Okay. It is 07:53AM, and it's Tuesday AM PM. It feels like it, Tyler. It's been here all night. Okay. It is Tuesday, 09/23/2025, and I call this business meeting of the Elizabeth School District, Board of Education to order at 07:53PM. Okay. Can I get a roll call? Director Callahan? Here. Director Fletcher?
Present. Director Hunt? Here. Director Olsen? Here. Director Powell? Still here. I just had to, you know. Okay. So this is gonna be a long one. Get your typing hands ready. So I've got a couple of amendments to this, amended agenda. So, I move to further amend this business meeting agenda for 09/23/2025 to remove agenda items eight dot four, eight dot five, and eight dot nine.
I also would like to, based upon the amount of time that we've gone over already, move the order around, and I want to move public comments after the approval of minutes. Move it up before communications. Sounds good. So can I get a second? Second. Any discussion? Okay. Can I get a roll call? Director Kellham. Aye. Director Fletcher. Aye. Director Hunt. Aye. Director Olsen. Aye. Director Powell. Aye. Okay, I move that the board approve the board meeting minutes from 08/26/2025 as presented.
Should we get a second? Second. And any discussion on those? Alright, can I get a roll call? Director Callahan. Aye. Director Fletcher. Aye. Director Hunt. Aye. Director Olson. Aye. Director Powell. Aye. Okay. So we will go ahead and, you know, based upon time, I know people have been waiting a while, we'll go ahead and, start public comment. Okay. So first up, we have Michelle Grzinsky. It's easier to see. Yes. Thanks. Oh, it's Yeah.
I just turned it off. Okay. Oh, I got it. Okay. You are up. Thank you. First of all, I just want to say I think things are being too complicated. I think there's simple solutions, to many of the things that you're discussing tonight. To expect parents to understand the difference and look at it. Workingcom working meeting versus a business meeting. I mean, does this feel efficient to you guys tonight? We're we just did one meeting, and then we turn around, and Dan has to cram excuse me.
The superintendent and admin assistant needs to cram and editing all these things between one meeting to the next. It doesn't seem like it's efficient. I think spreading these meetings back out to every two weeks to maximize availability of you guys, two parents, for discussions, for checking email? What about unintended consequences? What about loopholes that you may not be considering that may not be brought up right now? Where somebody's at home watching the YouTube, screaming at the screen going, oh my gosh. Because ostensibly, you guys could have passed a first reading, like, an hour ago.
You could be discussing this again and pass a second reading. And in one night, there's a new policy that just this just appeared in front of parents that wasn't brought to their attention because they didn't check the website every day. And if an agenda can be posted and a meeting can be held twenty four hours later, that doesn't seem like you're fostering communication. It doesn't seem like it's efficient. Though it may maximize your time asking for thirty minutes twice a month. Just because other boards may not do it doesn't mean you don't have a choice.
If you want parents to talk, if you want us here, facilitating that and making it easy and listening when we are here would be appreciated. That that two week gap is critical for people to catch up, to understand, to discuss, and it doesn't matter what other districts do, what other boards do, what other people in our county do. This is your choice to listen or to not listen. Secondarily, I do wanna mention again in KEC, it also feels like you're over complicating things, leaving decisions about materials and excuse me.
I'm not sure exactly which KEC because that's confusing too of, the dash or the number, leaving it up to parents to decide with the academic professionals. We don't need a board who may not be in tune with the academics actually going on in the district and in the classrooms right now. That leaving it to the parents and the teachers and those school administrators, it doesn't have to be complicated that that the board has the last vote on, materials and information that's accessible to our kids when it should be the parents and age appropriate.
That's all that needs to be done. Thank you. Okay. So next up, we have, Mark Herna. Oh, it's putting on Marine Corps on me. Hi. I'm Mark Berna. And on 09/30/2024, my son was attending Singing Hills Preschool, came home with a head injury. Now he's a boy, so bruises aren't totally expected. But my son has autism level two with receptive and expressive language disorders, meaning that when other children are learning to write their names, he's fighting to develop the capacity for language, a capacity that's nonexistent when he's in pain.
My wife, Amber, wrote to his teachers immediately. I was wondering if you know what happened to my son's forehead today at school. It's hard to understand the story he's telling me. But it wasn't hard to understand the story our neighbor told us that afternoon. He said, did you know that your son bit mine today at school? And went on to say they signed an incident form about it. Well, we didn't get an incident form. The teacher admitted that, yes, our child exhibited a new worrying behavior due to his dysregulation in class, and they did not plan on mentioning this to us. On October 3, my wife sent the lead preschool teacher a message. I'd really like to know what's going on because earlier this week, my son came
home with a big bump on his head, an abrasion, and a bloody nose, and nothing was said to me until I inquired about it. Those symptoms are consistent with a concussion. And after that, institutional silence was the patterned response to further inquiry. One can only assume that the reason we didn't get an incident report was that after the bite, something happened. My son was injured and the staff didn't report it, and my son can't speak it, and they took advantage. So imagine my surprise when I discovered this exact same pattern of incident and cover up happened at Elizabeth Middle School.
The district separated with four staff members months before my son's injury, three for failure to report suspected child abuse, but somehow the abuse itself, which was serious enough to fire people for not reporting to law enforcement, went unpunished. I wonder if this is the incident the superintendent referenced on August 25 in an email response to my son's injury, quote, when we investigate and question ahead of law enforcement and the DA's investigators, we have had situations where we negatively impact their outcome in a case.
So from the precipitous decline in test scores to violating the Colorado open meetings law, and now refusing to release my son's educational records, which we are federally entitled to, it's clear that this district is suffering. And our children are waiting. They're waiting for us to rise up as parents and educators and as board members. It's time for parents in this community to rise up, demand better, those of you on YouTube, and show up. Our children deserve teachers who are empowered to speak up, leaders who are accountable, but
above all, schools that keep them safe, above all. Thank you. Amber Burnett. Okay. Hello. I'm Amber Perna, and I'm here as a concerned mother in the district. For the past year, we've been quietly fighting for our son's safety, hoping the district would do the right thing. What we've experienced has revealed an uncomfortable truth, which is that parent rights are not being upheld in this district the way that families are led to believe.
Families deserve honesty, accountability, and transparency, and the community deserves to know when these values are not being lived out. My son was four when he attended Singing Hills Preschool. He is mostly nonverbal. That means he cannot come home and tell us when he gets hurt or when something goes wrong at school. We rely 100% on staff, policies, and the district to keep him safe and to tell us the truth. But that didn't happen. On September 30, Ronan came home with swelling on his forehead, an abrasion, and a bloody nose. No one called, no nurse assessment, no report, no investigation, nothing.
That same day, he was also in a biting incident, and the other family was notified and given paperwork to sign while we were told nothing. Imagine the message that sends. Another child's safety mattered enough for their parents to be notified while our child's injury and his voice were erased. And it hasn't stopped there. Records have gone missing following a deputy's visit to the school, and emails about our son are being withheld from us. Instead of giving them under FERPA as the law requires, the district insists they are core records demanding nearly $300 and saying that they need to go to attorneys for
review. Think about that. A public school spending taxpayer money to run a four year old's records through lawyers. While his parents are told to pay up just to see their own child's information, and we cannot ignore the possibility that the very explanation of what happened to Ronan that day may be sitting in those emails. These are FERPA records. They are sons records, and no parent should ever have to fight like this to see them. The superintendent superintendent has said, I take my job seriously in ensuring that we operate in a transparent manner. But when it came to our son, transparency was denied, trust was broken, and mistakes
were buried instead of acknowledged. We want full unredacted access to our son's educational records exactly what federal law already guarantees. Educational records exactly what federal law already guarantees. These records belong to Ronan and to us as his parents. We should not be forced to pay hundreds of dollars nor should lawyers be reviewing and redacting our child's information before it's handed to us. It does this does not build trust. It shuts parents out. Families like ours should not be silenced for raising hard truths. We should be heard. Thank you. I also have some information for y'all, and I did prefer to personally hand this
all out to everyone. Okay. If I may. Yeah. I I certainly, I I recognize, the challenge in this and I appreciate the Purnas, coming tonight. This is a challenging situation, and while I can't respond to to much of of what's been shared, this situation has been investigated by the Albert County Sheriff's Office. It was offered to, the twenty third judicial district, and we did investigate to the best of our ability eleven months after it was reported to me. And, unfortunately, the records that are are being requested do involve other children, and that's
why they have to be reviewed, because it would be releasing information on potentially other children. When we search, email records, it could involve other children's emails because when we search, email records, it it potentially will pick up emails from other children and other parents. And so that's why they must be reviewed, to to be redacted to ensure that we not release emails that belong to other children. So, unfortunately, it's not as easy of a process to say every email we search
is guaranteed to only involve the one particular child. And so, you know, we have to ensure not only that that the protection of the one child, but every child in the district, and therefore, it requires that we ensure that those are reviewed legally to ensure that they're released. This is a very challenging situation, and I recognize the difficulty the partners have have experienced. And and, again, we we we have have cooperated with law enforcement. We've cooperated with all of the authorities on this matter, and certainly, regret that we're
in the situation that we're in. Okay, Marty. You've been waiting so patiently. Hello, everyone. I'm here to give you guys an update on technology, everybody's favorite subject. I hope not too many eyes glaze over. I know you always will. Kinda like my wife when I talk to her about technology. So let me bring up my, I just have a short slideshow for you guys. One of the things I wanted to update you on is some personnel, changes in our department. As most of you know, we had a long standing employee, Mike Scobie, who's been
in the district for twenty five years, retired this past year. Sorely missed. Had a lot of institutional knowledge with him and, within him. And so he's been back on a part time basis to help us out transition. So in lieu of, in in because of his retirement, we've made some changes in our department. The biggest of which is we've promoted one of our tech support specialists who's been in the district for I think Sam's been in the district for nine years now, maybe eight eight years. Promoted him to network, administrator. And so that opened up a spot.
And then, we also moved Seth Argy, who's been here for seven years, from a tech support specialist into a tech support coordinator position, which requires more, added responsibility. One of which is being One of key is is to be the backup for a network admin if I, myself or Sam aren't available. And then Shelly Scobie who's also been here for twenty five years. No change in her position. She's our data, quality coordinator. And then we hired one new employee this year to replace the open position that
we had, Christian Garcia, who comes to us from Middleton Public Schools and also, Douglas County working in a similar position over there. So that's our changes in our position. We've had a pretty stable staff over the eight past seven years. So this has been kind of a big change for us. It's been, we've had not not a lot of turnover over the past, like I said, seven years. We've been pretty stable. So, which we're hoping that Christian will, slot in pretty well. And so far, I think he's doing a good job.
Couple of things just to update you on. These are numbers that we have, every year. Our Chromebook numbers pretty much stays the same, matches the number of students we have in the district. Plus about 50 or so Chromebooks that we keep, for check out for kids who forget their Chromebooks. Forget the Chromebooks and not take it to school. Or there's a broken Chromebook and after the loan went out. We have about three fifty five computers, laptops out there in the district with about 200 for staff. There's about 150 projectors, LCD projectors in the classrooms. About 100 document cameras that our teachers use as well.
We have about 40 servers, district wide. I would say about 10 of those, 10 to 10 to 15 are virtual, meaning they, they are not physical servers, they're software related. And they're for various things for for our authentication purposes, for, several systems that we have to integrate with, etcetera. We have about 85 Wi Fi access points, that's part of our network infrastructure. That's about six years old. And then we have about 55 network switches again. That's a core part of our network, network infrastructure that's about nine years old.
New hardware this year, 390 Chromebooks. Generally speaking, about every summer, we buy about 400 Chromebooks plus or minus. This past summer, it was about 390. And that's to essentially replace, our five year old Chromebooks that are in the district. We don't want our students to have more than a five year old, computer in their hands. That's for our district wide one on one program. For those of you who don't know, we're a one on one district, meaning every student has a computer that they use. At the elementary level, they are, class classroom based, card based, meaning they stay in
the classroom and one is assigned per student. At the middle school and high school level, they're, take home, take home programs, meaning they take their Chromebooks home with them. For our middle schoolers, they turn them in during the summer. For our high schoolers, we hand them Chromebooks, in ninth grade, and that's their Chromebook until either they leave the district or they, graduate. And then they get into the pool of of our, extra Chromebooks that we use for repairs and parts and and usage for low usage classrooms like kindergarten and first
grade. And then every year we also do a portion of refresh for all of our staff. Same refresh schedule five years. We want to make sure our staff doesn't have a computer that they're using for their day to day work more than five years old. And so this year we had replaced 39 of those district wide. And please stop me if you have any questions between each of these slides. Are you running across to a lot of Windows 10 machines you're having to replace? So, Windows 10, some of you may know have have that's been, expired essentially in the life.
And so we've pretty much got most of our machines, off of Windows 10. There are a couple of machines out there that require Windows 10 because we have to use software that, the the thing that I'm thinking about is our the software that runs the, marquee at the high school is old software that runs only on Windows 10 machines. And so we have to keep a special machine ready specifically for that purpose. I wanted to give you, update on security. Security is a big topic of conversation around a lot of school districts and and
towns and govern governments essentially in terms of what's been happening over the past few years, with stories about, districts getting hacked or information getting leaked, etcetera. This is something that, the good the the federal government put up back in 2022 from the Homeland Security Department of Homeland Security and Department of Justice and the Department of Health and Human Services that had basically four tenets or four steps to help mitigate security. And this is pretty bay basic kind of information that also would be similar for
from other organizations like, ISTE, which is the National Society for Technology Educators, you know, those types of, organizations. And that's to basically there's a few things that they they ask us to do, and so we've tried to follow these as we've gone through and revised our security policy. One is to enable multi factor authentication. Another one is to use strong passwords and to to make sure that our staff understands that, recognize and report phishing for our staff, and then updating software, making sure
we put we apply patches, etcetera. So as far as that goes, our policies, we've, implemented multifactor authentication for all staff members on our mission critical systems, mission critical. I consider our Google, Skyward and Infinite Campus. And so, we use go Google as a single sign on for a lot of our systems. So there's a a bunch of other systems here that I don't have it listed that basically, use Google Google as their sign in. Just like you've seen in your own personal lives if you've logged in to some
website and they'll ask you, do you wanna use your Google account? Do you wanna use your Apple account? Do you wanna use your Facebook account? Kinda similar, concept for us. We use our Google accounts as the, single sign on for most of these systems. We do a cyber security training for our entire staff. We started that two years ago. Previously, we've we've only done that for our new teachers as they come in. So any any new staff that we've hired during, our orientation week that we usually have for our new staff, I would do security training. And then we wouldn't necessarily address it as a whole, formally for staff.
And so two years ago, we started doing it every year because we feel it's important to continue to educate our staff on kinda what the latest, things that are happening out there and what we can do to protect ourselves. As it comes to cybersecurity. And so we do that now every, year and during our convocation. If you guys were present on our convocation this year, you would have heard me talk for about thirty minutes, to train people on how to, you know, recognize phishing. And, and, what to do for, you know, making sure multi factor is enabled and
all that good stuff. Do you ever get anybody still clicking on links? We still do. But then they, they real they remember our our training, and they'll email me. Oh, Marty. I accidentally clicked on this link. And then we'll, you know, look at it that way. They've been very, I think the response has been very good because I get more emails now about things that are phishing attempt at emails. Whereas three years ago, I didn't. Now it's like, hey, Moy. I think there's a phishing email. Yeah. And I may get, you know, I may get that from 10 staff members because it's gone out there. And it's good for that to happen, especially for the ones who get it early.
We have the ability to go in our system and then look for those emails and delete them out of people's inboxes even before they open them and look at them. But, yeah, we still we're we're getting better. Our staff's getting better about reporting it, and not clicking on some of those things. Do you ever send any out as, like, a test? That's what I was gonna say. We haven't. We've looked into that. I know, our our CFO, Dan, has asked me to look into that. And so there's a couple of companies out there of obviously, there's cost involved, etcetera. And so we have to have the discussions, about our budget and what that looks
like. But, yes, there are those, there's services out there that will do those phishing tests for you. Yes. Phishing tests. Yeah. Like, we have a like, where I work, we have Know Before. Know Before is the laboratory training. They can tell. Yep. That's one of the ones I looked at. The the issue is, I think, you know, for us district yeah. But anyway, it is it's not a cheap product. And so I'm looking at there's some other ones out there that are specifically catered for school districts, and so they try to trick you with, like, official looking software
right now. That's that's specific for school districts. Yeah. So, yeah, we are looking at that. Obviously, as budget allows, we can, further, educate our our staff into, being more diligent, diligent security partners. Software updates, that's another part of the good practice, and we do that, by staff. We're always looking at patches. Our Chromebooks are all are auto updated, and and so are our servers. You know, we do Windows updates. We have those set for all of our staff computers. Now they still have to allow it to update, so we do have to remind
staff sometimes to say, hey. When you get the little indicator that says, you know, update your computer, please don't continue to say, you know, remind me later. Mhmm. Like, actually take some time to to get that done. Current hardware. Couple of things for the critical side of the our network. Our firewall that we have currently is nine years old, and we go end of life this November. Core switch, which is this the network switch that all of our traffic goes through just as a quick thing. All of our network traffic comes into a main point of entry. So our ISP, our imminent service provider comes in, feeds through a firewall, and then
the firewall goes through the core switch, and then that then gets distributed out. And so those are really key pieces of our security, protocols in the district. And those two devices are at the end of life. But luckily, we have new hardware coming in. And, this fall during this fall break, we have a what's called an NGFW, next generation firewall. It has all the bells and whistles, all the security peak. I'm not gonna go over those with you. Obviously, you really want me to tell you about them. FortiGate is the name of the company that we're going through. Our core switch also, same company, better integration with it.
One of the main benefits too for this new switch and this new, firewall is that it supports a bigger throughput. So our connection to the Internet I'm gonna talk numbers here. Our is five gigabits. I don't know if you know how big that is or how small it is depending on your, you know, relativeness, I guess. But because of our old hardware, we were tunneling and only using one gigabit of that. And that was okay for us two, three years ago. But as we've steadily gone more and more online into into different things for our
technology and our curriculum, we've been, using utilizing that one gigabit. So once we have this in place, now we're gonna be using the full five gigabit. So help improve some of our network and Internet speeds as well. Yeah. So those are kind of the the, more important kind of hardware pieces that we have. Couple other things that we've implemented in the past six months, we've gone to a new, software filtering, web filtering software called Lightspeed. We're mandated by law to have some sort of filtering software for our students.
Used to be called iBoss before. We were using a product called iBoss, and now we've moved to some a newer product called Lightspeed. Has a little bit more, I think, granular, ways for us to control. We feel that iBoss has been hindering us a little bit on our network in the past couple years, and so we feel this is a better direction to take. We've also implemented CrowdStrike, which is a suite of security protocols, security systems that we've put onto our endpoint devices that basically, prevents malware.
It does, it looks for, viruses. It's a next gen antivirus. It's called NGAD. And so that's something new this past six months that we've installed on all of our machines. So, basically, once we have our new firewall in place, and along with CrowdStrike, we have multiple points of security checks from our traffic coming into the district and down to where it gets to a staff person's laptop. So, that's exciting for us to be able to have that in our district here in the next couple months.
Steps to continue improving our our security posture. There are still some of our systems out there that don't have two factor turned on to or multi factor turned on. So we'll have to we'll go through that and hopefully implement those this year. We'll continue to do our security awareness training for staff every year. That's something that I think is a non negotiable. And we'll try to make sure that we, we're keeping everybody up to date every year for that. We're gonna continue audit user accounts, on all of our systems for permissions, stability, meaning, you know, giving them the least amount of privilege needed.
So obviously a teacher should only have so much access and shouldn't have the same access as like an office staff member or a registrar or a principal who shouldn't and and that internal principal should have the same access as like myself, etcetera. Right? It's called least least privilege, concept for for permissions. And so we're continuing to make sure that we're also, performing that best practice in all of our systems. This is I had on my slide last year on Horizon. I crossed them off because we've met that. We're gonna do that. Check. Check.
But this is what we want to start to plan for next year. Hardware priority replacements. The first priority is our, nine year old network switches. Second priority, I don't know if we've been able to do that if budget allows the same year or we'll have to wait next year. But, replace our six year old, Wi Fi access points. I think we've got a couple more years left in that, so we don't have to necessarily do that right now, and wait, for as budget allows for the following year to do that. And then look into the possibility of replacing over the air connections to our some
of our sites. So if you didn't know, our connections between from our Internet to all of our locations are not in ground. They are over the air. So Internet comes in in ground fiber through, essentially, EMS. And from there, to get to RCE, there's two microwaves pointing at each other from the tower and the roof. And so the Internet then gets fed through there. Kind of throughput you get on that? What's that? Kind of throughput you get on that? So that one is 500 gigabytes, I believe.
Yeah. But which is still, you know, still pretty okay for for our running for, yeah, for our middle for our elementary school. And then from there we have wireless connections that then serves, serves here, for example. We have a wireless connection that serves Frontier. From the middle school, we have a wireless connection that goes to, a tower that's owned by South Metro Fire Rescue that we rent space from, but then points it again over to Singing Hills. So we have kind of like this thing going on. And so those would be the two places where I would look to see what
fiber looks like. One of the good things about doing this this way is that it's it was a one time cost ten years ago. You buy the equipment, and that's that. And so when you go to fiber and lease fiber and ground, you we're looking at a monthly service. Right? And so we're gonna see what that looks like. Some of that is e rateable. So one of the things I want to talk about, well, how do we fund some of these? So e rate, if you're not familiar with that, it's a federal program that basically gives you discounts on some of these technology products. They have a long list of what you can and can't use e rate dollars
for. But basically, based on your free and reduced participation, you get a discount. For us as a district, generally, our discount is between 5060%. Generally, it depends on how many kids we have in free participating in the national freedom of youth lunch program. So but basically, I would say 50%. So that would mean that if our if the monthly cost to get fiber to Running Creek is gonna be $2,000 then per month, then we would get a 50% discount, and that that would be a thousand dollars a month.
So that helps. But, obviously, a thousand dollars a month is still a thousand dollars a month where and that's $12,000 a year where we didn't have to pay for anything over the line over the air. So and and we do have to move to that because we were up on the roof of Running Creek and its line of sight. And so kind of looking at the tower, I see a tree that in a few years, you know, will be blocking our line of sight. Chainsaw. Yeah. Some attenuation. We also have a housing or a Yes. Multi story So housing complex.
That's happening here. And so we're already kinda looking at what's kind of our temporary fix for that. We can we can route traffic to Frontier, for example, over the air. And then, you know, you know, and then just put it over here. So, yeah, a lot of different things to consider, when we're looking at something. And that's one of the things too I think that not a lot of people realize when, you know, when they have their computer and it say, oh, Internet's down, and it's not as easy as the it's the Internet, and it's down again. It's the ISP. And where that might be true for us at the home, right, because there's only
maybe two points of failure between your laptop and where your Internet goes out of your home. Here, there's, like, ten, nine from from their laptop to a switch to the microwave to the other microwave to the microwave here down to another switch, you know, etcetera, etcetera. Wow. And so it is one of those things where sometimes it feels like whack a mole a little bit when we have some of those problems. But hopefully all these, improvements we're doing now will help in that regard, over the next couple years. And that was it.
I didn't see anybody yawn, so I think that was a good time. Oh, I get the yawns. Any questions for me on anything topic? I know there's a lot more things I can cover when it comes to technology, but I thought these would be kind of the more important things that Well, I remember when you told us about those last year that you were gonna do these and check the, check the boxes, you're getting them done. And fall break, you'll have Yeah. And your things to answer. And thank you for the, for the board and for Dan, for the support. Obviously, a lot of this stuff takes funding. Yeah. And that's one of those hidden things I think, from my perspective, it's like, oh,
technology is just technology. When you talk about, facilities, everybody thinks about, you know, and and yes. True. Right? We we want to have nice classrooms for our kids. We want to have a good, you know, and nobody thinks about the back end because it's kind of this hidden thing that just happens in the background. Yeah. Magic. It's magic. And and so those things, I mean, even just thinking about it at my house, I have access points. I'm a tech guy, so I'm, like, doing a lot of time. But I know those access points that are going on six years now, and I have to think about budgeting our family dollars.
So, like, you know what? I probably should probably get those replaced soon. And it's the same thing here, but on a bigger scale. But I do thank the board for, you know, going through and approving some of these projects, and and Dan and and our new CFO for making sure that we future plan, and and puts aside dollars for this needed infrastructure upgrades that that we need to have happen. And and they are necessary because people think you can just run this old equipment forever, but it becomes a security risk. You don't get support. You don't get updates. Yeah. When they're end of life, they're end of life.
Yeah. Yeah. So And there's a couple of things, you know, strategies we could do. Our switches have been good because we picked the right switch. There's only two companies out there that basically have lifetime warranties on switches. That's Aruba slash HP, and the other one is Ruckus. And so we have Aruba HP. And so anytime one of our switches went down, we were able to call them up. They sent us a new one. We popped it in place, you know, and so that's been good. And so it's also kind of maximizing your dollars. It's not just kind of, you know, you don't like, when you went out to bid for when we went out to bid for this, that was one of the
things I considered, you know, whether that nine years ago. Aruba has these lifetime suite, you know, warranties. This this one came in a lower, bid, but their warranty was only, you know, one year, you know, one year parts and labor. And so, hopefully, we can continue to do some of those things and and be a little bit more creative in in our purchase dollars when when it comes to technology. Well, I think the the more you plan, the easier it is for us. It becomes really easy for us to say yes. Yeah. And and we man, we ring every inch of what we have out there.
Yeah. Marty does an amazing job with that. So Yeah. So thank you. Thank you. Your attention to detail here. You're welcome. Thanks, Marty. Thank you. I appreciate it. Thank you. Thank you. Next. I am here this evening to present our, not only our SPFs, but our CMAS data as well as our beginning of the year data. So they kinda all fit together. So Jamie's gonna control the the power over there. So if you can move to the next. Thank you.
So this is the district, performance framework. So we score still are accredited. You should have copies of all of this in your binder. Yeah. That way you can follow the All the way down. All the way down. Because if you're like, that does that's hard to read. Right? Yeah. I may have to move my chair if read that. So you should you have an exact copy of this in your binder so you can follow along there. So the first slide is on the district performance framework and we are the district as a whole is accredited.
We have six point seven point nine points out of a 100, which is one tenth of a percent drop from last year. So So do we have any any reasoning for the drop? I will dive into that. You'll see evidence as to the drop as we go through. Okay. If, if you're okay with that. Oh, yeah. Okay. So, So let's move to the next one. So Running Creek, we start off with the enrollment number. So we're at enrolled at 239 students.
That was as of last Tuesday. We're tracking enrollment as we're coming up on October count. So, that's the enrollment at that school as of last Tuesday. The next slide is running creeks, school performance framework. You will see that they are on an improvement plan this year. They earned 50 points out of CMAS scores, which is the next, If we move
on to the CMAS scores, which is the next slide in your deck, you'll, I've broken out the CMAS scores based on grade level and on subjects, so we'll focus on that. So third grade CMAS scores, students at Running Creek scored, 28.2% of them scored meeting or exceeding expectations. And then fourth grade was at 17.9%. If I'm going too fast, please tell me to slow down. I figure you have it in front of you.
And then And all this has been shared with? Yes sir. Okay. Did, school leaders had this when it was initially released. Okay. And so they have had that. And the principal has it. They they do, and we've had conversations surrounding it already, and I know that she's shared it with their staff, and they've had conversations about it as well. Okay. So, yes. Okay. Is there any way to I'll talk to you. No. That's okay. Well, just to go I'd like to see their plan. Like Well, they are working on their unified improvement plan, so that's the plan that
goes to the state. And so they're working on setting those, goals right now and then that will come to you for approval. Okay. So because I know Pauline Frey has thoughts. Oh, yes. She has lots of thoughts. Slow down. So so in their unified improvement plan, we're focusing mostly, you know, setting a reading goal, setting a math goal, and then having action steps to support that. So Okay. So, yes. We are already even though this data wasn't released until just, you know, recently, there's a lot of things that have to happen pretty quickly once the SPF comes out
because then you have to do the UIP, it's due by the October, so things are already moving and shaking. Good. So so fifth grade, CMAS EL at breeding scores are at 38.5% or WER at the end of last year. If we move These are all these are all last year. Last year's Last year's. Last year's. I just wanna say that again and reiterate that. So we take CMAS in April, so these are the scores from April. And, of course, they don't get released until the July. Yeah.
So I was pretty sure, but I just Yep. Yep. Sure everybody understood. Yep. Thank you. I appreciate that. And then we move on to math. So third grade math scores at Running Creek, you had twenty eight point two percent of your students meeting or exceeding expectations. Fourth grade was at 10.7. And then fifth grade, we were at 38.5%. And our science scores, fifth grade does take science, CMASS. They we have 35.9% of our students scoring, meeting or exceeding expectations.
So that's Running Creek's CMAS scores from April, last school year. And so if we recall, those of you who were on the board last year, we we saw in I Ready scores, we saw a dip. Obviously, we made some decisions on leadership at Rain Creek. And so I already is a strong correlative to, CMAS. And so, obviously, with what we saw in the spring and the changes we made,
some of this is not a is not a surprise to us. Yeah. And so I think that that that's that's, you know, I think the changes that were made were were necessary. And obviously, now we need to recover, and we need to make sure that that instruction is closing those gaps that that formed last year. So how was this how did it get to April before we saw that there was this much lack of performance, should I say.
Yeah. The the mid year scores in in Honey Creek actually looked pretty good. Mhmm. We had interventions that were taking place up until, December. Running Creek, under their leadership stopped interventions at December. They stopped performing interventions. And so, we had students who were being intervened with, who were getting interventions Mhmm. That actually had made a lot of growth and were exited out of interventions, but, they were supposed to still be getting support in the classroom.
And whose decision was that? Leadership. Leadership, principles, principles. How did we know intervention? We found that after the fact. And what, was there a reason ever that we knew of that happening? In Fourth grade is Fourth grade, if you remember, there was one class. There's only two fourth grade classes. One of those classes had three or four different teachers in in the classroom throughout the school year. We replaced the teacher at the I think it was November, December time frame, and
then they had a long term set for a while. That person left. Then we had Jessica Henley who was the dean of students filling in for a while until we could hire somebody. So they actually had four teachers in that classroom throughout the school year. So that inconsistency kind of aggravated the problems. When those kind of things happen, I mean, I I know obviously when you have that much change, it's gonna affect things but is there just is there no plan or hand off to the next person that would help with this?
I think it's I think hiring decisions, you know, hiring effectively, hiring, coaching, supporting, new hires, all of all of that is is important. And that's what just wasn't really happening. Yeah. So, obviously, I think I was being told things that weren't necessarily happening. So Well, in Tamari's point, last year's fourth graders will be taking math again as this year's fifth graders. Yeah. Right. Which is going to be Intensive supports that are in place this year with interventions,
with targeted, supports that the plan in in that building right now. The instruction that's taken in that, taking place in that building and encourage that we we go there, when we are able to go together. I think you'll see the the intensity of of instruction in that building right now is is massive, and needed, to to close that gap. So Yeah. That school's had a that's had a problem with leadership for many, many years. So I'm I'm very confident in Paula and that she can get the job done.
Ellen's doing a lot of hard work with that's okay. Paula for sure. She, she's doing a lot of work with building culture and the teachers are embracing, you know, she's asking things of them that maybe they haven't been asked before. And I I think there's a lot of of buy in into, you know, our kids can do great things and the teachers can do great things and she's supporting them in that growth. Use of data, the data discussions that are happening at the building, the adherence to curriculum in that building, again, as as, things that things that should should happen are
happening, and and because they're happening now, the realization that teachers didn't receive those supports in the past are clearer now than obviously they were before. So, again, we're confident, and and and and the and the support that's occurring now and and we see, just the the feedback from teachers in that building right now and the supports that they're getting. The behavior of Mike had a chance to visit that building last week. The, like, the culture in that building is night and day.
Looked different, didn't it? Well, my concern would be, obviously, to see a number this low is very, you know, problematic. But it also represents a lot of kids who didn't grasp concepts last year that they've got to grasp this year and then achieve new concepts concepts for fifth graders. So that's a lot of I will also say this. I think I think the data may also be skewed from the culture in the building. So I'm not I'm not necessarily sure this data is representative because of the culture
that existed in the building. I'm not sure that we actually captured the true ability of our students either. So, I think there's a combination of issues. I think our beginning of the year data, which we had a deep data dive on Friday and really analyzing where our students are actually putting into plan, analyzing where our students are actually putting into plan, putting a plan into place for where our students are, where the gaps are, how our teachers are closing those gaps immediately now. I think that's more representative data of where our students are versus this. The culture that students took this test under, the behavior concerns that that certainly we
were aware of that we were dealing with parents last year because of the culture in the classrooms, because of the concerns parents were expressing about the behaviors that were occurring. And we started a behavior program that right now may may not be needed. We started a whole behavior program because of the concerns the parents were expressing about the the culture in the building that students' behaviors were so concerning that were interrupting the the learning that was occurring in that class in in in that building. So so, again, while this data is concerning, I'm also concerned it may not be
a true representation of what students knew. It may be a representation of of of the the the the The chaos. Of the chaos. Well, it was added Lack of lack of focus. At the time that they took the assessment, took CMAS, it was after the announcement that Michael was leaving. And so that causes a little bit of discomfort, right, for students and for for teachers. So, I think that had a lot to do with it. So, I Did did they already take that ready for this year? Yes. We're getting ready to dive into it.
Would you like to? We're about to get to that. That's where I that's the data I think is important to know, really, where they are this year. Yep. And then, like I said, on Friday, all of our all of our schools dive into their current beginning of the year data and began crafting questions. Was here for them. It was very interesting. Very, Yeah. Yeah. Yeah. It was really interesting. Yeah. Because this is time late data. Right? Yeah. So so that's the unfortunately, the diagnostic tool, but This I call this autopsy data. It's kinda last year last year data. The data we're about to look at is is real data of what we can
do now. We know what our students where their gaps are and what we have to do. Okay. Okay. So if you flip to the next page, past the running creek, you'll get to the wonderful slide that should look like this. Right? So this is running creek's beginning of the year I Ready data for reading. This is kindergarten through fifth grade. So remember, iReady assesses for the end of the year. So we're assessing students on what they should know at the end of kindergarten, at the end of first grade, at the end of fifth grade.
Where it doesn't it sets the depth the the point of of mastery, right, for the end of the school year. This is what we want our kids to know at the end of the year. It doesn't move Some assessments will move, like, this is where we want you here at the beginning of the year, and this is where we want you at the middle of the year. This just tells you this is where you need to be at the end of the year. So you expect to see a lot of students in the yellow where it says they're one year behind because they haven't been taught that information yet.
So we want students in the yellow and the green area. Okay? So if you look at the data, we have right now, we have 24 student or 24% of our students in the green, and we have 52% of our students that are ready for grade level instruction. They haven't been taught the kindergarten standards. They haven't been taught the first grade standards. Right? So they're ready for instruction. They're ready for learning. And then we have, 24% on the other end that are below grade level.
So those are the students that are getting, you know, targeted instruction. They may be getting take flight therapy. They're getting pulled out for reading intervention. Or during the wind time, they're getting specific small group instruction from their classroom teacher. So this data is better looking than what we just looked like looked at in the CMS. I'm excited to see what we're going to see at the middle of the year and the end of the year in regards to the growth we see. What we want to see is more of those yellow students moving into the green.
Right? And some of those red students or a lot of those red students moving either into the yellow or into degree. The next is a breakdown by grade level. So you can see, the breakdown of students that are, kindergarten, first grade, second grade. Remember, yellow is okay at the beginning of the year. Yellow is okay because those are the they haven't been taught the second grade standard, so they're ready for learning. Fifth grade, obviously, a little bit concerning with the number of students that are in
the red. But, again, we have take flight therapy groups going on. We started them last year in November. Yeah. Almost two almost a full year ago. We so we have take flight therapy groups going on with Angela Williams from Away with Words as well as with Cindy Conyu, our literacy coordinator. And we also have really intensive instruction going on, in intervention groups. But, also, we've beefed up our our tier one instruction in our classrooms, which really
is what we need. Let's that's the general, you know, the general education teacher teaching reading. We've beefed up what what they're teaching to the kids as well. So It's direct instruction. Yeah. Yes. Yes. And and what you'll find a lot of times with the direct instruction, it comes naturally for elementary teachers. We that's that's what elementary teachers typically do. It's not as natural so much for secondary teachers. So but we really are keeping a close watch on that as well. So making sure that it is really, specific instruction.
A fifth grade is also small at Vernon Creek. So it's a class size of sixteen and seventeen students each. So so really able to give some personalized instruction in that grade level. So that's actually helpful, at Vernon Creek. So Yeah. I mean, so that grade five, would that mean that more of the percentage? Mhmm. And that I mean, they should just cut out other things and Yeah. Just focus on reading. Lot of lot of focus on reading and math.
Yes. Yeah. Absolutely. Those poor kids are headed to middle school next year, and they're not there. Yeah. We've got ground to make up, and they're they're they're they're intentional about it. K. So if we move on to the next slide, you're looking at the beginning of the year iReady data for math. This is kindergarten through fifth grade. Again, remember, yellow's okay because they haven't been taught the standards yet for the to be able to meet mastery by the end of the year or for the end of the year assessment. So we have we we have twelve percent of students that are already at at
the great end of the year expectations, so they'll be pushed, and extended. We have sixty two percent of our kids that are ready for grade level expectations. That's great. Then we have 25% of our students that are below grade level, and we're working on making sure that we're teaching I Ready core curriculum. So the I Ready classroom math is being taught with fidelity, and we're making sure that our students are doing the personalized learning platform at platform at least thirty to fifty minutes a day or, I'm sorry, per week per subject.
And what is the personalized learning? When the student takes the the diagnostic, this assessment, it sets a personalized learning plan for them based on what they do know and what they don't know. And so students will spend thirty to fifty minutes a week on math, learning the things that they that's a personalized plan for them based on what they already know. It'll teach them concepts. Personally, it'll target them into concepts that they're lacking to try to fill those holes.
How does that teacher mean? They teach His kids computerized. So That's the that's the nice thing about this computerized program because you couldn't ask a classroom teacher to figure out 30 kids that that, you know, 15 of them need this concept and 15 need that concept. So that's why the personalized learning platform is so important to be able to fill those gaps. So I just I I I kind of keep harping on this one point, but I was confused for so long, and I've heard other people being confused for so
long. It is sort of unfortunate that so many pieces of this are called I Ready. Yes. And before we I mean, in years past, we didn't have the I Ready curriculum, which we had now. Yes. But we had we did the I Ready assessments Yes. For a long time, I guess. And then this computerized thing. So that's the I Ready Personalized learning. Personalized learning. But they're all I Ready. But they're three different pieces. Yes. And we didn't have the curriculum before. We have the curriculum now. And that's the direct instruction part that goes in. Yes. Then there's the online, what did you call it again?
Personalized learning. Thank you. I'm obviously not getting that. No. We're turning into pumpkins by now. Is getting open time here pretty soon. But, but that, you know, does help fill in the gaps. And then this assessment piece is so that they can get these data points. So just always remember There's three components. You have this. It's just my own confusion that I'm always but I just I know that other people have been confused about that. So I just always wanna make that point that it is three separate components. Yep. And and not only does the diagnostic, the assessment, tell you where students are and
sets the student on their trajectory for their personalized learning. If if a teacher, and they are doing this, they're digging into the data, they're able to see where they maybe their classroom needs to focus on a certain concept so they could spend some extra time filling in the gaps during that tier one instruction. So it's not just, oh, we did this test and we have the score. It's helping teachers to understand where their students are and where they need to focus their their energies. So other questions? We can move on to the next slide that breaks down the math scores by
grade level. So you're saying, for instance, all the kids in the class don't seem to understand their HPM statements. Then Then guess what they can focus on? Okay. The teacher would go back and Mhmm. And maybe rehash that. Okay. Yep. It it it there's a lot of valuable information within the diagnostic if if you take the time to dig into it and look at your classroom, your students' scores and where their strengths are and where their gaps are.
So and and one of the things we did on Friday, we did it with building leaders. So while the principals were here when we were digging into the data, but they're taking that information how to dig into the data, and they're taking it back to their teachers to help them do it as well. So, our biggest focus, and and I think we learned this on Friday when when we did the day to day. You know, you've got a certain percentage. We want students when they're in on their personalized learning platform, we want them to make their typical years growth. But certain students can years growth.
But certain students can actually make a whole shift, like a whole year's or two years growth if they do as what they call a stretch growth. So it it's pushing them a little bit further. You need to you need to grow a little bit further, and you'll close that gap even more. Those students that can close that gap in a year, if they reach their stretch growth goal, those are the students we're really focusing attention on because that's where we can get the biggest bang for the buck. Doesn't mean we're not focusing on the other ones, but those kids that could close
that gap that quickly are the kids that everybody in the school needs to know and needs to be asking them. Hey. How'd you do on your assessment? Or how do you do on have you reached your assessment? Or how'd you do on have you reached your goal yet? You know, having those conversations and making those relationships with those kids. That's why it was very interesting to see that you know, obviously, I've been, I was kinda watching somebody do it. But all of this data is by individual students. So they are digging in, and they are seeing each individual student and identifying by name students who, based on their scores, are going to be ones that are gonna
be, prime for doing a a stretch goal. Mhmm. Or, you know, you think it's just kind of a regular goal. But and then, you know, specifically for those children, creating the the program that will push them along. And, like you said, it's they're all gonna be, you know, they're not nobody's ignored by any means. But certain students, you can take by their scores, you can see that they would be primed for this stretch goal. And so it's kind of cool to see that and how they can be, you
know, you can figure out who who it is by these individual data scores. You'll hear the term win time. All of our schools now have win time, which is what I need time. And so teachers are flooded with additional support, and so they'll break down. Okay. These these 10 kids need this instruction. These five need this. These these 12 need that. And teachers will split up and say, okay. I'm gonna teach that group this during win time. I'm gonna teach that. And so that's a that's a level of focus right now. Our teachers in each grade level have with their with their interventionist partners, to ensure
that we're really, again, very direct and explicitly ensuring that students are filling those gaps, to make sure that that we accelerate learning because we have no choice right now. We've got to close these gaps. This is what's gonna really make the difference on me. And it it will continue throughout the whole school year. I can guarantee that this year. Go. K. Next is Singing Hills, if you're ready to move on. Their enrollment as of last Tuesday was at 385. They are on a still on a performance plan.
Their scores did drop 2% from the 2,024 SPF. And we'll move into their CMAS scores so that singing hills, ELA, so reading. Right? Reading, writing. They had fifty point seven percent of their third graders meet or exceed, grade level expectations. Their fourth grader, sixty percent of their students met or exceeded the expectations. And then for fifth grade, forty two point nine percent. And then if you move on, we have our c the math scores.
Forty three point one percent of our third graders met math expectations, met or exceeded. Fourth grade, fifty seven point five percent of our fourth graders at Singing Hills met or exceeded their expectations. In fifth grade, we were at 40.6%. And then CMASS scores for science, we were at 30.2%. Met or exceeded expectations. But let's look at where we are today. Well, actually, where we were, like, two weeks ago when we took the assessment. So beginning of the year, reading data.
So we're focusing on reading, starting with reading. Kindergarten through fifth grade. We have 32% of our students already at at grade level. And remember, end of the year expectation or higher. We have fifty two percent of our students that are ready for grade level expectations, and we have seventeen percent of our students that are needing extra support. And then the breakdown per grade level. Lots of areas for growth, but I think we have a lot of percentage of students that are ready for learning.
So you might, you know, look at third grade in particular. You have a lot of students in green, very few in yellow, and then we have a larger percentage of students in the red. Those are the students again that are getting take flight therapy. We have two take flight therapists out at, Singing Hills. They're co teaching a second grade classroom. So one of them teaches in the morning. The other one in the morning is teaching take flight, and then they flip flop. And so we have take flight therapists out there. We have reading interventionists out there.
We're doing wind time out there. There's lots of supports happening in our classrooms. I have to say those two teachers, as I mean, you guys, they are just delightful, and they are so excited. Yeah. And they love the take flight program. They love that they have learned to do this. They are they are just on fire. Yes. They are amazing and it is very exciting. Their their energy is contagious. It is. It is. Very exciting. It was a joy to talk to them. They're very excited to to be able to see the growth that they can help create this year.
So Yeah. Okay. Let's move on to math for Singing Hills, and we're looking at kindergarten through fifth grade. Again, like I said, the yellow. Remember, yellow's yellow's okay at this point of the year. Sixty two percent of our students are ready for for grade level expectations. We have twenty one percent of our students that are below grade level. They do get some extra support out there. They have the personalized learning platform, but they also have built into their schedule a little bit of math intervention. So and then there's the breakdown by grade level for math.
And when I come back at, we give, big middle of the year assessments, in December before we go to Christmas break. So when I come back in January, I'll be able to tell you what kind of show you what kind of growth we've seen from here until till the middle of the year. Okay. Can you do that? Can I ask if you could and I you may have this in the if I could see this data on the same slide as the middle of the year data so that it's really Percentage point or color?
I I would prefer percentage point, but, how whatever works best. But I just I would like to see side by side percentage. See it in a in a glance. Okay. That, it is how it's improving because I know it will be. Yes. But I I would just I think that would be a really great visual. I can do that. Okay. Thank you. You bet. If we move on to Elizabeth Middle School, their enrollment as of last Tuesday was 380 students. Elizabeth Middle School's, school performance framework, they are an on an improvement plan.
They earned 48.7, points out of a 100, which was an 8.7% disc decrease from last, 02/2024. CMAST scores for sixth grade reading, we had 38.5% of our students reading at grade level or above, so meeting or exceeding expectations. Seventh grade, we had 46.3%. And eighth grade, we had 38.9%. Are you comfortable moving to the math scores? K. Holler if I'm going too fast.
So sixth grade math scores, we had 28.6% of our students meeting or exceeding expectations. Seventh grade math was 20%. Why do you think that was so loud? We changed curriculum on middle school teachers two weeks before school started. We provided PD Mhmm. When when teachers came back. I don't believe that they had enough time to digest the change in curriculum and be able to internalize the because it's a different way of teaching, right, and different
curriculum, and it wasn't what they were used to. And I think that probably created some of this. They now have had a whole year of teaching the curriculum. They've had additional PD throughout last year and again at the beginning of the year. We actually have Nate Nathan from iReady coming in here in a couple weeks. He's going to be learn doing learning walks. He's gonna be doing some professional development with the teachers on I think it's the
October 20 on math. And then he's going to be doing some learning walks with the with the, admin there to be able to for him to coach them. This is what it should look like when curriculum is being followed and and we're seeing success in the classroom. Now they had the Zern before, didn't they? Yes. Mhmm. It was the whole school, though. Right? Yes. Because sixth grade is a couple points off of state. Seventh grade is almost 12 points off of state and eighth grade is just over
a point off of state. Right. That's why I focused on seven of the why that one was such a big drop. Yeah. I'm gonna also indicate culture. We know we had culture issues. We've made some major changes at the middle school midyear. We have also made some leadership changes at the middle school. I think that those those are huge. And I think, again, beginning of the year data I think is gonna be important on this one in particular as well. I've had conversations with the seventh grade teacher, and I've heard more buy in this
year with the curriculum. He understands how it should be implemented and how the personalized learning platform works with the the core curriculum. So we're providing more supports. I think it's it's, again, culture because admin is supportive of the of the changes that we made in curriculum last year. Our new our new admin is supportive of that and is willing to set time aside for PD for them. So I mean, we we had PD last year but it the culture isn't right
for that development. It doesn't stick. I can tell you from being in those classrooms this year, it looks a lot different. So, one of the things I will point out is that while we had, licenses for all of our middle school students to use the personalized platform in iReady for reading and for math, was not utilized. So, it is being utilized as part of the do now of our direct instruction. I read you the personalized learning platform. That's what they're using for their do now and their reading and in their math
classes. So it is being done with fidelity every single day in that building. And the reason for that curriculum change was, I mean, concern was not going well. No. Parents hated it. Their kids hated it. So we needed to make a change. Yes. And when you make a change, you know. Change is hard. Change is hard and then with the culture, like you said, on top of it, it was just difficult but, this year, you know, a year under their belts and a much better culture And, this this should this should, turn this around.
We honestly received the books for the math curriculum for the middle school, two weeks before schools started. That didn't provide enough time. Yeah. So was it the wrong change? No. The timing just might not have been right. So See, Matt. Had the same outcome. Have we stuck with the Zurn or gone with the IRA? We don't know that, right? Yeah. So. Could've been the same. And and like mister Zander said earlier, anytime you make a change in curriculum, you're gonna have a dip.
Mhmm. I think that was our dip. Now, we have nowhere to go but up. Okay. So CMAST scores for science, we had thirty nine point two percent of our students meeting or exceeding expectations. Oh, definitely over the the state average there. Still not what we want, but No. Yeah. But we take we take our successes where We will we will get the win. Yep. And sorry. I had to do that slide here because I sorry about that. That's it. I'm like, wait a minute. I just did that one. You just like the word ready.
So I wanted to make sure you saw the science scores. Okay. Yes. So this is the beginning of the year iReady reading scores. So look at at your percentage of students that are in the green and your yellow and we have 36% of our students in the red right now. We have implemented, a reading intervention program. We had a take flight therapist at the middle school. We do not have, we actually do have, we're contracting with somebody to do the
take flight therapy and then Cindy is going, Cindy Conyers going, I believe, three days a week to do what's it's called JET. It's take flight on steroids. It's specifically for the eighth graders, that are really struggling and it takes two years of take flight and condenses it into a year and really trying to focus on those eighth graders to get them to grade level and give them the skills they need so when they go to high school they'll be successful. So the take apply is for dyslexia.
Can we attribute thirty six percent of the the kids to having dyslexia or is this just kind of a reading boost as well? Well, I will I will tell you a great deal of those probably too. Yeah. Yeah. And we actually have a high school student coming down who's dyslexic, getting getting services, at the middle school because of dyslexia. Mhmm. Yeah. And that's why they put in the mandatory testing. That sounds good. I was talking to, to Cindy on Friday about, the high school student. And they are on fire with it.
Yeah. And they are doing so well with it. I've got another family meeting with me next week with Cindy. And it was exciting because he's, I mean, I think this kid knows I've gotta do something and he's just on fire with it. Yeah. He's he's going to be very successful with it. Yeah. And really improve. He's he's highly engaged in the lessons and and he's showing the most growth. So it to be able to provide that kind of therapy in in a public school setting is amazing. So kudos to you as a board and Dan for being able to put funding
towards that because this is what some of our students need. Not all of us are students need that type of therapy, but but kudos to you for addressing the issue. So move on to your grade level. So you can see by grade level where our students are, at the beginning of the year. See, I think it's important, Mike, to look at that. Look at the green in grade eight, which were seventh graders last year. So those are students who, at the beginning of the year, are on grade level and yet look at the CMAS scores.
So, again, culture impacted test taking last year. It was math. This is reading. Oh, I'm sorry. Oh, but math We'll get there. But I I bet when you see math, because I looked I looked ahead. He's jumping ahead. Yeah. So beginning of the year, if we move to the next slide, beginning of the year, math data. Again, this is, you know sixth, seventh, and eighth altogether. We have a great portion of our students that are ready for for grade level expectations. We have some students that are struggling. Part of that was part of that gap will be filled with their personalized learning
platform that their their plan that was created by doing the diagnostic because of the fact that it is now an expectation that they're utilizing a personalized plan in I Ready to fit at least fifteen minutes a day as part of the do now. And so I know that we're going to see these gaps filled. So and then the breakdown of your math scores by grade level. So what did you do, Jay?
It died. Oh. How many more slides do we have? Just a couple. We've got them here. Okay. They've got them there. Sorry. Two two two two. So 20 so 25% of eighth grade are on grade level at the end of the year where our CMAS score showed, what, 10%? So so, again, I think and you've got 40% ready for on grade level instruction. So that's the challenge of, again, I think culture that impacted seventh grade testing last year. Sorry. And then if we move to the high school, we have enrollment of 642.
They are on a performance plan again. They did drop 5.4, percent from 2,024. But I also brought their CMAST scores for science. If you'll look, we have forty seven point nine percent of our students at the high school scoring meeting or exceeding grade level expectations. Somebody's gonna be up all night drinking coffee at this point. Compared to 25% of the state. Yep. We also had doubled the participation in, in CMA student testing this year.
So Are there other CMA scores for high school? No. They only take the science and it's not, you know, we have a high percentage of students that are off the bat of that. So, and we all talked about that, that is gonna be a bandwagon. I'm gonna be honest with you. That's Mary's bandwagon is my bandwagon. We've got to get the parents to understand that these test tests are important. Last year, we improved, across the board. So that's And we had increased increased testing, across the board and Well we'll continue to do so.
Not at the middle school. It did drop at the middle school. Which probably culture. Yes. And teachers who've discouraged even though they're encouraged. Yes. I mean, if they think it's worthless and this is just stupid, I mean, guess what, it's gonna affect the kids are gonna go, well, what's the point? And we do know that, and I I said this at the meeting on Friday, we knew that some teachers who, some of some parents who had students who probably could have benefited from the take flight therapy or whatever, or whatever interventions they were
recommended to them. But the teacher said, Oh, that's just those, that's just those I Ready scores. They don't mean anything. And, when I said that, Colleen said, We've had conversations. That's taken care of. Because the teachers need to they can't be But but if it's not the culture in the building to look at the data and do something with the data. Yeah. Then it is meaningless to them. Because to the teacher, it's just a bunch of extra work to do with the data. Yeah. And we need good leadership and we need accountability.
So anyway, that's my bandwagon, one of them. I'm not gonna promise it's the only one but but it's next year. Right. And I mean, I understand the argument for culture but I also think that there's, you know, just a degree of, you know, honesty needs to happen. Like when parents see that if your child starts falling behind in third or fifth, fourth or fifth grade, that can translate to, you know, a really, undereducated child by the time they're graduating.
Yeah. From what did you learn? And that's something that, you know, parents do care about. Right? Like, they and they also care about, I don't just want my kid being taught to take a test well. Yeah. Right? Like, don't just teach to this test. Mhmm. So what is the value? The value is that when your child is graduating, they're gonna be graduating like one level ready to be able to be successful. You know, whatever career they wanna pursue with that. Yeah. But I just, I feel like some of it too is that communication there because there is pushback too. Don't just teach to a test. Yeah. Right. Like, my kid is a whole lot more than just how they test on this.
That's right. And that's true because you know, there are kids who don't do as well testing. Yeah. Right. But a part of what it is all about is is really wanting to graduate kids who are gonna be successful in their careers once they move on, but we don't want them graduating at, again, middle school level reading reading, you know, levels. There are a lot of of jobs and careers in the world, right, that you have to be able to take a test to be able to do. Teaching is one of them being a lawyer. You know, you have to be able to take a test. While a child is not only a test score, that's why you use a body
of evidence. Right? We we need to be able to assess them so we have the data so we know where they are. So I think the culture in our district has shifted this year, to where the data is not only being collected, it's being evaluated. It's being they're digging into it. So I think we we've made some leaps and bounds in in that aspect. So to your point though, I do I do believe that another piece of my
bandwagon is educating the parents to understand the importance of these tests, the importance of doing stuff with their kids. One of the slides that we saw on Friday was, kind of, the the scores and how they dropped. I mean, basically, these beginning of the year tests are, you know, you're testing them now basically based on their knowledge from last year. How much have they dropped over the summer? And, you know, we were talking about we all went through the, you know, the library contest, you know, how many books can you read over the summer?
It was a big deal. You know, some little workbooks that take maybe ten minutes a day on math or something to keep the skills up. Yeah. In the summer, it's not that hard. And, yes, I know kids have a lot of activities, but I'm just not gonna kill them to do fifteen minutes of reading every day and fifteen minutes of math, you know, every day. And then go on and go play and do their sports and whatever. I mean, those are great. But we've gotta keep up the skills. And then, we need to get the parents to understand that. We've gotta get buy in from the parents too. Like, thank you. That's my other piece of paper right now.
We've also helped with that is by giving our parents information because the I Ready scores have been sent home Yes. To parents. We also are in the process of sending home those letters identifying students that are working significantly below grade level. So communication is happening which is I think a component that maybe wasn't in place. Place. Yeah. So some parents that are probably in shock. I'm a little shocked. But I think that, you know, this is we definitely have areas a lot of
areas where we need to have improvement, but I just don't wanna see it get to CMAS time. Yep. I want regular assessments during the year, accountability. Mhmm. I want I want I don't want it to get to this point. Well, and and our policy with regard to the third and fifth grade reading points Mhmm. That is based on these I Ready scores. Right? I mean, because we have to That's what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what what. This point. No. If not the first year. No. The middle of the year one. And then notify them.
And we already notified Because they need to know ahead of them. They need to know. And then we, you know, weigh the interventions in place. Yeah. Because all the The data is gonna come. Red. Right? Mhmm. I mean, they're already in danger. So Yes. I mean, their parents are already even notified. Yes. Yeah. So Yes, they have. You know, this day to day that these teachers are gonna be doing for all their kids is gonna be imperative for them and the teacher conferences are be going up here. And we are doing multiple assessments. So we'll do not only the big diagnostic beginning, middle, and end of the year,
we're doing checkpoints. In October, we'll do another checkpoint in November. We're doing, in reading, we're doing literacy tasks. Those are like minuscule assessments. So like, reading nonsense words or reading, reading passages, fluency tests. So we're doing a lot of assessing Okay. And data digging beyond what we've done in the past. So can we get more frequent updates? It won't look exactly like that, but yes. Okay. If you don't mind it not looking exactly like that, then then that's I can
probably get that data for you. Thank you. So And you may not have this answer. You probably don't have this answer. I can make it up. But but if if there's something else that we can be doing to bring these reading scores up, if if you're Dan if y'all think of hey. We need something else. But Well Let us know. I mean, there's literally other than keeping these children safe, there's really nothing else that's
reading this. Well, and we've got, you know, we've got the take flight. We've got, you know, explicit direct instruction which is proven. It's it's I mean, it's a proven methodology that works. Using using the science of We've got, yeah, the science of we've got good curriculum. It's just taken a long time to get to one where everything is coming together. Yeah. Yeah. Yeah. We Yeah. Like you said, that one school's had multiple leadership changes over the past six years. Right?
So that you start to gather some some ground and then change happens. So Yeah. Mary, I'm turning into a pumpkin now. Now. Yeah. I noticed this orange is creeping up. I'm up past my bedtime. We're almost done, right? Are we good? Can I turn off the mic now? Nobody else is speaking? Thank you, Kim. You're welcome. Alright. You are. Thank you, Kim. Don't let those leaves get in the way on your driveway. Well, it's more the elk and the deer on the morning. Well, there's that too. Have a wonderful evening. So next up, we have board member reports. So who wants to kick it off?
I'll kick it off. Okay. The, the the canine surge last week. I mean, that was tops. I really I think that was, we gotta keep our kids safe. Right? Mhmm. And sometimes, it's keeping them sick from themselves. Yeah. I think that that was everyone was unbelievably professional. I saw a couple of exceptions, but I mean, it's just people being people right now. It's like, you know, teacher, why did you let this kid come off out of
class? Yeah. But, 99% of it was just so professional and so well done. I had a chance to, coming out of the classroom, I was able to kind of talk with the kids, talk with the teachers. And so basically about third in the school, I got to see and Mhmm. They they were supportive of it. The kids were they understood. I mean, I don't think I think I think they were appreciative.
Yeah. I mean, they they probably couldn't put that into words, but I think they were appreciated that we were there to because we're looking for things that can literally kill them. Yeah. I mean, this stuff is one and done. Yeah. I mean, if you take fentanyl, you have a pretty good chance of dying, you know, especially younger you are. So, I props. And I I know some people had issue took issue with the why wasn't I informed? And I I I'll say that, well, that's just the race.
Like, we can't inform you because if you tell, you know, one person, it's it's gone. Right? The the element of surprise and you need that. And, for multiple I mean, just to catch, but also, I mean, as a deterrent for later on, we need to do these things. So, and, you know, heard people say that we were searching kids, which is absolutely false, 100% untrue. I was standing there. I mean, I'm with the kids. They so nobody is searching them. So, I mean, the the the dog the, you know, if they found something, they
didn't just immediately, like, you know, put the kid on the ground and he in a handcuff. I mean, they were they go and get another dog and bring him in to just to check. Hey. Maybe this dog caused I mean, so I think the police officers, the k nine units, the staff, everybody, props. And I think we should do those all a lot more. And I, I just think, you know, and I think you were there too.
And and I think, you know, we were there. I mean, I wasn't there to oversee anything, but I mean, it is this is legitimate. We can do this. And this is there's nothing that was done to violate anybody's constitutional rights or anything else. So Well, here's my attitude. We can we can listen to the people who are like, that was just a horrible thing to do. You shouldn't have done it, or we can we can do something like this.
We can be proactive. That's right. Because we're gonna hear we're gonna hear the anger that we did it. I would rather hear that over the cries of a mother That's right. Who has lost her child because of something they may or may have not gotten at the school. But it is our responsibility for their physical safety, but that is a part of their physical safety. Yep. So my edit if you wanna be mad at us for being proactive, fine. Go ahead and do it. But, again, I would rather hear the the bitterness and the anger on social media
than listening to a mother cry because she lost her children. We've heard too much of that lately. Yeah. Amen. Yeah. I would have Yeah. I'll go next because, yes, I was there observing the canine search at the high school as well. And, you know, I walked away from it, really with a great appreciation for law enforcement in our communities. And I'll mention that we had, the Albert County Sheriff's Department with their canines. We had Elizabeth Police Department with their canines. And we even had Parker Police Department with their canines. And so, you know, major congratulations to them and their teams because they did really
did a fantastic job. They were very professional. The kids treated it professionally. Yeah. I mean, as much as, you know, with barking in the halls, very, like, peaceful process. Yeah. Like, everyone just filed out of their classrooms when it was time to search a classroom. They were all excited to see a dog, and then they all filed back in when the search was done. And I do think that it gave peace of mind to the students, to the teachers, to the staff, and to the families to know that that search was done Yep. That there were no drugs found and that, you know, the kids are safe at
that school. Yeah. So, I I appreciated being able to observe it. Thank you, Dan, for setting that up. And I I love, like, the partnership that we have with those law enforcement agencies. Yeah. I think that's something our community can be proud of. And props to security, guys, I'm sure they they had a lot of they were everywhere Mhmm. All over the school trying to they were organizing, letting people indoors, and running back. I mean, they were they were doing Good deal. You know, yeoman's work that did. Yeah. They were. And I also just wanted to say thank you to Dan for hosting this the
superintendent forum. I attended that this past week as well. And I think that people really like having access to you in a conversational way to just bring up the questions that they have. And I really appreciate that you're very straightforward. You answer people's questions directly. And if you don't know, you're willing to find out the answers. I just think that, that kind of transparency is really important in building trust in the school district. And so I think that the people who came, some of them were even very pleasantly surprised by the answers that you gave. And I think that it's gonna give hope to students who maybe hadn't been recognized
as having, you know, dyslexia problems who are gonna get help now. So, you know, for those who might be listening, you know, I hope you'll attend the next forum because, Dan is very available and he wants to he wants to help forum because, Dan is very available, and he wants to he wants to help all the families and the students in this discharge. So k. I can go next. Dan was gracious enough to let me tag along with him last week to visit the schools. It's been said before, but Running Creek is like night and day compared to last year, compared to the last few years, actually.
So I was really impressed with that. And, yeah, it just seems like the the teaching is being taught, across the board. So I was happy to see that. Well, I'm not gonna say much. I'm actually gonna ask Dan to reiterate something you said at the superintendent form regarding the goat search. And that was with regard to the backpack searches and the car searches and rental notifications about that. Could you just talk about that, please? Yeah. That's on my list. Okay. Talk about this.
Did you have anything else that you have to do with that? You know, one thing I wanted to reiterate. Tonight was kind of a tough public comment. And I want people to know in my almost four years of being on the board, I've I've learned a lot. And one thing that I've learned is there are always two sides to to every story. And one thing I want people to understand is that there's a lot of stuff that we cannot talk about because of FERPA, because of legal.
So, you know, when people hear something like that, I really sympathize with them because, you know, they're they have a very strong conviction about what they came and spoke about. But I want people to also understand that, again, there's stuff that Dan couldn't mention tonight. There's stuff that we just can't talk about. So please keep that in keep that in the back of your mind when you're listening to stuff like this, And I'll leave it at that. Thank you. Yeah. And and just to piggyback on that, I never wanna show disrespect to parents.
Parents' jobs are to advocate for their kids, and and they're very passionate about that. And I, as a parent, would be as well. I mean, I never wanna never wanna challenge publicly a parent, and and, obviously, their convictions are strong. But, you know, again, it's it's always a challenging situation. So, canine search, just to piggyback. You know, we had we have amazing children. Obviously, you know, dogs dogs alert on on things for a variety of reasons. Cars, sometimes it's because, you know, we had some kids who bought used cars, and,
you know, parents many of the parents we had conversations were with were like, I wonder if who I bought the car from. Maybe he had something in that car because, you know, residual, you know, there's always residual things sometimes that are in cars that dogs are still alerting on. Backpacks. Sometimes, it's, you know, the smell of of food that might in some way, dice the dog over. Maybe it's so, we we did have kids whose backpacks were alerted on, and I will say our our security team in no way, embarrassed a kid, in no way
called out that kid, in no way made them feel uncomfortable. Kids were very discreetly, you know, pulled aside, taken down to the office, were very discreetly, let know that, hey. The dog did alert on your backpack. You know? Do you mind if we search it? All all students were so respectful. We were very happy to report. One of the reasons I put out a you know, there was no way a pat on the back. It was a we want everyone to know that, hey. If a child was seen being pulled down to the office with their backpack, we
want everyone to know nothing was found, because those kids have a right to know that, you know, just because, you know, the dog might have alerted on on your your backpack, you didn't have anything. And so it's really important to us, that we got that word out, even cars in the parking lot. You know? Again, there were some cars that that that the dogs alerted on, but, again, after after we we we did search those vehicles, nothing was was alerted on. All of those students had the opportunity to call their parents. Some could reach them, some couldn't.
But, again, you know, all of those parents were contacted. So, again, we had a few individuals who indicated that somehow work got out. Staff didn't know until the morning of. They found out at 09:15 that the search was happening. So even staff didn't know that those searches were happening until the day of. So, obviously, you know, we're gonna always try to be very discreet on on planning of these. These will continue, just to be very clear. We will continue. We will do them at other schools, not just, Elizabeth High School.
So, they will they will occur, continue to occur throughout the year. And so we'll we'll promise that to the to the board and to our community. And, again, I wanna be very clear. I had parents who say we didn't know we had a drug problem. We do not have a drug problem. We have had no seizures of drugs in our schools. As we clearly just showed. Yeah. We have not had a problem. We had as I indicated in the letter, we had parents who indicated their children heard students in the bathroom. They don't know who those students were talking about fentanyl. And because we had a drug seizure by Elizabeth Police Department and Albert County Sheriff's
Office, seized, we are on a corridor that some of you don't know that Highway 86 is a corridor for drug trafficking. It does go through our community, unfortunately. And so there was a seizure in our community, several weeks ago. And because that coupled with overhearing, we thought, let's just make sure because to to, Dave's point, you don't get a second chance with fentanyl, and we're not gonna have any risk of that for our students. So, just to clarify, we don't have a drug problem in our community, and we're gonna make sure we don't. And so, we we, appreciate the understanding of our parents, and, we we won't give
advance notice, to our families. We will let you know. I know some parents were concerned because we texted. You know, maybe we shouldn't do that in the future. We don't want parents to hear. We had, I think, seven police cars roll up in front of the the high school, at one time, and we thought we wanted parents to know there wasn't something going down. That's why we texted. Again, I think darned if we do and darned if we don't. So, we'll continue to try to refine. We have had some parents, meet with us to give us some feedback, and we'll
continue to to get better as we do these. So, canine search, like I said, we we, appreciate the understanding of our community and felt like it was, overall, it was a good event, but we can we can continue to get better. Staff staff development day on Friday. We have all day staff development. No school, on Friday for our students. So, parents, if you, didn't notice that on the calendar, buses will not roll on Friday, and your kids will not come to school. And if you try to drop them off, you might notice parking lot's empty.
So our our staff will be in training at Elizabeth High School all day. Homecoming parade is next Friday, not this Friday, but next Friday. Permission slips are required this year. So, permission slips are going home for our elementaries and our middle school. Parents do need to sign permission for children to go to the parade this year. I don't think the district has done that in the past. So if your child is going to be transported to the parade and back, you will need to give permission. If your child doesn't have a signed permission slip, you will your child will either
stay back or you may come and pick them up if you'd rather them not participate. But we really wanna make sure you know your child is leaving the school and going to the parade route and coming back for dismissal. So just expect to see that in the coming days. And even Running Creek, you'll get permission for your child to actually walk out of the school and and line the parade route. So, just know that that's coming, and high school will dismiss midday, for parade. So if you want your child to ride the bus to the parade route, you'll give permission for that, just because we do wanna make sure you you're giving permission
for your child to actually go to the parade route. Otherwise, your child will be dismissed, and we'll count that as a half instructional day. There are activities at the high school after the parade. There's tailgating. There's, the the homecoming game, all of those things. So, obviously, if you don't want your child to go to the parade, we'll supervise them at school. There'll be an open cafeteria, things like that. But, expect to see that coming home. A board candidate forum, we do have a board election. If you didn't know that, we have a board election coming up. It's a board candidate forum next Wednesday evening, at the high school, and then as
it was already mentioned, superintendent forum. You know, we want dialogue. You know, it it hurts when people say, you know, I don't care. I don't wanna hear. I do wanna hear, and forums are always a great opportunity for just dialogue. We are far from perfect in the district. And when we get things wrong, I'll admit it, and we'll we'll problem solve to try to make it right. I was excited to see the large number of people at the forum. They seem to be getting larger. I think Mary has attended many. Rhonda has, and Nicole came to to to her first one as a board member, this last last time.
So, my next one is November Eighth, I think. We'll get that out, November 8 eighteenth or eighth or one of those dates. It's coming up in November before, Thanksgiving. So we'll get that out. We're doing a Tuesday night this time. I know Wednesday night doesn't work all the time for everyone, so we're gonna vary the dates, days so we can get people there. I do wanna address a couple of things, and I actually prepared a long statement, and I know it's late. I I I'm concerned about some misinformation out in the community. And I'm concerned about people who just call it Elizabeth Derangement Syndrome, because there are
people out in our community who just want to seize on any misinformation they can. I was really saddened over the weekend that a teacher who announced her resignation, her resignation appeared in our board packet, that there were members of our community who seized on that and went to social media to to to try to spend that she was leaving because she hates our district, when in fact, life happened for her. Her husband got transferred, and she was really sad to leave. And before she could even tell her children, this group of people in our community
who want ill on our district thought it was cool to go out and try to blast her resignation all over the community social media. This is Elizabeth Derangement Syndrome. These are people who used to work for the district and left before I was here, before this board was in place, but they want harm for this district. They abandoned the children of this district, but they want harm to this district, and they hurt this teacher. And I'm angry about it, folks. I'm really ticked off because here's this teacher who lost the opportunity to give her
heartfelt news to her to her parents. And, frankly, it's wrong. And I don't know how to help this community understand that this group needs to stop. They don't care about this community. They left this district. They don't have their children in our schools. And why they think they have a right to harm this district is beyond me. Another thing they've gone out is to try to say, oh, this dyslexia program is nothing new. We did it before. No. We haven't, folks. They're talking about this program called SIMR.
SIMR is is simply an intervention program. It's an intervention program that the Colorado Department of Education piloted in 2223. If you look at our reading data, even back three years ago, we've never had more than 50% of our kids read at grade level. So if SIMR was so great, then why haven't we done better? SIMR is not a dyslexia program. It's a balanced literacy program. It's a reading intervention program. Take Flight is a therapy for students with dyslexia.
It is a master's level training that we are providing to our staff to provide therapeutic support for students with dyslexia and for this group to somehow say, oh, don't give this district any credit for doing anything different because they did SIMR before. It's just really aggravating because we have staff who spent all summer getting trained to do real therapy for students. And again, these people left our district. They don't know what we're doing.
And yet, they're trying to take potshots at the district and hurting staff. They're not hurting me. They're not hurting the board. They're hurting staff. And, frankly, I'm sick and tired of it. Folks, I hope if you see information out there on social media that is downgrading the district, downgrading the board, downgrading staff, downgrading anything that's happening, reach out and get accurate information. Because, frankly, it's false. Let me tell you the real story of this district. Since this board and I have taken over, we have focused on instruction.
We have focused on returning our our schools to environments of learning. We have, without raising taxes, increased teacher salaries by $6,000. We have increased support staff salaries by 10%. We have provided armed security presence in all of our campuses. We've worked to build a fund balance, to address our infrastructure needs in the district, and we haven't asked for one additional dime of increased taxes from our taxpayers. We continue to empower parents to make important decisions for their children regardless of their background and beliefs.
We've removed politics from our classrooms, and we've refocused our efforts on instruction. What does that mean? We don't have MAGA flags in our classrooms, and we don't have Black Lives Matters signs in our classrooms. Our staff know that our children come to school with their values instilled in them by their parents, and they go home with the values instilled in them by their parents. That's a school district we have here in Elizabeth. That's a school district that this board has put into place. It's a school district that we run here in Elizabeth. It's a school district our staff is committed to. That's what we are in Elizabeth School District.
And, frankly, I am sick and tired of those who wanna paint us differently. So I'm gonna stop there. Thank you. Thank you, guys. You said we have a good team. We do. We have a good team. Getting better all the time. Alright. So next up, consent items. I move that the board approve consent items seven one through seven seven as presented. Second. Can I get a roll call? Director Callahan? Aye. Director Fletcher? Aye. Director Hunt? Aye. Director Olson? Aye. Director Powell? Aye.
Well, this will be a little shorter since this scratch. Yeah. That's good. So first action item, we have our second reading of revised policy, JIH, student interviews, interrogations, searches, and arrests. I move that the board approve the second reading of revised policy JIH, student interviews, interrogations, searches, and arrests. Second. So we know on this policy, we'll bring, Tyler Rabideau back in. We'll bring chief Engel next board meeting, and we'll, have him do some of the
ex explanations. We'll do some reformatting of those that Mary suggested. And, hopefully, at the next meeting, we'll be able to move this forward on the third reading and, hopefully, third and final. Mhmm. Okay. Any further discussion on that one? Okay. Can I get a roll call? Director Kallahan. Aye. Director Fletcher. Aye. Director Hunt. Aye. Director Olson. Aye. Director Powell. Aye. And next up, we have our second reading of exhibit j I h dash e, student search form paper or electronic. So I move that the board approve the second and final reading of revised policy
j I h dash e student search form paper or electronic. Actually, I think it was saying that we should do the exhibit when we finalize j I h next time. So I would say not final on that just because the two should go together. Did we say that? I I think it could go. Yeah. I don't think Okay. Yeah. Well, okay. Yeah. I'm fine if you want to. But Yeah. I I don't think there's anything it doesn't hurt to have the form. I didn't think we had any problems with this. Yeah. I just I know we said that about the Yeah. The We probably did comment one. Oh, yeah. Okay.
Okay. Okay. So is this one second and final? Whose second is it? I'll second. Okay. Okay. It's freaking hilarious. I don't know. Alright. Slap happy. Oh, Penny. Any further discussion on that one? Okay. Can I get a roll call? Director Callahan. Aye. Director Fletcher. Aye. Director Hunt. Aye. Director Olson? Aye. Director Powell? Aye. Okay. Next up, our third reading of our new regulation k e c dash r dash two library protocols. I move that the board approve the third reading of new regulation k e c
dash r dash two on library protocols. We know we have some rewording to do to make sure we have the policy I j referenced in here. We'll do some cleanup on this, add some words about general curating. We'll run it by our attorneys and make sure there's no concerns with that. We'll take out Destiny and make sure we just have general in there. So we will hopefully bring this back. We'll get it to you in advance and hopefully have final reading next fortnight.
Looks like I did that. Okay. Any further discussion on this one? Okay. Can I get a roll call? Director Callahan. Aye. Director Fletcher. Aye. Director Hunt. Aye. Director Olson. Aye. Director Powell. Aye. Yay for that one. Okay. We removed eight four and eight five. So eight six, this is, second reading of revised policy BEDB agenda. So I move that the board approve the second reading of revised policy BEDB agenda. Second. And further discussion on this one, I know we're sending it back for revisions.
We're gonna bring it back. Key key is relayed. I think your idea of trying to make sure we have that second Mhmm. Public comment move up if there's time. So I think that's really the key one, and I like that. So Alright. Can you get a roll call? Director Kelly Anne. Alright. Director Fletcher. Aye. Director Hunt. Aye. Director Olson. Aye. Director Powell. Aye. Okay. Our 87 is our second reading of revised policy BEDH public participation at school board
meetings. I move that the board approve the second reading of revised policy BEDH public participation at school board meetings? Second. Okay. Any further discussion on this one? Didn't know last statements. Okay. So can I get a roll call? Director Callahan? Aye. Director Fletcher? Aye. Director Hunt? Aye. Director Olsen? Aye. Director Powell? Oh, I say I we're not doing final on this one. Right? No. No. No. I'll make those changes and send them out. Okay. And, the last we have on the agenda is, the appointment of district advisory council,
Mickey Evers. So we have a list that we put together. Uh-huh. It's in your it's in my book. In my book? Book? Last last page of your Alright. Of your book. So, what we have here is the membership. So we have Elizabeth's school district staff. Proposed is Elizabeth High School teacher Ginger Zander, Elizabeth Middle School teacher Melissa Paputis. Yep. Legacy teacher Jacob Garamore. Garamore? Garamoni, I guess. Oh. Yeah. I'm sorry. I always say it wrong. SAG teacher Chris Christine Bastioni.
Mhmm. District administrator, Dan Snowberger. And our parent and local community member representatives proposed are Elizabeth High School parent, Kristen Sanborn, Elizabeth Middle School parent, JC Eiler, legacy parent, Heather Salazar, Running Creek parent, Corey Transu, Singing Hills parent, Jen Thorsen, community member, Jennifer Wallen. So with that, I move that the board approve the twenty twenty five, twenty twenty
six district advisory council membership. Second. Any discussion on that? Okay. Can I get a roll call? Director Callahan? Aye. Director Fletcher? Aye. Director Hunt? Aye. Director Olson? Aye. Director Powell? Aye. Okay. Board planning new business. Anything we wanna add? Just, to put in your, front pocket if anyone is still interested. There's still, you're still able to register for the Leadership Institute's, Learn Right Lead Right Summit this weekend. The agenda is in the front pocket. So if you have any interest, let us know.
We've considered the registration link at at no cost. It's pretty action packed. Lots of lots of interesting, sessions. So it's in Parker here. So, let us know if you have any interest. So Okay. So with that, our next board meeting is Tuesday, 10/28/2025 here in our boardroom. And with that, I'm going to adjourn this meeting at 09:53. The latest to it ever. I don't know. I don't know.