Number --------- Heat. Hey. Hey. Hey. Heat. Heat. Hey, hey, hey. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.
Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Yayoo. Come
here. Yay! Yay! Hallelujah. Happy birthday to you. Heat. Heat. Heat. Heat. Heat. Heat.
Heat. Heat. Heat. Heat. Come on. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat up here.
Heat. Heat. Good afternoon. Welcome to the work session of the board of education of Gley Evans School District 6 on February 9th, 2026. This meeting will now come call come to order. Miss Lemon, will you please call the role? >> Director Ozari,
>> present. >> Director Bentley, >> present. >> Director Campos Vitzy, >> present. Director Edmonds >> present. >> Director Lamos Garcia >> present. >> Director Mash >> present. >> Director Roi >> present. All board members present. >> Thank you. Our first item on the agenda
is to review our calendar. Um so coming up we have the CASBY student date at the capital. Do we know who is attending that? >> Okay. And is there any additional >> Yes. Chief Information Officer Tony
Czech, Assistant Superintendent Annette Overton, and then three students. Okay. And Miss Director Roi and Director. Okay. Excellent. And then those of us who are not attending the capital will
go to the greatly central Cultural Assembly, which I am attending. Exactly. >> You are. Are you attending either one? >> Uh, no. I leave tomorrow. >> Okay. How about you? Are you? >> No. I >> No. Okay. So, all right. We've got representation at all the events >> out of town Wednesday through Sunday at
a superintendent. >> Okay. Well, it's a amazing benefit of having a seven member board who can attend all of the things. Okay. And then on the 17th, a school visit to Billy Martinez. Um,
Discover District 6 Academy. Uh, the chamber dinner. I'm assuming we have filled that table. Yes. Okay. Um, then call your attention to the Gley Evans Elementary Coral Festival as well.
And then negotiations, which sounds like perhaps have not made it onto all of our calendars. Um, if you're able to attend even one day, that's beneficial. Sounds like we will have a majority of our board in attendance. If you are able
to come, um Diane Gross, who who facilitates that, likes to have a conversation with each of us beforehand just to get to know us a little bit. >> We will want to do that even if you're not going to attend negotiations. Okay. Want to do an interview. >> Okay. >> All right. So, still sign up for that. That um link was in ew week.
>> Um and then maybe if you have an opportunity to look at your board calendar um just verify that these other events have made it on there. Um, if you can RSVP as soon as you're able, as soon as you
know that you'll be able to attend, um, a maybe is okay, but just make sure you get back to that later and and RSVP, yes or no? >> Where at the University of Northern Colorado will be will the negotiations being taken place?
>> Um, Annette, where can you tell us where negotiations are being held at UNCC? Um they're in the when you go into the where the ballroom is that area. It's in the uh on the it's in the panorama room on the upstairs >> the top floor. >> You know, I'll have Amy send you all um
those details so you have them. >> Thank you. >> Okay, we'll do that. Can be a little tricky. And parking. And you'll need parking pass too. So Amy will get that to all you all. >> Any other comments or discussion on the
upcoming events? I was wondering about the Gley Chamber. Can we dinner? Can we bring a spouse to that or? >> Not for that one. >> Not for that one. >> Table's full. >> Okay. Thank you for asking. >> Um the chamber dinner. I know someone
who knows a guy who has a table. >> So >> Kyle, can you and I connect then on the amount of tickets? >> Um what >> can we connect on the amount of tickets that you >> Yeah, I haven't invited anybody yet. And I don't know if you held me a spot. I was going to ask it, but I don't. Okay.
>> Yeah. Have my own table. So, >> I confirmed that a couple days ago. >> Sounds good. >> We will move along to board member comments. And Director Edmonds, would you like to start us off?
>> Me first. Yay. As I try to get this stuff going. Um, so let me get to my notes. Try to keep notes of things I'm doing. Um, first just want to say congratulations to the students who uh from Gley West, Gley Central, and Frontier who represented D6 at the All
State Choir. I wasn't able to be there, but um I heard it was a wonderful time. Got to see the pictures, but just want to give a shout out because I know a lot of these students, several of them actually that I attend church with, I know work very hard and are very dedicated to just the craft of of
singing and and music. And so, it's just wonderful to see that representation there. Um couple weeks ago, Fred Chartis had their uh museum night which is a wonderful time. I highly encourage board members if you have ever a chance to go to that to just see the um I mean it's
really hard to describe. I think Natalie, you could agree with me to just like it's like a science fair and a play and like everything else rolled into one. Um and this this loop's theme was state which um just kind of that overall
focus of what does it mean for just the the nature of state not just states but like the state of matter. My son did a presentation on the three states of matter. Uh he did an experiment with vinegar and baking soda to see a solid and a liquid that turns into a gas. And
so he was very excited to do that. my daughter did uh or or someone another kid from my church did inventors from different states. So like they kind of take that idea of state and work it all around. Um, so it's just a wonderful
time get to get to see um all those different presentations my my daughter did how the Colorado state flag came to be like the process of that like the 20 different steps kind of similar to things that get passed into law the so it just gives them an opportunity to learn about that. Their next loop is
going to be on future which I think is going to be a really exciting thing to see especially since you know our kids are our future. So, how do these students everywhere from kindergarten to 8th grade interpret the idea of future? So, that is going to be coming up. More than likely, it's going to be maybe
April, late April, May or something. It'll it'll eventually show up on the calendar here, but I do encourage you to go. And then, um, just had a wonderful time celebrating uh, Mrs. Nicole Peterson and her getting the middle level principal of the year. I think what was most touching for me was to see
how much her students really do love her. um and that her leadership is contagious. And so a lot of those kids in that room really just understood that not only seeing her being a leader, but also she gives them the opportunity to be leaders themselves as well was just so cool to see. And then afterwards to
have the small little reception and get to chat with some people who don't, you know, you know, don't normally get to cross paths with all the time. One of them being um the principal from Prairie Heights. We had a discussion that there's a longtime connection that her cousin used to be a counselor at a
church camp I went to years and years ago. So, it's kind of funny to still just see those small world connections, but yeah, that's it for me. >> Thank you, Director Campus Fitzy. >> Um, so I flew back in yesterday, so I've
missed all the fun these last couple weeks. Um, but I I am always paying attention to the news and headlines and um the going ons and so just wanted to highlight a couple of things that um District 6 did in partnership with the
University of Northern Colorado. Um so on Saturday, February 7th, they had the Pathways to Success um which has been going on since 2011. So, it's a longtime relationship where uh sophomores and juniors from the AVID program and their
families are invited onto the UNCC campus uh for a a morning and get to hear about all the opportunities at UNCC. So, was really excited about seeing that. And then on January 29th, um the UNC women's basketball team
hosted um they called it District 6 Kids Day. Um, and a bunch of our kids were bust over to watch uh the women's basketball team uh play. Um, I know we had our photographer out there and the pictures were amazing. Um, so just
wanted to highlight those two things and um, yeah, and I'm glad to be back. You director Ozari. Well, first of all, I had the opportunity to attend the CASBY winter legislative kickoff. That was on January
28th and 29th and uh went there along with director Lemus Garcia and with our uh legal counsel, Mr. Fall and uh we had a a lot of good conversations with our legislators including Scott Bright and
Barbara Kirkmeer. And we were introduced on the state house floor uh by Representative Ryan Gonzalez. and we really appreciated that. So, um, a lot of positive relationships and I think it shows in, uh, their commitment to fund
education in the state. I hope that continues. I also participated in the school board visit to do Rios and once again that was a very positive experience. It's a very warm atmosphere in that building and a lot of productive
learning is happening there. as well. Uh, and on that same day, I also attended along with Weston the recognition of Nicole Peterson at Brentwood. What I uh found um positive was uh the behavior of the students in
the assembly. It was it was very good. And it's always nice to see our superintendent have the ability to get the attention of hundreds of middle schoolers. Uh that's not easy to do. And uh it's very impressive. And finally, I
attended the um Northridge High School bot bash last Wednesday night. That was also a very interesting event and it showcased the work of our robotics students from all over our district, our high schools, and several of our K
through 8 grade schools. And um the the students were very professional in their presentations. Again, very impressive. It also also featured several of our colleges and universities and our law enforcement agencies who actively use
robotic technology and equipment professionally. And I even had a chance to try to drive one of those robots and and very poorly. It it wasn't a good situation and it's actually kind of scary when that thing is coming at you
or somebody else. Uh, so a big thank you to the Northridge staff and the kids for hosting that event. It was great. So that's all I have. President Mash, >> thank you. Director Ocarti. >> Yes. So um I attended the CASBY winter
legislation kickoff um as well um with director Azari and I certainly learned a lot about the bills that are um will be presented to us or that may impact us. And so that was very interesting. Um, I talked to some of the state representatives. Um, I visited the capital. So, it was my first time
visiting the capitol. So, as an adult, um, it is even as exciting as it would be as for a student. So, I was really excited to be able to experience that. Um, I also got to step on the house floor. Um, made sure that I didn't go down the center. So, they made sure that we understood that piece. So, that was
um, a great experience as well. In addition to that, just collaborating with other school districts um, directors as well. That was really exciting too to be able to understand where their perspective is and understanding how they're viewing things from either the rules perspective or
other areas. So that was um nice. Um and then thank you Amy for arranging that. And then for my business cards they came very handy that day. So um thank you for doing that. Um then I attended the Pathways to Success student conference at UNC with the ADVID um students. Um I
learned some really great things about UNCC. Um, also there I felt like there was really great attendance and they were very excited to be there. They um got to have lunch there at UNCC, experience some of the information sessions about financial aid and what
classes you might get into and what uh programs are available. So um I felt like it was a very good um conference for that particular day as well. Um and that is all. >> Thank you. Sounds like you're busy. Director Roi.
>> Well, I went uh to visit Dos Rios. Um there's a few of us that got to go do that. And uh that was a really a nice experience. I enjoyed um the principal Amy and Jonathan. And then the I didn't catch the name of the gal that was the
presenter, but they just did they had it all lined up to present to us about how you do IB with um elementary school students. And that was so interesting to me. And uh this was their simple um show
of what a IB looks like in elementary school. >> Simplified is what they said. And I learned about what having agency means for uh students and that was very interesting. So and then they gave us a tour and it just was fun to see the kids
in their classrooms and uh just you know teachers just working. so uh wonderfully with the kids. So that was good. And then um I also attended the um the thing for Nicole Peterson. Uh went
to that and that was fun to be in a gym with all those middle school kids and that was really really a nice experience and they were very proud of their principal and proud of their school. So that was really good to see. And then I also went to the pathways uh to success
um on Saturday morning at UNC and they just did a great job of presenting kind of the strengths of UNCC helping the kids understand that there's people there to help them um help them figure out how to apply for grants, how to, you
know, uh decide on uh which course to take and all of that. So that was I thought the young man just did a great job of presenting and made me want to go back to UNCC. So uh it was that and there were a lot of students there uh
particularly from West and uh Central and then Northridge and I think Jefferson maybe had one student there. So but yeah, that was kind of my my week with the schoolboard stuff. Director Bentley.
>> Uh, the majority of everything you guys did fell on bad timing for me with my work schedule. So, I I don't think I attended any of those things with you guys. Um, I was driving in the middle of uh Nicole's uh celebration. So, wish her the best and appreciate everything she does for
us. um was able to attend the uh Chamber for Common Grounds on on Friday and it wasn't a whole lot to do with the uh you know school board uh per se. it was
there more in my my capacity as a private citizen and business owner. But um you know just just keeping up on the the goings on of Gley with Cascadia and all the different projects that Gley area has going on. Um it was interesting just to see how many of the questions
were directly related to the property taxes and the school district boundaries and and things like that and and that that project is a net zero for us. um there there's going to be a lot of building and so maybe some open enrollment and stuff but as far as like substantial
revenue it's not it's not really a theme for us but it was it was interesting that I would say at least 50% of the questions were centered around schools so just something to kind of pay attention to and then Prairie Heights Middle School had a middle school art show showcase and chili cookoff on Friday
night I was I was scheduled to attend and I came down with the sniffles and I didn't think it would be wise to spread that via chili with everyone. So, just want to apologize to uh to those guys and tell them I'll catch them on the next one. So, appreciate the invite and
I'll try to make something here soon. >> Well, it was a great week for um celebrations, continuing to celebrate with uh Nicole Peterson and we get to honor tonight as well. And it is just always fun to see the the kids in their
natural environment and um they had a lot of great energy, but they um you know were so appropriate and all raise their hands of who's a leader in the room. So that was a great question and just get get kids realizing they're
leaders from day one and from early on. Um Dos Rios also has a lot to celebrate. brand new administrator who and then the school jumped two levels um in one year and um seems like they really have a great grasp on the things that they're
doing that are working well. I liked um hearing principal um Bram's ideas for building culture and just that that's something you do in big ways and small ways and seems like it's really taking off there at Dos Rios. It was fun to try
to get the tiniest grasp on all the things that they do in IB. And I think over the last couple weeks, even though I am been on the board for seven years, I just continued to be amazed and odd at all of the ways that we support students, all the many
It's just not having gone to education for the psychology behind teaching. It's it's really fascinating to see all the ways that we know students learn and how we can capitalize on that. So, really enjoyed that. Um, I also went to the common ground um, presentation kind of a
for and against the 1A ballot measure and as citizens I encourage everyone to educate themselves on that. What I really was struck by is I know that there's been a lot of emotions on all sides of that issue and the the common ground meeting was just run really well.
I appreciated Matt Estrin who was leading it just kind of asking all these questions like who's from greatly, who's new, who went to school here, who came for all these different reasons. And then like who loves Gley? And of course, everyone raised their hands and everyone feels passionately about the issue on
either side because they love Greley and they want to see it succeed. So that's enormously positive and hopefully we can all just get around that piece. And then just kind of a fun personal thing, I um you know get to be a nurse
for families having a new baby and for pediatric patients who are in the hospital. And I just always ask them like, "What school do you go to?" And then I'll be like, "Oh, I know Principal Reyes." And their eyes get real big and they're like, "You know my principal? Why do you know him? Oh my goodness."
And so every time the kids are super excited to talk about their school and it's just it's just fun to have kind of >> siblings, right? You're not talking to the babies coming. >> I'm not talking to the babies, but they're, you know, their future. Yes. But yeah. No, I had a couple of big
families. So, it was fun to have all the big siblings and give them all big brothers and big sister bracelets and things like that. So, >> have a banner month. Also, >> we have had a crazy Yeah, in February or no, in January we had 148 deliveries,
but we like last year I think we had 128 and the year before that was like 110. So, >> we're growing. >> We're cranking up. >> We're going to need to build a new school. Oh, you >> we got we got award-winning water. >> But I always make jokes. I'm like, "Oh,
you guys will be friends in kindergarten together." Anyway, yeah, we're we're having a lot of a lot of babies born. We had like four sets of twins this month, too. So, >> fun. >> Yeah, it's fun. I'll >> turn to plan a new elementary school. >> I'll turn them. I don't know. They all
want to stay in. >> All right. Well, thank you all for sharing. Thank you all for attending as much as you can. And I know we have, you know, our personal lives as well, but we're having a good good representation at each of these and um appreciate our
new board members working so hard to learn quickly. >> It makes a huge difference. >> Yeah, absolutely. >> All right, our next item on the agenda is innovation 2030 update and we are going to learn about our personalized learning plans and the Zello platform.
>> We are. >> We are. >> Yeah. So, um, we have assistant superintendent Anthony Osmus, uh, director of secondary curriculum instruction and assessment, Dr. Dean Andrews, and our career pathway specialist, Jordan Carlborg, joining us. Um, and it it's been a while since
you've had an update on personalized learning plans. This has been a a piece in our strategic plan uh for some time now, and we've made some really uh nice progress, and we're really excited to begin to share some of this with you tonight. Mr. Osmus.
>> Yeah. Thank you, Dr. Pilch. President Mash, good to see you. Members of the board, um we're here to give an update on personalized learning. We're excited about that work. And essentially, um this is a plan that connects a students unique interests and strengths to their long-term goals so that students are
college and career ready. And so, this work really starts in kindergarten and it just goes all the way through their high school uh career until they graduate. U personalized learning is found within our um student learning and achievement
focus area of our strategic plan and it falls under our first goal which is to provide a personalized learning experience so all students graduate on time and are college and career ready. We have two objectives um inside this work. Um the first one is align our
systems to meet grade level requirements and graduation competencies inside of our inside of our personalized learning plans. And then also as always, we want to increase um student participation in career pathways and respond to industry, business, and community needs. Um all
within um allowing our students to be um ready for college. This is our personalized learning action team. As you can see in here, we've got some great people that come to these meetings that lead this work and we thank them all for um their guidance and their leadership.
So the Zello um Zello is the platform that we use and so you may hear the word Zello, you may hear hear the word um personalized learning plans. Basically personalized learning plans and all the work that we do is just found in it's housed in the platform Zello. So Zello
is the platform that we use to engage our students in college and career readiness. It starts in kindergarten like I said and it really goes through 12th grade. students are encouraged to explore different careers already starting in kindergarten and um and they can move
into different pathways and click some different interests and different choices. It is not designed to pigeon that pigeon hole them into one career, but rather expose them to lots of different careers as we know. Um, growing up, I just wanted to do whatever my dad did, right? Or or my mom did. That's what I knew. And kids tend to
just follow in their in the footsteps of their parents. This is just designed to give them just a wider range of all the experiences and Zello is the way that we would expose them to that work. So for this presentation um Jordan Carl Carlberg will give us a highle overview of what kids experience at the
elementary level and then Degan will share um how we use personalized learning found in the Zello platform for our secondary students. So for this part we'll turn it over to Jordan. >> Uh good evening everyone. Um so Zello is
as um Anthony mentioned is a K12 um career and college readiness platform. At the K2 level, students um really experience that career exploration through games. Um they create an avatar. They heart careers that they might be interested in and then they can explore
certain aptitudes towards careers um through games. The games range from a construction site to a hospital to um cleaning up a park. Um, and throughout that experience, um, students are able to go back into their dashboard and either change careers that they, um,
maybe are no longer interested in or reheart stuff. And the cool part about Zello, especially for our K2 students, is as they start developing their dashboard and their profile, it actually follows with them um to the next slide,
which is our 35 level. And that's where on those dashboards students really start to develop that that IAP that um individualized career um and academic plan and students are again not pigeon holing into careers but students are really going into and connecting school
subjects to careers. And so there's an activity in in Zello where students are are harding um certain aspects. Um there's even if they like math, it goes back into and it says do you like fractions or do you like division? And so it really goes down into like certain subjects of math that they're interested
in and then based on that it gives them suggestion of careers that might be career clusters that they might be interested in. Um it's a really cool platform then that once they have that profile set up that it really transitions into um that K12 lens
um which on this lens once students are in they log in. Again, it gets into a little bit more into in depth on what a career might be interested in. So, it goes into earnings. It goes into um whether it's a four-year, two-year, or
industry that's required. Um and then as students develop that, it really goes into developing that four-year plan of study. And I'll turn it over to to Dr. Andrews. >> Can I interrupt you guys here real fast? Is that like a fake slide? Because it says picking a good health insurance plan can be confusing and it's about
like HMOs and PPOs. >> No. So that is an actual demo account. Um so this student has selected um something along the lines of a business or an insurance profession. And so on this K12 level, it actually shows like videos of like this is what a day in the
life of an architect looks like or this is what a day in the life of a um whatever career field it is. And so it kind of goes it gets more personalized the more information students put into it. >> Yeah, >> that's that's fascinating. >> Yeah. We'll go through
>> it's really cool. >> Yeah. And it goes very deep and and you can get a lot of information. We'll go through this whole presentation and then we'll come back and ask some questions unless you and I like that unless you have a question now on a specific slide then just feel free to ask it. >> Thank you.
>> Yeah. So thank you Mr. Carlberg. Um, so thinking about that K12 progression and this IAP of students really exploring, there's a real critical milestone which happens at 8th grade and that's where students start developing their four-year plan of study. And what that means is they're working through and
thinking about um what is my high school experience going to look like and start choosing classes freshman through their senior year. And so we've been working with our principles and counselors to develop our process to make sure that happens. And so that first piece was spring. This spring, we're going to be
working with each of our buildings, our kids and middles, so that they can start working with their seventh and eighth graders. What we realized in working with them is that it's too hard to try to get that process done in just 8th grade because students really need to complete their four-year plan of study
and know what career pathways they're interested in by the October of their eighth grade year because, as we know, that's when open enrollment starts. And so students then in November, December can open, enroll and choose a school that lines up with their career pathway.
Um, and then for 2027, uh, then we believe so building that, uh, plan this year and then by 2027 we see our eighth graders 80% of them having their four-year plan of study and then the following year that we'd have 95% in keeping that going. Uh, Jordan talked or
Mr. Carlberg talked a lot about this, but what really drives that four-year plan of study is students going through the process of exploring and finding out their interests and aptitudes. And so Zello does a great job of providing lessons and assessments that help students find out what they're good at, what they're interested in. And Mr.
Carberg did a great job of talking through that. And so then they're aligning and thinking about, okay, so I'm interested in this career. Does that mean that I need to go to college? And so then they start looking at different colleges and universities and they can choose those and highlight the ones that have their particular career interest
but also meet what they want to enjoy in the college experience. It may also be a two-year degree or a technical degree so they can see all of those pieces whether it's military service. So they can start exploring those pieces while they're in high school, whether it's NJOTC at Northridge or something like that. And
so they're really identifying what their end goal is and then developing that four-year plan of study to align to those goals that they've set out. Um and then a big piece of this is students really um capturing highlights of the work that they've produced over time.
And that's where their student portfolio, they will be uh putting their best forms of writing in there. Uh if they've done any work-based learning, they put that in there. Their FAFSA goes in there. um anything that goes in terms of college applications or industry certificates, all of those pieces go
into their student portfolio and those pieces actually they can share as part of the college application process. They can send it to potential employers. So that portfolio really travels with them and it also travels through their K12 experience. So teachers know when they make transitions from fifth to sixth
grade, 8th to 9th grade, they also get to see examples of student portfolios inside of that. And so given that highle overview view, we want to give you a chance to look at what the student experience looks like inside of >> Dr. Andrews. Let's let's just do a check and see if the directors have any questions right now before you go to the
actual platform. >> Well, just one to what extent are parents involved in any of this? This is rel this platform is relatively new and so we don't have the parent um notifications turned on yet but you'll hear in the family partnership meeting tonight that that's part of the family
partnership work is training the parents and so such as we train the parents on infinite campus and now blooms um Zello is on the list of things that will that we will train parents and then we'll turn on that part. It's just hard to send something if they're like what is this and so so it is our very next step
is >> this isn't this is being developed as we speak >> currently in it >> students are in it is um so we started a little bit last year um this year is all students are in this and then now we're working out the bugs and then we'll turn
on the parent link to to this so that they can follow along and and be able to see what maybe what possible career interests the students are interested >> just get worked into their like their day-to-day stuff. Like I'm just trying to think like how does a high do the
high schoolers engage this and I maybe this is second part of this but how does this work with counselors because this sounds like a lot of stuff that our school counselors are working with. So, I'm assuming it's going to be an assist with what the school counselors are dealing with, but like how do you kind of work? >> I'll let Jordan talk about elementary
and then we'll jump over to >> um in K through five and a little bit into um six and eight. Also, Zello's being really implemented into our current smart labs um our our STEM labs. And so those labs um as you guys have heard in the past when I've presented on
those, those are really our career exploration at our K8 levels. And so that this plays um a pretty key role in that exploration where students are able to go in and explore. Um >> so there's like set aside time. It's not just like oh at your leisure. So there's
actually instructional time spent >> correct have them work through this. Okay. >> Yeah. At a bare minimum it's 60 minutes a quarter. Okay. um of designated lesson times and then there's time for students to get in and explore in addition to like like I mentioned earlier harding
their their favorite subjects or all that stuff. >> Okay. And then is it kind of the same in high school too like there's instructional time for that? >> Yeah. So during advisory is where a lot of that happens and then also our high school counselors will be meeting with our middle school actually going down to the middle and K8s to work with
counselors around the development of their four-year plan of study as well. So there would be a huge partnership component that our counselors really were adamant about that that would happen as well. >> And I'm assuming this is true, but what's the length or the the translation
for this like for especially students where English isn't their first so they might feel more comfortable? Like is there is it Google level where there's over a 100 languages or is it is that kind of limited? >> It's pretty close to Google level. Okay. Um it might not be over a hundred but um
it's it's pretty close to 60 to 70 different languages um that Zello can translate into. >> Great. >> Wow. >> And this is for all the students. So students that are on uh in receiving special ed services >> absolutely >> will also be able to benefit. >> Yeah. So it's that same commitment as
our graduation. Right. Every single student, we know where you are. We've got that personal connection with you to help you grow and understand >> a career you might be interested in interested in. and also um tied to our direct admissions. And so when knowing at an early age that we'll be allowed to
go like we're already accepted into college, right? And so it could be an academic path or even the trades and and knowing knowing that you have these options and you don't have to think inside the box like think outside the box. What do what might you want to do and what's the path to get you there? If
a student were to leave district six um for family moves or whatever or you or a senior and you attend to college, what happens to their items? Do they still have access to for a certain amount of time or >> after you graduate? You mean or after you move it to a district?
>> Either if if you move to another district or if you attend college and then you are no longer level. It's tied to our Gley Schools email accounts and so if a student leaves different districts because there is we we pay for Zello and so if a student leaves another
district >> um they they'll probably lose access to Zello um but then if they are a graduating senior they have access as long as their school's email is active. >> They could share their portfolio but that'd be the only piece. >> Yeah. >> And we do have most Northern Colorado
schools now use Zello and so we actually um chose Zello because of that. And so, um, I don't know yet, but the the hope was that we partner with other districts. And so, I think we could almost share accounts down the road. And I'm not I'm not going to quote that, but the reason that we, um, chose Zello is to have that partnership with other
districts around us. And I know we'll at a later presentation, we'll talk about, um, some of the work that we do around internships and how we're sharing some of the resources with Zello for that. Um, so there's a there's a potential. >> Thank you. This might tie into that. I had a community member say that they
need district 6 to be up and running on Zello 4 like industry is that >> so we can give industry access to our students who are interested. >> Yeah. So some of our some of the partners are um are logging into Zello and entering their business information.
Um right now because it's so new we're just keeping that with um just in district 6. Um but our other partners other districts are asking like when are you ready to share? And so I know that's in our short-term plan. What would you add to that, Jordan? >> Um, and Lisa Hudson, who's our new business communication liaison officer.
I think I got that title wrong, but um it's a mouthful. Um, but she's actively now looking for businesses to get into Zello and create their accounts. We have like 360 students that have applied for um the summer internship. And um so if you have
businesses in mind um we we are actively developing business accounts in Zela right now. And if you're interested at some point, we talked today, we were going going to have that in this presentation tonight, all that the staff side of what what uh Miss Hudson is doing and and other staff are doing to
to build this out for business and industry. And then we said, "No, that's too much. This really needs to be personalized learning plans tonight, but if that's something you're interested in, you know, we could put that on a work session in the future if you would like to see that part of this platform as well." It's a very robust platform.
Uh it it does more than I've I've seen in my career to to really pull this work together around college and career readiness for the school district as well as for industry. >> Who would you recommend we reach out to just if we have businesses in mind just to see if they've been reached out? >> Lisa Hudson. Lisa. So she's our business
and community partnership administrator. Um, but she's right now she's um working with businesses and they're all creating a a profile on Zello and then we'll assign the uh intern to that profile. >> How do how do you guys not have an acronym for that title?
>> I know, right? She needs an acronym. She does need an acronym. >> Well, and it was somebody at Common Grounds with the county who was asking me about it. So, maybe we could get that out to that group. >> Yeah. Our goal, our goal, we've been sharing this um sharing our plan with some of the different people that next
year we'll be ready to go. This year really is our pilot year and so just trying to keep it tight and learn as much as we can and then we'll open up to other businesses. But what we're thinking in the future for the internships is opening up to Northern Colorado. So an opportunity in Windsor, an opportunity in in Fort Collins, and
so um so more to come on that. >> I'm curious. So when I saw the presentation on our agenda, um I really did feel like we were at the at at the front of this with, you know, the Governor Jared Polus just combined what he's calling it postsecary and workforce
readiness. And I was like, "Wow, District 6, we're like we're on it and we're starting in kindergarten. How cool." But then it's interesting to hear actually other districts have had Zello for a while. Um so I'm curious like is there a lot of platforms to choose from?
How long has Zello been around? you're on our originating task force. >> There there is a handful of competition out there. I think the biggest competition in this area that we see is you science. Um but as Dr. Pilch mentioned, Zello is is pretty robust
compared to the other um platforms that it's out there and um and it really is gaining regional support in our area. Um and what's really cool about our area is our area really is a regional um focused area. And so u we've got a lot of collaboration, a lot of partnerships and
and Zello has worked itself into that collaboration >> and Zillow has is taking the place of a couple different platforms that we had. And so now all those are coming into one. >> Um the I I love that during your presentation you talked about how this is meant to do the opposite of pigeon
holing kids into like a career. Um because so I know growing up like you're like you could be a teacher, a doctor, it was like five things, right? A firefighter. Um I do get a little concerned. So even last year my kindergartenner their class uh made a
book of what I want to do when I grow up and and they publish well they didn't publish the book but it was like hard cover and everything. Um about half of them wanted to be YouTube influencers and a bunch and a bunch of others wanted to be professional athletes >> football players, >> right? So I'm like is there a filter?
You can't hurt the YouTube influencer too many times. Um, so it does make me con concerned. So I guess like for me the a magical tool which I I hope this is would even a kid who doesn't think they would be interested in let's say
engineering or you know STEM where girls are often underrepresented because they tend to gravitate towards makeup and you know style and I don't like is there a way that they do even if their answers are all not about
>> you know robots and and mechanics that it will expose them to a variety of things. >> So, at the um eighth grade level and then again at the ninth and tth grade level, um there's two lessons. One that's a a matchmaker and then um it's
essentially a personality test where students it's not it's not tied to careers, it's not tied to school subjects. The students are just answering questions like you would on an aptitude test. And then when it's all done, it compares those two and it says you have based on your answers, you have
skill sets in this area and you have an aptitude towards these careers. And so what what was really cool is I used that feature when I was um sending out my my recruitment flyers for our teacher prep program and I pulled Zello data and be like you have an attitude towards being
a principal. To be a principal, you got to be a teacher and so come like check out this program kind of thing. And so, um, I, it was funny on some of the emails that I got in response because of that because they're like, "This wasn't even on my radar. Why are you emailing me?" It's like, "Well, Zello's telling me that you have an attitude towards
education." And so, I'm going to keep bugging. >> I actually I had that on my little notes that I take. I put, "How does Zello um like take you into being a superintendent or a principal?" Right? Like, >> so, thank you. You read my notes. I think the thing to remember is the the
discovery lab, the smart lab curriculum is intended to expose students to lots of different interests and and so that's a place where the littles can begin to really explore um some other opportunities other than being a YouTube influencer. >> And I think our teachers can use this
data as well. So if you see that quite a few students in your classroom have an interest in this um particular career path, you bring somebody in to talk to the class about it and go deeper. And so it's nice to have that data in one place to look at and then and build on that. >> Thank you. And I'm glad one of you it
wasn't on on the PowerPoint, but you said in the sixth through 12th grades they do start getting exposed to earnings. So because I I made a joke when I you know my husband was looking over my shoulder and I was looking at the construction site and the hospital.
I was like, what they should do is put a city and all the different places you can live in a city and all the different ways, you know, different housing can look and where do you want to live because you have to have a certain type of job to live in that neighborhood, >> you know, and so I know that's um that
we should be, you know, making sure our kids are following their passions and not just a paycheck. Um, but a paycheck is part of, you know, like letting them know exactly um what the the financial potential is. So, I'm glad that you said in the sixth
to 12th grades that they do talk a little bit about earnings and salary and and all that. >> It's a good segue. >> Any other questions? >> I was just curious. Um, I see that there is dedicated time, but can students, especially maybe like high school
students, like just log on and play around this when they're >> No. Yeah. And it's designed, we'll show you just a little bit right now, designed for you to be able to get in there and look at what classes you can take and almost design a course. And so we'll we'll use that segue into the next part. >> You're welcome.
>> So, the first thing we're going to jump into is the student portfolio. Uh and so what Jordan talked uh really spoke to in kind of the progression that students go through, you see how the lessons they take and the assessments start populating into uh their portfolio in
their so they start to see these things. This particular student is creator and artistic, a thinker and investigative. And so they start developing those kinds of pieces. They talk about learning style and you can see how those populate. And then of course, you know, everybody probably wants to be an NBA player, you know, and all those kinds of
things, but what are you really interested in? And so that starts populating inside of this as well. And I loved when you said that because I then here are the careers and here's your earning expectation based upon those careers. And they can dive in and click on those and get a deeper dive into it
in the different places inside of that. You also get to see the save schools. So, u great list of schools here in Colorado and beyond. But the idea of like starting to really connect this is the career I want and this is how I'm going to get there uh via college and um
maybe a trade school or something like that. And so they also within the platform can go explore uh those different colleges and universities or trade schools. >> And so the student has saved those schools. >> Yes, they have done some exploration goes this one meets what I'm looking for
uh for my career goals and the experience that I want to have. Um, and you can see the different majors they can save, thinking about it that align to their interests and aptitudes. Uh, the one thing I wish it would do a little bit better job of, this is just a demo obviously, but it doesn't do a great job of showing how students could
put their writing in there, put a music composition in there that they perform, things like that that really highlight their talents. U, but you can see how it really does lead them through the career career planning process. Um, you see this financial literacy uh board. uh
they can put their FAFSA form in there, all of those kinds of things. And this is a great piece as well because you see these employability skills, so their workbased learning, they get to get to put their experiences in there. Any industry certifications, all of those kinds of things can live right here. And
like we talked about, that can be sent out to colleges and universities or to a future employer. >> So when a high school counselor is working with a student, they're they have access immediately to this. So it can track scholarships. Yes. To colleges and universities
>> and it's linked to the co common college app as well and so that they can have that inside there as well. FAFSA. >> Any other questions on this? >> I love the portfolio that >> when a student enters in the information, does it potentially help
them develop a resume? >> Yeah, there's a resume builder in it and it uses this data to help prepopulate the resume. Okay. >> And then you show the credits to pick in the credits. >> You have that or are you done? >> And then I can go to the next one. >> Oh, very good.
>> So then uh here's the next piece. So we talked about the four-year plan of study. And so what you can see and this is actually a fictitious 11th grade student at Central. And so you can see how these are the courses they took in 9th grade, 10th grade, 11th grade. Here are the courses they still need in 12th
grade. And what's great is they have this bar around completion. So they know they need 22 credits and they've already completed 18. From there, what's great is I can then look at it and see the breakdown in terms of each of the different electives and core content areas where I still where I have all
mine like electives up here, but then there are still some places where students need to fill in those as well. Um Jordan has also done a great job of working with our SIS team who's done amazing work as well to put all our career pathways and those courses in here as well. And so you can see, let's
go to business and marketing. So looking at we have level one, level two, level three and level four courses for this particular pathway. And so you can see the level one course is personal finance. Then moving up to level two, then you would take these four courses. In level
three, here are the courses and then level four. So it really guides students through that process as they've chosen a career pathway. These are the courses that you need to take. And so they can see their four-year plan of study really laid out there uh for them >> to take or choose from.
>> Yep. >> You know how in college uh students will enter college with an idea of pursuing a major and then within weeks >> they're like I I don't want to do this. I want to do something else.
>> Is is this designed with such flexibility >> that students can shift? >> Yeah. That's why you could choose you can choose the pathway and these are the courses. But if you switch gears then you then you're just choosing a different set of courses based on your pathway. So you still have the choice.
You just um you just get to see all the choices that you have here. And so this allows you to dive in a little bit. Maybe meet with your counselor or your parents and decide which way you want to go and and which classes do you want to take. And you don't have to um stick with this track. Just you could also
just pick and choose classes just like like my son who just graduated. He wasn't any certain pathway. He just took classes based on what he what he thought was interesting. So it still gives you full flexibility. >> So when it sorry when a student is going
through this and they're navigating this and you know of course a lot of students are self-sufficient. Will there be like a popup that says hey now it's time to meet with your counselor or hey it's probably time to talk to your parents or I mean just to help them navigate that there conversations that maybe still could be had. >> Could be. There is communication tools
in there. It's not quite pushing out like, hey, it's April and you should really be thinking about registering for fall classes yet, but counselors can communicate through Zello. So, they can create a group of students if they're working with a certain group of
students. They can send out a message to just those students and say, "Hey, schedule a time to with me kind of thing." >> We just did that a few weeks ago also with Lisa Hudson. She just sent a message out to all of her students that were interested in a part in a internship and and sent a direct a
message directly to them. So, we're having them sign up and fill out a and be a part of this already. All right, let's go back to next steps. I think back to presentation. There you go. And we still have a lot of work to do. And so, you asked asked a lot of great questions already. First of
all, um just know this is relatively new and so we are just working on getting this figured out internally, but we do have to we will turn on the parent part and so thinking about next fall we'll we'll have some sort of a parent training plan and so next fall we'll um include that with Infinite Campus for
parents and Blooms and now um Zello. We will continue to make um connections to our direct admissions. We've got great partnerships with AS and UNCC so students know that they have a way to get to one of those two institutions and more. Um but with all of the proofs that um will come to these two institutions
and then also with the industry certificates and so you we um don't always have to go to college. We say college and career ready. And so like we will continue with the same kind of um certific certifications. And then um we just tie this to our freshman support work as well because we know that if our
students get behind already your freshman year, a lot of times you don't have access to the higher level courses, the concurrent enrollment courses or um the the things that we offer in our pathways. Sometimes they take remedial courses rather than being pushed on. So that's the importance of our freshman support work that we talked to you a
little bit about when we talked about the graduation rates. And so um you you're you should be able to start seeing connections with all of our presentations lately. And if not, look for those connections because we've been in this long enough now that our work um overlaps and and we find ourselves connecting in our strategic plan more
than we ever have. >> Yeah. This wasn't part of the presentation, but you've brought it up um lots of times of about how Zello will help hopefully connect kids with an internship so they're not they're getting, you know, it sounds like this >> in a way it won't substitute, but it's
definitely going to be complimentary to an internship in that like it walks you through like a day in the life of somebody who gets people health insurance, right? this is like what your actual dayto-day will look like and and so e even better if they get to have that real world experience with somebody
in the community. Um yeah, it'd be it'd be cool to somehow I don't know I don't know on the platform itself is there a page where like if they're interested in an internship they can go and >> Yeah. >> Okay. >> Yeah. Um
>> go ahead. they'll have uh Zello calls them opportunities and so students can access and those opportunities um can be turned on or off to certain groups and so like for our juniors we do a lot of work-based learning for our juniors >> and so the the juniors can go in and click on opportunities and then Zello is
essentially like a job board like they can click multiple jobs that they're or internships that they're interested in and um either apply directly through Zello or Hart that and then the employer will reach out to them with employment process.
>> Oh, I'm sure this is really early in the process, but um do you have an overall sense of the student response or um to that going through the the Zello program? >> Do you kind of student usage is um it's
getting um when we talk about working through some of the bugs, we met with Zello. Um, I know students are in it. Um, but the the completion of the lessons really isn't reflecting in it. And after doing some digging into it and talking with Zello, uh, we've got students that are going through the
lessons, but there's always a last page saying submit or done. And our students are like they're completing the activity and then they're just jumping on to the next thing. And so, um, our usage data isn't quite 100% accurate, but students are, um, actively in it and using it.
Um, the K2s, they love Career Town and Okay. So, >> and then I would say at the secretary level, we just met with counselors last week and they're they're still trying to get their feet wet with this um too, but we um Lisa Hudson's a little bit ahead of this um with our internships and she's she is having a lot of success
with connecting with students and and connect them directly to an internship opportunity. So, learning from her a little bit as well as as our counselors on what the next steps are >> and then we'll we'll uh just give you a um a front back
information guide on on personalized learning so you can take that with you. >> Yeah. So, it just lines out what we just talked about and you can see how it progresses from career town all the way up through uh their IAP and then into student portfolios in that progression. I'm part of me is like, imagine if we
had this growing up, right? >> I know. >> Crazy. >> Thank you guys very much. >> I really appreciate it. >> Thanks for the great questions. Thank you. >> Great job, you guys. Thank you.
>> Thank you. Thank you. >> All right. And moving on to our legislative update. There he is. >> That means admit the legend. >> Thank you for even thank you for emailing it out before the meeting.
>> Yes. Yes. And I'm sorry for the delay on that. So um and thank you President Mash and members of the board. Dr. Pilch, my name is Nate. I'm legal counsel for the school district. Um, have you all by chance had an opportunity to access the link to the fast democracy
um, document that our lobbyist Ann Barkcus puts together that kind of tracks the legislation that's relevant to our school district. So that's the link that's at the top of the page and in the PDF you should be able to access that link. So um, if you haven't had a
chance to do so, please do. Um, and if you have any questions on kind of how to access, you know, the bills and any questions you might have around it, just let me know. >> Is that the same as what the CASBY puts out there from the >> exact same software, >> the bill tracker? >> Yeah. And ours is pretty aligned with
kind of what bills they have out there. It's just really more informational, but it also lists, you know, what entities might be in opposition or in support of a particular bill. It kind of gives you an idea of where people are at and then it'll give you copies of fiscal notes and any amendments and any other
information related to each bill. It's super super user friendly. >> So it's Ann's notes though, right? >> Yeah, this it's Mendes, Barkcus, and Associates. >> Yeah, it's their notes is our lobbyist notes. It's not this. So it would not be the same notes Casby would have in there. >> Okay. Most likely. >> So which one would be the same?
>> Which one would you prefer? Well, I would I would recommend I would recommend Anarcus' document for at least for our purposes, but I I mean, CASM does offer the same service. So, either way, you're going to get a lot of the same information. >> Thank you. >> Um,
so I have shared a list of bills on this document. I know there's a lot of words in there and I don't expect us to kind of go through each and every one of them, but just wanted to share a few proposed legislation that is relevant for our purposes and then at the end we can talk a little bit about the federal tax voucher program if
that works for you all. >> So at the top I have just board priorities. This can be kind of a a living list here. So please, as information comes out and you want to share, let me know and I can add specific bills to the board priorities if there's something
you want to take a harder look at as we're kind of engaging in these conversations. So the first bill I want to discuss Oh, I wanted to also mention our discussion with um Representative Garcia Sander. We sat down with her for about 30 minutes when uh director
director um Lamos Garcia met with her. That was really really amazing for her to give us that amount of time and really talk through this first bill which is 261050. She's one of the prime sponsors on this bill uh surrounding readiness plans which are required right
now for all PK students. This bill would make it optional for students who demonstrate a certain level of proficiency on those assessments so that districts aren't required to create a readiness plan for everybody. Uh I think there is some value in uh
legislation like this. Just know that this bill was heavily amended in the House Education Committee. It now provides for parental discretion in terms of creating a readiness plan. Even if their child meets all the proficiency standards, a parent can still request that readiness
plan and the district would still be obligated to provide one. Uh, and it also kind of increases the standards for what is proficient in order to kind of avoid having a readiness plan. So, they're making it a little bit harder to avoid creating a readiness plan for
everybody. From what I understand, if amendments continue to roll in for this bill, they might just drop it because it's going to end up looking the same way as what the law currently provides for. Regardless, I think this is an effort by Representative Garcia Sander to um make our lives a little bit easier
for school districts. And so I, you know, we certainly appreciate lawmakers when they try to pass legislation like this. Uh I've recommended originally recommended a position of support. I think right now it might be in our best interest to just have a position of monitor. Uh and of course, if you have
any questions or any recommendations in terms of what direction to go with that, just let me know. Well, I remember when we had the Q&A with the legislators, um, so she's coming from an educational background, right? And was talking about how overly burdened teachers can be with
assessments after assessments and some of them aren't really adding anything, which I I would totally like if a kid is already proficient, like why do they need a readiness plan? And and so I can I totally see the logic between or so I'm curious who does the readiness plan? Is it the teacher? like at which level
does that work happen? >> Is this like a kindergarten roundup type of assessment? >> Okay. >> Yes, it is. And so I don't we assess every kindergartenner >> anyway to determine who needs a readiness plan. And then the the system
we use to test when they come in is also the system that writes the readiness plan. So, we're we're not certain locally how much of a burden it would lift off of us >> um until we actually see the language and and and
>> what the intent of it is. Um but it so it's the kindergarten teachers >> the kindergarten teachers but for us because one just kind of creates like once they have this assessment because it starts with what an assessment >> and and then regardless of whether
they're proficient or not on the school readiness assessment they still get an individualized readiness plan but the software is good enough. >> Um no I'm not certain about that. We may only do readiness plans on the student not proficient, but the tool that does the assessment also generates the readiness plan. >> Do it on all.
>> Yeah, we do it on all kids. >> Yeah. Trying to cut out that we shouldn't be doing it on. We should just be doing it >> of workload because the system creates it for all students based on their readiness. >> Okay. >> And then somebody's having to figure out if they
>> they need a readiness plan or not. >> So I think that's in other school district. So in other school districts maybe if their their software isn't as good as ours it would decrease work >> or they use a different program. >> Yeah that's correct. Yeah. So um we do it's an observational tool within the
first 60 days for all kindergarten students that all kindergarten teachers do and then our TSO platform itself generates the readiness report within the platform >> and the plan. >> Yes. Yeah. Okay, thank you. Um, going on to the
next bill. This is 1028 second language educational programs for high school students. Again, I have this as either a position of support or monitor. You can see I'm a little wishy-washy here, but really there are diploma endorsements now for
um biiteracy. This would create another endorsement for bilingualism. And the bill also would kind of allow if a school district doesn't offer these diploma endorsements that we could work with outside entities or enter into agreements with outside entities who do
offer these diploma endorsements. Uh and so it's structured in a way that gives us flexibility or gives school districts flexibility in order for students to pursue this type of an endorsement. >> I just had um like how does that how is that assessed? That has to be like an
oral assessment because by saying you're not biliterate, it means you can't write in Spanish. Well, I'm just speaking in, you know, for the Spanish language, but so it would have to be like somebody just talking to you. I like I was just trying to imagine how an assessment for bilingualism would happen.
>> I I wish I could answer that. I have no idea. >> Yeah. Like but you're absolutely right. So I don't I don't know that. So for um the international balorate assessment you have to speak >> and you have to read and write
>> and that assesses bi literacy and bilingualism. >> Um I don't know I don't I don't know how they how we would do this but um it it seems it would be appropriate for us to consider it >> for the students we serve.
>> I do think there's a lot of kids that are bilingual and are not biliterate. >> Sure. Um, and so for them to be able to add bilingualism, you know, even if they can't add the biliterate um, endorsement could still be like a a good thing to have on their diploma as an endorsement.
>> Totally. >> So, yeah, I was just curious how that it >> I think we're going to need to monitor if there's is it is there an oral assessment you have to do and then who administers that oral assessment? So, we'll want to monitor that. Um, >> so would this be a change in the state
standards then? Well, it' be a change in the graduation recommendations from the state. >> Okay. >> Oh, you certainly may. >> They currently do that for because we have over 81 different languages spoken in district. So, we don't have
exam. So, we do a portfolio part of that discussion some of those languages that we can't find. So, it's already happening with >> Oh, it is. So we would just be so every student who's getting the seal of biistry is all already would qualify for bilingualism.
>> Um yeah basically because they can >> but I think the other way around you could be bilingual but not >> biterate right >> the next bill 1141 discriminatory practices in public schools. We were expecting to see a bill like this and it
essentially creates a new OCR an in-house instate OCR office for civil rights. There has been some anxiety and some concerns that the US Department of Education going away that the office for civil rights will also go away. And so there have been efforts by some
lawmakers to essentially create a an OCR light in the state of Colorado. Um, I this bill just came out last Friday and so I don't even know if anybody hasn't generated any positions on this bill. I think it is a little bit
concerning to add more compliance requirements when it comes to state and federal laws. This bill also changes the standard for harassment to a lower threshold than what federal law requires. So, we'd be kind of juggling two different types of discrimination
and kind of assessing those under different policies. And of course training all of our staff to make sure that they're doing it exactly the right way and knowing which policy to follow. It can be a bit of a headache and I think a lot of people are getting a little bit tired of trying to know what to navigate and when. I would say that
this district has robust trainings already in place to ensure that folks are not discriminating and if there is uh any situation that arises that we are addressing it promptly uh in accordance with our policies. There was a legislation passed several years ago,
Senate Bill 296, that required some basic training as well as some policy development that this board did ultimately adopt. And it it can be a little bit of a headache and I'm not sure what this bill does other than create additional liability for us that already exists. So it would just be
wonderful. >> I felt the spirit of the bill was that with the changes at the federal level and the office of civil rights, the OCR, that it wasn't clear if they were going to fully staff it, if they were going to have some backlog and so that
enforcement of violations might fall, you know, because of underst staffing and so that this was a way to create a state level system where the enforcement would still happen even if it wasn't happening at the federal level. that I I felt like that was the spirit of it. >> That is
>> and but but I so I'm like conflicted about it because I'm like okay but I don't have we seen that really play out. Is the federal government not enforcing you know having proper enforcement when there are violations? So I feel like I'd be in support of it if that were true if yeah the OCR is understaffed and they're
not doing anything. Um but if they are if they're doing an appropriate job I don't see why we would need to replicate it or Yeah. >> Yeah. I that's a great um point. Um I just think I I think developing an
entire new system of law and liability for kind of anxieties that are haven't come to fruition. Like we don't know exactly. I I I mean certainly OCR is still investigating click cases, but I mean certainly I understand that there are folks that are worried about that
and you know giving people the opportunity to complain is is okay, right? And and I certainly don't want to diminish those rights, but at the same time, you know, my concern just as a lawyer is it just opens up
additional liability. It gives folks more opportunities to file complaints through different avenues and hopefully they can get one that sticks. Um we would be of course be required to defending each and every one of those >> and it might be premature, right? Because it's like I don't think >> that's a better way of saying. Yeah.
>> Yeah. So maybe in a couple years if Yeah. OCR is completely failing then this would make more sense. But >> and we already have the Colorado Civil Rights Division that is charged with enforcing uh discrimination claims in the state of Colorado. And there is a Colorado Anti-Discrimination Act, KATA,
that we certainly are following as well. And so what this does, it's just unclear why we need this in addition to all that's already out there. So, but I but I totally hear you and I understand that. Yeah.
Um, next is Senate Bill 004. This is expand list of petitioners for protection order. I just want to share this one with you. So, uh, if you know what extreme risk protection orders are, ERPOS's, there's kind of the red flag law. Uh, if an individual you have concerns about potential mental health issues, for example, uh, you could apply
for an ERPO, which would limit their access to firearms. There's a 72-hour hold, which then can increase after, uh, judge is able to review the case. This would expand the list. So, right now, it's family members, people in the home could request an emergency risk protection order against somebody else.
This would expand the list to educators and health practitioners who may encounter an individual uh that they have concerns about if there's weapons in the home. Um and of course this would enhance public safety. I just again as an attorney always am concerned about
additional obligations for our staff. Uh this does include specific provisions around governmental immunity. If somebody were to not uh request an ERPO, there wouldn't be any law like lawsuit filed against a person or any liability. But nevertheless, uh there is the court
of public opinion that still exists out there and why didn't you do this kind of attitude and a lot of fingerpointing. So I just, you know, in terms of training and the additional requirements that we're putting and burdening on people uh in our school system, I I would just recommend that we at least monitor this,
if not oppose legislation like this. Wasn't there a similar bill proposed last year, the year before? >> Yes. >> Right. And it failed. >> It did. >> And so they're just reintroducing it basically. >> Yes. >> I I would not be like I would not be opposed. I I'm not speaking for the
board. I'm just speaking for myself. True. >> Um so in healthc care and in education, something that we do uh we are required to be mandatory reporters is child abuse, right? We get trained in it in healthcare. We teachers get trained in it. So that's mandatory reporting. This
is not mandatory reporting. This is optional. It's just if you have a kiddo, if I have a kiddo in my exam room who tells me they're suicidal and and they're not going to do anything about it and I can I would love to be able to
put a court order and get rid of a gun in their home >> for a period of time. >> The problem is then you get a dad who's like, "You're going to take my guns because my kid said something to you in confidence. take my right away to defend my own home. Like that's because of a of
a >> And so where's the lawsuit? Like I mean >> like why why do I lose my guns? Because you said my kid said something >> for a certain period of time, right? >> No. What if I had a robber enter my house? Why that's >> that same night just coincidentally? >> Yeah. >> Um
>> my point is this is not mandatory reporting. And so I'm glad you brought up that there is immunity there that with this law it doesn't make it so you get in trouble for not saying something unlike right with child abuse you you get in trouble if you didn't say something and you should have with this
it just gives you the ability as a teacher or as a health care provider to be able to protect a child um who you think is in danger. And so I I would definitely not be in oppose um I'm definitely leaning more towards monitor
versus support. And so that would be my personal stance on it. >> I can get a read on kind of how other school districts are thinking about this bill and get provide some more thoughts back to the board. >> That would be helpful. >> It seems kind of redundant to me actually I guess because a mandatory
reporter says a child is suicidal. >> Well, it just >> and it takes that takes that what do you do about it sort of out of your hands. What it does is it gives it broadens the scope of who can basically file a red flag gun law and get people's guns taken away no questions asked.
>> Right now it has to be like a therapist or or a police officer, right? To do get a red flag through. So it just broadens this horizon. So right now our avenue is oh the kid told me he's suicidal. Report that to the police. Then the police make that determination. We don't have to
worry about it. Now you got all bandwidth of personalities and people who go, "Hey, I don't think you should have guns in your house." You file that thing, no questions asked. They they come take your guns and then you have to prove
that you're able to have guns that you've already already had. So it's like it's just such an incrimination and encroach on Second Amendment that there is absolutely no way I'd ever quietly let this go through. and let us support it. I mean, if it's a will of the board, then whatever, but as far as Kyle
Bentley goes, there's this is a hell no. >> I appreciate the candid responses. So, thank you. Well, I I can continue to monitor this and I will provide more information to the board because I I think you both raised really important points about the complexities around
this bill. Uh the next bill is Senate Bill 057, schoolboard elections dis director district residents. Um this also just recently came out and essentially it just eliminates atlarge voting for
school districts for any school district that has less than 6,500 students. So Gleven School District 6 is currently an atlarge director district. So you don't have to live in any particular area. This would require director districts to be made >> and the vote would only come from those
director districts, >> right? >> So, >> it'd be like city council the way we do city council. >> Yes. >> Yeah. I didn't quite understand this bill to be honest with you, what they were really going for.
>> So, I I know the backstory. Um, so there's a very large district in Colorado and there are are residents in that district that feel like because everyone is elected at large in that district that feel like they are not
represented on that school board. And so there was a conversation in this district about that and a conversation with the board and with one of their representatives, one of their legislators. And so that legislator thought, "Oh,
well that that would be a good idea to run a bill so that every community is is represented and that the people who live in that community are voting for their representative. they believe this is going to die
because they've circled back to that district and said, "Oh, no. We didn't really mean that." Um, but that's how this came to be. Um, I I think that we would struggle finding board members if this were in place here because very
likely at least Natalie, Brenda, >> I know Michael when he was on the board. >> There was a bunch of us that lived in like five blockers and Terry would all probably be like in the same director district. If if you think about
uh you know, I remember talking about this with Mr. Mr. Hayley and Miz, they would have been in the same director district. So, um I I don't think this is something we want to get behind. >> Um I I think it would be a dramatic change for our community.
>> I would love for, you know, for that not to be a problem for somebody from every ward to want to run for school board. Um but it's just not the reality. And I mean going to even the legislative session that I went to in September, like there are boards who like have to
beg people to join the board and who have been on the board for like 30 years. >> Nobody else is stepping up. >> That would be my concern. And so what they're also trying to change is that board members are are elected at large. So in most maybe all school districts
even though you have to have somebody from different wards the entire populace votes on those candidates in in those districts. So they would change that also. So only it would be like city council and then maybe you would have an atlarge
>> or two board member, you know, like city council does, but it would be similar to the city council >> because currently in Colorado, this is what the discussion was down there. >> School school districts have the right to decide what they are.
>> And I was concerned that this bill would take that away. And then one of the legislators said, "No, that's not the intention of the bill that a school district could override that." But I don't that's where I was confused. Then what's the point? >> So that's it confused me.
>> Well, what's what's interesting is um I'm looking at the list of people who have filed a position. Casby is the only entity that's in opposition to this bill. Um ACLU is in support. Most are monitoring. >> Case will oppose. Colorado Common Cause
is in support. So kind of interesting. Heritage Action for America is in support. >> I'd be I'd kind of be curious across So we have 178 school districts in the state of Colorado. I'd be curious how they do governance like how they do
their elections. How many do it like us where all the seats are at large? Is do some are some of them like well city council has a combination right? two of this our city council two seats are at large but the rest are wards I >> think so >> and so >> I'm not aware of any districts that only
the people in the ward elect their people I'm not aware of any Colorado districts that do that but I there may be some I'm just not aware of those they're all they're still elected at large they just have to have somebody from each area of town >> Boulder Valley had wards though right
>> yeah but we elected at large in Boulder yeah it was you were elected at large but you had somebody from Lafayette somebody from Broomfield, somebody from Central Boulder, somebody from North Boulder. Yeah. And then nobody, there were no at large candidates there. I
mean, everybody was at large, but you had to have representatives from those communities. >> And I also feel for Miss Lemon, who uh helps run our elections, and I feel like this might be a little bit more work for you. But um that's that's neither here nor there. But we could see if Casby has that
information around boards and how the how many Amy could check on that. Just email. >> And I guess they trying to protect the rural boards because they have the 6,500. Yeah. Cut off. They are. >> Um and just in the interest of time there, the one the last one on the last
page there, Senate Bill 60, the youth mental youth mental health training bill for concussions. It creates kind of a training requirement around um coaches who have to complete an annual mental health education course. Uh I have kind
of written out what is exactly in the bill for what the course on mental health must cover. Uh and then I think also most importantly is there's a notification piece for when a youth sustains a concussion uh and the potential psychological symptoms and mental health changes that may result
from the injury. I think this is a great idea in practice. It would certainly require a lot of training for our coaches to go through. And then there's that kind of whole notice piece that comes into play and making sure that our coaches are saying the right things to parents when uh a youth may have
sustained a concussion and the potential impacts that it may have on their mental health. So just kind of an interesting bill. This doesn't apply just to K12 entities, but it would be a pretty significant bill in terms of kind of
changes with how we train our coaches. >> I'll weigh in on this just briefly. Um, we just had this discussion at my house last night about uh how many coaches coaches coaches already do have cons concussion training. They have quite a
few trainings that they have to go to to be a coach in a school and a lot of um guys are getting out just because it's such a it's you know it gets almost prohibitive in terms of having people taking all the
training and that kind of thing. So >> it it it's a lot it's a lot for folks and you know a lot of our coaches are just community members that are doing this you know because they enjoy it or you know and and again like not to not to diminish the significance of concussions and mental health and and
certainly we want to make sure our coaches are trained on these things but at the same time just I think of administrative responsibilities and burden and what they may cause. Uh but nevertheless I think it's wise to monitor this bill. we could support something like this as well.
>> I know um we skipped over to in the interest of time, but can we go back to the >> Oh, yes, of course. >> Um so, the early childhood local system consolidation. I really like this one. So, I my criticism of prek has been that district
6 does it right, but we have limited number of seats and then with universal prek, we opened it up. So there's all these other prek providers across Weld County, you know, in Gley and Evans, and the quality of those preks do not match the quality of district 6 preks. It is
not the same experience. And I have friends who've had their children in both and we're like, "Oh, they teach them stuff when I put them in the district 6 prek." So anyway, account for me, accountability for the preks, like if we're going to put taxpayer money into universal prek, it it should be
good. it we should be getting something for for those tax dollars and not just child care. Um so I really like the idea of accountability requirements including performance review, strategic planning and performance improvement plans. Um I see where it might touch the district
where um the duties would include coordinating with school districts um and then the coordination would be around preschool services, kindergarten readiness and holistic family support programs. Um, so I I can see the concern
uh as far as resources and time commitment for that collaboration. Um, but I would I would lean towards support. I I want our kindergarteners to come in better than they are coming in. And if we're going to do universal prek, we should be doing it right.
So that's my two cents. >> Thank you. And was there I don't want to call any there there was a reason we were just kind of monitoring this sponsor. I don't know if you It's okay. I I can provide support. >> Okay. And I can certainly provide more
information, but um that is that is something that we can consider as a position of support for this bill. >> Who who's the early childhood council like who's >> well that's run through out of United Way, but it's multiple community members.
I would worry about the responsibility on them that could they really take that on. They aren't. I don't even They're not paid. I don't believe >> the LCOS. >> No, the Early Childhood Council. >> Oh, I don't believe they are. No. >> So,
>> an unfunded mandate for people who already don't get paid. >> Well, maybe I So, I think I think there's just more to learn about this one. >> Yeah. And then, um, the modified administration of education assessment. Um, the next one on there, that one I'm
opposed to. So it it opens the hole to minimize standardized testing. And so I I get like people hate standardized testing, but the way they want to do it is shortening the assessments or using sampling models, meaning like not all the students get tested all the time.
They just do a sample here and there. But in one classroom like teachers have to differentiate like the kids are at such different levels even in one one classroom that I mean I guess if I felt like our kids were more uniform in a classroom then that would make more
sense but when there's such discrepancy amongst the students even in one classroom I don't I think the sampling model um could hurt and shortening assessments I mean the shorter a test is the easier it is to fail it right you only need to get five questions out of
the questions wrong to get an F. Whereas if there's a 100 questions, you know, there's more room for error. The margin of error is is um wider. So anyway, it that one made me nervous of of shortening and then using sampling
models. I I don't know if in our district that would help our achievement data, >> but it looks like it is the district who decides and applies for an altered assessment. it's not put upon us. So, we still have
it's just expanding our options. >> I I do think there is something to be said for more instructional time and less testing time. >> And so, I do think we we would want to see what comes of this. And um probably have another conversation with all of
you all to talk about, you know, do we support this or not. Um I just heard about this bill on Friday. Um, I do think that there are some uh large districts that are going to support this bill because of the testing fatigue that
that people are experiencing. I in between WEDA testing, CAMass testing, our own local NWA testing, our Dibbles testing. I mean, it is extensive. We we test a lot. So, I I think and then it's
multiple grade levels, multiple types of tests. So, I think you could choose to um shorten what you do at certain grade levels possibly or limit what you do at certain grade levels or limit what you do in certain content areas. So, I think
it's worth continuing the conversation. >> Mr. F, can you remind us like the time frame? Like these all just got introduced. they have like a lot of processes to go before there would be an opportunity for us to actually like weigh in or have our lobbyist.
>> Yeah, it just depends on the bill. I tried to put I tried to kind of put where where it's at. So, this one was just introduced. I'm not sure if I saw it actually >> listed on a committee calendar. So, some of some of these are, you know,
like the first bill we talked about that did pass the committee. So, it's on to House second reading. Uh, one of these bills actually made it all through all the way through the Senate already and we're down we're over to the House now. Um, so I try to put on there kind of where
it's at and all and I can monitor to to you know when when the bill will be in front of committee >> so that we can kind of review it and then that'll give us the opportunity to work with lawmakers on amendments if necessary. Um, well, it's 5:32. I didn't know if we wanted to spend a few minutes talking
about the federal tax voucher program. >> I think we should. >> Okay. So, um I don't know where to start with this, but I I don't know just kind of what questions you have. I can just give a really high level overview. So, public law 11921
created this kind of 100% tax credit program for individual taxpayers. You can send up to $1,700 to an SGO. That's a scholarship granting organization. the scholarship granting organizations that can pull all this money together and then they can issue
scholarships that students can use towards private private school tuition. Uh ultimately that money that would have gone to the federal government to then be dispersed and appropriated as the federal government does that money is instead just going to be redirected to
these SGOs who can kind of do what they want with this money and they can offer private school tuition. So that money is going to be diverted from um federal dollars to kind of private hands ultimately is where the money is going to go. Um there are a few concerns at
least from public entity standpoint, public school district standpoint. Uh particularly students in rural areas um who are impacted the hardest by programs, voucher programs such as this. um you know, if if we're losing money uh for public education and it's going
somewhere else, then where is that money going to go for those students? Uh and often in more rural communities, there's less access to private schools anyways. So, they really depend on the public schools that exist in their communities uh in order to get education. Uh so, where are they to get that education if
they're going to get receive far less money, I think, is kind of their primary concern. Uh this program is going to begin in January 2027. Right now, the Treasury Department is issuing rules on how SGOs are to distribute money and whether or not states can place some
guard rails on these SGOs. Uh everything we're learning now is that the Treasury Department is not going to have allow states to put any guard rails on SGOs. Um ultimately that they are kind of allowed to do whatever they want to do. uh and they're allowed to come from out
of state into states um to hand out kind of these scholarships to these students who are going into private schools. Um states have to opt in to participate. We know that Governor Polus is one of might be the only Democratic governor right now.
>> There was the North Carolina governor had oh >> mentioned that they would opt in if they were allowed to spend money in a certain way, but based on kind of the Treasury Department's rules right now, >> they haven't opted in. they're not going to do that. So, Colorado is the only state with the Democratic governor that
is considering opting into this program. >> Um, so there is a resolution on your agenda tonight kind of at least notifying Governor Polus that district 6 is not necessarily in support of something like this, urging him to not opt in. There are some states that are
still kind of waiting to see if they can what the Treasury Department's rules will be. Um, again, I'm I'm not optimistic that they're going to allow states to kind of, you know, put some restrictions in place for how this money is to be spent
or where the money is to go. Um >> so what um Matt Cook had suggested and this is what you're talking about uh where Casby would wanted to lobby the governor to say that
scholarship granting organizations would only be public schools in the state of Colorado. But the treasury says that you can't do that. >> So they're still in the process of developing rules. are expecting in the spring of 26 of this year to have those
rules finalized. But everything that we're seeing right now is that they're not going to allow states to put restrictions on SGOs. >> Can governors So I know we're we're entering into a ginatorial election kind of can the next
governor opt out or like once you're opt in once you're opt in, you're opted in. >> Well, it's an annual opt in or out. I don't that's not what we've been told. We have been told until the rule making is done, we don't know >> that that there there could be something in the rulem that would say you must
stay in X number of years. Now maybe we've learned more since then or you've seen something different. >> I thought it was annual, but >> I haven't seen the Treasury's like most recent update. >> I believe and I I I also believe that if you opt out now, you could opt in at a later date.
>> Yes. vice versa, but I'm not clear about if it's annual, but it very well could be annual. Yeah. >> Yeah. >> It just it it's almost un unimaginable to me that they're saying that you can take tax dollars and take it to any
organization or any educ is it an does it have to be an educational institution or what does it have to be in terms of where the money can go? it. So, you would be you would be giving the $1,700 to a scholarship granting organization
in SGO. And so, right, they would decide what to do. >> And right now, there's already organizations beginning to write their um own information that would establish them as a scholarship granting organization um all over the country.
And do you know does I read in one article that the SGO keeps 10% and 90% is given to students. >> Yeah, there's going to be some administrative costs associated with running an >> SGO, >> which could be significant, right?
>> I've seen estimated the estimated cost for this I was seeing was anywhere between 21 and 51 billion dollars a year. H >> I know that like the public doesn't get any say in this other than with their vote for governor. Um but I'm just I
guess I'm confused like so if if an individual gives $1,700 then does their child get $1,700 or their child could get a full $21,000 uh tuition to a private school because they applied for a scholarship? >> Yes.
>> Okay. So there's no guarantee though like if somebody's like I want this money for my child they may or not may not get it. >> At least that's what I how I understand it. >> Yeah. >> Seems very convolution. >> There's a show about this in Ozark. It's called moneyaundering.
>> Okay. >> I think the you know the biggest I think the biggest concern in Colorado is we know that we are not adequately funded. um in Colorado when you compare the funding in Colorado to other states in the country and we would take that same
pot of money and now we would dilute it more by spreading it out to private schools and private organizations. >> And so we do receive a lot of money from the federal government, you know, for things like title one funding, right? Um and if that were to go away, then states
are going to have to backfill those costs. And in a state like Colorado where we're struggling to backfill >> anything >> anything, right, it's going to be a huge problem. >> Go away. >> So, it's concerning. I think I think the other issue is, you know, when we're
talking about kind of private schools in terms of what legal requirements they are obligated to follow. Uh they're far less than what we are required to follow. Of course, we're required to educate all students, including those with disabilities, identified disabilities, English language learners,
um you know, LGBTQ populations, for example, uh we're not allowed to discriminate. Uh but private schools don't have those same restrictions in place. Um and so if a child were to act out or be um a particular way, the private school could essentially kick
them out of their school uh without any repercussions for doing so. Um which I think is a concern. But our obligation is to serve all students all the time. >> One other question and that is uh which also came up casby is that it's embedded in our constitution that public funds
are not used for private schools period and um how would even how would this even be facilitated underneath under that uh provision in the state constitution?
It's Could it even be done? I mean, >> well, and that and really that's why vouchers have failed twice in Colorado. Um, voucher cases have failed twice, >> even if the governor supports it. >> Yeah.
>> Can it even be done? I mean, >> without amending it, I would imagine. >> Right. It would and it takes a vote. >> Federal law kind of trumping state law. >> And there's hope that uh Phil Weiser will will um weigh in on that. is the hope that
the superintendents have. Um, we don't know. >> And the messaging from Governor Polus says he's worried that we're by not opting in, we're just walking away from money from money for our students and money for our state. I'm just trying to
just share what his perspective might be. >> He didn't even have to make his decision this early. Like that that's I think what's frustrating is we don't know what the Treasury guidelines are. They're not finalized. like why are we jumping into something where we don't know how much flexibility there will be and if we can
do guard rails and yeah >> if you could find out the answers to all those questions that be great >> so uh you know we will of course continue to monitor this um and as I mentioned there is a resolution on your agenda tonight um reflecting kind of the
concerns that we have around this bill um I certainly can provide as much information as I get it as it comes up I case just recently produced some really really helpful information for you to follow. So I can pass that along. Um and
yeah, any other questions? >> We can ask them in the business meeting as well. Yeah. Thank you very much. >> Thank you. >> All right. Let's quickly debrief that very meaty work session. Um
and I'll start with you, director. Oh, I was just sitting here thinking I'm trying to think about what we talked about. >> Go first. >> No, just a, you know, very interesting, very helpful. Um, just becoming aware of some of the things that we're facing on
on the legislative level and um, yeah, and I'm excited about the uh, is it Zello? Is how you say it? That that's just a fascinating uh, process. I I think that's so and again what um Brenda
said earlier um like I wish we would have had this when I was going to school. It just would be such a helpful tool. So >> thank you. Director Lima's question. >> Yeah, I just ditto. I I'm excited about what's in stake for Zello and learning
more about that um for our students. And then um thank you Nate for the update. Um I just am taking it all in and I just I don't know where to go right now. like it's just great though. So, thank you. >> Sorry. >> Same here. Uh it'll be exciting to see
how Zillow uh rolls out and how the parents feel about it. And then once again, thanks to Nate. It's a lot of work and a lot of reading going through this legislation, most of which I have trouble fully comprehending. So, I appreciate
his um viewpoints. >> Dr. campus. >> Um same on the career exploration. Just so cool and to see like you said all the connections between um starting in kindergarten and then going into like internships and then even beyond that to
the workforce being able to access Zello and like offer our kids jobs. It's it's like blowing my mind that that can happen. Um and and yes, thank you Nate for the legislative update. Again, thank you for emailing it a little bit in advance of the meeting. um it's hard to
digest all of that in in that in a small amount of time. So um thanks for keeping us a breast of everything. Oh, and I did want to also shout out to everyone who like you guys are attending all the events and I'm so proud of that and I
want to just piggyback off of something director Bentley said. It's it's so nice to know that even if I can't be there and I, you know, I'm going to take a little vacation that somebody's going to be there or if our work schedule gets in the way that um that there will be representation from the board. Um so
that's just a breath of fresh air from those of us who've been here for a few years now and have carried a lot of the the not the burden, the joy, but um yeah, the workload of of board work. So thank you guys for participating so much. just grateful that we have so many
people who love our students really well. Seeing that in Zello and seeing the work that Nate does and and uh everyone just I really appreciate what they do. Yeah, Ditto uh Zello is is very exciting
and and I'm, you know, very hopeful for, you know, the opportunities that can uh bring to our career pathways and kind of fine-tuning that process, maybe opening more doors or or not having us waste time with the other ones. Um I don't know if it would have been cool when I was a kid. I still don't know when I want to be able to grow up. So, you
know, but hopefully it helps somebody figure that out. Um and then I always thank Nate for his hard work on this. he puts a a ton of time and effort into and it's it's pretty uh pretty substantial and and very important. Um I I just one
more time can't re reiterate enough that I am a major proponent of the Second Amendment and I'm a shall not be infringed kind of guy and this is a definite infringement and there's no way that any any part of that will ever
go over smoothly with me. So, >> well, thank you for the presentations. I love a good one pager as well. Helps to to just tie it all together for us. Um, and thank you, Nate, for Mr. Fall for all of that information. And I know Miss
Sponsor is always figuring out the financial um implications for District 6 as well. All right. Thank you all for your honesty and robust conversation. Let's eat. And this meeting is adjourned.
Eat that. Part: 2
Heat. Hey. Hey. Hey. Heat. Heat. Heat. Heat. Hey, heat. Hey. Heat. Heat. Heat. Heat. Heat.
Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Happy birthday to you. Heat. Heat. Heat up here. Heat.
Hey, Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Hey, Heat. Heat. Heat. N.
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Heat. Heat. Heat. Heat. Heat. Heat. Good evening and welcome to the board of education meeting for Gley Evans School District 6 on Monday, February 9th, 2026. This meeting will now come to order. Please join us for the pledge of
allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Miss Lemon, will you please call the
role? >> Director Ozari, >> present. >> Director Bentley, >> present. >> Director Campos Spitzy, >> present. >> Director Edmonds, >> present. >> Director Lemos Garcia, >> present. Director Mash, >> present. >> Director Roi, >> present. All board members present. >> Thank you. Well, I wanted to wish
everyone a happy Valentine's Day coming up this weekend. I know sometimes Valentine's Day gets a bad rap. Just a a reason for stores to sell flowers and chocolates. Um, but it's always a good day to show love to your family and your friends and your teachers and your neighbors. Um, only love is stronger
than hate. So, let's drive that out this weekend. Um, I also wanted to invite you all to the 35th annual Big Band Boogie Ball. Um, that used to be a Valentine's Day celebration. This year is closer to Marty GR and has a Marty GR theme. Um,
it's a Marty GR themed evening celebrating music education and student achievement. The event features live jazz performances by the Gley Central High School jazz bands and orchestra along with Chapel's um, jazz band as
well. the arts magnet program dance um and the cream of the crop big band John Mills Orchestra. So if you would like to come and swing dance or observe other people swing dancing. It's a great event. Um all the proceeds go to our Gly
Central Music boosters. It is February 20th from 6:30 to 11:00 p.m. in the UNCC ballroom. Tickets are available um at Gley Central at Music Depot um or
one of the Gley Central High School musicians can sell you a ticket. So, hope to see you all there. All right. Um I always tend to overlook our students that are sitting with us, but our Council of Student Representatives, um Sarah Venegas and Abby Tovar, thank you for being with us
and for your participation. The next item on our agenda is to approve the agenda. This is an action item requiring a motion. >> I move that the board of education at Gley Evans School District 6 approves the agenda as presented. >> Second. >> Thank you all. Is there any discussion
on the motion? Seeing none, Miss Lemon, will you please give us a vote? >> Director Ozari, >> I. >> Director Bentley, >> I. >> Director Campos Spitzy, >> I. >> Director Edmonds, >> I. >> Director Lemos Garcia, >> I. >> Director Mash, >> I. >> Director Roi, >> I. Motion carries 70.
Thank you. Our next item on the agenda is an amazing celebration recognizing our middle level principal of the year. I'll give this over to you, Dr. Pelch. >> Thank you, President Mash. It is my honor tonight to recognize Miss Nicole
Peterson as the 2026 Colorado Middle School Principal of the Year. So Nicole has Yes. This year, the recognition actually uh is offered up from the Colorado Association of School Executives, which is our
professional organization um that we all belong to as school executives. Um Mrs. Peterson was chosen as the middle school principal of the year by some of her peers in the state of Colorado. Uh so, Case doesn't actually select the
winners. Um there there was a team of former winners, principles and assistant principles who have been state winners who selected Nicole as the principal of the year at the middle level. This is really quite an honor um to have Nicole recognized in this manner. We had an
assembly last week at the school to recognize her with her student body and her staff. Um and many of you attended a reception following that. Um she will also be recognized April 15th through the 18th in Washington DC along with all the other uh winners from states across
the nation. Um just a little bit about Mrs. Peterson. She was hired as an assistant principal first in the district at Gley Central High School in 2009 after having been a teacher at University School. She has been the principal at Brentwood Middle School for
13 years now. since 2013. Uh, so she's almost our longest standing principal, I think. Um, and Brentwood has been recognized multiple years in a row, as you know, as a school to watch and has received the Colorado Department of Education Center of Excellence Award
twice. So, lots of recognition there. Um, honoring the hard work that has gone on there with Nicole and her team. Um, her school has been at a performance rating since 2016. all but one year and then the two years that were held with
COVID. So, um they slipped one year and boom, she was on it again and didn't let that happen again. Um Nicole received the district principal of the year award from the success foundation in 2019.
Um, and as you all could see when we were at the building last week for the celebration, she has created such a positive and and welcoming and nurturing environment for her students and her staff at Brentwood Middle School. She really is a model of culture
development. Um, she knows every single student by name. She celebrates every single student's birthday. She writes each of them a personal birthday card to tell them happy birthday. Um and because she knows her students, she's able to to
give them personal messages like that. She consistently has the highest number of students um in the district in our extracurricular activities in the district. Um she and her team there believe that if students are involved in extracurricular and co-curricular
they're going to have a greater sense of belonging and they're going to be more likely to be academic successful which is why we've seen the academics part of why we've seen the academic success there. Nicole is a relentless leader. She she is tenacious and she does not
let up. And what that does for our students is it causes them to know they can do great things. they can do hard things and they can go on to high school and and really really excel at the high school level because of the work they're doing at Brentwood Middle School. Uh she is a leader among our leaders here in
the system. No question about it. She serves on many district teams and committees. Um anytime we ask her to take a leadership role to chair something um she's always willing to do that and and you all know this that she and her husband Jeff um are often
present and often the face of District 6. and just so proud to have her on our team here um in district 6. And I'm going to give her an opportunity to say a few words to you and then I um have a plaque I want to present you with and Casey will get some pictures. >> Welcome, Mrs. Pet. >> My gosh, those are so many kind words
and sentiments and so obviously I'm super humbled by this recognition and incredibly honored. Uh it's a huge testament to the amazing things we have happening at Bruntwood. I truly I know I'm biased in every single way, but I really believe we have the absolute best
team of educators and administrators and we've been together for a long time at Brentwood, which is really powerful. Uh, so much of who I am as a leader is I grew up in District 6 in leadership positions. I took the role at Gley Central when I was 29 and had the opportunity to learn um how to be a
leader and just refine those skills and practices. And after all, we have Dr. Pelch who is probably the most tremendous leader any of us know and so to be able to just learn alongside her and from her has been such a valuable like invaluable opportunity. Uh as I said before I genuinely believe that all
of the schools in our system believe in relationships and rigor and this relentless hope that we instill in our students and our families to change the outcomes for kids. So I'm just honored to be able to represent our district in such an amazing way. So there you go.
What a great way to start our meeting off. Our next item is to hear from some of our fantastic students, our council of student representatives from Frontier High School. Amelia Katrrell, excuse me for butchering any of your names, Joshair and Kaden Clark, who are
accompanied by the dean of students, Sarah Scribbik. Welcome. Good evening. Uh, members of the board, President Mash, and members of the Council of Student Representatives, thank you so much for having us here tonight. I am
proud to introduce Frontier Academyy's Council of Student Representatives. Standing next to me are three amazing students who embody our mission at Frontier Academy, building leaders. Tonight, they will give you a glimpse into what makes Frontier Academy stand out.
Hi, my name is Amalia Catrell. I'm a sophomore at Frontier Academy. I'm currently involved in the council student representatives, honors orchestra, as well as a start pier. I'm a member of Frontier Academyy's volleyball, basketball, and track team. My name is Joshair and I'm a senior at
Frontier Academy. I'm involved in the Council of Student Representatives, Frontier Academyy's jazz band, as well as National Honors Society. I'm also a member of Frontier Academyy's track team. After I graduate, I will be pursuing a career in welding. >> Good evening board. My name is Kayen Clark and I'm a senior at Frontier
Academy. I'm a member of Council of Student Representatives. I'm in our National Honor Society, a member of Interact Club and Fellowship of Christian Athletes. I also partake participate in cross country, basketball, and track in addition to various service opportunities in my
school and community. After graduation, I will be continuing my degree at University of Northern Colorado with a major in sports and exercise exercise science, but my main focus is in ROC and pursuing aviation. Um, what makes Frontier unique? Frontier
Academy is a spectacular school. There's so many ways Frontier is set apart, but some not notable things that make Frontier different from other schools are its unique characteristics. things such as a 4-day week, a conjoined 6th through 12th grade building, small class sizes, and the freedoms of a charter
school. Frontier has been such an incredible experience in my life. I moved to this school in 7th grade after a long move from Alaska. I have loved this school ever since. I was introduced to many service opportunities starting as young as middle school and was given the opportunity to interact and serve
with upper classmen. I have loved our 3-day weekends and wish to never go back. Because of Frontier's unique structure, I've had countless opportunities to pursue hobbies, extracurriculars, and make deeper connections with friends, family, and my community. Frontier has given me the unique opportunity to make personal
connections and friendships with my peers and teachers. Thank you. >> Benefits of Frontier Academy. Since Frontier is a smaller school than most district 6 schools, attending here is a huge benefit for all children who want to participate in a variety of
activities. Frontier is very flexible with student schedules because we want the most spirit, support, and community in all our extracurriculars. This has personally helped me because I've been able to engage in most activities and athletic teams at Frontier. I currently partake in volleyball, basketball, throwing as well as honors orchestra.
Being a small school has also taught me to create a better work and life balance. Even though I'm very involved and don't get much of a break, it has taught me to have a great time and stress management skills. I love attending Frontier because of the close community connections. My social skills have improved with all my peers, and
I've developed a deeper connection with all of my teachers. >> Opportunities at Frontier. Despite the smaller number of students and size of our school, Frontier offer offers a lot of opportunities that are such a privilege to be able to partake in. Um I've been going to Frontier for all 13
years of my I guess school career and um I feel so lucky and privileged to be able to um share some of the opportunities and like share those connections with different teachers and students. Um for example, I'm able to participate in Frontier's Jazz Band during zero hour um which starts at 6:30
in the morning. So it's a a before school thing which is I feel like really cool that um we have the opportunity to do that when we can't fit into our schedule. Um, we also have another fun opportunity we're able to do called ew week, which is like an electives week. Um, we don't have enough students or
space to have fun elective classes such as shop. So, we have e-w week, which is a week long period in October, which offers a plethora of these types of classes so that we can experience some of the same things as other students in Gley. Right now, we're doing wish week. Um, during this week, we come together as a kindergarten through 12th grade
school um to raise enough money to help make a wish come true for a child with a critical illness. I find this opportunity really cool and really supportive and it's such a privilege to get to feel a sense of community with other students and teachers and support an amazing cause. Um, we don't have a specific request for the board. Um, but
I'd love to ask you guys to all consider contributing to help these kiddos wishes come true. Um, you can support our cause by donating through Frontier social media or by um having a meal at Wing Shack on Tuesday night or Cafe on Wednesday. um we have some digital
flyers for that um that you can present to them to help support that. Um thank you guys for your time and and the opportunity to come and present. If you guys have any questions, we'd love to answer them. >> Thank you for being here. I know that you're busy this time of year. Well, any
time of year probably. Thanks for being here. And director Campos Spitzy has a comment. >> Oh, just kidding. I apologize. We'll come up with one. No, I'm just kidding. Um, yeah, we just This is one of my
favorite parts of our board meeting is to get to hear from from each different group. Um, each different school and I I appreciate that you specifically said what sets you apart. Um, the small class sizes. Sounds like you all mentioned that and that really gives you a tight-knit community. Um, and it looks
like Miss Venegas has a comment that is that for Yeah. Yes. I just wanted to say kudos. I love when CSR comes up here, especially our charter schools. We love hearing your guys' comments and just how amazing your schools are and all the fun
opportunities you guys have. And I just love seeing you guys up here and sharing all the good things about your school. So, thank you for doing that. And you guys are awesome. So, thank you for being amazing students and amazing members of CSR. >> Thank you very much. Best wishes for the
rest of the semester. >> The next item on our agenda is an update from the success foundation. And so I will invite executive director Julie Hill and board member board President John Shutler. Good evening. Uh yes, I'm John Shutler.
I have the pleasure of serving as the president of the board of directors for the success foundation. And uh just from a personal note um one of the reasons I wanted to be on the success foundation in the first part is these kinds of opportunities of partnering and working
with and learning more about the district with the board and its faculty and its administration. And uh so this is just a great opportunity. But um I want to just make sure I recognize my fellow board members and I had to write them all down because I always forget. uh Darla Francis, Kelly Zelman, Terry
Bolinski, Neil Kingman, Eric Naki, Natise Parent, Brent Kramer, Dana Kohler, William Naidig, and Charles County. And so, thank you very much for this opportunity. I know Julie's got a little bit to tell you as well.
>> Thank you again. We always um appreciate the opportunity to come and report on what we've been doing for the past year. Again, my name is Julie Hill. I'm the executive director of the success foundation um serving Gley Evans schools almost 10 years May will be 10 years I've been with foundation and it's been
um quite a ride we are um we do want to brag that we did recognize some of your people of the year first so um Nicole Peterson as mentioned was one of our uh our leader among leader award winners and Steve Pollson was also one of our teacher of the year winners earlier on
but congratulations um such amazing recognition happening in the district and we just are proud of the piece we get to play in it. I wanted to just tell you what we've been up to um in 2025. Some of the things that you're going to hear from me tonight are repetitive. We've been working on some of similar projects from year to year. And I'll
start with our school food pantries. U we partnered with the district um nutrition services team a couple of years ago to install school food pantries at all school sites including our charter schools. So um we received some grant funding for all of the equipment needs, but we are now helping with the sustainability of those
pantries. So, um, proud to say there's 33 pantries up and up and running. Um, this year they really are focusing on growth in the food reclamation that they, um, are working on. We were, we did have some leftover grant funding that we were able to help improve the packaging equipment. So, that's
something our funders and and community really like is not only um, shelf stable items, but being able to reclaim food that was previously thrown away um, and now it can be um, properly stored and sent home with our with our children. Uh the other really thing we really have nothing to do with this but I think it's
a a cool outcome of um the food service or the food pantry program is involvement from our transitions program. Um our students in that program are taking the orders. They're getting um things ready to go and send out to the pantries. So they're getting really valuable work skills and um obviously
also helping keep those up or the food pantries operational. So um financially we've contributed $28,000 to support food pantries in 2025. We continue with our music efforts. We are trying to um provide quality
instruments K12 or our goal is to get to a one instrument to one student ratio. Um to date uh in 2025 we provided $135,000 um but over the last couple of years we've um helped purchase 355 new instruments. There's also a smaller
amount that we have allocated to critical repairs. were um depending heavily on the expert of Kathy Azari who um we said if if they can be repaired and there's still plenty of life left in them let's do that otherwise let's get a new quality instrument and put that in students hands so um that's been great
really wonderful stories coming out of the the music programs and we al also have had some community members come in John Dit with the Crescendo Foundation um has provided funds for day-to-day needs so a lot of funds needed there that students have to provide or are coming out of those budgets So, um, he
continues to work on those day-to-day needs. I love this little picture, little guy playing tennis. Um, athletics program support. Also, um, Sean Scribbik was hired as a full-time athletic director, um, in 2025, and he's done a great job. Um, this is also a project
that started a couple of years ago, but really removing barriers um, and that access to athletic programming at a younger age. And so we contributed just under 150,000 in 2025 to athletics after school athletic programs at the fourth and fifth grade level. Um between spring
and fall, Anthony, I hope this is the right number. We had about 1500 students participate in those programs and and that continues to evolve. But u one thing that the district did this last year as well is offer a common sport at all schools. So in the spring it was soccer and in the fall it was football
with the effort of um having some sort of competition among schools. So really great program and um I think we will continue to hear more stories out of that program. Our board has focused on career exploration and development. Of course, Smart Labs is a a big part of
that at the younger age, but in 2025, we did receive some funding to support um the student kits at the CTE center, $70,000, and we um secured $145,000 for the Career Explore um internship program.
Of course, we lost a um a huge pillar in education, our community in 2025 with John W. Hafley. Um but his legacy lives on through their fund, the Dillian John W. Hafley opportunity fund. This is an opportunity for students and student
groups to come to the success foundation and apply um for finances that will help them pursue extracurricular academic um career development opportunities. The other large um uh item that we fund out of that fund is our the home internet access. So since COVID we have provided
home internet access to our students that would not have it. Um so that comes out of that um the the Hayley fund. So there just um yeah $33,446 was provided through that fund in 2025. We continue our innovative learning
grant program. Last year we went to two cycles and it seemed to help us a lot. Um so in 2025 we gave a little over $37,000 um to support projects in our schools. Our staff and educators are coming up with wonderful things they want to do with their students. Uh 10 schools K12
students were supported. Um the district 6 preschool I think for the first time we provided a grant too and then we also um gave one to our a department nutrition services. So it's not only for schools it's for any department that wants to do something um innovative in their area.
And then this is a kind of catchall. We we do receive a lot our our board work looks at district-wide projects. So you just heard about that, but we have many funders or or grant opportunities that come to us and this is that catchall of directed gifts and grants. So just a few
examples of that. We had um about $584,000 um but literacy initiatives, pre-colgiate support. This does does include the district 6 kath that we partner with communications on and then um support to individual schools
departments and and programs. Outside of funding, many of you I think all of you were at the um success and six awards a couple of weeks ago. As you heard, it's our favorite event of the year. Um we had more nominees than ever this last year at 156 and we did uh fortunately find our one person that
didn't receive their gift. So that was good at the event. We were able to track that person down. um also largest I think largest group of attendees. We had over 400 um individuals there. So just so much fun. It's it's really a great time to get to celebrate with all of you and um certainly you are worth
celebrating. Last year I think um President Bash mentioned this and we left it out of our presentation, but we're also very proud to host a junior board. We actually met with them this morning. Um they meet on a monthly basis and work on leadership and community service projects. And so
this is them at the Prairie Heights uh food pantry in December. They stock that up before the holidays. Uh but a great group of individuals. You'll be seeing more of them at our breakfast. Um and they help us out a lot and hopefully we are helping them as well.
And finally, we have our breakfast. Speaking of breakfast, coming up on March 6, Friday, March 6th, um bright and early, get your coffee ready or we will have coffee for you. 6:45 to 8:00 a.m. We'll be back at the Twintton Academy of Pre-Engineering. Um, as you know, if you've been there in the past,
our students run the whole program. Um, Gio West will be catering again. So, we try to highlight as many of our student programs as possible through the breakfast. So, we look forward to having you all there. And that is our presentation. I would be happy to take any questions. >> Oh, John.
>> Thank you so much. It's so exciting. I love I love the photos that you have and and and just the snapshot of the amount of money, the the generosity of our community. Um, we have some comments. Director Edmund. >> Yeah, I um this is yeah, more comments
than questions. I I really appreciate what the Success Foundation has meant for our students and their families. I think I've always admired y'all from afar. I mean, we we run in the same circles in the nonprofit world. and just knowing how important self-sufficiency
and household stability is that what you guys are able to provide like with the internet access something that a lot of us can take advantage of is just like ah Comcast is a little too expensive I'll just switch internet companies and there's a lot of families that don't have that and so I really do admire the
work that you do to ensure that students have opportunities whether it's on the sports field it's in the science lab or it's situations at home that they have something whether it's food or internet um and I really I loved the success in six awards. That was probably one of the things I was most excited about when I
joined the board was to be able to go to that just because I know several teachers. Someone who's near and dear to me was was named the elementary educator of the year, Mrs. Kimberly Destry. Um, but then to see the students in that picture as well is really great. I mean, I know four of those kids in that
picture and I've known them for 10 years. And so just wonderful to see that you provide opportunities as well um for our students to be leaders among their own peers and not not in a a forced way but just seeing their strengths. And so I really do appreciate that. I know I
know Director Bentley appreciated those welding pictures as well. So it's just great to see that we're providing not just college readiness but career readiness as well. So thank you so much just for what you do uh as an organization. >> Thank you. And I I just want to mention it is our community and I I know you all
see this through Mil Levy override and and passing of the bond, but um we continue to see um just an amazing, you know, amazing support from our community. But one of our board members said once people want to be associated with winners and district 6 is a winner and that makes our life a lot easier and
easier to raise funds. So thank you for um for all the work that everyone everyone does. Like I said, we're just happy to be part of it. But it is our community. community believes in the work that you do and um so do we. So, >> Director Bentley, >> yeah, more of just a shout out and kudos
to you guys. Um just the you know, the interactions we've had with you guys over the years and and just the the success foundation as an organization is such a blessing and an asset to District 6 and the community. It's a it's a perpetual motion machine of of positivity. You know, you guys helping
us do better and we doing better and making people want to donate more to the cause. It's just really nice to have an avenue where people can, you know, you know, like the DIT foundation and bring money in and specifically sponsor something that's passionate for them and and you know, and then just your your amazing board. You you have some of the
best board members probably out of any organization that we deal with. You know, we see them day in and day out in different capacities with their with their private lives, but then they're always at all your events and it's just it's pretty amazing to see just the the teamwork and and the camaraderie and and then just how much good you guys do for the district. So, I just wanted to say
thanks, >> Miss Tobar. >> Yeah, I don't have a question either, but um over the summer, I got to see a little bit a very little bit of what the success foundation um gets gets to doing. I remember I was um with Josh
Pollson. This was for my internship and we go upstairs to go see Julie and she has a stack of paper that's this big. And I was like, "Oh my goodness." And this is in the summertime, too. So, she was working hard at that and it was it was just really cool to see that and now
seeing all the numbers on the screen. It's like all of that hard work is is really going to use and I even see like some of the people I know up there like on the junior board and um with like the instruments and I think that's really cool. I love the miss the mission um at
the success foundation and I think oh I also got to um design one of the one of the social media campaigns for the national sports day. I I don't remember what it is called exactly but that was really fun too. So I don't know just
seeing everything at the success foundation it's really cool to see it all come to fruition and it's great. So thank you >> director campus Fitzy. So, um, in preparation for today's meeting, I was looking through the website and I was like, I wonder how
this looks, you know, to outsiders who just are googling you. Um, and one of the things that stood out, um, was the impact portion. Uh, it talks about how a strong education system is critical to maintaining a healthy and thriving economy. School foundations like the
Success Foundation across the nation are collectively addressing the widening gap between government funding and the escalating expenses of educating our students. And so, thank you for being in that gap. And I think two cool things that happened in the success foundation.
One was in 2010, a bunch of people who are education champions in our community got together and are like, we should start one of these foundations. And then number two is when they hired you, Julie Hill, because um I think every time we see the amount of fundraising that
happens year after year since you arrived um that has been a significant increase and so um feeling blessed to have the foundation and to have you. >> Well, thank you again for your presentation. I was um having a few um
lightning bolts of oh, I should invite that person to the breakfast. Oh, I should address. So, if you've never been to the breakfast, it's a wonderful showcase of our students. We always have um students being the MC's. We have students directing you to a table. The
food is made by our students. Um we have musicians, all those kinds of things. So, please come. If you just if someone hasn't invited you, I'm inviting you. Get in contact with me. I'll get you at my table. Um but just through the presentation something that was um just
came out to me is all the different you the success foundation supports our students in every way. We started kind of well maybe we didn't start but smart lab so we've done technology then we did athletics then we've done art and I think the opportunity for directed donations and for our community to see
themselves in where their donation is going. You know, I remember somebody being so taken by uh one of the students talking about playing the flute or wanting a flute that she then donated her flute and was like, I want to support the orchestra. So, um yeah, just
appreciate how accessible it is. And so, thank you very much for being here and we'll see you on March 6th. >> Thank you. >> And that brings us to our superintendent report. Thank you, President Mash. Um, I will just remind uh the audience who watches
this portion of the meeting and not the always the work session that uh we had a very robust conversation around personalized learning plans and the platform that we use for those personalized learning plans called Zello. Um, and I would encourage people to go and watch that. I'm really
impressed and excited with the work we have going forward around the work around college and career readiness. So, um, encourage you to go take a look at that. Um, we also had a a robust conversation around legislation. So, you you probably want to stay tuned for that
piece, too. Uh, the the legisl legislative um arm has come come back into session and here we are looking at legislation again and um hearing hearing about the new bills and so we'll keep watching that and keep the board up to
date on that. I I just want to give a shout out to the success foundation. Uh you are right, Dr. Campos Spitzy. I mean, hiring Julie Hill has been truly remarkable. I mean, she she is an executive among executives and what she's been able to get this community to
to buy into literally um and and to lead and she's just such a champion for District 6 and just so proud to work with her and call her a partner in our work. Um, and then I just wanted to share that our literacy initiative is still underway. We had the folks from
Weststead here week before last. They were they were here in the district all week uh with alongside our district team with Jenny Jensen and Lisa McGee and and several others um from the curriculum and instruction assessment department. And they their those teams were in over
a hundred classrooms throughout the district. And so they've they've had a chance to see a lot of lot of literacy and a lot of students in our district. Um and so I I am sending an email to I sent an email to staff today. I'll share that email with you all so that you can
see what the update that I I sent to staff. Uh we don't have a comprehensive report yet from Westad. They're now the next wave is to continue to analyze our local data and our state data and then also um they will be conducting focus groups and listening to educators in our
system and learning from them to to triangulate the data and and to confirm what they saw in the classroom is in the very short time they were in those classrooms that what they saw in the classrooms is really the work of the district and and what we're doing in the district. So, I'll keep you posted on that. I I continue to hear positive
support for that work and and high engagement on the part of our staff in doing that and I'm really grateful for the district team who's who's leading this work and um they're doing a fine fine job. So thank you and that's all I have tonight. President Mash,
thank you very much. We will now receive an update on our innovation 2030 strategic plan strengthening partnerships goal one family partnerships. I see Mr. Asmus approaching. >> Oh yes.
>> Good evening, President Mash, members of the board, Dr. Pelch, and our council of student reps. My name is Anthony Osmos. I'm the assistant superintendent of secondary and K8 schools. And with me tonight is Brian Leamos, our director of multilingual learning and family partnerships, Mr. David Reyes, our
assistant director of family center and cultural excellence, and one of my favorite people, Julia Madera, one of our parent and family advocates. We're excited to give you um an update on just a few of the things that we're doing to strengthen partnerships with our parents
and our families. Our family partnership work is grounded in our mission and our vision. And this is extremely important because in this district we have over 80 languages spoken. I truly believe that a large part of our
90% graduation rate is because our parents are supportive of this work and it's because of the relationships that we've created with our parents. We have four focus areas in our strategic plan. And family partnerships is found under
the strengthening partnerships where we enhance student success by communicating, engaging, and collaborating with our communities and our school partners. Our first goal in this focus area is to strengthen relationships with parents and families.
And we have two objectives under this goal. first to develop and implement a comprehensive district-wide family partnership plan utilized at every district 6 school um and also to develop and implement um staff training to support this work.
There are three outcomes that we track. First, schools will include and implement a family engagement goal or strategy in the annual improvement plan for their school. Also, families will indicate they are satisfied with the climate of their school as indicated on the annual parent survey which is out
right now. And school-based staff will be trained in effective effectively creating family partnerships and will use those strategies to port to support student learning and achievement. We have a power team um consisting of many members including community
members, administrators, advocates and they drive the work of the family partnership. And I would say this is the team that responds to parent need. And so when we hear of a need in our district and then that is typically the focus of our next parent engagement um
parent family meeting. So to turn this first part of the presentation or to hear the first part of the presentation, I'll turn this over to Mr. David Reyes. Okay. All right. Thank you. >> Thank you, Anthony. Good evening. Uh, President Mash and members of the uh,
school board, Dr. Pilch wanted to talk about Blooms just really quick. Blooms was rolled out districtwide at the beginning of the 2526 school year. It's a one-stop shop communication tool that features two-way communication with over 250 different languages for translation
of messages, alerts, and AMP content. We have to put together a team of parent family advocates um to support schools with parent signin and onboarding. Actually this Wednesday we we will be at Prairie Heights Middle School supporting their parent teacher conferences and um
getting families signed up for the Bloom's communication app. Spanish for family partnership continues to be a thing um here in our district uh to provide staff members with high impact strategies and professional
learning opportunities for D6 staff. This is a basic Spanish that has allowed staff to be more confident when engaging in conversations with the Spanish speaking family. 195 D6 staff members have gone through a six-week Spanish class. And again, I always give a shout
out to Jessica Cooney and Erica McNichol and the rest of the group who helped launch this Spanish for family partnership. Our D6 family engagement series continues to provide families with learning opportunities to attend events that provide valuable information on
topics such as attendance, IC, open enrollment, career pathways, CTE, postsecary planning, and concurrent enrollment. Family engagement series helped build authentic relationships between staff and families, fostering trust and open communication. This year
we've served about a hundred families during our family engagement series. Child care is always provided. Food's always available. And this year we really focused on the district uh I'm sorry, the direct admissions between Ames and UNCC. It's such an opportunity
for students and families to essentially enroll in for free post-secary education. Um that that's just amazing and we need to get that word out to families and students. And we've also partnered with um D6 gearup um so that we can also support their collegegoing
cult culture initiative. So thank you gear up for all the help you've provided this year. Uh another action step translation services. So our school schools have um access to multiple tools, resources,
translation services to support family partnership throughout the district, which include earbuds, language link, which is a third party uh uh third party phone service, on call interpreters hired by the family center, and the ILA. There's a a picture of the ILA device up
on the screen um that you can see, which is a two-way communication system that helps translate conversations in real time. We actually had an opportunity to uh bring DAC over to see the student enrollment and family center a few weeks ago and we were actually able to show
that uh device off and see it in action. So um that was a pretty interesting event and uh one of the deck members speaks Russian and so we were able to um pull up the Russian language um and actually use it. So that was pretty
powerful and pretty amazing, wasn't it, Anthony? She was surprised because it works. >> Yeah, she was she was super surprised. And so each school does have an ILA device at the front office available to them. Um we do have to provide regular updates um through just our normal Wi-Fi
which can take a little bit of time. Um parent family advocates uh we brought Julia here um to talk about some some of the things happening at her school. But we as a family center we continue to support parent family advocates throughout the system with ongoing PD uh
which includes uh digging into the national standards of family partnership, voice visit training and community resources. Uh voice visits are intended to build positive relationships with families so that educators and families can work together in providing the best possible experience in
education. These visits can happen um at home coffee shop. They don't necessarily need to happen at the home. As far as the family center, um family center continues to support families in partnership with the student enrollment
department. Families can come into the student enrollment and family center building to get help with school enrollment, community resources, and basic needs such as food and clothing. We do have a really close partnership with a Precious Child nonprofit organization out of
Broomfield, Colorado to help us out with our clothing. And uh World Food um also provides us food for our pantry um within the family center. We do direct um um families and students to their sites so that they can access the food
pantries there. Thank you, Lisa, for all that you do in the with those food pantries. So, I'd like to introduce you to Julia Mada. um she's our parent family advocate at Chapel K8 to talk about a few things um that they are doing in
regards to family partnerships. So Julia um it's your turn. >> Okay, thank you. Um hi, good evening everybody and thank you David and thank you all and the um board members for um having me here tonight and I'm excited to share a little bit about the family
partnership work that we have been doing at Chapel. Um I want to share with you some of the high impact strategies that I have worked on at Chapelo to engage families in alignment with our um national standards for family partnership and I 2030 strengthening partnership goals at building level. So
the first one I would like to talk about is our forc chloric valet program. Um Anna Lopez an instructional assistant at chapel and I created and implemented an afterchool for glory ballet program where students from grades KA can participate. Anna coordinated the music
and choreographies while I handle logistics coordination and just back backstage support. Through the dance and performance arts of the fort glory ballet students build confidence, teamwork and strong sense of belonging. They get to showcase their talents and through this experience students also
gain a deeper appreciation for cultural traditions and why they matter. Our students have performed for family, friends, downtown girly community events and also schoolwide assemblies um for staff and students. This program was
also recognized um by the CDE FCP framework practices for meeting standards one and welcoming all families and the essential element of creating an inclusive culture. Um we were also awarded with the success foundation's innovative learning grant. So thank you
for that. Um the next thing I'd like to talk about is the chapel food pantry how we implement that work at building there. Um um all students can come anytime during the school day for a snack if they feel hungry either because they may have missed breakfast or they just need
a little extra boost or if they know that they might need a little to take home for dinner. Um all families can also come and take food items for their homes. Uh we serve an average of 25 students daily and about 10 to 15 families monthly. A big impact that we
have gotten from the food drive is I mean from the pantry is the food drive. So through hosting and planning food drives, our staff, families, students, and community come together to help keep the pantry stocked and accessible. Through their collaboration and partnership, they generously bring in an
average of 2,800 food and hygiene items each time we have one. Um, and a little bit about the impact that we have had is that our food pantry has become a safe, welcoming space where students and families feel comfortable sharing their stories, opening up about their needs.
And this work has also helped us support the children's social, emotional and physical well-being. Um, so in alignment to our high impact strategies for family partnership goals, I took the initiative to create a chapel family engagement team to support academic success and help parents
collaborate with teachers. A little bit about the team members on the team. um we created or like I wanted to make sure that the team was intentionally made up of diverse roles to bring in different perspectives, strengths and roles to um collaborate
more effectively. So we started the work by listening first. The team conducted empathy interviews with families across grade levels and focus on the whole child aspect such as academic, social, emotional and families needs context. We wanted to understand their hopes, needs,
and visions for their child. From the empathy interviews, we learned that families wanted more personalized, consistent communication, clear guidance on school systems and technology, and tips on how to use those tools to support their kids at home. Once we looked at what families were
asking for, we brainstormed together and planned two high impact strategy ways to reach out and connect. One is positive contacts home. So all school staff including teachers, support staff, sped and DHH departments are participating in making at least one meaningful personal
phone call for student. We just want to celebrate their strengths and connect with the families. The idea is to have these calls to help make families feel seen and valued and often they will open up about areas where they might need extra support. If the parents articulate needing additional support, then the
staff will take a note of that and that way we can respond to we can respond quickly and give the right followup to meet their needs. The second um that we are planning is a middle school parent support night, a plug-in session we're calling it, and it's in response to the
parents request for support and technology and school system areas. I'll be hosting an evening with middle school staff and counseling team where parents can come in and get hands-on help with infinite campus schooly communication and ways to support learning at home.
They will get the tools right on their phones, receive relevant information, and get tutorials on how to use everything by the end of the night. The hope is to have them leave informed, confident, and more connected to their students lighting. Um,
sorry, I didn't change slides. So to close um I would like to briefly um share about why I believe this approach would work and it's because strong partnerships with families don't happen quickly. They take time intension and trust. These three practices reflect
what I've seen can work and how we can slowly meaningfully build relationships that truly support student success. So the first is we open the door. The for glory valet is a way to welcome families with joy, culture and pride. It creates moments where families feel seen and comfortable being there and it opens the
door for families to engage with the school in a positive trusting space. The second, we listen and support. The school pantry is where trust really deepens. In moments when families are vulnerable, we meet them with care and support. By identifying families needs and providing essential resources, we
show families they can count on us. And third, we collaborate for student success. And once trust is established, we can move on to the next level. Empowering families as partners in their child's education by giving families tools, guidance, and confidence, we invite them to work with us for their
academic success. And by opening doors, meeting needs, and working together, we create the environment that every child needs to succeed. And that is all I have today. Thank you. Now you get to follow that. That was
great. A lot of things happening at Chapel and uh just a reminder of the great things that are happening at the family center through David Reyes, the parent advocates and the parent leazison in the schools. There's a lot to be proud of here in the district and it starts with our leadership and most
importantly our I2030 goals and strengthening partnerships is one of those goals that we've really really have taken seriously as we have the other goals within our I2030 vision. But now I get the opportunity to report out on our progress in meeting those goals.
>> So as you know we've done listening sessions um that throughout the district and including our superintendent has participated in some of those. So, those have been high impact um activities we've done. The other thing is we have another one coming up March 11th at 5 to
7. Uh it'll be here in the admin building. In the past, we've done it at buildings um and that's had good attendance. We've got good feedback from that. But this time, we're going to do it here at the admin building and we're going to continue doing those listing sessions with our superintendent and other folks uh throughout the rest of
the school year. High impact family partnerships. Uh when we think about that, we're also talking about McKenna Vento U referrals from our parent advocates, increase in our uh family voice, panorama survey, attendance at events. So we're
monitoring all those pieces to ensure that what we're doing is having an impact and it's really engaging our family and our and our students. So the outcome data that um we're measuring it was talked about earlier and basically by 2025 we wanted 90% of
our schools to have some type of strategy family engagement goal within their unified improvement plan and as you can see illustrated on this uh on the slide here 100% of our schools have implemented a goal in family engagement with family engagement included in their
UIP plans and so we have met our goal um of over 90%. The other one I'm excited to talk about is by 2030 90% of school sites will be trained in creating family partnerships to support student learning. Um Julio just came up here and
talked about Chaplo. Last year I reported out at 55%. This year we have onboarded three more schools that we're working closely with. Chaplo, which Julio Julio just talked about, uh Martinez, and then the other one is Jefferson High School. and we're doing voice visits there, training them on
empathy visits, um all kinds of other family engagement activities that we're really saying these are high impact strategies that will make a difference at your school. Julia just talked about what's happening over there. So, we know that they're having an impact. We're getting students and families engaged.
Then the last one is our survey. Right now, the survey is open. It'll be open until March 13th. Um we've been pretty flat since 2022. We've had 74% were saying it was favorable. The school climate was favorable. Last year I
reported out the 76%. This year um we're trying to get more surveys filled out. And we're doing that in multiple ways. We're actually having parent advocates and leazison going out into the parking lots meeting our parents and sharing a QR code with them so that it opens up. They can take the
survey there. We're also being pretty proactive with our parent uh teacher conferences and other um discussions we're having with parents. It's coming up and we're being proactive to make sure that we're getting their voice. And then moving forward, we're going to
continue supporting family engagement implementation plans as we are the three schools we imple implemented this last year. We're still supporting the schools that came on in previous years. We're going to be doing much more collaboration with our 21C sites. We started those discussions last year
because in that grant there's a family engagement component and so we're having clear plans that are being uh handed over to us to tell us what they're doing to ensure that families are aware and that they're involved in some type of activity uh whether it's um a night you
know Spanish class or whatever it may be taxes it's whatever they decide they think that they need at that site. So 21C sites are moving forward with those plans and then supporting schools with family engagement action. um as I talked about earlier and then the co-creation of comprehensive community school
implementation plan which has a family engagement component. >> All right, we just want to say thank you and there's any questions. >> Thank you very much. And I see the questions pouring in. Director Campos Fitzy,
>> thank you for the presentation. Um and thank you Julia for um for your presentation. It was wonderful. We need one of you and Analia in every building. That's um actually I was curious amongst the
parent and family advocates. Is there do you guys come together to kind of share best practices and um yes we meet monthly for our u parent and family advocate PD? Um and that's a great opportunity that we use. We also
have um like a group chat and we're just in constant communication like sharing practices, reaching out to each other and so yes, we have that support. That's awesome. Thank you. And then my last question was just um actually about the panorama survey because I I recently
took one, you know, as a parent. Um when you say satisfaction, like so it's a one to five scale. Five is like the wording on there. It It uses words like tremendous and extremely, you know, like even though I love my school, the like I
I when I go one through five, like I don't know that wording is so extreme. Literally, it's like extremely and tremendous. Like it's hard to hit that one. And so is it like a three is enough, a four is enough? >> Well, you know, we're so far into this,
we've got to go for it all now. We can't change it. Um, but I think I think we're looking for on that one. I don't even know like it's four or three. Three is the favorable is what I remember. So, three is favorable. So, we're looking for three. But, you know, we have to spread the word because who usually
fills out surveys a lot of times people that are not happy. And so, we get a lot of those comments and what we need to do is spread the word because we know there's so many great things going on. So, everyone fill it out and let us know how satisfied you are with your school um and all the things that we're doing. And so, that's our campaign this year is just get the word out, right? We just
need we just need you to fill out a survey and let us know um what's going on at your school, all the great things. >> Cool. Thanks. I love hearing the proactive, you know, uh parking lot approach. >> Director Azari, >> I just wanted to reiterate thanks for
the work uh that you guys are doing. We know that uh parent involvement, parent engagement in the schools is a big part of driving towards success and I believe that that is attributed to our 90.1% graduation rate getting the kids across
the stage. So, thanks for all your work. I am impressed with the Chapel family engagement team concept and I'm just wondering if there is something like that in every school or something that you're wanting to get developed along
those lines. It doesn't all have to look like Chapel. I understand that. But the the just the key concept of a family engagement team, what a great idea for schools. >> That is the plan to have that at every school site here in our district. It looks a little bit different um at each
individual site. Uh but that is the plan because you need a team uh in order to make this family partnership uh work uh because if it falls just on the administrator or just on the parent family advocate, that's going to make it a little bit tougher to gain to see what
uh Julia is doing over at Chapel. So, and in our um in the school's unified improvement plan, they are they've got action steps and their goal is to also create a team to make sure that they're fulfilling all of those action steps and then monitoring that data. Julia is just
she's just amazing. So, everyone else is going to just follow her footsteps. She is great. >> Director Lamos Garcia, >> I also want to thank you for the great presentation. The pieces that really resonated with me is when you talked about providing items for um some of the
parents and families. It's providing that child care and that food which is so important. Those are some of the things that maybe we don't always think about that are helpful for our families to be able to be engaged. Um and I felt that was very um important. The other pieces for the translation is earbuds. I
think sometimes we take those for granted. Um and just providing those for families and students I think is also important. Um just another little comment about the afterchool um the ballet program. I think for me when you think about that particular program it
really embraces the vision of where we are at at a district six right so it's incorporating the family and the community and the student all together so hearing about that program is just amazing so um great job I just have enjoyed the entire presentation
>> Miss Venegas thank you president Mash wanted to just say thank you From a student's point of view, I know how difficult it can have for to have your family involved, especially when there's that translation barrier for many families within our
district. I know how stressful it has always been for me to help translate for my parents and they're like, "Well, what are they saying? And are you sure you got everything?" And so, just having that barrier not even there with the amount of opportunities of translation we have like the ear like the earbuds is
just amazing. And I think that is also a barrier when our families want to get more involved with the education of their students. They don't understand the curriculum. They don't understand the language. Maybe some of them didn't even have the same amount of schooling. So, I think just all of those opportunities coming from a student
point of view definitely helps our families be more engaged. It also helps us be more motivated because our families now understand what we're doing and how hard it is and how difficult we're working. So, thank you so much for everything you guys are doing and I
think this is just amazing. Thank you. >> Just share a quick story at our December family engagement series when we talked about direct admissions and we had all of the language devices when we said college could be for free. The eyes lit up because that that translates to every language,
right? So, it was great. >> Vice President Bentley. >> Um, yeah, just more of a comment. When we was at CASBY, both of our keynote speakers, basically the the the gist of their speech was how they turned around and got their schools to perform from
from basically almost being closed to to performance and just real success stories, but it was all based around family and community engagement just like you guys have been talking. So just the fact that we have had that in our strategic plan for a long time and then the good work that you guys are already doing, it just was reinforced as I sat
there and listened to those speakers touch on it and then you know they had a lot of good ideas but a lot of it we were already doing and so it was it was just um it just reinforced the you know the good work that we're doing here and it made me made me proud that you know you guys have already been in the trenches you know kind of dealing with it and I I know it's very complex and
difficult work with you know especially communities as diverse as ours. to see it in our church. We have a big Creole speaking um population and it just the challenge that having a second language in our our church gives us um just makes
me kind of have a bunch of u empathy for for the job you guys have to do day in and day out with you know 70 languages. So thank you guys. >> Thank you very much for being here and for the presentation. I think we always have so much information that we want to
get out to our families and ways to support them, but doing something that's just plain fun like ballet and um just music, culture, dance, getting everyone together for that reason and then we can give them some information on the way out the door. But um I just like I like
that focus as well. how can we how can we offer something that's fun that's something that their kids can come to um as well as getting the info out there. So, thank you. Continue. Keep up the good work. The next item on our agenda is public
participation and I don't believe we have anyone signed up to speak this evening. So, we will move on to our consent agenda which is an action item. 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
and all contracts. >> Second. >> Is there any discussion on the motion? >> Yep. Doc uh director Campos Spitzy. Um, so I have a quick comment on the consent agenda that um will make more sense um
when we vote on a resolution that's on the agenda. Um, but I wanted to point out that as part of the consent agenda, we are uh voting to approve two contracts. Um, one is the stepping stones contract and the other is the
amperand therapy contract. Um, both of these contracts are for our special education services. um they equal $4.5 million together. Um and so the point that that I'm trying to make a
little preemptively is as a public education school. Um we by law we we take care of everyone. We take care of all children including children who require special education. Um and that requires dollars,
real dollars, four and a half million that we're going to approve right now. Um after this we're going to talk about a resolution. And so um the resolution talks about taxpayer dollars that might that could be funneled into private
schools, private schools who don't have to take children um with special needs and who require um significant funding. So, I just wanted to put that in perspective um as we approve the consent agenda.
>> Thank you. >> Seeing no additional comments, will you give us a vote, please? >> Director Zari, >> I. >> Director Bentley, >> I. >> Director Campos Spitzy, >> I. >> Director Edmonds, >> I. >> Director Lemos Garcia, >> I. >> Director Mash, >> I. >> Director Roi,
>> I. Motion carries 70. The next item is a resolution to oppose federal tax credit vouchers. Um, this is an action item that will require a motion. >> I move that the board of education
agrees six approves a resolution opposed federal tax credit voucher program as presented. >> Second. >> Thank you. Director Edmonds, would you please read the resolution? resolution to oppose the federal tax
credit voucher program. Whereas a free public education is a virtue of our American society and cornerstone of our democracy where all children have an equal opportunity to learn regardless of their background. And whereas in recent years, efforts to redirect public
funding toward private schools have intensified across the country through voucher programs, K through2 savings accounts, and tuition tax credits. All of which are mechanisms that allow taxpayer dollars to support private education. And whereas such mechanisms
pose a serious threat to public education because they have been shown to exceed cost projections for state budgets and create substantial deficits, fail to increase access for disadvantaged youth and subsidize students from wealthy families already
attending private schools and increase school segregation. And whereas private schools are not required to disclose how they spend the funds they receive, measure their academic achievement, make their academic standards public, hold public meetings, abide by state and federal non-discrimination laws, or
educate children with disabilities or English language learners, and whereas the federal tax credit program proposed by the federal government allows individuals to donate money to scholarship granting organizations, SGOs, and receive dollar for-dollar federal tax credits. with scholarships
uncapped and potentially covering full private school tuitions. And whereas federal guidance indicates states will likely be prohibited from placing requirements on SGOs and may be required to accept outofstate and national organizations severely limiting state
and local control over these publicly funded private programs. And whereas SGOs and private schools participating in the program are not required to meet the same academic accountability, fiscal transparency or reporting requirements as public schools and are not required
to comply with IDA or severe special education students, English language learners, or students from low-income families. And whereas the lack of requirements for SGOs's to serve rural, small, or lowincome communities creates
significant risk that funds will flow disproportionately to urban and national organizations, further weakening already fragile rural school systems and exasperating Colorado's declining enrollment challenges. And whereas the federal program is expected to begin
accepting donations in January 2027 with final regulations anticipated in spring 2026 requiring urgent action from state leaders and local boards to protect public education. Now, therefore, be it resolved that the Weld County School
District 6 Board of Education opposes Colorado's participation in the federal tax credit voucher program under PL119-21 and urges Governor Polus to refrain from opting the state into this program. And be it further resolved that the board
opposes the diversion of public funds to any discriminatory voucher or tax credit program, federal or state, which reduces public financial support to our indispensable public schools and lacks adequate accountability, transparency, and equity safeguards. And be it further
resolved that the board will partner with like-minded organizations to support full funded public schools. In witness whereof we have unto set our hands and caused the official seal of Weld County School District 6 to be here unto affixed this ninth day of February
2026. >> Thank you very much. Are there any comments on the motion on the resolution? Director Campos Spitzy. So I I started my comments early um but just because they were part of the
consent agenda. Um in Colorado we have voted as a state on the vouchers in 1992 and 1998 and both times um vouchers did not go through. And then
more recently in 2024 um there was a quote unquote school choice initiative that also did not get enough votes. And so as a state, we have consistently um prevented these voucher programs from
coming into our state and siphoning the scarce public dollars that we have um and diverting them into into private schools. Um so I I do think it is it is quite unfortunate that Governor Jared Polus um has opted into this program
before the terms of the program have really been fully defined by the Treasury. Um, I'm hopeful I I have seen that it might be a program we can opt out of annually. Um, so I do urge everyone to pay
attention um to your votes. Uh, there is a gubernatorial election this November. Um, the primaries are in June. Um, so look at the govern the candidates for governor. Look at their stance on this issue. Um, because it really does
matter. Director Edmmond, >> I can't emphasize enough how much this could hurt our community, communities like ours where 69% of our students are economically disadvantaged. So already
our families are fighting just to get by. And then to say that we're going to have a program that's going to take away public dollars to go to other districts where they don't these students don't have to fight. Their families don't have to fight for that funding. They're not sitting at a at a place where they need
to make three and a half times the federal poverty level just to make ends meet. And so I think this could be detrimental to small school districts like ours where we're doing so many amazing things. The fact that we are 90.1% on-time graduation rate compared to other districts that are getting $3,000
per student more than we are. And so we've got amazing resources here in this district that we still continually have to fight again and again for this funding. So the fact that this funding could easily just be funneled away out of our control is not something that I
think is fair for our families. It's not fair for for the students especially and it's not fair for our educators as well. The the the resources that our teachers have to work with um is incredible of what they're able to do with what we wish we could give them so much more. Um
and so I I stand vehemently against this personally. Um, and I'm grateful that we as a board are making this resolution as well. >> Thank you both. I'm not seeing any other comments. I would just like to echo um what my colleagues have said as well as
this resolution really does um speak to each and every reason why um I also am in opposition to this federal tax credit voucher program. And just to um clarify, this would hurt our charter schools. this would hurt our public schools. This would hurt our preschools. Um, and we
have such a wonderful partnership with our community and have received bond dollars and MLO for the kind of above and beyond things that we want to offer our students. Our CTE program um safe and and beautiful schools isn't above and beyond. That's that's bare minimum.
We have a lot of work to do on that as well. But if we have to use um if we lose our you know our operating dollars for our sort of basic education um we'll have to go back to our you know we'll have to rely on other funding
sources. Um that that will be a challenge and as Dr. Pilch always says we can do anything but we can't do everything. And so um we want to protect these public dollars for public education which is transparent is accountable. Um we we have to um be
steward be good stewards of those dollars to our public um which is not required of private entities. >> Will you please give us a vote? Miss Lemon. >> Director Zari >> I. >> Director Bentley >> I. >> Director Campos Spitzy >> I. >> Director Edmonds
>> I. >> Director Lamos Garcia >> I. >> Director Mash >> I. >> Director Roi >> I. >> Motion carries 70. >> Thank you very much. Our last item is our second read of our 2026 27 and
202728 calendars. This is also an action item. >> I move that the board of education at Greley Evan School District 6 approves the 2026 2027 school year calendar and the 2027 2028 school year calendar as presented. >> Second.
>> Thank you both. Is there any discussion? As this is a second read, we have had the opportunity to ask questions of our calendar team and so we'll go ahead and take a vote. >> Director Ozari >> I. >> Director Bentley >> I. >> Director Campos Spitzy >> I. >> Director Edmonds >> I. >> Director Lamos Garcia
>> I. >> Director Mash >> I. >> Director Roi >> I. >> Motion carries 70. >> Thank you for joining us for our meeting this evening. And again, the board of education extends our love to our community and to our students and staff.
And we hope that you all have a good evening and a great week. This meeting is concluded. Ajourned, that's the word. Hey baby.