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Video-1: youtube.com/watch?v=NGDa0FtKY44
Video-2: youtube.com/watch?v=YpG3N2v4m18

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--------- Heat. Hey. Hey. Hey. Heat. Heat. Heat. Heat. Oh, hey. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.

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Heat. Heat. Heat. Heat. Hey. Yay! Yay! Morning. Hey, hey, There

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you go. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.

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Heat. Heat. Heat. Heat. Heat. Heat. Hey, Heat. Heat. Heat. Heat. Heat.

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which is surprising but that seems like a Fred chart. >> Good afternoon and welcome to the work session for the board of education of Gley Evans School District 6. This meeting will now come to order. Miss Lemon, will you please call the role? >> Director Zari, >> present. >> Director Bentley,

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>> present. Director Campos Spitzy >> present. >> Director Edmonds >> present. >> Director Lamos Garcia >> present. Director Mash >> present. Director Roi >> present. >> All board members present. >> All right. Well, we are going to take a look at our calendar

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and then specifically go through the graduation information graduation by graduation. Just make sure that we're all RSVPd to the ones we want to go to and or that can attend and the ones that we cannot attend. We will have that um in place as well. We do have one more school visit to Early College Academy.

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Um there's some special events, special Olympics um track meet, Dia de los Ninos at um Billy Martinez and Maker Leadership Discovery Night. Oh, we have a couple more school visits. Also Scott Elementary. Um once again, I'll draw your attention to May 6th, the D6

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retirement celebration. That's a really wonderful way to celebrate all of our outgoing educators and their illustrious careers here in District 6. Um, okay. So, yes, please just take a look at those. As as always, try to get your

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RSVPs to Miss Lemon at your earliest convenience. Um, but then if you'll look at the other print out of all of the graduation dates, times, locations, and attire, that's an important one to take a look at. So, the first one, Jefferson on May

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20th, 6 p.m. District 6 Stadium. This is business attire. So, what you wear to the board meetings is appropriate. Um, I have a TBD. I will not be able to attend that one. So, I will make sure I

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in appropriately pull up my calendar. Um, does everyone else's RCP look correct? President Mash, as we go through these, the board member who is in italics, those that is the ambassador who will read his speech. It's a short

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presscripted speech that I will share with you. >> Okay. So, Mr. Rosari, you are for the Jefferson graduation. Okay. Um D6 online academy. Um is it

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Northridge High School auditorium? We will wear a regalia for that one. And Dina, you will be accepting the class that day. Um and looks like you are the the loan attender to um the Frontier graduation

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on May 21st. Uh, do you have the other TVDs? Does anyone want to change their >> President Mash? That does overlap. So, we have the D6 online ceremony at 6 and then the frontier ceremony at 7. >> Okay. >> So, I think you may want to >> Yeah. >> choose one.

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>> I think I'm a no. >> Okay. Sounds good. >> Yeah, you're a no. Thank you. Because you're accepting the class online. Yeah. >> So, said yes to online. So, I think that >> Well, I can I can switch over to Frontier. So, if we need if we need a

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board rep, if it doesn't work for Kyle or Robin, I can go um I can do Frontier. >> Okay. You really >> Yeah, I'm not going to go to that one. >> Okay. Well, I mean, I'll check I'll check my schedule. >> It's really your preference cuz I don't think that when when there is a

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traditional school graduation. I don't think the charters have any expectation of board members giving up their traditional school graduations to be at a at a charter graduation, but when we can be, we try to make it. >> Okay. Well, then I'll probably keep my ears. >> I think that's totally up to you. >> Yeah. Yeah.

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>> Sounds good. >> Uh, moving on. Friday, May 22nd at 9:00 a.m. at D6 Stadium wearing Argelia will be the Northridge graduation with Director Camposi accepting the class. I'm trying to open my calendar so I can

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update my because I have a couple of DVDs here. Um, >> that one is uh that one's for sure a no for me. >> Okay. >> Yeah, >> that one is a yes for me. ECA. >> Oh, >> oh, I'm sorry. We're on Northridge right now.

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>> Oh, on the 22nd. >> Okay. I am also unable to attend that one. And then yes, ECA that afternoon at 2 p.m. at the >> Ellie, you're a no at Northridge. >> Yeah. >> Okay. >> So, so Jefferson

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um is the only one of the traditional D6 schools that we wear business attire. All the rest we wear regalia. >> Um at EC, yes, ECA is an exception. They don't sit on the stage at ECA. So they wear they don't wear regelia. >> Oh wait I'm

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>> I think we do we do I am I'm considering the a actual Ames graduate >> which I also participate in. I apologize. >> Yeah you are absolutely right. It is regalia. >> Okay. >> My apologies. >> So director Roi we have you as a TVD for

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ECA. Did you say you wanted to >> I am planning on going to go. >> Um I don't have that one on my calendar. I might have accidentally hit declined >> or maybe not accepted it or whatever, but >> Okay, >> we'll we'll get you reinvited. >> Okay, thank you. >> Sounds good.

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>> Um Okay. And then Gley West, Saturday morning at Nottingham JNC wearing regalia. Mr. Bentley will accept the class. >> Yes, I absolutely will. >> Yes, you absolutely will.

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Um, I am going to be helping family members get to my son's graduation that morning. So, I will not be there. >> So, that means you will be at centrals. >> I will be at Central. I will not be bus congratulations to all the Spartans. I won't be there this time. Um, and then

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Gley Central um 12:00 p.m. also Nottingham Field also regalia. I will be accepting the class and I see that everyone else will be in attendance as well. And then university schools on Saturday at 7 PM. You could attend three

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graduations in one day. >> It looks like Doran and Dena are up for the challenge. >> I'll be there. >> Yep. >> Right. >> Okay. And then for I haven't attended a university graduation. Um do we actively participate in that ceremony?

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>> No, typically not. >> All right. Um, >> we typically enter with staff and and sit with staff. Okay. >> But there's no participation. >> Business attire. >> Business attire. >> Yes. >> Um, and then Saturday, May 30th, the

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next weekend, Union Colony Prep. And again, Doran and Dina will be representing the board. Thank you for that. And then late a little later in the summer, June 19th, the gap graduation at district 16. >> I did not go far enough. That is a yes for me. Absolutely.

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>> Thank you. >> Yes. >> And I will be out of town that day. Sorry to miss. >> I'll have Miss Lemon reach out about Union Colony. I unless one of you know I I have never been able to attend theirs.

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Do we know um do you sit with staff? Do you do have any of you attended before? So, Miss Lim will reach out. I did when you're it was the you wear the garb and you do sit on the platform and accept

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>> now this says business. So let's um I'll have Thanks Wes and I'll have Amy check for you for you director and director Leos Garcia and see what double check about regalia and double check about where you you know where you join up them up and where you're seated.

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>> Um for the gap I'm a no. And then I I'm confused about there's one that I'm supposed to accept the class, but I am real confused about which one it is. >> Yes. >> I actually don't.

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>> You are accepting the class at the ECA graduation. >> Oh. which is on Friday, May 22nd at 2 p.m. And I will share that acceptance speech with you. >> Okay. Thank you. >> Do we get a copy of what we're supposed

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to say before the Okay. Thank Yes, >> you will. And they'll have one there for you, too, typically. >> Okay. >> Yeah. And for directors Garcia, it is a little challenging in the

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stadium because you hear the echo. So you just really have to focus on what you are reading and saying or you could I've never brought earplugs. I wonder if that would be helpful because then you could only hear yourself. But >> or Northridges. >> Okay. >> Yeah. Just so you know that that's going

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to happen >> because you start speaking in and then you're like what? >> It happens. Yeah. It comes back to you. So, you're like talking back to yourself. >> Mhm. >> You just have to get started and keep going. Yeah. >> And speak slowly, I think, helps. >> Just pretend you are your own child and you're just ignoring them while you're

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trying to have a conversation with another adult. >> All right. Is there any other discussion on the calendar? >> The the thing at Billy Martinez Elementary, it's just I I understand it's just pop in whenever you can

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>> type thing. Okay. So, where there's not a time that like board is >> sounds like it's an all day event and you just >> Anyone done that before and know if there's like a peak time that's like the most exciting? >> I don't I think this might only be their second year doing it. >> Okay. Well, I'm excited to see it in

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action. >> Um I'm I'm not familiar with the rising artists artists project. Do you know if that is Miss Lemon or Dr. Belch? So, this is a collaboration with um the

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I believe it's the dance collective and we have some of our gifted and talented students who will be performing there. So, Doran's going to speak at it. So, we're excited to celebrate some of our students and the opportunities that they have with these community collaborations. >> Okay, awesome.

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Um this is a ways away in June, but um the UNCC legislative wrap-up, I think many of you went to UNCC legislative preview. So, this will be a wrap-up. Here's what was accomplished. Here's what was tabled. Here's what some of it means for district 6 and

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higher ed and business community. >> Um the the various um lobbyists will and sometimes legislators will be there as well. >> The ones that said that education is off the table for cuts. >> Yeah. Well, so far they're

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seeming to be right. We'll see. We'll have that. >> Depends on how you look at it. >> Official officially official here pretty soon, right? When does the May 14th, >> two more weeks. >> Two more weeks. Okay. >> Um May 8th, which is a Friday, actually at the same around the same time as Fred

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Chardis um Chapel is having a performance of their ballet folklorico, which is like their Mexican-American um dance group. So that's at 6 pm on Friday, May 8th.

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6 p.m. >> I'm sorry. Where is that at Brenda? >> At Chapel Arts Magnet. >> Thank you. >> We can get that on your calendars. >> Thanks. I hadn't seen that yet. >> Okay.

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Well, we will move on to board member comments and I will start with Roie. >> Um, yeah, not quite as much at this time, but since the last board meeting, I attended the city address um at the UNCC Commons and that was interesting.

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It was it was very controlled and contained would would be my comment about it. But yeah, it was it was uh interesting. And then um the visit to the nutrition services on Monday, April 20th was a great experience. I enjoyed

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so much seeing how they do that and the attention that's given to um making as much in-house as they can and using fresh foods. And so that was real really impressive. And then uh last Saturday, the 25th, I attended the Boys and Girls

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Club uh fundraiser and they did a real nice job with that. It's fun to sit with District 6 people and yeah, it was a good night. >> Thank you, Director Limus Garcia. >> Yes. Um similar things as Director Roi.

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Um attended the city um I don't remember the title of it, addressing the city of Gley. um which was very interesting um how they were at the table and how they shared um components of the city and then had a video um that followed it. I thought that was very interesting and

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and well represented. Um I also visited the nutrition um services area and that was so awesome. It smelled so yummy in there when they were cooking their food. Um so so great tour there. Um I attended the elementary art show. Um, I couldn't

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tell you the date because I feel like all my days are running together at this point. Um, I did um see a lot of the art that the students made and of course it's downstairs. I one of my favorite pieces of art is there was this paint container and they um put a picture on

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the top of the paint container and you could open it up and then it described or children shared um about themselves and I just thought it was so interesting um of how they framed that. So, that was one of my favorite pieces to see. Um, and then the Boys and Girls Club dinner

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I also attended. Um, I believe the person who is our state champion, I think it's Jesse, I think that his name, and please forgive me if I if I said the wrong name, but his speech was just so touching. Um and I jotted a couple things down that he said and um it just

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was really transformational for us to understand how impactful the Boys and Girls Club in lie of District 6, right? So they don't do it alone. And so for me it was just such an amazing opportunity to just hear one person's story when you

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know there's a multitude of stories out there just like him. Um so I enjoyed that as well. >> Thank you. >> Thank you, >> Director Ozari. Yeah, I also attended uh several of those things that have already been reported out on the elementary art show for instance. Um but

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I'd like to just give a shout out to the folks that that put that on and especially the people that work down here at the the district who take care of the building. That's a lot of work uh to go through to set that show up, especially our elementary art teachers

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for what they bring to the district. That's just great. and it's attended by hundreds and hundreds of parents and uh kids and they're so proud to show showcase their art and show their friends and all that. So great photo

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moments that evening. Uh uh nutrition services visit. Uh that is that that was remarkable. Um, I don't think I've ever seen that kind of meal planning and preparation on an industrial scale like

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that outside of the military. Uh, my service in the military and it is run very efficiently. I was very impressed by that. I also attended the ROC annual awards night. I do that uh traditionally.

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uh that event I got to say the the ROC cadre and administration in Northridge uh they really produce an an event of excellence uh which celebrates excellence that's really great most notably it is a

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community event that involves many people have given of themselves in service to our country so it's a real touching as well I do need to report out uh I am the board member that attends the CASBY legislative and

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resolutions and advoc advocacy committee. I know that we'll have a legislative report this evening of some sort, I'm presuming, but Casby and Matt Cook specifically wanted to make sure that I brought this board's attention,

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and this is in Nate's report to SB26-176, the Civil Rights Enforcement. Uh please read that. Uh they really want to highlight the personnel liability for board members. If that passes, any board

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member acting under color of law, which includes every governance decision can be sued personally for alleged constitutional violations. So >> they're not in support is what I'm hearing. >> They're opposing that. >> Which what is the number again? It's uh

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SB26-176. It's in Nate's report. Uh so please please read that. And then finally, I also attended the Boys and Girls Club Elegant Night. I do like going to those events. Um and to meet with the

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community members that have the same commitment uh and dedication to kids in the community, it's really great. And yes, kudos to Jesse Granados for being named the Colorado State Youth of the Year. So

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that's it. Thank you, President Mash. >> Dr. Edmonds. >> Um yeah, just the um nutrition services. Very appreciative for what our what our nutrition services do every day. I think um Danielle had mentioned that they were

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at one point doing like seven or 9,000 meals a day and now they're up to like 22 23,000 meals. I mean, it's just it's phenomenal to think that that level of of work that they do every day. I loved the shirt that the gentleman was wearing with

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their recipe for the cheese sauce that goes into everything. um to see the scale of it, but also to hear just some of the, you know, hopes and and that's what I know we look for in these school visits is what the hopes and dreams are of these staff and what they're looking

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for and what they need and um to hear about the impact of the bond issue that got them a freezer. um the the the work that our community even though they don't get to take the tour to know the impact of their voting yes on bond

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issues and mill levy overrides can have a longlasting impact on what we do. Um and I just my I've always admired what the the nutrition services team does there and under the leadership of Danielle Bach. Um and then I got to watch uh Susle Jr. uh put on by Fred

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Chardis which was a beautiful story. Horton, here's the who is probably one of my favorite stories just because of the concept that a person's a person no matter how small. And I know that that can be used for different political things, but especially when you look at it from the educational standpoint of just knowing that like a person a

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student is worth fighting for no matter how small small whether you put a category on them of minority or not or maybe they're the only kid that speaks that specific dialect in their classroom that like that student matters. And so that's why I love that our kids at at Franchardis got to do that. I know it's

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a popular play within the district, but it was wonderful to just to see that work. And so I know there's a lot of plays going on. There's a lot of performances. And so just um congratulations to all the students that are going to be doing band concerts and

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recital and and all those things that they've worked very hard and and people in the audience really do are enjoying themselves when they get to hear you. I don't think there's many students watching this, but if they are, just know that your hard work makes an impact deeper than just than in that moment.

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So, it was great. That's it for me. >> Director Camp. >> So, I got to attend the Gley State of the City address as well. And I love your description. Very accurate. Very contained. Um, and I really did did

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like the format of kind of a table talk with the videos, um, rather than just the kind of one person lecturing. Um, but my favorite part was the very end. Tom Nent got to conduct the Gley West Orchestra and our Sophia Vasquez who we

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honored last meeting for uh, being a Betcher Scholar was one of the uh, musicians on the stage and proud proud moment. Uh, they sang happy birthday to the city of Gley. Um, so that was fun. Uh, the nutrition

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services visit. I'm always so impressed with Daniel Bach. She, you know, dominates the school lunch industry nationally and so, um, it's really cool to get the tours from her. Um, things that stood out this year, uh, that were kind of new things that I was hearing

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about. One was that um the nutrition department um has to do special accommodations for our charter schools because our charter schools don't have the same kitchen space and storage space as our traditional schools because some of them were built on in strip malls and things like that. And so the way they

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have to be good stewards of food so that food doesn't get spoiled and just give just the right amount um to our charter uh schools to make sure that um they're using their their supplies in a timely manner and all of that. Um she was very proud to show off the green chili

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roaster. They have an indoor green chili roaster with its own like ventilation system. Um which is pretty cool. Um she talked about how all the meat they get is raw and so they proc you know they process the meat um on arrival.

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And let's see um she also spoke about the transition students coming into nutrition services and helping individually pack snacks so that our kiddos in elementary school um get snacks um healthy fruit and vegetable individually packed snacks during the

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day. Um, and she said they really wouldn't be able to provide those snacks without the transition students helping out. So, that was um cool to hear. Uh, other things from the last couple weeks, my kindergartener came home with a a Black Hill Spruce um and this cute

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little pin that says assistant arborist for the city of Gley Forestry Department. Um, so they have the program called the giving tree. And so every kindergartener in the district gets a little baby black spruce tree um that my husband who overthinks things is like this thing's going to be huge. Like

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where does it fit in the yard? I'm like oh my god in a hundred years it'll be big. But I think we can handle it for 20 years in our yard. Ours is taller than our old our other house our old house. And it started out this big and I I

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didn't plan it too close to the house. >> It's very important to me. >> Okay. So he Okay, fine. He's got a boy. >> Um he's watching. >> Yes, that's right. And then I I think I heard you mention Director Roi before

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the meeting started um of all the prom pictures that are out on social media right now and I've really been enjoying those. And I happened to go to Pelleigrinis uh during Gley West prom night. So there was a lot of beautiful girls and handsome young men um escorting their dates and eating yummy

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peligrinis. So anyway, it's been a fun couple weeks. I had a question. Are we still getting the intercom or um we have paused inter some >> um but let's double check to make sure

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it's getting emailed to you all. I wonder if there's if that was a separate email that maybe hasn't been happening. So, we're not doing it every week, but it's been about every other week. So, let me check on it. >> Yeah, I think the last time I got it was March 27th. Okay, we'll check on it. See where we are.

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>> Vice President Bentley. >> Uh, yeah, I went to the city state of the address also. Um, it's nice to see a bunch of familiar faces and they did a great job like Director Roi said of keeping it contained. Um, they I we I

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got to see the uh design of the new district building also while we was there. So that was fun to see a bunch of the the renditions of all the buildings downtown that they're they're looking at. Um uh April 16th I and our board

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representative for the Centennial Boseies. They had their monthly meeting. Um not much to report back on on that. They're kind of the same way. Everybody looking at re reducing their budgets and saving money and cut cutting costs.

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Um pretty typical it seems like. And then I also was able to turn to attend nutrition services. Um the only thing I think that nobody's mentioned is the the expansion of the farm fresh food program that they've taken from $2,500 to

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$500,000 in supporting local farmers and bringing in fresh produce. So I think that's something we should cheer for a little bit too for sure. It's uh pretty cool to see a program like that implemented. So that's all I have.

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Thank you all for sharing. And I have missed a lot of events. I I scheduled my work schedule around all of the track meets. And unfortunately, my senior is having surgery this week on his football injury. >> So, we're not going to those track meets. But anyway, thank you all for um

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I guess excusing me as I have a senior. I want to don't want to miss anything. Um the one thing I did get to attend was the celebration of life for the Twitans um for Bob and Betty and I knew you know just the tiniest piece of their impact

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in Gley and I didn't know really much at all about Betty. So it was really fun to hear their beautiful marriage where she had some of the ideas he had the the ability to to make them happen with his um professional

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capacity. Um, but it was really fun to hear their impact in higher education district six. I knew that they were responsible for kind of helping to revitalize downtown, but I'm pretty sure saved it, you know, just really um had

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that passion and that that the downtown is the heart of the city and it needs to flourish and has have just jumpstarted so many small businesses. So, that was a really beautiful tribute and I'm glad that I got to be there. And one of the things that stood out was that

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this person said that they had never heard Betty say a mean thing about anyone. And I was like, I don't know if that could be said about me, but I would love that to be something that someone could say about me in the future. So, um, just yeah, they just sounded like amazing salt of the earth people and so

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thankful for the ways that they have >> there's a live stream link that I'll get to Amy and we can share it with you all if some of you want to watch it. I think this the uh first few speakers that spoke of their early life and how really they became so

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philanthropic was just really a beautiful story told I think. >> Yeah. >> Yeah. Absolutely. So yeah, very well done. Just like a a nice journey through their lives and all the different aspects of

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>> of their giving. So yeah. All right. Well, thank you for all of your comments. Um, we will move along to an update on our math curriculum. Thank you, Director Mash. I'm I'm happy

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to invite uh Anthony Osmus and Dean Andrews to and I think John Fisher up with us. John is our coordinator for mathematics. Dean is our uh director of curriculum assessment instruction at the

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secondary level. Um, and then you all know Mr. Osmus. And so we are facing a a new math adoption and uh we bring that to you tonight. This presentation will be more of an interaction where you'll have an opportunity to ask whatever

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questions you'd like to ask and even if you have questions about how we do curriculum adoption since I know this is new for some of you all and we haven't really walked through the adoption process with the newer board members. So feel free to to ask those questions tonight as well. and then we'll get into

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the the regular board meeting and do a presentation again. And in that meeting, we will be asking for your approval for us to actually adopt this curriculum and to spend um the budget that it will take to pay for this curriculum.

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>> So, good evening, President Mash, members of the board, and Dr. Pilch. Thank you. And you introduced uh Dr. Dean Andrews and John Fischer. Um but we um and I'm Anthony Albus. I'm just going to say this is my last time presenting I think as assistant superintendent of secondary and so I think all future

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presentations will be assistant superintendent of elementary in K8 and so this would be a great way to end it on such a great curriculum and so you can click that um our current math curriculum is called CPM or college preparatory math and that's our current

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6 through 12 math curriculum. um we could no longer use that curriculum because our licenses have expired and they're actually building a new curriculum. And so because it's so new that prompted us then to go through the whole process to look at um multiple um kinds of curriculum to see what is our

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best fit. Um as we started this process, we want to look at a couple things. One, um we're looking for something very rigorous for our students. And so rigorous at the standard um as well as tools for our teachers. And so tools for our teachers that tell us did our kids learn the lesson for today. So did they

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learn? And we want to be able to know um if they learned or if they did not learn. Also what if they didn't learn? And something that had tools for our students if they didn't learn and how do we go back and and fill in the gaps um so that they can access highle rigorous coursework. And we don't want to forget

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the students who already have that mastered. And so how do we extend? How do we does it have enough extensions for our students to be pushed higher than grade level? So that was all some of the criteria that we talked about right away. Um we're going to take some time this work session to um not only tell

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you about the process but also put some of the materials in your hands and just let you look at it and then ask any questions that you might have. So with that, I'll turn that over to Dr. Dean Andrews. >> Uh thank you, Mr. Osmus. And so, uh, we had a truly incredible group of educators come together for this

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adoption process. As always, um, we had 18 math educators. We had six administrators. We had one teacher of multilingual learners and an instructional coach. Uh, 10 of those, uh, teachers were high school math teachers, as you see on this slide, and eight of them were middle school math

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teachers that you see on this slide. And so truly as you see these are just incredible folks that we are so privileged to have in this district to do this work. Um before we get to the recommendation I want to take you through as Anthony talked about the process. And so uh like Dr. Pilch said

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many of you are familiar with this is a process we follow. This has just been tried and true for us uh to make great decisions and bring lots of input into it. And so this started back in August with the preparation process. And we always start by going through embedding materials uh through ed reports which is

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a independent nonprofit that uh evaluates highquality instructional materials. So they are great resource used nationwide by districts to help support these kinds of processes. Uh we also looked at CDE's vetted materials for mathematics for mathematical

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curriculum and we also uh asked surrounding districts what they were using and kind of the pros and cons of those as well. Uh John also uh took our committee through the latest research in mathematics education and what really

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moves the bar for student achievement. And so with that uh they established their beliefs and evaluation criteria so that when they looked at instructional materials they could see how those materials would actually support the highquality instructional practices that they have to employ uh to support

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student success. In October, uh they began narrowing uh down the different uh materials. And so they started with our analyzing instructional or assessing instructional materials rubric. And we first looked at CPM, which is as Anthony

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said, our current instructional resource. And so through that, they were able to really get a good lens of what are the strengths and weaknesses of the current resource we have uh for our students and teachers. We also have new standards here in 2026. Um and so they

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studied the new standards and made sure that the resources would be in alignment with those standards. Um and then from there they narrowed down to five instructional resources that the committee uh reviewed. We brought uh all of those five vendors in. We engaged

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with them so that teachers after uh looking at paper screens and going through that process, they could ask deeper questions. So if there's something they didn't find through their paper pencil review, they were able to ask questions and find out more about those materials. Through that, they uh

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narrowed it down to three um different resources. And so that's when we started in November and December the pilot process. And so we had pilots across our system uh where teachers were able to use the materials directly with students, get feedback from students and

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their own experiences by putting those um curricular materials into play. They also were able to based upon those experiences go back to the rubric and look at their scores and see if they needed to adjust them based upon their inractice experiences uh with the

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curricular resources and how students were responding to them as well. Uh we actually had over uh 500 students provide us feedback uh which was fantastic to get their feedback as well. >> Was this is this where they engage the whole class or they picked particular students to do that

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>> with the class? So they did the lessons with the classroom? Yes. Thank you for asking the question. Um so then uh once they had that opportunity to go through those resources then it was we had an opportunity in January and February to get more input from the community and

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other stakeholders. And so uh the materials were here on display in one north. Hopefully you all saw them there. We also pushed out in social media so uh people had digital access to the resources and can review them uh digitally as well as those were pushed out uh in that format.

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>> Did you get a lot of feedback from that? like not get a lot of feedback from the community. >> Okay. >> But it was there. So just that was known that it was there is available. >> We pushed it out as much as we could and >> um Yeah. >> And as part of our adoption process, no matter what we go through, we always

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give time for the community to give us some feedback. >> Right. >> Yep. >> We also um all of our math teachers were given access to the material. So they were able to provide feedback as well, not just committee members, but other math teachers as well. Um when we in

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February we came to a final decision, we reached consensus and all of those things from the rubric scores, from the feedback from students, from other teachers, uh all of those things were taken into consideration uh as they came to consensus on our uh the final resource that we're going to bring to

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you here in a minute. Um from there the committee took their recommendation to district comm uh curriculum council and uh the council uh also provided the recommendation for you to act on tonight uh for formal adoption uh for this

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curricular resource. As you can see these were the three that we narrowed it down to. Um and you can see that illustrative mathematics at a 4.27 on a fivepoint rubric really stood out as that. and student feedback also really pointed towards IM or

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illustrative mathematics as well. And so our recommendation we are bringing to you this evening or will bring to you during the um the business meeting is Illustrative Mathematics 360. Uh it is brought to us by Imagine Learning is the vendor that puts all the package of the workbooks, the

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professional development and then they'll also provide us with access to digital licenses for both teachers and students. And so the total cost is $1,290,15040. I always love the 40 cents that always um and this was budgeted in the 2025

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2026 MLO budget. >> Um I don't know if there are any questions now or >> and this brings our whole system now K12 in alignment. So all of our students now K12 will have one curriculum and so that feels good as well.

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>> Absolutely. We can do some questions here and then uh Mr. Fischer will dive into this a little bit with you maybe for some additional questions. But do you have anything right now? >> I was just going to ask you said that you got um great feedback from students. What about the math teachers?

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>> So um math teachers also so all different stakeholder groups. Our math teachers also uh that were not on the committee also said IM was the strongest resource as well. >> Okay. Did they give us a deal for using the K through5 material? It's >> a good question.

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>> I will say there was a lot of negotiating uh that went on to get to the 1, uh 290,000. The initial quote was over 1.5 million and we were able to negotiate down uh to get it without losing any of the resources or any of the support.

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>> And just so I can understand, so this is a this is a cost. We buy it, we own it, or is there an is there an annual cost to this? This is a seven-year uh adoption is what we're this is what it would cost for seven years to get all of those resources. So like the workbooks,

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we will get workbooks every year for all of our students through the life of the contract. >> We pay this upfront and then it goes >> seven years. >> Seven years. Okay. >> Okay. Mr. Pressure, you want to >> do you have any questions about the the process

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>> and how how this comes to be? We we are trying we are striving for a seven-year adoption cycle. That is that is what is the recommended limit that you would want to go. The longest you would want to go uh over a decade ago we might have

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had even 12 15 years between curriculum adoption. So this was a big part of our first mill levy override and then the renewal of our mill levy override was to have an ongoing revenue source so that we can continue our curriculum adoptions and and maintain an up-to-date

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curriculum. we have had to pause it a couple of times or because as you can see some content areas are very expensive. >> Um literacy being the most expensive content area and then and then in some years though we can adopt some of the

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elective area curriculum in several elective areas in one year if we're not doing another major core subject adoption. >> I'm curious. So to me like math um I don't know how long like algebra existed

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right since like the word >> isn't math just math >> right isn't math just math like how is there an update like you know there's no like new numbers >> you are speaking Mr. Fischer's magic language Dr. Campbell. >> So, so I am curious just because I'm not

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in, you know, in education the way you guys are like what evolution you've seen, what changes, what's new. >> Good segue. So, so my step would be that math isn't changing, but the world's changing. And so the ways that students

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are going to use math is changing significantly. And whereas, you know, I was one maybe you you also had a teacher in high school that said, "Well, you're never going to walk around with a calculator in your pocket." Well, now we do, right? And way more than that. And so we have to the the the skills and competencies with the same mathematics

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that students need are shifting. And so um that's why the resources are changing is to align with a changing world. >> And I think we'll go into >> Go ahead. So what I've got in the packet for you here is just a small collection of a few examples of what Mr. Osman was

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talking about in terms of the needs for supports and extensions for students. This is not everything, but without getting too deep into the weeds for you, I wanted you to just have a sense of what uh what this resource contains for our teachers. So, I've got a couple examples here of instructional supports

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that are provided uh before instruction, during instruction, and after instruction takes place so that we have lots and lots of opportunities to support students needs u as they're learning and going through the units. Um so the first example is before instruction and you'll see on the the

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back side of the second page that this this support um hinges on a preassessment given to students before the unit. It's optional. It's certainly something teachers can can choose to use, but it will give them a lot of power if they do give it to their students. Um and as you as you scroll

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down and you see uh on day five, you'll notice that instead of starting with A1, which is algebra 1, it starts with an eight. So, this is showing teachers exactly where to weave in some previous grade level content as they go through their algebra 1 unit to support students

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if they scored a certain way on the assessment or the assessment showed particular needs. This is really helpful because a lot of curriculums approach remediation in in the sense of a few weeks of instruction before we start our algebra 1 instruction. But this is

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different because it says no, we're going to start with algebra 1. No matter what uh learning gap students come in with, we're going to start the unit, but then right in time when students need it, that's when we're going to provide the support that we see that they need through the assessment results. That allows us to stay a lot more on pace for

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grade level instruction um and to still support students up to the level of grade level instruction. >> We hear sometimes teachers will say, "Oh, they have so many gaps." We'll say, "Well, what are the gaps?" I don't know. But this this may answer that question. So with this pretest um we can say what

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gaps do they have? Well, let's go back into the data and so that we can be very targeted and specific with what we're offering students to scaffold them back up to grade level. So the next example I have for you is there are a few kind of just snapshots of what support might look like for a teacher who's teaching the curriculum.

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This resource is um widely regarded as the industry standard in terms of what grade level instruction looks like. In fact, there's several other organizations that use this resource as the bar to show people what does grade level instruction look like for different courses and grades. Um, so we

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know that it's rigorous, but the other challenge is well, can we support students up to that level of rigor? And that's where um we see some of the some of the different things that are provided for teachers here. If you look in the sidebar uh with the orange heading on the that next page, you'll see just the the authors of this

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resource have identified several known anticipated struggles that students will have or misconceptions they may have as they're going through a lesson or a topic and has provided teachers right there some ideas of exactly how they might address that. Um this is work that

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teachers do in their planning anyway, but the fact that this is here gives them a jump start and accelerates them through their planning. so they can focus more specifically on student needs. Um, so that's one small example. What I appreciate about it is on the next page and you see that same orange

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heading, you'll notice that it also tells teachers where not to slow down and provide additional support. So for this example, it's showing where it it tells teachers that even if students have not mastered this yet, you don't need to slow down because they're going to have some more chances in upcoming classes. Those signposts are really

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important guides for teachers as they try to maintain grade level rigor and support students to mastery. So those are some in lesson supports. Um and then the next page shows you some supports provided for after instruction

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has taken place. Often times an end of unit assessment is an autopsy. It's not formative. But this tool uh is a support that helps teachers take whatever we learn about student learning from an endofunit assessment and then take action on it. It gives them specific

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ideas of where and how they can support students um in the upcoming lessons and units. That is again planning that teachers do anyway, but this accelerates them through that and just gives them a really really good foundation to build from.

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So, those are some a couple different levels of support that are embedded in the resource. Um, the last page where you see the red plus sign and the are you ready for more, this shows one of the brilliant ways that extension is woven into this curriculum. It's not a

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separate book. It's not a separate program. It's in every single lesson in the workbook in front of every student so that students who are ready to take on more challenging problems that go beyond the expectation of grade level already have it right in front of them and teachers can direct them to it and

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support them to it. Just a a really great way to help all students get what they need from a lesson. >> Staying within this curriculum, especially as you kids have kids moving like K through five and then they go up to six. Mhm. >> Um, is there like a a need for each like

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does each student have like a math profile or does a lot of that really get covered in those pre-ESTs where they they test them and they say, "Okay, this is what they've carried over from the lesson in fifth grade. Here's kind of where we start in sixth grade." >> It's a really great question. It's one of the advantages of being K12 in the same instructional platform, same

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curriculum, is that the data that we have from student learning from previous years will still be accessible in that platform. So, we'll have a lot better information. We have that information now, but now it's going to be at their fingertips in a familiar platform to >> And is that classwide or or like each student like they can say, "Hey, this

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student seems to be struggling with this and they can go back and look at that students like data there or is this kind of like grade level by grade level?" >> Yeah, that's a great question. I think um based on the way that this is working in our K5 right now, because we don't have it 612 yet, uh teachers are able to see

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previous archived data for the students they currently have in front of them. Okay, >> according to some limited research that I just conducted, I'll ask you the question. Okay, I'm sure you guys have discussed this. So,

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>> it says uh while praised for fostering mathematical discourse, some users find it fast-paced, requiring significant teacher preparation and supplemental practice resources. So, can you talk about that? >> Totally. So those are two different uh

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components. One is um teacher preparation and the other is practice. So I'll address them both. The first one, teacher preparation. Part of the reason we've gone with a specific vendor we have is that they have a lot of resources compiled for teachers that the curriculum itself does not come with. So

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this is an open- source curriculum, but it's packaged by a vendor that gives us a lot of additional resources. Those are things that can address uh some of the planning burden to give teachers more time to dig into the content because the content for teachers is uh developed in a way that may be unfamiliar to some of

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them or less familiar just in the way that it unfolds. And so the fact that we will be able to hand them slides to use during class and hand them some of these planning supports um reduces some of the workload and allows them to focus in on some of the other components. The other piece of that though is we are aware of

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the need to really provide some deep professional learning to and so we have a plan to support our teachers in not only learning the curriculum itself but learning how to to use it with our students. And so we've built a plan that's going to um allow our teacher

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leaders to be in classrooms in district six classrooms around the district and working with specialists from the curriculum resource to develop professional learning for all of our teachers. Um so that's the first piece. In terms of the additional practice resources, uh this this publisher does

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give us some additional practice beyond what's already in the the source curriculum. Um and the there's other emerging tools. Uh we we currently have as a resource, a supplemental resource in math that's uh

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something that our teachers are already familiar with and using for additional practice. So that will still be available to them. um and we have um priority standards identified that help focus that additional practice, but there's also emerging AI tools in the platform that will continue to provide

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different practice opportunities for students. >> I want to just stamp what John said. So any curriculum has that will have way more than you can ever teach in a year. And so that's part of what you're saying. And then what we have done is we have prioritized standards. So these are the standards that are more important.

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We spend more time here. We still teach all the things majority of the things but these are the materials or these are the standards and the skills and the standards that we will teach more than everything else. And if I'm understanding correctly what you have presented is that this mathematics curriculum

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will be throughout the system. >> K12 >> right so vertically will be able to become better aligned. Is that correct? And that that will also um that will also address this uh

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prep teacher preparation uh problem. >> Correct. >> It'll be more aligned so we can have those vertical conversations. And I think the priority standards will help us stay focused and so that we're not just searching for materials for all of the standards, but here are the ones that we need to spend more time on. and

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those are the ones that we spend um we we interact with those standards and those skills in our data meetings and our planning meetings. And so it'll help us stay focused and not have to feel like we're searching for everything. I could add a couple things to that. I think the K12 coherence is a really big

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deal for our teachers and our students. We've heard from teachers in the past as students transition from elementary to middle or middle to high school that well that curriculum says it a different way or they show a different representation for this. And this will clear up a lot of those incoherences. Um

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the other thing is I think of our K8 principles being supporting a curriculum because the design structure is similar across grade levels. They will be much more empowered to support their middle school teachers. >> And that's um a comment I comment

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question. So in 6th through 12th grade, the math teachers are math teachers, right? They're not necessarily teaching other subjects. Um, and it's a hard to fill position usually our our math teachers. Um, and so I'm curious if human resources uses this as like a

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selling point for our district of like, hey, we use illustr illustrative math. Um, or imagine I am or whatever as a way to make the job sound better. So, it typically would not be human resources

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that would know all the little ins and outs of the curriculum, but what they're very good at is bringing principles along to recruitment fairs and having principles on site that they could grab a principal to talk to somebody. And then they, you know, over time they develop some knowledge about our

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curriculum and they will certainly, they're all here tonight. They will certainly know we just adopted a new math curriculum and we have IM math K through 12. They will certainly know the basics of that. But to really draw the candidate in is is the role of a principal or an assistant principal probably when it comes to curriculum.

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>> I just know in in my industry like the platform we're using is a huge selling point like >> you know if a job has Epic as what you're going to use every day >> that gets to the top of your list real fast. Um >> so I'm curious if like math teachers are

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also looking like what curriculum are they doing? >> Oh are they? I think math teacher nerds will recognize the name and I think it will definitely attract teachers that have students best interest than mine. Well, as far as the process, I'll just add that u being that I've been in the

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district for a long time that it is this is a very good process that we use in the school district and I appreciate you incorporating the voices of teachers that are in the room doing this every day. So, thank you. Well, and I might add that this even though it does bring

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us into K12 coherence, which is is lovely from my seat, it was chosen independently by the teachers at the secondary level as the best resource available. So, um it's convenient for from some st standpoints, but it was also chosen by them.

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>> Thank you for the presentation. Yes, thanks for answering all our questions. Great questions. And >> I'm just grateful we didn't have to take a math test. I saw the question I saw the questions on the last page. just like that. >> Yeah. Thought about taking a sample preassessment, but

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>> I think I really appreciated your answer of math isn't changing, but the way we use it, that that makes a lot of sense to me. And um >> I did do a a mentoring program. Sorry, just quick little um mentoring program kids hope with a with a student at um

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Shasheen and we were like solving the same problem and she did it completely differently than than I did. Um but my understanding is is to just to the concept of math literacy of like what like you can carry things all day long but if you don't understand what

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that actually means. So anyway, I think I think I don't know. Maybe the way I learned math was just like here's how you do it, so just do it and then maybe you understood it, maybe you didn't. But >> so yeah, anyway, I appreciate that answer. That was that was helpful.

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>> And I appreciate that the idea that you go back that there's a way to catch when kids are not getting those foundations >> is that I think that's what happened to me. They lost me when they started substituting >> letters for numbers. do not get that. So anyway,

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>> well and you we all know we're going to lose some of it over the summer too, right? Like and when it all builds on each other, you're going to need a little refresher on whatever piece. So yeah, that's that's built in what concept you had to have mastery of to in

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order to understand this next piece. So yeah, >> thank you. >> All right, thank you. >> So we do not have Mr. Fall with us this evening. He sent us an email with his kind of updates. Um, Dr. B, you said

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maybe you had a little bit to add yourself. Get over there and I'll get to that email if you have a if you have a computer. >> I appreciated Director Aari mentioning um the legislation that Casby wants

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board members to be very aware of. Mhm. >> Um so what you see before you that I think is um first I'll just point out that they will adjourn on May 13th. So

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we're coming close to the end here. Um as you look at um the school finance act, you can see a lot of detail there around the school finance act and how the funding has been determined. Um, for us, I think there's no new surprises

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there. Uh, there continues to be the phase out of TREP, the elimination of ascent. Um, I might ask CFO Megan Sponsor if there's anything she wants to add to any of that. >> No surprises.

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>> No surprises. We like no surprises. Um, and we want to stay on top of that. I think then the next big piece you see that we are a monitor slashsup support in um is uh excuse me I just lost my

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computer just rolled no the next piece is the oppose and that's the civil rights enforcement that director was speaking to um I think that's really important um I can't follow my document online I'm sorry so I I hope you will

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follow up on that and then can we just scroll back up um to uh the ballot measure question and this is the cut the ropes that Dr. Campos Spitzy had asked about a couple of weeks ago. Um but Senate Bill 26135

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uh state public K12 education funding. So this would refer a ballot question to the voters and you can see that it it refers to a Taber to lifting the Taber cap. I would point out um that the bill

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would not that this would not raise taxes. Um it it slows down what would be refunded by Taber uh should there be the revenue the excess revenue to have Taber refunds. Um they're calling it a positive factor which I think is

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interesting because I I think it's going maybe we should call this a positive factor instead of a negative factor. So they are calling it that. Um, I think it's important to point out we're not talking about a significant windfall here for K12. If

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you look at that, this would mean for a district of 89,000, it would mean $9 million. Uh, a district of 57 students, it would mean $440. So, we're not talking about a windfall of dollars here. I don't know if Miss Sponsors had a chance to look at what it would mean

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for district six, but I think we could kind of scale down that 9 million. I'm guessing to that would be about two two and a half million for us, which is not a windfall. I mean, it's those are real dollars, but as you know, uh we are

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seeing a a far greater increase in that in in just our insurance costs and our increase in um >> maintaining steps and lanes far greater than that. So, I think it's important to know that, but I also think it they are dollars um and and they would be a new

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funding source for school districts. It does have a 10-year cap on it. So, um I presume it would go back to the voters in 10 years if the if state law has not changed by then around school funding.

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Um it is not guaranteed year-over-year. If for some reason the Taber revenue is not uh in excess then in those years school districts would not receive the dollars. Uh Nate mentions here the slush fund dispute and you can read that but the

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dispute is that um approximately 75% of the revenue retained would not go to K12 but could go to what um Democrats are calling the children's account and I think Republicans are calling you know a slush fund that there's no

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accountability. So, as of now, the bill does not specify that where that other 75% of those uh dollars would go. The I think the hope would be it would go to prek, um child care, higher ed, or health care for for children, but I

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don't I don't think we know yet. Um and I think there's still amendments to be made in this. um there would be no maintenance of effort, meaning that there's no promise that whatever the state provided the previous year that they would provide at least that amount the next year to school districts with

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this. Um and I think also means that that doesn't that wouldn't stop them from using these dollars as general education dollars as part of the state funding formula for public education. And um what else would you

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add, Miss Sponselor? Anything else you want to add? It's we're starting to get more clarity. This is the most clarity we've had so far around what what would be in this legislation. Uh so again, it it's legislation to be passed to refer what you see here to the ballot and then

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voters would vote in November um to consider this. >> Um >> I have a question. Mhm. >> Um, okay. So, is this ballot measure only for retaining 2% of the of the Taber?

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>> No. >> Surplus? >> No. I think of the surplus that's retained, 2% would go to public education. >> But do we know what percent where that we would be voting on to retain? >> Totally. >> I don't think we know. No, we haven't seen that.

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>> Right. >> But only the 2% of whatever's retained would go. And is that because that's all they think could be supported or why is 2% so small? Why not five? Why not 10? >> I don't know. I don't know. Um I don't

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know. There are some who speculate that that it's uh you know that if we're going to do something with a Taber cap that we need to solve more than just one problem in the state of Colorado being K12 funding and that we would need revenue for other uh programs and needs

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in the state of Colorado. So there's some who think that is the reason >> and they don't well the way Fast Democracy was wording it before it says like no more than 2%. So it might not even be 2%. Correct. >> I think Nate had mentioned that before

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too. >> Yeah, that is correct. >> But why is I guess why is this a separate bill? Because where's the where's the bill? >> So the bill is to get it referred to the ballot is what it is. So this what so there's two ways to get something on the ballot. One is to have the legislators

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refer it to the ballot, which is what this would do if it passes the legislation. Um, and the other way to get a new measure on the ballot is by gathering signatures. And so this would prevent the signature gathering to have to occur. The legislators would just say

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put it on the ballot. >> Does this bill do the whole Taber cap and has the education piece in it or are there two separate things? >> No, it's all the same thing. Okay. This is all the same thing,

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>> but it feels like I mean we've talked about it before. It feels like they're selling it as this like solution for K through 12, but then using the money like the majority of the money it sounds like for other things. Like that's I think that's what bothers me. feels not

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genuine like like they're using K through 12 to like buy people's hearts, you know, or like buy the votes because that sells, but then the money is not going to get used for K through 12. And I I think those are questions that we still have. I I do have a a

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superintendent meeting for the front range this Friday. We also have a case legislative call. Uh so hopefully we'll continue to learn more as we you know we come together as professional groups and can hear from our you know hear from

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bridges and others around this. >> I mean it's not nothing but it's it is not a it is not a solution to a significant shortfall in K12 funding. >> Not as it is written right now. >> Yeah. And I think the heartbreaking part

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is it could be it could do more and it's written in a way that it's it it's not doing more. It seems so >> Casby is in support of it though. >> Yes. And I think and case is supporting cautiously with with the hope for

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amendments and I think we would want to support. I mean it it's more money than we have if we don't support it. >> It's an optimistic support. >> Yeah. Yeah. >> Hoping the rug doesn't get pulled. It's more than we have if we don't.

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Um, then the civil rights enforcement, we mentioned that already and I I hope you'll you'll consider reaching out on that. Um, and then you can see that he's provided us just a brief summary of

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several other bills. This first bill is about um asking those of school districts, well, all districts to document how they're spending the additional dollars through the new school finance act that went to at risk students. And so, uh we have been a

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monitor um on this, waiting to see what happens, cases and oppose. Really what we're watching for is are we going to be expected to complete a whole another set of accountability around the spending of those dollars? We feel like our school improvement plans, our district improvement plan should be documentation

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enough of how we're spending dollars for atrisisk students since much of our district improvement plan focuses on improving student achievement for our students who struggle the most. Uh but we're still waiting to hear more on that. The next bill we're we're also in

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monitor. Uh this is the bill that would require school districts to uh ask not only for charters to participate but ask them to present a proposal and then to share those dollars with charters uh through a bond issue which we did. Um

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but we we shared based on the facility master plan and the needs across the system. It wasn't you know we didn't do like we do with the mill levy override which is a per pupil amount the charters receive. We we didn't do that with the bond issue. we based it on the actual needs of the different sites.

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Um, so we're watching that one closely. We're still trying to better understand the off-campus courses and concurrent enrollment programs as Jenny, who's our director of concurrent enrollment and CTE shared with me before the meeting. She's sitting behind you, Natalie. Uh, that it's all concurrent enrollment. So,

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we're still trying to determine really what this means. I guess the thing we're really looking for, as you can see, is fiscal implications because if it means that when our teachers are teaching, we have to pay tuition. That's going to be a gamecher for us on

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what we're able to pay for because currently when our teachers are the teacher of record and they're teaching it at the home high school, uh we're not paying college tuition and the university is not paying our teacher or the community college is not paying our teacher, but the student has the

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opportunity to have that transcripted on their transcript as either college >> as college credit. So Jenny, anything else that you've learned on that? I think it's a higher ed situation

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students and their numbers. I think >> we'll keep watching to see. >> Yeah. So, we'll pay attention to that. Um and then the next one, uh we are we are a support to monitor on this. It's uh this would be a a bill that would

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require school districts or organizations that receive dollars as a result of the scholarship granting organization opportunity um that there be some guardrails around that where they would need to follow um non-discrimination and disability law to

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to receive those dollars. So, we'll continue to watch that. I think that's is the least that is the least we could expect. >> Yeah, I am surprised we're not just fully supporting that one. There's a support to monitor.

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>> Um I well partly we we want to see how how it fully lands. Um case is still working to try to to get some additional amendments in it to actually make it a little tighter even. And so that's really why we're there. But we would support I mean we are support I think

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unless you you all have serious concern about that. >> On the preschool initi >> because that would >> probably affect this >> influence this. Yes, it would. >> So do what questions or comments do you all have?

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Um, we still don't um we're still waiting for additional amendments for the ballot measure before we would potentially come and speak or or support in person at the capital. >> Yeah, I think so. And Aaron Snder, our president and our girly education

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association asked if it was, you know, if they should operationalize and go speak. And I think I I think um I don't know that it's going to be necessary. I think it will just pass. >> It's It likely will pass. It's sounding like uh and we want to be certain to what it means for us before we really

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get out there in a big way. >> Okay. >> Put a pin in that. >> Okay. >> But as you know, Director Mash, from having been on the board for several years now, I mean, there could come a time where it's like this is going to be

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heard on Thursday and, you know, a couple of us need to go down. I mean, it could happen that quickly. We'll see who's available should that happen. >> Right. >> Right. >> We'll take former president Ma or former president Matthews. He he probably does

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a lot of time to be flexible. Right. He can be flexible. Join us. >> He can be found >> office. Yeah. >> All right. Any other comments on legislative updates? >> All right. Thank you for handling that

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piece, Dr. Absolutely. >> Gave me enough. I couldn't mess it up. >> Just read what I wrote. >> Yeah, I couldn't mess it up. He took such good care of us. Yeah. >> All right. Well, let's debrief the work session and we will begin with director

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campus. >> Um, informative. I I will say I'm disappointed with the cut the ropes. like I just feel like it's a missed opportunity that it could do so much more for K through 12 and but you know

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um yes and uh and thank you so much for the math curriculum presentation is excellent and I agree with director Azari that the process is is is so good for student input, teacher input even outside of the committee. So thank you for the presentation

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Dr. Edmond. Yeah, grateful for uh all the work with with getting a K through 12 structure. Um going all the way back to my Susical love of a person's a person no matter how small a student matters. And so

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providing a curriculum that I kept hearing how great it's going to be for the teachers, but I think it's it's equally going to be great for the students as well, just to feel that familiarity and the comfort, especially as they make a jump from fifth to sixth or 8th to 9th to have something that is is somewhat familiar and maybe make that

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transition from each level of school a little bit easier. But um just understanding that always things are changing. math will always be math, but keeping in mind that um you know getting out of my well this is how we did it and it worked just fine um to understand

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that things are always changing. So I'm grateful for our teachers uh for doing that and um appreciate Nate even though he can't couldn't be here and he's not feeling well you know as the time ticks down and his his role shifts um really grateful to have this. So hopefully we

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get to see him a couple more times and he can give us some good news come May 13th. >> Thank you, Director Ozari. >> Oh, uh just um reiterating what's already been said. Uh thanks for the work on behalf of all the district staff

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in regards to the curriculum and uh for Nate and Dr. Belch for presenting the legislative information so clearly. Appreciate it. Thank you. >> I would agree. Um same uh with the math

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uh curriculum presentation. Uh appreciated the style of involving everybody. I think that's so important to just have information from all aspects. Um and then the legislative updates is I always find that very intriguing. So I appreciate the links

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and the ability to dive in myself. >> Dr. Roi. Um just yes to what has been said in terms of appreciation for the work on the math curriculum that a lot of time was put into that and a lot of

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um study and checking with people in the district. So that makes us feel a lot more confident in um moving forward with that. So I appreciate that and and uh appreciate the um updates on the legislation. >> Yeah. Uh, ditto. Um, thank you guys for

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all your hard work. Excited to get into graduation season. >> Yep. I I also agree. Um, excited for the continuity and the consistency with the math curriculum and legislation. Yep. We'll see how it all

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shakes out. So, thank you all. This meeting is ajourned. What would be great is it Heat. Heat. N.

Part: 2

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Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.

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Heat. Heat. Heat. Heat. Hallelujah. to heat. Heat. Heat. Heat. Heat. Oh yeah.

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Come on. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.

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Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Good evening and thank you for joining us for our business meeting for the board of education of Gley Evans School

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District 6 on April 27th, 2026. This meeting will now come to order. Please join us for the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under

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God, indivisible, with liberty and justice for all. >> Miss Lemon, will you please call the role? Director Zari, >> present. >> Director Bentley, >> present. >> Director Kipos Spitzy, >> present. Director Edmonds, >> present. Director Lamos Garcia, >> present. >> Director Mash, >> present.

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>> Director Roi, >> present. >> All board members, present. >> Well, our school year is rapidly coming to an end. Um, if you don't have anything to do, you can find something to celebrate or a sporting event to attend pretty much any night of the week

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for the next three or four weeks. Um, couple of highlights I'd like to point out. We do have a student art show here in our administration building. Those pieces will be available to enjoy um through Friday. Um I also wanted to uh bring your attention to the arts magnet

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gala at Gley Central High School. Uh that will be tomorrow evening at the Union Colony Civic Center. There is a student art show that begins at 6 and then um the visual uh the the dancing, the singing, all of the um bands and

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choirs will begin at 7 p.m. So I just received an invitation. So I wanted to share that with all of you. Um, I also wanted to uh direct your attention to our district 6 website. We'll have all of the information of all the different graduation

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um ceremonies, their locations, their times, and then this year uh we are beginning a clear bag policy for all of our special events and this will include our football season in the fall as well. Um, we want to keep all of our families

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and students and community members safe at these large events. So, please find the details on um the prohibited items, the types of bags that are um will be allowed into those special events. And at this point, we will move on to

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our special items. And we'll begin with superintendent's honor role. >> Approve the agenda. >> Oh, just kidding. First, we'll approve the agenda. >> I move that Oh, go ahead. >> I move that the board of education of Gley Evans School District 6 approves the agenda as presented.

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>> Second. >> Thank you both. Is there any discussion on the motion? Seeing none, we will take a vote, please. Director Ozari, >> I. >> Director Bentley, I. >> Director Campo Spitzy, I. >> Director Edmonds, I. >> Director Lamos Garcia, I.

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>> Director Mesh, I. >> Director Roi, I. Motion carries 70. >> All right. Now we will move on to you, Dr. Pilch. >> Thank you, President Mash. Uh for tonight's honor role, I am very excited to introduce our Daniel Scholarship

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recipients. And this is such an exciting time of year for District 6 where we have so many celebrations and and so many recognitions throughout the district. And tonight we have actually three Daniel scholars that we will recognize. I want to tell you a little

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bit about this prestigious scholarship. Uh this year 205 seniors were awarded this scholarship from four states, Colorado, New Mexico, Utah, and Wyoming. And so our students are competing with a four-state region for this prestigious

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award. Um and three of them are coming right from District 6. What the Daniel Scholarship does is it provides a four-year full ride college scholarship to to select um high school seniors. And these seniors need to have tremendous

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potential, strong character, really big dreams, and and come with excellent recommendations uh to get this award. they will receive full cost of attendance at the partner schools or up to $100,000 uh total at other schools across the

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United States if they they choose a school that's not a partner school with the with the Daniels fund. Um, these students also have the opportunity not only to get the dollars and I believe I believe you still get a a computer and and all of those supplies as well, but

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you'll als they also get um intensive development throughout their time as a scholar, coaching and engagement opportunities so they are prepared to be highly competitive and to be sought after employees in the workforce and and ready to give back to their communities

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hopefully right here in Gley, Colorado. Um, so this year I am proud to bring three honores up to the podium to be recognized uh for this scholarship and I I'll ask you to join me please if you would. I'd like the three 2026 Daniels

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scholars to join us. First from Gley West High School, Nadia Adam. Hi Nadia. I'm just going to have you stand there for a minute and I'm going to introduce the other scholars and then I'm going to come greet you all and I'm going to see if each of you want to just say a little bit about yourselves. Okay.

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Um and then I want to introduce from Girley Central High School, Palmer Namek and also from Girley Central High School, Brian Perez Ramos. No, Brian. No, Brian. >> Not yet. Okay. Maybe if we talk long

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enough, he'll come. Okay. Um, so I know that Nadia, you plan to attend CU Boulder and planning to double major in political science and economics and plan to become a lawyer. I'm hiring a lawyer. So, I could you can how fast can you go?

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Um, we're hiring one here in the district. Um, and then Palmer, who many of you may recognize from the Success Foundation where she mced the event. Uh, Palmer plans to attend Elon University in North Carolina to pursue a bachelor's of fine arts in musical theater with a

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double minor in music and dance. Yes. And then Brian And then Brian, he plans to attend the University of Colorado Boulder to major in computer engineering with a goal of

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working in Colorado's very quickly moving high-tech industry. So with that, I want to recognize the students and and give uh you two young ladies a chance to speak. >> Do you please go? >> Okay. >> You're the theater major.

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>> I am. Um hi. Um I just want to talk quick about how much the scholarship meant to me. Um so I'm actually a twin. Um, I have a twin brother and we both are Daniel's fund recipients this year.

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Um, which is super exciting. Um, we worked all year applying for scholarships because we really, really, really did not want to have any debt going into our career forces, especially I'm going into such a unknown path with

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musical theater that I could not go with debt on my shoulders. So, that is just a breath of fresh air. and also other family circumstances. um this scholarship has just meant the world to us and I am now able to go to school um

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for free because of the money that this has given me and I'm just so thankful and yes um I just want to thank um district 6 and all of my teachers for the endless support. Um, this scholarship does also

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mean a lot to me um to pursue my dreams in becoming a lawyer and hopefully giving back to my community. Um, and I'm very proud to represent District 6. Come take our picture. >> Thank you. Congratulations.

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>> Well, congratulations to both of you and thank you for being here so that we can see your faces and hear your plans. and um we're very proud to have you represent district 6 as well. Um our next special item is our project teacher teach teacher find recognition and I

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will invite Mrs. Overton to the podium. Good evening board of education and Dr. Pilch. We're here tonight to talk again as we do annually about the project teacher find. I'm going to uh turn that over to Dr. Matthew Thompson who is our HR director in charge of doing project

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teacher find interviews. >> Well, thank you, Annette. Uh sorry that's a little short for me. So, well, I appreciate everyone being here for us to celebrate what is our 38th year of Project Teacher Find. This has been a wonderful collaboration uh with

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the University of Northern Colorado and our school district to help identify and celebrate uh students of ours in district 6 who are aspiring teachers. And so we have two I'd like to invite them to come up and I understand they've got some family with them too. But we

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are here to celebrate you. So uh Gabriella Hernandez who's a student at Gley West High School as well as Jonathan Rios Roman who's also a student at Gley West. Uh, please come on down. I have a few words to share about you.

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So, Miss Gabriella is also a member of our teacher cadet program and uh when she goes to UNCC, she'll be exploring liberal arts education. Uh, what she had to say that really impressed our interview committee is this. Uh, every

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child is capable of growth when met with patience, structure, and understanding. I'll create a classroom where curiosity is protected, effort is celebrated, and students feel heard and valued. Teaching, reading, and writing matters, but building relationships that give

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children the confidence to believe in themselves matters more. I'm not simply choosing to become a teacher. I'm choosing transform limits into opportunities and overlooked potential into undeniable success. One classroom can shape a lifetime and I intend to

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make mine unforgettable. So, congratulations, Gabriella. Jonathan Rios Roman is entering into u the sports and exercise science physical education program. He says he hopes in the future he'll be able to be a role

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model, a mentor, and a good person in his community. Uh, one of his teachers, Rich Madrid, who's a business teacher at Gley West, says, "Jonathan is widely regarded as one of the student leaders of our school. He leads not only through words, but through action, modeling

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integrity, responsibility, and inclusivity in everything he does. Academically, he's maintained excellent grades while challenging himself with a rigorous course load, proving uh his commitment to learning and intellectual

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growth. So congratulations Jonathan and the Project Teacher Fine Scholarship is a $2500 renewable scholarship for all four years. Uh and both of these students have also received numerous other scholarships through UNCC2, but we're here to celebrate them as future

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teachers. But um again, let's congratulate our future teachers. >> If you don't mind, we have one comment from director Kempo Spitzy. Um so I I'm finding out you are both going to UNC. Is that right? And then

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I'm just curious like what moment was the moment that you were like I'm going to be a teacher. That's that's my calling. >> Um I would definitely say when I joined the district's teacher cadet program like immediately the first day um of the semester I felt welcomed. I loved the

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environment and I knew like that's where I wanted to be and that's the type of classroom I wanted to create for others. Um, I found out when I started coaching flag football, I had a kid who, uh, came up to me at the end of my practice. He told me, "Uh, thanks for everything, coach." Uh, kind of brought a tear to my

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eye make, uh, knowing that I was able to make an impact on the kids around me at such a young age. Going from ages, um, from middle school all the way to high school. It's a tr transition. So I want to be able to make an impact on them positively and make sure that they can follow a good path and make a successful

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career and a better person of themselves. >> Thank you very much and we'll be looking forward to approving your employment in District 6 in about four years. Our next special item is our Gley Creative District coloring book presentation. And I will welcome Louisa

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Anderson to the podium. Hi there. I'm representing the Gley Art Commission. Uh we every year for the last 10 years, in fact, this is our 10th edition of our coloring book that is specifically designed. Uh this uh last edition was actually created in-house.

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Uh the drawings were done by uh the staff member, the city staff member who also is responsible for the maintenance of our numerous art pieces throughout the city. So uh his name is Will and he's a tremendous addition to the staff

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and the Gley Art Commission. Um I brought the coloring books with us this year. So they are here. Um these are some extras that we had. So, I would like each one of you to uh be able to take one home for you, whether or not you have a third grader. Uh, every third

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grader in district 6 and in the city of Gley and Evans actually all received uh a coloring book. There's also curriculum that's attached and sent out for our third grade teachers to use some of the the um objects and projects that are

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here in the book. Uh there's a scavenger hunt usually that's attached to this as well where stu uh students can go and find all the different uh sculptures and murals that are uh in the book. Uh also it is produced in both English and

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Spanish to expand our reach for third graders throughout the district. So uh these are for you to share. I'm so glad I have them this year and thank you very much for the opportunity to get to present these. Did you have any questions for the Gley Art Commission?

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>> Thank you very much for being here. This is another wonderful partnership with a with a local entity here in Gley and uh I'm sure that our third graders are thrilled and you know as they're a second grader they look forward to that the next year. So, thank you very much.

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>> All right. Thank you. The next item on our agenda is our superintendence report. Thank you, President Mash. Um, as we wind down here in April and and just have really four weeks left um before we

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we send our students across the graduation stage and we send our children um home for the summer or to summer school or to other activities for the summer. How many weeks is it? >> I don't know. It's 12 days. 12 days according to a senior. 12 days according to one of our seniors. There you go. You

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should of course they are counting the days. Um I I just want to speak a little bit about how grateful I am for having been able to serve and to to watch these students grow uh for 11 years now here in district 6. And um truly I'm honored

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that I'm I'm been here long enough now I'm at a point where I I know many of our families and many of our students and it's just a joy to to see our students and families and to see the students excel in the way they do and to see students achieving in a way we have never seen students achieve before in

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district 6. It's just really an honor. And having said that I want to remind you all I started out as a classroom teacher. I taught eighth grade language arts. Palmer, I whispered to you that I was a theater and English major in college. Uh my mother was disappointed I

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didn't go to law school. She'll watch this meeting and feel really bad I said that, by the way. But she was disappointed for a long time. And then the more she heard me talk about my students and about being a teacher and how much it mattered and that I was going into administration because I

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wanted to impact more students than just the ones in my classroom. And it mattered to have good principles to impact the good educators so they could do the work for their children. And then it mattered to continue to move so that I could be in a system where I get to

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have systemwide impact on thousands of kids and watch students like those we recognize at every one of these meetings um who have overcome lots of things um to to be where they are as they graduate from district 6. It's truly an honor and I hope just telling you a little bit

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about my story might encourage some of you who've been wondering about switching careers or about uh what your first career will be or what your next career will be that you will actually think about education because I can't imagine anything that would be more rewarding than having served in this

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way. So, thank you. >> Thank you, Dr. Pelch. And for some reason, I just can't remember to introduce our students when we call the role. So, I would like to welcome Sarah Venegas, who is a senior at Early College Academy and has 12 days of

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school left, and also Dominic Madrical, who's here today. What? I don't know what year you are. >> I'm currently a junior at University High School. >> Okay. Well, welcome. Thank you for being here. And as we will now receive um an update on our strategic plan, sometimes

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we get to hear from our students. So, I wanted to have their names in the room before we get to that part. So, an innovation 2030 update on climate and culture goal 2 systems of support. And I will welcome Tammy Brandon, our director of student and staff support, Deb Hec,

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lead school counselor, and Rachel Hirschman, our wellness coordinator. Thank you all for being here. >> Good evening, President Mash, Dr. Pilch, and members of the school board. It's a privilege um to share with you an update on um our climate and culture goal two

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as part of our um I 2030 plan. Um we'll also be sharing some aspects of our systems of support for students and staff. This work aligns with our this work aligns with our district

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mission and vision. Um and in in relation to um the values um we believe that diversity is a strength that we build positive relationships with students, families and communities. We promote access, opportunity, and choice.

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And um our goal focus this work is when within the area of climate and culture and specifically in um D6 cultivates a safe, healthy and inclusive learning environment for all embracing our diversity and engaging all stakeholders.

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So this goal two is specifically around um supporting the social, emotional and physical well-being of students and staff. Within the goal, we have two objectives. The first one focuses on supporting our students, ensuring a sense of belonging

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and providing support for learning so all students are career and college ready. The second objective is focused on staff supporting the social and emotional learning practices as well as improving staff social and emotional wellness.

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We have three outcomes that are allowing us to monitor the work in this arena. The first is at the school level knowing that each school designs a plan to support the social and emotional learning in their school. Knowing that this focus will look different in our different buildings. The second is that

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students will respond positively to their well-being and their well-being is supported at their school. And the third is staff will respond positively that their well-being is supported in the workplace. Um our actions to date are we are going

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to continue to implement the approved curriculum including digital citizenship bully prevention and social emotional and behavioral competencies. We'll provide professional development for staff to support the students with the four competencies um traumainformed

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practices and also restorative practices. We will also also continue to update and communicate current district and community resources to staff support wellness, provide training to our district leaders to support adult wellness, continue to administer the

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panorama survey, and now I'm going to turn it over to Deb to talk about the student portion of the school. Okay. This is going backwards. This is where I Okay. Um, so we're going

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to focus on the outcomes outlined in I2030. First, the inclusion of social emotional learning related action steps within each school in their unified improvement plan. This outcome illustrates the commitment from each school to meeting the social, emotional,

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and physical wellness of students and staff. Um, as you can see from 2023, we've met that goal at 100% for the last three years. Um by 2026, district level data will show that students are at or above the

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60% favorable on all social emotional learning competencies as measured by our annual student survey. Um, Panorama's competency and well-being survey is given to all students in the spring and then again in or in the fall and then

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again in the spring, grades 3 through 5 and grades 6 through 12. Panorama's well-being survey is given to staff in the winter. The four social emotional competencies of self-management, social awareness,

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self-efficacy, and emotion regulation are ser surveyed through Panorama. The survey asks a series of questions for each of the competencies. Each question has five choices with the two top choices being favorable. So it'll be a

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strongly agree a agree and then goes down to a somewhat. Um a percentage of favorable response is given for each question and then average for overall competency. Some of the questions that are asked for self-management include during the past two weeks, how often do

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you allow others to speak without interrupting them? Um, how often do you get your work done right away instead of waiting for last minute? Social awareness. An example is during the past 30 days, how well did you get along with other students that are different than

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you? Also, how clearly were you able to describe your feelings? And self-efficacy. How sure are you that you can complete all the work assigned to you in class? And when complicated ideas are discussed in class, how sure are you you can understand them? Emotional

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regulation example of once you get upset, how often can you get yourself to relax? Or when things go wrong for you, how calm are you able to stay? So let's take a look at the survey data we have from the past fall of this year and

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spring as well as past years. Um so just to orient you to this slide of a lot of different colors. Um the f this is our grades 3 through five. The first is um our 2023. So the the fall is

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the blue and then spring is red. 23 24 is yellow and then green. 2425 is orange to teal and then uh 2526 is light pink to or light blue to pink. showing patterns of improvement um in the

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majority of categories from fall to spring. This improvement can be correlated to the strong culture and climate and student wellness work done through the multi-ter system of support process. The fall data informs our staff of areas of need for students.

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Counselors along with administrators use this data um and data points to create tier 2 small groups teaching SEAL skills. Another data point from Panorama is the approaching favorable category

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which is not identified clearly in this graph but those are students who are choosing that third option. So they're choosing somewhat or um sometimes they're not 100% favorable but they're not unfavorable. While we have met or

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exceeded the goal of 60% favorable for social awareness and self-management, self-efficacy and emotion regulation continues to be below the 60% goal. But the approaching positive in those areas is 30% of our students in each of those

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categories. Um, we will continue to utilize our SEAL curriculum and datadriven tier 1 and tier 2 interventions to support improvement for self-efficacy and emotion regulation to be able to move students from approaching to favorable.

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Now looking at our grades 6 through 12 again the data is from those um 23 22 23 23 24 25 and 25 26 school years as we saw in the 3 to 5 data we have met our goal in

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social awareness and self-management and self-efficacy and emotional regula regulation continue to show a need for growth. the approaching favorable for emotion regulation is 32% where in our

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self-efficacy it is 40% showing that we have students that are very close to that that threshold. Um I've talked about how counselors use this data to drive tier 2 and tier three interventions. I want to share a story about one of our high schools that use this data this year as a tier one

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intervention. They noticed students reporting much less favorably in self-efficacy, not even the in the approaching but in the lower area. And they wrote a student outcome goal for the school to increase that by 4% in the spring. They delivered SEAL lessons

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provided by Panorama to address self-efficacy with all their students and saw an 8% increase in the spring. I think this shows the benefit of very intentional tier one interventions such as using the playbook of lessons that is provided by Panorama.

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And now I'm going to turn it over to Rachel Hirschman, our wellness coordinator to talk about outcome staff data. Thanks, Deb. Lastly, the third and final, but I would argue equally important outcome data is a focus on staff well-being.

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We have a lofty goal for 90% of staff that complete the annual panorama survey will respond favorably that their well-being is supported in the workplace. Here are the staff well-being survey results for the past two years for our sitebased staff, operations staff, and

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teaching staff. Sitebased staff includes staff such as social workers, counselors, and health services. Operations staff includes staff such as nutrition, facilities, and transportation. And then teaching staff is pretty self-explanatory. This is a custom question that we added

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two years ago to ask staff if well-being is supported in their workplace. This shows that those that reported they are extremely supported or quite supported. And you can see for sitebased staff the blue bars last year last

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January uh 2025 they are 77% said that they were um extremely supported or quite supported and then that went to 71% this year. For operations staff last year it was 76% that went up to 79%. And then for

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teaching staff stay staying really um even at 60%. And I just wanted to share with you some of examples of things that we are doing to support staff in the workplace. Things like bringing wellness events to their building, making it really convenient for them. Things like chair

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massage, acu wellness, mental health support, and more. We also provide district-wide programs year round, which are we're seeing increased participation in some of those. One of the most popular is Walktober where we compete with neighboring school districts, the

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staff in those school districts to see who can get the highest number of steps during the month of October. We had nearly 1,200 district 6 staff participate in that. This year we've also been doing some um district leadership team DT train the trainer

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presentations in collaboration with other innovation 2030 groups. And this gives our district leaders the tools and resources to bring wellness back to their staff. I'll share some more resources that we have for staff in a moment, but first I want to share more

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data. Here are the some staff well-being survey results for the past four years. Again, this is for sitebased staff, operations staff, and teaching staff are the different categories. These questions weren't on the teaching staff survey um until 2023. So that's why you

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don't see the blue bar there. Um, some examples of the questions in this section. There are 14 different questions. For example, during the past week, how often did you feel worried at work? During the past week, how often did you feel happy at work? And during

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the past week, how often did you feel frustrated at work? Those are just some of the examples of the 14 questions in that section. You can see here that the numbers for this section are typically in the upper 60s to 70% of uh that's the percentage of staff who selected a

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favorable answer choice across those different 14 questions uh throughout well-being. And then these are more examples of those 14 questions. Some real highlights that I wanted to share. This first one during the past week how often did you

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feel excited at work? So this is the percentage of staff that responded almost always or frequently that they felt excited at work. For operations staff, you can see about 60% sitebased staff in the upper 60s and then teaching staff in the low 90s that um that they

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were excited at work. Next up, how much does your work matter to you? And then this is the percentage that said it matters a tremendous amount or matters quite a bit. And you can sit can you see uh mid to upper 90s for all of our those different staff levels there. And

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finally, how meaningful for you is the work that you do. This is the percentage of staff that responded extremely meaningful or quite meaningful. Again, in the mid to upper 90s across all of our different staff areas. So, you can see the purpose is really strong um that

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pe that staff are feeling the purpose of their work, right? And then finally wanted to share with you um oopsies close. Sorry about that. Um it it didn't quite show up on the slide, but the a

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couple different resources that we have for staff. We have a work site wellness committee that meets monthly and we discuss innovation 2030 work. We plan, we evaluate staff wellness resources and programming. A few that I want to share with you. The first one is Wellable.

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Well is our new wellness platform. It's available as a website and also as a app that staff can download that just launched this school year. It includes a monthly theme on topics ranging from sleep to finances. Plus, it has ways for staff to earn points by taking action on

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tasks like um watching doing an exercise video that they have on there. There's mindfulness videos. Um they can track steps automatically if they have a smartwatch. And then depending on how many Wellable points they earn for the month, they're included in a monthly drawing for incentives. We currently

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have about,00 staff that are active on Wellable. Next up, I want to highlight NICE Healthcare. This is available for all employees on district medical insurance as well as their dependent. A nurse will come to their workplace, their home, or other convenient location

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to provide integrated Oh, there we go. Thank you. uh primary care services and even includes tools like a mobile X-ray machine. All at all of that at no cost to the employee. And we've had so much positive feedback about this resource.

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Staff really really love it. For example, a teacher was recently telling me that she was worried her son had injured his wrist. And they were able to schedule an appointment with NICE and have the provider come to their school within 24 hours and actually do an X-ray on site. and she just talked about what

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a relief it was to have answers to her concerns so quickly and conveniently without having to miss work and without having to pay anything as well. Another employee said, "The ease of nice is astonishing. If a family is all sick, they take care of you all in one

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appointment." So, lots of great feedback there. The utilization rate from as of late 2025 was 20.1% which far exceeds their target of 9%. And then finally, the last resource I want to share with you is about resources for living, which is our EAP,

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our employee assistance program, and it's open to all district 6 employees and their household members. Provides them with access to eight free counseling sessions per issue per year. They can also call 24 hours a day for in the- moment emotional well-being and

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support. One of our work site wellness champions, we have these staff members, work site wellness champions at each of our sites across the district. This champion shared with me just last week, I am a huge supporter of our EAP. I am forever grateful for the support it has given me to be able to access therapy

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with someone at least once a month. And just today, right before I came here, we received our EAP utilization report for the last quarter. Um, which is well above their over uh it was at 26.4% which is well above their overall book of business of 4.4%.

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So this level of engagement really reflects the strong awareness and value placed on this program. So again, these are just a few examples of the support provided by our work site wellness program as we strive to achieve that I2030 goal of employees favorably reporting that their well-being is

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supported in the workplace. The website is also listed on this slide. Encourage you to check that out um for additional information on resources that we provide. And then this summer, you'll once again be receiving this year's version of our annual wellness report that we provide to the the board of

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education and the community each year. Finally, we are excited about our next steps, which will include continue to implement the SEAL curriculum and monitor the impact with the Panorama survey, create and provide staff wellness training for district leaders to take back to their departments or

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schools. And like last year, we will start the school year with a district-wide professional development supporting students and their learning 3.0 0 for all certified and school-based staff and continue to implement district-wide wellness programming for staff.

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So, thank you for uh listening, for your time this evening as we provided an update on our I2030 culture and climate goal number two, supporting the social, emotional, and physical well-being of students and staff. And we will take any questions that you may have at this time.

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>> Thank you very much. Um, I have a quick question and I'm sorry if it was in a previous part of the presentation, but the supporting students in their learning 3.0, could you speak to what that piece is? >> Sure. For the last um two years, we have

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uh presented to or trained trainers to present to um our teaching staff and certified staff and classified staff. um trauma-informed practices, restorative practices, um behavior intervention strategies, um all those things that

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they can um use in their classroom to support students. So, >> yeah, >> you director Azari. >> Yeah. Again, I apologize if you've talked about this in the presentation, but uh what are the percentages of the

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let's just say staff members that take the survey versus the number of staff that we actually have in the district? >> Yeah, that's a great question. I do have those numbers here. >> Yeah, I I recall seeing them. I just can't >> Yeah, >> I can't find it in my

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>> Just look those up for me >> in my documents. >> See, >> sorry to put you on the spot. >> No, that's okay. Um, so for operations staff we had 685 responses, sitebased staff 393 and

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teaching staff 1,819. So it's a very good representative sample >> I'd say. So staff >> and then um in general because we're dealing with the the human equation, these percentages of course will jump around from time to time depending on the circumstances at the time. But where

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I get concerned, and I'm sure other folks do, and I'm sure you you're concerned, is when we have really a a low percentage versus higher percentages in other categories. So, we we just take a look at that one category on the one

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slide during the past week. How often did you feel excited at work? and in and in uh the teaching staff it's in the 90 percentile but in the operations and sightbased staff it's in the 60 percentile range and so it forces the

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question as I look at Dr. pelts. Why? So, I I apologize to bring that up because it kind of puts people on the spot, but it's an important question. >> No, it is an important question, Director Rosari. And we actually talked about this very question uh in cabinet last week when we when we reviewed the

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data. And so, two things. One, I think that we would want to sit down with some of our operations staff and do a focus group and dig in on what's behind that. And the other thing I will tell you is um when you look at operations and when you look and it says how much does your work matter, they're scoring it very

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high. How meaningful is it? It's very high. So I don't know how excited um one of our grounds guys is to go out and mow or to fix a a broken sprinkler head when it's really pretty still cold early in the morning. I don't know how excited

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they are about that, but I know that they know their work matters and that it's meaningful to them. So I I wonder about that and that's you know I think we need to ask our ops people. Kent wants to say something. >> It hasn't changed from one year to another much though either. >> No it has not changed. >> It has not changed. So I do think it's

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worth digging into. Uh Mr. Henson. >> Yes. >> Come on to the podium sir. >> We we talk about this a little bit and the operations staff is very dedicated. Um you know they they come to work. We have very low turnover. Um, they come to

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work every day and they don't >> they don't take vacation. >> They don't take vacations. HR is always yelling at me because they don't take their vacation time. >> Okay. So, you know, we have to force them to take vacations, but really what what gets them excited if you ask that

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question would be hunting. >> I said this, you know, things like that get them um excited. But um they're very very dedicated and so you know how much does your work matter? Um, we talk about how and they all know that all their

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work matters because it helps reinforce uh student learning environments in the district. And they're on call outs. They get called out at any time of the night for a water leak or or something. On weekends, Friday at 5:00, I got a text

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from a school. >> They had a irrigation leak. Got to send someone out there. So um so we have talked a lot about that and when we do celebrations at operations uh it's like okay come on get in here um we're going

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to do this and I mean they're just they want to work and so that's kind of what we it's not a struggle. We just know what they like to do and that's they're dedicated and they like to work. So, but we'll work on we'll work on it. And

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>> and you wonder uh how the response would be if the question was how often did you feel rewarded or how often you know was your work rewarding or how often did you feel engaged at work? Um I think excited is a work a term that we use a lot with our typical educators with the classroom

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teacher. >> Yeah. They're also very collaborative uh with each other. We have uh jobs that have people working from different departments across if if you go out to transportation which includes that on their uh pin ceremony day it will rival

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any building district or department in the district. It is they're crazy >> and we want to keep asking them. >> Yep. >> Thank you for that input Mr. Hansen. Director Campos Fitzy. >> Um

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I was curious about the student data uh for both grades 3 through 5th, third grade through fifth grade and then sixth grade through 12th grade. Um we're seeing those self efficacy and emotional regulation numbers being low which um you all pointed out. I'm I am curious.

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We only go as far back as 22 to 23 which is all kind of postcoid. I'm curious if if we were doing the panoramma survey before CO and how these numbers compare pre and postco >> I don't know the answer to that. >> That's okay. So we were doing the

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panorama survey. I don't know if the questions were the same questions and then we paused panorama for a couple of years there. So, we did not do the spring testing in the spring of 20 and then I don't believe we tested again in 21. So, you'd be going back to uh the

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201718 school year. >> It I'd be it just be it's like a curiosity question like >> we'll look and see what we have and we we can share with you what we have like did the pandemic affect kids emotional regulation and and feelings of self? >> I think we know the answer to that.

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Um, I I will say as a parent of little ones in elementary school, they come home with these social emotional learning lessons. Um, some that have stood out to me. My children, you know, sometimes aren't we have interesting relationships where I let them voice

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their concerns like they were little adults. But one of them told me, "Mom," and this is my 5-year-old in kindergarten. He said, "You are not listening to understand. In school, we seek to understand first and then to be

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understood." And I was like, "Whoa, that's cool that you learned that." And that you knew what that meant and could apply it to their mom. Um and then and then around internet I just really appreciate um the education our kids are getting from such a young age as to what

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it means to access age appropriate internet content content and they come home with that. And so um I just think the work y'all do you all are doing is so important um especially in the postcoid era that we we are still in and

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recovering from and um and just grateful for it. Thank you. Director Layos Garcia, >> I appreciate the data that you shared and that you asked the question because oftentimes if we didn't ask those hard questions, even though the answers might

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not be what we hope them to be, it allows us to be able to work on some of those. And I especially appreciate the continuation of wanting to do well and continue to ask those and the um work site wellness support. all of those components feel like it is really an

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added positive to those staff people who utilize those pieces and I think those are so important. So, thank you for sharing that. I'm not seeing any other comments. Um I do have one other question. I think you mentioned that the survey data helps to

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inform um your tiered systems of support. Um, I guess I was just curious like my understanding is that's maybe for like an individual student, but it seems that maybe it's more of a culture of like our students are lacking

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confidence or something. That's what I see self-efficacy. I I have confidence that I can do the assignments are assigned to me. So, I guess I'm just curious, how can we affect because because it might not be the student that's acting out or who is requesting additional

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supports if it's 60% of our students. So, just curious what your thoughts are about that. And I'm not trying to get in the weeds or any I just I'm curious how we can deep dive for for that. >> And I think that will likely be a part of our supporting students in their

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learning 3.0 I know to talk to get teachers to talk about um this task may seem hard but you have it. We can work through this together and build those scaffolds in so that then they're able to see, oh yeah, I can do that when initially maybe it may may have looked

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overwhelming and not doable, but with a little bit of scaffolding and a little bit of support, they were able to do that and to use that language with them just like we do with parents as well. >> Okay. Well, thank you so much for all of that data and for being here tonight and

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sharing that with us. I'm gonna toss it back to Dr. Pilch for a quick addendum to her superintendent report. >> Thank you so much, President Math Mash. I appreciate that. Um, I am honored to introduce I see in the back row there,

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one of our latest hires, our new assistant principal at Twit Academy of Pre-Engineering, Shawn Miller. Would you please stand up so we can recognize you for a minute? And Sean, I'm so sorry. I did we miss your parent, your children and your mom. I mean, your wife, their mom, your

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children, and their mom. >> Okay. I hope they're watching at home. So, uh, I want to recognize Sean for for having been selected to serve as the next assistant principal at Twiton Pre-Eng Engineering Academy. This is a position that was vacated by Cassie Guy

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and um we are so fortunate to have Shawn in our system. He he was a longtime teacher at Girley Central High School where he served as department chair um and was a leader there in the math department. And then two years ago he decided to to try another level and see

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what his impact could be with some younger students and he moved over to Twinton Pre-Engineering Academy where he's taught the middle school mathematics there. um and he he's already serving as a a team lead there at Twitton and has has taken his uh a leadership space there in Titon and has

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filled in a lot this past year when administrators had to be out of the building. So, we're really excited to have him come on. Uh Sean also serves as a valued member of my teachers advisory council that I meet with month monthly. He's one of those members. And you know, teachers who choose to do that, they

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come um every month and it's not something we compensate them for, but they become the adviserss to the superintendent. And I will miss Shawn on that committee, but he can choose to join my leadership advisory council if he chooses to. So, uh we appreciate his deep dedication to District 6 and his

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deep love for students and and his belief in what our students can do here in District 6. So, I look forward to your approval tonight. Thank you very much. Congratulations, Mr. Miller. It's It's fun to get to meet all the new the new

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folks joining our team here in District 6. 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. Our speakers

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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

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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

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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. Our first speaker this evening is Miss

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Elelliana Loose, Gley Central High School. Thank you, Miss Loose. You will have two minutes. Um, good evening members of the board. My name is Elelliana Loose and I'm in 10th grade at Gley Central High School. Thank you for letting me speak tonight.

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I am here to talk about the growing issues within the world language pro program at Central and why they concern me greatly. Next year, our school will have to turn down 250 students who signed up for the our world language classes. That's 250 students who made an

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effort and will be turned down because there simply isn't room. This is happening because of many reasons like the complete cutting of our German classes, leaving 78 students displaced within our world language program. Along with overload accommodations no

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longer being offered and difficulties hiring a third Spanish teacher. A few years ago, the world language program had five full-time teachers. Next year, there will only be three. I want to be respectful and I understand I don't know the full situation but I know its

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outcomes for me and my fellow students. It is required to take one world language class by the Colorado higher education admissions requirement. Many of us also wish to attend universities that require two to three years of language.

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We also along with that lose easy access to the AP language classes like AP French and opportunities like the seal of biiteracy that require you to take four years of the same language which open doors for our students in the future. And finally, beyond our grades

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and hopes for college, these classes help us grow in our own language and understanding culture at a deeper level. As a school that celebrate culture, it's celebrates cultures. It saddens me to see our program in this state. I am grateful for all the opportunities that

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the world language program gives me, but it's hard to utilize them when they aren't very accessible. Thank you for your time. >> Thank you, Miss Loose. Thank you for being here. Our next speaker is Miss Courtney Loose.

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Thank you for being here. You will have two minutes. >> Thank you. Um, I need to be transparent that I'm here because uh Ellie gets credit in her US government class if she convinced me to to come speak in front of the board. And so I thought I would

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come share something that I'm passionate about and it turns out it's very timely uh because you'll see. Uh my name is Courtney Loose and I am a co-founder and lead collaborator at the Fred Chartis School of Innovation. Um, and I'm here tonight to express my sincere gratitude on behalf of our school and the students

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we serve. Um, I always appreciate this district for its continued and meaningful commitment to students social emotional well-being. As a building leader, I see firsthand what it means when students social and emotional needs are being met. They show up ready. They're engaged. They can learn. And

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that doesn't happen by accident. It happens because this district has made it a priority, which allows our school to make it a priority. I want to acknowledge the district's dedication to hiring and re retaining high-quality social workers. The staff we've had supporting our students at Fred Chartis

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are always exceptional and that is a direct reflection of this district's investment in recruiting and keeping talented professionals. Equally important is the training and ongoing support that has been provided to them and the training and support that's been provided to all staff members in our building. That preparation allows our

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team to operate with confidence and competence to meet the needs of the students we serve. I'm also grateful for the investment in things like the Panorama survey which allow us to find out where our students are at and what supports they need. Because of all of this, the vision, the partnerships, the

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people, and the training, we at the school level level are able to focus on what truly matters, which is ensuring every student can walk into their learning environment ready to learn and grow. >> Thank you very much. Thank you for being here. Our last speakers this evening are

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Nicholas Jenko and Palmer Namek students at Gley Central High School. Thank you. You will have two minutes. >> Hi again. Um I'm Palmer Nemik and I'm a quadruple emphasis in the Gley Central Arts magnet program in voice, band,

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dance, and theater. >> Uh my name is Nicholas Jenko and I'm an acting emphasis. I'm in 11th grade at Gley Central. Um and we're leaders in our school's community. uh for my US government project. Also, I wanted to come here and talk to the board about something I'm passionate about and

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that's our arts magnet program. Um I came to Central through the arts and so did all of my family and we've had nothing but positive experiences. Most of the people in my life that I love and things I love to do come directly from the program. I've gained lifelong friends, mentors that have my back and guidance for what I want to do in the

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future. I don't think there's ever been anything in my life that's been more welcoming. I came to Central four years ago for the arts magnet program and it honestly changed everything for me. I've been able to take classes doing what I love grow as a performer and I still have a real high school experience making friends getting involved just

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enjoying it all. What makes the program so special is how many different kinds of artists brings it together. We have visual arts like photography, ceramics, painting, drawing and graphic design and also so many performing arts opportunities like band, choir, theater, orchestra, dance, directing and tech.

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There's something for everybody. >> I'm going to one of the top musical theater programs in the country at Elon University. And I credit a lot of my success from the guidance from our arts magnet teachers. They push us, support us, they actually care about helping us grow. The friendships and connections I've made through this program mean just

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as much and have shaped my experience in the best way. >> If you want to see what our program is really capable of, please come to our 20th anniversary arts galla. We are celebrating 20 years as an arts magnet program and everything we've built together. It's tomorrow at 7 p.m. with an art show starting at 600 p.m. at the

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UTC C. Tickets are $2 and you will see everything from student led performances to pieces from our spring musical, The Drowsy Chaperon, along with band, choir, dance, and original acts students have created. >> Also, come to our uh next week, come to our senior stage production, You're a Good Man, Charlie Brown. It's at 700

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p.m. and tickets are $8. >> Thank you. snapping. >> No, sorry. No snap. No snapping or clapping. Excuse me. All right. Thank you for coming to speak to us and share your passion for for

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Gley Evans School District 6. The next item on our agenda is our consent agenda. This is an action item that will require a motion. >> I move that the board of education of Gley Evans School District 6 approves items as presented on the consent agenda and authorizes the officers to sign any

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and all contracts. I second. Thank you both. Uh, is there any discussion on the motion? >> Seeing Miss Lemon, will you give us a vote, please? >> Director Zari, >> I. >> Director Bentley, >> I. >> Director Campo Spitzy, >> I. >> Director Edmonds, >> I. >> Director Lemos Garcia,

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>> I. >> Director Mash, >> I. >> Director Roi, >> I. >> Motion carries 70. And um the next item on our agenda is to cancel our board meeting in June. This is an action item that will require a motion. >> I move that the board of education of

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Gley Evans School District 6 cancels the board of education meeting scheduled for June 22nd, 2026. >> Second. >> Um this board meeting exists in case we need additional time to discuss our budget or our master teacher con

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contract. And we believe that both of those things will be able to be completed with our our first June board meeting. Any discussion on the motion? Seeing none, will you please give us a vote? >> Director Zari, >> I. >> Director Bentley, >> I. >> Director Campos Spitzy,

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>> I. >> Director Edmonds, >> I. >> Dr. Lamos Garcia, >> I. >> Director Mash, >> I. >> Director Roi, >> I. Motion carries 70. And the last item on our agenda is to adopt a new math curriculum. Uh, this is also an action item that

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requires a motion. >> I move that the board of education of Gley Evans School District 6 approves the adoption of the secondary math curriculum as presented. >> Second. >> And Dr. Pilt, will we be having a presentation as well this evening? Yes.

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>> Yes. I would like to invite uh the same team up for the presentation that you saw in the work session so that we have it for our public. Thank you. Mr. Anthony Osmus will begin the presentation and then his colleagues will join him. like to challenge his team to match

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Palmer's excitement level behind me. >> Fat chance. >> Right. So, good evening, President Mash, members of the board, Dr. Pilch, and our um council of student reps. My name is Anthony Almouth and I am the assistant superintendent of secondary and K8

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leadership. Joined tonight by Dr. Dr. Degan Andrews, our director of secondary curriculum instruction and assessment, as well as John Fischer, our coordinator of K12 mathematics. This presentation provides an overview of the secondary math curriculum adoption process and

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final recommendation from the adoption committee and our district curriculum council. This is a core curriculum which requires formal board approval which we are seeking following the presentation. This adoption would bring our math curriculum in alignment K12 which um

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which brings us a lot of excitement and so I'll turn this over to Dr. Anders to get us started. Thank you Mr. Osmus. Uh the focus of this adoption process is three-fold. Ensure high quality, select materials with strong evidence base and full

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standards alignment. Engage in rigorous and a rigorous process. Use a structured multi-phase review and make it inclusive, bring in voices from across the district, including teachers, instructional coaches, administrators, students, and the community.

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The committee included 18 secondary math educators, six administrators, an instructional coach, and one teacher of multilingual learners. One person that you will not see on this list uh stands behind me, and that is Mr. John Fischer.

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He is our uh K our K12 coordinator of mathematics and I just want to point out he did a magnificent job of leading this process and a lot of the work he did behind the scenes is unseen but I do want to recognize in front of all of you the incredible work he did in guiding this process and so I'm going to turn it

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over to him so that he can take you through an in-depth view of the process. John, thanks Dr. Andrews. I'll take just a moment to walk you through each stage of the adoption process. So, in August, we pre-screened potential resources using ed reports, a thirdparty

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nonprofit, and guidance from the Colorado Department of Education. We then formed a representative committee and using input from all district 6 secondary math teachers, collected the previous spring, established a set of guiding beliefs to focus our evaluation process.

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In October, we conducted a deep analysis of our current resource CPM to identify strengths and gaps. We also reviewed the updated Colorado academic standards for high school math. In November, vendors presented their programs to the committee to support

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deeper evaluation. We finalized the AIM rubric as our primary evaluation tool and narrowed five potential resources to three finalists. Next, we implemented micro pilots of each resource across multiple district 6 classrooms, collecting both teacher and

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student feedback. In January, materials for all three finalists were made publicly available for community review via social media and in person at the administration building here. All secondary math teachers were also invited to review the resources and provide feedback through a

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survey. In February through April, the committee reviewed all layers of feedback, continued its analysis of each resource, engaged in additional vendor discussions, and updated their AIM rubric scoring. Through the consensus process, the committee reached a final

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recommendation. In April, we presented that recommendation to the district curriculum council. With their support, we now bring it forward for board of education approval this evening. Three resources advanced to the final pilot stage and were evaluated using the

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AIM or assessing instructional materials rubric scored on a five-point scale. First CPM uh the third edition is the newest iteration of our current resource. The committee voiced appreciation for strong embedded instructional practices but

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felt that the spiral design made it more difficult for students to consistently attain and demonstrate mastery of standards. Next, illustrative mathematics. The highest scoring resource. It demonstrates strong alignment to standards, a rigorous problem-based

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approach, and robust teacher supports. It allows teachers to build on instructional practices established with CPM uh but within a structure that more clearly supports mastery and assessment. Into math from HMH was the lowest scoring of the three. While it met

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baseline expectations, the committee found during deeper review and piloting that tasks were more heavily scaffolded, which at times limited opportunities for higher level thinking and sustained rigor. Overall rubric scores combined with feedback from both teachers and students

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during the pilot provided strong support for the committee's final recommendation. The adoption committee recommends Illustrative Mathematics 360 from Imagine Learning. The package includes the printed workbooks for all students grades six through algebra 2, full

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digital access for both students and teachers and professional learning support from from Imagine Learning. The total cost for 7 years is $1,290,150.40. Uh thanks to our community, this is a fully this is fully budgeted within the

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2025 2026 Milvy override. And at this point, I'd like to just again thank the committee members who participated in this process and the significant work they did over this eight-month process. Um thank you tonight for your

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consideration. uh board of education. >> Thank you very much for that presentation. We have a few comments or questions. Director Edmonds, >> uh first I just want to direct anyone watching uh this business meeting that they can look at the work session beforehand. They presented this uh

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allowed us to ask great questions and they provided um wonderful answers just to better understand the process. But I think one of the biggest things I do want to point out is just the the report that you guys gave of how helpful this is going to be for our teachers to have

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a congruent from K through 12 mathematic curriculum that students going from fifth grade which is K through five right now is on this that we're going to bring 6 to 12 on board and it's going to create um more consistency but it's also going to be great for our students as well to not have to go from one system

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and then they have to jump to another one where they're learning different terms and focuses. Um, so I I think this is just a wonderful opportunity for that. But then also I do want to point out again um and I'll take every opportunity I can with this is to show

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that the funding source of this being that mill levy override that when our voters say yes to mill levies when they say yes to bond issues this is what we're able to do. We're able to bring new curriculum curriculum that as they reminded us that math is always math but the way we teach it is different. And so

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having those dollars that we so badly need to provide curriculum like this is because of our voters. And so this is an impact not just of what the committee's done, what we do as a board, what our teachers do, but it's also our voters and community saying yes to D6 every time we come to them with something like

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this. >> Thank you, Director Campbell Spitzy. Um, I'm not sure if you brought it up at at the I'm getting what we talked about in the work session confused with the business meeting, but did you mention at this meeting that our current um

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curriculum is expiring and that's one of the reasons for adoption of a new curriculum? Did you say that? We did not say that here, but um this wasn't our first choice to purchase a new curriculum, but our but CPM is expired and so we could no longer even

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access the digital content um with it anymore. And so um they are updating to a brand new curriculum, but that opened the door to just look at all different sorts of curriculum and that's not the one that we went with. And so we're glad that um if we had to purchase something, we glad we can go through the whole

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process, but yeah, we could not go back to our our current curriculum. Thank you. And um I just also want to mention something we talked about in the work session, which is that the ideal is for us to update our curriculum every seven years. Um and what we're buying with

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those $1.2 million is a seven-year um access to this curriculum. Um yeah, and that you guys were able to haggle down the price because they wanted to charge us more. So appreciate that. And uh one of my questions of the work session which um director Edmmonds already

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mentioned was um I asked well why why does our math curriculum need to be updated? What's changed about math? Is there a new number I don't know about? Um and so I really appreciated the response um which you are free to give again during the business meeting. >> Mr. Fischer would love to say that

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again. >> Great. Well, thanks for the question and it was a great question. Why update math curriculum if math doesn't change? And we just pointed out that the world is changing for our students and uh we need our students to not only have a love uh and appreciation for the joy of mathematics but also to be informed and

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empowered citizens and to be able to contribute to a 21st century economy and so a different set of curriculum enables them to do that in new ways. >> Thank you very much Miss Venegas. >> Thank you President Mash. So yeah, I just wanted to give a little bit of a

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student point of view of why I think this would be so important. Right? So I've taken up till calculus one and I can tell you I was not the best at math. Let me tell you, I was not good. And I think part of that was because it was a little bit difficult to retain so much

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information, especially with so many different platforms being used in order to teach you the different math. You were using something different in elementary school and then in middle school they're like, "Guess what? we're introducing this different one and it has different categories and how to use it and then once you're in those college

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level classes something completely different. But I think what can help about consistency is to retain that information and to connect math together because that's what math is about is it kind of just stacks one on top of the other and if you can't stack one part then it's going to be difficult to

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understand the rest of it. So, I think having that consistency throughout um K12 math and just building that up builds our students up even more, especially those who are advanced at math, which can be a little difficult to retain it, especially with those

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accelerated math courses to get them advanced and just having those connections can be really good for our students in the long run. So, I think this will be great. Thank you. >> Thank you very much. And Mr. Madro, we'll hear from you.

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Thank you, President Mesh. Uh, first I want to say thank you for your speech for today. As well as I would have to agree with my constituents and everything else in that regard. as when I was younger in elementary school all the way through middle school, I had difficulty as I would move between schools and everything else like that

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and relearning math curriculums as I personally struggle with that as well as having to build a new foundation each time on how I learned math as well as like even different schools have different stylings of how they taught math as well as like being able to learn

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is something that was really a struggle especially for new students and I do believe that this can be helpful especially for kids that are progressing through the different like age limits and years and even if they're transferring through the different schools it remains similar in their

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regards. Thank you. >> Well, thank you very much for answering our questions prior at the work session. Um I just want to call out that I think that the process is very robust. um seeking all of our stakeholders, teachers, uh students, and the public's

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uh opinion. You got some additional student perspective as well. And um so thank you very much. And again, a thank you to our voters for our mil levy override that allows us to update our curriculum and remain um you know with the latest latest and greatest for our

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students. So with that, we will take a vote. >> Director Zari >> I. Director Bentley, >> I. >> Director Campos Fitzy, >> I. >> Director Edmonds, >> I. >> Director Lamos Garcia, >> I. >> Director Mash, >> I. >> Director Roi, >> I. >> Motion carries 70.

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>> Thank you for joining us for our meeting and best wishes to all of our students and especially our seniors in those last 12 days. This meeting is adjourned. Heat. Heat. Heat. Heat.