So, I'd like to call our meeting to order at 6:31. Welcome everyone to our special meeting. May I get a roll call, please? >> Here, >> here. >> Brian >> here. >> Thompson >> here. Withers >> here. And may I get a motion to approve
the agenda, please? I move to approve the agenda as presented. >> Second. >> It's been moved and seconded. Any discussion? >> Hearing none of them. I >> I >> Brian >> I >> Thompson >> I >> Withers
>> I >> that motion carries. We're on to item two, our action items. And our first item is the new job description for the child find coordinator. May I get a motion, please? >> I move to approve the job description for the child find coordinator. >> Second.
>> It's been moved and seconded. Any comment hearing? Not a vote. >> I r. >> Rain. I >> Thompson >> I >> Withers >> I. >> That motion carries. We're on to item 2.2, the new athletic training
curriculum. May I get a motion, please? >> I move to approve the new athletic training curriculum. >> Second. >> It's been moved and seconded. Any comment? >> Hearing that vote. >> Hy. >> I. >> Livia Right. >> I, >> Ryan. >> I. >> Thompson. >> I. Withers. >> I.
>> That motion passes. We're on to item 2.3, the right of way for US 24 at Patriot Applied Learning Campus. May I get a motion, please? I move to approve the resolution authorizing execution of documents for the conveyance of real property and cooperation with the
Colorado Department of Transportation for land and right ofway acquisition. Second. It's been moved and seconded. Any comment hearing? Not a vote. Hy. >> Hi, >> Le Ray. >> Hi, >> Ryan. >> Hi, >> Thompson. >> I Withers
>> I. >> That motion carries. We're on to 2.4. Right of way at Eastnville. May I get a motion, please? >> I move to approve the resolution authorizing execution of documents for the conveyance of real property and cooperation with El Paso County,
Colorado Department of Public Works land and ride ofway acquisition. Second. It's been moved and seconded. Any comment? Hearing none a vote. >> I >> I >> Livia Right. >> I >> Ryan >> I >> Thompson >> I >> Withers >> I.
>> That motion carries. We're on to item 2.5. The director district adoption. May I get a motion, please? >> I move to approve the first proposal. >> Second. It's been moved and seconded. Any comments?
>> Hearing that a vote? Kyle, >> I rin >> I >> Ryan >> I >> Thompson >> I >> Withers I >> We're on to and I think that motion is not correct. So we need to reward the
one that's on the sheet Lori who typing because we're appointing the Casby delegate, right? Which would be Mike. >> Okay. >> So may I get a motion for that item, please? >> I move to approve Mike Kyle as our representative for Casby. Second.
Any comment? Um, I will say that I believe we did check and I think anyone else who would like to attend to witness or get any of the training that is there is welcome to. So, if you are interested, let Lynette know so she can register you. And with that, maybe
>> just one quick question. Um, you know, usually we do these appointments um by consensus. I'm was surprised to find it on this agenda as a >> normal vote. >> Well, there's two. We have to do it for CASBY. Casby needs a resolution for you to actually be the voting member. So the consensus part, we all basically agreed
in January, but they need a formal resolution to by a certain date for you to actually represent voters. >> Okay. >> And I have a question because I think I worded the motion wrong. I think it was a delegate. We just needed a delegate, not a representative. >> So would you like to resend? >> Would you like to resend my motion and
remake it? >> Yep. Um, I move to approve my Kyle as our delegate for the upcoming CASBY delegate assembly. Second. >> Any further comment? >> Hearing none of
>> I. Right. >> I, >> Ryan. >> I, >> Thompson. >> I, >> Withers. >> I, >> that motion carries. We're on to the May policy and procedure review. May I get a motion? >> I move to approve the May policy and procedure review.
>> Second. It's been moved and seconded. Any comment? Hearing not a vote. >> Hy. >> Le I. >> Ryan. >> I. >> Thompson. >> I. >> Withers. >> I. >> And we're on to the final item. 2.8.
Temporary authority to hire. May I get a motion, please? >> I move to approve the memorandum to grant Superintendent Hills temporary authority to hire. Second. It's been moved and seconded. This is the only action item that was not a prior discussion item. So, does anyone have
any questions or comment or discussion? Lori, >> I think at one point I think we did something similar last year because there's like a prime hiring season and it's where he wouldn't have to bring everything back to the board because I'm pretty sure we did this last year as well.
>> I believe that's correct. Um Paul can speak to it, but was a technical piece because we're not going to have a consent agenda in January. Paul, did you want to comment? Is this here? Pick me up. Yeah. Okay. Okay. Um, so I'm Paul Anderson, executive director of people and
culture. I think the key point that I wanted to make as Lori was alluding to is that the delay the real challenge in the delay in hiring is that for for those who are unemployment have employment contracts. So, teachers, special service providers,
administrators, the final the contract needs to be signed by the the board president and secretary. and we can't do that until you've approved their hire. So, uh, this delegation gives um, Mr. Hilson the authority to to make those approvals and then for HR to provide
those signed contracts to our employers. >> And to be clear, that's usually something we do on our consent agenda normally. Um, so you see all those names on the consent agenda. So technically under statute we're the approvers but the reality is in governance models
we're we administratively they do the hires and we're not pulling names off the consent agenda and that kind of stuff anyway not if we're doing governance correctly. Um so with that does anybody have any further question.
>> All right then may we get a vote please? >> Ir. Ryan >> I >> Thompson >> I Withers >> I >> and that motion carries. We're now on to our discussion items and our first item 3.1 is revisions to policy CBI and
that's Mr. Paul Anderson tonight. >> Hello again and good evening board. I'm Paul Anderson the executive director of people and culture and um we're bringing this policy forward tonight as a followup to our discussion on March 25th. I think that was the date. Um where we talked about some revisions to
the the process for the superintendent evaluation and uh that evening um we you decided to move ahead with with two things. One adding this uh board listening session component and then also making some modifications to the
calendar the scheduled uh when when these things happen on the calendar. uh primarily to ensure that it's it's set up early enough that you can complete the work by Thanksgiving and then have a and yeah I
think essentially completing your work by that Thanksgiving break using the schedule meetings. So the what I'm bringing tonight is intended to capture uh the board's intent uh in terms of the policy itself that um that uh defines
the process for the superintendent evaluation. So happy to entertain any questions. Um under the quantitative uh portion it also talks about rating him on the performance of the charter schools. I
noticed we have the district schools and then we have the charter schools. And so I didn't know if we're going to be sharing with the charter school boards or with the schools themselves any revisions we have to that evaluation rubrics or is it just based on performance and if it's just school
performance if we have a way to communicate that it's explicitly the SPF and it's exactly the same what was originally adopted. So it's not any different than what we've done for the last three years. No, it's just the communication portion since it's part of the evaluation since he
doesn't have direct authority over charters. >> So, so your question would be do we >> well it was basically because each charter school has their own board just any modifications on the evaluation to communicate that because we have
chartering authority. we have a leazison to coordinate everything but that one gets a little bit beyond the direct superintendent's purview. So that was just my question of it is communicating especially if we've modified the point system or anything
else just to communicate the expectations beyond the SPF maybe that's sufficient. >> So I'm not aware whether we have you have an obligation to do that. um you may want to or may not want to >> I think yeah I think in terms of anything that charter schools are
evaluated on we have an obligation to and we do um this piece is a recognition that the overall district's performance is impacted and this was put in place um by a board I was not on um I believe
this was still under the John Graham board is when this was finalized or um because it was Rick Van Mirren and Jamie Lynn who built this um with the consultant. And so the charter schools were weighed less but were still weighed in terms of
their SPF because if the goal was district of distinction, it's impossible without the charters. Um so the charters are aware of this component already because it's been there since Rick Ran and John were on the board. Um there isn't a change for their part. anything
that's involved in changing charter how we evaluate charters would have to be a part of the conversation with them and with their pieces but a part of helping with that SPF piece is part of what's going on with that charter relationship we build that was a part of one of our
goals um I think >> contract leader >> correct >> district performance >> right that's actually tied to their original applications so if they said it in their original applications it's an expectation if they didn't say it in their application It's not necessarily,
but totally different. Yep. >> Go on ahead, Peter. >> Uh, and I would add that I would I would want this to stay in uh because it's so directly tied to being a district of distinction. Um, and so it Lori is
correct. I don't have control, but as an authorizer, we are supposed to have influence and assert expectations, and that's part of my role. So, I I continue to want that in there, but I appreciate
Lor's uh caution that uh and it's why it's weighted the way it's weighted is because it's not completely handsoff and it's also not completely in control. It's this weird middle ground and that's why we waited it down. >> And that waiting actually isn't part of
the policy we're approving. It's just the domains. Um the actual leaning in each of these sections is not >> just a question. >> Yeah. >> Okay. Other questions on this? Is it reflective of what we remember? >> I It's kind of like out of left field,
but it's more about the board listening sessions. Um I'm not concerned about like this board, but potential boards in the future, I guess. How for those participating in the listening like session, not the board members but the
actual employees, is there mechanisms that you have in place in the event that they can be protected from perceived retaliation or something in in these listening sessions. I know that's like a like I said left field, but I'm just
curious. I don't worry about anybody here, >> right? But you just never know. You know what I mean? Yeah. So the retaliation there's a whole another set but there are policies in place that >> that's a discrimination policy. Just
making sure >> and you know technically >> the individuals who will be sitting these sessions don't report directly to the board. They report to the >> super understand there could be some concern.
>> Yeah. Like I'm talking about people like taking this maybe like a I it wouldn't be classified information but it could be and taking it and rolling with it somewhere else. I guess that's kind of I'm looking at worst case scenario.
So on that note, would it be appropriate for the board to conduct that listening session in the context of an executive session that then binds the board to keep that the proceedings confidential? I think that rather than because like
when you serve on ESCAP, it doesn't have to be a an executive session, but we do sign confidentiality agreements and I think that would be prudent for this one that um you know what happens in listening sessions stays in listening
sessions but just to we could perhaps look at the template that's used for ESCAT which is just confidentiality agreements and not the lockdown mechanism of an executive session just >> executive session are only allowed for very specific purposes anyway, but since
this is employee um information, it may be covered. Um just a suggestion. >> It changes the whole dynamic because we're going to start fewer people. So, you bet if you're not doing it in a small group piece. Um I think and it um
the reality is it will work until you have a board that decides that they're not going to respect the process. And when they choose not to respect the process, what will happen is people will refuse to participate. Um, and the reality also is when you hire a new superintendent
in however many years um that you know, please wait till I I don't have to be part of that decision, but I have a feeling that um so but I I've been through enough of those pieces, but that may all be renegotiated as well
depending on on what that dynamic is. Um, I think you get there was a reason for kind of setting it up this way in letting a C because it was less formal too. So, it's kind of an informal piece
that is processed that um I'm assuming probably Paul is the moderator at this point. Um, and two board members at a time. So, if it's two board members of four to six, then the next two board members are meeting with a different four to six and then one board member can meet with another set. you're really
getting a much broader cross-section as well that that then lets us use that information when we have our discussion. Um, but it's just basically access for some additional information and giving those folks also access to the board in
that setting. >> So would it be appropriate for a regulation to follow that just describes what the process should be for these listening sessions and we can just codify it there? >> There is one. He has it under board. It's a second document.
>> Um Holly. >> Oh, and maybe I missed it, but also um because it's my it I already went through only one evaluation. Jack hasn't gone through this yet. So my question is again if I missed it I apologize but um
how do you expect us or like what is your thought on how we like document this and like weigh it against the survey results I guess like how much weight are we giving these listening sessions when it comes time to the
evaluation and I'm probably getting ahead of myself but I just want to know does that make sense yeah I think so what this ends up creating is called it it's going to serve to I think illuminate some of the things that
you've seen through 360 or multi-raider survey um or other of your own observations. Um so it'll be an opportunity to validate or invalidate um some of those things. Um so I'm not sure that you necessarily work out walk out
with you know some objective data points. you're getting subjective um but firsthand descriptions of experience of what is what is leadership like and so on. Um so I think
it it's going to um what we'll do is I think help um fill in some details or make the picture clearer for you as you plan to go into the consensus process. >> I don't think we're supposed to walk out like a set of notes. I think it's more
Right. I just didn't know if like because sometimes people are, you know, very candid in surveys, but then when you get them >> in a room, it's kind of like how do we weigh >> what we heard and what we read. Um, but
yeah, I mean, obviously it all is into account. I just didn't know, but you wanted us to like really hone. >> I think that I think that's where your your each person's perception then helps. >> Am I overthinking this? So it's more
about it's more I think it's >> each of us will come out with a perception and that perception kind of >> also then helps us look at the data and say okay I heard this do I see it here too or hey I heard this or because we're in a weird position in that we interact
a lot with Peter formally and informally but we don't observe him interacting with his staff other than informal board meetings. We don't observe him every day in his office and in any other job. We observe people in their work environment
on a regular basis. This is a way to get that information and it's a system that has been working in the district in other roles. Peter's using it um throughout the district and some of the zone leaders are using it in their zone
and finding it really valuable in terms of giving them more perspective. And so the idea is to try it here and see if it also helps us get some of that perspective. >> Okay? >> And then we can if we ends up being something we find completely not useful in a year, we say, you know what,
>> when January comes, we get to review this and say, you know what, this is what we like. This is what we didn't like. This is what we'd like to change. Okay? Just making a point while we discuss this is that it's a listening session, not a place for things that are not
professional, any any personal angst or anything like that, just a listening session specific to performance. So >> I come back to the question Mike was asking about regulation. So >> this isn't um as as it's presented here
in the in the agenda item, it's not there as it as a uh a - r regulation. Um but we are getting to the point in this policy where we're starting to list more process or procedure and it it may make sense at some point um to to to split
them what using the policy for purpose and general framework and then the dash R for like more procedural how's this process going to work >> and I think the board is raising some good concerns about um you know basically board member conduct um while
that process is happening and So codifying that in a dash R would be the best way to to preserve that. >> It's the best way to at least give board members a way to confront other board members. But the reality is you will
never be able to completely control another board member's behavior. If someone chooses to really not respect the rule, um, elections have consequences and we need the electorate to step up and speak and not elect people who act that way.
>> Um, that's the reality of an elected position. But are there further questions on this? How do we feel about moving it forward? >> Like, we're good. >> Yes. >> We will we will correct that. Thank you
for Yes. I know that um when we get back into the school year, let's look very early on finding a day in November that we can pick for us to do our review. >> Okay. >> So that we're not scrambling to set a date. I'll remind you when I get back to you, but if you make a little note, too,
we can be asking everybody in the beginning of September to give us your November schedule. >> Um >> thank you. >> Thank you. Is that for all of us, too? Well, I'll get her to figure it out that
she'll be kind of the point person and get everybody reschedules and back. All right, we're on to item 3.2, our prim primary literacy update. >> Good evening, board. Thank you for having me. My name is Viola Lee. I am the math instructional coach, which you
may be wondering why I'm here presenting on literacy. Yuki is on vacation, a muchdeserved vacation. I do have a background in um early literacy as well. So, we'd like to frame our presentation um by focusing on our learning goal. The
learning goal is that 80% or more of our K through three students will be proficient as measured by Dibble's 8. The same for our three through five with a few other um boundaries I guess. Sorry. So obviously
they could also do improved proficiency through 90% accuracy or 50% reduction in um the lower well below benchmark. So zooming out um comparing our K through three endofear performance for this year we have seen tremendous
growth. If you go back to 2425 DOI, we were at 29% below well below. This year we ended at 11%. Um for our at or above, we ended at 77%. In fact, we were just a couple of students shy of 78. So that's really
exciting to see um our below student shrinking and our at and above growing so tremendously. Comparing our scores to the national numbers, um over three million students tested for any one of those testing segment windows, um we are outperforming
the national user database for civilizations. Um we are actually also outperforming the state as well. So we're um doing great great things with our state. So looking a little bit more historically, this is going back an extra year. Um we can see that our K
through three, the percent out or above um is moving in a nice direction. We're pretty solidly there at 77% over the last two years for end of year. Um and then middle of year we're slightly higher. So now we're going to go by grade level
three through five. It looks at K through three. three is kind of those magical um years that we look at both for early literacy and as we go through um the older grades as well. So third grade we see some beautiful um growth numbers in third grade just to highlight
a couple um accuracy went from 60% to 92% this year um and then at or above 69 to 72 with our well below going down two percentage points. So that's a great um accomplishment for our third grade
teachers. Fourth grade um we saw a rise in the middle of the year and then a little bit of a decline end of year. This is the only grade level that um had this kind of data this uh performance. A couple things to highlight here. Um this
is the first year that they saw a bump in their scores middle year. So it is actually a good thing. They saw a nice increase to 71%. Just to give you some um perspective, last year their numbers were 58% middle of the year. So that's a huge increase for them middle of the
year. Um and it does they do have a smaller drop at the end of the year. So we are seeing improvement over time. There's still work to be done. Some of that improvement can be attributed to um strategies that Yuki built and implemented in um schools for the fourth
grade teachers. Now, they're going to be going back and analyzing how those strategies worked and building upon that work. Um, they do know that there needs to be some more time in text. And so, again, they'll be doing some analysis of how much time students are spending in
text and what kind of text, what does that look like. So, that's their plan going forward. But overall, we're seeing um positive growth in fourth grade as well. And then for fifth grade, um, again, we're seeing a nice positive trajectory
accuracy going from 72 to 93 and now above 55 to 65. Quickly, this is our start early literacy proficiency. So this is just K1. They take an early literacy test whereas two through we were looking at dibbles previously. Now
we're moving on to our STAR assessment. K1 takes the early literacy test where two through 11th grade takes the reading test. So you can see um one of the things to highlight is that when we see kids come back um we're seeing an
increase from fall to fall. So that's really important that we don't see as much um decline but also says that our kids are coming to kindergarten a little bit more ready with stronger early literacy skills.
This is a really exciting um graphic for star reading proficiency. You can see our fall numbers went from 47.6 to 49.1. Um I always love to see that sustained growth that we're not coming back and we're just taking again, right? Where there's going to be some summer loss, but we do see some improvement and over
time middle of year is going up and end of year when we compare year-over-year. Okay, these are our um scores of proficiency rates by grade level. And just a few updates for early literacy for elementary literacy. Um we
are in our second year of a middle school of middle school support through a through strive which is a consulting company that um assists us with reading strategies and support for struggling students in middle school. Um this year we again had a summer read program but
um Yuki launched a new offering. It's a little bit different. So he launched new kindergarten um read program, new model and um first through third did a shorter tutoring sessions. Um they'll be evaluating the efficacy of that model
and then hopefully adding back first through third with a full camp next year. Um preliminary data is and and feedback from leaders and teachers and parents has been amazing. So all positive. Now we'll just look at the numbers. Um, we were awarded an early
literacy grant that will benefit Odyssey Elementary and elementary. Um, and Uki did a great job putting a lot of work into into that grant. Um, also our district was highlighted by Amplify because we outperformed the state and nationally. And then um our district uh
participated in a CD leadership learning cohort. Springs Ranch hosted a session and this gathered leaders from all over the state to look at best practices. Those are happening with the different school districts. So that was a great success. We had all of the San Creek
Zone schools participate. >> Do you have any questions? >> Thank you for your time. our map there. Happy summer. Christina Tierman, coordinator of math performance. Um, we're going to take a look at star math
performance, our end of year. And what we're going to be looking at is achievement. And this is our snapshot in time and how students did um in the fall or excuse me in the spring or when they took that test. Um and so this first
graph is our students in grades 1 through 11. Um and we can see that 42.2% of our students um are proficient. And that gives our team, the map team, um a sense of urgency in our work with
schools and and tells us that we still have room for growth. If we take a look um from fall to fall, which we've already looked at earlier this year, we can see that we are um students are retaining what they've learned um throughout the year. So that is one
positive as we're looking at this graph over time. This next graph is our star math by grade. Um we can see stronger proficiency um stronger proficiency in our grades 1 through three. Our hope
would be to sustain that momentum um throughout the later years, specifically in grades uh six through seven. Um and which I know we've had that conversation the last time that I was up here. Um, and I'll speak to that a little bit more
in our slides later on. Here is um a slide that represents our teachers that are participating in Mission DNA. And within Mission DNA, we have three different groups of teachers that we are are encompassed within this
data. We have a cohort of teachers that we call our seasoned teachers and those are teachers that we brought back for more training even though they had finished training and when the first um grant um that we had which we would call mission DNA 1.0 O and then we have
another cohort of 3 through five teachers. And then we have our largest cohort which is um 6 through 12 teachers. And as we look at this data, we have our BOI, our MOI, and our EOI. This is all of their scores of every
single one of those teachers compiled together. And when we wrote the grant, when the math team wrote the grant, our hope was when we compile all of these scores, we would see a 3% growth. So the 8.3 is a huge celebration
for us. There's approximately 4,500 students um being touched by all of these teachers in their classrooms and about 80 teachers and coaches that are participating in um the K through
12. Um, as we look ahead to this coming school year, we'll have another cohort, which is uh a special education cohort for special education teachers specifically, and they'll look at um be working with Dr. Julie Dixon for uh
grades 3 through 5. So even our sixth through 8 special education teachers will be brought down and take a look at the vertical um alignment of math 3 through five to support their the unfinished learning from middle school.
And so now we have our algebra readiness. And so this algebra readiness tells a critical story. And frankly not all of our middle schools are treating this as a critical story. Specifically, we have one middle school
um where the teachers have commented that they are not using this district assessment as a viable data point and I respectfully um push back on that. Um we cannot afford to dismiss what this data
is telling us. And so now we can take a look and see what this data is telling us. When we look at this, we have students who were in eighth grade, currently in algebra 1, who took this
test. So, I'm just going to say that one more time. They're currently in algebra 1 and they took the algebra readiness test. So if we think about we have five classes
of algebra currently and if there was say 30 students in each one of those classes that should be 150 students in the advanced category. They've already just about finished algebra when they've
taken this test. So that's one very large concern that the math team has. We can't afford to dismiss this. And as we look at the 147 and 408, those students are headed to
high school. Just recently, a Colorado senator opened um a former educator, Janice Marchman. Um, she provided opening comments at a Colorado data science for every everyone con conference. And I know you're
probably wondering who goes to this data science for everyone. And I'll tell you, Miss Ve Science for everyone conference. She highlighted the need for students to develop critical thinking skills to be
able to read data, fact, and fiction, what is real and what is not real. But then her closing comment really struck home with Viola and she shared that with me and I share that with you as we look
at this. We have a major crisis in the state of Colorado in 8th grade math. We cannot afford to dismiss this test. As we look at last year's test, we can
see that we have improved, but again, we still have a huge sense of urgency in our office to support our teachers and get our students to be algebra ready.
Our math updates. This year we ran math camp and Spanish camp. And you may wonder why is the math team running Spanish camp? Well, we now have um the Spanish grant,
the DLI grant is now part of our office. Desire Managa is also the project manager of that. And we ran a camp with just over a hundred students, both math and uh Spanish. And the great thing about our Spanish campus, it it was math
in Spanish. So that was pretty unusual and I think the kids had a great time with that. We're going to continue mission DNA. I gave you our update where we're going to launch a special education cohort for our special education students. Um this
year our national council of supervisors of mathematics, our NCSM, and our NCTM, our council of teachers of mathematics is going to be in Denver. That's a that's really big deal. And so, um, we have found enough money in our
grant to pay for the registration for 10 teachers to go. And so, we put everybody that wanted to go, we put them in the lottery. We pulled their names and we recently let them know that we're going to be able to um support them with their registration. So, we're pretty excited
about that. Our team is um still participating in Peak Math Leaders Group, and that is a local group. um that meets in Harrison School District um 2. We meet once a month and just talk about how to make ma math better um and
uh what's happening in each one of our districts and as a result Harrison district actually hired our consultants from mission DNA to work in their district and others have come to see what's happening here
which would lead me to one the next thing is that CDE um has come down to they've come down to see mission DNA and what's happening here based upon a relationship that we've had with um the math uh gurus up
there. And they have filmed two of our teachers over at Horizon Middle School. And they are going to um set up a professional development course based upon the um teaching and learning that was happening in those classrooms over at Horizon Middle School. So, I wanted
to give a shout out to those to those two teachers to volunteer to let us come into their classrooms. We've been in their classrooms um filming multiple times. So, Lauren Hall um her classroom, Monica Glickman, and also Liz, she is
always willing to let us come into her school and do whatever we can to make uh teaching and learning and better. The last thing that I don't have on this for math updates and please forgive me. Um there are new high school standards that
have been adopted um by the state. That was on May 14th. Um I promise to have more updates for you the next time that I am up here uh talking to you about that. Um but if you do have questions in regards to that, I can speak to you
about that as well. >> Yes. Um you had mentioned that there even with the algebra readiness and the concerning statistics on that um that there was a little bit of teacher push back um have the zone superintendent
been on board with trying to help with mission DNA being applied throughout the district. So, um, yes, but we do have one middle school that we don't have any teachers that wanted to be involved in
Mission DNA, Mission DNA at all. And they just happen to be the school that I was talking about. >> That's disappointing. >> Well, it's it's really too late for them to join because now we're in year three. So, um we would have made um an
exception for them to join in year two. Um Viola would have caught them all up on all the things that they had missed. But I think at this point um I mean I think we could talk as a team if they wanted to still join. um we could maybe
try to figure something out, but at this point it would be like um watching three seasons of a show and then you come in in season 4 and try to ask me everything about season 1, two, three, right? So,
um it's just I'm not sure if it's fair question. >> I Yeah, I do. Um I kind of have a couple. Do you happen to know off the top of your head like where we compare to the state and maybe even like
neighboring districts for uh like for this I'm looking at this 81% of the students that still haven't mastered um like is everybody else >> is this like a statewide issue? >> So I would say um algebra is a national
issue. there isn't a conference that um I haven't gone to or my team hasn't attended where um algebra and algebra readiness is not a national issue. >> So there's nothing that we can really do
to accelerate like the learning and retention. I I I think that we we have the plan that we have in place and the professional development that we have in place is dream life. School districts
that have hired our consultants can only afford to hire them as a one and done day. We have them for five years. >> It's unheard of. It's it's um a training
that lasts um year over year for three to four years. So um I think that there's nothing like it. So they just have to to buy in. um they're working their tails off in their classroom and
maybe a few of these um techniques could potentially change the outcome for students to be doing more of the lift instead of the teachers doing more of the lift. Thank you.
>> So, um on the uh algebra readiness 2526, you said that one cohort who took this um test was eighth grade students who have already nearly completed a year of um of algebra one. Um but who were the
other cohorts? Like who all was this test given to? >> So this test that's a great question and I apologize that I didn't clarify that. So this test is given to eighth grade um eighth grade students as well as we ask
our middle school um to give it to seventh grade um students who are in advanced mathematics. >> Okay. >> So we but we had one middle school that did not give it to their seventh grade math.
the same middle school comes doesn't use it as a viable data. So that becomes my question. So you know because I did secondary and then also that's most of where I do my
volunteering and the level of angst in ninth grade math teachers in terms of what they need to be presenting and what their students have been ready for has been a bone of contention for years like
literally since my oldest who since before my oldest who's 23 was in high school was and some started right around that time the end I finished teaching. So it seems to me that this test is really saying the same thing that those
nth grade algebra teachers are saying which is we have a whole bunch of kids who really weren't ready. I I'm presenting material that's appropriate for algebra 1 and they're not getting it because they're not ready for what algebra 1 is. That's really what this
test is saying is it's validating what our teachers who actually teach the course have been trying to say, right? Yes. >> Um are we can we demonstrate that correlation in any way to start um
confronting the denial for any better lack of a better word >> for that piece of it in terms of like look so when we track these kids and there was huge gains by the way so middle school great job you jumped 15% >> in mastery >> and the average correct
>> or 16% right >> average correct I so I'm just going to go back one more Um, yeah, two more slides I can't count. >> Um, you're good. >> I think that it's it's more than just eighth grade. It happens right here at six.
>> Oh, 100%. >> And it happens at seventh. And this is where the unfinished learning starts to bubble up. >> Right. >> Because lots of things are happening in middle school. We've talked about the perfect storm before. Right. Right. But
it this is really where it starts to magnify that we have this grade level content but I still don't have this number sense here and then I have this crash and
teachers may don't not all of my students have this same I hate to say um I'm not going to use the word that I'm thinking but that unfinished learning is not the same for every student that is in front of me.
And that's the issue. And that's what that number says right there. >> Right. It's not an I I I'm not I wasn't trying to say it's an eighth grade teacher issue. >> Sure. >> But in terms of saying, look, this really is an issue we all have to work together to address. And K through five
is working to address it by the by the by the programs they're putting in place. It's going to and we're still, you know, we still there. You look at your grade level proficiencies. Those are all the, you know, the the part that's missing on the bar, the kids who
have some of that unfinished learning each year, right? And it adds and adds and adds and then some of those skills don't seem like a big deal until you get to the more complex math. When you hit the more complex math, now you're in trouble. And that's where you see the big drop from fifth to sixth. And then
from then on, we're trying to play recovery. But if there's some way to like continue to point out look when we look at who's taken this test and we look at how they're doing in algebra in high school there's a huge correlation this is a data point we should be like I
don't know if that that helps at all or not but it it seems to me to be telling the same story that our high school math teachers have been telling us but that we weren't necessarily completely hearing
>> I think there's a long answer and a short answer and and the short answer that I see that's happening is that when we have professional development like we do with Mission DNA, we have teachers, our sixth grade teachers are in the same
room with our 9th, 10th, 11th, and 12th grade teachers. They haven't been in the same room together before. They're building collegiality. They're collaborating. They're getting to know each other. As a matter of fact, some of them are targeting each other and they
see each other. And so what does this do? This opens like it opens the um the safety of these data talks because believe at the end of the day this is very personal. This data can be very
personal for teachers. They wear it on their sleeve and there's no way around that. So with this collegiality, we can now we're at the point we're right now with our teachers where they know they see it and they want to change our
teachers that are in mission DNA and I think specifically speaking for secondary teachers are 9 through 12. I'm not so sure that initially they were thinking why do I need to be here? I know all the math in the world. Like
with a bachelor's in math, we think that often times, but now when they start to see the changes that can happen in front of them with their students this year, we saw them come into our professional development like what are we going to do
today? Like this instead of what are we going to do? So we're we're there. >> You're not muted. Did you have something, Peter, >> or was that a moose?
>> Well, and I know we saw it in the Falcon Education Foundation grants because we had several from specifically a a high school math teacher who wanted multiple grants and some of which were pieces that I think were related to mission. >> Um, and I was like I was bugging
everybody else because he's making great things happen out there. So, um, yes, Holly, >> the last question I have, do you happen to know I mean what their work like their homework load looks like specifically in eighth grade?
So, okay, that um so this is a topic of conversation that started with myself um Viola and then our other coach um Laura and of course Desire. She's always part of our our um conversations about what
does practice look like um and what does it feel like um from classroom to classroom and when um students leave. And so I think that if we talk about homework um it can be thought of as the biggest inequity there is because not
all students have the same resources once they leave classrooms. So we have to make the magic happen while they're with us. And so the conversations that my team and I have been having nonstop this year is what does practice look like? Because trying up one problem one
time might not be enough. I don't want you to try 45 problems like I had to do to get it right back in 1920. But I think that there has to be some kind of follow on and what does that look like and what is the sweet spot? And those
are the conversations that we're ready to have this year. middle school PLC's >> we're right right there. >> Can I just add from a special education teacher that worked in high school? So, um and I would just say that differentiating math um is very
difficult to do. Um different doing it for literature when you can really hone in on what specific skill are we looking at with the five components of reading I I think is a little bit easier, a little bit easier to understand and grasp. But when you're in a class and you're
teaching geometry or you're teaching um the Pythagorean theorem or whatever and to differentiate that I I think is a real challenge. I mean it's it's just to what I see all these you know bars up and down um and kids start to give up at
a certain point and um a concept just doesn't quite stick and we move on to the next one without going back and trying to um solidify that concept. Math is like a a different beast. It's not an impossible beast, but it's been a challenge from pretty much day one.
>> Well, and I think we've done more re the research on reading and the science of learning how to read has many more years behind it than the science of how we learn math. And that's part of what Mission DNA is teaching us,
which is what we now know about the science of learning math, which is still emerging from what I understand, and I'm not really following it, but I think that's a part of it, too. Back, you know, a long time ago, people didn't get it about reading
either. We didn't understand the five components and what we needed to do on each and what the science of reading is. We've come so far in the last 20 years, just specifically in this district, but across the nation, you know, dibbles didn't always exist. I never took dibbles in school back in the stone
ages. I guess the teacher just said, "Well, this is how we learn to read. You just keep trying these sounds." They didn't necessarily know. And I know someone who didn't get it from that >> that people didn't intuitively. Yeah. >> Yes, Peter.
>> Thanks. Sorry, I I dropped or or my the the prepaid phone that I'm using I think picked up on Wi-Fi instead. So, sorry about that. Um, but as as I'm listening to this discussion, I'm have I just I wanted to make an observation. We have our preliminary data from the spring
camath administration. And so, it's preliminary. I can't I can't talk about all of it yet. Um, but I want to I want to moderate a little bit of of of some of what I was hearing from Christina. And I love Christina. I love Christina, you know, I love your advocacy. I really
appreciate that we have a model that's working. Um, I we also have other models that are working. And so the school that she is referring to, uh, I I want to be real careful about not not throwing people
under a bus because they're making different decisions. that school had overall strongest performance in the district and middle school performance is a high priority. They also just added new curriculum and they they are not I
think as resistant whether it's whether it's uh this specific algebra readiness exam or even our our mission DNA approach. It is one of several things that they're trying to integrate. So, I I would hate for the board to hear that
we have a middle school that is resisting this great thing. They are integrating a set of great things and they're showing profound improvement, but not on a specific test or or subject that Christine is talking about or at
least not on not on all grade levels on that specific subject. Um, so it's more nuanced and it it also has to do with other factors like new curriculum coming online. Um, and how do you validate that
new curriculum against a district assessment that isn't done yet and even our even our our work with Renaissance, we just got some information today about a calibration that Renaissance is trying. So I I just want to make sure
that the board is hearing there is another perspective here. These are colleagues and educators that we care about and respect and they are they are implementing it in the way that makes the best sense to them. So this this isn't there isn't any sense at all that
the school is kind of rogue or or telling us to um you know that this isn't a good program. They're having to figure out how it's best in their setting. So, I just wanted to make sure that we got that in the conversation. >> Sure. Okay. Thank you, Kieran.
That's good. The only thing I was going to say when I was doing that whole science math piece is that's why people who have math degrees understand math, but they didn't necessarily learn the science of how to teach the math. The same as our elementary teachers have a degree in elementary education, but next
to none of them were really taught the science of how to teach a student to read. and it's the same type of of difference. Um there is one benchmark that is similar to dibbles and math. Um it is a universal number screener and uh
our team has written uh several grants to try to fund that. Uh we do have a couple of schools that use that. Evans is one of them. And what you can clearly see um when you give that um similar to
knowing whether a student knows their letter sounds or not, knowing whether a student know has their number sense and can count forward and backwards by certain deviations of numbers and so we're going to continue to try to write rates for that because it is um an
expensive product. >> Thank you. I appreciate all of your work. Does anyone else have any other questions or comments? Thank you. >> Thank you. >> Good evening board. How are all of you? My name is Shand of Applied to Advanced
Learning Shord and we're here to give you update. Okay. So, I'm going to start out by turning it over here to um so a few of you are newer to the board and haven't um seen me present before. So, I just wanted to touch base
that concurrent enrollment is the college courses that we offer in the high school buildings or that students in high school take college classes even if they're off campus um to get credit for both college and high school at the same time. So that's just a little
background there. Um this time I wanted to go ahead and just give us an example of what each school is doing this year. Um to have a picture of this year's uh efforts. So we had individual students over 900 this year that participated in
concurrent enrollment of some kind. Um, and that can be on campus, off-campus, it can be students trying to do a two or fouryear degree program, or it could be um career and technical education that is
so uh at Falcon High School, we had 197 individual students um participating in um this opportunity this year. They're showing a really good solid growth this year uh with their numbers and they are um one of our highest and in fact our
highest uh school that has career start participation and so for the newer um members career start is uh Monday through Friday 9 to 11 for each program where students go um every single day Monday through Friday um for a specific
career track for either one to two years and when they leave that program they are career ready and so Falcon High School staying very solid there. Um we haven't had a whole lot of participation in past years with Patriot High or Patriot Insight applied learning. They
are definitely working towards that and this year we had several career start students and a few of our academic C students as well. Peek uh Pik Early College 183 students they are working hard to um kind of get on on board and
uh do some longterm planning. so that they can uh create better opportunities for students uh long term. S Creek is our largest participant and so they had 310 students throughout the school this year uh throughout the
school year. Um they're working hard to make sure that students have opportunities. Sometimes that's during the school day. Um sometimes it may be after school. So they we're looking with them to make sure that we can meet the students where they're at and give them the opportunities that they need even
when things get a little tight in the building. Um they're very good about um being flexible and trying to find opportunities. Spring Studio uh doing very well with their smaller population. They have 54 students this year. And then Mr. Ridge is on the upswing. They
are committing to concurrent enrollment again and making sure they have the staff to um organize and keep it going. We had 162 students participate throughout the school year there. Um we've got some new teachers identified to be able to start teaching next year
there. Um and they're opening up more classroom space. So we see Vista definitely making strides to do more and more for next year. So this has kept our um our CE our concurrent enrollment advisors um building leaders and our
office busy throughout the school year. Um, but what we get out of that and the part that really excites me always is this year, these are some of the students who graduated with their associates degree a week or two before they got their high school diploma.
These students just fill my heart with the excitement. They are super dedicated. There were more than you see here. Um, but these are the ones I was able to collect and get some things together for us to show you all. But we did do some math and we found out that throughout all of our class of 2026,
every student graduating, we looked at their records and over the last four years, uh, we saved them nearly $2 million. And that was at the community college tuition rate. So when we look at on those transferable classes that they can take to the core, we can see that
number even double, right? So um, so proud of our students. the commitment they've made to make this happen is outstanding. So, okay, one little more thing. So, uh in the state of Colorado, we have some guidelines over the next couple of years that we
need to be working towards offering our students what they call the big three. I don't know if you guys have all heard about that yet, but uh part of that is um students will graduate with one of three things. So, 12 college credits or
an industry recognized certificate or a work-based learning opportunity. And so, um, as we are kind of working with our building leaders in each of our high schools to ramp up to be able to offer them what they need for this coming year, uh, we've been working hard with them to make sure that in each building,
we're looking at student data for one thing. What are those students working towards? What are their I caps? and how can we support those students to get exactly what they need to be able to reach that goal. So our graduating seniors in 2029 should have one of those three things.
Um so each building we're looking at that we are trying to identify more instructors in each building who can teach in the classrooms um who already work for 349. We know that that's best for our students where they don't have to travel. they have that same uh
consistency with the type of instructors and people they already know and it's really very helpful for their um their high school experience to just be there with their friends, right? And still have these opportunities. So we do have several coming on board for next
year in multiple buildings. Um which is fantastic. We're excited about that. But we're also building on strengths. So uh each building has a different focus, right? So I can give one good example. Uh Patriot is going to start offering some college level culinary classes and
some other academic classes that tie into culinary degrees next year for their upper level culinary students. So, that's an example where we're looking at what are their strengths already, how can we help them build on that, and then be able to meet these big expectations
for the state. Um, and of course, like I said, we're falling back on that data to make sure that we're not just picking something for the kids, right? We want to know that this is what they want and this is where we need to get them. Um and then again flexible options. So as an example, St. Creek High School, um
the lab that we use for their certified nursing assistant classes is highly in demand, right? And it's full all day for high school classes. So we are actually offering that class after school, a couple days a week. And students have already committed to do it now. Pardon
me. Um, so again, we're just trying to meet their needs and um continue to offer students the best options we can. So, all right, I will give it back to you, Sha. Um, I'm going to be presenting here on CTE. Um, one of the biggest
focuses that we had this year on LC is uh working on school-based enterprises and work-based learning experiences. Um, CTE and workbased learning are really interconnected to each other. Um, and so we're happy to kind of demonstrate what's going on inside of this. Um, I'm
going to start off with some photos and I want to give you the narrative and the story around these as well too. I know we talk a lot of data. Um, I want to put a face and a name today as well for all of you here. So, take a look up there. Uh, the Patriot Pine Learning Campus ACE program started their embroidery
business this year. Students learned how to convert photos to digitalized instructions for embroidery machine so they could stitch up patterns. So you can take a look at one of the bags and the products inside of the bags that were produced there. Um students also learn to take and fulfill orders for the
program around uh the district and embroidery stalls for the uh Falcon High School graduation programs for the students in this program. So um not only are students learning to uh take a skill, but they're learning how to give it back to their community. They're learning the business side of it that's
attached to it as well too. Really exciting stuff. Um, another program I want to call out here too is a S Creek High School ACE program um that started up the pop-up flower stand. Um, you can see that right there in the middle. Students partnered with a wholesale
florest to learn about a floral business. Students learned how to during this experience make um, bouquet. um made a popup stand at each of the high schools and they took orders and produced all those pieces and completed
the sales as well. So again, learning skill and taking that practical application so they can take that forward in their adult life. Um the last one I want to highlight here is the Vis High School AC school here. Um students learned all kinds of critical employment
skills um in this school store. Uh they learned how to take customer orders. Uh they created school uh supplies such as t-shirts, custom mugs, decorative cups, and jewelry for the store. Um students also ran a food cart that offered things
like custom coffee orders, popcorns, and dirty sodas. Um and they also learned about the importance of sales, right? Um that that practical application of that piece. Um and they earned um just from one cleft craft fair I'm going to highlight here is $600 from a fair booth
um where they sold a ton of the products that they produced, marketed and sell and did all the work on. So really good piece and I wanted you all to see the story around that. Um I also want to highlight what's going on in some of our schools as well too. Specifically, I want to start out talking about the
Visridge High School um which received the innovation grant. Um it was $132,000 grant for us to start a medical assisting program at uh Vistar Ridge. And Vistar Ridge was able to um hire a former PBSC instructor to teach this pathway, which we are really blessed to
have that happen. She's incredible. Um, and this program is pretty incredible because it offers students all these important opportunities to earn things that range from articulated college credit, um, industry certifications, certificates and CPR, um, and stop the
bleed. Um, and in the future, we have plans to also overlap here with concurrent enrollment and offer college courses with inside that degree path as well, too. So, um, some things to highlight that happened, um, with this medical assisting pathway as well, too,
is that Mr. R students hosted two blood drives. Did any of you donate blood? Oh, I did. I did one. Um, uh, I watched a ton of students donate blood as well, too. And if anyone's not ever um, done that before with a student, I had a really, really cool experience with one
visit student. Um, we both got poked at the same time and she looked at me and she goes, "I'm going to race you." I said, "Let's go. Let's go." And she sat there and she sat there and all of a sudden she started to fade. And then she woke up and she said, "I
did it." And I was like, "You won. Congratulations." So it was those types of experience that are practical applications that we want our students to have as well too, right? Um we also use a lot of data to be able to make sure that when we're offering and developing these types of experiences
that we aren't just randomly pulling these thoughts out of the air. Um, we have all kinds of data. I'm going to talk about IAP here in a little bit. Um, that shows that our interest in healthcare or just in health science in general across the industry increased
from 11 to 20%. So, we knew when we were getting ready to select a program pathway here based off this innovation grant that we knew we were selecting the right pathway and doing this because we're evolving the data we're surveying. And um I just wanted to highlight some
of those pictures here that of some of the stuff that we talked about here. Um so there's some pictures of students in the medical assisting program. Um and I just wanted to share some of the moments throughout the year um with everything going on. Um I also want to highlight to you as part of this grant here is that
we made a promise to go and present on our outcomes through this year here. So uh Becky Sims and Pamela White u from Mr. which will be presenting at the Colorado Association and Career and Technical Education Conference here in PBLO um at the end of July. And so they're going to share their experiences
and best practices regarding this innovation grant and the program that's been created here. So and they'll include like um recorded student video experiences about the program and display boards and so on and so forth. So um so there's a good kind of high
level kind of view about what's going on um with uh CTE here um as well as some areas around students too. Um I'm going to keep us rolling here and talk about workbased learning. Um uh Sha had mentioned earlier about the Colorado
big three right concurrent enrollment um industry recognized credential and the last one's quality workbased learning experience. Um we're starting to gain a lot of momentum in wind in this direction here. Uh we had uh 227
reportable quality workbased learning opportunities to the state this year. Um this is the first time we've ever had to report out to the state. So the state is still kind of learning their stuff here. We uh we watch all the state board of education meetings and follow all that
stuff as well too. And so, um, that they're building the plane as we're as they're flying, um, and a lot of these efforts here. And I and I expect a lot of this information to kind of clean up and how we report and what we can report going into next school year. Um, but
just to break it out, um, so you understand what kind of work-based learning opportunities we record and we're offered throughout the district. Um, we had 27 students participate in clinical experiences this year as part of our health science programs. Um, we had students from 43 students complete a
60-hour internship. We had way more students participate in an internship, but often we did many internships at 30 hours to help students get their feet wet and their appetite up so they can want to take on that day experience. Um, we had 61 students participate in
industry sponsored uh projects around uh amongst all CT classrooms and also some CT spaces as well too. And then we had uh 76 supervised entrepreneurs experiences. So um the school stores and all those experiences that go with it
would fall within that category there. >> Can I throw in? >> Yeah. Um, so next year we are going to be offering internships for students at each of the high schools for becoming a concurrent enrollment ambassador where they'll be kind of like a peer mentor
for the other students to help with recruiting and um, you know, the the more low-level simple questions where um, they can help students navigate their portal or how to check their email or I'm not sure how to get a hold of my instructor, you know, those kind of things so that they have someone their
own age who's been through it who can help them do that, but also they'll be able to um offer some kind of small uh workshops about how to be a better student and how to you know manage your social emotional situations when it
comes to um you know college versus high school. It's a much different experience. So uh those students will be starting their internships in um August and then see how it goes from there. Yeah, we are absolutely working with all schools to create experiences that students could have around workbased
learning on their campuses as much as possible. Um, one of the biggest focuses that we're going to be working on next year is uh pre-apprenticeship programs. Um, and we also this past year started an application to be what's called a RAP, a registered apprentichip program
where we would be the registered apprentichip partner that would lead it for early education, specifically inside of our homeschool program. So, we're very excited about ramping up those efforts so we could have a a paid apprentice in education in D49 moving
forward. And then all the other programs that we have uh really that are on the high level with CT especially um be can be recognized as pre-app partnerships and that would be something that would come into this report for next year here and um that total right at 227 um uh I'm
I'm guessing a range growth of between probably 200 to 300 additional participants going into next year. It's going to experience a lot of growth if we do those things correctly. Um, so the last piece I want to talk to you about, which doesn't probably get
enough like highlight here, but it's super important to the work this department does and super important to how we guide kids towards what their post-secary outcomes are going to be is the the IAP individual career and academic plan. Um, this school year was
kind of a reboot. Um, we uh took a look at what we were doing and seeing if we're going to good return on our investment. And we found out that we needed to retool some of these things. Not only because we had to skinny down as well too at some of the schools with staff that might have touched students
through the ICAP process here, but also too we wanted to make sure that we were th casting a wide enough net so we catch as many students here. One of the first things that we did here is we moved away from a youth science survey. Anyone know what a new science?
>> Yeah, it's a great survey. It's also about 90 to 100 minutes long as well, too. And so we give it to students 7th grade through 12th grade. Um, and it was being taken on a yearly basis. Um, it was it was hard to get buy in after a while. Um, so what we did is we moved
over to a new survey called the Colorado Career Advising Survey. It's 20 minutes long. is going to be given in 7th, 9th, and 11th grade. Um, the reason for that is, uh, we want students to have one year to be able to try out some of that information they found about themselves,
right? And then go back and revisit it again, right? To to see if, hey, um, I like it or I don't like it because both those answers are right at the day, right? Because students don't have to waste time on things they don't want to invest in if they have the support for them. So I'm happy to say the
participation is we had our highest participation across all schools um 7th grade through 12th grade at 77% which is great. Um we also able to pull new data from it like the most liked careers that students identified and as I mentioned we follow the data you can see up there
at the top registered nurse there's there's a health science showing up in there. We also know that we have a lot of um talented students in the visual arts and a lot of interest that's driven behind it. And um I have to admit um
number four uh it surprised me but didn't surprise me a little bit um inside of there marriage and family therapists. Um I'm uh I think students are recognizing the need for for mental health is an important thing in their lives. So um it's really neat to see students aspiring towards careers like
that because they recognize that need. Um it also this data also gave us trends here over the last three years. Um which we find out here is that our top future programs of interest here um over the last three years here internships and apprenticeships. Um we hear a lot of
narrative from students saying college is great. Um CT is great. Workbased learning is great. Um, but uh I think I want to try these hats on first a little bit before I commit to buy. Um, there's a lot of students going, what's my return on my investment if I get a
college degree, you know? And I think that's a really good question to ask, right, on that. And so we hear students more and more asking, can I can I can I try on the clothes first a little bit here before I decided to buy them? And we're absolutely want to support those types of experiences. Um that's followed
up by career technical education and then career start and concurrent enrollment. And when you take a look at career start and current enrollment I want you to understand that that they're kind of like one in the same. Yeah. Um we just parsed it out so you can see career start as kind of the CTE college side of it and current enrollment more
as academic side. And the number that I'm most proud of on this whole slide deck here is 6,851. Those are the amount of conversations that a teacher, an advisor,
uh someone that cares and champions about a kid had a career conversation with our students 7th through 12th grade this year. We've never had that happen before, just this year alone. So, um and that those conversations, that
information is recorded inside of P school and we use that to help provide the future programming for our students. So to know that every student had an individual conversation of between 10 and 20 minutes, um 6,851 of them did to help them kind of aim for their future
goals. It is pretty it's pretty incredible. Um and what we're going to find out is that um as schools scale this up because they're just getting started around this work. They came up with some really plans, but this number is going to get better that we're going to have a lot more intentional placement
inside of these programs for students. It's not going to be a shotgun approach. We're going to be very very deliberate about making sure our students get what they need based off those data pieces. Okay. So that brings us to you have questions for us.
>> Oh, Lori had her hand up first. >> Well, first of all, I'd like to convince you again because I love it when we do the um small business opportunities that involve special education. And I think that's just incredible. Um, you could also mention homeschool. And I know that
um I thought through Falcon Homeschool that now it's just through middle school that they're no longer doing a high school option through Falcon Home School. >> That's a really good question. Um, what a lot of people don't know is that the advanced applied learning department actually took on that duty for high school this year.
>> And so yeah. Yeah. So we run the advanced and applied home school. Um and so we serve uh that demographic of students the place of inside of career technical education uh c CE concurrent enrollment and workbased learning. So yeah we get to do that.
>> I think that is incredible. That is that's some of the best news I got today. And of course with concurrent enrollment, I'm always thrilled because my second cousin Jasmine was one of the first students in district 49 to get her associates degree be in engineering
before she got her high school diploma and she's working in the architectural department at classic homes. So >> Oh my gosh. >> Yeah. And engineering is one of the hardest ones to to knock out during high school at so many credits. >> Yeah. It's it's beautiful to uh see students
walk across a college stage before a high school stage, >> right? And and if we continue this work that we're doing here in this manner here, um it's going to be a common occurrence is what it is. We're going to continue to see these these stories.
>> Um do you guys have any plans or is there a portion in your medical assisting pathway? I mean it's kind of related but also could easily get internships, apprenticeships and certificates is a pharmacy technician portion
>> drug dealers. >> So we looked at that specifically for Mr. bridge a few years ago. And the partner that we work with for those types of courses is Texas State College. And we had a bold meeting with them when we were ready to roll that out. And the college had decided to
um to end their pharmacy tech sunset their pharmacy tech program. And so it wasn't a good fit anymore without the support that we needed for it. you need it is so and we're continuing to look at what those options could look like in the
future but for the moment we weren't able to and that's when we >> um we we follow that data on those pieces and that there was an interest inside of it unfortunately um sometimes we're beholdened to our postsecary partner on this
>> do we also have the opportunity to work through UCCCs or do they have something because I know that our primary partner is Pikes Peak State College, but if they don't have something that we would like to work into this field, could we pivot to UCCCs for certain things?
>> That's that's a really good question, and I'm going to partially answer it and hand it over to Shondaanda because there's a a new uh legislation passed here recently that allows school districts to basically work with institutions and community college, right? And so with that being said, I'll
turn it over to Sean to give a little bit more. >> Absolutely. So that legislation just passed in May. Uh so that's going to allow us to start looking at four years and having college classes in our buildings and still have it considered concurrent enrollment. Some of the legislation in the past excluded that to
just um very specific kind of narrow guidelines for that. So that's opening up and we are expected over the next 9 to 10 months to see a lot of movement there and what that's going to look like. may be able to shift some of what we consider dual enrollment um which are
let's say like a math class where they're offered credit at UCCCs and then the students you know pay a small fee and they get a credit for that. We may be able to shift some of those into concurrent enrollment where we'll take on that cost and then the students are
able to get it. But that's going to be a bit of a process over this next school year. But we are very excited about this new opportunity and so we're hoping to be able to expand all kinds of things. So while we've been a little limited in the past, we do have some different things um on the horizon.
>> And our four year institutions are very interested in working with us. Um in fact, >> yeah, >> in fact, I'm having conversations with UCCCs now about uh guaranteed acceptance agreement. And so we're working towards anou of our behalf for our students who
would allow us now. Um as we do make these decisions here too, we're trying to make it as little as if not zero cost for our students like >> unless they fail the course. >> Legislation does not reimburse.
>> That's correct. >> And so there is no cost to students for tuition at any point regardless of success or failure. >> Okay. Because before they didn't pass that course, they had to pay the cost of the course. >> Yeah, that changed I want to say in 22.
>> Okay. >> So, thank you. >> Anybody else question? >> I I just really got a statement. So, applied advanced learning, how long has it been around 49? >> I think in its current form, it's been
around for four years. success on >> uh a little bit longer maybe five or six years in this format. >> I was going to say PIP advanced learning has been around maybe four or five years but the concept of uh CTE and CE was
around at least the same year that I started in 2016. >> They call that a vocational school, right? Well, it was actually just they were all just separate programs at the time. >> Mary Perez was here. She was leading it. So I want to say I know it was around in
2016. It might have been around before that. >> I think they consolidated right around 2020. >> It was one big department and came on in >> they united it under one umbrella in the last six years but a lot of these
programs I mean some of the um the career start programs existed when I taught at Falcon High School and that's 20 years ago. So, and there were college credit options at some for some of the students who were at the high school. I
think even then they were pretty rare. And then when the legislation passed that allowed, you know, as the legislation changes, >> correct? >> Then those options continue to change, but we've had concurrent enrollment for a pretty long time, too. Concurrent enrollment started replacing AP.
>> Um, >> yeah. The first legislation I wanted to say was around 2009 and then um you know it's just evolved over time >> and I would say under this latest leadership and team um it has really organized become cohesive become
collaborative started to look outside worked with I mean many of my departments and the families that um you know might be under IE also so you've seen it become more intentional more focused on this is this is what we're working on. So, not that it was flopping
around before, but it just feels like in the last few years it has really taken on a very focused um forward thinking, future thinking >> and understanding and relatedness of it. I mean, that was the the pop-up flower shop was the 18 to 20 districtwide 18 to
21 transitions program. I believe they did it on Wednesdays because it's the day my son doesn't attend. Um, so, um, um, but I heard >> target your son for no no 600 lb refri refrigerator is
sitting out of the SSC waiting to be put together for the fall when they start. So, >> yes, they'll be out at um they're moving over to Falcon to the um old Falcon Elementary. See you patience. >> Stop.
>> But they were the students were um really proud of that project. And that group of students is out in the community at businesses in partnerships every single day. So you'll see them at Safeway, you'll see them at one of the local hotels, they work in some of our
schools. Um that's one of our early examples of doing some of these things, but recognizing that that's also applied to advanced learning. is >> right. It isn't just the kids who are taking college credit. These kids are also doing what's in advanced learning um and getting those work skills.
>> I was going to say our office is for every student. >> Yeah, there's something in there for everyone. >> Exactly. >> I also think it's such a great program because this is the first time I actually hear about it, right? So, um just letting kids see what's out there
for them to understand these different skill sets that are out there. One thing that draws the most to me is the nursing stuff, right? >> Letting students, how many student I didn't hear how many students actually got to stick somebody, but you know, >> I don't know that number, but I can tell
you they're lined up. And then we also had um blood draws over at St. Creek as well too as part of their program as well too. >> I did that. >> Yeah. Yeah. I think that's such a skill that's so important. >> Um I had a life experience. I didn't know how to stick somebody. And because
of that experience, I now can stick somebody. And what I would challenge or would be interesting if they could stick someone with night vision goggles on >> that rails up a notch, doesn't it? >> But y'all are doing a good job. I really appreciate your brief.
>> Think we would have some kind of some waiver of liability overall. It's a check, Brian. They're present danger. Peter, did you have something? >> Yeah, I I just want to mention and especially um for for Jack and Holly as
newer members of the board, but this has been a priority. This has frankly been a priority for for my tenure um into my 14th year now. Um I was the one who's who split off concurrent enrollment. I think when I joined the district, we had
maybe 60 kids, 50 or 60 kids doing concerned enrollment anywhere in the district in any capacity. Um, and so working with Nikki Lester and then hiring Mary Perez. Uh, and I, you know, members of the board might not know this name, but we also hired Bob Jamali for
two full years before he went over to what became the Pikes Peak Business Education Alliance. Um, we've tried a lot of different configurations. We launched Pikespeak early college. We supported the launch of power technical uh as an early college model as a PEK
model. >> So this has been an area of innovation. We've tried a lot of things. Not everything has had traction, but it it's clear that our sustained commitment to preparing students for whatever kind of
success they define. I talk a lot about whether that means going directly into the workforce or going on to additional learning. Whether that means starting a business or starting a family or serving in ministry, serving in the military, we don't judge what kind of of success the
students can have, but we want to be a great launch pad and this work in applied advanced learning is the core of the launch pad. And so that's why it gets the attention and the staffing and
the acclaim that it gets because it's been central. It's been a central administrative emphasis for 15 years in D49. >> Absolutely. >> And it's positioning us in an enviable place as the state
transitions to some of those new graduation standards. >> Absolutely. >> Um we're We're ahead of the curve in a way that a lot of other places aren't. I think >> we get approached by a lot of school districts going, "How's you make that happen?"
>> And so that's a pretty good question we get asked. Um, and over a decade, >> we're happy to show off. >> And we appreciate Peter's support. Really, really made a difference. So, thank you. Um and so just for a kind of a final remark um just to kind of wet
everyone's appetite for next year um a couple things that we're working on that we'll update you and let you know about here as we move forward is uh we're in conversations uh with an entity called Neon's national education opportunity network um
um to explore uh opportunity of offering concurrent enrollment or college level courses through uh entities such as Stanford and Harvard and Penn and Howard um so and so forth here. Um we we we want to get kids excited with some of those names but also have some
of those um body leading experiences as well too. Um we also have two very large grants that we completed. Um I completed one NASA grant for becoming a um engineering and advanced manufacturing hub. So we're kind of waiting on that
one right now. Uh we also completed a large department of war and uh education activity grant. Um Christine is not here but she'll see the author for that there. Um that's a $20 million grant we put in to see if uh we can explore building a CTE hub experience for our
students. Um so we're excited about a lot of these things that are in our future here. Um we're primed and ready to go. Um this work is fun. It's incredible and it serves kids. >> Awesome. Thank you. Thank you.
>> So, our last thing is the policy and procedure review. Does anybody have any issues with that? >> Yeah, it's just the one and it's update the language. Anybody?
>> We good with moving up forward? >> Yes. >> All right, then we are done at 8:05. Meeting adjourned.