds and really kind of say trying to get some outreach of
those uh some of the communication out there from the investment report. So a lot of good communication there from the communications team. Uh and then we also reviewed the financials through January 2026. So that's what we did in that meeting. Very good. We're excited to hear what the Millie override oversight committee
is going to recommend. Sorry. Next up would be the Brighton Youth Commission. Director starter heal. What do you got? >> Yeah. So, unfortunately, I was unable to attend the last meeting, so I have nothing to report. >> But we know they got a great event
coming up. Correct. >> Yeah. still working on speak week >> which is just the cherry on the top. Uh the teacher of the year awards director Khan, let's hear from you. >> I'm really excited to go over
submissions which are all due by Friday. So if anyone doesn't have their submission in, please get it in by Friday. Um we're going to go over those at our meeting on Monday. >> And what is the teacher of the year award? >> Um it's an opportunity to recognize excellence amongst our educators. we ask
a lot from them. Um and I think we just want to recognize and give back a little bit. Um so each principal will have the opportunity to uh nominate um a teacher from their school uh elementary, middle, and high school um to be put in the
running um where to where we can pick three teachers to put into the state educator of the year process. Right. Did I say Yeah. Um, so yeah, we're really excited. I'm really excited to read all the
submissions and go over those with you guys. >> Perfect. Thank you very much. Is there any other matters of information for the board? Very good. Moving on. Item 13 is the expectations of the board. There is no uh reports uh doer submitted since the
last meeting. However, we will move on to executive director of learning services Carla Reer will present the expectations of the board report through global goal 1.1 graduation rate as conveying reasonable interpretations of executive limitations. And Michael Burke
is joining it looks like too. We're expecting big things from this. Take it Hey, Okay. Good evening. Thank you, Board of Education, for having us come give our board report on global goals 1.1 and 1.2. Um, in true leadership fashion,
Carla has empowered me to give this presentation. I don't know if that's in let me be the tribute but no I appreciate the opportunity to do so. Um so in just some feedback and discussing this we wanted to make this as visible for you all to see. You have the board
report uh in its uh formal uh submission in front of you. Uh hopefully you've had a chance to review it. We're just going to touch on high highlights and uh talking points throughout the presentation and then allow time for any questions specifically that you have to both of these global goals. Um as with
anything I do with my slide deck, I always start with our mission and anchoring why we do what we do based on the mission as as the uh the lynch point of what what decisions we make and and what we're truly working towards. So for global goal 1.1 for the class of 25
which is around our graduation rate of increasing it 2% each year until 95% and then at which point we will not exceed or decrease from that 95%. Uh class of 25 20 year four-year graduation rate is
87% a 2% decrease from last year. Because this goal requires annual growth, we report non-compliance. However, some contextual pieces. 27J remains above the state average of 85.6. We are the second largest district in Adams County and ranked third overall in graduation rate behind two significantly
smaller districts with in sizes that do not exceed over 150 students. Trend overviews. our graduation rate um from the time of 2017 all the way up into 2022 where we hit our highest rate
of 90.9 and over the past three years we've seen a gradual decline which we'll talk more about our our reasonings and uh plan of attack to address that while the decrease is small the trend requires focus to response students persistence is one area that I know we've talked about before but our strength remains
our extended year completion uh we do not quit on students we it may take five, six, seven years in most cases. And uh we've remained above uh the 90% threshold for all of those levels and far exceed in the one chart that you
have in your report uh other Adams County districts when it comes to uh extended year completion for our our our seniors that uh need to an extra year or two to graduate. Demonstrates that we may not graduate them um in that four years, but we stay connected and
ultimately have them earn their diploma. We also included the dropout rate as a comparative piece as well. Um, which demonstrates that we aren't losing our students at the percentage that um you could potentially lose if you if you're not having that engagement and
connection with those students and continuing to stay with them and support them through that fifth or sixth year if needed. Uh, state state average is 1.6. We're right at that at that uh percentage rate of 1.7. uh overall grad rate increased steadily
in the the time from 2017. Um actually that's a repeated slide. Sorry I apologize I must miss misclicked that. Some subgroup highlights. We saw gains in our students with disabilities are title one students um foster students and several racial and ethnic
ethnic subgroups. Uh those are all highlighted in in charts below with more details about those groups. At the same time, areas of needed targeted support are English language learners, homeless students, and migrant students. I do want to mention that our homeless student rate has steadily increased from
2017. As noted on that chart of IPST, we have seen significant growth uh especially in our high need student populations which impacts overall rates not as an excuse but just knowing that those students do take more intervention and where that early intervention falls
on us to intervene sooner um to ensure that we are getting those students across the stage. In summary, report non-compliance to the slight decline from 8 to 87% uh 2% decline from last year. We do remain
above the state average extended year completion remain strong and um at the very end of this presentation we'll talk about clear clear strategic actions that uh as recently as uh last week we were meeting to discuss how we were going to attack this uh concern of um improving
our graduation rate towards global one global goal 1.1. I'm going to stop you because we've got them separated on our agenda. >> Oh, perfect. Yes. Let's >> Yeah, that's fine. Thank you. >> Let's take care of global 1.1. Is there questions? There's concerns or things you want to talk about there.
>> Go ahead, Tracy. Did you anything? >> Come on. I see you. >> I know. I just kind of a a logistical thing. I'm curious. I don't normally see um Strawburg and like Bennett 29 included when we're looking at our um comparisons in the metro districts. Is
there any reason why we chose to include them on this one because they're just such outliers kept kind of throwing me off when I was looking at it, but I was just curious about the rationale >> just to have a comparison with all Adams County school districts. We do collaborate with those school districts in in both the CTE and PWR spaces. But
that is fair feedback of noting that. But just in the past, that's how the board report was always given. So guess it's a reason to not not continue doing what you always done because you've always done it that way. That's fair. Well, >> it was good. Oh, go ahead.
good information to have, but it was just kind of like throwing I don't know if anybody else like throwing me off a little bit of like, oh, wait. But looking at our our closest neighbors, I was I just thought it was helpful. >> That's fair. >> You could like reframe it as the highest school district with more than X number
of students. under they are part of Adams County, you know, so that's that's part of why they're included. >> Director Alvado. >> Yeah. Just a clarification so I can understand this. The the 2% annual growth, does that mean like in four
years we have we would have reached 95%. >> Because I mean if you do Yes. >> So was that >> until we reach 95% based on the the global goal that's stated >> right >> from the board. So if we grew Yeah. we would reach that in four years. Correct.
So is that still the goal is that within four years now we have three years to reach 95%. Would that be correct? >> That is the goal. >> Okay. Just want to clarify that. Thank you. >> And once we get there we don't go back.
So uh and boy for a while there we really thought we were going to hit it. Uh and so that this this a little frustrating to to see us go back. But uh uh and we'll be anxious to hear what these uh changes are going to be to to help improve that. >> Director Khan,
>> um I'm sure it's in the report and I'm sorry I didn't have time to look at it yet. We'll look after the meeting, but um is there insight in there as to what is affecting our community and graduation rates and how we're probably disproportionately affected? um as far as homelessness and what our
rates are in comparison to other >> there's a detail in that of where those we've disagregated with those students and um even comparatively to other Adams County districts of facing the same instructional program type um of it's I
would say there's I was talking with Will today schools are expected to do a lot more things than I just just educate students so I I think there is some some valid validity and in the interventions we do have to make with some families based on any needs a student may have if
they are um homeless. Like it's very hard as being a former building principal, tracking those students down, getting the proper interventions in place and sustaining those interventions when there's not a lot of things inside of our control once they leave our building. >> I mean, we do have we have high
standards, right? And and that's why our graduation rate is good. Um I think a decline isn't necessarily it's a very small decline but um super big warning signal this early on right especially with what we're facing and um homeless rates growing and yeah anyway I think
it's important for the public to understand that >> a concern I had when we were talking about disagregating and showing the different levels of where we rank in the against the other metro districts um one that really stood out to me was with our
gifted and talented I mean graduating 94.3% but we're sixth out of all of the districts and that just kind of jumped out and made me concerned of have any alarm goss gone off. I didn't I you know I saw a lot of the things in here that we're doing but I didn't notice anything
specific to that group. >> When I talk about our our action steps in more depth um hopefully uh the big rock of moving that will encompass that. But you're absolutely right. That is a subgroup that if not addressed could be
an area of at risk because those students along with our students that may be on IEPs need just as much of intervention and individualized instructional plans towards that kid's uh giftedness and my own experience with children that are both twice twice
exceptional keeping their intention and why am I having to do these things. I think as adults we have to some change some behaviors and how we support those students. and and it just seems that our model of the thinking classroom is like that would be the perfect spot to really engage those kids. And so it's
concerning to me that it's still missing in that. I don't know if you have any insight on to why that is either. Well, >> we're not doing it. We're not doing it yet. So that could be the cure. It's just not
happening in every space yet. So we've got work to do. I mean, that's the short answer. Not a not a good answer. There's the things you say you do that you don't do yet. Got to do it.
And for future reference next year, let's let's break these two rounds so that we can talk about those action steps for the graduation rate and then we can talk about the action steps for the workforce readiness. So, uh, >> is there any more questions on the graduation rate? Do I have the motion?
Move to accept the expectation of the board report through global goal 1.1 graduation rate as conveying reasonable interpretation of the executive limitations. >> I'll second. >> You've been quick on those seconds tonight. Thank you very much. Director Trillo and Director Wilhelm. Can I have
a roll call vote? >> Director Ramon Alvarado. >> Yes. >> Director Tracy Alvarado. >> Hi. >> Director Ashley Khan. >> Hi. >> Director Tom Green. >> Uh, reluctantly. I'm sorry. >> Thank you.
>> Director Sraio, >> hi. >> Director Rachel Wilhelm. >> I thank you. Mo motion carries. >> Okay. Now, let's move on to our uh uh expectations of the board report through global goal 1.2 which is our
postsecondary readiness the three E uh as conveying reasonable interpretation of the executive limitations. This is what we commonly refer to as our three E of enlistment, enrollment, and employment uh goal that we have for our students upon graduation. Um pleased to
report that 100% of 27 graduates last year in the class of 25 completed an approved college, military, career, or capstone demonstration towards graduation. In fact, just pulling the data since we started having this requirement for demonstrations, I could
only find one student in all of 27J that did not graduate because of this requirement of having a demonstration. So for the graduates, we have 100% over the last four years have demonstrated 100% towards our three E.
Um we had a bump in our our graduate numbers. Uh this was the first graduating class from STE. So that is noted in there as well. Um these are broken down in how those students demonstrated readiness uh disagregated by how many percentage- wise through college English college math uh which we
partner through Front Range to offer those concurrent enrollment classes both mostly on campus but also sending students to campus opportunities that take additional district resources to send students to do so. um highlighting 43.1% of our students earned an industry
certification recognized by the state of Colorado uh as my part of my work in PWR and CTE. This has been an area of uh intense focus with the CT centers and and ensuring that our pathways do end with some industry credential that they can build upon and have a stackable
credential. 29% uh demonstrated readiness through our ASVAB. uh that number is higher than our actual enlistment rate but it is a viable um assessment to to show readiness for post-secondary uh options. So 29% of our
students did in most cases take more or more of these these demonstrations. Uh 14.5% completed a capstone. I did note in there that capstone did increase. Um 27J managed schools do not have many capstone options. We don't have a district-wide capstone option for
students, but erra instead do have that as an option u per their uh perview as as a chartered in deciding their own graduation demonstrations as well. And then 21.8% met at the SAT benchmarks. That's another area of improvement we hope to
address. Um really we want all students to take advantage of every opportunity we have out there for them to demonstrate readiness uh in three or more ways. uh we called it when I was at Prairie View a triple threat graduate that it doesn't matter you've demonstrated multiple
ways. So more work to be done on that but as I said 100% of these graduates of the seven 1777 all earned one if not more of these demonstrations. >> Before you move on, can we explain what the ASVAB is for everybody so understand what that test is? It is the uh
assessment that any student or young person or anybody that's going to uh enroll or enlist in the military, it is uh the assessment that they they take to demonstrate that they are ready to um go into the military. It also determines
what type of MOS or your uh occupational status, military occupational status. So the higher the score, your security increases and so so on and so forth. 31 is the state um threshold to demonstrate. So if a student scores a 30, they do not demonstrate readiness on
the ASVAB, it has to be a 31 or higher. I've had former students that have scored 35 and gone in and demonstrated readiness and moved up in rank. And I've had many students that have scored in the 90s, and I've had the FBI call me and give them security clearance to see what kind of kid they are. So, uh it
ranges along the way. Um but it is a not a guarantee. If you take that, you're not saying you you're going to enlist. It's just an opportunity that the United States military offers for our students as another data point to demonstrate their proficiency. >> So, this is a little piece I would I
would own as director of PWR and CTE. I have put some guidance and thresholds in that we are not giving these assessments to any student that is not a senior. I feel like we have a long time to work with those kids and many of these demonstration opportunities in the past
we were given to them to students at a young age and uh I think we're losing an opportunity for that student to assess and really grow and demonstrate their proficiency. So we've put in some guidance in that only seniors are able to take these. Now with industry
certifications many of those students can earn those depending on the their progression in their pathway but it does take some time. say in a welding pathway, you can't just take one year and get your a uh AWSD1.1. It takes at least two, if not three years. So, I've
put in some some um guidance to not rush to save kids and just check that box. Um because graduation is not the end goal, it's preparedness for us. So, making sure that we are preparing students to do well on these. Additionally, it's a resource piece. Continuing to assess
kids and they're not passing it, it costs us money and resources. So, I'd much rather work on our students in the thinking classroom model and continue to invest in them and have those conversations so that they can be successful the first time they take any of those assessments. >> Carry on. I'd like to be proud to say
that I was a 98 goal. I wasn't. Yeah, I took the asb. So, okay. The 11 is usually infantry. All right. those those bullet takers. >> Um, important to note, uh, we removed the duplicates from this reporting. Yet,
many students did meet in multiple ways. Um, when looking at this, many, many high schools, if you you've seen a graduation, a lot of the garb they have on there. A lot of those students have earned um those demonstrations in any of those pathways. A lot of our CT pathways
do celebrate those students. So, uh, just something to keep in mind in in June when we go to graduation that many of those students are demonstrating their readiness in not just one way. Um, just a note that uh, Eagle Ridge does require the ASVAB as participation and
other capstones while online uh, online academy and innovations and options do require the work keys completion. Um, which also is another demonstration that data was in there as well in the board report. So for on this evidence I report compliance with goal 1.2A.
>> Perfect. Any additional questions on this one? >> Well, you go states every >> That's what every is >> correct. >> Do I have the motion then? >> Well,
go to the action plan. I'll explain why I did it the way I I understand what you're saying, Tom, but um there there's a me method to my madness here. >> It's okay. Let's get this through and then I want you to go to your action plan. >> Do 1.2. Oh, sorry. You got to approve. >> Yep.
>> Move to accept the expectation of the board report through global goal 1.2 postsecondary readiness 3E as conveying reasonable interpretations of the executive limitations. Second, >> Trillo and Khan. Roll call vote.
>> Director Ramon Alvarado. Yes. >> Director Tracy Alvarado. >> I. >> Director Ashley Khan. >> I. >> Director Tom Green. I'm >> really happy about this one. Yes. >> Director Star Trillo. >> I. >> Director Rachel Wilhelm. >> I. >> Motion carries. Thank you. >> Now, okay, let's hear it.
>> Global 1.2. This is around our metriculation rate. Um just to briefly go over what that metriculation rate and that data is. It's confusing for most to understand but it is very important. Um simply put I think Will said this many
times is do our students graduate and do they use or demonstrate their their readiness once we've sent them off into the world with global 1.1. Um we'll talk about the three areas that we measure that but uh global goal is increase that by 2% annually. uh we'll increase that
each year for post-secondary readiness of either enrolling in a two four two or four-year university CTU program or enlist in the military immediately following graduation. Uh this data is a year um delayed due to the fact that class of 24 needed to go
and sustain in college. So we do not get this data. So we do not have this for 2025. Um if you were looking at the the charts that that is the reason for that we're always a year behind with this data because we need to make sure and collect the data from the state of whether those students went and sustained at a two and four-year
college. Overall metriculation rate for the state was 55.2. Our metriculation rate is 52%. While we're second among Adams County districts, just behind TW Adams 12, our rate did decrease from 75% in 23 to 52%.
Um, as I said, significantly largely due to the removal of the NCRC certificate or the work keys as a state approved industry credential. Last year when I gave this report, we saw a huge spike and we noted that as such and I did find out that that was included in there. So
any of our students that did take that assessment were considered a CTE metriculator. That has since come off that list. Hence why you see the drop. Comparatively I would look at class of 22 data to uh compare to since that uh certification was not in that uh data
set for for CTE in that year. We saw a modest 1% decline from 22 data to 24 data. As I noted, class of 23 as an outlier because of that NCRC work keys being approved on that industry credential list.
Breaking it down, our four-year metriculation rate in 27J is 27%. That means our seniors in the class of 24, 27% of those that said they were going to college went and sustained for one year. 11% uh which that that is below
the state average. Um 11% in our two-year metriculation rate, which is slightly above the state average. I still have not been able to ask anybody from CD and get a clear answer is why is two or two-year metriculation rate so much lower. I have a lot of theories about that but I I it is just something
across the board. We do see a larger percentage of students that go to a two-year and um sustain CT metriculation rate dropped as I mentioned due to the fact that the NCRC ACT work keys came off of there. Even with the change, we exceeded the percentage in 27J and we
far exceed the state average of 7.1.1%. Uh, comparatively, we grew 5% from the class of 22 in CT metriculation rate as noted from the overall number of graduates. I think it was 49.1% that earned an industry certification. And that is how that that data is
measured. Military enlistment remains at 2% above the state average of 1.2. Interesting point with this data. I thought school districts CDE was getting this from DoD. This is basically us following up and reporting that out through our registars. So I think
there's some areas of improvement of we might be missing some students and reporting that. So that data could increase. It's just very hard because it's person dependent and students saying yeah I'm going and then how do we confirm that with the military of calling on a student and saying did Tom
Green go and enlist in the Navy? I'm sorry you're not a Navy guy, are you? Oh, sorry. You're not a Marine, are you? Okay. We have Navy RO. Okay. Okay. Despite the strength and preparedness, we did not achieve that 2% annual increase by
required by the board. Um I think because of the outlier data in 23, a more fair comparison would be class of 22. Even then, we missed it by 1%. So, I report non-compliance. >> And you may, like I said, I was a year after I graduated from high school
before I enlisted. So you may get some of that similar to the you know that uh ones that get they go a year in college and then they go and look for an alternative year. So that you might be having some of that there too. >> And again I jumped the gun here because I I didn't get to hear non-compliance.
So >> So this is where Carla's up here to pinch me in case I say something I shouldn't. I'm just >> But let's Is there any other questions on those figures that we just saw? >> Um as far as advisory. >> Great question. We partner with our
recruiter offices. Um I think we've had a strong relationship in 27J and making sure we're not leaving that option. We allow them to come into our schools during lunch hours and talk to students. The Marines bull bring a pull-up bar and have kids see how many pull-ups they can do and just talk about the options. Um
so that is something we've encouraged and they do support us in the um administration of the ASVAB. little pain point when the co government was shutting down. We did lose that opportunity, but we have found other ways where we can get our own staff trained to administer that work keys or
excuse me that ASVAB assessment. Um, but since the government's been back up and those are positions are being funded, uh, those recruiters have continued to support our counseling staff and uh, building staff to administer the ASVAB. Um, we do it on Mondays typically to
make sure we're offering that opportunity for students. Just curious, Eagle Ridge starts testing for that in 10th grade and they require it for everyone, 10th, 11th, and 12th grade, right? Is that because they think it prepares them for their final? Why
would some schools do it that way? I'm just curious, this really doesn't have a lot to do with the report. >> I can only speak to my own assumptions. uh if they're looking for a multiple data set and a way for that student to demonstrate, I'm fine with giving multiple assessments. But if it's we
just want to reach the demonstration and not be done and opt that student out from state testing or other opportunities to earn other credentials, um I think it's a it's a philosophy, but as a district managed charter, they get to decide that.
>> Thank you. Um, so bear with me just because I'm trying to kind of put this on. >> Abs. No, ask ask ahead. >> In theory, if you have 10 a cohort of 10, 80% are graduating, that's 8.7 students that you can't get 8.7, but you
have 8.7 students and 52% are metriculating, that's about 4.5, right? So, can is it safe to say that 45% of our students in this example are graduating and going to a two-year, four
year or CTE? Is that is that >> Yes. >> Okay. >> Based on the data we're able to collect and if they've gone to college, I've given this argument of the only thing we get to control as a school district and as adults in these students lives, the metriculation rate is is measured on
industry certifications and work-based learning. Last year was the first year we reported on work-based learning through our internship program. Those are the only things that they do before they graduate that we have any influence on. We can inspire, we can coach, but life happens and some of our students go
right into the workforce and decide college isn't for them. Things happen, parents get sick, students get pregnant, students change their mind. So once we they get their diploma and walk across the stage, we have very little control on the outcome of whether they sustain.
We can inspire, we can coach, we can lead them to that that point of of entering and sustaining in college. But the only thing I've been harping with our counselors and our staff is that we can guarantee that they have a work-based learning experience and a
industry credential through our CT programs. This will change with Senate Bill uh 25315 with the big the big three. I'm sure um Will's talked to you a little bit about it, but now the state is changing the ranking and uh scoring of the SPFs and they are including um
concurrent enrollment completion of 12 or more credits in high school, which we do a really good job with. Uh postsecond or excuse me um advanced placement testing of a three or higher. We have work to do there and getting our students two or higher is considered readiness for but it's not college
credit. If you get a three or higher on an AP test, most colleges will accept that as a college credit. uh industry's credentials and our work-based learning are two things that we've been ahead of the game with that in that big three reporting. So, our hope is that we can even impact that more by having students take more
concurrent enrollment, pass concurrent enrollment, and score three or higher in our AP testing. >> Sure. Okay. Thanks. Yeah. I'm just sort of wondering what happens to the other 55%. Right. I mean, because that's in this scenario, not even half are either attending a two for your score or
even a CTE. I'm just kind of trying to figure out like what happens to that 55% student. >> My hope is through the statewide longitudinal data system that um is coming through workforce all the way from entering school and and tracking of students uh into the workforce that some
of that data will be revealed um through employer ID. Uh, I I'm assuming many of our students go right into the workforce but didn't earn an industry industry credential and it could be through I'm working with my mom and dad or I start working in in an industry service or or
fast food or um construction but they never went through our construction pathways and earned any of those. Um, it is it is a problem for I think our whole state of tracking what happens to those kids that don't go to college that don't earn industry certificates or don't enter the military. >> Yeah. as long as they're not sitting on
their couch in the basement, I think that's a success. So, I don't, you know, if we could find a way to track and and and make sure that they've gone out and again, if they're out in the workforce, they're they're making a difference there, too. You know, that that's not a failure. That's that's just a different
different ma matrix that we're following there. So, if there's a way we could track that, I think that would be great. >> Moving on, let's talk about your action steps. So in both reports um looking at the action steps and in the third year of doing this and really being thoughtful of obviously the first one
thinking classroom framework uh we've talked about it and I I feel like we are as a director team and executive directors really honed in on how do we inspire our leaders to change adult behaviors so that we can achieve this uh towards our mission. We know that the thinking
classroom is how we empower students today for their future tomorrow. We have work to do as Will said, we're not doing it at 100% at all levels. Um, so that is continued work that we're using our time on second Mondays to inspire our leaders to influence those
adult behaviors and chase that and change uh behaviors in the classroom, instructional practices that engage students and truly put the onus on the students to to do the thinking and own their learning. um around identified areas of of uh the thinking classroom of
our six attributes around um self- assessment um feedback dialogue adaptive future >> ownership >> ownership so student ownership um I think we still have uh a lot of our teachers owning the work and doing the
work where we need to have our students owning and doing the work and thinking so that is a continued strategy over across the whole system specifically Uh, one area we've identified that I've talked with directors, um, Lucia Gonzalez, uh, Kristen Hansen Hoffman,
Lucia from the CLLD perspective, Kristen from the IEP sped perspective, and Darcy Brown around we have to be better around IAP. It's a state law. Uh, we have not paid attention to it, I think, at the area that we need to be paying attention to it and how we're leveraging our
advisory time of using every adult to really have career conversations with our students and intervene sooner. I think far too often hope is our strategy that we hope kids will be there. It's not working as evident by our graduation rate. So clear 6 through 12 scope and
sequence of advisory and IAP PWR type tasks that start in sixth grade. um to making sure that those students are being exposed to possibilities of careers, what they may want to be when they get to high school, what they may want to look at and and emphasize in and then articulating that into the nth
grade so that those students can see. It's okay to change your mind, but there's going to be an adult, mainly your advisory teacher, um tracking that, staying with you. I mean, we go to graduation and many of our at Riverdale Ridge High School, their advisory teacher reads that kid's name. they
should know that student and every inside out that's not happening at the rate that it needs to. So why we included both of these we we feel that that is the large rock that's going to impact this data and make it so that we are intervening sooner and having those conversations and understanding why
grades matter, why getting in and engaging in attendance matter. And in theory, if we do that, it would impact our other goals of good humans. Um first and foremost, we're trusted adults in the building. Our content should come second. Not that it's not any less important, but students need to be seen,
have relationships, and cared for. And that's really the the approach of the MTSS model of of monitoring those on-track indicators. And we have to do a better job of communicating what advisory is, what PWR is, what IAP is. Um, some of you are parents. I'm sure you've never heard the word IAP. We've
got to do a better job communicating that. So, leveraging our communications department to getting the word out on what that is and what our students should be looking forward to. And wholeheartedly as a building leader, former building leader, I think it is the most important thing any of our teachers from the building leader down
to the c head custodian need to be having these IAP PWR conversations with kids. I've seen it work in pockets. If we could do it at a larger percentage of our adults, having those conversations, meaningful conversations, and addressing things like passing classes, doing
credit recovery if needed, reducing our credit recovery usage, and having those early interventions. That's a strategy instead of hoping until their senior year and going, "Oh, you're 10 credits short." I will tell you our graduation rate based on the data is credit attainment. It's not
industry searchs. Our students are not earning credits at the rate that they need to and need to recover more. So, it's it's a all hands-on deck initiative that we need to implement slowly. We've already discussed this this week of a 6 through9 implementation and then working
with those nth graders all the way up and then having that data to see to director Alvarado's point we got three years to get this to 95. Um, something I appreciate the steps that you're talking about, but something that really resonated with me, which I'm going to slightly step on Brett's next
report that he's going to give us here, um, is when we looked at the parent surveys that came in. Out of all of our surveys, the lowest averages that we were having was in the area of engaged. And when we went to CASBY, we listened to a really powerful keynote speaker,
um, Haish Brewer, who was talking about how he's created change in all these different environments. And he's saying the number one predictor of student success is parent engagement. That he's seen it time and time again. And this is how you get these students to succeed is pulling in that parent engagement. So
seeing that and that engage number being lower, I mean, it's not terrible, but it's the lowest out of all of our scores really jumped off the page with me. And even talking about this, I mean, you have increased family communication on there, but can we really drive that home to to parent engagement? I know I had a
high school student and I yelled at him all the time about I like assignments that were missing, but is it as much of a a future goal conversation that was being had with me as a parent? No, not really. It was just kind of the monitoring, hey, this is late or did you do this or this is coming up? So, can we
do some things to really focus on making family parent engagement a powerful part of the thinking classroom experience? >> Totally agree. In fact, this morning I was talking with Darcy Brown of we expect our our adults to have the
clarity of what should be done. But do they? I would say probably not. So, how do we lead that? I think some ideas of of me not swooping in to be the hero, but I think we need to probably as a department have more freshman parent night, like check it out nights are not
enough for our students. Um, having that freshman parent night and then having district level folks talk about this information and what these things are, communicating that on to our parents so that they understand the implications of this. as a parent of one of our students in our district. I'm an educator.
Educated both my wife and I and even the struggle of why didn't you turn this in health class is this you need this to graduate. So I completely empathize. Um but even that understanding that of some of our parents don't have that lens and we need to do a better job of doing that
and expecting them just to know and that well kids should just come to school, kids should just pass classes. Yeah, but they're not. So how do we intervene with that? So I I totally agree. Those are some of the ideas that I think intervening and having more of those parent community conversations and um
working with our eighth grade parents because going to high school, especially if it's your first one, is a scary approach. I think we do the best we can, but we need to do more. >> And to jump off that a little bit, I think um just from what I'm I'm seeing and and reading, this current
generations are very different than kids were when we were growing up and graduating, go going to college. like I remember I could not wait to get my license and leave like um but it's a lot different now. Uh I think kids are very comfortable at home. Um I think maybe
something that supports parents and kids in that senior year so they know what to expect when they go off to college because what I'm seeing is a lot of college kids are going and coming back after one year because they're so homesick and it's really uncomfortable to be away from home. I mean, maybe some
more so, you know, social emotional prep for that with parents involved. I don't know if that even makes sense, but just from what I'm seeing in my social groups, a lot of kids come home after the first year and then they're like, "Wait, what do I do?" And then they try and go back to school online or they get lost in that, right, and end up staying
at home. Kids are staying home later. I mean, that could be affecting that. I don't know. And I think intervention at the school at the student desk that starts an advisory and having trusted adult conversations and demystifying and making sure they have a plan of, oh, I'm
going to go to college. Well, do we know what that means? Or I want to be this. Well, you know what that means? You should have some work-based learning or you should job shadow. You should have a guest speaker come in. Let me line you up with that. We just can't assume that I'm teaching my content and they'll figure it out. Um, at at the student
level, I'm all ears. if anybody's interested in how we can engage parents more around this. But I think it it's got to be holistic. Like we've got to look at all of our glo global goals and how they each impact each other. They don't live in isolation. >> Go ahead.
>> And maybe just to add to that, I guess here's the question. This the biggest cohort is the economically disadvantaged. That's the biggest cohort we have, right? I based on the >> on ISP data. Yes. Um, I guess my question is you could provide a Ferrari
to a family, but if they don't have gas to put in that Ferrari, it's not going to go anywhere, right? So, I'm wondering if is that the case here or it's just a framework that's not suited for that type of family. So, I mean, so we have to kind of think about both things. Is this I mean is we're playing for a
Ferrari per se but you can't drive it because you can't afford to put gas into it or is this the right framework for this type of uh cohort or do we have to be thinking about that as well? >> That is a factor. I agree. how we we engage those parents of the boundary
barriers they may have and how we remove those barriers as as professionals and school leaders to engage those families no matter what their economic situation or dis uh disagregation may be. But I agree that is an area that we need to
find strategies to engage those folks as well because >> I think my concern is that we're just going to keep spinning our wheels here in the next couple years if we just keep doing what we're doing. It seems like it to me um that might be the case or not, but it just seems like that's I think we have to get to that crux of that
question in some way or another. >> Well, we're not doing any of this right now. I'll tell you that. And I own this data 100%. Since I've been in this role, the graduation rate's gone down and I have a lot of opinions about that, not to share here, but I own it 100%. We are going to be doing something different
because you're right, we can't keep doing and hope it's not a strategy that these kids will just make it. So, I agree with you. Something I wanted to jump in on. Sorry, sorry. Is um I have elementary kids right now and we went over the parent survey. Just kind of going back to that
with our PTA and our principal was talking about it and one of the questions is talking about, you know, are you having are your teacher having conversations about your child's future? Well, my kids are in second grade, so no, that's like not necessarily. Yeah, we're talking about reading, we're talking about writing, but it's not like do you know what career you're going into? And I kind of said like, well,
maybe that's just not as appropriate in elementary school. and our principal's com like comment back was well why like let's actually start it from kindergarten what if we did change the framework of that and kind of owning that at their school and how they're going to kind of work around that and I just thought actually that is interesting I like that this plan focuses all the way on sixth grade but
like maybe we need to challenge our elementary schools to reach back as well and start it from the time they are 27J students >> I don't disagree it's just where do we start this is where we've picked of where we can make the most impact where we're seeing the data is at middle and secondary middle and high school of
where we need to intervene, but I agree as a as a system I would love it at preK all the way through 12. >> Um, kind of going to that, there was a booth at CASBY. I have the information. They have books
for elementary school about CTE, different careers, and they're really trying to promote that, like getting the thought process in the elementary schools of careers at that age. So, I don't know, maybe I could get that information because they were offering
books to elementary school teachers and they had a little series. So, that was pretty cool. Um, something else that I'm trying to go back to what my original thought was. Um, oh, with engaging parents. So, something
that I guess for me specifically, like I was a first generation high school graduate, not having anybody who had ever went to college, never having that perspective. Without my husband, I was lost. Like, I
didn't know how to guide my kids. and I went to check it out night with my youngest at Prairie View. Something that resonated with me that night was I met the school counselor for him.
She has been each one of my past three children's counselor and did a great job. I mean, they're successful in college. I have one graduating. I have another one. They're getting all the credits they need. They're getting the classes they need.
But it shocked me that it's four kids later and six years and I've never met her. So, and like I said, she my kids thrived really well and if I didn't check in and
I'm really on infinite campus and I I want to see them right have this trajectory change of where our family leads and and change that cycle of what used to be. So, I had that drive for them, but not having that drive for them
and not looking like I don't know if maybe that could be something looking into too, like talks with counselors and parents. I know they're so overloaded and seeing their case load and understanding how many students they have, but it did shock me that I'd never
once met this counselor or knew what that path was for my kids. My kids did it all with her and it was fine. But I'm wondering if parents who don't have a clue like me could have a better path or a specific night or something where
they could learn about all that. >> Agreed. Case loads for counselors are in 300s. So having 300 parent meetings I think is a barrier. Hence why I think our advisory teachers are tier one intervention. They have 25 students. You
should know your students advisory teacher and the counselor, but more contact needs to be coming from that advisory teacher. >> Very good. I look forward, you know, I appreciate you taking ownership of this. I really do. Uh too often we we point outward. You pointed inward, Michael,
and I appreciate that. Uh and so I look forward to next year's report. Uh I want to see the improvement that I think you're going to get. >> Thank you again. Appreciate it. >> Thank you, everyone. Thank you. >> Next up, Brett Mini is going to present the expectations of the board report through the executive limitation 3B
treatment of parents and guardians. And hopefully he's going to convey reasonable expect interpretations of the executive limitations. And he's going to be quick. I'm already looking at the time. I'm sorry. Uh thank thank you for the opportunity
tonight to talk a little bit about 3B treatment of parents and guardians. I wanted to begin with uh some thank yous. So the top three names you see there, Julie, Kelly, and Beth compile all of this data. They get the invites out for sharing the survey. They make sure the
survey links are working. They're phenomenal in doing that. And they do that twice a year for this survey. And then I wanted to say a special thank you to Kenlin and Lucia. Uh you remember from the study session last uh last year u some of the conversations around the
survey portion of this monitoring report. They've done a tremendous amount of work on including some of the things that the board asked for in uh compiling the data, creating the question, seeking feedback, piloting in schools. So, those two ladies did an amazing job on on
putting this this uh new survey together. One of the things I wanted to um kind of highlight though was this this monitoring report is more than just the parent survey. And when you read the report, you can see there are 11 major
efforts that we do as an organization in uh creating positive opportunities for treatment of our parents. And those go across multiple department. It's not just a school principal. It's not just a school. It's communications. It's translations, transportation has uh bus
tables at back to school nights when when those happen. It goes across our entire organization. So just a shout out to um all the all the work and effort that goes in. There are 11 major efforts that happen uh in order to take care of our parents. Uh highlights from from the
survey and from that work. We still remain parents are highly satisfied. 85.8% is our average. They score three or four on the on the survey which is satisfied or highly satisfied. One of the things that's neat about the survey this year is uh this was an ask from
this team last year, the board last year, ability to disagregate the data by specific groups. And I'll talk about a highlight about that in just a second. And you can see there that our white, Hispanic, and free reduced lunch response rate is all above the typical national average of 15%. We're around
25% on those three subgroups together. And so we've got a tremendous uh a good response rate when it comes to that. And you'll see that in in in the data in the report as well. I wanted to share just some context and this is about the survey specifically
but some context about the response rate. So we were down significantly in the total number of respondents. So a year ago at this time I reported over 6,000 response parent responses. This past fall we had 4,777.
But something to keep in mind on this is the survey that we have now is a little bit longer and there's a portion where you can provide narrative responses. So that will take a little bit longer and it's also new. So the first time you see a survey and you're like, "Oh my gosh,
there's all these questions. How are they going to use it? What are they going to do with that? I don't have time to fill this out." You probably aren't going to respond to that. But when it becomes consistent and you see the same one over and over again, oh yeah, I did that. It only took me 10 minutes or whatever it is. I believe that response
rate will go up over time. So, not concerned about that at this point. We'll continue to monitor that. Um, and as part of that, 28.4% is our response rate. That's still almost double the national average when you think about surveys and parent surveys that go out
to to communities. And to celebrate, we have 20 schools that are above the 15% national average. Obviously, we still have a couple of schools, but 20 of our 24 schools are above that 15% national rate. So pleased with the response rate. We'll continue to monitor that over
time. I did want to provide just a little bit of a comparison here um since we did switch surveys. So one of the conversations that I remember from the study session last year was around the categories and I tried to take the categories that are the same. So like
safety, we have some questions in the old survey. We have some questions in this new survey that are about safety. I'll talk a little bit more about that in a second. But you can see they're down 1,000th of a point is all um 3.56 a year ago and 3.55 this year.
Communication we did not survey this year. We had high uh score on that last year. High quality professionals, high quality experience. Uh really good score there. Was not surveyed this year, but you could make some connections to included or engaged in that welcoming environment. You can see that as well.
and then included is new this year. But you can see there's there's very similar averages across the categories there um uh that are similar to what we had a year ago. Here's some key findings uh that we were able to glean from the all of the data
and Kenlin helped with this, Lucia helped with this. One of the categories is value. Do you feel valued at school? Are you valued as a partner within the school? Kind of as a summary. The strength from that you can see was relationships are extremely strong. The trusted adult question is consistently
the top performer district-wide and that's really important to us. Our area for growth uh parents want faster issue resolution and more transparent communication when they do raise concerns. And so that's something we'll continue to monitor. If that theme were
to become a trend then we would certainly look into that a little bit deeper. included included in the process included as a partner as a parent with the school was one of the other categories. Our strength there was families feel welcomed when they visit the school and what's cool about that is
it is disagregated across all groups. So, uh you can dig into some of that data and see that. Um but the area for growth would be families don't consistently feel involved in shaping policies or improvement plans. So, I can speak to that directly. our district
accountability council uh committee, excuse me. We share our um improvement plans. We do budget updates. Sometimes it's a challenge to get parent participation in that. Um so I can imagine I can see why they probably feel like they're not in not involved in that
safe. Um parent, this is a nice one. Parents overwhelmingly trust that schools provide a safe environment. Um, our area for growth there is there's less confidence that rules are consistently enforced across classrooms and schools. Interesting point to note
here, it's one of the themes that we have seen in our middle school study as well that we're doing this year. And so that will be some work that we'll continue to do um across all schools. And then engaged, Tracy, you talked about this. So glad to glad to see you bring that up. um strength there was
information flow about learning and the tools to help learning where the growth was was the I have the opportunity to participate in school activities. One of the notes that we found as we studied this data was that there are time and access barriers to that particularly
particularly in the secondary setting. So, um, when you think about when some of the events are happening, preschool through 12th grade across the district, many of our families don't have an opportunity to participate in that, um, whether that's a PTO meeting, PTA
meeting, a parent, uh, conversation, whatever it might be. Um, and then there are other times where they do have the time to do that. So, we'll try to look at this a little bit more deeply once we get some trends that are developing from this to see what we can do to come up with an action plan to help with that.
principles are aware of this. They sometimes see it on the the the other side of like I can't get people I can't get parents to show up or participate. Rarely do I hear that from elementary. You start to hear it more in middle and then you start to obviously hear that quite a bit at high school. So I think that's just an area that we'll continue to study some of that data to see what
action steps we can take as a result of that. Just a couple of final thoughts. Um I I mentioned at the beginning, but this is the first time for this survey. So we don't really have any trends yet. We just have one data point. We're going to have to pay attention to this closely
and see what trends emerge over time. We're about two weeks away from giving the spring survey and we'll pay attention to some of that data and see if there are any any trends that emerge that are consistent. And then that we're still working on that participation. You know, we're above the average, but we'd like to be higher to know how our
families are feeling. And then definitely there are some specific levels elementary, middle, and high that we need to work on in terms of uh getting those participations to to participation to increase. But I would report compliance and entertain any questions that you have. >> Thank you, Brad. I really appreciate it.
And again, I also appreciate the board's input helping shape this survey and help making it better. So, uh again, this will give us dividends as we move along to it and we see what what's working and what we're asking. So, thank you. Go ahead. Uh just a quick question because I've had this question come to me
before. Where can parents find information on the deck and where do we do outreach about the deck to get parents to join? >> There there are two main ways we commute. Three really when you think about it. So schools um invite parents. We ask and expect a parent to be there.
Sometimes it's difficult to get a parent to participate. So there's kind of a school level where that happens. There's also information on the website about DAC. Uh, I can't remember exactly which department it's under, but if there is information with the agendas and the dates of what we talk about. And then if
you have anyone that is interested, if you just send Kelly Pep and my secretary an email or send it to me and I'll get it to her, we will send out an invite to them. They are virtual meetings which has helped with participation. Prior to COVID, when we would meet in person, we wouldn't get quite the participation
that we get now at DAC, but we get between 35 and 40 participants. Anyone that's interested can always uh show up to DACK and participate. >> Okay, cool. Thank you. >> Anything else? >> I want to know what happened at
workers or how did they get all the >> I'm sure there's a board policy against bribing, but um I do know there's candy involved and treats involved to the kids if they get their parents to complete complete the survey. Uh and and I think one of the things that that Padilla and
Kevin in particular does really well is they use the data. So he goes over that with his parent community. He uh talks about it with his uh team at the school, his leadership team. They dig into that data. I mean they when you look at the results, they've got really good data,
but they they use that data regularly. >> Few pieces of bubble gum and some canned popsicles. Um, I guess for for future reference, so you're reporting compliance with this report, but I guess what's the non-compliance number or what would it be?
>> So, there's not a goal. There's not a global goal tied to this one. It's about what we can't do. And so, non-compliance would be we'd have to have evidence and data that we are not treating parents well. So, I could imagine or predict some numbers of, you know, we've got a
thousand parents calling every day. Our survey data would be really low. We don't have any outreach activities. We wouldn't have any opportunities for parents to engage in learning about what their students are learning. No parent conferences. Those types of things. It would be things that we wouldn't be
doing that we would more than likely report no non-compliance with. >> Yeah. >> Thank you, Brad. I really appreciate your report and I look forward to what we're going to see from it. Uh, do I have a motion?
Um, >> I will move to accept the expectations of the board report through executive limitations 3B, treatment of parents and guardians as conveying reasonable interpretations of the executive limitations. >> Second. >> Tracy Alvarado, start your heel. Can I
have a roll call vote? >> Director Raone Alvarado. >> Hi. >> Director Tracy Alvarado. >> Hi. >> Director Ashley Khan. >> Hi. >> Director Tom Green. >> Sure. Director Starto I. >> Director Rachel Wilhelm >> I. Motion carries. Thank you. >> Thank you very much. And next month
we'll cover the social and emotional learning dashboard. And since she's not here, we won't even call it her goal anymore. And we'll also go over compensation and benefits. Uh next up, which our guys have been so patiently waiting for, it's time let's talk about
the STE charter renewal. Uh the board of education will consider approval of resolution number 7, 2025 2026. the Ste school charter renewal. Uh we did have a presentation on this uh earlier, so we should be fairly well verssed. But are there additional questions you'd like to
ask uh before we uh consider this motion? >> I guess for me it's just the uh first of all I just want to start off with states done some great work, great job. It's innovative. Uh it's really they've done a great job. Uh I think the the one item
that I am sort of hesitant upon is the the five-year one of renewing it for five years. My preference it would be like a three-year instead. Um I think five years is too long of a time with such an innovative school. Uh there's still things that are going on. You have
a new executive director, nothing against the director, but you still need to see their strategies built out. Um you're going to include other things as well. as we talked about PTK uh things of that nature. I just feel as if a three-year mark would be best suited in
the situation with the stand right now. >> Kendall, did you want to comment on that at all so that uh I'm sorry to bring you back up there? >> Uh can we bring her the mic if we have to? >> Let's please do because that's that'll get it on the cameras. Um
Okay, we did talk about at length the length of the contract and where we wanted to head. Um, as an executive leadership team, we did choose to go with a five-year contract. Just gives it giving that them that additional time to be able to put all of these um, uh, new
programs into place because it does take a long time to do that. Um, the other issue that we talked about was financially. We they do have a um, a bond holder and I think the bond holder would prefer a fiveyear over a three-year contract. Is that accurate?
Yeah. um in terms of the the their buildings that they have built. So that I think that those are a couple of the major reasons why we decided to go with a five-year contract. It does take time. Building a new school takes time. Building new programs takes time. And so that was why we went in that direction.
In addition, some of the items that if if there was something and I don't anticipate this happening at all, but if there was something that was very concerning about the school, it's going to be written in the contract anyway and it would be potentially a material violation the contract. Does that make
sense? So, for example, if they were not to be financially stable in this course of the fi five years, they if they ended up having to close, which we would all hope would not happen, they would close because of their financial instability. Does that make sense? So, it it we
believe giving them every single opportunity to be able to be successful is the right way to go, including having that five-year. And if they if they cannot be successful, which again we don't anticipate that happening, then there will be measures in the contract that will allow us to pull the charter
at that point. Does that answer the question? >> It does, but I think we just have different perspective on it. So, thank you. >> I think I saw in the charter application when it talked about modification to five years that that's kind of standard
for a charter. Is that something you can attest to as well? It is at five years is usually standard. Y >> any additional step um a motion could be made either way. Um
so I'm looking for a motion. There's a motion written here. If >> can can I add one more thing? >> Yes. >> Real quick. Um the other piece of this too is that the National Association of Charter School um authorizers across the country really does believe that a five-year contract is best practice. So,
that's another reason why it's standard practice. >> And I appreciate you coming up there and clarifying this for us. Do I have a motion? >> Move to approve resolution number 7, 2025, 2026 regarding approval of the Ste
School Charter renewal for a 5-year term July 1st, 2026 and ending June 30th, 2031. The Stead School provides a distinctive educ. You can otherwise I think your initial is enough. Uh this just tells you that
how great the stat school is. >> Second all >> uh so I have a motion from director Hill and a second from director Khan. Is that correct? Uh can I have a roll call vote? >> Director Raone Alvarado. >> No.
>> Director Tracy Alvarado. Yes. >> Director Ashley Khan. >> Hi. >> Director Tom Green. >> Yes. >> Director Sartraillo. >> I. >> Director Rachel Wilhelm. >> Yes. >> Motion carries by majority. Thank you. >> Thank you. >> Good luck, guys.
>> Make us proud. Thank you for sticking around, too. Uh, next up, uh, director or Stacy Yashimoto is going to come on up and talk to us about this one. Uh
uh the board is going to consider approval of a lease purchase agreement with digital scoreboards LLC and associated DS media agreements for the acquisition and installation of digital scoreboards inclusive of a required shot clock function functionality for
Brighton High School, Prairieview High School, Riverdale Ridge High School, and our upcoming Rocky Vista High School. Stacey, please go ahead. >> Thank you. >> I have a little presentation, but it
basically just sums up everything that's in the that was submitted prior to um so as you guys know, I'll just start well, let's get getting there. Um background chass guidelines requiring shot clocks for high school basketball games starting in
fiscal year 2627. um we just needed to replace or add on shot clocks to meet this requirement. In the fiscal year 2526 budget, we already approved um the purchase of the outright purchase
of scoreboards. Um and that was $100,000. So, um there's no new appropriations that are going to be needed to be approved for this. Um and I'm just going to go Yeah. Can you back up because I'm
confused when it says it's about 23,000 per year for seven years, but it's $100,000 allocated. >> So, at the time when that was brought to the budget committee last year, um that was roughly the estimate of outright
buying one scoreboard. Um, and through the procurement process, we went through a couple different companies. Um, and it the the packaging, the the media packaging, the profit sharing package
that digital scoreboards presented to us, which included a financing lease, um, seemed more uh, beneficial to the school, um, profit sharing and and guaranteed payments and whatnot. So the
team that we had comprised which is myself, purchasing manager, an athletic director from each one of the high schools, um kind of added at the end was a bond project manager because we realized that this was going to be a bigger lift. Um and also the deputy superintendent. So we got presentations
from um both Dacttronics and Digital Scoreboards. Digital Scoreboards was the first um company that gave us the quote that we got the $100,000 from. And during that time, it was a very rough
estimate and budget committee um decided that the schools would pay for 50,000 of that and then the general fund would pay for 50,000 of that and that was approved last year. So then when we actually went down to like the details of the
purchase, um, we kind of shifted. >> So that's the difference. Does that answer your question? >> Well, kind of I'm just looking at it. >> Yeah, we'll keep going. >> Okay, >> we'll keep going. I'll go through the presentation a little bit. Trying to figure out how to There we go. do the
slideshow. Um, and so this is just the quote that they gave us. All those details are in what we provided you earlier. So the digital two digital digital displays, so one at each end of the the gyms, two
shot clocks um with backlights, control system, the software suite was one of the things that we kind of negotiated. In order to run the digital media and all of the different things on the scoreboards, you have to have the software suite. um curriculum, which we
thought this was kind of a neat thing, DS Academy. So, they have school districts who use um like the controlling of the scoreboards and the creation of the digital content as a class. So, it's kind of like a CTE class
that um they make hype videos for their basketball players, for volleyball players. Um they use them during um pep rallies, pep assemblies, and everything. So, um that software is also included in
this package. Um one of the biggest things is they also included a 7-year um warranty, 7-year parts and labor um with this digital scoreboards package as well. Um
and that's on the next page. So, yeah, there's the seven-year part, seven-year on-site warranty. And one of the other biggest things between digital scoreboards and um Dacttronics is that they came out and they like taught our
schools how to replace strips like LED strips and everything. So we didn't have to call someone every time. And then they gave us 3% of on-site spare parts package so we can just replace and fix things as needed rather than having to call someone and
come out and repair things every time. So um so the package total is seven annual payments for 22,900. So yes it is more um over the seven years but with the financing package um on that little bottom line it says you we every year
after the first year they guarantee an annual payment back to each school of $20,900 plus 25 25% of the net ad revenue generated at each school. Um, so
kind of a little breakdown. It'll it'll be on the next slide. So, little bit about the financing structure because that's more what is getting approved. Um, it's a tax exempt equipment financing agreement. Um, the interest rate is zero flat interest
rate. There's seven annual payments. They tie any interest that they have to um pay in the financing into those payments. So that doesn't change. So every year each school will pay 22,900. Um so total annual payment from the
district as a whole of 91,600. Total financing amount 641,200. Um but after the first year, so here's kind of where the revenue partnership offset came into play is that um like I
said, every year after the first payment, Digital Media, Digital Schoolboards Media guarantees a payment of $20,900 um plus 25% of whatever advertising
revenue they can generate. So on average they said they could raise a good you know just for round numbers sake is $100,000 in annual ad revenue per site. Um digital media will or digital scoreboards media will retain
for management fees the first 25% so $25,000 then it will repay the school $20,900. So then that leaves a net advertising revenue of 54,100 and the school will receive 25% of that on top of the
guaranteed payment. >> This is for every school. So we are it we were curious um but it puts all of the onus on DS
media, right? They ha they say that these are guaranteed payments that no matter even if they generate $50,000, they're still going to pay $20,900 because it's a guaranteed payment. So, they have to generate at
least that much plus some in order to make it profitable for them. >> I'm sorry, terrible. Um, so I know like Chassa rules kids can't operate scoreboards, but oftentimes kids operate scoreboards like in volleyball games for example. So they'll educate
people on how to operate these scoreboards properly. Well, we already have like a staff person who >> does scoreboard keeping during that. So yes, then we can have the packages and we can train the staff how to use that. Um the part that the kids will do is
like during the timeouts during you know um >> content. >> Yeah. It's the content that they'll generate. >> And then who decides what ads and content go on the scoreboard? >> So we have a 3-day window after they present it to the district to either
approve or deny whether we want that specific vendor to be advertised. Um, and we haven't really worked out the logistics of if that's going to be at the school, if it's going to be like the athletic director, principal, or if it's going to be district level, it might be
uh our deputy superintendent, myself, someone like that to um approve that. But yes, we absolutely have um say on whether or not we want someone to be advertised. >> Yeah.
And I've from my perspective I've said I no matter what happens my interest is to have equity across the schools the four different schools um when it comes to that because we all know that certain demographics can potentially raise more
money than others. But when um we were looking at the outright purchase and so when you were getting the comparisons, the outright purchase, I'm guessing, didn't have um parts and labor and these different
things included. So, would it technically be a potential of saving money? I know how often things go out or mess up or break as I've been to games a lot. >> Yeah. So, would that be a potential in savings as well? >> Yeah, I mean, and I think if we decided
to still outright purchase the scoreboards, um, we could still decide they have a 50/50 profit sharing as well. Um, but we decided to go with the the financing aspect because even though it is seven
years, out of pocket on average, these schools are going to spend maybe 30 $35,000 for these scoreboards which originally would have been like over 100,000
and then hopefully get some back. So potentially I don't know depending on how much >> software. >> Yeah. Plus Yes. Plus the software licensing. Yep. >> Yeah. uh the replacement parts, they're
going to give us uh three years or whatever replacement parts, but if we install those, we just send back the old ones and they basically give us new ones back. So, we always have a supply. >> We have that that's what like the 3% replacement parts is. So, we'll have like little Yeah. Yeah.
>> We always have a a you know, and I liken it to you, let's look at the digital board in front of the Harshburger Center that that thing is has gone bad several times. It's It's still the colors don't work. You know, >> that's what I like about having a a
seven-year warranty and and uh somebody to stand behind it is that I got a board that's always going to look good. >> Yeah. >> You know, that's that's reassuring, too. And I've I've seen a lot of these digital board. Well, let's look at the airport and they spent millions of dollars on
theirs and it still looks like terrible. Um so that I I do like what you what you brought to us. Um, I think there's some concerns about uh the potential advertisements and everything else. Uh, I I I I wonder about and I know you
talked about equity is that what if they only want to advertise at Riverdale. I would like it to be where it's across all the schools so that that the advertisement is is shared and it's the same, >> right? Uh so that you know that's that's the kind of thing I I would be looking
at is that uh you know I I the I'm excited about the the children being able to create uh content and get experience in that kind of stuff and some of the neat things that they could do that could be some individual uh aspects there. But I would really like
uh advertising to be standardized across uh all the schools so that uh I I don't just get uh Riverdale or Prairie View or the new Rocky Vista that that gets all the advertising and >> the other ones are are uh Bob's insurance. Yes. You know.
>> Yeah. or a situation, you know, where a particular parent or someone who can be, I mean, hate to say it, close to a staff member and wants their ads up there all the time when someone else is trying to get their ads. I mean, things like that happen all the time. >> So, just make it fair.
>> Yeah, thanks. Uh, talking about the airport, um, seen a couple of these before at the airport, but obviously we can't compare, right? But >> I think the >> when you're trying to monetize assets, really is an asset. you're trying to monetize at the end of day, right? >> I just feel as if though the district
has the upper hand on here because you have that capital audience to generate that revenue, right? >> So, I'm wondering just the minimum that they're guaranteeing. >> I just feel like if that's not, in my opinion, sufficient enough in case the revenue doesn't come in. You see what I'm saying? >> Yeah.
>> Uh and so I sort of have an issue with the minimum that they're actually guaranteeing at the end of the day. That's just >> but it could be more. >> It could be more there. So the minimum that they are guaranteeing is the payment. So our
payments are 22,900 but they're only guaranteed 20,900 and that's because we added the cost of the actual shot clocks because the shot clocks was the thing and those shot clocks weren't included in the digital scoreboards. So we are
paying for the shot clocks outright. Um, so that's why that number, the 20,900 is the guaranteed payment versus the actual payment of 22,900 >> because the shot clocks don't generate any revenues. >> Exactly. The shot clocks don't generate
any revenue for them. >> We should have chassed government band-aid is really what we're looking at here. >> What are your thoughts? Do we have more questions? >> I just have a question as far as, you know, leasing something for seven years from a company, like how long have they been in business? What happens if they
were to go out of business? So those are all logistical things that we'll do in our terms and conditions when we're, you know, signing the actual contracts because yeah, if if that I want to say that in if it goes out of business,
you know, we can pay off whatever is remaining and we own the scoreboards. But um yeah, >> how long has uh digital scoreboards been in business and how long has uh DS media been in business? Do we have any idea? I have an idea on digital scoreboards. I
know digital scoreboards has been in business for longer than DS media. Um DS media used to be a separate company and then the person who owned DS Media um digital scoreboards guy bought out his company and now works as a subsidiary.
Um but I can get you more information about how long they've been around. >> Well, I mean it's going to happen tonight. >> Local company? No, >> because there are local companies who do the same. >> We liked we like these two options
because they both um through Omnia, our co-op that we use. Um so the pricings are are vetted a little bit better. Um it's it the co-op pricing goes through a separate vetting system to be a part of this co-op. They pay to be a part of the
co-op to become a list of vendors that school districts can choose from. So >> check. >> Yep. >> And I'm familiar with Dtronics. >> Yeah, that was going to be my next question. I mean, I'm familiar with Dtronics. I I they're based out of South
Dakota if you really want to know. Um, but is there other schools that are using this this same company and this same uh revenue stream? Cherry Creek. Uh what was the other one? Thompson. Couple other districts that they said in Colorado for sure. Um but they did have
a lot of other examples across the nation. So, and this was one that um Jason Humphrey is Jason Humphrey, the athletic director from Prairie View High School. He went to a conference in Texas. Is that right?
>> Somewhere in Texas. and and got connected with them and they said that they um are doing putting up scoreboards out in Colorado and area and everything and they knew about the Chassa guidelines. So uh question for you super uh would you
be comfortable in in assigning somebody at the district level who would basically decide who our advertisers are going to be who who is we're going to accept as part of this? >> Yes. Do I have a motion >> or questions?
>> Not not a motion. It's just I think I just wanted to reiterate that's why I think you want a minimum a higher budget minimum for those questions you are raising. What I said is that I think that's why you would want to try to get a higher minimum guaranteed in event that it goes out of business. You have a little bit
more recourse in terms of getting some of that. >> You think is this? >> I think this is their best offer. >> I could see we could ask When do we have to have this decision?
>> We need it. The ads need it desperately to get started. >> So the the scoreboards are an old technology. I'll just jump in. You're good. >> Just to speak on their behalf. >> They they need it desperately because the implementation is this summer and if
that window closes and they don't get it done this summer, they won't have the shot clocks to start the year and and the technology implementation which is days plus setup plus the electric electrical that has to be put in. So, >> yes. >> Yeah. Yeah. They're they're they're
they're on Stacy to please get this done. Move to approve the lease purchase agreement with Digital Scoreboards LLC and associated DS media agreements for the acquisition installation of digital scoreboards inclusive of required shot
clock functionality for Brighton High School, Prairie View High School, Riverdale Ridge High School, and Rocky Vista High School, and authorize the superintendent or designate to execute all related documents. I'll do a second. >> Uh, Director Chill, Director Wilhelm are
the uh motioner and seconder. Can I have a roll call vote, please? >> Director Raone Alvarado, >> Director Tracy Alvarado, >> yes. >> Director Ashley Khan, >> I. >> Director Tom Green, >> uh, yes. >> Director Star Treo,
>> hi. Director Rachel Wilhelm. >> I motion carries by majority. Thank you. >> Thank you very much and and I appreciate the comments and and uh interest in this. So, thank you. I think we brought out a lot of important issues here. So, thank you. Um our scheduled meetings uh
March 11th uh we'll have a study session and a regular meeting and March 31st uh is still we're trying to negotiate the details. Uh hopefully we we'll get that locked in there. uh by the March 11th meeting, but yeah, we're still trying to
work out a joint meeting with city council, Adams County, or somebody. Uh we would like to have a one of those valuable meetings. Uh those joint meetings uh and that would be March 31st. Uh is there any other uh comments
or uh the next quarterly meeting evaluation will be at the March 11th regular meeting and that'll be Director Carveral. Are there any closing comments? Seeing none, I will adjourn this meeting at 9:34. Four.