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you happy. to Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Good afternoon. Welcome to the work
session for the board of education, Gley Evans, school district 6. This meeting will now come to order. Miss Lemon, will you please call the role? Director Ozari >> present. >> Director Bentley >> present. >> Director Campos Spitzy >> present. >> Director Edmonds >> present. >> Director Lamos Garcia >> present.
>> Director Mash >> present. >> Director Roi >> present. All board members present. >> First item on our agenda is to review our calendar and it continues to be packed full of great things. Um
looks like some of you are heading off to the legislative session. That's Aari, Lamos, Garcia, and Edmonds. Are you going as well? No, just the two of you. Who's going? Yeah. Okay. And we have that all set and registered. Excellent.
Um, museum night for for a charter school of innovation. For those of you who haven't been before, it's sort of like a science fair. All the kids put out their projects that are on a theme and then they tell you all about it and it's fascinating. They have amazing
projects. So, if you have a chance to go to that, that's a lot of fun. We have a couple school visits coming up. Um, Northridge High School bot bash. Do we need to RSVP for that one, Miss Lemon? >> Um, no. >> No. Okay.
I don't know. Is there anything specific that you need are waiting for additional RSVPs from us or? >> Um, no. But I would like to mention the school visit to Billy Martinez on um February 17th. I would like to bump
the time on that just a little bit to 1:10. I just found out today that at 2 o'clock. Um they're doing their the Colorado Eagles donate bikes for all second graders and they're delivering um that that day. Um and so then we can see the school and then at 2 o'clock we can
um go and get to be a part of that event which is super cool. So um you'll see a time change on your calendars for that. >> Okay, great. And Amy, did the Gley Central visit change from February 18th to March 3rd? >> It did. It swapped um on the 18th. Um
they were having their fresh um their uh class registrations and so that was not going to be a really beneficial time for us to get to see everything that they do. >> So yes, I did swap. >> Thank you. And then I'll just share that on February 3rd, uh, we, uh, Case, uh,
the Colorado Association of School of Executives and some of us are going to go to Brentwood Middle School to recognize Nicole Peter Peterson as the middle school principal of the year. Um, there'll be an assembly towards the end of the day. That's why the 3:30 invite.
And then there'll be a reception at 4:30 in the library. So, you could come to all of that. You could come to some of that, whatever works for you. >> And do you need RSVPs for that, Amy, or No? >> No.
>> Okay. >> Awesome. All right. Moving on to board member comments. Um, Mr. Director Roi, would you like to go first? >> Sure. Um this has been just a fun week
um in terms of things that we've gotten to do. I got back uh from California a week ago tomorrow um and had a good trip there and then um we went to the success in six awards which was a wonderful event and was so um just excited to see
the teachers and just the work that they're doing and that was a really a nice experience and really positive. And then um the GAP graduation was um a lot of fun also. We that was a really a a neat event and so neat to see those kids
and just uh such sharp young people and just looking forward to what's going to be going on with them. So that those have been kind of the highlights I think. >> Thank you. Director Layos Garcia. >> Yes. Yeah. Um I would ditto um director
Roi um definitely attended the succession six award and it was such a great event to see and hear not just who was awarded but the people who supported them. So everybody there who was nominated were such a great report
support for the people who actually won. So it was just a great environment. Um, so I enjoyed attending that and then the GARP graduation as well. That was really fun to see all the students and their excitement and especially their families excitement out in um the audience. So that was certainly brought some
inspiration um throughout this week for me. So >> thank you, >> director. >> Thanks, President Mash. I uh did quite a few things since our last board meeting. I'll try to keep this short. Um I visited the middle level art show. Uh
Brenda had commented about that at last meeting. It is very very well done. Our students artwork is displayed around the perimeter of the library at Riverside Library and it's actually very peaceful and reflective uh environment. They did
a good job in setting that up. I also attended the Discover District 6 Academy as uh I'm sure President Mash may talk about that more on January 15th. I'd like to thank Tom Gribble, Sean Scribbik, and Wade Corless for their
presentations. Uh they were outstanding and from what I observed, the presentations were wellreceived by the people who attended the event and there were a lot of people at that event. It was very impressive. On January 16th, I had the opportunity
and and I I I have the honor to represent our board with the CASBY Legislative Resolutions and Advocacy Group. Uh Matt Cook invited me be a part of that and I accepted that invitation. He shares a lot of information in one
hour. Um but in general I'll defer to our legal counsel regarding any of those legislative matters and updates because it can be quite confusing as I sometimes say in these meetings uh trying to understand all that information. But I
do take notes and if you would like to visit with me individually, I'd be happy to share those notes with you. But in general, I defer to our legal counsel. On January 20th, I attended the McAuliff uh visit uh along with several of you
and always I'm impressed by them. And then following that, I attended the student wellness spring meeting. I had the opportunity to speak at that. So, I'll just let you know that I shared with them that we as a board understand that student and staff wellness is not
separate from learning. Our high graduation rate, which we are very proud of, stems from a lot of uh a lot of work on behalf of people throughout the district. And a lot of that is under student and staff wellness because when
kids come to school prepared to learn and they don't have these worries on their minds and our staff don't have the worries on their mind. Our learning uh becomes much better. It's foundational to it. And finally uh just like uh my
other two board members a big shout out to the six success foundation for their work. the dis the success in six awards is very impressive and I'd like to congratulate everybody uh who uh is up for awards uh that may not be
recognized publicly uh all the time. Their work of course is very much appreciated and like matter a big shout out to the GAP folks and the next uh staff uh for them uh getting their kids to walk across the stage. That's a big
accomplishment and we're really really proud of what they do. So that's all I have tonight. President Mash. >> Okay, we'll go over to Dr. Edmund. >> Doctor, that'd be nice. >> Is it? >> Oh, I thought you said doctor. I was
like, well, maybe someday. Um, so I mean it's it's going to sound very repetitive, but maybe I'll try to make it a little more personal. um got to tour Mclliff which was wonderful to be uh just to see all the hard work that they did there. It's great to see the the music class. So we visited the
kindergarten class as they were learning just the the basic foundations of music of you know notes going up and notes going down. Some of those little things sometimes we overlook where we just expect mastery right away and there's little pieces that come to that. Um but just seeing how important music is and
how important the arts are even in a school like McAuliffe that's a STEM school that he really wanted to um to emphasize that that arts are still very important to them. Um, and there was one in particular as a little girl, a second grader who said she talked about
ownership, which I thought was really great to even hear from a second grader talking about ownership in her role at the school and and knowing that she has a part to play even in second grade to help not only those younger than her, but to also be there for students that are older than her. So, I just hats off
to the the teachers and the administrators at Mclliff for what they do representing district 6 so well. we see it in the numbers, but being able to see it face to face was really cool. Um, success in six night, I'm sure it might sound similar to what um, President Mash
will share, but it was especially special for me. Um, one just again seeing all the educators, but then seeing the elementary educator of the year, uh, Mrs. Kimberly Destry, uh, as a member of my church. I've known her for 10 years and I don't cry easy but the
tears came really easily that night when she was recognized just knowing her story because it speaks well to what district 6 does for our community. She started as a mentor in a program called um kids hope that we run just providing mentorship at Shasheen. She developed a love for those students and for our
district that went so far that she went to school to be a teacher and then her heart and desire was to go into rural to go to a rural school somewhere where there's a great need and she saw it here in our district. So she got uh she's a teacher at Scott and her heart is just obviously is seen day in and day out for
the love that she has for her kids. Um so it was a wonderful night not only to see that as somebody that I know personally but also just to see all the wonderful educators and to see the support like had been mentioned seeing other educators, other teachers supporting their their fellow workers in
this wonderful work that we do here at District 6. Um, and then GAP graduation of course was it was great to be able to be the board member that certified them and and accepted them. But just to see the hard work that all these students went through and I know the hard work that the parents had to do and the teachers had to do to get them walking
across that stage um just meant a lot to to see that and be there and shake their hands and some of them man Dr. Pilch and I were talking some of those handshakes like they didn't even give me time to to to grip as well before they were crushing my hand. So, it was uh some strong handshakes in that school as
well. But, um just a wonderful time for our district and I look forward to the summer gap graduation as well. >> Yes. So, I got to join um lots of you at Crystal McAuliff and um it's the second time I visit um that K through eight. Um it's their eighth year of 8th grade
because they haven't always been a K through eight. So, that was exciting um to celebrate with them. I always learn something new as I as I go to school visits and this time it was highlighted that about 50% of the students at Christa McAuliffe are from open enrollment. So about half the school is
out of boundary. Um and they have a little over 900 students. I don't think that number had hit me how how big of a school they are. Um I got to personally congratulate uh Principal Peterson about the fact that they outperform on Camass.
you know, all of our local schools are ch including our charters in math and um English language arts and and just so proud of of the work that they do um with students who are more at risk than a lot of our students who go to the charters. So um kudos to his team and
their work. Um the success and six awards always so heartwarming and yes everyone um who gets nominated. Uh it's just such an exciting environment to be in the audience and when they start describing the recipient of the award you kind of look around the room and you
see like one corner that's getting really excited because as the description becomes more and more specific they already know as their the support staff of that person that that their person is going to be awarded. So, um, incredible work in the district. I think
one of the speakers, um, described our our educators and support staff as heroes for working in district 6 and and I completely agree with that. Um, the GAF graduation always a highlight. It always seems to fall on like the snowy
weekend. Um, but it it was wonderful. The keynote speaker was Neesto Perez, who's the head coach of the Gley Central soccer team. Um, and works with the kids at GAP and Next. Um, and his speech was short and
sweet, but he talked about the motto he carried his uh, soccer team with, which was why not us. And then he asked the students to apply it to themselves, the graduates, why not you? Um, and you know, why can't they have those success stories that they dream of? and um I
thought it was beautiful and inspirational. Um I wanted to give a shout out to the Centennial Eagles for school board director month. Their fourth graders wrote me a whole bunch of thank you cards and they were, you know, directed at me, but really they're for the whole board and some of them were
hilarious. Um my favorite, the most humorous was, "I think you should be getting paid for what you do." Um uh and then today on a personal note, I've never had lunch with my children at school. And today, um their grandparents are in town. My parents are in town from
California, and they wanted to go have lunch with the kids. I was like, let's do it. And so we had um those 20 minute lunches that do feel pretty short. I'm like, stop talking, keep eating, eat, and focus. Um, but it was a lot of fun.
The food I I brought them lunch, which I never do, but I got to see what everybody else was eating and um it was very healthy looking chicken nuggets and crains and fun mashed potatoes and all kinds of yummy stuff. Red bell peppers.
I love to see kids putting that stuff on their plates. Um, so yeah, had a good time at Mer today. And then lastly, just wanted to excuse myself for the next week's activities which include our middle level principal of the year recognition um and the school visit to do Rios and
Fred Chartis Museum night. I will be out of the country. Um my husband and I are taking a kid-free vacation for the first time in seven years. Um and we will be on a beach in the Dominican Republic. So I will be missing out.
>> Have a great time. >> Dr. Bentley. >> Um, only one thing outside of what's already been talked about, but I I did um have our first meeting of the year with the Centennial Boseis group. It's a board of educ educators from boards of
education, board of directors. It's just a a conglomerate. Not much to report. They are also just kind of reorganizing from the election cycle. A lot of turned out members and and new ones. So, kind of get to know everybody and just financial updates and stuff there. um
they're they're kind of in the same boat as everybody in uh nonprofit and government entities with just the federal funding being kind of up up in the air. So that's that's the majority of their stuff. Um Mclliff was awesome. The Petersons are a power couple. It's
it's always fun to see them. Um success in six ws always touching just to to see all the the good stories. I think the the one MC she said that you know she she literally cried reading all the stories in with all the uh nominees. So, it's just a a fun night to be able to
celebrate all the exceptional stories. And then GAAP is one of my favorites always the the winter and summer graduation. Just seeing the stuff that those kids overcome and and the the cool programs we have to kind of outside the box get uh these these kids that have,
you know, a lot of times stuff out of their control and uh running their lives. You know, kids at work all day and and they need to take night classes and stuff like that. It's just fun to to watch them walk across and get their their uh certificate or their diplomas with the their parents and families and in tow.
So, it's always a good time. >> Thank you all. Um I think it's just kind of fun to having the three new board members and and hearing all the things you're doing for the first time and kind of like a renewed I mean it's always fun for me to go to the schools as well, but
fun to hear you guys um stories of your first times to different things. Um, I was just maybe going to give a little more detail about the Discover District 6 Academy. I'm not sure if you all know what that is. I I think is it it's a rebooted, right, Dr. Pelch? You did it
in the past. >> Yeah, we did something similar in the past. >> Okay. >> Well, it is just um I think it's every couple of months and then members of the community sign up and they get a twohour, you know, um it's a whole lot of information. And this last one was from
um special education services um security, safety and security. And then Sean Scribbik talked about not just sports but like all of our activities and just the breadth of what we offer in supports for our students, what we offer in activities. Um and of course we've
heard from um Mr. Corass with all the different things we're doing to keep our kids safe and all of his dreams for the future to continue with that as well. So, um, and just a great group of of community members who added their own stories of of how their students have
benefited from these different programs. So, that's a lot of fun. And then they get to it's at a different school every time. So, they get to tour that school. And, um, it was at Prairie Heights, so Principal Cooney got to kind of highlight some things about her school as well. So, >> I'm curious how big the group is.
>> Like how many room? >> Yeah. 20 20 25. >> Wow. That's great. >> Yeah. >> And some of them are um folks known to me to already be friends of the district, but they're, you know, it's
wonderful to have somebody on the real team in Gley to be telling people who are moving here, you know, how great our schools are and all the different >> options. And then, yeah, parents um and other industry leaders as well. So, yeah, really great way to get those
good stories out there. All right. till our next item. I'm excited to learn about the elementary literacy deep dive that we've been doing and I'll turn that over to you, Dr. Pilch. >> Thank you, President Mash. Um, we'll get
set up here. Jenny and Lisa will join us. Um, so Jenny Jensen is the director of elementary educa or elementary instruction and Lisa McGee is our
coordinator for language arts and several other things in the district. Avid >> AVID and um so they have been partnering with me. They've really been leading this initiative. But I think you all are aware that several months ago um we made
the decision to to go deeper on literacy and take a look at at our literacy work in the district here and look to what else we could do to support our teachers and our administrators more. Um so I want to walk you through uh what we're up to and um what are what why we're
doing this and and what we're hoping to accomplish at the end of all of this. So, um, what you see here is our most recent Dibbles data. Do you want to talk about it, Jenny? I'll let you go ahead. >> So, um, we give our Dibbles assessment three times a year at the beginning of
year, middle of year, and end of year. In December, we got our middle of year data. And this data is highlighting in the top bar students that are reading at benchmark, staying at benchmark, and moving into benchmark levels, so at
grade level. and then our students that were moving out of the lowest performance level which is the well below benchmark level. Inside of the district bars, it talks about our growth that we saw. So WA is well above average
growth and AA is average growth. This is compared nationally student by student based on where they started from their beginning of year testing. They are co cohorted into a group with other students that performed like them on the
assessment and then at middle of year we get growth data to say how did they comp how did they perform compared to other students around the nation that started at the same level that they did. So we would always want to see average growth
and seeing well above average growth and above average growth for all of those levels is very exciting because it means that we are making significant growth for our students as compared to other students that started in the same place. This is actually the highest growth that
we have seen in our district um even surpassing COVID times which is exciting to see in growth. >> Thank you Jenny. And although um we're seeing this growth and we're seeing our teachers work so hard that we have we the finest educators I've ever seen in
my career and they're working so hard and yet we see a disconnect between the dibbles data and the camass achievement data at third grade. And so we want to better understand that disconnect and that's the reason um we wanted to bring in some additional help which I'll talk
with you all about uh this evening and share that work with you. But um so the we'll walk you through the next piece of data that is really our CMS third grade English language arts data um over the last three years. And so what we see um
is that we're still performing um behind the state in achievement data and we're not at we're not those state averages yet. And um we're not seeing the kind of growth here that we would hope to see in relation to what we're seeing in dibbles. And so we want to understand
that better and we want to understand, you know, what's going on behind that and what's getting in the way of of the students being able to to demonstrate what we think that they're getting access to. So Jenny, do you want to talk about this data at all? I think that something that's noteworthy inside of
this is what we see um that the state they use language like recovery when they talk about um COVID till now in terms of data and I think we're seeing some recovery at the state level but for our achievement data in our district we're not seeing that rate of recovery
that we're seeing at the state from 2019 to last year's 2025 CAMASS testing. >> Can I say something here? This is, I think, important for the new board members especially. This is one of the ones that we probably get the most feedback on as a board. The CAMASS
scores, 41% of our kids are are only only 41% of our kids are at level or whatever, but the the way that these are scored is is pretty important for you guys to be able to understand. And it might take a couple times, but 50% is the state average. So, that's the
benchmark. So, we're not It's not >> That's actually growth. That's actually when you're looking at growth. This is really Yeah. But you you're making a great point because >> this test is not testing literacy. Yeah. >> So when we say our third only 41% of
third graders in Colorado, 42% of third graders in Colorado are reading at grade level. This is not just a reading test. This is the state the third grade state standard Colorado test. So they're testing the state standards for third grade. They're not just testing reading
and writing. And so it's really important and and yes, reading and writing is in that, but it is not an actual um reading assessment. And I think that's important for people to understand in throughout Colorado. >> So the question is, isn't comparing dibbles to the seamass kind of like the
apples and oranges? >> It is. It is. Yeah, it sure is. Absolutely it is. And that and so this is part of what we want to understand better. Um Mr. Ari, we just we want to understand when we see our teachers who have who have dedicated so much and our principles who've dedicated so much and
our kids working so hard. Um, but we're still only seeing 24% of our students achieving at grade level in third grade on that that English that language arts test. We we want to better understand that. There's some other things inside of this that are important. We're
saying, you know, by the end of third grade, this is what we have. Well, we're really not at the end of the third grade when we test kids, right? We test in April and we go through the end of May in school. So, we still have several weeks of school left uh when we begin testing our students. And so, um it's it
is really complex and it's um we're we're digging in to better understand where we are and how we stack up not only in the state but but in the country. So, uh, what what we know is we believe it's a system issue. Um, because
although we see really we are seeing, um, higher growth than we've ever seen in our district, we have more schools at performance level than we've ever had. Uh, we have the fewest schools we've ever had that are considered on the accountability clock in the state of Colorado. So, when you look at the
school performance framework, we we are performing better than we have in in the decade that I have been here. And um we still know that only 24% of our students are testing at um a
proficient or advanced level in the third grade test of the Colorado state standards. Um so we want to understand what are the barriers that we can remove as district level leaders. Um and how can we better support our teachers and
our building leaders to do the work that we're asking them to do. this really important work. >> I'm gonna let you take this, Jenny, and talk a little let you nerd out a little bit on literacy. >> Thank you. >> Um, so we actually showed this quote when we did the town hall with all of
our K5 teachers. Um, and we just wanted to bring this about again because as Deerra mentioned, this is very complex work. Teaching children how to read is very sophisticated work. And I think it's really powerful when we think about
this work as being a civil right and that we owe it to all of the students in our district to be readers by the time they leave third grade so that they can achieve all of the things that we've been talking about after third grade in their education.
>> Now you may remember phonics from when you were in elementary school, right? And so let's talk a little bit about about reading um and and I and a little bit about you know what we know about reading and about phonics. >> So I really like this visual because
what it's really showing inside of here is that 40% of all students are going to need direct and explicit systematic instruction in order for them to learn how to read. the curriculum that we have >> 15 to 20%.
>> Well, the 40% thinking about the 20% that's in orange. Yeah. And the fif 20% okay that's in uh red down at the bottom. So, and we have 15 to 20% that we know from the research they would be able to learn how to read without having that kind of direct instruction
supports. Perhaps you know a child like that. But when we think about um that those two categories kind of at the bottom, thinking about that 40% that's going to need that really explicit really systematic phonics instruction. Our curriculum that we have adopted
supports the science of reading and teaching students how to read. Um our classrooms are supportive of the needs for phonics instruction. They have a block of time built in for that for every student, which is why we're feeling a little stuck inside of uh what
are the other things that are preventing our students from being as successful in early literacy. >> And those of you who've been on the board and then for those of you who are newer to the board, we adopted uh new literacy curriculum programming three years ago. Um and so we're we're in that
third year of that. Are we in third year full implementation now? So we have some schools that are in year four who piloted uh that first year. And so um and we think that probably that growth we're seeing on dibbles is related to that. But but even the schools that were
in year four at this past testing cycle did not perform as well as we would have hoped with the with having had a new literacy program at the elementary um implemented for them. So, um we have worked with a company before called West
Ed. And uh West Ed um is an organization um who we worked with about a decade ago uh to help us with our work around our English language learners. And they helped us to develop uh to first they came in and did something very similar to what they're doing now. they came in
and um kind of audited the system, looked at what was going well, what what we could do better, what was missing um and then they helped us to develop a plan that we implemented and as a result of that we get some of the best results in the state around our multilingual
learners. And so we have contracted with them again um to work with us and they are actually here this week and they come with a team of experts of literacy experts, special education experts, data experts because so they're looking at
our data also. Um what else do you two want to say about West? You've spent more time with them than I have. Lisa, >> they have a very very thorough process um when they push into districts to support. And so it's been a lot of making sure that we're identifying the
right teachers that we are going in to observe their classrooms. Um that we're getting in front of the stakeholders that are really going to give the perspective of um the the classroom teacher perspective, the readact, instructional coach, administrators. And so um their focus has really been on
making sure we have as many voices involved in the process as possible um and just really giving us the varied um experiences u we're talking to students as well. So it really it does feel very comprehensive um what they have us going
through while they're here with us. Thank you. So uh I want to come back again to why West and why we are trusting them to actually come into our schools and peel the curtains back. um we we approached our multilingual learner plan with opportunities to learn
and with from an asset orientation approach. And so I want to just want you just to see uh how not only have we seen our English language learners performance increase, but we've seen some big numbers that are making a huge difference in the system around our
multilingual learners. We've gone from 41 students identified for gifted and talented in 2017 to 248 now identified. Um, our advanced placement enrollment has more than doubled in that time of of students who are multilingual learners.
Look at our IB enrollment. And part of that's been programming at Girly West High School and how they've changed their programming, too. But you have to support the students in the right way to have them be successful. And then, of course, you're you're well aware of the graduation rate. um and um going up in
the entire district, but but for our multilingual learners, you see similar kind of data. So um we know from the work we've done with West and you can see the graduation rate here, what has happened with the grad rate since 2017 when we implemented our plan with Westad
to 2025 with graduation. um we have continued to outpace the state in terms of our on-time graduation rate for our limited English proficient students. And so, uh we have a lot of confidence in them helping us to get to the right place. And I have a lot of confidence in the people in the system because it's
the people in the system that actually did this work before with Westad. Um we just needed some outside eyes to guide us. So, West Ed first came in on December 8th and 9th and they they just went to six schools um along with some
of our district team just to start to get a the lay of the land, a feel for our schools and a feel for the work in our schools. Um and so you can see those schools there. Um and that was really their first introduction to actually some of our classrooms here in the
district. And then uh we met with them. I did the town hall with all of our elementary teachers on the first day back in January and shared with them this work and shared with them uh what we were about to do. Um and then Westad met with us all again last week to do
some training. They've been meeting with Jenny and Lisa along the way um as well. And then they they have come in this week. We met with them first thing this morning to to get clear around the work and and why we're doing the work and how we're doing the work with them. And then
they were in classrooms um this afternoon and will be in classrooms again tomorrow and tomorrow afternoon all week. Right. All week. And then they'll meet with us. There's a smaller team of us that um that I also am a part of that they will meet with on Friday
afternoon to to do an exit and then talk about next step. So um it's it's really pretty extensive work. I think I'm impressed that Jenny and Lisa are so on tonight because they've been in classrooms uh working a very rigorous routine that today um getting into lots
of classrooms and seeing and it's a very quick observation and you you can't let down for a minute. >> Yeah. >> And then um they they are they will be working um with the district accountability committee I think next week. Anthony >> Tuesday.
>> Tuesday. Yeah. to uh to get some community and parent feedback also. And then there also will be leading some staff focus groups uh with administrators, coaches, um teachers and in different areas. And um some of those
will be K5 teachers. We decided today some of those uh special ed and multilingual. The fourth and fifth grade teachers are feeling a little left out of this initiative because we we focused on K12. So it's third, fourth, and fifth. three and three K123. So fourth and
fifth grade are feeling a little left out because they're saying we test also in C mass why aren't but we really it was just really about capacity and and expense uh and really I think getting to that early literacy and and figuring out what's missing perhaps um what's the
lowhanging fruit and then what's what are the big uh pieces that we need to put in place around the early literacy. Let's see. And then we have a steering committee um that we are forming that's made up of of lots of folks from around the district and and lots of voices.
Again, there'll be teachers K through five probably on that steering committee as well as administrators from some of our elementaryaries and K8s. Um and then several of us from the district as well. Um and then April to May, we'll they will have some findings and
recommendations for us. Um, and we'll we'll begin to develop next steps and hopefully we'll have some pieces we can implement in the fall. Um, I need to say that this work is all happening alongside the continued implementation of the the newish literacy program at
the elementary level. And so that work continues. We haven't stopped it. Uh, and we do believe it's it's the right program. Um, it is a state approved program. It's a program that Wested is familiar with. Um we know there could be some implementation gaps that we have
that we we may they may find that we may need to address. Um but but we are continuing with our current uh literacy program uh as we do this other work with Weststead. All right. Um before I turn it go back to questions I want to see if uh Jenny or Lisa have anything else you
want to share that I didn't get to. Please and Wes please feel free to come join us if there's anything you'd like to add. The only other thing I would add is while we're doing the observations all this week with a couple of members from the West Ed team, we also have a whole team of researchers um with West
Ed that in the background are analyzing all of our data. So we have shared lots of building grade level data from lots of different assessment sources. And so there's also a research team that is simultaneously analyzing all of that so that we will have all the observation
data as well as all of their analysis once we're ready to come together and and collaborate on what those next steps will be. >> I want to start um the comments and questions just by saying how great it is that we are acknowledging a gap and
addressing it and really trying to find um the root cause. So, I am I am thrilled about the West work. I can't wait to hear those recommendations. Um, and then I just have, you know, wonderings and you all know I'm a I
express my thoughts out loud and so, um, I I wonder if we have increased growth because our kids come in so far behind and, you know, into the the prek through 12 system. Um, I think preK helps at
least with the K, you know, when the kids who do have access to preK, especially district 6 preK, I think that, you know, they uh come in with a head start. So, I'm always wondering, is universal prek going to help? Um,
district 6 increasing our prek capacity, would that help? Because I think it's great that we have growth, especially in that kinder year. Um but is it because the kids are just coming in so far behind and then what societal changes have happened to make make it so our
kids are coming in so behind? Um you know is it their both their parents work so there's very few conversations and vocabulary vocabulary that they're hearing before they start at school. Um, is it screen time, right? Like screens are really easy babysitters and so
there's um less engagement at home um as far as hearing conversations and and all that. So I do it I just wonder you know we have this increased growth but why is it because kids are so far behind coming in. Um do you do you want us to respond?
>> Sure. Oh okay. I have more after that though. So >> So we are we are seeing um some of our children come in further behind than we ever have before >> and and we're seeing some of that um
more pervasively in some schools. So there is more catching up to do and there is more opportunity for growth because of that. Um and I part of that is probably all the things you said limited preschool. um what might be
going on in the home, screens, absolutely all that. And um these kindergarteners were born during COVID. >> So we we we don't have the answer, but we are pretty sure that when we look at at
our students in K12 right now, we know they were probably dramatically impacted by COVID in some way. Their they were home, their parents were home. um or some of them were home with somebody they're not usually with at home. Well,
because their parents were frontline workers and their parents still had to go to work. And so, um we we don't fully have an understanding of all that, but but it it would be foolish of us to not look at what was going on in our world at the time our youngest children were
infants or being born or toddlers. Um we are still very hopeful about the expansion of preschool. Um what I'm hearing most recently is that uh the governor is recommending back to the 10 hours of preschool um a week. And so you
know our big work is to really continue to work at getting as many of the district 6 families to enroll in district 6 preschools. That's that's our big work and and it's an effort we you know we continue we and we're opening preschool right now. So another
preschool classroom. So, we are we are always building um because we do think preschool school makes a difference. No question about it. And we know that early learning and early literacy, I mean, parents are the first teacher for children. They just are. >> Yeah. Um thank you for those responses.
Those were very thoughtful. Um yeah, I do, you know, with the CAMASS data, they compare the state tw. Actually, that that was really interesting to me. The 2019, 2024, 2025 comparisons at the state level barely changed, right? 2019
was 41% and then 2024, 2025 were 42%. Like barely a change. But then in district 6, you see this like huge hit. Um it's much harder to move the statewide cohort than it is just to move our local cohort just because the numbers are so big. I mean, you got to
move a lot of kids to move that percentage. Mhm. >> But still it I mean they the state is shook up about the state cohort. They don't they don't see it as minimal that you know they're >> at 1%. >> Yeah. Yeah. >> Good. Good. >> It's a big deal to them.
>> Yeah. Um, and then I I'm I don't know if this was the thought in the um focusing it in the K through three um grades, but I've heard, you know, the third the reason we focus so much on third grade is because before third grade kids are learning to read and after third grade
they're supposed to read to learn. Um and so I'm glad that it is focused that way in those foundational years um uh to to do that work well. Um, and then my last thing is just a a comment kind of piggybacking on what
Director Bentley said that it's easy to sometimes see those numbers and say, you know, public education is failing. Like, why are we giving tax dollars to public ed when only 24% of the kids in district 6 um are reading at grade level on the
CAMASS? Um and and so I want to use that as a way to say public education in the state of Colorado has been underfunded for decades. Um and you know um hopefully there will be opportunity to
improve our funding. And so it it's really easy to say that a system is failing when it's underfunded. Um so I can't I can't wait to see what our system can do when we are more adequately funded to help kids succeed. And I know when we go to um board of
director events like CASBY um statewide events, they always ask the audience like what do you think it would take for kids to achieve, you know, for achievement scores to go up? And the answers are really easy. It's smaller classroom sizes, pay teachers more and
and so but those easy but expensive, right? those that comes with dollars, building physical buildings so we can make our classroom sizes smaller, hiring teachers um by giving competitive salaries. And so I I love this work. Um I I can't wait, like I said, to hear the
recommendations, but I also understand our funding has to improve for us to make really big differences. So >> just a comment. >> Thank you. Mhm. >> Um if if it's all right, I would like to hear um Superintendent Tuttles's
remarks, what he thinks through this. We've been dealing with this for a long long time, and um I'm really glad that that uh we're doing this work with West Ed, but uh just some reflections. I know that you think through a lot of this stuff, so if you don't mind.
>> Well, thank you. And it's assistant superintendent. >> Assistant super. Sorry. >> Don't put me at that role. >> Yeah. Um, no, I am so glad that we're doing this work. Um, as has been pointed out, we're getting some tremendous growth on
Dibbles and that growth is compared to other people who start in the same place as us. So, it's not just to everybody, it's comparing us. So, we're we're moving kids. So that's a celebration, but we're not getting to the comprehension focus and the writing
focus that's necessary for kids to be successful on CAMASS. And so what are the barriers? So I'm really appreciative of West being able to help us with that to be able to identify what are we doing well? What are the strengths? Because there's a lot of good things. I do think we have the right curriculum. It has a
lot more comprehension focus in it than the previous curriculum did. So there's some really benefit strong benefits of the curriculum that we're using, but I'm looking forward to them being able to say, "Hey, here's the really strengths of the system and then here's some things that we can identify that can
help move this system." So I do think having that external lens is going to really help. >> Thank you. >> Can I add one more thing? The other thing that you commented about, but Westad, those you've been a part of our system, we had a previous literacy drive
that was very top down. It was driven entirely from top down. West is very intentional about doing collaborative with the teachers, with everybody. And so when you talked about all the people involved, it's not just them being observed. They're part of developing the
action steps, taking their recommendations, and coming up with the next steps. So it's a very collaborative process. >> I think that that's great. That that's the way it should be. >> Yeah. I'm very glad that we're doing this work
and I'm sure that we are going to find ways that we can improve. Um, please educate me, but my I don't have a real high opinion of the CAMS test and maybe that's from like I remember when it was CESAP and then it was TCAP and then it was it's like changed iterations so many
times and we you know we always say it's one day one measurement. So I guess I'm just curious. I'm so glad to hear you say that there's like research team looking at all the measurements because I guess I'm just curious like do we actually think there is a gap in what
our students are achieving or is it the tool that we're measuring with? Well, we have another assessment called NWA MAPS and we're seeing very similar data to CAMASS on that NWA and that's a national normed assessment or standardized
assessment. And so I I do think um there is truth in the data. What I I don't know is um is it appropriate how the state of Colorado says if you don't um master these standards at this level that you're not reading or you're not
writing at third grade level. So, for example, in Texas, if you are if you're in the middle, that middle rating, which is partially proficient, I think they consider you reading because you read, you can read if you got to partially proficient. You're just not fully
proficient yet or advanced. And so, um, I think there's I mean, that's a conversation superintendent have started to have now with Colorado Department of Ed is what what's behi, you know, what really are we looking at with this assessment? Uh but we do see um we do
see similar results from NWA >> and they take that one multiple times. >> Yeah. Three times a year. >> Yeah. >> Because I think there's also benefit to that because the student gets used to the format and >> Yeah. >> Yes. So, um I think it's we have we've
had a heavy reliance on dibbles um and not as much reliance on the NWA and I I do think we're going to see a shift in more reliance on and more analysis of the NWA assessment. Well, and I think then when um reports
go out to our community, the report they're getting is the the >> the seamass. >> So that's what they're hearing. Okay. So, >> you know, only 3% of our kids can read or whatever. So, it's it's a little bit just what goes out to our community and
the report that goes out there and their um understanding of how our schools are doing. >> Yes. And to Kyle's point about the points and how the system works, uh, there is no system in Colorado that is
at is at 100 points, even though it's a 100 point system. I think the highest achieving school is in the 60s in Colorado. So maybe low 70s now, but nobody's at 100. And so it's um, it's, you know,
it's a very complex system in how it's how it's scored and and how schools are ranked. And quite frankly, I I think it's intended to be punitive. I don't think it's intended to be supportive and and helpful and motivating. It is intended to be punitive.
>> There there's no question about that. >> Well, and it's a moving target. It's an average. Yeah. So, every year it's the 50 is not the same number. >> No, absolutely. It's like for like even me that we talk about this a lot to just like try to grasp how you figure growth
on a moving target is so ridiculous. This seems like a flawed system >> and it tracks directly with poverty. So when we look at the data statewide, you see the the results track just parallel with poverty and wealth. So,
>> and then there's, you know, another criticism you hear sometimes is you're just teaching to the test. Like we don't just want our kids to do well on a test. We want them to actually have the skills. >> So, that's that's the other question of like is it a good measurement? >> But yeah, if it's tracking.
>> Yeah. And you know the the and we can we could have a big work session just on standardized testing and our beliefs around all that. But the reality is this is the tool the state uses and we're going to get judged based on this tool. We're going to get ranked and we're going to get spanked based on this tool.
We are and that's what it does. And so we h we can't we can't ignore it. Not in district six. You can't unfortunately. Yeah. >> We didn't get it thrown out, Natalie. Darn it. But we have ma they have made some changes to the accredititation
system. Um and it like the the opportunity for us to do the request to reconsider and look at uh data from the early grades. So we were able to use our dibbles data to appeal to the state to reconsider our school performance frameworks at those two elementary
schools that we moved up. So that's new. I mean that's new in the state of Colorado. And so they they are listening to us about they that they need to have more than just one measure especially at elementary. We have more measures at secondary than we do at elementary.
>> Does WEDA day data go into that as well? >> Yes. >> And WEDA is for English language learners. >> It's the assessment for that is a separate assessment for English language learners. But those students also do CMSS,
>> but in addition, they do WEDA. >> So, we're pulling them out of class right now to be tested on >> WEDA. We obviously have to have data. We have to measure that what we're doing is is correct. But yeah, and if the test is not great, we still just have to work
with that. So, >> thank you for Yeah. Sounds as much as we believe in local control in Colorado as a state, we believe in local control. We do a lot of statemandated testing um for as much as we and and it's directly tied
to our accreditation system and and how we get ranked by the state. So, there's a disconnect there, too, that I'd like somebody to come in and study of how can you in such a um a state where you you believe in local control and you you
believe in pushing the power out to the local boards that you put this kind of control in the hands of legislators and state board of education leaders. I'm getting political now. Yeah, we have our wish lists of things
to change. But >> what else are you wondering about or do you all want to share with us that you want to make sure we're thinking about? >> Well, I would I would be interested to see how our ELLL students do uh you know
over the long run. And I think uh we do need to put a lot of focus in on that. >> If if English was not their native language >> and how that impacts their growth >> over time, >> it's very important.
And along the same lines, and I I know I've asked in this question before and it's been answered, um but as far as our kids on um specialized learning plans and whatnot, do their scores come into the the testing as well?
>> Yes. And is it all of them or it's >> we are our students who um are in our most intensive programs. So uh you know our our um very very low functioning students some of those students are
taking an alternative assessment but that assessment is taken into account. >> The alternative assessment >> affects this the general cass. >> What else would you add Tom? Well, it's less than 2% of the total population.
>> Okay. So, it's Yeah. >> Any other questions, comments? Thank you very much for >> to the updates coming down. >> Thanks, Jenny and Lisa. >> Yes, of course. And now we will welcome whomever is
going to talk to us about the next two-year calendar. >> Yes. So I want to um w invite Christina Crane uh director in human resources to join us uh for this presentation. And I'll just do a little framing of this. Um so last year uh two years ago a 2526
and a 2627 calendar was adopted. Um, we made revisions in it last year in the 2526 calendar about this time of year last year. So the the 2627 calendar has already been adopted, but we're a going to ask you to make some revisions. >> It doesn't change the start and end
date. It doesn't change spring break. Doesn't change the big things that parents really worry about, but it does change some things within. Yes. One day of a change. Yeah. And so, um, I want, uh, Miss Crane to walk you through, uh, the calendar proposals. And so for for
new board members and and former longtime board members, just to remind you, um we'll give this to you in this work session, give you a chance to visit in a more informal setting about the calendar. Then she will do a formal presentation in the business meeting
tonight as well. You won't vote on it tonight. It will come back for vote at the next meeting. uh calendar is one of the things that ha must have two reads at a board meeting uh by by our own policy. Um and that should be done um by
before the end of February by our own policy. So with that, I'll turn it over to Miss Crane. >> Yeah. Thank you for the opportunity to talk to you about the calendar. Um it's something that isn't important until it becomes very important. So it's great that you have an overview. We do have a
very well represented committee. Uh it includes um people from elementary, middle, high, K8s, that's both teachers and administration. There's district administrators. We include parents. Uh we have an athletics representative, athletics and activities uh
representative. Um and many others. And so once uh we have gathered all of the information from those folks, we bring that together and use the consensus model to make any changes or updates. And we also gather lots of feedback on
anything that we present. And so we'll be presenting to DAC tomorrow at the meeting. Um I met with the council of student representatives as well. So we have the student voice represented in this uh proposal that we're bringing to you tonight. And as uh Dr. Pilch mentioned, it is um coming to you based
on board policy. Our policy IC and A requires that we bring this to you for approval every year. Um, and so we met beginning in October, actually were wrapped up very quickly this year. And so we completed our revisions in
November. So we've had lots of time to gather feedback before bringing it to you. And so as we are um looking at it, I want to just kind of give you a comparison of what it is compared to what we are doing currently. And it's very very similar. Uh we have uh the
consistency across the year, breaks fall in the same times. Uh we are continuing our Monday late starts. We will continue the October and April breaks that were introduced a few years ago. Uh they're long weekend breaks in both of those months and they have been very popular.
So we're continuing that work. Um the one slight change that we have this year is that instead of winter break falling the last week of December and the first week of January, it's actually the last two weeks of December this year. It falls in the same place in the semester.
So there's the same number of days before break and the same number of days after break. It's just where the calendar sits this year. So there's no change in that way. Uh here's a look at our information as
far as student and staff start dates. That is all consistent with how it has been this past year. Same with our breaks as I mentioned. And so, um, again, staff come back. Our new professionals, our brand new teachers are coming back the last four
days in July. And then our returning teachers start the beginning of August. Again, late start Mondays are continuing. So, that allows for um some professional development, but also some prep time and planning time for our teachers. Those Mondays are split between those two ideas. Uh, and as I
mentioned, the semesters are balanced. So our first semester has 84 days. Our second semester has 86 days and begins after winter break. So here is a look at the 2627 calendar and you'll see in October the date that
is highlighted. So the calendar you approved last year had a day off on October 19th and we are proposing to move that to October 12th. were shifting that day off up a day or a week, excuse me, uh based on feedback that we received from teachers. They wanted to
have that vacation day for staff and students directly following the parent teacher conference day, which is currently scheduled for October 9th. So, this is the calendar that you saw last year with the exception of that one date change. Christina, maybe you could cover
what the different colors and the different shapes mean. >> Sure. So, our gray highlighted days in here are the days that students attend. And we will have a separate calendar created once uh we have final approval on a calendar, but those are the dates
that students attend. The days that are highlighted in black are our district holidays. Um the diamond days, which that date that moved is a diamond day. Those are going to be vacation days for staff and students. So none of our school staff or our students are in
session on those days. Uh the flat bottomed triangle are professional development days and so those are set aside either for district or building professional development and the uh pointy bottom triangles are parent teacher conferences. So you'll see one
of those dates in October and the other falls at the beginning of February. Uh let's see, we have a few stars thrown in there. Those are going to be our beginning and end dates. At the beginning of the year in August, you'll see our students uh 1st through 12th are
going to start all together on the 10th. And then we have our preschool and kindergarten students that start on the 13th. That's the difference between those two days. Uh we have that noted again at the beginning of January when students return and at the end of May, the students last day.
Um the other I was going to say I think there's one other symbol I didn't mention. Um in November the beginning of Thanksgiving week and then our long weekend in April we have kind of a double square identified. Those are the two trade days that we offer for our
teachers for working parent teacher conferences. So because they work an extended day uh into the evening for parent teacher conferences, they are given a trade day for that time. And so it is essentially a vacation day for everyone, but it's considered um one of
the 186 days of the teacher calendar. And so again, that happens in November during Thanksgiving week and then the long weekend in April. Here's a look at the 2728 calendar sneak preview. It's exactly the same as 2627.
Um, so those dates are all going to track except they are going to be one day sooner because of the way the calendar shifts over time. Uh, some of the later days are actually two days sooner because it is a leap year in 28 2028. Uh, so this is going to
be the same here. Again, our semesters are balanced at 84 and 86 days. Here's a look at that calendar. And while the dates may have shifted over by one, the image actually remains exactly the same. So again, our winter break is the last
two weeks in December, um Thanksgiving week falls in the same place as it does every year. Start dates, end dates are all um mirrored in this calendar versus the last. All the symbols are the same.
Any questions? Do we ever um I can't recall. Do we ever put on the calendars when summer school starts or >> uh it's not identified on our calendars, but it does always start that first week in June. >> Okay. >> Typically, and I don't know if that will
make a shift this year because we have a week >> in May. Um >> but that will be published plenty in advance. And that's actually true of both the 26 and 27 calendars. >> Okay.
>> Um I just am curious. So it I totally get that it's all the same, but it does seem like it's a day we're go we're making kids go back to school a day earlier is could be the perception. And so then I'm looking to August 2028 and would that mean it would shift to August
7th like the first day of school? >> I believe that it does. So it just does start feeling like oh so kids are in school. >> Oh in I'm sorry you said in 28 yes another f a year further. Um we do follow this pattern of shifting a day
earlier for five to six years in a row and then it shifts back a week. >> Okay. >> And so it just kind of follows um follows the calendar. So yes, in another couple years we will actually shift back to more of a mid August start and then
we'll creep forward again before we >> Yeah. >> And then um the other the other item that is sometimes discussed is snow days. >> Do we have do we have buffers built into the calendar at all?
>> Not in the calendar. Not in the calendar. We don't. But we do in our instructional minutes. So we we have additional minutes over what's required in the state of Colorado so so that we can account for snow days and cold days >> on that. >> Yeah. >> And we do have our October count person serve on the calendar committee as well.
>> And so she is the one that's doing all of that reporting to the state. >> Okay. Good. >> And there was a year um in another district where the weather was just terrible for like eight days. And that year they actually gave waiverss to many
school districts in the state of Colorado because that the districts went over their numbers of days um well they didn't have enough minutes to make up for the all those snow days they had to take. So there's there's some waiverss built in as well and and worst case scenario you could be in a situation
where the you know the last month of the of the school year you come 10 minutes earlier to school. But we've never had to do something like that here since I've been here. You've done it. Not since I've been here. >> No. >> No. Yeah.
>> Yeah. We did it once, right? >> Let's not do that again. >> It won't happen. >> Who knows what the Colorado weather is going to do, but >> All right. Any other questions or comments or anything you'd like us to consider?
>> I I'll I'll just have a comment. Um, so I know director Bentley uh that he has advocated for the year- round calendar on on past meetings and I have flip-flopped. I used to like say yes year round and then I've gone to the traditional. I will say as I was trying
to find vacation I'm looking already at our Thanksgiving break vacation. I mean it's crazy the rates go up like three times just because it's Thanksgiving break. And so I'm like, h maybe the year- round calendar would be nice and
we could take vacation on a non-T Thanksgiving week when everybody else in the United States wants to take vacation at >> anyway. But for now, I'm still leaning traditional. >> Yeah, thanks for clarifying. >> Well, we I think families and staff
really appreciate the two-year and that it's largely unchanged, so they have some consistency. So, thank you for >> to everyone who serves on that committee and >> all the voices in the room. >> And I do want to point out my co-chair as well who's not joined me at the table tonight, but Miss Snider also co-leads
that group. >> That's great. >> Yeah. Thank you for your work as well. >> Appreciate. >> There was a time the calendar committee was the worst committee to be on anywhere in every district I've worked in. >> Really? >> Oh, yes. Well, we've we've gotten into a nice rhythm.
>> Yeah. I actually had volunteers this year. >> Yeah. three three new voices. >> They can be really >> It is really hard and I think because so many voices have been listened to and we've explored so many options, I think
that people are more excited about and knowing more about all the different things. So >> for our newer board members, it is a value of the committee to end first semester prior to winter break. Um that was not always the case here. Um, and so
to do that, you do have to frontload enough days in August to be able to, you know, have a full semester of instruction prior to winter break. And then you look at 28, we're out by May 19th. Um, at in the way that the
calendar shifts in order to get the semester's balanced and to get it in before winter break. Yeah, it's >> but coming back after winter break and taking finals at the secondary level is just really >> icky. >> Yeah. So, we we do we we explore a lot
of different options and we get a lot of what if questions. So, what if we were to move later in May? What would that look like? And so, we do talk through all of those things before we bring bring this proposal to you. Um although we're still willing to obviously hear
your feedback and guidance on that, but but there's a lot of discussion that goes into it and a lot of questions raised and answered as we go. It's it's actually a really fun >> The other thing you might hear um in the community, especially from educators,
some educators, is have we considered a 4-day work week? Why, you know, some of our that some other districts in Colorado are on a 4-day week. Why don't we do a 4 day week? And we have explored that and we did consider that and um our board of education at the time and um
our teacher negotiation team at the time made the decision that that is not the right calendar for district 6 at least not for most of district 6. Frontier um and university both are on a 4-day week. Uh Jefferson High School is on a 4-day
week, but they they go very long days um to do that week and then that gives them Friday to catch kids up and Friday for kids to work. Um but the for the the balance of our schools, we really we've determined here that it is not the right
schedule for kids in district 6. They need to be in school five days a week. >> We need more days of school, right, Mr. Bentley? Not fewer days of school. And not that it's um really related to calendar, but how has it been uh the
times that school starts? How's that been going um with transportation concerns, issues, all that? >> We're in a I think we're in a pretty good space. Uh we, you know, we flipped so that high school has a little bit later start. So, elementary when the
little kids are up early is the earliest schools and then high school come in next and then middle level um come in the latest in the morning and stay the latest in the evening um or in the afternoon. But, uh we did have to adjust times just a little bit uh because we
couldn't get all of our routes run because they're the same drivers and buses for the most part that are running elementary and then they're going back out and running high school and they're going out and running middle level. So, but I think we're in pretty good shape right now. >> Very good shape. >> Especially, you know, when you are fully
staffed and you have the equipment, the buses, it makes a big difference in running routes. >> That's good to hear. That's also a tough thing to work through. >> Bell times. We did that. >> Bell times, right?
>> We did that. Anything else you want us to know or you're wondering about? Okay. >> Thank you, Miss Crane. We'll see you in a little bit at the podium. >> All right, let's debrief the work
session. Would you like to start, Director Camp? >> Sure. I don't um have much to say except thank you to our presenters. Again, very excited about the work um that Jenny and Lisa are doing with West Ed and and really can't wait to hear those
recommendations. Um, yeah, thank you for a consistent calendar. I was with a friend trying to plan that Thanksgiving vacation and her school calendar wasn't up yet for Thanksgiving 2026. So, we were pretty sure what week it was going to be then. But yeah, it was really nice
to that it is a way to plan ahead um for for families and yeah, thanks for robust conversation. That was really refreshing. Appreciate it. Dr. Evans.
>> Yeah. Uh it's it's just this is still great the whole learning process of all that is entailed with what makes the school district so successful. Um and it it's always good. I I was deciding whether or not to have it for the questions or just the debriefing, but I
just really do appreciate the awareness of how much public education serves the entire family. Um, and really helps to break that cycle of poverty, especially when it comes to reading and just knowing how many just how important reading is for our kids, not only in
school and that looking beyond Camass and all that stuff of just knowing that we're helping prepare them for life um is really important. And then the calendar as well. I think I kind of understand a little bit why the four day work or school week doesn't work for a lot of our families. And you know, it's just it's child care is hard. I mean,
it's hard for families to be able to adjust to have to have an extra day with their kids at home. So, knowing just some of that work that goes behind the scenes. I'm very appreciative. I'm just excited for the work that we're doing. um and West Ed um coming in and just helping to make sure we've got our
checks and balances is going to be really exciting to see just how that reflects in the future, not just Camass, but Dibbles and and just the reactions from our teachers. I really good. So, >> thank you, Director Azari.
>> Well, I agree 100%. Uh it's it's it's got to center around what's best in the best interest of kids. So, uh, and their families. So, the calendar work is is deeply appreciated. And it's nice for those of us who've been affiliated with the
district for a long period of time. A lot of work and effort has been put into establishing these calendars. And I'm glad that things are consistent and predictable in a in a large way. And um, focusing in on our reading and
comprehension of our kids. I think that that work is ongoing and we'll continue to work as long as we're in education. We're going to keep working to lift those kids up and to have a a perspective of growth and I think it's
great. So, I really appreciate all the work that folks are doing with these things. >> Garcia. >> Um, thank you Jenny and Lisa for the presentation. Um, I'm excited to learn more about West. I just um I didn't realize how much of an internal
processor I was until I started hearing all the great things that we have and that we're learning. And so I just I'm excited to learn about how that works and how we can help our students become great learners in literacy. Um so I'm
I'm just really excited about that. So I know I've said that a billion times already. Um and thank you Miss Crane for um introducing us to the calendar. um certainly learning about how people formulate their vacations and their ideas and uh parents having to work or not work and so that's important too. So
thank you for presenting that at well so great great information. I I enjoyed it thoroughly. Thank you. >> Um just uh echoing just the appreciation for the work that's being done. Um, I guess especially in uh for me in
literacy, it's just something that I think as a grandparent is very close to my heart and just seeing the importance of reading and um how that uh helps prepare kids for success. And I appreciate Mr. Tuttles's concept or
comment about um that it's not only being able to read the words, it's being able to comprehend and um and articulate and understand the the comprehension of what is being said and then also being able to um be literate with that. And
that's just a that's a kind of new thinking and new words for me in terms of how you look at teaching reading and and literacy. So that was real helpful. I appreciate that. and and also thank you for all the work that's done on the calendar and um as a former teacher's
wife, I really appreciate the two-year calendar. That is just um a tremendous thing to have in hand. So, thank you, >> Director Bentley. >> Yeah, a lot of dittos there. Um one thing that just always kind of takes
me back is is the complexity of the issues you guys are handling every day. you know, we tout the diversity and the and the broad range and bandwidth of different students, but it it just adds to the the problem of how to how to teach all the kids with one
size fit all cap basically. and and to just kind of sit here and ponder as as you guys talk about, you know, 23,000 students with 23,000 backgrounds and 23,000 different multiple different uh complexities to to their learning
environments and and their history and the way they learn and all those things. It's it's like the, you know, the world's largest Rubik's cube and and you guys are trying to solve it as as the answer is changing daily. So, it's it's it's very it's very impressive and it's very I mean it's just it's just an
enormous amount of work and and it's um it's exciting, but it's also uh uh daunting at the same time. So, I just want you guys to know that that doesn't go unheard and unappreciated and and unrecognized even though we're just
seeing, you know, tip of the iceberg in here. So, thank you guys and keep up the good work. >> Well said. I also second that. Um, yeah, exciting exciting start to this semester and excited to to continue to learn more
and relearn it as a seasoned board member and um and watch you guys um take it all in. Thank you to our presenters and I think our work session is adjourned. of heat. Part: 2
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[music] [music] up [music] here. Okay. Good evening and welcome to the board of education meeting for school district 6 on January 26, 2026. This meeting will now come to order.
Please join us for the pledge of allegiance. [clears throat] >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and
justice for all. >> Miss Lemon, will you please call the role? >> Director, >> present. >> Director Bentley, >> present. >> Director Campos Spitzy, >> present. Director Edmonds, >> present. Director Lammo Garcia, >> present. >> Director Mash, >> present. >> Director Roi,
>> present. All board members present. >> Well, hope you all are staying warm. It got up to a balmy 35 degrees today. My son was lobbying for a late start, but we [laughter] we didn't need that today. Um, well, the board of education has
been off to a busy start at the beginning of this semester. We've done a couple of school visits and um and we're always happy to participate in celebrations. And so we wanted to offer our heartfelt congratulations to the gap and next graduates um who graduated on
Saturday and um just always thrilled to get to celebrate with our students and um celebrate their accomplishments and their hard work. And then we got to celebrate our our staff and our amazing educators in every corner of our district at the success and six awards
as well. And so congratulations to all who are nominated and to those who were um given that beautiful um statueette or to put on their man mantle. Um but we once again want to just offer our heartfelt thanks to every single person
who touches the lives of our students here in district 6. Um our student success isn't possible without each of you. Um our next item on the agenda is an approval of the agenda. So that is an action item require a motion.
>> I move that the board of education at Greley Evans School District 6 approves the agenda as presented. >> Second. >> Thank you both. Is there any discussion on the agenda? >> Seeing none, Miss Lemon, will you call the vote, please? >> Director Zari, >> I. >> Director Bentley, >> I.
>> Director Campos Spitzy, >> I. >> Director Edmonds, >> I. >> Director Lemos Garcia, >> I. >> Director Mesh, >> I. >> Director Roi, >> I. >> Motion carries 70. We have two special items this this evening. The first one is a proclamation
for Black History Month. This is also an action item that will require a motion. I move that the board of education of Gley Evans School District 6 proclaim February 2nd through 6th to Oh, sorry. I'm on the counselor.
Um, again, I move that the board of education of Gley Evans School District 6 approves the proclamation recognizing February 2026 as Black History Month as presented. >> Second. >> Thank you both. Mr. Edmonds, will you please read the pro proclamation?
>> Whereas Black History Month celebrates the profound contributions of Americans tracing their ancestry to Africa and has been proclaimed by every US president since 1976. hand. Whereas Gley Evans School District 6 is home to more than 700 students of African descent,
representing over 3% of our student body and a vital part of our school community. And whereas Black History Month is a is a homage to the achievements of black Americans who have shaped American history from Buffalo Soldiers to the highest offices of President and Vice President of the
United States of America. And whereas District 6 is an institution of public education and is it is imperative that our schools teach the history of black Americans and their experience living in the United States.
And whereas the contributions of Americans who are of African descent in fields of science, politics, medicine, education, the arts, and a multitude of additional career fields have enriched our nation's progress, improving the lives of all Americans. And whereas the
art, food, dance, music, and culture of black Americans is woven into the fabric of American culture. Now therefore, be it proclaimed that the board of education of Gley Evans School District 6 recognizes and celebrates February 1 through February 28, 2026 as Black
History Month and encourages all students, families, staff, and community members to honor the legacy of our citizens of African descent and celebrate their enduring impact on schools, our nation, and our world. >> Thank you, Director Edmmonds. We'll open
it up for comments from board members. Dr. Campos Spitzy. >> And so I love this time of year um after MLK Day or during MLK Day um when social media is peppered with inspirational and
moving quotes um from Martin Luther King Jr. Um the one that spoke to me the most this year um was his quote of injustice anywhere is a threat to justice everywhere. And I don't think I only speak for
myself, but this last month has been very difficult. Um, I wanted to share um something that also popped up on my social media. Um, to celebrate Black History Month, I wanted to share the
story of 14-year-old EMTT Till. In 1955, EMTT Till was visiting Mississippi from Chicago when he was kidnapped and murdered after whistling at a white woman.
Despite his mother's grief, his mom insisted, she insisted that her son be displayed in a glass topped casket so the world could see his beaten body because she knew that if they didn't see it for themselves, no one would believe
it. His casket was held open for days and hundreds of thousands of people came to see him. Till's murder uh became a rallying point for the civil rights movement. It motivated people who were on the
fence to stand against racism. It encouraged them to get in the fight and do something about it. Rosa Parks, when she was asked about her refusal to give up her bus seat, famously stated, "I thought about EMTT
till and I could I couldn't go back." So, just wanted to share that. I I think it's very relevant in our current climate that we're seeing things that I hope spark something
that gives us the courage to fight and do something and not go back. >> Thank you, Director Campus Spitzy. Um I I enjoy um whenever we get to celebrate our students and our staff and
our families in a specific way. So um I look forward to voting for this proclamation. Miss Lemon, will you please call the vote? >> Director Zari >> I. >> Director Bentley >> I. >> Director Campos Spitzy >> I. >> Director Edmonds >> I. >> Director Lamos Garcia
>> I. >> Director Mash >> I. >> Director Roi >> I. Motion carries 70. And now I would like to invite Gley West students Marcos Rodriguez and Hanifeha Adam to come and accept this proclamation. Okay. Good evening. My name is Hanifha
Adam and I'm a junior at Gley West High School. I want to start by thanking the board for this proclamation and for recognizing the importance of Black History Month. This month gives us the opportunity not only to honor the achievements, resilience, and contributions of black leaders and
communities, but also to reflect, learn, and continue the work of progress and inclusion in our schools. On behalf of our students and community, thank you for your commitment to education, representation, and progress. I would now like to welcome Marcos Rodriguez, the chair of the Black History Month
committee, to share what we have planned this year. >> Hello, my name is Marcos Rodriguez. I'm the chair of the Black History Month committee. This year at GU West, we are going to continue to the tradition of highlighting black musicians and artists
across genres and decades. We are also showcasing influential black figures with each of our four core subjects and displaying them throughout the hallways. These efforts help bring black history into our everyday learning and not just for this month, but but throughout the
whole year. And again, I'm honored to accept this proclamation and I appreciate the district's commitment to honoring black history and supporting students as we learn and grow together. So, thank you. Thank you. Thank you.
All right. And the next special item we have is to proclaim National School Counseling Week. This is also an action item. I move that the board of education of Glean School District 6 proclaims February 2nd through 6, 2026 as National
School Counseling Week as presented. >> Second. >> Thank you both. Director Leos Garcia, will you please read the proclamation? >> Yes. >> Proclamation recognizing February 2nd through the 6, 2026 as National School
Counseling Week. Whereas school counselors serves serve as advocates in our schools dedicated to empowering every student to reach their highest potential. And whereas school counselors are deeply committed to helping students explore their abilities, strengths,
interests, and talents as they navigate career exploration and future pathways. And whereas school counselors partner with families to foster the academic, personal, and social growth of their children. And whereas school counselors
collaborate with teachers, other educators to help students realize their capabilities, establish meaningful achievable goals for their future. And whereas school counselors seek seek to identify and utilize community
resources to enrich comprehensive school counseling programs and prepare students to become contributing contributing productive members of society. And whereas comprehensive development school counseling programs are considered an
important part of the educational process providing the support necessary for all students to thrive and achieve success in schools. Now therefore be it proclaimed that the board of education of Gley Evans School District 6 recognizes and celebrates February 2nd
through February 6, 2026 as National School Counseling Week. Thank you very much. I will open up for comments and director Campos Fitzy. Um so school counselors uh we all know
that they do um an important job in our schools. Um they help support our kids um emotional well-being and teach them how to be good citizens of the world. Um, I know in in my kids uh elementary school, both my kids interacted with
their school counselor this last week. Um, one she came into the class to talk about coping skills and um when you're feeling overwhelmed, how to take a break, how to um what was the second? I I was using them for myself. It was
taking a break, telling yourself um everything will be okay. And there was a third one that I'm forgetting. But um so that was her coming into a classroom of kindergarteners and teaching them these these really important skills. Um the
other interaction my kids had or my other child had with the counselor was in a not so positive way. So um she had a visit to the principal's office um and she had made some bad decisions. she had not listened to her conscience. And the
way the school counselor was able to support her in learning from that mistake in um Natalie called these the restorative justice sheets in saying, "I'm sorry for dot dot dot." And she filled in the blank. Next time I will uh
fill in the blank. Can I do anything to make it better? Um so she filled one of these for one of her teachers. Um, and then her school counselor, she came home with this, helped her write out a whole scheme on how she might
um regain confidence among some adults whom she'd lost confidence with. Uh, and she came home and brought this and I just thought it was so excellent. And I also know, you know, she's one of 20 or one of 30 students in her first grade class. for for a teacher to have to take
the time out to do this would be too much for a teacher to have to do that on top of teaching 30 students. Um, so it just highlighted for me the importance of having this extra support person in the building, a trusted adult that my kid knew she could she actually asked
her teacher to go talk to the school counselor so she could come up with a plan to make things right. Um so anyway um can't speak more highly to our supports for our students and and go school counselors.
>> Thank you Director Azari. >> Thank you Dr. Compositzy for those words. Uh counselors are are essential in the system. I have the honor to serve on the district's wellness committee and our school counselors play a very very
important role on that committee. And uh being a former staff member of the school district, I'd like to just highlight and point out and a lot of us know this that the counseling role in our schools is very diverse. We have the counselors at the elementary level of
course and the middle school level. We talk about the restorative justice that Dr. Brenda Compost Spitzy brought up, but we also have the counselors at the high school level that in a lot of cases literally help the students get across
that graduation stage and uh they track their progress daily and work with those students sometimes in very trying circumstances. So, uh, we, uh, in this proclamation, uh, I would hope that we don't take that
lightly, that we recognize the significance of the counselors in our district. So, thank you all for what you do for our kids and our families and our staff members. >> Thank you, Director Azari. I don't know
why I always forget to acknowledge you guys at the beginning of the meeting, but we do have our council of student representatives with us today and so I would like to give Miss Sarah Venegas the opportunity to speak. >> Thank you, President Mash. So, from a student's point of view, right,
counselors, we see them every day. We talk to them every day and they truly are like the backbone of students. They really build us up to get us across that finish line. Because going into high school, it's something so stressful, something so new. It's something so different from middle school where
you're trying to find yourself. And then high school, it's like, okay, you just found yourself, but who are you really trying to be? And counselors really try and help find who we want to be. What career do we want to pursue? Do you want to do trade school? Do we want to go into the workforce? Do we want to
continue with college? So they're really just supportive not only in our academics but of course our mental health being high school students personally is extremely stressful and my counselor is always there. What do you need? What do you need from me? What can I do for you? So they really are just
that big support system that is individualized to each student and their support. So I just can't thank counselors enough for all the work they do for us. Thank you. >> Thank you Miss Tobar. Thank you, President Mash. Um, I love
this proclamation because sometimes I feel like our counselors are overlooked at my school and they're genuinely like a really big part as to why our school, you know, keeps running. They do all the scheduling and they figure out all of that stuff and they're always the good guy like you guys were saying. Like they
they don't get us in trouble. Like they're always there for you whether that's for your mental health or anything like that. And I think it's really important that we do um acknowledge them and recognize them for all of their hard work because they're very essential. So yeah. >> Thank you, Director Edmonds.
>> Uh yeah, I just I just wanted to talk uh briefly just how important it is for school counselors for us uh when it comes to being career and college ready. Uh just knowing that it's hard for teachers who are teaching a specific subject to be able to to know the full story of a student. So, what's great
about our counselors um is they are a huge part of that 90.1% graduation rate because they're helping them not only make a connection within themselves, but within the community. And I think I spotted our high school counselor of the year in the audience with us as well. So, we've got we've got
some amazing counselors here in this district that are not only receiving recognition every May when we have graduates walking across the stage, but it's noticed even statewide that we that we have an amazing special thing here. and it it goes beyond just the teachers in the classroom. It's it's everybody.
So, um I'm very uh appreciative for what the counselors do for our students. >> Thank you all. And I'm sure we we really don't even have a full concept of all the things that you do. Um I'm going to steal a word picture that Mr. Bentley
used in our work session. He was talking about another complicated piece of education being like the biggest Rubik's cube in the world. And I'm pretty sure that's what figuring out student schedules is like. Um I know there was some student that was trying to figure out how to code that for you. I don't
know if he ever got that up and running, [laughter] but that sounds like a crazy a crazy heavy lift. So um we're so pleased to get to honor you this way. So let us take a vote. Director >> I. >> Director Bentley. >> Hi. >> Director Campos Spitzy. >> I.
>> Director Edmonds. >> I. >> Director Lamos Garcia >> I. >> Director Mash >> I. Director Roi >> I. >> Motion carries 70. >> Thank you. And now I would like to invite um Deb Hec, our lead counselor, to accept this proclamation.
I just like to quote go counselors. What a way to start that. [laughter] Um, yes, my name is Deb Pec and I'm the lead school counselor for the district and I just want to thank the board, Dr. Pilch, our cabinet for the recognition and just ongoing support of counselors
in our district. Um, and I have a few that brave the cold tonight, few of our over 50 counselors we have across the district. And just for you to put a name and to the face and I'll let them introduce themselves.
>> Hi, I'm Michelle Bush. I'm the uh middle school counselor at Wintergrad K8 School. Um this is my first year actually in district 6. Um but I do have 13 years experience as a school counselor. Um and I'm really enjoying being here. Thank you.
Hello board. Um Claudia Kesler been in the district for 10 years. Um I love Girly Central. I I love my school district and thank you so much for supporting us. Um, I know we've we've gone through a lot and um, but we've
made a lot of big steps forward. So, but I do want to say I want to say a really short story about Abby. [laughter] So, these are the stories that just keep us counselors going, right? Like every day we wake up because we have just
awesome students like her. So, one day, um, it was I think it was like 3:00. She had to turn in a scholarship video at 3:30 and I was working on some data. And she comes in and she's like, "Miss, I
need to record something." I'm like, "Okay." She's like, "Can I use your office?" I'm like, "Sure." Um, so she started recording and then she would mess up and I'm like, "Do you want me to hide under the desk?" like, you know, so I was actually hiding under the desk so she can use my desk and use
like the pretty background and she I was just like, "Don't worry, like I'm not here. I'm cheering you under the table." Um, but she submitted it and it was beautiful. And I still have that video. I think you even use my phone. Yeah, cuz I have that video. Um, but just stories
like that that just brings us joy, you know, and just seeing our kids succeed and I just love it and I just want to appreciate you guys for this. So, thanks. >> Yes, I'd like to echo my colleagues and thank you all very much for your appreciation of our profession tonight.
My name is Courtney Fay. Um, I'm a counselor at Chapel K8 Arts Magnet School and this is my 18th year in district 6. So, thank you very much. >> I just wanted to say thank you for spending your career here and also
welcome and yes, thank you for sharing a personal story as well. We're so thrilled to have you here. All right, we're moving on to superintendence report. So, Dr. Pelch, your turn.
>> I think you have council student reps >> before me. Hey, Principal Casey and his students from University High School. Sorry about that. >> Um, my name is Jeff Casey. Good evening. I'm the principal at University High School and it is my pleasure to
introduce two of our amazing students who get to represent our school on the Council of Student Representatives. >> Good evening board. President Mash, Dr. Pilch, thank you so much for having us here. My name is Blake Worman >> and I'm and I'm Dominic Madreal.
>> We are two of the university schools representatives on the Council of Student Representatives and we want to just give you a short little spiel tonight about basically a couple things going on at our school. First, we want to address a couple of things that we think are really cool from our school and the broader district could learn from in some capacity. Second, we want
to give you a student perspective on a big problem facing our generation. And then finally, what we as student leadership are doing to address that problem in our school. Hello. I want to reiterate my name is Dominic Madreal. I'm currently a junior at University High School and some of the things that I'm involved in is LUAC
within the school as I'm the communications director and speech and debate as I'm currently the secretary. >> I too am involved in speech and debate. I am the president. We spend like every Saturday of our lives at school together. It's very fun. I'm also involved in band, NHS, student council,
CSR. We have a lot of diverse perspectives that we take in for our leadership roles and that goes into what we experience in our school district. A couple of the cool things that we experience at university. >> Some of those include the very diverse club base that we have as it provides a
space for students to get involved with the school as well as find new niche hobbies and interests. For example, I'm part of LUL like and it provides a space for like Latinos to find a home to dive into their culture and heritage more. whether it's learning more music, dancing, as well as different things, as
well as having new clubs and activities pop up. Another thing that's really awesome about our school that you've definitely heard of before is the school, the 4-day school week that we implement all throughout the year. That extra Monday that students get off every week really
gives them the opportunity to use their agency to further themselves, to further their education, really to get a job or pursue one of their fields in a way that's beneficial for them. giving that control back to the student we think is really important and we appreciate it a lot
>> as well to build on with the career and and careers in general currently I'm part of the career academy program as within the district I'm able to attend as community college and I'm currently part of the med prep program and I find this program to be very excel like excel
excellence for the students as well as it gives them a base to learn and grow as individuals whether it's in different fields as well as gain into those fields Currently, I'm getting my CNA certification as well as learning more about the medical field and it provides such a great opportunity for students to
learn as well as get different opportunities they never would have otherwise. The final unique thing to our school that's specific about us being a charter is our charter curriculum. Our teachers, with the most pertinent example being
our language arts department, have a lot of control over what they get to teach and when they choose what curriculum they're teaching. That means they get to take a lot of input from students on what they want to learn. For just one example, one of our AP lit teachers teaches a superheroes course where basically they take superhero superhero
material like comic books and then do critical analyses on those. So they're still engaging in a lot of critical learning while engaging with something that they actually want to do. This will be shocking, but it makes them actually want to learn English, which I think is cool. Mhm. As well as what we want to improve
on a school is providing a space for students as clubs and activities, yes, are cool, but we need a space to thrive in as our generation has been more atomized and atomized as increasing social media use as well as phone usage is such a pressing issue for our times.
as we lack the social skills to truly build upon them and be emotionally intelligent. As we lack third spaces and need spaces just to simply be social and grow and build those connections. The critical thing to realize there is
that a lot of adults in administrative positions recognize the main problem which is phones, right? We spend way too many of our waking hours on them and that leaves us nearly no opportunity to connect with our peers. That led our school to implement some phone regulations. Other schools have been
doing the same thing. But really, those regulumations mean nothing if you don't facilitate the alternative and actually give students someplace to connect with one another. That's what our advocacy does. We want to approach our school board with an opportunistic plan to
actually increase the amount of third spaces within our school. This consists of a broad timeline, right, where we're going to establish some deadline to get the third space established. And between now and then, our main goal is going to be taking a bunch of student perspectives on what to do about the
problem, where it should be, what should be in our third space, how we should be using our third space, etc. The really key thing here is allowing the students to develop that space for themselves and not allowing it to be something that is overtly controlled by the administration. That puts it back into
their hands and makes it something that they've made, which increases their learning and also increases the likelihood that they'll actually use it. and decrease that atomization that Dom was talking about. All in all, we think that increasing the amount of third spaces in any school can be a very
viable goal of this board and overall implementing some of the things that we've talked about in our school could also be a viable way to push for education in D6. That goes to show that university is pretty cool and we can learn some stuff. Are there any questions?
>> Thank you very much for coming. I am sure that there will be some comments. Director Campus Fitzy, >> you're using a term that I'm not familiar with. And is it atomization? Like atoms >> atomization. Yeah. Basically, >> can you define that for?
>> Basically, the idea is that Gen Z, especially uniquely with our phones and being able to get pushed into specific echo chambers and various other pods of social organization, don't connect with each other as much as we used to, especially compared to 20 years ago. You
just don't connect with enough people at your school compared to back then. And once again, a large result of that is because of phones, but it's also because of these third spaces. These spaces that are not homes or school, but rather occupy a third space that allows students to not be able to connect with
one another. >> Thank you for clarifying um the definition of that new term. I love that you're talking about third spaces. I think not not just teenagers, but all of society needs a third space um to congregate and and connect. Um, and I
wanted to just tell both of you, you're great public speakers. You speak very clearly and get your point across. So, speech and debate is paying off for you. [laughter] >> Thank you. >> Yeah, I I don't see any other comments, but I really appreciate you bringing
this forward, and it's good to hear the student perspective because we did um put forth a a more stringent cell phone policy for district 6. I know um university and some of the other charters um perhaps had that beforehand,
but um I think in order for behavior to change, there has to be ownership of it. So, it's it's nice to hear from young people that you do see that that that is somewhat of a problem. And um yeah, I'm interested to like brainstorm more third spaces, what kinds of things you might
be thinking about. Um but yeah, I also agree with Dr. campus see about your speech and debate or it's it's like five paragraph essay too the thesis and the three points of the conclusion. So very well done and thank you for being here and I am apologize I didn't mean to skip
you earlier just lost my place. >> No offense taken. Thank you so much for having us. >> Yes, have a good evening. >> You too. Thank you. >> Okay. And now Dr. Pilch, we would love to hear from you. Thank you, President Mash. Um, I just have three things. First, I want to uh
just remind everyone that on February 12th, it is student day at the Capitol, and both Abby and Sarah along with uh their colleague Levi will be joining some of our schoolboard members and some of our cabinet members down at the cap um to learn more about our legislative
session and hopefully to advocate on behalf of K12 education. Uh I also wanted to share that we are doing some very intentional conversations around artificial intelligence. As you all know, a year ago, you adopted a new policy around artificial intelligence.
And just last week, uh, chief information officer Tony Chak and Assistant Superintendent of Human Resources met with, uh, my teachers advisory council to hear their input and their thoughts and and listen to them around uh, issues around artificial intelligence and the work that we still
have to do with artificial intelligence. We do have a task force um that will be uh growing and then developing policy around a more policy probably around AI and certainly procedures and practices and uh we know that we know that there
are several arms to this the student arm the staff arm uh the the district arm and so we'll we'll keep uh you informed as we move forward with the AI work. And then finally I'll just remind you all that the legislative session has begun. Uh, Attorney Fall has sent you all a
memo this evening since we did not have an legislative update in the work session about a few things that are already starting to pop up. The school finance act has been introduced. Um, right now it it looks pretty favorable for K12. Um, and we do expect that it
will it will probably change um probably dramatically since it's been introduced so early in in the session, but we're we're glad it's out there and we're glad the conversations have begun with the joint budget committee and the other legislators and we're going to watch that carefully. So, thank you.
>> Thank you, Dr. Pilch. The next item on our agenda is our innovation 2030 update um for student learning and achievement goal one graduation rates. So we will welcome Mr. Osmus to the podium
[clears throat] some friends joining today. So good evening President Mash members of the board Dr. Pilch council of student reps. My name is Anthony Alsus. the assistant superintendent of secondary and KA leadership and it's our pleasure to provide an update on
district 6 on-time graduation work and the efforts in place for continual improvement. I'm joined tonight by our high school principles whom I will recognize later in this presentation. On-time graduation is found within our strategic in our student learning and achievement focus area um in our
strategic plan and it falls under our goal one to provide a personalized learning exper experience so all students graduate on time and are career and college ready. Our main objective is to align our system to meet grade level requirements and graduation competencies through
personalized learning plans for all students. But let's unpack that just a little. This objective is more than just on-time graduation. Our strategic plan also pushes our team to increase academic performance by providing grade level instruction and rigorous coursework.
That is why our graduation rate is truly a celebration. You don't always see an increase in on-time graduation while you are increasing rigor for all students. Let's talk about rigor and achievement. First, we have seen a significant
increase in advanced placement scholar awards. I want to tell everybody that these awards are a hard they're very hard to achieve. Exams are rigorous and measured on a five-point rubric and graded by the college board. For example, to earn an AP Scholar Award,
students must score a three or higher on three or more AP exams. To earn an AP Scholar with honors, a student must score at least a 3.25 25 on all AP exams taken and a score of three of a score of three or higher on four or
more AP exams. And also to earn an AP Scholar with distinction, a student must receive an average score of at least 3.5 on all AP exams taken and score a three or higher on five or more of these exams. So why is this important? because this
past year we've had the most students ever taking advanced placement courses and we have seen an increase every year for the past five years on the number of AP scholar AP scholar with honors and AP scholars with distinction awards earned
and this is amazing data. Furthermore, we've increased the number of students taking college courses each year. Both last year and this school year, we've had over 1,200 students taking a college course while still in high school at no cost to the student thanks to our voters and the mil levy
override which covers the cost of this incredible student opportunity. In addition, students have also dramatically increased the number of industry certificates earned from 90 three years ago to 250 this last year. Also, our SAT scores are the highest
level in years. Bottom line, our schools have raised the achievement bar and our students are responding on every measure. Back to on-time graduation. This slide represents the on-time graduation strategic plan committee members that meet monthly to look at student data
such as number of credits for each student, grades for each class, and then they create a plan for each student to get what they need to graduate on time. This graduation rate is no accident. Because of this focus, we've increased every single student group this year
compared to last year, and all are higher than the state average. As a result, we're very proud to announce a 90.1 graduation rate. Listed here are the on-time graduation rates per school, and they all continue
to improve each year. Now, let's look at some disagregated data. As we look through these next data charts, you'll see a red line that represents the state average and a blue line that represents the district 6 average. If we go back in time to 2017,
the district and state were about the same percentage. Um, and since then, we've had steady growth overall for all students. And today, we've achieved a 90.1 ontime graduation compared to the state average of 85.6. This graph depicts our on-time
graduation rate for our economically disadvantaged students, which make up 69% of our entire student body. By comparison, the state average for economically disadvantaged students is around 46%. Students achieved an all-time high at 88.7%
on time compared to the state which is at 80.3%. Dr. Dr. Belch often says, "Our goal is to educate students out of poverty, out of poverty, and we're on the right track." This graph shows the on-time graduation rate for our students with disabilities,
which is now at 83.9% on-time graduation compared to the state's average of 75.7. District 6 has a strong focus on inclusion so that all students, regardless of ability or disability, can be in the classroom with their peers and be be held to the same high
expectations. Year after year, we've seen a steady increase with this group of students. This data chart shows our limited English proficient students, which is our English language learners. The on-time graduation rate for this group of students is 84.7%
compared to 73.2% 2% around the state. We are proud of these numbers since as a district we have over 80 languages spoken. This last graph demonstrates the on-time graduation rate for our Hispanic or Latino student group which is now at 89.4%
compared to the state average of 81.2. This is a very important student group to track and support since 65% of all of our students are Hispanic. Inside of this data lives our Hispanic males who in 2017 were graduating on time at 68%.
This year I'm thrilled to announce that 86.2% of Hispanic males graduated on time. This slide captures a few other major categories and their on-time graduation rate include migrant at 88.1%,
title one 79.8%, our homeless population 73.8%, 8% gifted and talented, talented at 98% and foster at 73.6%. Our focus and dedication to every single
student is evident in this data. Another another data point that we track is completion rates. Completion rates include students who earn a diploma in their fifth, sixth, or seventh year. Our fifth year completion rate is over 90% while our sixth and seventh year
completion rate continues to increase. At various times, we have students that come back to us well after their graduation year to want to earn their diploma. And we always welcome them welcome them back. The district's dropout rate this year is 1.2%
our lowest we have ever seen compared to the states 1.6%. But it makes sense. The more students you graduate on time, the fewer that will drop out. There's so much that impacts our graduation rate. At this time, I just want to thank the community for supporting district 6, the parents that want the best for their
children, the students for finishing regardless of any barrier, and all the teachers, staff members, district operations, and building leaders for their continuous support of all students. But the glue that holds them all together is our building principles. And the closest to this work is our high
school principles. Let me introduce our team. Jeff Cranson, the principal at West, you can give a little wave. Amy Zulof the principal at Central who can't be here tonight. So Brian Deo is filling in. Erin Allen the principal at Northridge. Larry Green the principal at Jefferson High School. Meredith Allen
the principal at Gley Evans Alternative Program. Bill Fern the principal at ECA. And Jorge Gonzalez Mata who is sick this evening. So Cassian Gonzalez AP is filling in for him. This group of leaders is committed to student success and we are so thankful for their
leadership. Please help me recognize and thank these principles and our entire District 6 team for this outstanding accomplishment in both achievement and on-time graduation. >> [applause] >> very proud of of every single person
that touches this work. Now, we still have a lot of work to do. Um, our next steps are to continue our monthly meetings to identify support, ongoing support for every single student. Refine our freshman support program to reduce our freshman failure rate, which is our newest goal, to 10% or less. align our
middle school to high school transitions to improve student readiness into high school and now to complete the literacy achievement initiative to build stronger foundation in early literacy. So thank you very much for allowing us to present and we were happy happy to
answer any questions. >> Thank you so much. We are so thrilled um and thank you for bringing the high school principles this we we want to thank you and congratulate you personally. Thank you for the culture that you create in your buildings um that allows your staff to do the amazing
work they do and your students to feel welcome and um ready to come and learn each day. Um we have a few more comments. So, Director Edmmonds. >> Yeah. So, um made a couple notes here. I I do want to just re-emphasize what
Anthony said, and it's to thank our community for voting for the Mill Levy override. I mean, we're seeing the impact of that in these numbers that when we say yes to district 6, when we say yes to these measures, it clearly impacts the people that are in our
schools. Um, what I just loved to hear again and again, I I always love the points like being above state average. being above state average in a community that, you know, compared to some other communities, we're getting, we were talking about this on Saturday, we're getting $3,000 less per student than we are in other districts who graduation
rate is maybe one one and a half% higher. So, that's again an an a great accomplishment for what our principles and our teachers, our counselors, everyone is doing for our students, not just at the at the high school level, we see it when they're in kindergarten.
just the work that is done from from even preK up through 12th is is and a great accomplishment for our district. Um I think especially the focus and the intention on those special groups to to see that every student matters because
truly every student does matter whether they have disabilities, whether English is not their first language, whether they've got an economic disadvantage which we see a lot of in this community. I see it every day through my work of just what that impacts. So what it means of what they can get a good education in
our schools when they can have the support they need. They have teachers who love them that it can make such an impact for these students to really break that cycle of pro of poverty. Um and so again I just echo the thanks again to what you guys do as principles. We've got Fred Chartis here as well.
We've got other teachers. just the work that is done day in and day out to love our students and to let them know that they really do matter um continues to show that we have something very special here in our district. >> Thank you, Director Azari.
>> Thank you, President Mash. Uh Anthony, you uh sorry, assistant superintendent. [laughter] Okay. Anyway, we you you highlighted some of the uh some of the things that you're going to continue to work on, but what would you say and
maybe the principles can answer this. What what systems are in place or what has been done specifically in your opinions that has contributed to this higher graduation rate? Is there something in the system that we have
implemented specifically in your opinion that has really resulted in these in these higher rates of success? >> Can you can you pinpoint something? And I know there's a lot of factors at play,
but sometimes it comes down to certain elements. >> Yeah. Erin Allen, principal at Northridge. Um, with it being school counselors week, I'll start by saying our school counselors are amazing and they're doing fantastic work to to get our students to graduation. Um, I would also say that um
the counselors in partnership with with GAP and with Jefferson came up with an idea of dual enrollment. And so it's a really interesting thing that we've come up with where the student goes to either Jefferson or GAP for part of the day and then they're with us for part of the day. there can be a little anxiety as
you're trying to head over to um an alternative school and that provides a nice bridge as we make sure that they get their accelerated credits and um we just have fantastic principles over here Larry and Meredith and so just just some good ideas that are coming out of that team.
>> Thank you for that. Um, next is doc director Campos Spitzy. >> Um, thank you, uh, Principal Ellen for for adding that comment. I actually was talking to a high school teacher this weekend who said he has a student who sleeps through his class and and I'm
like, why isn't that student at GAP? And so he he told me, you know, some families have a hard time with the transition. And so, what a cool solution you guys are coming up with with that bridge. Um, I just wanted to comment on the AP Scholars graph and the concurrent
enrollment graph. It's consistent growth every year and that takes intention and that takes strategy. That doesn't happen by accident. Um, so I'm just so proud to see the intentionality um that yeah, we're raising the bar in district 6.
It's not just a number. 90.1 is not just a number. It really does mean something. Um, so just wanted to congratulate y'all for that and and the the slide that has the graduate initiative team. I'm like, what a dream team. I'm reading some of those names. I'm like, how can you fail
with this dream team? Um, so thank you. Thank you. Thank you. >> Director Bentley, >> thank you guys for all this um and all your hard work. I mean, we know it's been a long time in the coming, but um I just wanted to touch on on the maybe the forgotten ones. When I was in high
school, the majority of my friends were what we called super seniors. And I wanted to to touch on the on-time graduation versus the other, you know, if you have a dropout rate of 1.2, that leaves 8.7% of students that aren't in these numbers. Um, could you maybe touch on what they're up to or your plans with
them or how many of them graduate or any of that data that you might have there? >> Yeah. Yeah, I would add we um about about every six weeks we have a group a cohort group that comes together as well to find every single student. So we we sift through the cohort. Um many of the
students are with us. Um some we need to go find um they're out of state, out of country, but we we track down every single student and and um some we just can't recover, right? Some it's like I'm working, I need to work, need to work for my family, for myself. Um but we do have a number of students that are still
at GAP. We don't allow our super seniors at our high schools. And so there you might find them at Jefferson, you might find them at GAP, but we take them until they age out or until they get their degree. And sometimes we still get students that come back to us after they like after
the year they should have graduated and said, "Okay, I made a mistake and I need to come back and can I come back and get my degree?" And and we say absolutely. >> Thank you. Uh, Director Limos Garcia, >> I uh just feel like I should make sure that I share some gratitude and thank
you all for all the work that you do and the time that you spend with our students. It shows and I just want to say thank you, >> Miss Venegas. >> I also just wanted to show my gratitude as a student, right? all your work is
absolutely paying off especially for all the opportunities that we receive especially with our dual enrollment classes concurrent enrollment our AP our students are just flourishing and that's all thanks to your work of course and everyone else in those buildings and so
just thank you for supporting us and our dream and our careers and what we want to do because every little piece every step is absolutely worth it so thank you >> thank you all for being here and congratulations. Oh, one Dr. Pilch would like to speak as well.
>> Thank you, President Mash. Uh I I want to just share one thing. I I really appreciate the high school folks being here tonight. Uh it is so important that they are dug into this work and and they're a part of of the graduate initiative team, but also uh it's the
work that's happening K through 8 that builds up to this work. There's no question all the work that goes on K through 8 also has an impact on this graduation rate. Um, and to go back to your question, Dorne, a little bit about one thing. I'm I'm excited to learn that
we're still continuing to invent and create new ideas to help our students like you talked about, Mr. Allen. And I want to be really clear, this is a result of innovation 2030, which was innovation 2020 to begin with, and and
the result of very intentional work designed by the graduate initiative team and designed by our strategic plan steering committee. And uh this is some of the earliest work that occurred in our strategic plan clear back when the strategic plan was innovation 2020 back
in 2015 1617. Uh this was some of the earliest work. And so you're looking at a a over a decade of work that has just really built as a result of the fine leaders and the fine staff and the dedicated students that we have here in district 6. And that's that's how you get these results. Thank you.
>> Yeah, thanks for mentioning that Dr. Pilch. just relentless focus and innovation and and never settling and and continuing to reinvent. So, thank you all for being here and keep up the great work. >> The next item on our agenda is our
public participation. As a board, we welcome the comments of community members and we dedicate a portion of each business meeting to provide an opportunity for the community to present brief comments. All speakers are limited to two minutes for comments. Our board members typically will not respond, but we may ask our district
staff to do so. All written testimony or handouts must be submitted to the board secretary, Miss Amy Lemon. We ask all speakers and those in attendance to conduct themselves in a dignified and non-disruptive manner. Cheering, snapping, clapping, and other distractions are not permitted. Anyone
who disturbs order may be required to sit down or to leave the boardroom. Speakers are responsible for their own speech and should refrain from profane or obscene remarks. All remarks must be suitable for an audience that includes kindergarten through 12th grade students. This board is committed to providing a safe environment where all members of the school community are
treated with dignity and respect. And we expect all speakers to exercise their speech rights responsibly. This evening, we have one speaker, Mr. Javi Lamelli. Welcome, Mr. Lamelly. You will have two minutes.
>> Good evening. My name is Jav Lamelly and I'm a brother of the Arani chapter of Lambda Sigma Upon Latino Fraternity at the University of Northern Colorado. I'm here today to speak about something that means more to us than just service. Our Lyft mentorship program, which we run in collaboration with the Gley Dream Team.
Lyft stands for leading initiatives for future talent and we started this program last year to mentor young men at Gley West Northridge Early College Academy and Gley Central. Each week we lead interactive workshops on career development, college readiness, resumes,
cover letters, and mental health. But more than that, we create a space where they feel comfortable and to talk to where what they're going through. Some students came to us with failing grades this last semester, not because they didn't care, but because they may not have the support they need or they just
may need a little bit extra help. We worked with them, connected them with teachers and mentors and tutors and helped them catch up in which we saw a lot of success and a lot of them were able to catch up and get their grades up. We also helped stu seniors who doubted themselves and didn't think that
college was for them. We sat down with them and we helped them apply to colleges and find scholarships and which was very successful. We were able to find some scholarships for a lot of seniors. Uh watching their mindset change from I can to I can is very powerful. Our mentors are college
students not much older than them and we went through the similar doubts and we each have our own lows but seeing the impact and achievements of these students really made us um very happy about it. We're also launching the lift high school men's summit at UNCC in
which we will bring college senior males into the university and we will have workshops led by our university administration and community leaders. We have actually started applying for grants and sp and sponsorships in which we will be using these funds into this program and giving back to the students
that attend our programs through scholarships um mentorship or any equipment they may need. I would also like to share that our fraternity offers a $500 scholarship to any graduating male senior every year to any senior that's part of district 6. I would like to take the moment to thank the Gley
Dream Team for allowing us to join them in collaborating with them and for them believing in our mission in our program. They're an organization that doing really great things in our community. Thank you guys so much for the opportunity. >> Thank you for being here. The next item on our agenda is our
consent agenda, which is an action item. >> I move that the board of education agree 11 school district 6 approves items as presented on the consent agenda and authorizes the officers to sign any and all contracts. >> Second. Thank you both. Is there any
discussion on the motion? Seeing none, Miss Lemon, we please call a vote. Director, >> I. >> Director Bentley, >> I. >> Director Campos Spitzy, >> I. Director Edmonds. >> I, >> Dr. Lamos Garcia, >> I. >> Director Mash, >> I. >> Director Roi, >> I. >> Motion carries 70.
>> The next item on our agenda is a first read of the 2026 27 and 2728 school year calendars. I see Miss Crane approaching. uh Dr. Piltch and the board for allowing us to present our calendar proposals. I
am joined at the podium by Miss Erin Snder, our GA president and the co-chair of the calendar committee. We'd like to very briefly talk through some of the highle items that are on our uh calendar proposals this year.
uh you did actually I would remind you uh approve a 2627 calendar last year. So we are bringing this back to you with one small change that we would ask you to approve this year and then we are also presenting you with the 2728 calendar. So we have another year out
again. Uh some of the highlights for next year. None of this has changed from when you approved it previously, but we do have start dates for students in August. Our first through 12th graders will begin August 10th and our preschool and kindergarten students again on the 13th. Uh Thanksgiving break is that
fourth week in November. Winter break is the last two weeks of December. Spring break coincides in March with Ames and UNC spring breaks. And then we are continuing our mid-semester breaks in October and April.
our staff, our new teachers will return the last four days in July for their new professionals academy. Uh we will be maintaining our late start Mondays as well. So we'll have that time for professional development and individual teacher prep and planning time. Uh again, our semesters as usual are
balanced. First semester 84 days and second semester 86 days. Here is a look at the calendar as a whole. And we do have the change highlighted there in October. You'll see the arrow moving the day that was the day off, vacation day
on October 19th to uh Monday, October 12th. That was a change that was prompted by our teachers. Was a request that we have that vacation day immediately following the parent teacher conference on October 9th. you will see a very similar calendar.
Our 2728 proposal uh mirrors directly the calendar that we have proposed with the additional change from 2627. Uh both of these calendars were developed with uh many many collaborators. We have uh
representation from across the district from our parents. Uh we were able to gather feedback from our students. uh the thank you very much to the student council of representatives that allowed us to come and and present to them, gather feedback. Uh and then we will be presenting to our district
accountability committee tomorrow evening as well for additional feedback. And we would love to hear any comments or questions at this time. Thank you for the presentation and um we were able to ask some questions and have
a conversation during our work session, but this is excellent for anyone watching at home. And um I would just reiterate our gratitude to the calendar committee um for getting this out in a two-year two years at a time really helps families and students and staff.
And I'm not seeing any comments or questions at this time. So, we'll look forward to voting on it next time. >> Thank you. >> Thank you. Thank you. The la Let's see here. Yes. The last item on our agenda is our
budget year revision. And so, is it you? I will ask Dr. Phelch to lead this section. >> Thanks, President Mash. and we'll bring our chief financial officer, Megan Sponsor, to the podium should you have questions. Um, but you have an extensive
report here about the the budget revisions we're recommending. This is a an an annual process we go through. >> We do have to make a motion. I apologize. >> Apologize. >> It's my move that >> I was on such a roll.
>> I know. I I don't know why I'm not reading in order tonight. I move that the board of education of Weld County School District 6 approves the 2025 20226 revised budget. This includes a total appropriation of $472,82,412, the transfer of funds from the general fund and the use of beginning fund
balance where required as presented in the revised budget document. >> Second. >> Thank you. As you were Dr. [laughter] Thank you, President Mash. So, as I was saying, um I you have uh an extensive report here. Uh this is an annual
process we go through where we typically revise the budget annually before uh January 31st which state law allows us to do. Uh and you're you're aware that there's a need for some transfer due to um a little bit of shortfall of of student count and also that we our
desire to possibly purchase um a piece of real estate that is likely coming onto the market and um and then to to transfer to the insurance reserve fund. We're happy to take questions if you have them. We really appreciate the um the method
of getting this information out to us where we get to have smaller um group meeting or you know two two by two meetings so that we can really dig into it. And so we've already picked Miss Monellor's brain on this. Um, I think it's pretty straightforward and I'm not
seeing any questions or comments at this time. So, we will go ahead and take a vote. Director Zari, >> I. >> Director Bentley, >> I. >> Director Campos Spitzy, >> I. >> Director Edmonds, >> I. >> Director Lamos Garcia, >> I. >> Director Mash, >> I. >> Director Roi, >> I. Motion carry 70.
>> Thank you all for tuning in on this cold January evening. Have a great week. This meeting is adjourned. >> [music] >> Hey there. [music] Hey [music] >> [music] [music]
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