Uh good evening everyone. Thank you for having us. We're very excited to be here. Um Dr. Tam Smith obviously principal at the middle school. Uh very excited to introduce my colleagues here. Uh sitting next to me is Maddie Koales. She is an amazing special education
teacher. specializing in our seventh grade students. And sitting next to her is Erin Dilbeg, assistant principal at the middle school. Uh what we'd love to do tonight is uh obviously highlight and showcase some of the great things that are happening at the middle school this semester. Uh but specifically, we really
want to hone in on two areas that are board directed areas. One is the impact of content driven instruction, direct explicit instruction through the lens of our professional development. And Erin's going to talk about steplaps specifically and impact that that's had on teaching and learning. And then even
more exciting is having Maddie here because she will talk about the uh really the most important part of that which is how has our instruction this semester impacted our students with a a special lens that we're looking through which is our student services lens. I
know that that's also a board directive. How do we close the achievement gap and uh see growth in our kids specifically kids that are struggling academically? So to begin with uh I'll get us started. Obviously you know very excited as you
know we we rebuilt Elizabeth Middle School from really the ground up this summer you know 2.0. Uh as you know we did some reconstitution uh of multiple areas of the school including a building reconstitution where we literally clean the the the
walls the carpets the building from top to bottom. Uh we moved classrooms from uh a spread out kind of mapping area to pods with the focus on um transitioning kids to the academics much quicker, much
more expediently without losing time, chasing down kids in hallways, you know, finding lost backpacks, all of those kind of challenges that middle schoolers face. Uh and then from there we did what I would call a professional development reconstitution where as you know we
brought in really fantastic PD to to go from what I would call an exploratory learning module to a direct content driven instruction module where we're now really pushing content driven instruction in the classrooms so that we move away from teachers being the guide
on the side and more towards mastery where teachers are literally pushing their kids in deep into content so they can master the concepts and then obviously close achievement. And then the third area that we reconstituted is our culture and that's obviously as you
know with all schools that's an ongoing challenge and an ongoing um uh goal. But really look, we we we we put the elephants out in the room back in May and we highlighted areas that we needed to grow in as a school and it's been really exciting to watch our staff go
through those challenges together, you know, with different and new leadership and new goals ahead of them. Um, so we're really excited where we are. Um I know that you have been hearing a lot from the community. Hopefully some you know the the good more than the bad. We hope uh about how how well the middle
school is progressing and honestly uh that is down to our teachers and our staff. I couldn't be prouder of the teachers and staff. They have worked really hard this semester on improving their practice, improving their professional um you know plans uh across
all of those different areas. And that's not easy. As you know, even one of those uh challenges, one of those reconstitutions even and of itself is really challenging. But to have three major impacts in in one semester is a lot. And the teachers have been
incredible. The support staff have been incredible. So, I'm very proud, very proud of that. So, to get things going because I know we're limited on time, I'm going to hand uh the microphone over to Erin. Thank you. >> All right. Uh I wrote something so I didn't forget any important parts. Um
the step lab implementation has generated strong instructional impact across classrooms and grade levels. Teachers demonstrated improved use of research-based instructional practices with clear alignment to schoolwide goals around direct explicit instruction. Participation in stop lab has supported
meaningful professional collaboration. Teachers have reported that the process has been supportive, non-evaluative, and actionable. Teachers have demonstrated confidence in applying the strategies independently and showed readiness to continue refining their practice. It has provided teachers with personalized
professional development based on their strengths and opportunities for improvement. While while it has taken some adjustment for teachers to adapt to a new feedback system and quantity of feedback, we are very proud of how with how teachers have responded to this district-wide initiative. Overall,
StepLab has been successful in strengthening instructional practice, building teacher capacity, and increasing student engagement and learning readiness. >> Just to share, Step Lab is a is a feedback tool, and I I know a couple of board members had the opportunity of
seeing it and talking to Zack Gashelle when he was here. I know not every board member had the chance to attend his reception, but um it is an opportunity for teachers to get immediate feedback with some support in in how to address how to take that next step. Hence the
name Step Lab. Um gives them a video of here's a strategy that might be helpful to you to utilize in your classroom. Um and so it is something new that we're implementing as part of our direct explicit instruction initiative this year and it certainly has had a huge impact in our buildings.
Uh really the the goal of the step lab model is that you know myself and Aaron are in and out of all the classrooms. We we divided up the staff into you know one one takes one half the other takes the other and really they're they're what we call six minute dropins on average you know anywhere from 5 to 10
minutes but on average about 67 minutes and we come in at different times throughout the lesson to see direct content driven instruction. It could be we come in at the end to see how the content ties into the objective. It could be at the beginning to see how we transition from I ready to content and
we'll talk about that in just a minute. But it's been really powerful because um it allows us the freedom to visit multiple classrooms throughout the day um without overwhelming hopefully the teacher whilst giving you know a a
suggestion in that moment. And sometimes we don't always give a suggestion, but it allows for us to coach formatively in real time and you know send a vignette a paragraph of hey this is what we see that's highly effective. So it's always very positive and then if needed we
suggest something for them to work on so it's not overwhelming. So it's very much formative in real time which is what teachers need. >> You know they don't need me coming in saying well at 6:010 you stood at the back of the class. Well, they know they stood at the back of the class. What they need to know is, "Hey, some
challenging thoughts and questions. Tell me how you tied in the objective to a transition or I noticed you transitioned from objective to, you know, this next part. What was your thought process?" Or here's a suggestion on how to do that smoother, you know? So, it's very much a
formative just And you had mentioned and there were other teachers there who had mentioned that this step up thing is very it's being very well received. It seems like it's teachers are really liking the feedback format. Um and I like the word
you actionable. It's it's good you know it's one thing to know such and such and so and so to a person but then it's like what do I do with that you know and so it's very um it seems just like amazing tool and it seems like the teachers are
really are really um are really liking it and of course it's something that has to be you know developed and everybody gets used to it more and more and then it'll become more useful as time goes on but I was very excited to hear that you're talking about
>> yeah and I think too it's just allowing us to build that culture of feedback >> so when we're in and out they get used to it and they'll get to the point where hopefully they don't even notice usactly So I love that. I love you guys and
well >> thank you for the investment you know because obviously that comes in regards and is making an impact. It's it's not been without its challenges of course like anything new but I think as Aaron said as we get more and more you know as we do it more often and the teachers get
more used to it something that becomes embedded within the academic culture. So switching gears then one of the things that's been really exciting is to watch the impact of I Ready. Um as you know we made the investment uh in our district with investing in I Ready as a tool you
know to again close the achievement gap to demonstrate growth in our students. U we made the commitment at the middle school that every day uh in English and mathematics uh we would without fail start our classes with 15 minutes of ready a day.
And uh we have literally been consistent throughout, you know, the building with that. And what's wonderful is we can see the impact that that's had on our students. And so Maddie is here to talk a little bit about that. >> Yes. Thank you for um allowing me to come and talk about my kids. I love
talking them. Um Oh, yes, please. I will apologize up front. I didn't have a foreigner. They were teasing me that I drove on the wrong side. I just >> did it the right way though. >> So, it may look a little backwards, but if you see seventh grade up top, you're
on the right page. Um, so I have redacted names. Um but overall my students have um been doing very well with I Ready. We're seeing an upward trend with all of them. Um however today I um compiled only two um and redacted
names of course but um I have reading and math I ready scores for two students student A and student B. Um, student A, I included um, I ready reading and I ready math as well as some um, IEP
goals. Again, all the names are redacted. So, there's nothing um, you know, pertinent with the with the child's name attached to it, but um, I mean, as you can see, I can just talk about it, but um, starting on page one,
um, the I ready for um, student A, he is grade level. I'm seventh grade mild mod and he's grade level which is very exciting. He was not on grade level at the beginning of the year. Um not at the beginning of at the beginning of last year. Sorry. At the beginning of last
year he was not on grade level and then this year he is on grade level which is super exciting. Um vocabulary he's grade six but that's just one year behind. Um I'm not too worried about that um because the comprehension
um is still at a grade seven. um which is phenomenal. Um also we've got I ready reading um on the bottom half of the page and continuing on the next page broken down into each domain where we can bridge that academic gap. Um and
then I ready math um is right underneath that and he is also a sixth grade um overall in I ready math. This is the same student. So I'm very happy to say that he has been making strides, great
strides. Um and then with the I Ready Math there is on page three there's going to be um broken down into each domain um what we can do to help bridge that acade academic gap. Um and then we
can skip you can um review the IEP goals and grades if you want. Um but if you skip to the um second to last page, we have um student B here and we have I ready reading and I ready math. Um and
same thing, we have um each domain broken down into how we can bridge those academic gaps. But I love this report here because um at the beginning of last year he was at a grade two and now he is
showing for reading he is showing a grade six. So he is responding very well to this I Ready. So I'm very proud that he is responding well to the I Ready and I just I get to present on that. >> Well I can say responding to the I Ready and your instruction that you're
providing him as well. So don't underestimate that too. So I have to say, um, Maddie is just one of our teachers who who I'm just so proud of because she she wants the best for students. She wants them to achieve grade level status. And so often we see special education. When a student gets
labeled, we lower expectations. And and it's really something we've encouraged our teachers. Special education students can achieve. They can achieve grade level expectations. And the teacher like Maddie is certainly one who has that expectation. So Maddie also was one of our cout trainees last summer and while
she's not practicing as a cout right now um we look forward to her continuing that um becoming a count in the future the district. So thank you Maddie for the things Maddie is very humble I will just say this of the 14 kids all of them have made incredible growth so even
though we're highlighting two here I know she's very humble but those literally all all the kids on her case load have grown incredibly well >> and that's down to great instruction, but also instructional support with I read and good practice >> and that's what we wanted to talk about
tonight. So, what questions do you have for us? >> I just want to say thank you. I can tell you have a real passion for what you do and and we love that and that was the whole goal of everything that we've been implementing was to feed that passion by putting the tools in your hands that
that help you be professionals. So, thank you. Thank you for all the hard work. >> Thank you for having us. >> Thank you. >> Thank you. >> Thank you. Thank you, Maddie. Thank you. >> So exciting. >> Yes.
>> Good news. Okay, so next up we have the Independence Classical Academy. They're here to give us an update. warm up. See if you can get Bear sometimes. Okay. There we go.
Okay. First of all, we'd like to uh thank Superintendent Snowberger and members of the board for allowing us to come and give us this opportunity to update you on Independence Classical Academy. Independence Classical Academy is a new
classical tuitionfree public charter school opening in August of 2026 with grades K through five. See where I'm at here. Okay. Um there are several reasons why Independence Classical Academy is needed
in Elizabeth. First, there is rapid population growth and rising student demand here in the district. Elizabeth and the surrounding areas are experiencing rapid residential growth, bringing hundreds of new families and more students into the
district. Existing district schools do not have the space to safely absorb that growth. Number two, there is a demand for classical education and more school choice. Many parents expressed interest in a classical education option,
especially those currently homeschooling, paying private tuition, or sending students out of the district. A's classical virtuebased curriculum fills this unmet demand by aligning with these educational values, expanding
educational options, and keeping students within the Elizabeth School District. Number three, there are capacity and infrastructure limitations as well as financial constraints within the Elizabeth School District. Adding hundreds of new students could lead to overcrowding without additional public
school options. ICA offers a cost-effective solution by adding capacitive capacity through a different funding model, easing pressure on district facilities, allowing el the Elizabeth school district to grow
without overextending limited capacity resources. And number four, a charter school is a feasible way to meet demand without relying on new taxfunded construction. With the knowledge that a bond issue to build a district school would face significant headwinds, the
charter school option for adding capacity is more realistic. A's approval helps the district with uh helps the district meet growth needs while giving families an academically rigorous alternative with the classical
school model. In summary, a is not just another school. It is a long-term investment in the health, stability, and responsiveness of the Elizabeth School District. >> Just there. >> Okay. Um the numbers you see on the
screen are a five-year enrollment plan. We are working on obtaining year one enrollment with the goal of enrolling 200 students with a maximum of 25 students per class. That would be two kindergartens, two first grades, and one
class each of second through fifth grade. We just recently opened our enrollment on November 1st. Our goal is 200 students, and we will run the lottery on January 12th. Now that we have the CSP grant money, we will be spending a good amount of it on
marketing and advertising. We fully expect to greatly increase our enrollment after the first of the year to ensure equitable AC access. ICA is committed to reaching out to all sectors of our community. We are advertising
through social media, businesses, signs, posters, brochures, webinars, meetings, and word of mouth. Our target market area is the Elizabeth and surrounding areas such as KYA, Elbert, Aurora, and Eastern Douglas County. We are especially targeting homeschoolers,
students attending private schools, and students that have left the school district to attend schools of choice in other districts. ICA plans to add a grade level each year. And for example, um our second year will add sixth grade, third year, seventh grade, and by year
five, our goal is to provide an education for students from kindergarten through 9th grade and have a student population o of over 400 students. Now, I'd like to briefly discuss ICA funding sources. The first source of
funding is a startup loan that currently stands at approximately $47,000 and comes from Academica, our educational service provider, supplying ICA with initial funding for operating operational flexibility. Our second source of funding comes from
a Daniels Fund grant awarded in the amount of $75,000 which has afforded ICA the ability to keep our headmaster and pay for some marketing expenses this year. ICA's largest source of funding is coming from the Colorado Charter School Program
Grant or the CCSP grant totaling 1,297,44 which will significantly support marketing and outreach, staffing, curriculum, desks, equipment and materials and tech meet tech needs during the launch phase. We are very
excited to have received this compreh uh competitive grant as a was one of the first charter schools awarded. We were selected in the first tier. So the league believes in and is very supportive of our school. The contract that is being signed tonight will enable
the grant funds to be released as well as move forward the loan we are in the process of finalizing. And our last source of funding listed on the screen is for a lowinterest $250,000 loan that we are currently in the process of obtaining from the Colorado Charter
Facility Solutions Group, which will be assisting a specifically with facility related renovation costs. This loan is another huge win for a because Colorado Charter School Facility Solutions Group
Group is winding down their program. This money is going to be utilized to beautify the school so it will be cleaned, renovated, warm, friendly, and ready to welcome students next fall. Together, these funding sources total $1,669,44
and will enable a to establish a strong foundation for opening and operating the school. The A leadership will responsibly steward all funds we receive. In early spring, ICA was just getting ready to start the frontier building
renovations when we were informed of the roofing issue. With the possibility of astronomical repair costs, we started looking for facility alternatives. We looked at a few possible options, but every possibility for a facility was prohibitively expensive or unavailable.
So when we heard that the district was going to fix the roof and once again offered the use of the frontier building as an option for ICA, we were overjoyed. Uh the frontier building is really the only feasible option for an initial school location for ICA and we are very
thankful and appreciative for the opportunity to be using that building. Thank you. We are hoping that after ICA moves to the new school facility in the Independence neighborhood that the district will also be able to get some use out of the renovated Frontier
Center. Okay. Once the one of the first renovations ICA tackled is the main office. It has been painted, the carpets have been have been cleaned and the locks on the two office doors have been changed. New lighting, curtains, and
furniture are still needed to complete the job. We plan to use the space for headmaster Turner's office, a teacher's lounge, and a conference room. It is really a great space, and it will look even better once the renovations are complete.
What you're looking at now is a satellite picture of the top of the frontier building. The right side of the picture is the front of the building and the left side is the back part of the building where ICA classes will be located. The four HVAC units circled in
red are probably between 30 and 50 years old and these are the ones being considered for replacement. Three of the four units circled in red are not working and one of the four units is working, but it's as old as the other three units, so it may need to be
replaced as well. The unit circled in black is approximately 7 to 10 years old and is working just fine. So, we're going to leave it as it is. One of the nice things about the new HVAC units being considered for purchase is that they will provide both heating and air
conditioning. So, in August and in late spring when it's so hot, the students will have air conditioning in their classrooms. We also had the sewer pipes scoped with a camera and are very happy that all the pipes are clear and there were no problems.
Some uh other planned outside renovations include water mitigation around the backside of the building and cement repairs. The CSP grant also includes funding for playground equipment. So, we're excited and looking at available available options for playground equipment that can be placed
in the back of the frontier building. The renovations planned for the inside of the frontier building include new lighting fixtures and paint in all the classrooms, hallways, offices, and bathrooms. The floors and carpets will be cleaned, repaired, or replaced.
Bathrooms will be cleaned and renovated renovated with new toilets. And to ensure safety and security of students and staff, we are creating a new back entryway to include a second set of doors and a security window to the office. We are also installing an
advanced security system, cameras, new doorork knobs, and fire alarms. Our goal is to have a safe, warm, bright, and inviting school building so students feel welcome, welcomed, and invigorated. All renovations and remodeling costs are a payment for the use of the Frontier
Center building. We are excited about this, and we feel it will be a win-win for a well. And lastly, in early spring, the ICA board the ICA board's major accomplishment was hiring a new headmaster. We selected Mrs. Jessica
Turner, who is an excellent fit for ICA. Mrs. Turner is from Colorado Springs and is the oldest of six children. She holds a bachelor's degree in education from Martin Luther College in New Elm, Minnesota. Her background includes 10 years of classroom teaching experience
and four years in administration. two as a dean and two as an assistant headmaster at a title one school in Texas with a student population of over 1500 students in Texas. Mrs. Tuner was part of the great hearts network and has lots of classical education and
training. We are thrilled to have her as our headmaster and the leader of our classical charter school. Her hobbies include hiking, biking, and playing piano or violin. What she loves most about teaching are the students aha moments. Now, I'm going to turn it over
to Mrs. Turner, and she is going to tell you about a educational program. >> Well, thank you, Director H, and uh and thank you, Elizabeth School District uh board of directors um and Superintendent Snowberger for inviting us out this
evening um to be able to share with you more about Independence Classical Academy. Um, with uh almost 15 years of experience in um in education, um I can honestly say that classical education has become a deep passion of mine and uh
and something that I'm really excited to bring to the community as we seek to offer more choices and options for our family and our our children. Uh and so I'd like to start with um and I do this because this is just part of classical education is asking questions. So, um,
so with each of my slides, I'm going to be asking questions, um, along the way. And the first question that I want to focus on is that what is classical education? And that's, you know, what we get asked all the time, right? Is what what is it? And so, um, classical
education believes that a humane liberal education is much more than test scores and scholarships. We seek to cultivate and to teach the whole person and that's the body, the mind and the soul. So
students need PE, they need recess and they need sports. Our minds and bodies are connected. The cultivation of the human mind cannot thrive unless the human body is healthy. We seek to help students build their gross and fine motor skills as well as hand eye
coordination. We not only train the body but as a school we train the mind. Uh the early years of of school are spent in absorbing facts systematically laying the foundation for advanced study. Children at those early ages actually
find memorization fun. Um and they're better at it than we are as adults. Um so during this period of education it involves not self-expression and self-discovery but rather the learning of facts the rules of phonics and
spelling the rules of grammar poetry the vocabulary of foreign languages the stories of history and literature descriptions of plants and animals the human body the facts of mathematics the list goes on. It is not merely though
just the memorizing of these facts for passing exams. Rather the early years of school cultivate a love of learning and fosters intellectual curiosity and wonder and these are the basic building blocks for the next period of education.
Stan um so in the middle grades um students start to learn how to work through arguments. um and they love sometimes to argue with parents and teachers. Um by fifth grade, a child's mind begins to
think more analytically. Students are more interested in finding out why rather than in learning about the what. Uh and so this is a time when a child begins to pay attention to cause and effect, to relationships between the different fields of knowledge, and to
the way the facts fit together into a logical framework. We're moving away from the concrete what they can hold and more into the abstract. During these years, the students begin algebra and the study of logic and begin to apply
logic to all academic subjects. The logic of writing, for example, includes paragraph construction and learning to support a thesis. The logic of reading involves the criticism and ana an analysis.
Oh, sorry about that. um of texts uh not just the simple absorption of information. The logic of history demands that a student find out why the war of 1812 was fought rather than simply reading its story. The logic of
science requires that a student learn and follow through the scientific method. Independence Classical Academy is more than just a simple pattern of learning. It is classical education that is idea centered. In a teacher centered
learning environment, the teacher functions in the familiar role of class classroom lecturer presents the information to the students who are expected to passively receive the knowledge being presented. In student centered learning, the teacher is still the classroom authority figure but
functions as more of a coach or a facilitator on the side as students embrace a more active and a collaborative role in their own learning. Classroom management can be more of an issue in a student centered learning environment as the classroom can at times seem chaotic and noisy as
students try to discover the lesson. In an idea centered classroom, the focus isn't on the teacher or the student, but on the idea that is being taught. Together, the students and the teachers gather around this idea and continue the
great discussion that has been passed down for us uh for centuries. The teacher is still the authority figure in the room, but is also a part of that discussion and the learning. There's so much that teachers can learn from their students as well as students from each
other. Um, but we cannot just train the body and the mind. We must also train the soul. One of the chief goals of classical learning is the acquisition of wisdom, which Thomas Aquinus defined as the ability to order things rightly. But
in order to achieve this, you must know their relative worth. And in order to know the relative worth of things, you must know their true worth. You cannot say that anything is better or worse unless you have an ultimate standard that gives meaning to those terms.
Something is better if it is good and beautiful. So at Independence Classical Academy, our students will seek truth, beauty, and goodness. These three pillars evoke wonder and inquiry. um excuse me, wonder and delight, which are
the foundations of wisdom and inquiry. In a world that is everchanging, um classical education equip students with the skills necessary to navigate complexities and solve hard problems. It encourages them to engage with the great
ideas of the past and to question, analyze, and build upon them. This method nurtures wisdom and virtue, preparing students not just for careers but for lives of purpose and meaning. Moreover, classical education instills a
sense of community and shared values. By studying great works of literature, history, and philosophy, students learn to appreciate different perspectives and cultures. They develop empathy and moral reasoning. Becoming not just informed
citizens but also compassionate leaders. In conclusion, embracing classical education is an investment in our future. It empowers our children to think deeply to engage thoughtfully with the world around them and to become the
leaders we need in these changing times. Um so what are we trying to do then um at a uh well a will offer a classical education for students in grades kindergarten through fifth grade adding one grade level each year until reaching
K to8. All students will study literature, mathematics, history, the sciences, the fine arts, music and art, uh Latin and physical education. Students will gain a solid foundation in the core subjects and become exemplary leaders who are taught how to think, not
just what to think. Academic and personal integrity are in essential to the success of our educational mission. ICA will partner with parents to develop the students intellect and character by grounding them in strong morals. We have seven uh core foundation stones or
virtues um that we will use um in relationship to our curriculum as we seek to form the soul. And those are teaching our students to respect respect others, respect themselves, respect those in authorities. Um responsibility that they take ownership for their own
actions uh and not play the blame game. uh citizenship, self-control, integrity, uh cooperation, and then one of my favorite virtues is that of perseverance. Um and that when things are hard, you don't give up, but you continue to persevere. You continue to
battle through um and we need that. We need that now more than ever by investing years of virtue um habituation. And so that's that habit formation. So we are forming these habits and practices of virtue so that
it frees their mind to think about the higher things and then to be able to seek the higher things. Um and so by investing in this um we are permitting our students to seek lives that will thrive and that will have purpose. We're
going to provide our students with the moral tools needed um to live in a democratic republic and then to share in the common virtues and values um of our community as well. So what does this look like? I've talked a lot about the philosophical. Now let's get into okay
what does this look like? Well, we will follow uh the core knowledge sequence in grades kindergarten through 8th grade. Um this curriculum encompasses language arts, mathematics, science, history, geography, fine arts, and physical education. Core knowledge is founded on
the idea the ease with which one learns new information is highly determined by the amount of background information one already has learned on a given topic. So the more you know, the more you can learn. reading comprehension, speaking and writing fluently uh and critical
thinking will rely on a rich vocabulary and broad knowledge base. The curriculum is characterized by knowledge that is contextrich, cumulative, content specific and coherent. Uh we will also ut utilize uh Singapore mathematics uh
which is a fantastic curriculum starting with the concrete where in the young grades they're manipulating the numbers they're actually being able to hold it to feel it to touch it moving into the pictorial where now they're drawing it and then moving into the abstract where
now they're looking at the equation they're able to think about it deeply and be able to um be able to speak it um and not need the visuals necessarily for help. Uh and then we will also uh
utilize the great books. And I often get asked, you know, well, Mrs. Turner, the crate books are old. Well, we don't just love them because they're old. Um but we love them because of what um what they add to the conversation of life. The
great books seek to answer the hard questions of life. How ought we live? How ought we order things? How ought we engage with one another? And so stemming from the great books is the backbone of our civil discourse. Reclaiming the
great books for young minds teaches them first how to listen, then how to think, and finally how to persuade. Uh so classical education then opens a window into wonder through its curriculum. When students read the great books such as
Homer or Jane Austin or even Little House on the Prairie, um those books challenge them and inspire them. And then through Socratic seminars, these discussions that we have, uh they discuss these big ideas, learning to
think for themselves, the liberal arts, math, science, history, and music broaden their perspective, showing how all knowledge is connected. And so this isn't just wrote memorization. It's an adventure in ideas. Classical education
is also rooted in the western and American tradition. So at a we have a commitment to the core knowledge sequence and classically oriented curriculum with a virtue focus along with professional classroom instructors and extraordinary parental engagement.
um that will all prepare a graduates for successful uh citizen leadership. So um you may wonder, okay, is classical education still relevant? And I did have one of my family members actually ask me
this question because they said that's so old school and pun intended. And uh and I and I said to my my family member absolutely it is absolutely old school and it is absolutely still relevant today. It's focusing on reasoning and
virtue is more vital than ever in our complex fastch changing world. Um while rooted in tradition, classical education adapts to modern needs. Students do learn how to navigate technology, learn to navigate global challenges and
diverse perspectives, all while grounded in timeless truths, truths that have withtood the test of time. So, how can you peer now into this window um of wonder? Um I encourage you to explore other classical schools and homeschool
programs. I also encourage everyone to uh start reading some of the great books. Uh the lion, the witch, and the wardrobe or even some of Asop uh fables. Um Little House on the Prairie are some of my favorites. Um also, please check
out our website independentclass.org um to learn more about our programs. Um I do want to thank you all once again for providing us with this opportunity to present. Um we are just thrilled uh to to have this option now and choice
for our families uh here in in Elizabeth and as I've already heard from some parents that they are very excited that they don't have to now commute to like Lone Tree um to receive a classical education but that there's one option than right here in Elizabeth. So thank
you again for the time this evening. >> Yeah, thank you. That was a very great detailed explanation. >> Thank you. Love it. >> Thank you. >> Thank you. >> Okay. So, board updates. Who wants to go first?
Me. I've been sidelined my family and co. So, I'm just coming out of coming out of my cave. I'm just my biggest thing lately just trying to understand more about math instruction and
what put men on the moon obviously we did that it's not fake news and we uh were able to do that using math instruction
that is pretty much lost pretty And we have to figure out. So, I've been trying to read up a lot on that and how how we can start to introduce actual good math instruction
back into our schools so that our student I mean one of the biggest things students getting students to actually enjoy math that it's not even if they don't enjoy it they're like I can totally do that I
don't I want to be whatever. So, I won't do that. But I can do that. It working, you know, oneird plus one half doesn't frighten me so much that I get sick in my stomach. >> Um, and we gota we got to we got to
recapture that. So, I've been trying to just do my own homework before we start really jumping off that. Um, and I know one thing, um, Mike and I are talking, uh,
Kim had said that she was going to get some data >> for us. >> We're talk about that. >> Okay. >> Yeah. We can dig into that and see where we are. It helps to know where you are. >> Yeah. >> Well, uh, Mary, David, and I were
officially sporting for our your term just this last week. So, um that was really an exciting moment. And you know, presentations like this one today really reminded me why I ran. I ran because I support parents and I support families
and students having options. And I think that opportunities like this in our school district is just going to help our district thrive. I'm so excited about ICA and I'm looking forward to opportunities in the next four years to provide enrichment options for our
families here to attract families from other neighboring school districts because what we have going here is interesting and it's compelling. So, I'm just very grateful to be a part of a board that sees that options are what's best for parental rights and best for
students. And I'm excited to be working alongside all of you. kind of following up on the whole options thing. I mean, that's kind of what we are really all about. I mean, there there are a lot of public school districts who are afraid of the options,
and we are not. We embrace them. We if our public schools are what's right for your child, great. If you need homeschooling, that's great. If you have charter schools, that's what you need, that's great. If you have online schools, that's what you need. That's great. We
very excited that we do offer that and we do support those things. So, >> that's right. Um, so I uh I've had a couple of interesting fun things that I've done last week. One day I went uh I now read
in a couple of different first grade classrooms. So, I did another one last week and it was always fun to go in and the kids are very engaged and and especially the one I just saw. It was very exciting because she I saw in action the champs model because she
showed the kids that they knew because she'd say, "Okay, what what level of voice are we talking about?" And they're all like, "Zero." I mean, and how do we get attention? Raise your hand. Now, they didn't always do that, but we were kind of inter.
>> Yeah. Zero was a great and uh but the raising the hand usually worked. But, you know, they were interacting with me with the story, so it was okay. But, um, I was very excited to see and obviously it's it's a common practice because the kids knew exactly what she was talking about. So, uh, anyway, so that was a fun
thing. And then, uh, last, uh, Saturday, I went to the mat of Jane of the Jungle at the middle school. And this was a really cute production. And, um, it was it was not what I expected the story to be.
>> It was it was really cute. And it was kind of the story of the changes that a middle schooler goes through and all of these all of these middle schoolers kind of turned into various butterflies or animals or something. And it was funny and it was really funny and it was it was it was really good. And of
course then the one the main character Jane kind of learned her lesson that just because she's going through these things and she has emotions that doesn't mean she could be mean to people and just you know write them off. So it was it had a very good lesson but it was
very at the end um the um the director Mrs. she came out and she said, "Now you can see uh what middle school teachers go through every day." And so bless the middle school teachers. Bless the middle school students because it's hard on
them too. And but we just uh we just appreciate our teachers. We appreciate our students. And it was a really cute production. So, uh, there was that and then, um, EF, Elizabeth Education Foundation tomorrow, everybody go to Ziggies and say, uh, I'm here for the
Elizabeth Education Foundation and get yourself a coffee or a snack or both. And, um, they're going to be, uh, donating a portion of their proceeds tomorrow for people who mention or the Elizabeth schools to us. So, would
appreciate you going there tomorrow. Thank you. I just have a few uh updates. Um we've had so many uh accomplishments of our students lately. Um both athletically and uh performance-wise and just community service. Um our football
team made the championship this year. Unfortunately, didn't win the championship. Um but made it all the way up there. And certainly that perseverance of that team um all the way through to the end was very noteworthy. And so congratulations to our players and our our coaches um and parents who
supported those uh students to to achieve that. Wrestling, we've had some really positive news. Our EMS wrestling team went 10 and0 this year. Last year, last year they um had co-ch championship um due to a technical call that we won't
talk about. Um but this year they have the championship and so we're really proud of them and again uh to watch those students just their perseverance and their commitment to being the best they can be uh which is really what we teach kids you know be the best you can be that's all we can ever ask um and
they achieved our high school wrestling team just one third in a recent tournament that they participate in at uh TCA down in Colorado Springs and then EMS play I was going to mention as well I just to see our students and the talent and their voices I mean, it was a
musical um and just was extremely impressive and the time and effort that our middle school teachers and our staff across the district put into working with our students and these amazing opportunities. I just I want to recognize them too because obviously it
took a lot of time on their part. Um we are approaching the midyear uh time when we are doing math and reading assessments and this year we're beginning math assessments at the high school as well. So, we'll have high school data um by the end of next week um that we can look at how are our
students doing compared to criterion, grade level criterion. Um we've had community members who say, "No, that's norm reference. No, we don't do norm reference in our community." We do criterion. We want our students to achieve grade level expectations, not compared to other students across the country who are underperforming. We want
to compare them to the to the benchmark that's set. Um, and so we compare it to our our criterion, which is the grade level expectations in math and language arts. Um, and so we're excited to see the growth. I can tell you from the classrooms I've been in, I expect some pretty amazing data. Um, and you heard
tonight, uh, middle schoolers who are soaring with the instruction that's happening and and the supports that we put into place with I Ready. Um just uh want to let the community know during the holiday break um we have three days
the district is open. Um so if you're looking for transcripts or you're looking forward to pay impact fees or whatever it may be um Monday and Tuesday the 22nd and 23rd the district is open. Um and Friday the 2nd the district is
open. So our offices will be available. There may be some that are closed. There'll be signs on those doors if people are taking vacation, but those are the three work days during the holiday break for our 12-mon staff. We do give our 12-mon staff a little break during the holidays um because they've worked all summer and this is a great
opportunity for them to spend with their families. So, um again, uh any any changes to that schedule will be posted on doors and certainly with on on voicemails if people are looking for folks. But we're excited. It's a great time of the year. So many things going
on. Um, we did have some animals today. Um, our parents, uh, received communication about that. We did have a mountain lion cited on the middle school property. Um, so we did go into a secure hold until we could be sure that the
mountain lion had gone. They're they're more afraid of us than we are of them, but we wanted to make sure they really were afraid, so we got rid of them. Um, and then we also had two bald eagles land on our tower today. So, it was like a wildlife day today. So to have two bald eagles and so I don't know if the
mountain lion was looking for the bald eagles or the bald eagles were looking for the mountain lions. So anyways >> yeah but just to everyone, you know, certainly merry Christmas, happy holidays, um best wishes for a happy new year. We're we're excited. We've got two
weeks of great instruction underway. Um and then we'll have a little break before we start again next semester. So everybody works so hard. >> So with that, that's it. Any public comments? So, next up, um, we have our consent
agenda items 8.1 through 8.5. I move that the board approve consent items 8.1 through 8.5 as presented. >> Second. >> Whoever said that, go ahead. >> Can I get a roll? Director Callahan.
>> Hi, >> Director Fletcher. >> Hi, >> Director Hunt. Hi, >> Director Olsson. >> Hi, >> Director P. >> Hi. >> Okay. And next up, we have election of board of education officers. And I haven't done
this in a while. Bear with me on this. Um, this is new. Is this CASBY verbage swearing? Yes. Election. So, >> that's where I get my most of my info when it comes to election from. >> Okay. So
with that um nominations are now in order for let's start with the president role. >> I nominate Rhonda. >> Okay. Um I Rhonda Olsen are nominated and
nominated English. Okay. >> I didn't write the script. >> Are there any further nominations for the office of president? Are there any further nominations for
the office of president? Okay. Can we do that? Okay. All right. Seeing none, um, >> nominations for the office of president are now uh closed. Can I get a roll call? Director Callahan, >> hi. >> Director Fletcher,
>> hi. >> Director Hunt, >> hi. >> Director Olsen, >> I. >> Director Pal, >> I >> Okay, next up, um, nominations are in order for the office of vice president.
>> I nominate David. >> I second the nomination. And Are there any further nominations for the office of vice president? Okay. So, with that, seeing that there are no
more nominations for the office of vice president. Um, we have David Fletcher as nominated. Can I get a roll call? >> Director Callahan. Hi. >> Director Fletcher. Hi. >> Director Hunt. Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi.
Okay. Nominations are nominations are in order for the office of secretary. >> I nominate Mary Powell as secretary. If I can do that. >> You can. >> You second it.
>> Are there any further nominations for the office of secretary? >> No. Okay. With that, I will get a roll call. >> Director Callahan, >> hi. >> Director Fletcher, >> hi. >> Director Hunt. >> Hi. >> Dr. Olsen,
>> I pal. >> Hi. >> Okay. Next up, nominations are in order for the office of treasurer. >> Second. >> Okay. All right. Any further nominations for the office of treasurer? Okay,
with that, can I get a roll call? >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Dr. Olsen. >> Hi. >> Director Pal. >> Hi. >> And next double duty. >> Assistant secretary and assistant
treasurer. Ro. I nominate. Okay. Any further nominations? I think we're >> being none. Uh, can I get a roll call? >> Director Callahan, >> hi. >> Director Fletcher, >> hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi.
>> Director Pal. >> Hi. All right. Check that one out. Isn't that bad? And um our next item is a reminder of our automatic renewal
um for the contract of superintendent. So there's a renewal clause in the contract and as part of process procedure. Every year we acknowledge that renewal. So >> it's my job to make sure that I bring that to you. So you have the next two
months to act if you want to stop that. Otherwise, you're stuck with me another year. So have two months to lock the door. >> Okay. >> All right. Next up, we have our mill levy certification. Um, this is our annual approval to set
the mill rates. We typically do this in December and it's required. So, we can raise the local share of school funding as outlined in the school finance act. So with that, I move that the board approve and certify the mill levy collection rates for 2026 to be
submitted to the Albert County tax. >> Any further discussion on this one? >> I will just share um Okay. >> You know, we have we have a $16 million mill levy um that we collect every year. Um because our community is
growing, the mills to collect that are shrinking. So tax bills should be smaller this year um because of that. So we went from four 4.029 mills to 3.48 mills. Um that's a challenge for a school district when you have kind of a flat mill is never grows even though
your district grows. Um but I think it's important for folks to know that overall um our mills are going down by 0.5 mills. Um and as far as what we're charging um to maintain our um local share which is required by the state
finance act um even though our local share is increasing so tax rates are dropping while our share is increasing. So again that's a sign of our community continuing to grow. So just yep it's a win. So >> So
I'm looking at page two. So >> what did >> um the overall mills uh for Elizabeth School District is 30.55 mills. I have last year's in front of me um just for reference and it was 31.048 last year.
So, so it's dropped by by.5 mills um from last year to this year. Um even though we're raising more money locally, um our local share this year went up from 12,252,000 to 13,947,000.
And yet we're still the the cost to to the taxpayer is decreasing. >> And if you'd like a copy of last year's, I'm happy to share that with you. >> Any further discussion on that? >> All right. Can I get a roll call? >> Director Callahan.
>> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. Next up is a revised board schedule for 2025 2026.
Um, so basically what we're looking at is revising the schedule to take it back to two meetings a month. I move that the board approve the revised board schedule for the rest of the 2025 2026 um year.
>> Second. And one thing I would just like to say as part of the discussion is, you know, I I know we tried it >> and it was painful. Um, but we gave it the the old college try, but I personally prefer two shorter meetings a
month versus a very long. I think it I think it's more productive. >> It's easier on Jean. >> And then just point out the one exception is the second meeting. We've gone to the Tuesday meeting. >> One exception is Monday, January 26th.
>> So that's a Monday. >> Yeah, we actually have a college recruiting night that we're inviting board members to join us for. So >> and I will note just um it used to be we did the business session and then the working session. This calendar reverses
that. >> Okay. because it I think we discussed when we went to one that it made more sense to do the working prior to the business. So I kept it that way when I think a chance toce
a month. I think it allows for opportunity for reflection on policy feedback just some time for folks to think about it for a little bit longer which I'm always for more public participation and especially
the community to be able to participate. >> All right. Well, with that roll call. >> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi.
>> Okay. So, next up, um, we're looking at the district calendar for 2027 and 2028. So, um, I move that the board approve calendar A is as the official calendar for the 2027 2028 school year.
>> Second. >> So, this process was a little different this year. We offered four options for calendars and what we got was very split feedback. Um the calendar that actually had the largest number of votes between parents and staff was actually a
calendar that split the holiday break. So students left on Thursday, two days before Christmas and then came back Wednesday of the or staff came back Wednesday and students came back Thursday of the week after um New Year's
Day. Um while because we had four choices, parents spread their choices out. Our our concern as a DAC really was will parents who travel, which many families do travel for for the winter break, um will they just pull their students out during those three days,
and then will we end up with a lot of staff standing sitting in an empty classroom? Um and so we talked about doing another survey. Um, as as I consulted with a number of people, the concern was we'd already done two calendar surveys. Um, everything else on
calendar A matched the the calendar that was had 2% more votes than the other three. Um, however, it didn't split the holiday break. And just in talking with schools and talking with principles, there was really just concern that
again, we're going to we're going to do that. that many families may say, "Yeah, that's fine, but I'm taking my kids out because we're traveling." Um, and so, um, I made the executive decision to make that recommendation to you. You certainly as a board have the option of the other three calendars if you felt there's one that's better. Um, calendar
B was the calendar that again had the largest number of votes, but literally by 10 to 15 different in numbers. So, um, so my recommendation would be that we go with calendar A. it does eliminate fall break um which um both both
calendars that were selected um did. So the the challenge in that calendar is how the winter break falls. And so to get the number of days and to balance the semesters to the degree that we could, we would have had to literally have people come back August 1st um and
or or near August 1st. I think it might have been second or something like that. But um really um our concern is middle and high school has air conditioning. They're fine coming back. Our elementary teachers and our elementary students really do suffer in the in the heat. And so this year we had no complaints. This
was the first year I should knock on wood really loud. Um no complaints about about temperatures. >> Yeah. But but to to to start on August 8 or August 18th for elementary students seems like that that that certainly puts a lot of the summer behind us. and we're
talking about really two weeks of potential temperatures versus um four weeks. So um so my re I'm making the executive recommendation to go with um uh calendar A after talking with a number of folks and feeling like one more survey would create more survey
fatigue. We want our parents to respond to our spring survey and a third survey on calendars. We really was concerned that we would Yeah. So, calendar A is our recommendation >> and I think I think that your concerns and the school's concerns were valid and
I think calendar addresses that and I know that we have to try and meet the the wishes of the most people but um we still have to get that access and we also have to think about kids in the elementary schools. >> Yeah, it is two other features real
quick that I forgot to mention. There is no late start um in this calendar. Overwhelmingly, parents and staff said we just don't think it's working. Um it also opens up transportation for students on Thursday to our charter schools. Right now, our charter our one
charter school hasn't done late start. So, their parents miss out on transportation on Thursdays where this now allows us to be on a similar schedule. Their schedule actually very closely now aligns with ours. Um, and so we felt like that was a positive. I do
want to make it clear that fall break doesn't have to go away forever. There will be a time where winter break and and Christmas ends up, you know, further into the week and we won't have to do away there. There was a lot of feeling from staff that fall break was really
important for a week, but again, that would have pushed our elementarymentaries to open significantly early. So, um I just want to be on record that this goes to a 4-day um uh fall break, a Friday and a Monday for for um teachers and a
Thursday, Friday, Monday for parents. Um but it doesn't have to stay that way. It's just it's going to be recommended for this particular calendar because of the makeup. >> That's why we review it every year. >> Yep. Exactly. >> And I'm glad you clarified that because it's not >> it still exists. It's just not quite in
the words. >> Right. Right. And it does mirror what Legacy does right now. So Legacy has a Friday, Monday fall break. We'll have similar. So again, we're opening up those transportation options to families who are choosing to take advantage of those.
seems like I didn't realize I guess >> I personally think that's a little out of control and I know that there's I know there are other school districts that >> don't have a break at all. >> So, um you know I think I just think
this is And I like I think it's also good that the Christmas break isn't split because that would put them trying to travel on the 23rd. >> Yeah. >> By the time you're trying to do that, you're on the road with 9 million people >> or in the air trying to get all that
stuff. And I think that's >> and the late start I think that makes sense to me as a if I were a parent having to deal with that. I did when my grandchildren live with me. I that Thursday morning and I
thought this is a pain for working parents that extra hour. >> It is. It is. >> So in le of that we have gone to a teacher workday a month. So we had to add three teacher work days because we already had some. Um so teachers will have a full day to to do planning to do
professional development to look at student data every month versus an hour which often becomes 20 minutes by the time that everyone gets where they need to be. So we really feel like in the end and then for families it gives them a long weekend to plan around versus um late start to every Thursday which does
become a problem for some >> an hour to focus. >> Yeah. >> Okay. Well with that can I get a roll call? >> Director Palin. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. Hi, >> Dr. Olsson.
>> I pop. >> Okay. Next up, we have another revised district calendar for the 2026 2027 school year. Um, so I move that the board approve the revised calendar for the 20 26 2027 school year.
>> Second. >> So, this calendar mirrors some of those features. We still have fall break next year um because it works within where winter break falls um next year. Um we're starting a little earlier August 13th which is which is still not August
1. Um um and actually elementary students start on the 17th. So um uh middle and high school start that week prior. Um we have eliminated late start on this calendar. So we will not have late start. We did have to add three
teacher work days. We recovered 28 hours of instruction by eliminating late start. So to add three days of teacher time, it's less than that. So we are increasing instructional time even though we did take some student contact
days and make them teacher work days next year. So we still have more instructional time even though we have a couple of less days of school next year. >> Okay. Any further discussion on this one? All right. Roll call. >> Director Callahan.
>> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Dr. Olsen. >> Hi. >> Director Pal. >> Hi. >> Okay. And next up we have the Independence Classical Academy contract with the Elizabeth School District.
I move that the board approve the Independence Classical Academy contract with the Elizabeth School District. >> Second. >> So, this contract, I appreciate um A's partnership and working through it. Um, we started with a template contract provided by our attorney, worked with
their attorneys, had some areas that we negotiated. Um, and I believe what we bring to you tonight is one that we're both happy with and and meet the needs of both ICA and the district. And so happy to endorse the approval of this contract. Based on some social media, I
do want to indicate there's still those benchmarks that I know um, uh, ICA is working really hard to meet. um those are a part of this contract. So there's still those things that I know a will more than more than definitely meet in the in the requirements, but um I know
there were people in the community that said, "Why why are you doing this when they haven't met those? They're part of the contract and that's not unusual to have performance indicators in a contract." So um we're very confident right now with the progress that they've made that they will meet those benchmarks and so um strongly endorse
this cal this contract. I'm excited and I think this is going to be a great option for our school district and I look at it as a partnership um competition too.
>> Um but you know I I appreciate the fact that I like your model and I know that we're incorporating a lot of what you're doing as well. So and that's why I say it's a good partnership because we're doing a core knowledge sequence. we're going back to the explicit and direct
instruction. >> Um so, you know, the the classroom management. Yeah. So, um I think it'll be it'll be a good partnership and >> I just I look forward to >> Yeah. I just wanted to say thank you to both parties for working through the
negotiations of the contract to make sure that we're coming into it as equal partners. I think that's really important for trust, transparency, the ability for families to know that we're all in this together. So, I'm grateful for that. And then I just love this opportunity because we don't really have
anything quite like this in our school district. I do think it's going to attract families and students from other school districts in the heart district and provide an option that a lot of families don't have currently. So, I'm really grateful that this is going to be an option we can offer to families,
>> you know, and she says, you know, Speaking of, you know, I think, you know, I want to welcome all of those Douglas County School District families. Come on over. >> Elizabeth, >> we love you. We welcome you with open arms.
>> We've got our lovely school. >> We have space for you. >> We have space. Come on over. >> I've been involved in classical schools as an adult.
adult and I've always grateful for just you got to go back. You got to go backress on it's not it's gross. It's it doesn't
prod students that you know we all talk about we want students that can exactly opposite huge fan all the ones I've been involved
with Christian schools but models just learning history not from a history textbook but from the great books that exist
You know, the history of the war is a is a fascinating way to study, you know, there's so much that's better. I want to bring some of that into some of this
connect. Well, and I'm I'm excited that our teachers are embracing >> the idea of, >> you know, these these methodologies. >> So, with that, any further discussion? All right. Can I get a roll call?
>> Director Callahan, >> hi. >> Director Fletcher, >> hi. >> Director Hunt, >> hi. >> Director Olsen, >> hi. and check your pal. >> Say you can't change your mind now. >> A little suspense.
>> Okay. Um so next up we have some some policies coming up here. Um and first up is the first reading of revised policy KB, parent engagement in education. Um, so I move that the board approve the
first reading of revised policy KB, parent engagement and education. >> I will say that these three policies that we're looking at tonight are all required because we accept federal dollars. Um, it is a conversation that
I'd love to have at some point with the board about whether that is in our best interest uh to continue to accept federal dollars. We don't receive a lot. I think um we we receive under $400,000 in the different title categories. Um
and what's happening is the strings that are are attached are actually getting larger. I was a little disappointed with the current administration that that they're actually getting more challenging. For instance, a pair professional um under um a title now
requires that they have a an associates degree. We have a lot of pair professionals right now that are don't have associates degrees that are doing amazing work that that work very well with our special education students that work very well with all of our students and and and the title strings are
starting to to definitely cause potentially some people who who we can't continue to employ in the future. Um title funds we did spread amongst our two elementaryaries and our middle school this year which means all three of those schools have to meet those requirements. So, um, my proposal would
be that we go ahead and move these policies. We can talk through them. There's certainly opportunity for some modifications. Um, but I would like to to to engage in that conversation about whether federal funds are really worth the the support. Education is a local
initiative and I don't know that the amount of funds we get for for title are are really outweigh the the factors. So my thought would be first take it to FAC and have FAC take a look at it in January when they meet um and then come back to the board with further
conversation about that topic. >> Exactly. I guess you have to put it in front of things. But um like
encouraging parents and families to share in school and district planning and the setting of objectives through participating in school and district accountability. So I guess that's so that's how we do that. So that's two.
I was a little concerned about paragraph um about the wording of that because it said provide opportunities for parents and families to be informed about their students about their students progress toward attaining proficiency on district
academic standards through written materials and it originally said and public meetings. I was a little worried because it's this seems to be referring to you know, a particular students progress and we don't want that being done at public meetings. >> So, I I've suggested some wording
changes in there changing getting rid of public meetings and changing parent teacher meetings and then there are I think we do have to have public meetings, right? So, public meetings and written information shall explain generally how the students project project progress will be done. So, I
kind of, you know, tweaked the langage in there a little bit. kind of separate out the public from the private part but we do have to have public information so that parents generally understand how this whole thing goes. So
my thought there and then that one paragraph that was in there I struck that all together that that And I don't think any of those changes, Mary, are out of line or cause us to be out of compliance. So, um, you know, the
the the tie to the state sackpie when we really found that organization to again not be not be valid. It's it's not an organization that's representative of our particular region. And so, um, again, I'm not sure that's required in
the policy. I think it's been suggested. Um, and so we can certainly look forward look look further into that. Um, so I do think there's some work we can do on this, but I think first reading is a chance for you to take a look at it further. Um, any other changes certainly
we're happy to take either tonight or or or prior to our next meeting. Um, and then we'll come back with some modifications, take Mary's recommendations into account and any others that are provided. >> I wanted to add is there any policies where it distinguishes
rather than just students. I prefer that we don't do that to try different children. Okay. >> And I prefer to just call. >> Okay. We can we can do a search for that and try to do a request.
>> Yeah. >> Would you rather students be student? I agree. I think that's the right word because that's what we're referring to. So, yep. Okay. >> And I love I love all of the suggestions
that you have. Those are great. >> I appreciate you doing it like that. >> Well, I felt a little bit, you know, I did like it. And I can I can read a red line better than a lot of people because I lived
with them. But after you get 27 things, right? I mean, it's really just a matter of, you know, it's like that test where they have bunch of definitions. bunch of words on the other
>> matches to this matches. >> Yeah, we're we're in compliance very much. Yeah, >> but that's the very reason that I think looking at the do we get >> enough benefit out of it for all of the administrative stuff we have to do
>> the the student the student benefit is barely one interventionist in the district for three schools. So again, while it's 300 and some thousand, when you look at all of the little categories, there's 10,000 for second language learners. Doesn't even
cover a staff member. Um, you know, professional development funds that are limited and how you can use those. I mean, there's just there there's a lot of hoops we're jumping through for very little student benefit. And that's really what we should be about is what's a student benefit. So
>> sliced up. >> Yeah, it gets sliced up pretty drastically. Yeah. into categories that are very categorical and you can't cross those categories. So >> yeah, I think I think there is I think with the the money savings that we're
accomplishing this year, the the underspending that were that's occurring, I think um we wouldn't lose any services to to walk away from it. >> Yeah. Yeah. Exactly. Exactly.
Okay. So with that, um, so we need to amend >> my motion. >> No, it's first reading. >> It's the first reading. So what the changes? Okay. >> Yeah. >> All right. So any further discussion on this one? Okay. Can I get a roll call?
>> Director Callahan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt. >> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. Okay, next up we have the first reading of revised policy KBA district title one parental involvement parent involvement.
I move that the board approve the first reading of revised policy KBA district title one parent involvement >> second. Okay. So again, this is specifically around title one. Um, uh,
some family seems to be an added word this year, kind of like from Michelle to the wills. Now we've got family added in. Um, again, um, there are some things I think Mary's recommendations are very, very strong and I think we certainly can
do a lot more work on this before we bring it back to you. And one thing I can say on this is, you know, a lot of this stuff is common sense and a lot of this stuff and and there's there's more stuff that I want to do that I don't need a policy
to tell me to do like literacy night. But again, the administrative overhead that this comes with, it's, you know, it, you know, you've heard me talk about Bulmer's list before for everybody out there. B O L L M E R.
When you look at all of the administrative burdens that have been put on schools from your state government, your federal government, where exactly where, you know, we're even having to teach about gun safety
and it's like really come on, you know. Um so, you know, and I know we're going to get the social media harassment you know, trying to reach out to the parent. No, we're already reaching out to the parents. >> We're already reaching out to the
parents. We want engagement, but this this is again just strings that come in and it takes the focus off of where it should be to educate >> some the degree that it's requiring that we add another staff member to deal with
the administr >> which we don't get money to do that. So, so we're getting a little money to help with an interventionist when in fact we're having to add responsibilities to other people who are already busy and the things that they're doing to support kids. So,
>> and I think some of this stuff is just especially in the next one. It's just it's way overreach. >> I mean, why don't we just step into their living room and change the child form? >> I mean, we're we're telling them you're responsible for monitoring your your
kids television watching. And I'm like, that's not our place. >> But this this stuff, it's >> overreach. >> So, we'll we'll do some work on this and we may actually choose to hold off until the second meeting in January so we can
have a a fact meeting prior to bringing this back if that's okay. >> But I love I love Is there any youth and Yeah. Do a search for that as well. >> Yeah, we'll do the same on that one.
>> Okay. Any more discussion on this? >> Okay. Can I get a roll call? >> Director Callahan. Hi. >> Director Fletcher. Hi. >> Director Hunt. Hi. >> Director Olsen. Hi. >> Director Pal. >> Hi.
And next up it is the first reading of the new exhibit KBA school level title one parent in family engagement. So it's a school parent compact. So I move that the board approve the
first reading of new exhibit KBA school level title one parent and family engagement school. So Mary did point out compact seems like an odd word in agreement, but compact is actually what's in federal law. So if we
if we have this, we should keep that word because that's what they require us to have. Um this is not required to be signed, but that that in essence we communicate this agreement to families. Um, in areas where we are a schoolwide program, um, it would go to every family
and if we were a targeted assistance, meaning only certain students qualify, those families would have to be aware of this or sign it. Um, so I know there was some discussion about, well, let's have it signed if we're going to have it. Um, I think there's value in in both. So,
um, again, I I think Mary's got some great suggestions. I think we can also I don't know if youth appears in here, but if it does, we'll certainly search that and do the same replacement. >> Yeah. But I do have to say I actually looked up the definition of
the word compact >> and it says other than small car >> it says it's a written agreement sign. >> Yeah. >> And so I really and I know the little note from
said it doesn't >> doesn't have to be signed. Yeah. gonna have it, you might as well sign it. >> By golly, it should be signed. >> Yeah. >> So, anyway, I'm really strongly in favor of it should be signed because otherwise parents are going to get at least they
have to look at it. >> Yeah, I agree. >> So, we're going to force some, >> you know, sort of and I even kind of soften the little language in front of it. I said uh everybody will agree to the perform responsibilities outlined in this
compact to the best of their ability because I figured you enforcing is going to be tricky. >> We call we call the compact police to come out. >> They drive little cars.
>> Sorry. Oh my goodness. >> Sorry, it's late. >> There's a picture in my head. Anyway, I just think the point of signing it is just try to at least get the parents to know that they've seen it
>> and it's not going to be enforcable because, you know, all these things, but at least we know they've seen it. They signed it. It may just be the Again, it's just
>> just one of those language things like if we're going to call it this >> then they have to agree on how to spend their time. >> Yeah. I just I just this is so overbearing.
>> But you know, >> again, >> this is stuff we already this is stuff we already do. >> And you know, I do want to I do want to have more opportunities for engagement or at least verbalize and make them known that, you know, hey, volunteer in
the classroom. Let's have literacy night. Let's make math fun like Kaiser was talking about. >> But this is this is time. >> Yeah, exactly. Agreed. >> Agreed.
>> Right. >> And there may be there may there may be value with our KBB policy as we revise it and make sure we update it with all of the new things we've added to actually send that home um for parents so that they know, hey, here's all the places you do have rights and
responsibilities. So that may become what we actually should be sending home to say please acknowledge these are these are your rights and your responsibilities and what you can expect of us. And so that may become something that we should do that would be more beneficial to parents.
Well, and I just, you know, rather than some of this, I think it's more important. Hey, help make sure your kid shows up to school and shows up on time and they're doing their homework. >> And those things are in the parents right >> in there.
>> Give me that. >> All right. Any more discussion on this one? >> I'm kidding. I'm just kidding. Please come in my little baby car. >> All right. Can I get a roll call? >> Director Palhan. >> Hi. >> Director Fletcher. >> Hi. >> Director Hunt.
>> Hi. >> Director Olsen. >> Hi. >> Director Pal. >> Hi. >> So, next up we have um our board planning and new business. Um so, our next board of education meeting is scheduled for January 13, 2026 here in
the boardroom. Um one thing I wanted to bring up that I that I forgot earlier in my excitement. Um, is there's been a lot of commentary out there on social media that I was
hoping maybe we can address. >> There's those good old rumors coming up about mold and asbestous and and you know, hey, the district is covering this and so mold >> there's done. We we we test regularly at
Frontier. Um we have air quality samples that are tested regularly and shared with our current occupants and um we we don't have any um asbestous we have an asbestous management plan. There is a asbestous in the building that if we were to renovate, we were to tear down
walls, if we were to pull up tile, we'd have a problem. Um otherwise it's encased and it's safe. Um and so we monitor tiles, we monitor, you know, in that particular building there's there that the asbestous management plan has asbestous in some mastic and not in
others. So it's truly is the plan identifies exactly where um where asbestous is expect where it's thought to be. Um, so no, it all, you know, Elizabeth Middle School is an older building and and it probably has
asbestous there too if we were to break into um the encasement of of some of the the parts of the building. So that's monitored. It's checked annually. Um, and so again, all of our buildings are safe. We wouldn't be using them if they weren't. So, >> and the state wouldn't let us use them.
>> No, exactly. We have to inspect um for those buildings to pass health inspection, safety inspection, they have to be they have to be inspected regularly. >> All right. So with that, now we are going to go into executive session. So,
I move that the board move into executive session under Colorado Revised Statute 24-6-424B, conferences with an attorney for the purpose of receiving legal advice on specific legal questions regarding the
current lawsuit with the ACLU. Can I get a second? >> And can I get a roll call? >> Director Callahant, >> hi. >> Director Fletcher, >> hi. Director Hunt. >> Hi, >> Director Olsen. >> Hi, >> Director P. >> Hi.
>> We have no business when we come back out. You're welcome to stay if you'd like, but we will just come out and gather the meeting closed. So, Okay, we have no public comments. So with that, I will adjourn this meeting
at 9:01 p.m.